Outline

Overview

This unit of study builds on EDUP2006 Aboriginal Students K-6. It is designed to increase pre-service teachers' knowledge and practical skills for connecting with local Aboriginal communities and authentically incorporating Aboriginal histories, cultures, experience and expertise in teaching and learning. Diversity of cultural practices, culturally responsive teaching, and learning from Country approaches will feature in this unit.

Unit details and rules

Academic unit	Education
Credit points	2
Prerequisites ?	138 credit points completed
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Tracey-Anne Cameron, tracey.cameron@sydney.edu.au
Lecturer(s)	Tracey-Anne Cameron, tracey.cameron@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2025

Details
Criteria

Type	Description	Weight	Due	Length
Assignment	Essay This essay will draw on engagement with the topic, 'Learning from Country'.	50%	Week 05 Due date: 28 Mar 2025 at 23:59	1000 words
Outcomes assessed:
Assignment	School-community profile This profile draws on learning in Weeks 1, 2, 4 & 6 lectures & tutorials	50%	Week 08 Due date: 17 Apr 2025 at 23:59	1000 words
Outcomes assessed:

Assessment summary

Assessment task 1. Essay (1000 words). Define “Learning from Country” and explain how teachers can use this notion to create authentic, culturally-responsive, community-informed teaching and learning experiences for K-6 students. (GTS 1.4.1, 2.4.1, 6.4.1)
Assessment task 2. School-community profile (1000 words). Describe key characteristics, relevant to Aboriginal Education, of a community and school where you have or will have a professional experience placement. Your research for this assessment task may include a combination of desktop research, a visit to the area, and your own observations and insights. (GTS 1.4.1, 2.4.1, 6.4.1, 7.4.1)
The local community*: On which Aboriginal Nation is the school located? Which AECG region does the school belong to? Does the local Aboriginal community in the area have strong visibility? Which Aboriginal community organisations are present in the local area? Are there services available for Aboriginal families in the area? What history in the local Aboriginal community may impact on school engagement?
The school: What are some key demographic features of the students’ backgrounds? Is there evidence of the cultural values of the school environment? Are there curricular and/or extracurricular activities in the school for Aboriginal Education? What are the celebrations and what is celebrated at the school? Does the school have Aboriginal staff? Which Department of Education Regional Aboriginal Education Team relates to this school (or Catholic Diocesan or Independent Schools Aboriginal Education equivalent team)?
Teaching and learning: Based on your theoretical knowledge of the local community, describe how you could make a contribution to teaching and learning in the school in partnership with the local Aboriginal community/ies.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1). As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 – 100	Work of an exceptional standard
Distinction	75 – 84	Work of a very high standard
Credit	65 – 74	Work of a good standard
Pass	50 – 64	Work of an acceptable standard.
Fail	0 – 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI) and automated writing tools

Except for supervised exams or in-semester tests, you may use generative AI and automated writing tools in assessments unless expressly prohibited by your unit coordinator.

For exams and in-semester tests, the use of AI and automated writing tools is not allowed unless expressly permitted in the assessment instructions.

The icons in the assessment table above indicate whether AI is allowed – whether full AI, or only some AI (the latter is referred to as “AI restricted”). If no icon is shown, AI use is not permitted at all for the task. Refer to Canvas for full instructions on assessment tasks for this unit.

Your final submission must be your own, original work. You must acknowledge any use of automated writing tools or generative AI, and any material generated that you include in your final submission must be properly referenced. You may be required to submit generative AI inputs and outputs that you used during your assessment process, or drafts of your original work. Inappropriate use of generative AI is considered a breach of the Academic Integrity Policy and penalties may apply.

The Current Students website provides information on artificial intelligence in assessments. For help on how to correctly acknowledge the use of AI, please refer to the  AI in Education Canvas site.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date: Deduction of 5% of the maximum mark for each calendar day after the due date. After ten calendar days late, a mark of zero will be awarded. This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below: 5% per day. Please see your tutor for simple extensions and see the explanation of this arrangement here for Special Consideration https://www.sydney.edu.au/students/special-consideration.html which you may also discuss with your tutor and/or the Co-ordinator.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Appropriate terminology, community consultation and protocols, the policy landscape, fundamental principles of good practice in Aboriginal Education	Lecture (1 hr)
Week 01	Appropriate terminology, community consultation and protocols, the policy landscape, fundamental principles of good practice in Aboriginal Education	Tutorial (1 hr)
Week 02	Learning from Country	Lecture (1 hr)
Week 02	The role of place-based education and ‘Learning from Country’ in developing localised curriculum	Tutorial (1 hr)
Week 03	University of Sydney campus tour from an Aboriginal perspective.	Lecture (1 hr)
Week 03	Debrief and reflection on the content of the campus tour, the impact of Learning from Country, learning from Aboriginal experts. Curriculum connections and how teachers can include Aboriginal knowledge of place in teaching and learning	Tutorial (1 hr)
Week 04	Cultural practices and practitioners	Lecture (1 hr)
Week 04	Debrief and reflection on the impact of learning about cultural practices and learning from Aboriginal cultural practitioners. Curriculum connections and how teachers can include Aboriginal cultural practices and practitioners in teaching and learning	Tutorial (1 hr)
Week 05	Contemporary Aboriginal and Torres Strait Islander artists’ and cultural practitioners’ voices and work represented in museum and art collections and exhibitions	Lecture (1 hr)
Week 05	Visit University of Sydney Indigenous Heritage collections for a tour with the Senior Curator, Macleay Collections and Curator, Indigenous Heritage	Tutorial (1 hr)
Week 06	Localising the curriculum through Aboriginal community engagement	Lecture (1 hr)
Week 06	Workshop - developing a local school-community profile	Tutorial (1 hr)

Attendance and class requirements

The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Students should discuss the circumstances of any absence(s), illness or misadventure with the co-ordinator of the unit of study. Further details are provided in the School canvas site: https://canvas.sydney.edu.au/courses/13426

Study Commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 2 credit point unit, this equates to approximately 40-50 hours of student effort in total.

Study commitment

Required readings

Required readings for this unit of study can be accessed through the 'Reading List' in Canvas. Required readings are identified and must be read prior to the weekly lecture.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. LO1 understand Aboriginal community consultation and engagement in education and teachers’ responsibility to enable and facilitate this (GTS 1.4.1, 2.4.1, 6.4.1)
LO2. LO2 develop the skills for building a relationship with a local Aboriginal community to enhance teaching and learning in a school (GTS 1.4.1, 2.4.1, 7.4.1)
LO3. LO3 gain a deeper understanding of Aboriginal histories, languages, cultures and knowledge of country, and authentic ways to teach that knowledge (GTS 1.4.1, 2.4.1, 6.4.1)
LO4. LO4 have greater awareness of how teachers continue to develop their capacity in Aboriginal education through community connections and professional learning opportunities (GTS 1.4.1, 2.4.1, 7.4.1)

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

This is the first time this unit has been offered.

Additional information

Academic integrity

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

EDUP4086: Aboriginal Education: Engaging Community

Semester 1, 2025 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI) and automated writing tools

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links