Unit Outline

This unit explores the relationships between Aboriginal and Torres Strait Islander and non-Indigenous, histories perspectives and cultures. It encourages you to develop an ethical position grounded in critical reflection which will enable you to identify and challenge racial and social injustices in education and more broadly through practice and pedagogy. The unit has four foci which are integrated: history, culture, curriculum, and pedagogy. It considers these foci as they relate to Aboriginal and Torres Strait Islander peoples, non-Indigenous peoples, educators, administrators, and policy makers. In doing so, it provides you with both a theoretical and practical grounding from which to develop your skills as a transformative educator capable of fostering restorative justice and reconciliation both within and through education.

Intended Learning Outcomes

As per the Assessment and Results Policy 1.3, your results will reflect your achievement against specified learning outcomes.

On completion of this unit, you will be able to:


1	Identify and discuss the cultural and institutional issues that impact on the capacity and willingness of non-Indigenous people to extend educational justice to Aboriginal and Torres Strait Islander students and peoples.
2	Identify, critically analyse and select local and national teaching and learning resources, and pedagogies, to foster and develop all students’ knowledge of Aboriginal and Torres Strait Islander perspectives, history and engagement in education.
3	Demonstrate evidence of an ethical teaching practice that is effective in realising the goals of restorative justice, in order to achieve educational justice and Reconciliation for Aboriginal and Torres Strait Islander and non-Indigenous students.

Requisites


REQUISITE TYPE	REQUISITES
Pre-requisite	ESH102 OR EAL102 OR EDU102

Alterations as a result of student feedback

How will I be Assessed?

For more detailed assessment information please see MyLO.

Assessment schedule


ASSESSMENT TASK #	ASSESSMENT TASK NAME	DATE DUE	WEIGHT	LINKS TO INTENDED LEARNING OUTCOMES
Assessment Task 1:	Content Quiz	See the MyLO site for the due date	25 %	LO1, LO2
Assessment Task 2:	Presentation	See the MyLO site for the due date	35 %	LO1, LO2, LO3
Assessment Task 3:	Lesson Sequence and Rationale	See the MyLO site for the due date	40 %	LO1, LO2, LO3

Assessment details

Assessment Task 1: Content Quiz

Task Description:

Students are required to complete one multiple choice and short answer quiz. The quiz is designed to evaluate understanding of the key concepts covered in lectures, readings and tutorials throughout the first three weeks of semester.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.4, 2.4

Task Length:

20 questions – A time limit of 1 hour will apply.

Due Date:

See the MyLO site for the due date

Weight:

25 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Demonstrates an understanding of the ways in which structural and discursive power can shape perceptions of the past.	LO1
2	Demonstrates an understanding of the ways in which perceptions of the past can shape the present.	LO1
3	Demonstrates an understanding of key pedagogical frameworks which can enable teachers to critically engage their students with perceptions of the past and the present.	LO2

Assessment Task 2: Presentation

Task Description:

Students will be provided with a diverse range of topics related to Aboriginal and Torres Strait Islander history, perspectives, and the cultural interface between Indigenous and non-Indigenous Australians. Students be required to select ONE (1) topic to compile a presentation on which includes the following:
- An Acknowledgement of Country & Appropriate Cultural warnings / considerations.
- An overview of the topic which (were possible) incorporates multiple perspectives.
- A brief discussion of how the topic could be incorporated in a classroom.
- Two deep questions to engage the viewer and stimulate discussion on the topic.
- An APA formatted list of sources.

Please note: When you present your topic (and effectively submit your assessment) varies depending on the topic you choose to present on as topics are allocated to specific weeks of the unit (Weeks 2-5). Please refer to MyLO for more information.

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.3, 1.4, 2.4, 3.3, 4.1

Task Length:

15 Minutes

Due Date:

See the MyLO site for the due date

Weight:

35 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Evidenced cultural awareness, appropriate/relevant cultural protocols and considerations.	LO3
2	Evidenced ethical integrity and the capacity to critically evaluate and convey historical and/or contemporary perspectives on an issue and/or event.	LO1, LO2
3	Evidenced effective pedagogy for engaging peers in learning and stimulating deeper thinking on relevant concepts and ideas	LO2, LO3

Assessment Task 3: Lesson Sequence and Rationale

Task Description:

Part A:
Students are required to select a topic from the list of topics provided then using the provided template, design a lesson sequence (3 lessons in total) which includes:
• A brief statement of classroom demographics.
• A brief description of will be covered in each lesson.
• Three broad learning outcomes for the lesson sequence and two learning outcomes for each lesson.
• Two deep questions that will be used to engage students’ critical thinking skills.
The sequence should demonstrate a responsiveness to either Australian Professional Standards for Teachers (APST) 1.4, 2.4, or both.

Part B
Students are required to develop a short article for the school newsletter which describes and justifies their lesson sequence, it should include:
• Some brief context and background to their chosen topic.
• A brief discussion of why this topic is important for their students to learn.
• A brief discussion of the pedagogy that they will employ and the knowledge that informs this approach.
The article will also need to demonstrate an awareness of the diverse needs of your intended audience (i.e. parents/guardians/carers).

Completion of this Assessment Task relates to Australian Professional Standards for Teachers (APST) 1.3, 1.4, 2.4, 3.2, 3.6, 4.1

Task Length:

1600 Words (not including lesson sequence template)

Due Date:

See the MyLO site for the due date

Weight:

40 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Analytical and creative skills evidenced in a logical, coherent and relevant lesson sequence that is responsive to and demonstrates engagement with the Australian Professional Standards for Teachers (With an emphasis on Standard 1.4)	LO3
2	Demonstrated transference of relevant key understandings and concepts engaged with throughout the unit (lectures, tutorials and readings)	LO2, LO3
3	Communicated knowledge of culturally responsive pedagogies and practices as they may apply to Aboriginal and/or Torres-Strait Islander learners	LO1, LO2

How your final result is determined

To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes, achieve a final unit grade of 50% or greater, and pass any hurdle tasks.

Submission of assignments

Where practicable, assignments should be submitted to an assignment submission folder in MYLO. You must submit assignments by the due date or receive a penalty (unless an extension of time has been approved by the Unit Coordinator). Students submitting any assignment in hard copy, or because of a practicum finalisation, must attach a student cover sheet and signed declaration for the submission to be accepted for marking.

Academic integrity

Academic integrity is about acting responsibly, honestly, ethically, and collegially when using, producing, and communicating information with other students and staff members.

In written work, you must correctly reference the work of others to maintain academic integrity. To find out the referencing style for this unit, see the assessment information in the MyLO site, or contact your teaching staff. For more detail about Academic Integrity, see Important Guidelines & Support.

Requests for extensions

If you are unable to submit an assessment task by the due date, you should apply for an extension.

A request for an extension should first be discussed with your Unit Coordinator or teaching support team where possible. A request for an extension must be submitted by the assessment due date, except where you can provide evidence it was not possible to do so. Typically, an application for an extension will be supported by documentary evidence: however, where it is not possible for you to provide evidence please contact your Unit Coordinator.

The Unit Coordinator must notify you of the outcome of an extension request within 3 working days of receiving the request.

Late penalties

Assignments submitted after the deadline will receive a late penalty of 5% of the original available mark for each calendar day (or part day) that the assignment is late. Late submissions will not be accepted more than 10 calendar days after the due date, or after assignments have been returned to other students on a scheduled date, whichever occurs first. Further information on Late Penalties can be found on the Assessments and Results Procedure.

Review of results and appeals

You are entitled to ask for a review of the marking and grading of your assessment task if there is an irregularity in the marking standards or an error in the process for determining the outcome of an assessment. Details on how to request a review of a mark for an assignment are outlined in the Review and Appeal of Academic Decisions Procedure.

Required Resources

Required reading materials

Required readings for EDU190 consist of selected journal articles and book chapters, they are accessible from within MyLO.