Unit Outline

Students are enabled to constructively consider the interface of Aboriginal and Torres Strait Islander and non-Indigenous issues, histories, cultures and perspectives in education, the curriculum and the ‘hidden curriculum’. The unit has four foci which are integrated: identity/ nationalism, history, ethics and pedagogy. It considers these foci as they relate to Aboriginal and Torres Strait Islander students and non-Indigenous students, cultural engagement and racism in education and in Australian society. The unit enables students to develop an ethical position and critical reflection to recognise that cultural engagement in any classroom is contingent on the teacher’s awareness of his/her own cultural positioning; and the process and pedagogy enables students to identify and challenge institutional political, racial and social injustices in education. The unit enables students to own a position from which to be confident and capable to teach the interface of Aboriginal, Torres Strait Islander and non-Indigenous histories and perspectives since colonisation and to teach Aboriginal, Torres Strait Islander and non-Indigenous students with cultural insight and respect. The unit fosters deep thinking and engagement with ethical issues that are vital to being an effective and transformative teacher capable of fostering restorative justice and reconciliation.

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.	Demonstrate a critical understanding of 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 all students, including Aboriginal and Torres Strait Islander and non-Indigenous students.

Requisites


REQUISITE TYPE	REQUISITES
Concurrent Pre-requisite	EMT502

Alterations as a result of student feedback

Readings have been updated.

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:	Essay	Week 6	50 %	LO1, LO2, LO3
Assessment Task 2:	Lesson Sequence	Week 6	50 %	LO1, LO2, LO3

Assessment details

Assessment Task 1: Essay

Task Description:

Provide a reasoned, critical, and theoretically informed essay on the following topic:
The Australian Professional Standards for Teachers 1.4 and 2.4 must be achieved to move toward restorative justice in education. With reference to the, the weekly readings and the tutorials:
• Name, and briefly discuss, the barriers that have been identified in the unit to date, which would prevent these Standards (1.4 & 2.4) from being achieved by teachers.
• Critically discuss how, three (3) of the significant barriers you identified (above), would be overcome by your practice in knowledge, reflection and pedagogy in your classroom/education setting.
• Your essay’s conclusion must embrace a summary position of the ethical stance of your teaching regarding Standards 1.4 & 2.4.

Task Length:

1000 words

Due Date:

Week 6 (12/Jul/2024)

Weight:

50 %

CRITERION #

CRITERION

MEASURES INTENDED

LEARNING OUTCOME(S)


1	Demonstrated ability to construct a logical academic argument and/or response that addresses each part of the task.	LO1, LO2, LO3
2	Demonstrated relevant critical reflection upon academic literature, and relevant concepts from the lectures and tutorials, especially unit readings & texts, (using APA referencing as appropriate).	LO1, LO2, LO3
3	Described and justified strategies for teaching Aboriginal and Torres Strait Islander histories and perspectives to Aboriginal and Torres Strait Islander and non-Indigenous students consistent with Australian Professional Standards for Teachers 1.4 &	LO1, LO2, LO3

Assessment Task 2: Lesson Sequence

Task Description:

In approximately 1000 words provide:
• A topic and summary content of 2/3 lessons (as a sequence) that will contribute toward overcoming one or more or the barriers (you identified in AT1) and contribute to restorative justice.
• One or two deep questions that indicate the thinking you are attempting to foster in your students; and state how the lessons will address the identified barrier/s and contribute to restorative justice.

You are welcome (but not required) to situate the lessons within your subject / discipline / specialisation.

Task Length:

1000 words

Due Date:

Week 6 (12/Jul/2024)

Weight:

50 %

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 1.4 & 2.4 2, 3	LO2, LO3
2	Described and justified strategies for teaching Aboriginal and Torres Strait Islander histories and perspectives to Aboriginal and Torres Strait Islander and non-Indigenous students consistent with APS for Teachers 1.4 & 2.4	LO1, LO2, LO3
3	Evidenced cultural sensitivity and ethical integrity in the use of appropriate cultural protocols and considerations.	LO3

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.