Outline

Overview

Students will analyse historical and contemporary national and local Aboriginal education policies and interrogate implicit representations of what is considered to be the 'problem' in Aboriginal education. They will apply this in ways that influence positive change in their workplace including improved Aboriginal student outcomes.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Catherine Burgess, cathie.burgess@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Evaluation of School Aboriginal Education Policy Evaluate 1 policy in-depth and recommend changes	30%	Please select a valid week from the list below Due date: 05 Nov 2021 at 23:59 Closing date: 17 Dec 2021	1800
Outcomes assessed:
Assignment	Critical Review of the Literature Critical Review of the Literature on Indigenous policies.	40%	Week 05 Due date: 10 Sep 2021 at 23:59 Closing date: 17 Dec 2021	2400 words
Outcomes assessed:
Assignment	Review of Aboriginal (Indigenous) Education Policy Analyse one Indigenous Education policy using preferred theoretical tool	30%	Week 09 Due date: 15 Oct 2021 at 23:59 Closing date: 17 Dec 2021	1800 words
Outcomes assessed:

Assessment summary

Detailed information for each assessment can be found in Canvas.

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	Consistently strong and ongoing demonstration and evidence of superior organisational and conceptual skills. The work is extremely well conceived, coherent, logical, original and lucid as well as professionally prepared. Impressive and original depth of understanding of the content and discipline is displayed. Information is gathered from a wide range of current & relevant sources beyond the core materials. Convincing synthesis of evidence, critical analysis and understanding of multiple perspectives to formulate a coherent argument. Critical assessment and analysis of the relationship between theory, research and practice. Possible insightful and/or original deployments of theory or theoretical concepts. Implications for personal and professional practice are carefully considered and explored. Work potentially worth dissemination and/or postgraduate study.
Distinction	75 - 84	Consistently strong and ongoing demonstration of very good organisational and conceptual skills. The work is well conceived, coherent, logical and lucid as well as professionally prepared. Thorough and comprehensive understanding of the content and/or discipline gathered from a wide range of current & relevant sources beyond the core materials. Convincing synthesis of evidence, critical analysis and understanding of multiple perspectives to formulate a coherent argument. Insightful critique or consideration of relationship between theory, research and practice. Personal / professional implications for practice considered.
Credit	65 - 74	Strong organizational & conceptual skills and evidence that the task is logical and coherent and professionally prepared. Considers topics and issues in the broader disciplinary context. Evidence of having read current and relevant sources beyond the core materials. Credible argument making relevant use of evidence, analysis and understanding. Able to apply concepts and draw and justify conclusions. Critical or evaluative discussion/thinking about links between theory, research and practice.
Pass	50 - 64	Demonstrates task organization and conceptual understanding in a style which is mostly logical, coherent and flowing. Clear understanding of topic. Demonstrates understanding of materials presented in core texts and readings. Demonstrates some evidence of analytical and evaluative skills. Able to apply fundamental concepts and draw and justify conclusions. Beginning to develop critical reflection and analysis of practice through theory and research. Relevant concepts etc applied in a generally appropriate and thoughtful way
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard. Attempts are made to demonstrate a logical & coherent understanding of the assessment task but some aspects may be confused or undeveloped. Limited understanding of topic with serious gaps or errors. Demonstrates little evidence of having read materials presented in core texts & readings. Little or no evidence of analytical and evaluative skills. Fails to draw on fundamental concepts and to justify conclusions. Very little or no consideration of the relationships between theory, research and practice.

For more information see guide to grades.

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:

As per faculty policy

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.

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

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Historic and contemporary Aboriginal education policies and their impact on educational success	Tutorial (3 hr)
Week 02	Current research and theory in policy development, implementation, measurement and analysis	Tutorial (3 hr)
Week 03	Policy and its purpose	Tutorial (2 hr)
Week 04	Policy and its purpose	Tutorial (2 hr)
Week 05	Policy analysis tools Bacchi’s (2009) ‘What’s the Problem Represented to be?’	Tutorial (3 hr)
Week 06	Policy analysis tools Bacchi’s (2009) ‘What’s the Problem Represented to be?’	Tutorial (2 hr)
Week 07	Policy analysis tools Critical discourse Analysis (CDA),’wicked problems	Tutorial (3 hr)
Week 08	Reflecting on the 'Closing the Gap' approach to national Aboriginal policy	Tutorial (3 hr)
Week 09	Reflecting on the 'Closing the Gap' approach to national Aboriginal policy	Tutorial (2 hr)
Week 10	Auditing school and education policies in an Aboriginal context	Tutorial (3 hr)

Attendance and class requirements

Attendance: The Sydney School of Education and Social Work requires attendance of at least 90 percent of all seminars, workshops or lectures. Where a student is unable to attend at the required rate evidence of illness or misadventure may be required and the student may be required to undertake extra work. Students should discuss the circumstances of their absence(s) 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 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

WEEK 1

Fletcher, J. J. Clean, Clad, and Courteous: A History of Aboriginal Education in New South Wales. Sydney: Southwood Press, 1989. Pp. 375. - J. J. Fletcher. Documents in the History of Aboriginal Education in New South Wales. Sydney: Southwood Press, 1989. Pp. 272.

Reynolds, R. J. "Clean, Clad and Courteous" Revisited: A Review History of 200 Years of Aboriginal Education in New South Wales. The Journal of Negro Education, Vol. 78, No. 1 (Winter, 2009), pp. 83-94. Stable URL: https://www.jstor.org/stable/25608720 Accessed: 22-07-2019 23:18 UTC

Burridge, N., & Chodkiewicz, A. (2012). Chapter 1: An historical overview of Aboriginal education policies in the Australian context. In N. Burridge, F. Whalan & K. Vaughan. Indigenous Education. A Learning Journey for Teachers, Schools and Communities. Rotterdam: Sense Publishers

WEEK 2

Education Council. (2019). The Alice Springs (Mparntwe) Education Declaration.

Klenowski, V., & Wyatt-Smith, C. (2012). The impact of high stakes testing: the Australian story, Assessment in Education: Principles, Policy & Practice, 19(1), 65-79, DOI: 10.1080/0969594X.2011.592972.

Dreise, T., & Thomson, S. (2014). Unfinished business: PISA shows Indigenous youth are being left behind, Camberwell: ACER. Retrieved: rd.acer.edu.au/article/a-way-forward-in- improving-indigenous-learning>

Brown, P. (2019). Understanding how deficit discourses work against implementing participatory approaches in Australian Indigenous policy Australian Journal of Social Issues. 54, 401–417

WEEK 3 & 4

Ball, S. (1993). Education Policy, Power Relations and Teachers' Work. British Journal of Educational Studies, 41(2 ), pp. 106-121

Ball, S. (1993) What is policy? Texts, trajectories and toolboxes, Discourse: Studies in the Cultural Politics of Education, 13(2), pp. 10-17, DOI: 10.1080/0159630930130203

Ministerial Council for Education, Early Childhood Development and Youth Affairs (2010). Aboriginal and Torres Strait Islander Education Action Plan. Victoria: Author

Vidovich, L. (2001). A Conceptual Framework for Analysis of Education Policy and Practices Paper proposed for presentation at the Australian Association for Research in Education, Fremantle December 2001

WEEK 5 & 6

Bacchi, C., & Goodwin, S. (2016). Chapter 2. Making Politics Visible: TheWPR Approach. In Carol Bacchi, What’s the problem represented to be? Analysing Aboriginal education policy as discourse. Frenchs Forest, N.S.W: Pearson Education

Burgess, C., Lowe, K., & Goodwin, S. (in press) Problematising dominant ways of thinking in Aboriginal education policy. In Moodie, N., Lowe, K., & Dixon, R & Trimmer, K. (Eds.). Assessing the Evidence in Indigenous Education Research: Implications for Policy and Practice. Palgrave Macmillan

Patrick, R., & Moodie, N. (2016). Indigenous Education Policy Discourses In Australia Rethinking the “Problem”. In T. Barkatsas & A. Bertram (Eds.), Global Learning in the 21st Century, pp. 165–184. Rotterdam, The Netherlands, Sense Publishers.

Stacey, M. (2016). The teacher ‘problem’: an analysis of the NSW education policy Great Teaching, Inspired Learning , Discourse: Studies in the Cultural Politics of Education, DOI: 10.1080/01596306.2016.1168778

WEEK 7

Wodak, R., (2001). What CDA is about – a summary of its history, important concepts, and its development. In Methods of CDA. (Eds.), R. Wodak & M. Meyers. London: Sage Publication, pp. 1-13.

Briscoe, F. M., & Muhammad, A. K., (2013). ‘That racism thing: A critical race discourse analysis of a conflict over the proposed closure of a black high school, Race, ethnicity and Education, 18(6), pp. 739 – 763.

Ahmadvand, M. (2011). Critical Discourse Analysis An Introduction to Major Approaches. Jurnal Ilmiah Dinamika Bahasa Dan Budaya, 5(1), 82-90. Retrieved from https://www.unisbank.ac.id/ojs/index.php/fbib1/ article/view/382

Australian Public Service Commission 2012, Tackling wicked problems: A public policy perspective, Commonwealth of Australia, Canberra. Need to access from website: https://www.apsc.gov.au/tackling- wicked-problems-public-policy-perspective

AVCC WEEK

Pounder, L. (2008). Never mind human rights, let’s save the children: the Australian government’s emergency intervention in the northern territory. Australian Indigenous Law Review, 12(2), 2-21

WEEKS 8 & 9

DOWNLOAD:

Australian Government. (2020). Closing the Gap Report 2020. https://ctgreport.niaa.gov.au/sites/default/files/pdf/closing-the-gap-report-2020.pdf
The Lowitja Institute. (2020). We Nurture Our Culture for Our Future, and Our Culture Nurtures Us. The Close the Gap Campaign Steering Committee. https://www.lowitja.org.au/page/services/resources/Cultural-and-social-determinants/culture-for-health-and-wellbeing/close-the-gap-report-2020
Closing the Gap National Agreement https://www.closingthegap.gov.au/national-agreement

Pholi, K., Black, D., & Richards, C. (2009). ‘Is ‘Close the Gap’ a useful approach to improving the health and wellbeing of Indigenous Australians?’, Australian review of public affairs, 9(2), pp. 1-14.

Roth, L. (2011). Indigenous disadvantage: can strengthening cultural attachment help to Close the Gap?. NSW Parlimentary Library Research Services.

Rudolph, S. (2016). The logic of history in ‘gap’ discourse and related research. Australian. Educational. Researcher, 43, 437–45. DOI 10.1007/s13384-016-0208-5

Schultz, R. (2020). Closing the Gap and the Sustainable Development Goals: listening to Aboriginal and Torres Strait Islander people. Australian and New Zealand Journal of Public Health. 44(1). http://dx.doi.org/10.1111/1753-6405.12958.

WEEK 10

Calma, T. (2006). ‘Panel discussion: Diverse perspectives on the evidence’, in Assessing the Evidence on Indigenous Socioeconomic Outcomes: A Focus on the 2002 NATSISS, Research Monograph 26, Centre for Aboriginal Economic Policy Research, Australian National University.

McRae, D., G. Ainsworth, J. Cumming, P. Hughs, Y. Mackay, K. Price, M. Rowland, J. Warhurst, D. Woods, & V. Zbar. (2000). What Works? Explorations in Improving Outcomes for Indigenous Students. Canberra: National Curriculum Services and the Australian Curriculum Studies Association.

Shay, M., & Lampert, J. (2020): Community according to whom? An analysis of how indigenous ‘community’ is defined in Australia’s Through Growth to Achievement 2018 report on equity in education, Critical Studies in Education, DOI: 10.1080/17508487.2020.1786709

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.

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

LO1. Critically interrogate education policy to initiate and engage in professional dialogue with colleagues directed at improving professional knowledge and practice, and the educational outcomes of Aboriginal students.
LO2. Critically analyse key education policies in Aboriginal and international Indigenous contexts.
LO3. Collaborate with Aboriginal communities to lead colleagues in examining and auditing education policy in their workplace in order to effect whole school change.
LO4. Lead and support colleagues in analysing and interrogating school education policies to inform culturally responsive implementation including student well-being.
LO5. Prioritise local Aboriginal ways of knowing, doing and being when leading colleagues in implementing culturally responsive enactments of policy.
LO6. Lead and support colleagues in developing personal and professional reflexivity in order to deliver and implement culturally responsive and ethical policies for whole school change.

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

Alignment with Competency standards

Outcomes	Competency standards
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.4.3. (Highly Accomplished) Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives. 6.3.3. (Highly Accomplished) Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students. 7.2.3. (Highly Accomplished) Support colleagues to review and interpret legislative, administrative, and organisational requirements, policies and processes. 7.4.3. (Highly Accomplished) Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 1.4.3. (Highly Accomplished) Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives. 2.4.3. (Highly Accomplished) Support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 6.3.3. (Highly Accomplished) Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 2.4.3. (Highly Accomplished) Support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.7.3. (Highly Accomplished) Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning. 7.1.3. (Highly Accomplished) Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts. 7.4.3. (Highly Accomplished) Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 2.4.3. (Highly Accomplished) Support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.1.3. (Highly Accomplished) Develop a culture of high expectations for all students by modelling and setting challenging learning goals. 3.6.3. (Highly Accomplished) Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices. 4.4.3. (Highly Accomplished) Initiate and take responsibility for implementing current school and/or system, curriculum and legislative requirements to ensure student wellbeing and safety. 5.5.3. (Highly Accomplished) Work with colleagues to construct accurate, informative and timely reports to students and parents/carers about student learning and achievement. 6.2.3. (Highly Accomplished) Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable 7.1.3. (Highly Accomplished) Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts. 7.2.3. (Highly Accomplished) Support colleagues to review and interpret legislative, administrative, and organisational requirements, policies and processes. 7.4.3. (Highly Accomplished) Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 2.4.3. (Highly Accomplished) Support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.7.3. (Highly Accomplished) Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning. 6.3.3. (Highly Accomplished) Initiate and engage in professional discussions with colleagues in a range of forums to evaluate practice directed at improving professional knowledge and practice, and the educational outcomes of students. 7.1.3. (Highly Accomplished) Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts. 7.4.3. (Highly Accomplished) Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning.
	Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) - 6.1.3. (Highly Accomplished) Analyse the Australian Professional Standards for Teachers to plan personal professional development goals, support colleagues to identify and achieve personal development goals and pre-service teachers to improve classroom practice. 6.2.3. (Highly Accomplished) Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable 6.4.3. (Highly Accomplished) Engage with colleagues to evaluate the effectiveness of teacher professional learning activities to address student learning needs. 7.1.3. (Highly Accomplished) Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts. 7.4.3. (Highly Accomplished) Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning.

Australian Professional Standards for Teachers (Professional Level – PG and Professional Learning) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.4.4		(Lead) Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers.
2.1.4		(Lead) Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies, and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs.
2.4.4		(Lead) Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
3.1.4		(Lead) Demonstrate exemplary practice and high expectations, and lead colleagues to encourage students to pursue challenging goals in all aspects of their education.
3.6.3		(Highly Accomplished) Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices.
3.6.4		(Lead) Conduct regular reviews of teaching and learning programs using multiple sources of evidence including student assessment data, curriculum documents, teaching practices and feedback from parents/ carers, students and colleagues.
3.7.3		(Highly Accomplished) Work with colleagues to provide appropriate and contextually relevant opportunities for parents/carers to be involved in their children’s learning.
3.7.4		(Lead) Initiate contextually relevant processes to establish programs that involve parents/carers in the education of their children and broader school priorities and activities.
4.4.4		(Lead) Evaluate the effectiveness of student wellbeing policies and safe working practices using current school and/or system, curriculum and legislative requirements and assist colleagues to update their practices.
5.4.4		(Lead) Co-ordinate student performance and program evaluation using internal and external student assessment data to improve teaching practice.
5.5.4		(Lead) Evaluate and revise reporting and accountability mechanisms in the school to meet the needs of students, parents/carers and colleagues.
6.1.4		(Lead) Use comprehensive knowledge of the Australian Professional Standards for Teachers to plan and lead the development of professional learning policies and programs that address the professional learning needs of colleagues and pre-service teachers.
6.2.3		(Highly Accomplished) Plan for professional learning by accessing and critiquing relevant research, engage in high quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable
6.2.4		(Lead) Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
6.3.4		(Lead) Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
7.1.3		(Highly Accomplished) Maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts.
7.2.4		(Lead) Initiate, develop and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities.
7.4.3		(Highly Accomplished) Contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning.
7.4.4		(Lead) Take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities.

Responding to student feedback

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

No changes have been made since this unit was last offered.

Additional information

Site visit guidelines

If you are undertaking professional experience/field education placement as part of your enrolment in this unit of study, please assess your specific needs and requirements for the safe and successful completion of an external placement within a host organisation. You will be given the opportunity to disclose any health issues that have a work health and safety significance before arranging a placement so that your safety, and the safety of others, can be properly assessed. The Professional Experience Coordinator/Field Education Manager will work to ensure that the workplace assignment to you is appropriate for your needs and requirements. If you are experiencing disability, and require reasonable adjustments to be arranged, please contact Disability Services as early as possible prior to commencing the internship. Please note, in all cases, and for the purpose of organising reasonable adjustments, only the impact and not the nature, of your disability will be disclosed to the host organisation.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

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

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDPL6005: Aboriginal Education: Policy and Practice

Semester 2, 2021 [Normal day] - Remote

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect