Outline

Overview

This unit of study prepares pre-service teachers for teaching Stage 6 Aboriginal Studies in NSW secondary schools. Through the development of teaching resources, assessment tasks and case studies, pre-service teachers will develop teaching and learning strategies that analyse current socio-political issues in contemporary Australia with a focus on social justice and human rights issues for Indigenous communities at local, national and international levels. This will support them in becoming pro-active critical thinkers, intercultural communicators and educators in the field of Aboriginal Studies and in the wider education community.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	96 credit points of units, including EDSE3080
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Tracey-Anne Cameron, tracey.cameron@sydney.edu.au
Tutor(s)	Irene Wardle, irene.wardle@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Comparative case study: group task Research two Indigenous communities	40%	Week 04 Due date: 26 Aug 2022 at 23:59 Closing date: 17 Dec 2022	1750 words
Outcomes assessed:
Assignment	Information Guide Information Guide	30%	Week 11 Due date: 21 Oct 2022 at 23:59 Closing date: 17 Dec 2022	1000 words
Outcomes assessed:
Assignment	Class observations and reflection Critical reflections on lesson observations	30%	Week 12 Due date: 28 Oct 2022 at 23:59 Closing date: 17 Dec 2022	1750 words
Outcomes assessed:

Assessment summary

Comparative case study: In groups, you will research two Indigenous local communities - one Australian and one international. From this, you will produce a five week unit of work (4 x 1 hour lessons per week) on the comparative case study section of the HSC course. You will choose one of the following topics; health, education, housing, employment, criminal justice and economic independence. You will be required to identify both communities including an overview of each community's historical, socio-cultural and political context.
Student information booklet: You will devise a student information brochure that promotes stage 6 Aboriginal studies to year 10 students.
Class observations and reflection: You will observe two stage 6 Aboriginal studies lessons to critically reflect on and articulate these experiences in order to enhance your understanding of the Aboriginal studies teaching and learning space.

Detailed information for each assessment can be found on 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.

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	Respect, Relationships and Reconciliation Stage 6 Syllabus & Resources	Tutorial (4 hr)
Week 02	Needs of Aboriginal and non-Aboriginal students in HSC Aboriginal Studies Scope and Sequencing Planning and Programming	Tutorial (4 hr)
Week 03	Ethical community Engagement National and international comparative case studies	Tutorial (4 hr)
Week 04	Applying consultation to planning, programming, assessment design • Planning & programming, • Researching content • Pedagogical approaches	Tutorial (4 hr)
Week 09	Applying consultation to planning, programming, assessment design • Planning & programming, • Researching content • Pedagogical approaches	Tutorial (4 hr)
Week 10	Assessment scheduling, designing tasks, setting criteria	Tutorial (4 hr)
Week 11	Representations of Aboriginal people	Tutorial (4 hr)
Week 12	Deficit Discourses; High Expectations	Tutorial (4 hr)
Week 13	Professional learning • Networking, accessing support. • Teacher accreditation	Tutorial (4 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

Students can access all readings via Canvas.

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. locate relevant curriculum planning documents such as syllabi, course specification, support documents and relevant policies
LO2. explain and analyse the outcomes and content of the stage 6 Aboriginal studies syllabus with particular focus on converting these to accurate assessment items for students
LO3. understand and interpret these documents to plan and implement appropriate and authentic Aboriginal studies programs, units of work and assessment tasks based on an outcomes approach to teaching and learning
LO4. critically analyse a diverse range of resources to ensure culturally appropriate application to a variety of teaching and learning experiences
LO5. identify and analyse the needs of students across the full range of abilities, with particular attention to transition from junior to senior study to ensure the best possible career and life long learning outcomes for students
LO6. analyse and apply understandings of the historical and contemporary experiences of Aboriginal peoples, through content and pedagogical approaches that encourages active and informed citizenship in your students
LO7. identify and apply current teaching and learning theory and practice on the use of multimedia resources and multi-modal texts to appropriate areas of programming, resourcing and assessment.

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 (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.3.1. (Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. 2.5.1. (Graduate) Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.2.1. (Graduate) Organise content into an effective learning and teaching sequence. 3.1.1. (Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics. 3.2.1. (Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. 5.1.1. (Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. 6.3.1. (Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.3.1. (Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds. 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 1.5.1. (Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.4.1. (Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 7.4.1. (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 2.1.1. (Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. 3.3.1. (Graduate) Include a range of teaching strategies. 3.4.1. (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.

Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1.1		(Graduate) Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.3.1		(Graduate) Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.
1.4.1		(Graduate) Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.5.1		(Graduate) Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.
2.1.1		(Graduate) Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
2.2.1		(Graduate) Organise content into an effective learning and teaching sequence.
2.3.1		(Graduate) Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
2.4.1		(Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
3.1.1		(Graduate) Set learning goals that provide achievable challenges for students of varying abilities and characteristics.
3.2.1		(Graduate) Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
3.3.1		(Graduate) Include a range of teaching strategies.
3.4.1		(Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
5.1.1		(Graduate) Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.
6.3.1		(Graduate) Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.
7.2.1		(Graduate) Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
7.4.1		(Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

Responding to student feedback

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

This unit of study is improved each year in response to student feedback and our partner Aboriginal organisations.

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

EDSE3081: Teaching Aboriginal Studies 2

Semester 2, 2022 [Normal day] - Camperdown/Darlington, Sydney

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

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect