Outline

Overview

This unit of study celebrates the diversity of Aboriginal and Torres Strait Islander peoples, knowledges, languages and cultures. It expands student understanding of opportunities and barriers faced by Aboriginal and Torres Strait Islander people, and the role education plays in addressing these issues. This unit emphasises collaboration. Students will gain knowledge and awareness of Aboriginal and Torres Strait Islander histories; effects of racism; hidden curriculum; and diverse perspectives. Through this unit, students will continue to construct their identity as an educator and acquire knowledge and skills which underpin culturally responsive teaching.

Unit details and rules

Academic unit	Education
Credit points	6
Prerequisites ?	12 credit points at 1000 level in Education Studies
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Tarunna Sebastian, tarunna.sebastian@sydney.edu.au
Tutor(s)	Irene Wardle, irene.wardle@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Assessment Task 1A - Group Presentation Group presentation on allocated topics	20%	Please select a valid week from the list below Due date: 29 May 2023 at 11:59 Closing date: 29 May 2023	30 minutes(850 words)
Outcomes assessed:
Assignment	Assessment Task 1B - Self Reflection Individual reflection to your group presentation	10%	Please select a valid week from the list below Closing date: 29 May 2023	500 words
Outcomes assessed:
Assignment	Assessment Task 2 – People & Events Research report on a person 900-words and an event 900- words	40%	Week 07 Due date: 03 Apr 2023 at 11:59 Closing date: 17 Apr 2023	1800 words
Outcomes assessed:
Assignment	Assessment Task 3 – Critical Resource Analysis Critical resource analysis of set resources	30%	Week 11 Due date: 08 May 2023 at 11:59 Closing date: 22 May 2023	1350 words
Outcomes assessed:
= group assignment ?

Assessment summary

Presentation & Reflection Paper: Students will be allocated a presentation topic in the Week 1 Tutorial. This assessment task has two parts. Firstly, work with their group to prepare a maximum 12 slide, 30-minute presentation. The Canvas site contains a document with advice for each tutorial group. Secondly, after their group presentation, the students will write a 500-word individual reflection about their group presentation. This is not a summary of their presentation. Instead, students need to demonstrate their capacity to reflect critically on their group presentation.
Essay People & Events: Students will select of significant people and events in Australian Aboriginal and Torres Strait Islander history. This task has two components. Firstly the students will conduct their research and write a report on a person and an event selected from the tutorail lists, and explain their significance to Indigenous people/communities and to Australian society more broadly.
Critical Resource analysis: This task has two components. Firstly, the students will provide a critical reflection on the importance of analysing resources through a critical cultural lens when developing Australian Aboriginal and Torres Strait Islander content. Secondly, the students will select and critically analyse two resources suitable for teaching area which contain Australian Aboriginal or Torres Strait Islander perspective.
Detailed information for each assessment can be found on Canvas

Assessment criteria

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:

No Final exam. No In-semester test. No In-class, small and continuous assessment. No Skills-based assessment.

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	Week 1: Cultural Identity, Belonging and Kinship.	Lecture and tutorial (3 hr)
Week 02	Week 2: Colonisation and Decolonisation.	Lecture and tutorial (3 hr)
Week 03	Week 3: Past, Present and Future: Critical Connections.	Lecture and tutorial (3 hr)
Week 04	Week 4: Contemporary ‘Flashpoints’: Awareness, Understanding, Action.	Lecture and tutorial (3 hr)
Week 05	Week 5: Racism and Well-being in Education.	Lecture and tutorial (3 hr)
Week 06	Week 6: Cross-curriculum Priority.	Lecture and tutorial (3 hr)
Week 07	Week 7: Localising the Curriculum.	Lecture and tutorial (3 hr)
Week 08	Week 8: The Hidden Curriculum.	Lecture and tutorial (3 hr)
Week 09	Week 9: Collaborating with Aboriginal Communities.	Lecture and tutorial (3 hr)
Week 10	Week 10: Aboriginal Languages.	Lecture and tutorial (3 hr)
Week 11	Week 11: The Impact of Policy	Lecture and tutorial (3 hr)
Week 12	Week 12 The Way Forward.	Lecture and tutorial (3 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. 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 coordinator
of the unit of study. Further details are provided in the School canvas site

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

All readings for this unit can be accessed on the Library eReserve on 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. Demonstrate broad knowledge and understanding of the impact of diverse histories, cultures, identities and linguistic backgrounds on the education of Aboriginal and Torres Strait Islander learners.
LO2. Understand and respect Aboriginal and Torres Strait Islander people to promote Reconciliation between Aboriginal and Torres Strait Islander people and non-Indigenous Australians.
LO3. Improve professional knowledge and practice to maximise Aboriginal and Torres Strait Islander learners outcomes.
LO4. Understand the importance and principles of actively engaging with members of the teaching profession and the wider community.

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) - 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. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers. 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) - 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. 2.4. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 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 (Professional Level – PG and Professional Learning) - 2.4. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
	Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - 1.2.1. (Graduate) Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. 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. Strategies for teaching Aboriginal and Torres Strait Islander students. 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. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers. 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 (Professional Level – PG and Professional Learning) - 1.4. Strategies for teaching Aboriginal and Torres Strait Islander students. 4.1. Support student participation
	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. Strategies for teaching Aboriginal and Torres Strait Islander students. 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. 2.4.1. (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 4.1.1. (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities. 6.2.1. (Graduate) Understand the relevant and appropriate sources of professional learning for teachers. 6.4.1. (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 7.3.1. (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers. 7.4. Engage with professional teaching networks and broader communities 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) -

Competency code	Taught, Practiced or Assessed	Competency standard
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.
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.
4.1.1		(Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
6.2.1		(Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
6.4.1		(Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
7.3.1		(Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
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.

New unit of study

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

EDUF2021: Aboriginal Education in Context

Semester 1, 2023 [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