Skip to main content
Unit outline_

EDUF2021: Aboriginal Education in Context

Semester 2, 2023 [Normal day] - Camperdown/Darlington, Sydney

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

No

Teaching staff

Coordinator Lynette Riley, lynette.riley@sydney.edu.au
Lecturer(s) Susan Poetsch, susan.poetsch@sydney.edu.au
Tarunna Sebastian, tarunna.sebastian@sydney.edu.au
Lynette Riley, lynette.riley@sydney.edu.au
Type Description Weight Due Length
Assignment hurdle task group assignment Assessment Task 1 - Group Presentation
Group presentation on allocated topics
30% Multiple weeks
Due date: 21 Aug 2023 at 11:59

Closing date: 06 Nov 2023
30-40 minutes (1350 words equivalent)
Outcomes assessed: LO1 LO2 LO3 LO4
Assignment hurdle task Assessment Task 2 – People & Events
Research report on a person 900-words and an event 900- words
40% Week 07
Due date: 11 Sep 2023 at 11:59

Closing date: 11 Sep 2023
1800 words
Outcomes assessed: LO1 LO2 LO3 LO4
Assignment hurdle task Assessment Task 3 – Critical Resource Analysis
Critical resource analysis of set resources
30% Week 11
Due date: 23 Oct 2023 at 11:59

Closing date: 23 Oct 2023
1350 words
Outcomes assessed: LO1 LO2 LO3 LO4
hurdle task = hurdle task ?
group assignment = group assignment ?

Assessment summary

  • Group presentation: Students will be allocated a presentation topic in the Week 1 Tutorial. Each group prepares a maximum 12 slide, 30-40 minute presentation. The Canvas site contains a document with advice for each tutorial group. 
  • Essay People & Events: Students will select from a list 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 a resource suitable for teaching which contains Australian Aboriginal or Torres Strait Islander perspective.
  • Detailed information for each assessment task can be found on Canvas.

Important:

You can only pass this unit of study if you complete each of the above assessment tasks. If you do not complete all tasks, regardless of your mark, you will fail this unit of study.

Assessment criteria: This unit uses standards---based assessment for award of assessment marks. Your assessments will be evaluated solely on the basis of your individual performance.

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.

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.

WK Topic Learning activity Learning outcomes
Week 01 Week 1: Cultural Identity, Belonging and Kinship. Lecture and tutorial (3 hr) LO1 LO2 LO4
Week 02 Week 2: Colonisation and Decolonisation. Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 03 Week 3: Past, Present and Future: Critical Connections. Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 04 Week 4: Contemporary ‘Flashpoints’: Awareness, Understanding, Action. Lecture and tutorial (3 hr) LO1 LO3
Week 05 Week 5: Racism and Well-being in Education. Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 06 Week 6: Cross-curriculum Priority. Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 07 Week 7: Localising the Curriculum. Lecture and tutorial (3 hr) LO1 LO3 LO4
Week 08 Week 8: The Hidden Curriculum. Lecture and tutorial (3 hr) LO1 LO2 LO3
Week 09 Week 9: Collaborating with Aboriginal Communities. Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 10 Week 10: Aboriginal Languages. Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 11 Week 11: The Impact of Policy Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4
Week 12 Week 12 The Way Forward. Lecture and tutorial (3 hr) LO1 LO2 LO3 LO4

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 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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
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.
LO2
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
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) - AITSL
2.4. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
LO3
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
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) - AITSL
1.4. Strategies for teaching Aboriginal and Torres Strait Islander students.
4.1. Support student participation
LO4
Australian Professional Standards for Teachers (Graduate Level – UG and MTeach) - AITSL
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 P A (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 P A (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 P A (Graduate) Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
3.4.1 P A (Graduate) Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning.
4.1.1 P A (Graduate) Identify strategies to support inclusive student participation and engagement in classroom activities.
6.2.1 P A (Graduate) Understand the relevant and appropriate sources of professional learning for teachers.
6.4.1 P A (Graduate) Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
7.3.1 P A (Graduate) Understand strategies for working effectively, sensitively and confidentially with parents/carers.
7.4.1 P A (Graduate) Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

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

This is a new unit of study. We look forward to receiving feedback from students. We also seek input from our partner Aboriginal Education and community 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.