Outline

Overview

This unit examines the historical and contemporary social determinants of Indigenous wellbeing. Through an exploration of holistic Indigenous health and wellbeing frameworks, students identify a range of successful strategies that facilitate self-determination and transform Indigenous health and wellbeing outcomes. A highlight of this unit of study is the opportunity to learn from Indigenous and non-Indigenous people who are passionate about their work and experienced in collaborating with Indigenous people and communities.

Unit details and rules

Academic unit	Indigenous Academic Units
Credit points	6
Prerequisites ?	12 credit points at 1000 level in Indigenous 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)	Tarunna Sebastian, tarunna.sebastian@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Presentation and Reflections Individual class presentations and individual reflections tutorial paper	30%	Ongoing Closing date: 13 Nov 2023	1300 words
Outcomes assessed:
Assignment	Essay minor Critical analysis	30%	Week 05 Due date: 28 Aug 2023 at 23:59 Closing date: 05 Oct 2023	1400 words
Outcomes assessed:
Assignment	Essay Select and respond to one of the set essay questions	40%	Week 13 Due date: 02 Nov 2023 at 23:59	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:

No final exam; No in-semester exam

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	Introduction to global Indigenous health and wellbeing and cultures	Lecture and tutorial (3 hr)
Week 02	Australian Indigenous people’s health pre-contact and traditional healing	Lecture and tutorial (3 hr)
Week 03	Past policies & practice; the impact of colonisation on Indigenous health	Lecture and tutorial (3 hr)
Week 04	Social determinants of health and well-being	Lecture and tutorial (3 hr)
Week 05	Social and emotional well-being: land, racism and history – as social determinants; Deficit discourse	Lecture and tutorial (3 hr)
Week 06	Gendered Indigenous health and well-being;	Lecture and tutorial (3 hr)
Week 07	Children’s health and well-being;	Lecture and tutorial (3 hr)
Week 08	Cultural determinants of health and strengths based practices; Significance of identity, community, family and kinship	Lecture and tutorial (3 hr)
Week 09	Expression and cultural continuity; Culturally safe communication	Lecture and tutorial (3 hr)
Week 10	Honouring Indigenous knowledge and cultural beliefs	Lecture and tutorial (3 hr)
Week 11	Self-determination, Land and reconciliation	Lecture and tutorial (3 hr)
Week 12	Social justice and health	Lecture and tutorial (3 hr)
Week 13	CONNECTIONS - health and well-being and educational outcomes	Lecture and tutorial (3 hr)

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

Eckermann, A. K., Dowd, T., Chong, E., Gray, R., & Nixon, L. (2010). Binan Goonj: bridging cultures in Aboriginal health. Elsevier Australia.

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.

Outcomes
Graduate qualities

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

LO1. Evaluate the health and well being of Indigenous people globally
LO2. Examine the social determinants which impact on Aboriginal and Torres Strait Islander people’s health status
LO3. Critically analyse cultural influences and models of health behaviour in relation to current health outcomes for, and the utilisation of health services by, Aboriginal and Torres Strait Islander peoples
LO4. Understand the policies and practices which influence Aboriginal and Torres Strait Islander people’s health in past and present contexts
LO5. Identify the diversity of Aboriginal and Torres Strait Islander peoples and their cultures and recognise the significance of cultural awareness, cultural understanding, cultural safety and cultural security
LO6. Discuss some of the major health issues affecting Australian Aboriginal and Torres Strait Islander individuals and communities
LO7. Describe an approach to working with Indigenous communities that supports self-determination in Aboriginal and Torres Strait Islander people’s health and well-being
LO8. Critically evaluate what social justice means to Aboriginal and Torres Strait Islander communities and articulate their own ideas on social justice
LO9. Competently communicate orally and in writing using inclusive terminology

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

Responding to student feedback

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

Student feedback will be followed up and integrated in the course.

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

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

INDG2004: Indigenous Wellbeing

Semester 2, 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

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect