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Unit outline_

KCIL5621: Research Project in Languages Education

Intensive August, 2021 [Block mode] - Remote

Although some Indigenous Australian languages have undergone substantial documentation and are currently being taught, many are in great need of further research and all require more investigation. This unit of study provides students with an opportunity to exercise the skills and knowledge provided in the course to generate new knowledge about particular languages and their teaching. The content and nature of tasks completed in this unit of study will vary depending on existing research and students' abilities and experience in chosen languages, and will be subject to negotiation between students and lecturer on an individual basis. However, all students will be required to base their research in their own teaching of Indigenous languages in a school, TAFE, university, language centre or similar setting.

Unit details and rules

Academic unit Indigenous Academic Units
Credit points 6
Prerequisites
? 
None
Corequisites
? 
KCIL5620
Prohibitions
? 
KCIL5622
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Susan Poetsch, susan.poetsch@sydney.edu.au
Type Description Weight Due Length
Assignment Research Report
Report on original Indigenous languages education research.
100% -
Due date: 03 Dec 2021 at 17:00
6,000 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 LO11 LO12

Assessment summary

  • Report on original Indigenous languages education research.

Assessment criteria

Result name

Mark range

Description

Fail

0-50%

Work not of acceptable standard. Work may fail for any or all of the following reasons: unacceptable levels of paraphrasing; irrelevance of content; presentation, grammar or structure so sloppy it cannot be understood; submitted very late without extension. Failed work is always second marked.

Low Pass

50-54%

Work of an acceptable standard. Written work contains evidence of minimal reading and some understanding of subject matter, offers descriptive summary of material relevant to the question, but may have a tendency to paraphrase; makes a reasonable attempt to organise material logically and comprehensibly and to provide scholarly documentation. There may be gaps in any or all of these areas.

Medium Pass

55-59%

Work of a satisfactory standard. Written work meets basic requirements in terms of reading and research, and demonstrates a reasonable understanding of subject matter. Offers a synthesis of relevant material and shows a genuine effort to avoid paraphrasing, has a logical and comprehensible structure and acceptable documentation, and attempts to mount an argument, though there may be weaknesses in particular areas.

High Pass

60-64%

Work has considerable merit, though honours is not recommended. Written work contains evidence of a broad and reasonably accurate command of the subject matter and some sense of its broader significance, offers synthesis and some evaluation of material, demonstrates an effort to go beyond the essential reading, contains clear focus on the principal issues, understanding of relevant arguments and diverse interpretations, and a coherent argument grounded in relevant evidence, though there may be some weaknesses of clarity or structure. Articulate, properly documented.

Low Credit

65-69%

Competent work, demonstrating potential to complete honours work, though further development needed to do so successfully. Written work contains evidence of comprehensive reading, offers synthesis and critical evaluation of material on its own terms, takes a position in relation to various interpretations. In addition, it shows some extra spark of insight or analysis. Demonstrates understanding of broad significance, good selection of evidence, coherent and sustainable argument, some evidence of independent thought.

High Credit

70-74%

Highly competent work, demonstrating clear capacity to complete honours successfully. Evidence of extensive reading and initiative in research, sound grasp of subject matter and appreciation of key issues and context. Engages critically and creatively with the question, and attempts an analytical evaluation of material. Makes a good attempt to critique various interpretations, and offers a pointed and thoughtful contribution to an existing debate. Evidence of ability to think theoretically as well as empirically, to conceptualise and problematise issues. Well written and documented.

Distinction

75-84%

Work of a superior standard. Written work demonstrates initiative in research and reading, complex understanding and original analysis of subject matter and its context, both empirical and theoretical; makes good attempt to 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the evidence and engage with its underlying assumptions, takes a critical, interrogative stance in relation to argument and interpretation, shows critical understanding of the principles and values underlying the course. Properly documented; writing characterised by style, clarity, and some creativity.

High Distinction

85%

Work of exceptional standard. Written work demonstrates initiative and ingenuity in research and reading, pointed and critical analysis of material, innovative interpretation of evidence, makes an insightful contribution to debate, engages with values, assumptions and contested meanings contained within original evidence, develops abstract or theoretical arguments on the strength of detailed research and interpretation. Properly documented; writing characterised by creativity, style, and precision. High Distinction work is always second marked.

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.

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
Pre-semester Block 4: Unit Introduction, Potential projects, Scoping unit content. Block teaching (6 hr) LO3 LO4 LO6 LO7 LO8 LO9
Week 03 Block 5: Progress reports, APA referencing, Referencing tools, Individual consultations. Block teaching (9 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO11 LO12
Week 08 Block 6: Progress reports, Report writing, Referencing review, Essential statistics, Individual consultations, Self-directed activities. Block teaching (12 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 LO11 LO12

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.

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. apply skills in planning and conducting Indigenous languages education research projects
  • LO2. apply skills in a range of research methodologies relevant to teaching practices in general, and Indigenous languages education in particular
  • LO3. demonstrate practical understanding of issues in Indigenous languages education research
  • LO4. identify, define and analyse problems and identify or create processes to solve them
  • LO5. apply research findings to teaching practices
  • LO6. identify the major repositories of knowledge on Indigenous languages education and access them effectively
  • LO7. be open to new ideas, methods and ways of thinking
  • LO8. locate and evaluate information efficiently and effectively
  • LO9. use contemporary media and technology to access and manage information.
  • LO10. demonstrate project-specific outcomes as negotiated with lecturer
  • LO11. make effective use of oral, written and visual means to critique, negotiate, create and communicate understanding
  • LO12. communicate research findings to a variety of potential audiences

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

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

Unit content has been modified repeatedly over the years in response to student feedback and identified needs.

Site visit guidelines

Students must comply with all requirements advised by any site visited in conjunction with their completion of this unit.

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.