Outline

Overview

This unit of study is driven by Australian societal demands to privilege the voices of Aboriginal and Torres Strait Islander people and the voices of people with a disability. Decolonisation is at the core of this unit of study and can be defined as a process which “…centres on privileging the voices of Indigenous people and analysing, as well as dismantling the power balances that exist between Indigenous and non-Indigenous peoples:” (Gilroy et al 2018 pp 1346). In this unit of study we expand the notion of decolonisation further to one which also centres on privileging the voices of people with a disability and dismantling power imbalances between people with a disability and others. The unit of study draws together contemporary concepts of disability practices, along with Aboriginal and Torres Strait Islander people’s knowledge, leadership and practice. The overall aim of this unit of study is to introduce students to the concept of decolonisation and the implemention of this concept to deliver culturally responsive disability services. Students will learn how to advocate with Aboriginal and Torres Strait Islander people, as well as integrate decolonising principles in professional contexts relating to health and disability.

Unit details and rules

Academic unit	Participation Sciences
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Celine Serrano-Diaz, celine.serranodiaz@sydney.edu.au
Lecturer(s)	Rodney Adams, rodney.adams@sydney.edu.au
	Marcelle Townsend-Cross, marcelle.townsend-cross@sydney.edu.au
	Celine Serrano-Diaz, celine.serranodiaz@sydney.edu.au
Tutor(s)	Matty Compton, matthew.compton@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Presentation	Group-led interactive class activity Allocated to groups of 4-5 students to design and lead a class activity	40%	Multiple weeks Due date: 01 Nov 2024 at 17:00	25-minute interactive class activity
Outcomes assessed:
Small continuous assessment	Critical reflection tasks Weekly reflection tasks due week 1, 3, 4 and 5. Completion of NCCC modules	30%	Multiple weeks Due date: 01 Sep 2024 at 23:59	4 x short response tasks (400 words)
Outcomes assessed:
Participation	Critically reflexive discussion board posts Respond to weekly topic via a discussion board post and reply to a peer's	10%	Week 02 Due date: 11 Aug 2024 at 23:59	Post and reply (maximum 400 words each)
Outcomes assessed:
Assignment	Individual component of group task Discussion board posts re: another group's topic + intra-peer review score	20%	Week 13 Due date: 05 Nov 2023 at 23:59	500 words
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Assessments	Further details on Canvas unit of study site
1. Critical reflection tasks	Students will complete short tasks (2 x written posts, 1 x quiz, 1 x positionality statement) in weeks 1, 3, 4 and 5 in response to learning material (readings, online modules and tutorial discussion).
2. Critically reflexive discussion board post	Students will demonstrate participation and learning by posting and responding to posts on the discussion board relating to the weekly reading, resources and/or lecture topic.
3. Group-led interactive class activity	In groups of 4-5, students will design and run a 25-minute interactive class activity related to a specific topic. The weighting of 40% will be divided into: 30 marks from academic, 10 marks from other groups providing a peer-reviewed score.
4. Individual component of group task	The 20% will be divided into: 10 marks for an intra-peer average score from group members, 10 marks for a discussion board post responding to another group’s class activity.

Assessment criteria

Result name	Mark range	Description
High distinction	85 - 100	Awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at an exceptional standard as defined by grade descriptors or exemplars established by the faculty
Distinction	75 - 84	Awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at a very high standard as defined by grade descriptors or exemplars established by the faculty.
Credit	65 - 74	Awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at a good standard as defined by grade descriptors or exemplars established by the faculty.
Pass	50 - 64	Awarded to students who, in their performance in assessment tasks, demonstrate the learning outcomes for the unit at an acceptable standard as defined by grade descriptors or exemplars established by the faculty.
Fail	0 - 49	Awarded to students who, in their performance in assessment tasks, fail to demonstrate the learning outcomes for the unit at an acceptable standard established by the faculty. This grade, with corresponding mark, should also be used in cases where a student fails to achieve a mandated standard in a compulsory assessment, thereby failing to demonstrate the learning outcomes to a satisfactory standard. In such cases the student will receive the mark awarded by the faculty up to a maximum of 49.

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:

As per section 7A of the Assessment Procedures 2011 policy: Late Penalties (1) Subject to any contrary provision in any applicable faculty or course resolution, if penalties are applied for work submitted after the due date they must be consistent with this clause. (2) For any assessment task: (a) late penalties may be applied, consistently with this clause; or (b) late submission may be prohibited, with consequences as specified in the unit of study outline; or (c) late penalties may be excluded from applying; provided that these conditions must be expressly stated in the unit of study outline. (3) Written work submitted electronically after 11.59 pm on the due date will be considered to have been submitted late. (4) For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. (a) The penalty will be calculated by first marking the work, and then subtracting 5% of the maximum awardable mark for each calendar day after the due date. (5) For work submitted more than ten calendar days after the due date a mark of zero will be awarded. The marker may elect to, but is not required to, provide feedback on such work. (6) Copies of late work, including work which is not marked, must be retained consistently with the requirements of the Recordkeeping Policy 2017 and the Recordkeeping Manual. Note: See also University of Sydney (Student Appeals Against Academic Decisions) Rule 2016

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.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to the unit (1 hour face-to-face lecture and 1 hour self-directed learning)	Lecture (2 hr)
Week 01	Introduction to the unit	Tutorial (1 hr)
Week 02	Module One - History matters: Through the eyes of Aboriginal and Torres Strait Islander people	Lecture (2 hr)
Week 02	Critical Self Reflection Workshop	Tutorial (1 hr)
Week 03	Module One - History matters: Through the eyes of European invaders	Lecture (2 hr)
Week 03	Colonial history and truth-telling	Tutorial (1 hr)
Week 04	Module One - History matters: Through the eyes of governments and government officials	Lecture (2 hr)
Week 04	Governance and systemic racism	Tutorial (1 hr)
Week 05	Module One - History matters: Through the eyes of media and social media	Lecture (2 hr)
Week 05	Critiquing media discourse	Tutorial (1 hr)
Week 06	Module Two - Aboriginal and Torres Strait Islander people’s leadership and advocacy: Aboriginal and Torres Strait Islander people’s lived experience of disability	Lecture (2 hr)
Week 06	Intersectionality, disability and colonialism	Tutorial (1 hr)
Week 07	Module Two - Aboriginal and Torres Strait Islander people’s leadership and advocacy: Disability rights movement	Lecture (2 hr)
Week 07	Advocacy and positionality	Tutorial (1 hr)
Week 08	Module Two - Aboriginal and Torres Strait Islander people’s leadership and advocacy: Governance and community controlled organisations	Lecture (2 hr)
Week 08	Self-determination and partnership	Tutorial (1 hr)
Week 09	Module Two - Aboriginal and Torres Strait Islander people’s leadership and advocacy: Communities, healing and cultural practices	Lecture (2 hr)
Week 09	Decolonising healing	Tutorial (1 hr)
Week 10	Module Three - Decolonising practices in disability services: Decolonising professional theories, frameworks and philosophies	Lecture (2 hr)
Week 10	Decolonising professional theories, frameworks and philosophies	Tutorial (1 hr)
Week 11	Module Three - Decolonising practices in disability services: Decolonising ourselves and our advocacy work	Lecture (2 hr)
Week 11	Group presentations	Tutorial (1 hr)
Week 12	Module Three - Decolonising practices in disability services: Decolonising work places and organisations	Lecture (2 hr)
Week 12	Group presentations	Tutorial (1 hr)
Week 13	Module Three - Decolonising practices in disability services: Decolonising policies and UOS summary	Lecture (2 hr)
Week 13	Group presentations	Tutorial (1 hr)

Attendance and class requirements

90% attendance in tutorials is an expectation for all USYD units of study. Please email your relevant tutor if you are unable to attend your scheduled tutorial. If you anticipate missing more than one class due to personal circumstances, please contact the UOS coordinator to make relevant arrangements for your learning.

All students are required to complete the University of Sydney National Centre for Cultural Competence modules 1-5 and the Kinship module. The details are provided on the 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 prescribed readings and resources will be posted in the Canvas weekly content page.

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. Analyse historical, social and political contexts, including how these contexts inform values and beliefs of health professionals, professional bodies and disability organisations.
LO2. Compare Aboriginal and Torres Strait Islander people’s leadership and advocacy with Australian disability service approaches and media sources.
LO3. Critically reflect on how disability service providers can decolonise practices, including advocacy, to make long-lasting and positive effects on imbalanced social relations and social inequities.

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
	Aboriginal and Torres Strait Islander Health Curriculum Framework - 1.1. Describe the health of Aboriginal and Torres Strait Islander Australians pre-colonisation and identify key events since colonisation that have impacted the contemporary health of Aboriginal and Torres Strait Islander peoples (N) 1.2. Analyse the impact of historical events on Aboriginal and Torres Strait Islander health and health service access, and the implications of these events on building trust and relationships with individuals, families and communities in health practice (I) 11.1. Examine own cultural worldview and values and describe implications for health care practice (N) 11.2. Analyse the limitations of one’s own perspectives and reflect upon the implications of one’s own worldview for delivering culturally safe health care service to Aboriginal and Torres Strait Islander clients (I) 12.1. Discuss the history of Australia’s dominant Western cultural paradigm and how this characterises the contemporary health system (N) 12.2. Examine the culture of chosen health professions, and analyse the impacts of this professional culture and the broader health system on Aboriginal and Torres Strait Islander health service experiences (I) 2.1. Describe Aboriginal and Torres Strait Islander culture pre-colonisation to the present (N) 2.2. Examine Aboriginal and Torres Strait Islander key concepts of health and wellbeing and the influence of culture, family and connection to country in health practice (I) 2.3. Design strategies to incorporate knowledge of Aboriginal and Torres Strait Islander culture and concepts of health and wellbeing into health care practice to enhance cultural safety (ETP) 3.1. Describe the diversity of Aboriginal and Torres Strait Islander cultures and languages, and illustrate examples (N) 3.2. Examine key elements attributed to cultural beliefs and practices within the local context (e.g. kinship, reciprocity) (I) 4.1. Articulate the concept of cultural humility as a process of lifelong learning (N) 4.2. Demonstrate cultural humility and explain behaviours and values required to engage in lifelong learning (I) 4.3. Design professional strategies that enable continued learning and development of cultural capabilities in health practice (ETP) 5.1. Identify key terms and definitions in the context of delivering culturally safe health care to Aboriginal and Torres Strait Islander clients (N) 7.1. Describe the concept of strengths-based knowledge and communication and how this is used to balance problem-based perspectives of Aboriginal and Torres Strait Islander health and peoples (N) 8.1. Describe the historical development of Aboriginal and Torres Strait Islander health sector initiatives, including community controlled health services and role of Aboriginal and Torres Strait Islander health professionals (N) 8.2. Analyse the contemporary role of Aboriginal and Torres Strait Islander health professionals, organisations and communities in delivering culturally safe health care to Aboriginal and Torres Strait Islander clients (I)
	Aboriginal and Torres Strait Islander Health Curriculum Framework - 10.2. Analyse strengths and limitations of data used as key indicators of Aboriginal and Torres Strait Islander health, and also key policies and strategies designed to improve health care for Aboriginal and Torres Strait Islander peoples (I) 11.2. Analyse the limitations of one’s own perspectives and reflect upon the implications of one’s own worldview for delivering culturally safe health care service to Aboriginal and Torres Strait Islander clients (I) 12.1. Discuss the history of Australia’s dominant Western cultural paradigm and how this characterises the contemporary health system (N) 12.2. Examine the culture of chosen health professions, and analyse the impacts of this professional culture and the broader health system on Aboriginal and Torres Strait Islander health service experiences (I) 12.3. Develop strategies for mitigating the potential challenges of different cultural values and behaviours between Aboriginal and Torres Strait Islander clients and mainstream health care practice (ETP)
	Aboriginal and Torres Strait Islander Health Curriculum Framework - 11.1. Examine own cultural worldview and values and describe implications for health care practice (N) 11.3. Design practical strategies to enable ongoing self-reflexivity in a professional context (ETP) 12.1. Discuss the history of Australia’s dominant Western cultural paradigm and how this characterises the contemporary health system (N) 12.2. Examine the culture of chosen health professions, and analyse the impacts of this professional culture and the broader health system on Aboriginal and Torres Strait Islander health service experiences (I) 12.3. Develop strategies for mitigating the potential challenges of different cultural values and behaviours between Aboriginal and Torres Strait Islander clients and mainstream health care practice (ETP) 13.1. Identify different forms of racism and prevailing stereotypes about Aboriginal and Torres Strait Islanders in Australia and how they impact equitable health service access and health outcomes for Aboriginal and Torres Strait Islander peoples (N) 13.2. Demonstrate internal strategies to examine and monitor personal responses to cultural and social differences (I) 13.3. Generate strategies for incorporating anti-racist and affirmative action approaches in health care practice (ETP) 15.1. Identify factors that can impact on Aboriginal and Torres Strait Islander individuals, families and communities having equal access to health services, in the context of the UN Declaration of Human Rights and Indigenous Peoples and other human rights instruments (N) 15.2. Analyse strengths and limitations in health care with reference to the UN Declaration of Human Rights and Indigenous Peoples and other human rights instruments in terms of equity for Aboriginal and Torres Strait Islander peoples (I) 15.3. Develop strategies for redressing inequity in health care for Aboriginal and Torres Strait Islander individuals, families and communities (ETP) 16.1. Discuss the concept of social determinants and the impacts on Aboriginal and Torres Strait Islander health (N) 16.2. Determine strengths and challenges in delivering health care with respect to the social determinants of health (I) 4.1. Articulate the concept of cultural humility as a process of lifelong learning (N) 4.2. Demonstrate cultural humility and explain behaviours and values required to engage in lifelong learning (I) 4.3. Design professional strategies that enable continued learning and development of cultural capabilities in health practice (ETP) 5.1. Identify key terms and definitions in the context of delivering culturally safe health care to Aboriginal and Torres Strait Islander clients (N) 7.1. Describe the concept of strengths-based knowledge and communication and how this is used to balance problem-based perspectives of Aboriginal and Torres Strait Islander health and peoples (N) 7.2. Analyse how knowledge of improvements in Aboriginal and Torres Strait Islander mortality/ morbidity can be used in strengths-based communication (I)

Aboriginal and Torres Strait Islander Health Curriculum Framework -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Describe the health of Aboriginal and Torres Strait Islander Australians pre-colonisation and identify key events since colonisation that have impacted the contemporary health of Aboriginal and Torres Strait Islander peoples (N)
1.2		Analyse the impact of historical events on Aboriginal and Torres Strait Islander health and health service access, and the implications of these events on building trust and relationships with individuals, families and communities in health practice (I)
10.2		Analyse strengths and limitations of data used as key indicators of Aboriginal and Torres Strait Islander health, and also key policies and strategies designed to improve health care for Aboriginal and Torres Strait Islander peoples (I)
11.1		Examine own cultural worldview and values and describe implications for health care practice (N)
11.2		Analyse the limitations of one’s own perspectives and reflect upon the implications of one’s own worldview for delivering culturally safe health care service to Aboriginal and Torres Strait Islander clients (I)
11.3		Design practical strategies to enable ongoing self-reflexivity in a professional context (ETP)
12.1		Discuss the history of Australia’s dominant Western cultural paradigm and how this characterises the contemporary health system (N)
12.2		Examine the culture of chosen health professions, and analyse the impacts of this professional culture and the broader health system on Aboriginal and Torres Strait Islander health service experiences (I)
12.3		Develop strategies for mitigating the potential challenges of different cultural values and behaviours between Aboriginal and Torres Strait Islander clients and mainstream health care practice (ETP)
13.1		Identify different forms of racism and prevailing stereotypes about Aboriginal and Torres Strait Islanders in Australia and how they impact equitable health service access and health outcomes for Aboriginal and Torres Strait Islander peoples (N)
13.2		Demonstrate internal strategies to examine and monitor personal responses to cultural and social differences (I)
13.3		Generate strategies for incorporating anti-racist and affirmative action approaches in health care practice (ETP)
14.1		Discuss the concept of White Privilege and other social privileges and how this affects health care and health outcomes for Aboriginal and Torres Strait Islander clients (N)
14.2		Examine one’s own positioning in terms of White Privilege and other social privileges (I)
14.3		Debate the implications of White Privilege and other social privileges on delivering equitable health care to Aboriginal and Torres Strait Islander clients (ETP)
15.1		Identify factors that can impact on Aboriginal and Torres Strait Islander individuals, families and communities having equal access to health services, in the context of the UN Declaration of Human Rights and Indigenous Peoples and other human rights instruments (N)
15.2		Analyse strengths and limitations in health care with reference to the UN Declaration of Human Rights and Indigenous Peoples and other human rights instruments in terms of equity for Aboriginal and Torres Strait Islander peoples (I)
15.3		Develop strategies for redressing inequity in health care for Aboriginal and Torres Strait Islander individuals, families and communities (ETP)
16.2		Determine strengths and challenges in delivering health care with respect to the social determinants of health (I)
16.3		Devise strategies for diagnosing and treating Aboriginal and Torres Strait Islander clients from the perspective of the social determinants of health (ETP)
2.1		Describe Aboriginal and Torres Strait Islander culture pre-colonisation to the present (N)
2.2		Examine Aboriginal and Torres Strait Islander key concepts of health and wellbeing and the influence of culture, family and connection to country in health practice (I)
2.3		Design strategies to incorporate knowledge of Aboriginal and Torres Strait Islander culture and concepts of health and wellbeing into health care practice to enhance cultural safety (ETP)
3.1		Describe the diversity of Aboriginal and Torres Strait Islander cultures and languages, and illustrate examples (N)
3.2		Examine key elements attributed to cultural beliefs and practices within the local context (e.g. kinship, reciprocity) (I)
4.1		Articulate the concept of cultural humility as a process of lifelong learning (N)
4.2		Demonstrate cultural humility and explain behaviours and values required to engage in lifelong learning (I)
4.3		Design professional strategies that enable continued learning and development of cultural capabilities in health practice (ETP)
5.1		Identify key terms and definitions in the context of delivering culturally safe health care to Aboriginal and Torres Strait Islander clients (N)
7.1		Describe the concept of strengths-based knowledge and communication and how this is used to balance problem-based perspectives of Aboriginal and Torres Strait Islander health and peoples (N)
7.2		Analyse how knowledge of improvements in Aboriginal and Torres Strait Islander mortality/ morbidity can be used in strengths-based communication (I)
8.1		Describe the historical development of Aboriginal and Torres Strait Islander health sector initiatives, including community controlled health services and role of Aboriginal and Torres Strait Islander health professionals (N)
8.2		Analyse the contemporary role of Aboriginal and Torres Strait Islander health professionals, organisations and communities in delivering culturally safe health care to Aboriginal and Torres Strait Islander clients (I)
8.3		Establish strategies to work in partnership with Aboriginal and Torres Strait Islander health professionals, organisations and communities, and devise a plan to respectfully acquire cultural information (ETP)

Responding to student feedback

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

Assessments in this unit have been changed from two assessments weighted 60% and 40% respectively to four smaller assessments that have less of an emphasis on extended writing. These new assessments aim to address attainment of learning, and development of skills within a safe environment that encourages authentic engagement from students.

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

Support for students

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

OCCP2089: Disability and Decolonising Practices

Semester 2, 2024 [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

Support for students

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