Acu Edab161 Euo 2020 GJ

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FACULTY OF EDUCATION AND ARTS
School of Education (Vic)
St Patrick's (Melbourne)
SEMESTER 1, 2019
EDAB 161 INDIGENOUS CULTURES AND PEOPLES UNIT OUTLINE
Credit Points: 10
Prerequisites/incompatibles: NIL
Lecturer in Charge: Genevieve Johnson
genevieve.johnson@acu.edu.au
Level 1, Office 1.60, 250 Victoria Parade, East Melbourne
Tutor: Genevieve Johnson
Contact: Email is the best first form of contacting. Email will be responded to as soon as
possible on Mondays and Wednesdays. To assist in responding to your query your email
should contain
 Name, student number and course,

 the unit code and title you are enrolled in (EDAB161 Indigenous Cultures and Peoples
Unit),
 your question/s clearly stated, and
 a contact phone number.
Description:
This unit is designed to offer pre-service teachers opportunities to learn from and through
Aboriginal and Torres Strait Islander perspectives. This is with the intention of enhancing respect for and
knowledge of Aboriginal and Torres Strait Islander cultures and histories and the role of Indigenous studies within
the Australian educational context. The unit focus is on the diversity of Indigenous Australia with particular
emphasis on the cultures and history of the region in which it is being taught. The development and implementation
of the unit involves Aboriginal and Torres Strait Islander community members and makes reference to relevant
local resources. Major themes will include Indigenous ontologies, epistemologies and pedagogies, contemporary
cultures and issues, the dialogue about Aboriginal and Torres Strait Islander perspectives in the telling of Australian
history and contemporary Indigenous perspectives in education.
Mode: Face-to-face
Attendance pattern:
On campus: 1 hour lecture and 2 hour tutorial or equivalent, with the possibility of online
discussions, museum assignments and film screenings.
Page 1 of 24 EDAB 161 Indigenous Cultures and Peoples Unit, Semester 1, 2019, St Patrick’s Campus (Melbourne)
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Duration: 12 week semester. You should anticipate undertaking 150 hours in total with a normal expectation
of 36 hours of directed study. Directed study might include lectures, tutorials, webinars, podcasts,
readings etc.
LEARNING OUTCOMES
On successful completion of this unit, pre-service teachers should be able to:
1. reflect on and evaluate personal and community attitudes to Aboriginal and Torres Strait Islander peoples
and cultures (GA1, GA4; AGTS 1.4, 7.4; ACECQA D1, D3, D5)
2. incorporate Aboriginal and Torres Strait Islander content across a range of curriculum areas (GA4, GA8;
AGTS 1.3, 1.4, 2.1, 2.2, 2.4, 7.4; ACECQA D3, D5)
3. demonstrate an appreciation of the particular needs of Aboriginal and Torres Strait Islander students and the
principal strategies that can be adopted to address these needs (GA1, GA4, GA8; AGTS 1.4, 4.1; ACECQA
A6, D3, D5)
4. demonstrate an understanding of the impact of colonial and post-colonial experiences on the relationship
between Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander peoples (GA1,
GA4, GA8; AGTS 1.4, 2.4, 7.4; ACECQA D3)
5. analyse contemporary issues and their impact on Aboriginal and Torres Strait Islander student outcomes
(GA1, GA4, GA8; AGTS 1.4, 2.4, 7.4: ACECQA D3, D5)
6. communicate more effectively in cross cultural situations, particularly those involving Aboriginal and Torres
Strait and non-Aboriginal people (GA1, GA4, GA7, GA8; AGTS 1.4, 7.4; ACECQA D1, D3)
7. demonstrate an appreciation of the centrality of Aboriginal and Torres Strait Islander cultures to the national
identity of Australians in the 21st Century (GA1, GA4, GA8; AGTS 1.4, 2.4, 7.4; ACECQA D3).
AUSTRALIAN GRADUATE TEACHER STANDARDS
This unit covers the graduate standards listed below.
1.3 Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of
students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4 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.
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and
teaching strategies of the teaching area.
2.2 Organise content into an effective learning and teaching sequence
2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander
histories, cultures and languages
4.1 Identify strategies to support inclusive student participation and engagement in classroom activities.
7.4 Understand the role of external professionals and community representatives in broadening teachers’
professional knowledge and practice.
ACU GRADUATE ATTRIBUTES

On successful completion of this unit, pre-service teachers should have developed their ability to:
GA1: demonstrate respect for the dignity of each individual and for human diversity
GA4: think critically and reflectively
GA7: work both autonomously and collaboratively
GA8: locate, organise, analyse, synthesise and evaluate information
ACECQA CRITERIA
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On successful completion of this unit, pre-service teachers should have developed the following specific
knowledge:
A. Psychology and child development
A6. Diversity, difference and inclusivity
D. Families and community partnerships

D1. Developing family and community partnerships
D3. Aboriginal and Torres Strait Islander perspectives
D5. Culture, diversity and inclusion.
CONTENT
Topics may include:
· An overview of Aboriginal and Torres Strait Islander and Western ontologies, epistemologies and
pedagogies.
· An overview of the nature and origins of Aboriginal and Torres Strait Islander Studies in the curriculum of the
State and Territory of course offering.
· An analysis of contemporary issues impacting on Aboriginal and Torres Strait Islander communities with
particular reference to education;
· An overview of the history of Aboriginal and Torres Strait Islander education in the State and Territory of
course offering.
· Government policies impacting on Aboriginal and Torres Strait Islander education at local, state, national and
international levels
· An understanding of the dialogue occurring in history circles about Aboriginal and Torres Strait Islander
histories
· An understanding and analysis of developing and implementing the addition of Aboriginal and Torres Strait
Islander perspectives across the curriculum
· An understanding of story in the teaching of Aboriginal and Torres Strait Islander perspectives and Aboriginal
and Torres Strait Islander Studies
· An understanding of Aboriginal and Torres Strait Islander arts and associated mediums and their use in
developing and teaching Aboriginal and Torres Strait Islander Studies and/or adding Aboriginal perspectives.
· Theories of racism and ‘whiteness’; the analysis of how racism has been experienced by, and has affected
the lives of Aboriginal and Torres Strait Islander peoples through stereotyping, negative imagery and
scapegoating
QUALITY ASSURANCE AND STUDENT FEEDBACK

This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT)
online surveys. As a result of student feedback the following changes have been made.
• Course readings have been updated.
• Content is more education specific and less historical.
• The presentation of lectures and tutorials involve more diverse media.
• Student course evaluations have been used to contribute to the ongoing development of this unit.
SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is
valuable to improve the quality of the unit. Please ensure you complete the SELT survey for the unit. You can also
provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives.
LEARNING AND TEACHING STRATEGY AND RATIONALE

This unit is a survey unit of Aboriginal and Torres Strait Islander history from colonisation to the present day. The
content is designed to develop your knowledge of the shared historical interactions between Indigenous and non-
Indigenous Australians. The learning experiences are designed to develop your history skills, as well as give you
opportunities to demonstrate your learning within this unit. Lectures are delivered in one-hour blocks face to face,
and in keeping with Aboriginal and Torres Strait Islander cultural protocols and intellectual property rights, these
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lectures will not be recorded. Tutorials are held weekly and are a valuable time for asking questions as well as
completing activities that directly relate to the assessments set for this unit.
Lecture Capture
Due to cultural considerations and the need to respect the cultural protocols of Aboriginal and Torres Strait Islander
peoples, lectures for this unit are not recorded. A pdf version of the lecture PowerPoint will be put up each week.
Schedule
Each lecture and tutorial in this unit has been designed to help you successfully complete the assignments in this
unit. Both lectures and tutorials provide you with information and skills development that will help you understand
the key historical topics and debates that you will need to understand in order to demonstrate the level of
knowledge required in your assignments. Although the assignments do not ‘test’ lecture and tutorial content in the
form of an examination, they do expect that you know and understand the information and ideas developed in all
classes, and so you will be disadvantaged in your assignments if you do not attend classes.
You are expected to complete the weekly readings before your tutorial. In most weeks we will be working closely
with the readings in tutorials, and you will get the most out of your time if you come prepared.
For the most up-to-date information, please check your LEO unit and also note advice from your lecturing and
tutoring staff for changes to this schedule. Reading list available on LEO
Week Starting Public Weekly Content Notes

Holidays
1 24/02/2020 TOPICS:
Belonging and Country: Indigenous Cultures and Peoples within the
Australian Context.
Why Aboriginal and Torres Strait Islander Education?
Know yourself, your values your culture:
The concept of ‘Whiteness’.
READINGS
Price, K.& Rogers, J., (2019). Aboriginal And torres Strait islander
Education: An Introduction for the Teaching Profession (Third Ediction).
Cambridge: Port Melbourne (Chapter 1)
1. Bird, R. D. (1996). Nourishing Terrains. Australian Aboriginal Views of
Landscape and Wilderness. Canberra, ACT, Australia: Australian Heritage
Commission, pp. 7-9.
2. Langton, M. (2000). Sacred Geography Western Desert traditions of
landscape art. In H. Perkins, & H. Fink (Eds.), Papunya Tula Genesis and
Genius. Sydney: Art Gallery of New South Wales, pp. 259 –267.
3. Phillips, J., & Lampert, J. (2012). Indigenous Knowledge Perspectives:
Making space in the Australian Centre. In J. Phillips & J. Lampert (Eds.),
Introductory Indigenous Studies in Education: Reflection and the
Importance of Knowing (pp. 9-25). Melbourne: Pearson Custom Books.
4. Battiste, M. (2013). Decolonizing Education: Nourishing the Learning
Spirit. Canada: McNally Robinson Publishers.
5. Moreton-Robinson, A. (2015). The White Possessive. Minnesota Press.
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2 02/03/2020 TOPICS: Presentation

groups and
Indigenous Knowings and Western Knowledges: an exploration of issues
tutorial
in Aboriginal and Torres Strait Islander Education as they impact on
presentation
cultural and linguistic factors concerning the performance of Indigenous
times identified.
students in schools. Relatedness – Belonging and Sense of Place
Yarning circle
READINGS:
shared reading
Textbook Chapter 6: Nakata, M. (2012). Better: A Torres Strait Islander’s begins
Perspective of the Struggle for a Better Education. In K. Price (Ed.),
Aboriginal and Torres Strait Islander Education. An Introduction for the
teaching profession (pp.81-93). Australia: Cambridge University Press.
1. Battiste, M., & Youngblood Henderson, J. (2000). Protecting Indigenous
Knowledge and Heritage. A Global Challenge. Saskatoon: Purich. (pp.8
-17).
2. Battiste, M., & Youngblood Henderson, J. (2000). Protecting Indigenous
Knowledge and Heritage. A Global Challenge. Saskatoon: Purich. (pp.21 –
34).
3. Blair, N. (2015). Privileging Australian Indigenous knowledge: sweet
potatoes, spiders, waterlilys & brick walls, Champaign Illinois: Common
Ground Publishing, (pp.136-165).
4. Jackson-Barrett, E & Lee-Hammond, L,. (2018) Strengthening identities
and involvement of Aboriginal children learning on country. Australian
Journal of Teacher Education (Online), (43), 86-104
5. Kovach, M. (2010). Conversation method in Indigenous research. First
Peoples Child & Family Review, 5(1), 40-48.
6. Martin, K. L. (2008). Please knock before you enter: Aboriginal
regulation of outsiders and the implications for researchers. Brisbane: Post
Pressed.
7. Mutua, K., & Swadener, B. B. (2004). Introduction. In K. Mutua & B. B.
Swadener (Eds.), Decolonizing Research in Cross-Cultural Contexts.
Critical Personal Narratives (pp. 1-23). Albany, U.S.A.: State University of
New York Press.
8. Nakata, Martin. Concluding Remarks [online]. In: Nakata, Martin.
Disciplining the Savages: Savaging the Disciplines. Canberra, A.C.T.:
Aboriginal Studies Press, 2007: 218-223.
9. Watson, H., & Chambers, D. (1989). Singing the Land, Signing the
Land. Geelong, Victoria, Australia: Deakin University Press. (p.7).
10 Stockton, E. (1995). The Aboriginal Gift. Spirituality for a Nation.
Alexandria, NSW, Australia: Millenium Books (p.39).
11. Martin, K. (2012). Aboriginal Early Childhood: Past, Present and
Future. In J. Phillips & J. Lampert (Eds.), Introductory Indigenous Studies
in Education: Reflection and the Importance of Knowing (pp. 26-39).
Frenchs Forest, N.S.W.: Pearson Australia.
3 09/03/2020 Labour Day TOPICS: Assessment Task

One due 13
Mon 09
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March Delivering Aboriginal and Torres Strait Islander Education: The March 2020
Lecture, development of effective classroom strategies including specific strategies
classes and to address literacy including demystifying Aboriginal English.
activities to READINGS:
be advised
Textbook Chapter 9: Troy, J. (2012). Language and literacy. In K. Price
(Ed.), Aboriginal and Torres Strait Islander Education. An Introduction for
the teaching profession (pp.131-150). Australia: Cambridge University
1.Hanlen, W. (2008). Cultural Insights into Indigenous Literacies – Royal
Far West School case study, Paper presented at Future Directions in
Literacy Conference: Local Conversations, University of Sydney, Sydney.
(pp. 38-47). Papers presented at Future Directions in Literacy Conference:
Local Conversations, University of Sydney, Sydney.
http://learningportfolio2011.pbworks.com/w/file/fetch/47404827/aboriginal
%20students-literacy.pdf
2. Primary English Teaching Association Australia (PETTA): Aboriginal
English and the Class Room
3. Malcolm, I. G. (2018). Australian Aboriginal English and Links With
Culture. The TESOL Encyclopedia of English Language Teaching. 1–7.
Yarning circle
4 16/03/2020 TOPICS:
shared reading
What is Australian History? A history of Aboriginal education.
READINGS:
Textbook Chapter 1: Price, K. (2012). A Brief History of Aboriginal and
Torres Strait Islander Education in Australia. In K. Price (Ed.), Aboriginal
and Torres Strait Islander Education. An Introduction for the teaching
profession (pp.1-20). Australia: Cambridge University Press.
Victorian Aboriginal Education Association Inc.
Catholic Education Office Indigenous education overview:
Improving Indigenous Education: Independent Schools sector:
Reading An Open Letter to a Teacher From An Aboriginal Parent: Adapted
by Luke Pearson https://indigenousx.com.au/an-open-letter-to-a-teacher-
from-an-aboriginal-parent-1977/#.WuGqQNNub-Y
5 23/03/2020 TOPICS: CENSUS DATE

What is Australian History? Moving to the other side of the frontier through Tuesday 31
Aboriginal and Torres Strait Islander writing and reflection, and through March final date
subaltern writings. to withdraw from
a unit via Student
READINGS: Connect with no
financial or
Textbook Chapter 2: Mozley-Williams, J. (2012). The Stolen Generations:
academic penalty.
What does this mean for Aboriginal and Torres Strait Islander Children and
Young People Today? In K. Price (Ed.), Aboriginal and Torres Strait Yarning circle
Islander Education. An Introduction for the teaching profession (pp.19-34). shared reading
Australia: Cambridge University Press.
1. Blyton, G. (2009). Seeds of Myth: Exotic Disease Theory and
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Deconstructing the Australian Narrative of Indigenous Depopulation.

Australian Journal of Indigenous Education, 38, 17-24.
2. Daley, P., (2014) Why the number of Indigenous deaths in the frontier
wars matters, The Guardian, Opinion
3. Lehman, G. (2003). Telling Us True. In R. Manne. (Ed.), Whitewash. On
Keith Windschuttle’s Fabrication of Aboriginal History (pp.174 – 186).
Australia: Black Inc. Agenda.
4. Manne, R. (2003). Introduction. In R. Manne. (Ed.), Whitewash. On
Keith Windschuttle’s Fabrication of Aboriginal History (pp.1-13). Australia:
Black Inc. Agenda.
5. Maynard, J. (1997). Fred Maynard and the Australian Aboriginal
Progressive Association (AAPA): one god, one aim, one destiny. Aboriginal
History, 21(1), 1-13.
6 30/03/2020 TOPICS: Yarning circle

shared reading
An examination of National and State policies currently impacting on
Aboriginal Education in Victorian schools.
READINGS:
Textbook Chapter 1: Price, K. (2012). A Brief History of Aboriginal and
Torres Strait Islander Education in Australia. In K. Price (Ed.), Aboriginal
and Torres Strait Islander Education. An Introduction for the teaching
profession (pp.1-20). Australia: Cambridge University Press.
1. Paton, D. (2012). Walking in two worlds. Independent Education, 42(1),
8-10.
2. Dardee Boorai: the Victoria Charter of Safety and Wellbeing for
Aboriginal Children and Young People
3. Australian Curriculum
4. Victorian Aboriginal Affairs Framework 2013 - 2018 (VAAF)
5. Balert Boorron: The Victorian Plan for Aboriginal Children and Young
People (2010 - 2020)
https://www.eduweb.vic.gov.au/edulibrary/public/govrel/Policy/thecharter/b
alertboorron.pdf
6. The Aboriginal and Torres Strait Islander Education Strategy
http://www.scseec.edu.au/site/DefaultSite/filesystem/documents/ATSI
%20documents/NATSI_EducationStrategy_v3.pdf
Indigenous schooling https://www.education.gov.au/indigenous-schooling
7 06/04/2020 TOPICS: Group

Presentations
GOOD What is Australian History? Whose issues and whose voice? begin
FRIDAY 10/4
Film: ‘Harold’
And
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Film: ‘Utopia’
READINGS:
Textbook Chapter 5: Rose, M. (2012). The ‘Silent Apartheid’ as the
Practitioner’s Blindspot. In K. Price (Ed.), Aboriginal and Torres Strait
Islander Education. An Introduction for the teaching profession (pp.64-80).
Australia: Cambridge University Press.
HAROLD LINK- ACU Library – Databases - Kanopy
http://acu.kanopystreaming.com/video/harold
UTOPIA LINK – ACU Library - Databases - EduTV
http://acu.kanopystreaming.com/video/utopia
UA WEEK 13-19 April (no classes)

Presentations
An understanding of Human Rights and Social Justice as a way of better
including Aboriginal and Torres Strait Islander students and their
communities in the life of schools and classrooms.
READINGS:
1. Australian Human Rights Commission
http://www.humanrights.gov.au/our-work/aboriginal-and-torres-strait-
islander-social-justice
2. UN Declaration on Rights of Indigenous Peoples
https://www.humanrights.gov.au/publications/un-declaration-rights-
indigenous-peoples-1
http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf
3. The United Nations Permanent Forum on Indigenous Issues (UNPFII)
https://www.un.org/development/desa/indigenouspeoples/unpfii-sessions-
2.html
4. International Work Group for Indigenous Affairs http://www.iwgia.org
5. Survival International https://www.survivalinternational.org/info
6. Intercontinental Cry https://intercontinentalcry.org/category/videos/
*YAKOANA – An historic documentary covering the Indigenous Peoples’
World Conference on Territory, Environment and Development held in Rio
de Janeiro in 1992. The first time Indigenous peoples from around the
world met together to strengthen their world movement and address the
global challenges being discussed at the same time in Rio de Janeiro by
world leaders at the United Nations Conference on Environment and
Development. https://www.youtube.com/watch?v=ep-ClwQr1qI

Presentations
Developing effective learning, teaching and community strategies in
Yarning Circle
Aboriginal and Torres Strait Islander Education as a way of developing Shared Reading
more effective partnerships between schools and Indigenous communities.
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READINGS:
Textbook Chapter 4: Evans, C. (2012). Your Professional Experience and
Becoming Professional about Working with Aboriginal and Torres Strait
Islander Students and Communities. In K. Price (Ed.), Aboriginal and
Torres Strait Islander Education. An Introduction for the teaching
profession (pp.52-63). Australia: Cambridge University Press. https://doi-
org.ezproxy1.acu.edu.au/10.1017/CBO9781139519403.004
1.What Works Program http://www.whatworks.edu.au/
2.Stronger Smarter Institute http://strongersmarter.com.au/
3.Principals Australia Institute Aboriginal and Torres Strait Islander
Education Leadership support and development
http://www.pai.edu.au/content/aboriginal-and-torres-strait-islander-
education
4.ECE –‘Growing up Strong’ http://www.auntywendysmob.com
5.Worawa Aboriginal College: An example of an Frist Nations Peoplel
controlled school here in Victoria: http://worawa.vic.edu.au/

Presentations
First Nations people in Australian Literature: An examination of Indigenous
Yarning Circle
perspectives in Australian literature and the incorporation of Indigenous Shared Reading
content into the English curriculum
READINGS:
Textbook Chapter 10: Price, K. (2012), Aboriginal and Torres Strait
Islander Studies in the Classroom. In K. Price (Ed.), Aboriginal and Torres
Strait Islander Education. An Introduction for the teaching profession
(pp.151-163). Australia: Cambridge University Press. https://doi-
Textbook Chapter 7: Matthews, C. (2012). Maths as Storytelling: Maths is
beautiful. In K. Price (Ed.), Aboriginal and Torres Strait Islander Education.
An Introduction for the teaching profession (pp.94-112). Australia:
Cambridge University Press.
https://doi-org.ezproxy1.acu.edu.au/10.1017/CBO9781139519403.007
1. Archibald, J. A. (2008). Indigenous storywork: Educating the heart, mind,
body, and spirit. Vancouver: UBC press. (Chapter 1)
http://ezproxy.acu.edu.au/login?
url=http://site.ebrary.com/lib/australiancathu/docDetail.action?
docID=10348906&ppg=35
2. Blair, N. (2008). Sweet Potatoes, Spiders and Waterlilys. Privileging
Australian Indigenous Knowledges. Epistemological Consequences of
Knowledge Production. Unpublished PhD. (pp. 214-222).
3. Collins-Gearing, B., & Osland, D. (2010). Who will save us from the
rabbits?: rewriting the past allegorically. The Looking Glass: New
Perspectives on Children's Literature, 14(2).
http://www.lib.latrobe.edu.au/ojs/index.php/tlg/article/vi ew/227/225
4. Collins-Gearing, B. (2003). Imagining Indigenality in Romance and
Fantasy Fiction for Children. Papers: Explorations into Children's
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Literature, 13(3), 32-42. http://hdl.handle.net/1959.13/34814

5. Collins-Gearing, B. (2003). Non-Indigenous dreaming in historical writing
for children. Journal of Australian Studies, 76, 65-76.
6. Martin, K. L. (2008). Please knock before you enter: Aboriginal
regulation of outsiders and the implications for researchers. Brisbane: Post
Pressed.
7. Price, K. (2012). Take a Book: Any Book, Appendix A, (pp.181-192).

Presentations
Potential visit to the Ian Potter Centre for Australian Art during lecture time.
Yarning Circle
Details to be advised. Shared Reading
First Nations People content in the Arts.
The representation of Aboriginal and Torres Strait Islander people and
cultures in the Arts and the incorporation of Indigenous perspectives into
the Visual Arts curriculum.
READINGS:
Textbook Chapter 8: Radoll, P. (2012). Information and Communication
Technologies in the Classroom: Implications and Considerations. In K.
Price (Ed.), Aboriginal and Torres Strait Islander Education. An
Introduction for the teaching profession (pp.113-130). Australia: Cambridge
University Press. https://doi-
1. Art Gallery NSW
https://www.artgallery.nsw.gov.au/education/learning-resources/
2. Museum of Contemporary Arts (NSW)
https://www.mca.com.au/learn/aboriginal-and-torres-strait-islanders/
3. Victorian Indigenous Art Awards:
http://www.indigenousartawards.com.au/
4. Baluk Arts
http://balukarts.org.au/
5. NGV- Indigenous art collection
http://www.ngv.vic.gov.au/exhibition/indigenous-art/
VISIT TO NGV DURING LECTURE TIME

Presentations
Reflective thinking within Aboriginal and Torres Strait Islander Education:
Culturally inclusive practices and the challenge of rethinking teaching and
learning in culturally diverse settings. Assignment 3
READINGS: (Reflection
and Analysis)
Textbook Chapter 11: Buckskin, P. (2012). Engaging Indigenous students; due Sunday
the important relationship between Aboriginal and Torres Strait Islander 24 May at
students and their teachers. In K. Price (Ed.), Aboriginal and Torres Strait 11:55pm
Islander Education. An Introduction for the teaching profession (pp.164-
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181). Australia: Cambridge University Press.

Textbook Chapter 10: Price, K. (2012), Aboriginal and Torres Strait
Islander Studies in the Classroom. In K. Price (Ed.), Aboriginal and Torres
Strait Islander Education. An Introduction for the teaching profession
(pp.151-163). Australia: Cambridge University Press.
Study 25/05/2020 To be confirmed: This week’s lecture and/or tutorial times

Week may be used as catch up for content missed due to the
/ Labour Day long weekend.
Week
13
ASSESSMENT STRATEGY AND RATIONALE

A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes
consistent with University assessment requirements. Such procedures may include, but are not limited to: essays,
examinations, student presentations or case studies.
The assessment will relate directly to the achievement of the outcomes above. Assessment tasks will comprise of
two major pieces or one major and two minor pieces, chosen from the following:
· Personal Reflection and analysis in written or alternate creative genre
· Written assignment (essay)
· Small Group Seminar presentation
The total of assessment tasks will amount to the equivalent of 4,000 words. The following tasks and weightings are
indicative.
Minimum Achievement Standards

In order to pass this unit, students are required to complete and pass all assessment tasks as well as actively
contribute in all of the Talking Circles at tutorials. Students are required to participate in the field visits.
Sessions Learning Outcomes and reason for compulsory attendance
Lectures 1-12 Analyse contemporary issues and their impact on Aboriginal and Torres Strait
Islander student outcomes (GA1, GA4, GA8; AGTS 1.4, 2.4, 7.4: ACECQA D3,
D5),
Communicate more effectively in cross cultural situations, particularly those
involving Aboriginal and Torres Strait and non-Aboriginal people (GA1, GA4,
GA7, GA8; AGTS 1.4, 7.4; ACECQA D1, D3)
Rich conversations around Aboriginal and Torres Strait Islander education will
take place in all lectures.
Tutorials 1-12 Analyse contemporary issues and their impact on Aboriginal and Torres Strait
D5),

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Incorporate Aboriginal and Torres Strait Islander content across a range of

curriculum areas (GA4, GA8; AGTS 1.3, 1.4, 2.1, 2.2, 2.4, 7.4; ACECQA D3,
D5)
Skills will be assessed in incorporating Aboriginal and Torres Strait Islander
perspectives
Participation in group presentations and talking/yarning circles is required.
take place in all tutorials.
All field visits Reflect on and evaluate personal and community attitudes to Aboriginal and
Torres Strait Islander peoples and cultures (GA1, GA4; AGTS 1.4, 7.4;
ACECQA D1, D3, D5)
Analyse contemporary issues and their impact on Aboriginal and Torres Strait
D5)
Demonstrate an appreciation of the centrality of Aboriginal and Torres Strait
Islander cultures to the national identity of Australians in the 21st Century (GA1,
GA4, GA8; AGTS 1.4, 2.4, 7.4; ACECQA D3).
take place in all field visits.
Field visits enable all students to witness first hand Aboriginal and Torres Strait
Islander culture.
Attendance at all scheduled tutorials and lectures is expected as is completion of all assigned learning activities
including any which may augment or replace the scheduled classes. Attendance will be monitored and a roll will be
taken and it is your responsibility to ensure your presence and participation has been correctly recorded.
Attendance at 11 out of 12 lectures and tutorials is compulsory. If you miss a class you will need appropriate
documentation (such as a medical certificate) to present to the Lecturer in Charge at the following class. Tutorial
content includes completion of key assessment tasks. Missing a tutorial will mean you will place yourself at risk of
not completing these key assessment tasks which will result in placing yourself at risk of failing the unit. This
in alignment with the ACU assessment policy section 8.2.
The assessment tasks for this unit are designed to demonstrate achievement of each learning outcome.
Electronic Submission, Marking and Return

Electronic submission, marking and return are being used for this unit. Grades and feedback for each written
assignment will be returned via LEO within three weeks of the submission date.
Assessment Tasks
Brief Description of Assessment Tasks Weighting Learning Graduate Australian ACECQA

(%) Outcome/s Attributes Graduate Criteria
Assessed Teacher
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Standards
Assessment Task 1: 25% 1,4,5 and 7 GA1, GA4, 1.4, 2.4, 7.4 D1, D3,
GA7, GA8, D5
*NITV: Personal Reflection and
Analysis:
Personal reflection and analysis of issues
raised in the national Indigenous
television broadcaster NITV programs.
Assessment Task 2: 30% 1 to 7 GA1, GA4, 1.3, 1.4, A6, D1,
inclusive GA7, GA8, 2.1, 2.2, D3, D5
Presentation:
2.4, 4.1 and
Small groups to present to the whole 7.4
tutorial group during tutorials. This
enables a sharing and greater range of
local community resources for all
students.
Assessment Task 3: 45% 1 to 7 GA1, GA4, 1.3, 1.4, A6, D1,

inclusive GA7, GA8, 2.1, 2.2, D3, D5
Written Reflections & Critical Analysis:
GA9, 2.4, 4.1 and
Select one of the main 6 thematic areas GA10. 7.4
from this Unit (see below). Critically
reflect and analyse readings from the
Unit Outline including the text book
reference. Add at least one journal
article. Relate the analysis and
reflections to the statement ‘Why do we
need Aboriginal and Torres Strait
Islander education?’
1. Country and story
2. Indigenous Knowledges
3. Indigenous literacies and Aboriginal
English
4. Aboriginal and Torres Strait Islander
Education Policies in State and
Territory and Federally
5. The stories being engaged in, in the
Australian ‘history wars’
6. Incorporating and engaging Aboriginal
and Torres Strait Islander
perspectives in the teaching of a
chosen curriculum area.
* National Indigenous Television (NITV) is part of the SBS family of free-to-air channels broadcasting across
Australia providing a nationwide Indigenous television service via cable, satellite and terrestrial transmission means
and selected online audio-visual content. The content for these services is primarily commissioned or acquired from
the Indigenous production sector. NTIV provides a range of media and, for this unit, students specifically focus on
the news and a program of their choice.
Assessment Details
Assignment 1 NITV: Personal Reflection and Analysis:
Personal reflection and analysis of the issues raised through NITV programs.
1. Watch one news program and one other program scheduled on NITV broadcast in 2020.
2. Read the web page for NITV focusing on the background and team members.
3. Reflect on your own personal feelings about the issues raised, the way the issues are raised and
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how the issues are presented in both programs watched.

4. Write a personal reflection and analysis, which stories your journey.
5. This is not a description of what you have watched.
Due date: 13/03/2020 at 11:55PM
Weighting: 25%
Length and/or format: 1000 words
Purpose: This assignment is designed for you to reflect upon Aboriginal and Torres
Strait Islander stories and voices presented through a contemporary
Indigenous medium and space
Learning outcomes assessed: 1, 4, 5 and 7
How to submit: Submit your assessment via Turnitin on LEO using a Word document.
Return of assignment: Electronic submission, marking and return is being used for this unit.
Grades and feedback for each written assignment will be returned via LEO
within three weeks of the submission date.
Assessment criteria: The essay will be marked using the following criteria.
 Clear and Concise Introduction and Conclusion (/5)
 Reflection and critical analysis (/7)
 Clear and coherent structure and development of ideas (/7)
 Creative thinking (/6)
___________________________________________________________________________________________
Assignment 2 Talking Circle/Tutorial Presentation
In groups of 3 students, you are to research local, relevant Indigenous community resources using the list of
Indigenous education organisations provided on LEO.
The group will identify a local Indigenous agency or organisation which showcases Indigenous cultures and
histories.
The group will identify the role and functions of the agency and develop the following as the basis of their
presentation
1. An assessment of how the work carried out by the agency allocated is relevant to teachers (how is it
relevant to teachers? Reflect on and analyse the resource).
2. Two clearly related activities for use in a teaching program which incorporates Aboriginal and Torres
Strait Islander perspectives through the strategies developed, demonstrating how the activities are
related (Two possible activities showing how could this resource be used in schools?).
3. Indication of the curriculum areas, topic and/or theme and stage in which the resources could be
used (Where would this resource fit into the curriculum – in which subjects could it feature?).
4. Reference and contact details for the human resources at the agency.
PLEASE NOTE:
Please refrain from contacting the organisation directly or visiting. Many of the organisations do not have the
resources or the physical locality to assist students, individuals or groups. You will be able to complete this
assignment from reviewing the information provided on LEO. If your organisation is a museum, gallery, or nature
trail e.g. Bunjilaka, Koorie Heritage Trust etc then visits are possible, but it will be clearly marked on the
information sheet uploaded to the unit LEO site.
The presentation will focus on the group’s ability to integrate and synthesise the above elements into a creative
and engaging learning experience for the other members of the Talking Circle/Tutorial group.
The presentation focuses teaching and learning skills of the team in the design of the activity presented.
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The group will therefore facilitate one activity as if they were teaching it to a class.
Small groups will present to the whole Talking Circle/Tutorial group during tutorials. This enables a sharing and
development of a greater range of local community resources for all students.
Presentations are intended to be an opportunity to practice and demonstrate teaching skills. You arre free to
create innovative ways to showcase your activities, analysis and reflections of the community organisation.
The presentations will be delivered during the Talking Circles conducted in tutorial sessions from weeks 7
to 12. A schedule of presentation times will be negotiated by week 2. Once set, the schedule will be non-
negotiable except in the most extraordinary of circumstances.
Presenters should allow no more than 20 minutes (in groups of 3) for their delivery and ongoing discussion.
NB: better presentations usually integrate delivery and discussion quite seamlessly so that their audience is
engaged throughout. Excessively short presentations will be penalized. Presentations that exceed the time limit
will be stopped.
The main aim here is for the presenting group to actively engage their colleagues in the presentation and to
showcase the resource in terms of its usefulness as a teaching tool which potentially facilitates a better
understanding of First Nations people.

Due date: Weeks 7 – 12 in assigned tutorials and groups
Weighting: 30%
Length and/or format: 20minute presentation
Purpose: The student presentations are intended to extend knowledge, skills and
understandings of Indigenous cultures. They are designed for students to
work collaboratively, to share their personal experiences, to create
teaching and learning experiences contextualising their experience within a
pedagogical framework. The presentations facilitate student engagement
with Aboriginal and Torres Strait Islander peoples/communities by building
relationships and connections.
Learning outcomes assessed: 1 – 7 inclusive
How to submit: Presentations will be in assigned weeks, from week 7-12
The date for your presentation will be determined in your tutorial in week 2.
Each group is expected to provide the Tutor with a legible hard copy of
their PowerPoint on the day they give their presentation.
Return of assignment: A final grade will be assigned at the end of week 13 through the
LEO grade sheet.
Assessment criteria: The presentation will be marked by your tutor using the following
criteria.
 acknowledgement of Country (3)
 degree of critical analysis (/7);
 evidence of research, depth of knowledge and understanding (/7);
 presentation skills, including introduction and overview, timing, team
work and ability to engage audience (/7);
 creativity (/6)
NOTE: For all group presentations a joint mark will be awarded and shared equally between the presenters in each
group. It is the responsibility of each member of the group to ensure that there is an equitable contribution
to the preparatory research and that team work is involved in the delivery of the presentation. Please speak
with the LIC if you experience difficulties that cannot be resolved in your group.
Groups may receive some general feedback to each group after their presentations, but a grade will not be
awarded until the conclusion of all presentations.
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Assignment 3: Academic Essay. Written Reflections & Critical Analysis:

This unit has been designed to empower pre-service teachers to be better informed about Aboriginal and Torres
Strait Islander Education.
Students will select one of the set essay questions and critically analyse and reflect on one of the 6 key thematic
areas of this unit listed below, examine the significance and relevance of your chosen theme to your future role as
a teacher, and identify strategies to enhance your effectiveness in the classroom, particularly for Aboriginal and
Torres Strait Islander students.
1. Country and story;

2. Indigenous Knowledges;
3. Indigenous literacies and Aboriginal English;
4. Aboriginal Education Policies in Victoria and Federally;
5. The stories being engaged in, within the Australian ‘History Wars’;
6. Incorporating and engaging Aboriginal perspectives in the teaching of a chosen curriculum area (Specify chosen
focus).
In this essay include the following:
1.Critical reflection and analysis of your perceived personal and individual role as future teachers.
2.Analysis and reflection of pedagogical components in quality Aboriginal and Torres Strait Islander education.
3.Critical analysis and personal reflections of the readings engaged in as they relate to your chosen thematic area.
Due date: Sunday 24 May 11:55pm
Weighting: 45%
Length and/or format: 1800 words
Purpose: This assignment is designed to allow you to reflect on your experiences
and learning journey and illustrate how you have furthered your
understanding through an engagement with the perspectives and knowing
shared by academic voices contained within the various readings provided,
and other material and sources you have independently been researching.
This final assignment is about the level of understanding and insight you
have gained and can bring to your teaching as a synthesis of knowledge
about your chosen theme.
Learning outcomes assessed: 1 to 7 inclusively
How to submit: Submit your work via Turnitin on Leo
Return of assignment: Electronic submission, marking and return is being used for this unit.
Grades and feedback for each written assignment will be returned via LEO
within three weeks of the submission date.
Assessment criteria:
The essay will be marked by your tutor using the following criteria.
• clear identification of chosen theme embedded within a clear and concise
introduction (/6)
• degree of personal reflection and critical analysis (/12)
• well-developed and coherent argument demonstrated through clear
illustrations or examples (/12)
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• clear demonstration of your perception of your role as a future teacher to

embed Aboriginal and Torres Strait Islander pedagogy and perspectives in the
curriculum (/4)
• degree of scholarly research (/6)
• well-developed and coherent conclusion (/3)
• APA ‘in text’ referencing and Reference list (/2)
TEXTS AND REFERENCES
Recommended references
Archibald, J. (2008). Indigenous storywork: Educating the heart, mind, body and spirit. Vancouver, BC, Canada: UBC
Press.
Battiste, M., & Henderson, J. Y. (2000). Protecting Indigenous knowledge and heritage. A global challenge. Saskatoon,
Saskatchewan, Canada: Purich.
Broome, R. (2010). Aboriginal Australians: Black responses to white dominance (4th ed.). Sydney: Allen and Unwin.
Clark, A. (2008). History’s children: History wars in the classroom. Sydney: University of New South Wales Press.
Collins-Gearing, B., & Osland, D. (2010). Who will save us from the rabbits?: rewriting the past allegorically. The
Looking Glass: New Perspectives on Children's Literature, 14(2).
Harrison, N. (2008). Teaching and learning in Indigenous education. South Melbourne, Vic: Oxford University Press.
Hanlen, W. (2008). Cultural insights into Indigenous literacies – Royal Far West School case study, Paper presented at
Future Directions in Literacy Conference: Local Conversations, University of Sydney, Sydney.
Manne, R. (Ed). (2003). Whitewash. On Keith Windschuttle’s Fabrication of Aboriginal history. Melbourne: Black Inc.
Agenda.
New South Wales Department of Education and Communities (2012). 8 Ways Aboriginal Pedagogy, The
Bangamalanha Centre, Arthur Street, Dubbo, NSW.
Phillips, J., & Lampert, J. (2012). Introductory Indigenous Studies in Education. Reflection and the importance of
knowing (2nd ed.). NSW: Pearson Australia.
Required text(s)
Price, K. (Ed). (2015). Aboriginal and Torres Strait Islander education: An introduction for the teaching profession
(second edition). Port Melbourne: Cambridge University Press.
This unit requires you to purchase a hard copy of the text.
Referencing
This unit requires you to use the APA 6th edition referencing system.
See the ‘Academic referencing’ page of the Student Portal for more details.
ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS

The LEO page for this unit contains further readings/ discussion forums: https://leo.acu.edu.au/course/view.php?
id=26722
ACU POLICIES AND REGULATIONS
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It is your responsibility to read and familiarise yourself with ACU policies and regulations, including regulations on
examinations; review and appeals; acceptable use of IT facilities; and conduct and responsibilities. These are in the
ACU Handbook, available from the website.
A list of these and other important policies can be found at the University Policies page of the Student Portal.
ASSESSMENT POLICY AND PROCEDURES

You must read the Assessment Policy and Assessment Procedures in the University Handbook: they include rules
on deadlines; penalties for late submission; extensions; and special consideration. If you have any queries on
Assessment Policy, please see your Lecturer in Charge.
ATTENDANCE
This unit is part of a teaching pre-service course / professional program that requires the development of particular
outcomes related to teaching skills and competencies for accreditation purposes. You are required to attend a
minimum of 80% lectures and tutorials in the unit in order to achieve the learning outcomes of the unit.
If you are unable to meet this requirement, you will need to apply for Special Consideration from the Lecturer in
Charge (LIC). You will be required to undertake make up tasks to the equivalent of the amount of class time missed
as negotiated with your LIC.
ACADEMIC INTEGRITY
You have the responsibility to submit only work which is your own, or which properly acknowledges the thoughts,
ideas, findings and/or work of others. The Framework for Academic Integrity and the Academic Honesty Policy are
available from the website. Please read them, and note in particular that plagiarism, collusion and recycling of
assignments are not acceptable. Penalties for academic dishonesty can vary in severity and can include being
excluded from the course.
TURNITIN
The ‘Turnitin’ application (a text-matching tool) will be used in this unit, in order to enable:
 students to improve their academic writing by identifying possible areas of poor citation and referencing in
their written work; and
 teaching staff to identify areas of possible plagiarism in students’ written work.
 To submit, mark and return assessment tasks through the Grademark function in Turnitin.
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important. Information
on avoiding plagiarism is available from the Academic Skills Unit.
For any assignment that has been created to allow submission through Turnitin (check the Assignment submission
details for each assessment task), you should submit your draft well in advance of the due date (ideally, several
days before) to ensure that you have time to work on any issues identified by Turnitin. On the assignment due date,
lecturers will have access to your final submission and the Turnitin Originality Report.
Please note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will be used as a means
of submitting, marking and returning assessment tasks and so a text matching percentage will appear on your
submission automatically.
FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND TORRES STRAIT
ISLANDER STUDENTS
Every campus provides information and support for Aboriginal and Torres Strait Islander Students. Indigenous
Knowings are embedded in curricula for the benefit of all students at ACU.
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http://www.acu.edu.au/453155
STUDENT SUPPORT
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a
disability/medical condition which may impact on your studies, you are advised to notify your Lecturer in Charge,
Course Coordinator and/or one of the services listed below as soon as possible.
For all aspects of support please visit ACU Info section in the Student Portal.
 Academic Skills offers a variety of services, including workshops (on topics such as assignment writing,
time management, reading strategies, referencing), drop-in sessions, group appointments and individual
consultations. It has a 24-hour online booking system for individual or group consultations.
 Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be involved with
community projects.
 The Career Development Service can assist you with finding employment, preparing a resume and
employment application and preparing for interviews.
 The Counselling Service is a free, voluntary, confidential and non-judgmental service open to all students
and staffed by qualified social workers or registered psychologists.
 Disability Services can assist you if you need educational adjustments because of a disability or chronic
medical condition; please contact them as early as possible.
The Support Services web page provides links for each service.
Course Identifier Bachelor of Arts

Approval Authority Faculty of Education and Arts Faculty Board 16 July 2014
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Criteria Rubrics
ASSESSMENT TASK 1: NITV: Personal Reflection and Analysis:
CRITERION High Distinction Distinction Credit Pass NN
Introduction Provides a highly Provides a succinct Provides a clear Provides an The introduction is
and Conclusion sophisticated introduction that introduction that maps introduction that maps not clear and does
introduction that clearly maps out the out the main ideas to out the main ideas to not provide an
succinctly maps out main ideas to be be developed in the be developed in the overview for the
the main ideas to be developed in the piece. piece. reader of the ideas
developed in the piece. to be developed in
piece. Conclusion is clear Conclusion brings the the piece.
Conclusion is and brings the ideas ideas together to
Conclusion is critical sophisticated in together to show the show the reader the
and sophisticated in bringing the ideas reader the overall overall message of
bringing the ideas together to show message of the piece. the piece. Conclusion is
together to highlight succinctly to the confusing and
clearly and succinctly reader the overall does not bring the
to the reader the message of the piece. piece together for
overall message of the reader.
the piece.
Personal Body of essay Body of essay Body of essay Body of essay Body of essay is
Reflection and develops the ideas develops the ideas develops the ideas develops the ideas purely descriptive.
Critical introduced in the introduced in the introduced in the introduced in the
Thinking and introduction in a highly introduction in a introduction in a clear introduction but the
Analysis sophisticated and sophisticated and and critical manner. flow of ideas is not Ideas are
critical manner. critical manner. always clear. inconsistent and
Insightful questions
Highly critical and Critical and insightful are asked and Some questions are not explored.
insightful questions questions are asked explored within the asked and explored No evidence of
are asked and and explored within piece. within the piece. exploration of
explored within the the piece. personal feelings
piece. and exploration of
Relevant Some use of relevant their implications in
A wide, and relevant, literature/sources is literature/sources is the generation of
A wide, and relevant, range of supporting used to support ideas. used to support ideas. new ideas.
range of supporting literature/sources is
literature/sources is used to support ideas. Good evidence of Some evidence of
used to support ideas. exploration of exploration of
Strong evidence of personal feelings, personal feelings,
Very strong evidence exploration of including including
of exploration of personal feelings, inconsistencies and inconsistencies and
personal feelings, including tensions which gives tensions but little
including inconsistencies and rise to the generation exploration new ideas
inconsistencies and tensions which gives of ideas. emerging from this
tensions which gives rise to the generation exploration.
rise to the generation of novel ideas. Good critique of the
of new ideas. programs’ content is Basic description of
Sophisticated critique evident. programs is provided.
Strong and of the programs’
sophisticated critique content is evident.
of the programs’
content is evident.
Organisation, Piece shows Piece shows high Piece effectively Piece shows a Piece is not
Structure, advanced level of level of organisation. organised and generally effective organised, is
grammar and organisation. Clearly Clearly presented, presented, using level of organisation insufficient and is
referencing presented, using using appropriate appropriate grammar, and presentation. Use not presented
appropriate grammar, grammar, spelling and spelling and of grammar, spelling clearly. Use of
spelling and punctuation. punctuation. and punctuation grammar, spelling
punctuation. A P A Referencing is Referencing is mostly shows some minor and punctuation is
referencing is correct. correct. correct. errors. Referencing not of an
shows some minor appropriate
errors. academic
standard.
Referencing is not
correct or
complete.
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[Type here]
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AS S ES S MENT TAS K 2: Talking Circ le / Tutorial Pre s e ntation

CRITERION High Dis tinc tion Dis tinctio n Cre dit Pas s NN
Ac kno wle dg eme nt A considered acknowledgement Acknowledgement of relevant Acknowledgement of relevant General Acknowledgement No Acknowledgement given.
o f c o untry of country given embracing the countries and people given, countries and people given. given.
guidelines from Victoria. following Victorian guidelines.
Critic al Analy s is Succinct integration of and use A well- developed integration of Degree of integration and use Describes the organisation’s Describes the organisation’s
of the organisation resources in and use of the organisation in of the organisation in the design roles and functions with some functions with no analysis and
the design and implementation the design and implementation and development of the activity link to the design and linking of the agency’s functions
of the activity presented of the activity presented. presented. implementation of the activity to the activity presented.
presented.
Re s earc h A comprehensive introduction A very clear introduction to and A clear introduction to and A brief introduction to the No introduction to the agency.
to and overview of the allocated overview of the allocated overview of the allocated allocated Indigenous education
Indigenous education Indigenous education Indigenous education organisation. No evidence of research
organisation. organisation. organisation. beyond the organisation.
Extensive research beyond the Diligent research beyond the Researched beyond the
Indigenous education Indigenous education Indigenous education
organisation itself. organisation itself. organisation itself.
Pres entatio n Highly effective, cohesive and Effective and collaborative team Collaborative teamwork Some collaboration evident. Presentation lacked cohesion
collaborative team work work demonstrated. demonstrated. and teamwork.
demonstrated. An introduction to the content
Engaging introduction to the A strong introduction to the and process of the presentation No introduction to the content
Succinct and engaging content and process of the content and process of the given. and process of the presentation
introduction to the content and presentation given. presentation given. given
process of the presentation The audience was engaged in
given. The audience were engaged The audience was very the activity presented. The audience were not
and immersed in the activity. engaged in the activity engaged in the activity
The presenters facilitated a high presented. Team responded to questions presented.
level of engagement in the Team facilitated responses to from the audience adequately.
presentation and activities. questions from the audience Team facilitated responses to Team could not respond to
effectively. questions from the audience questions from the audience.
Team facilitated responses to well.
questions from the audience
very effectively.
Cre ativity Presenters were highly creative Presenters were creative and Presenters were creative in Presenters were thoughtful in The activity was not well
and innovative in what and how innovative in what and how they what and how they presented what and how they presented thought through and not well
they presented presented implemented

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FACULTY OF EDUCATION AND ARTS

School of Education (Vic)

EDAB 161 INDIGENOUS CULTURES AND PEOPLES UNIT OUTLINE

Tutor: Genevieve Johnson

 Name, student number and course,

ACU GRADUATE ATTRIBUTES

D. Families and community partnerships

QUALITY ASSURANCE AND STUDENT FEEDBACK

LEARNING AND TEACHING STRATEGY AND RATIONALE

Week Starting Public Weekly Content Notes

2 02/03/2020 TOPICS: Presentation

3 09/03/2020 Labour Day TOPICS: Assessment Task

5 23/03/2020 TOPICS: CENSUS DATE

Deconstructing the Australian Narrative of Indigenous Depopulation.

6 30/03/2020 TOPICS: Yarning circle

7 06/04/2020 TOPICS: Group

UA WEEK 13-19 April (no classes)

8 20/04/2020 TOPICS: Group

9 27/04/2020 TOPICS: Group

10 06/05/2019 TOPICS: Group

Literature, 13(3), 32-42. http://hdl.handle.net/1959.13/34814

11 11/05/2020 TOPICS: Group

12 18/05/2020 TOPICS: Group

181). Australia: Cambridge University Press.

Study 25/05/2020 To be confirmed: This week’s lecture and/or tutorial times

ASSESSMENT STRATEGY AND RATIONALE

Minimum Achievement Standards

Sessions Learning Outcomes and reason for compulsory attendance

Communicate more effectively in cross cultural situations, particularly those

Incorporate Aboriginal and Torres Strait Islander content across a range of

Electronic Submission, Marking and Return

Brief Description of Assessment Tasks Weighting Learning Graduate Australian ACECQA

Assessment Task 3: 45% 1 to 7 GA1, GA4, 1.3, 1.4, A6, D1,

Assignment 1 NITV: Personal Reflection and Analysis:

how the issues are presented in both programs watched.

Assignment 3: Academic Essay. Written Reflections & Critical Analysis:

1. Country and story;

• clear demonstration of your perception of your role as a future teacher to

TEXTS AND REFERENCES

ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS

ASSESSMENT POLICY AND PROCEDURES

Course Identifier Bachelor of Arts

CRITERION High Distinction Distinction Credit Pass NN

AS S ES S MENT TAS K 2: Talking Circ le / Tutorial Pre s e ntation

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