Overview
This unit provides you with a broad overview of the education of Aboriginal and Torres Strait Islander peoples in Australia. It begins by looking at traditional ways of educating Aboriginal and Torres Strait Islander children, before examining a history of Indigenous education since the colonisation of Australia by white settlers, and seeing how racism still has a major influence on Indigenous education. You will look at the impact of social factors, such as health issues, housing, remoteness, and poverty on education; and also see how different cultural factors, including Aboriginal and Torres Strait identities, different ways of teaching and learning, and language in particular, affect Indigenous education in Australia. You will look more specifically at teaching and learning in Indigenous communities, including some case studies. Finally, the unit allows you to explore trends in Indigenous early childhood education, school education, Indigenous vocational education and training (VET) and TAFE, and Indigenous tertiary education in more detail, including the influence that Indigenous Australians have had on mainstream education.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 3 - 2026
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Non-award unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
| Assessment Task | Part Weighting (% of assessment) |
Assessment Security Level | Gen AI Guidance Levels |
|---|---|---|---|
| 1. Scaffolded Academic Essay (50% of unit · 3 parts ) | |||
| Part 1 – Assessment 1A - Body Paragraph 1 (Written Assessment) | 20% of 50% | Low | AI-Assisted (Guided Collaboration) |
| Part 2 – Assessment 1B - Interactive Oral Assessment 1 (Interactive Oral Assessments) | 20% of 50% | High | No Gen AI Use |
| Part 3 – Assessment 1C - Academic Essay (Scaffolded) (Essay) | 60% of 50% | Low | AI-Assisted (Guided Collaboration) |
| 2. ASSESSMENT 2 (50% of unit · 2 parts ) | |||
| Part 1 – Assessment 2 A: Interactive Oral Assessment 2 (Interactive Oral Assessments) | 60% of 50% | High | No Gen AI Use |
| Part 2 – Portfolio (Written Assessment) | 40% of 50% | Low | AI-Assisted (Guided Collaboration) |
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Academic Progression Policy and Procedure
- Student Refund and Credit Balance Policy and Procedure
- Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Student
Provided valued feedback that supported student learning and development. Fostered an inclusive and welcoming learning environment and actively promoted student interaction.
Continue providing valuable feedback that supports student learning and development while maintaining an inclusive and welcoming learning environment that encourages active participation. To further enhance student engagement and interaction, incorporate interactive oral assessments.
Feedback from Unit Coordinator
Consider introducing interactive oral assessments within the unit, drawing on the successful experience of their implementation in Indigenous Australians and Health. This approach would enhance student engagement, provide opportunities for authentic demonstration of learning, strengthen communication skills, and support academic integrity through improved assessment security and learning assurance.
Introduce interactive oral assessments within the unit, drawing on the successful experience of their implementation in Indigenous Australians and Health.
- Analyse the historical and contemporary impacts of government policies upon education for Indigenous Australians
- Identify various social issues that impact upon education for Indigenous Australians
- Explain why Aboriginal and Torres Strait Islander culture and history should be incorporated in the education of all Australian students
- Evaluate contemporary trends in various levels of education for Indigenous Australians.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
|
1.
Assessment 1
(50% of unit · 3 parts
)
Part 1 -
Written Assessment
Part 2 -
Interactive Oral Assessments
Part 3 -
Essay
|
||||
|
2.
Assessment 2
(50% of unit · 2 parts
)
Part 1 -
Written Assessment
Part 2 -
Interactive Oral Assessments
|
||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Self Management | ||||
| 2 - Communication | ||||
| 3 - Information Literacy | ||||
| 4 - Information Technology Competence | ||||
| 5 - Problem Solving | ||||
| 6 - Critical Thinking | ||||
| 7 - Cross-Cultural Competence | ||||
| 8 - Ethical Practice | ||||
| 9 - First Nations Knowledges | ||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
l.armstrong@cqu.edu.au
n.lamb@cqu.edu.au
Week 1
Begin Date: 09 Nov 2026Module/Topic
Overview of Learning Material
Chapter
Events and Submissions/Topic
Week 2
Begin Date: 16 Nov 2026Module/Topic
Traditional Aboriginal and Torres Strait Islander Ways of Learning
Chapter
Events and Submissions/Topic
Week 3
Begin Date: 23 Nov 2026Module/Topic
Aboriginal and Torres Strait Islander Education Since Colonisation
Chapter
Events and Submissions/Topic
Week 4
Begin Date: 30 Nov 2026Module/Topic
Social Impacts on Aboriginal and Torres Strait Islander Education
Chapter
Events and Submissions/Topic
Week 5
Begin Date: 07 Dec 2026Module/Topic
Cultural Factors Impacting on Education
Chapter
Events and Submissions/Topic
Week 6
Begin Date: 14 Dec 2026Module/Topic
Racism and Education
Chapter
Events and Submissions/Topic
Mid-Term Break
Begin Date: 21 Dec 2026Module/Topic
Chapter
Events and Submissions/Topic
Week 7
Begin Date: 04 Jan 2027Module/Topic
Education in Remote Communities
Chapter
Events and Submissions/Topic
Week 8
Begin Date: 11 Jan 2027Module/Topic
Education in Torres Strait Islander Communities
Chapter
Events and Submissions/Topic
Week 9
Begin Date: 18 Jan 2027Module/Topic
Trends in Aboriginal and Torres Strait Islander Early Childhood Education
Chapter
Events and Submissions/Topic
Week 10
Begin Date: 25 Jan 2027Module/Topic
Trends in Aboriginal and Torres Strait Islander School Education
Chapter
Events and Submissions/Topic
Week 11
Begin Date: 01 Feb 2027Module/Topic
Trends in Aboriginal and Torres Strait Islander VET and Tertiary Education
Chapter
Events and Submissions/Topic
Week 12
Begin Date: 08 Feb 2027Module/Topic
Unit Review
Chapter
Events and Submissions/Topic
Exam Week
Begin Date: 15 Feb 2027Module/Topic
Chapter
Events and Submissions/Topic
Unit Coordinator: Laurie Armstrong
Email: l.armstrong@cqu.edu.au
Telephone: 07 4930 9251
Mobile: 0418 791 373
1. Scaffolded Academic Essay ( 50% of unit · 3 parts )
Part 1 - Written Assessment
Write a 200-300 word paragraph that responds to the Week 2 content about traditional Aboriginal and Torres Strait Islander ways of learning. Questions are provided in the Assessment 1A instructions on Moodle to help guide what you include in your paragraph.
Purpose
The purpose of this assessment is to support your understanding of the unit content and to help you develop your academic writing skills. The paragraph is also designed to form one of the body paragraphs in Assessment 1c, an academic essay. You will be provided with feedback on your paragraph (Assessment 1A), which you can then apply and use in your essay (Assessment 1C).
Sources of information
The eReading list on Moodle contains several sources of information for the Week 2 topic. One source is tagged ‘essential’; others are tagged 'recommended'. You must cite and reference the essential source in your paragraph. It's up to you whether you would like to also cite and reference some of the recommended sources from the eReading list or content from the Week 2 Moodle Book. Either way, you must include a Harvard style reference list on a separate page after your paragraph.
Please find further details on the Indigenous Australians and Education Moodle site. Go to the ASSESSMENT tile and click on the Assessment 1A - Body paragraph 1 link. This is also where you will submit your assignment. Please ensure that you submit a Word document (PDF files are not appropriate for this assignment).
Formatting
Use 1.5 or double line spacing and a clear font such as Times New Roman 12 or Arial 11, and include page numbering. Upload your paragraph and reference list to Moodle as one Word document. The Word document should have your name and student number on it, as well as the unit code and name (ie. INDG40015: Indigenous Australians and Education).
Use of Artificial Intelligence (AI)
You may use AI for planning, idea development, and research, but you should attempt to write the paragraph on your own first. Your final submission should show how you have developed and refined these ideas. Further information about this requirement will be provided by the teaching staff in the unit.
Week 3 Friday (27 Nov 2026) 11:55 pm AEST
Feedback will be provided no later than two weeks after the due date or the submission date, whichever is later.
ACADEMIC CONTENT
- Understanding of the unit material relevant to the assessment task
- Evidence of research
- Relevance to the topic
WRITING SKILLS
- Accuracy and fairness in representing the views discussed
- Clarity of expression, correct grammar and use of words
- Logical organisation of arguments and information in an appropriate paragraph structure
- Adherence to word length requirements
REFERENCING SKILLS
- Use of prescribed academic sources
- Acknowledgment of sources through correct in-text referencing and corresponding accurate reference list
- Use of Harvard style of referencing
- Analyse the historical and contemporary impacts of government policies upon education for Indigenous Australians
- Identify various social issues that impact upon education for Indigenous Australians
- Explain why Aboriginal and Torres Strait Islander culture and history should be incorporated in the education of all Australian students
- Evaluate contemporary trends in various levels of education for Indigenous Australians.
Part 2 - Interactive Oral Assessments
An interactive oral assessment (IOA) is a one-on-one conversation between a student and their assessor. Interactive oral assessments are different to question-and-answer oral examinations because they are a conversation rather than a test. They are often based on a particular scenario. Interactive oral assessments provide a space to give you an opportunity to share your understanding and knowledge of unit content in an authentic conversation.
Assessment 1B: IOA will involve a brief 10-minute conversation with your IOA facilitator during which you will use the knowledge you gained by writing the paragraph, Assessment 1A. This 10%-weighted IOA offers you a low-stakes opportunity to practise your oral communication skills and become familiar with this assessment format. Your final IOA for the term will be part of Assessment 2A worth 30% which will be booked and conducted in the same manner as this assessment. Here is the link : https://interact.cqu.edu.au/s/steps---interactive-assessments/appointments/topics/228
The conversation in this IOA will also give you the opportunity to discuss the content from Weeks 1-3 with your IOA facilitator. While your facilitator will be assessing you on your knowledge and application resulting in body paragraph 1 of the essay, they will also be able to answer your questions and discuss your feelings about any of the unit content that has been covered. Time will be reserved at the end of the IOA in case you would like to continue the conversation.
Please find further details on the Indigenous Australians and Education Moodle site. Go to the ASSESSMENT tile and click on the Assessment 1B - Interactive Oral Assessment 1. This is also where you will submit your Cover Sheet. Please ensure that you submit it as a Word document (PDF files are not appropriate for this assignment).
Week 5 Friday (11 Dec 2026) 11:55 pm AEST
Use Interact to book your IOA for Week 4 or 5 by the end of Week 3. The booking link is above in the Task Description.
Feedback will be provided no later than two weeks after the due date or the IOA appointment date, whichever is later.
Knowledge of content (40%)
- Ability to describe traditional Indigenous ways of learning and identify relevant historical events that have impacted Indigenous Australians’ education.
Learning and insight (40%)
- Ability to apply knowledge and justify beliefs to address challenges in First Nation Australians’ education.
Professional communication (20%)
- Ability to demonstrate clear and confident communication skills, manage technical responsibilities and attendance for the IOA.
- Analyse the historical and contemporary impacts of government policies upon education for Indigenous Australians
- Identify various social issues that impact upon education for Indigenous Australians
- Explain why Aboriginal and Torres Strait Islander culture and history should be incorporated in the education of all Australian students
- Evaluate contemporary trends in various levels of education for Indigenous Australians.
Part 3 - Essay
‘Historical government policies severed First Nations people from their traditional culture, which has impacted all aspects of their lives, including their education." Write a 1000–1200-word essay examining this statement by referring to content from Weeks 2 to 5. Questions are provided in the Assessment 1C instructions on Moodle to help guide what you include in each paragraph of your essay. Use the feedback you received on Assessment 1A to improve that paragraph and include it in your essay.
Purpose
The purpose of this assessment is to deepen your understanding of the impact of historical government policies on First Nations culture and education. You will explore the connection between First Nations culture and education for all Australians. This assessment will also enhance your academic writing and referencing skills.
Sources of Information
The eReading list on Moodle contains several sources of information for each week. One source is tagged ‘Essential’; others are tagged 'Recommended'. You must cite and reference the essential sources from Weeks 2 to 5 in your essay. You can, also, choose to cite and reference some of the recommended sources from the eReading list or content from the weekly Moodle Books. Either way, you must include a Harvard style reference list on a separate page at the end of your essay.
Further details on this assessment can be found on the Indigenous Australians and Education Moodle site. Go to the ASSESSMENT tile and click on the Assessment 1C - Academic essay. This is also where you will submit your assignment. Please ensure that you submit a Word document (PDF files are not appropriate for this assignment).
Formatting
Use 1.5 or double line spacing and a clear font such as Times New Roman 12 or Arial 11 and include page numbering. Upload your essay and reference list to Moodle as one Word document. The Word document should have your name and student number on it, as well as the unit code and name (ie. INDG40015: Indigenous Australians and Education).
Use of Artificial Intelligence (AI)
You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. Further information about this requirement will be provided by the teaching staff in the unit.
Week 6 Friday (18 Dec 2026) 11:55 pm AEST
Feedback will be provided no later than two weeks after the due date or the submission date, whichever is later.
ACADEMIC CONTENT
- Understanding of the unit material relevant to the assessment task
- Evidence of research
- Relevance to the topic
WRITING SKILLS
- Accuracy and fairness in representing the views discussed
- Clarity of expression, avoidance of grammatical errors, correct use of words
- Logical organisation of arguments and information in an appropriate essay structure
- Adherence to word length requirements
REFERENCING SKILLS
- Use of prescribed academic sources
- Acknowledgment of sources through correct in-text referencing and corresponding accurate reference list
- Use of Harvard style of referencing
- Analyse the historical and contemporary impacts of government policies upon education for Indigenous Australians
- Identify various social issues that impact upon education for Indigenous Australians
- Explain why Aboriginal and Torres Strait Islander culture and history should be incorporated in the education of all Australian students
- Evaluate contemporary trends in various levels of education for Indigenous Australians.
2. ASSESSMENT 2 ( 50% of unit · 2 parts )
Part 1 - Interactive Oral Assessments
Assessment 2A: IOA2 will involve a 15-minute conversation with your IOA facilitator during which you will use your knowledge of the Weeks 7 -11 content. This 30%-weighted IOA offers you an opportunity to practise your oral communication skills and become familiar with this assessment format. Your IOA facilitator may choose to randomly select two portfolio responses to discuss in more detail. This final IOA for the term is part of Assessment 2 and is worth 30% which will be booked and conducted in the same manner as assessment 1B - IOA 1.
The conversation in this IOA will also give you the opportunity to discuss the content from Weeks 7-11 with your IOA facilitator. While your facilitator will be assessing you on your knowledge and application of the content in these weeks, they will also be able to answer your questions and discuss your feelings about any the material that has been covered. They will reserve some time at the end of the IOA in case you would like to continue the conversation.
Read the information below to inform your preparation for the IOA:
- Book a time for your IOA – use the link to Interact on the Assessment 2A Moodle page.
- Engage with the supporting resources on the Moodle page for Assessment 2A- IOA 2. Seek clarification from your Unit Coordinator about any aspect of the IOA that you don’t feel sure about.
- Ensure you feel comfortable using Zoom and joining a meeting by practicing accessing the Zoom link on your computer/laptop before the meeting. Ensure your microphone and camera work.
- Complete and upload the Cover Sheet for Assessment 2A -IOA 2, via the Assessment 2 A Moodle page.
- Be at least 5 minutes early for your IOA. You may be placed in a Zoom waiting room until your IOA facilitator admits you.
Please find further details on the Indigenous Australians and Education Moodle site. Go to the ASSESSMENT tile and click on the Assessment 2A - Interactive Oral Assessment 2. This is also where you will submit your Cover Sheet. Please ensure that you submit it as a Word document (PDF files are not appropriate for this assignment).
Exam Week Friday (19 Feb 2027) 11:55 pm AEST
Please use Interact to book your IOA for Week 12 or 13 by the end of Week 11
Feedback will be provided no later than two weeks after the due date or the IOA appointment date, whichever is later.
Knowledge of content (40%)
- Ability to describe First Nation Australians education in the Torres Strait Islands and on remote communities and identify relevant trends that impact Indigenous Australians’ education.
Learning and insight (40%)
- Ability to apply knowledge and justify beliefs to address challenges in First Nation Australians’ education.
Professional communication (20%)
- Ability to demonstrate clear and confident communication skills, manage technical responsibilities and attendance for the IOA.
- Analyse the historical and contemporary impacts of government policies upon education for Indigenous Australians
- Identify various social issues that impact upon education for Indigenous Australians
- Explain why Aboriginal and Torres Strait Islander culture and history should be incorporated in the education of all Australian students
- Evaluate contemporary trends in various levels of education for Indigenous Australians.
Part 2 - Written Assessment
Write a portfolio of five 150-250 word paragraphs responding to each week’s content from Weeks 7 to 11. Questions are provided on Moodle to help guide what you include in each paragraph.
Purpose
The portfolio will develop your understanding of unit content by encouraging you to examine contemporary trends in First Nations education through the lens of historical events and policies. You will develop insight into how historical events and policies have shaped contemporary attitudes to First Nations students and influenced the inclusion of First Nations knowledges in the curricula of various education sectors.
Sources of information
Each paragraph must cite and reference the ‘essential’ source from the relevant week on the eReading list. Recommended sources and content from the unit Moodle books may also be cited and referenced. You must include a Harvard style reference list at the end of the portfolio.
Please find further details on the Indigenous Australians and Education Moodle site. Go to the ASSESSMENT tile and click on the Assessment 2B - Portfolio link. This is also where you will submit your assignment. Please ensure that you submit a Word document (PDF files are not appropriate for this assignment).
Formatting
Use 1.5 or double line spacing and a clear font such as Times New Roman 12 or Arial 11 and include page numbering. Upload your portfolio and reference list to Moodle as one Word document. The Word document should have your name and student number on it, as well as the unit code and name (ie. INDG40015: Indigenous Australians and Education).
Use of Artificial Intelligence (AI)
You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. Further information about this requirement will be provided by the teaching staff in the unit.
Week 12 Friday (12 Feb 2027) 11:55 pm AEST
Feedback will be provided no later than two weeks after the due date or the submission date, whichever is later.
ACADEMIC CONTENT
- Understanding of the unit material relevant to the assessment task
- Evidence of research
- Relevance to the topic
WRITING SKILLS
- Accuracy and fairness in representing the views discussed
- Clarity of expression, avoidance of grammatical errors, correct use of words
- Logical organisation of arguments and information in an appropriate portfolio structure
- Adherence to word length requirements
REFERENCING SKILLS
- Use of prescribed academic sources
- Acknowledgment of sources through correct in-text referencing and corresponding accurate reference list
- Use of Harvard style of referencing
- Analyse the historical and contemporary impacts of government policies upon education for Indigenous Australians
- Identify various social issues that impact upon education for Indigenous Australians
- Explain why Aboriginal and Torres Strait Islander culture and history should be incorporated in the education of all Australian students
- Evaluate contemporary trends in various levels of education for Indigenous Australians.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
