EDED11458 - Indigenous Studies and Learning

General Information

Unit Synopsis

The unit Indigenous Studies and Learning develops knowledge and understanding of historical factors that impact on the engagement of Aboriginal and Torres Strait Islander learners and families in education and care settings. The policy and action of governments and media representations are analysed, discussed and compared with indigenous perspectives on race relations and past events with an emphasis on developing understanding and appreciation of contemporary Indigenous Australian identity and culture. Pedagogies for working effectively and appropriately with indigenous Australians, families and communities including current systemic initiatives and policies are evaluated in terms of their suitability for students in rural, remote and urban Australian communities. You will consider Aboriginal and Torres Strait Islander world views and your own and others attitudes to Indigenous people to defend the selection of teaching strategies aimed at promoting reconciliation and effective learning relationships with students, families and communities.


Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

To be eligible to enrol in this unit, students must be enrolled in CC12, CC13, CC14 or the Start University Now (SUN) program.

Pre-requisite of EDFE12043 for students enrolled in CC13.

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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2024

Term 2 - 2024 Profile
Term 3 - 2024 Profile

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).

Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate 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.

Assessment Tasks

Assessment Task Weighting
1. Online Quiz(zes) 0%
2. Written Assessment 50%
3. Written Assessment 50%

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

Past Exams

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Previous Feedback

Term 3 - 2023 : The overall satisfaction for students in the last offering of this course was 71.43% (`Agree` and `Strongly Agree` responses), based on a 22.03% response rate.

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.

Source: Email
Use of the Q & A forums for general questions and assessment questions.
Continue to use the Q & A forums for general unit questions and assessment questions.
Action Taken
Q & A was monitored at specific times each day. Students were made aware of these times via the weekly announcements. Q & A was mainly used for assessment questions. Response rate was quick (usually the same day unless student posted on a weekend).
Source: Student feedback
Tutorials and zoom classes
Consider tutorial time and what concepts will be covered in this limited timeframe.
Action Taken
The evening tutorial time appeared to be a popular time slot with an on-going cohort attending regularly. Perhaps would make slightly earlier from 4-6, rather than 6-7 as some students tend to put their children to bed around 7. Continue to reflect and update content.
Source: SUTE
No Indigenous educators involved in this course
Possible team teaching (First Nations and non-First Nations staff) as we move forward, promoting the values of reconciliation.
Action Taken
Source: SUTE
Content is set out well.
Continue to update course content each year, in line with what is happening in the real world.
Action Taken
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Use correct terminology and protocols when referring to Aboriginal and Torres Strait Islander peoples, culture and histories
  2. Analyse the impact of deficit views of Aboriginal and Torres Strait Islander students on learning and engagement
  3. Analyse and respond to representations of Aboriginal and Torres Strait Islander peoples in contemporary and historical texts and their impact on race relations with non-Indigenous Australians
  4. Critique government policies and approaches to the education of Aboriginal and Torres Strait Islander students in past and present society
  5. Explain the effect of Aboriginal and Torres Strait Islander world views and the concept of relatedness on the learning styles of indigenous students
  6. Justify the use of strategies that cater for the diversity of experience, identity and linguistic background of contemporary Aboriginal and Torres Strait Islander students and communities
  7. Evaluate the capacity of current programs and initiatives for Aboriginal and Torres Strait Islander students, parents/carers, families and communities for promoting engagement and participation in education and care.

Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

1.4 Strategies for teaching Aboriginal and Torres Strait Islander student

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non Indigenous Australians

2.5 Literacy and numeracy strategies

3.5 Use effective classroom communication

3.7 Engage parents/carers in the educative process

4.1 Support student participation

7.3 Engage with the parents/carers

In addition, competency elements from the Diploma of Children's Services (Early Childhood Education and Care) are taught and assessed in this unit.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Online Quiz(zes)
2 - Written Assessment
3 - Written Assessment
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
7 - Cross Cultural Competence
8 - Ethical practice
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9 10