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EDED11458 - Indigenous Studies and Learning

General Information

Unit Synopsis

The course 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. Students consider Aboriginal and Torres Strait Islander world views and their 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.

Details

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 There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2015

Term 2 - 2017 Profile
Distance
Term 3 - 2017 Profile
Bundaberg
Cairns
Distance
Gladstone
Mackay
Rockhampton
Townsville
Term 2 - 2018 Profile
Distance
Term 3 - 2018 Profile
Bundaberg
Cairns
Distance
Gladstone
Mackay
Rockhampton
Term 2 - 2019 Profile
Online
Term 3 - 2019 Profile
Bundaberg
Cairns
Gladstone
Mackay
Online
Rockhampton
Term 2 - 2020 Profile
Bundaberg
Cairns
Gladstone
Mackay
Noosa
Online
Rockhampton
Townsville
Term 3 - 2020 Profile
Online
Term 2 - 2021 Profile
Online
Term 3 - 2021 Profile
Bundaberg
Cairns
Gladstone
Mackay City
Online
Rockhampton
Townsville
Term 2 - 2022 Profile
Online
Term 3 - 2022 Profile
Bundaberg
Cairns
Gladstone
Mackay
Online
Rockhampton
Townsville

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. Written Assessment 50%
2. Practical and 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 2 - 2020 : The overall satisfaction for students in the last offering of this course was 4.2 (on a 5 point Likert scale), based on a 19.58% 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: Student evaluation
Feedback
Further support for assessment tasks.
Recommendation
Further resources to support the assessment tasks will be provided.
Action Taken
Extra resources in the form of discussion boards, dedicated lecture time and support links were added.
Source: Student evaluation
Feedback
Content and expectations in understanding the content were very high.
Recommendation
Content and expectations will be reviewed.
Action Taken
Content was reviewed and refined.
Source: Student evaluation
Feedback
Moodle navigation is complex.
Recommendation
Moodle navigation will be reviewed.
Action Taken
The Moodle site has been updated and re-organised.
Source: Student evaluation
Feedback
Greater variance in examples is needed.
Recommendation
Provide content examples for early childhood, primary and secondary school contexts.
Action Taken
Nil.
Source: Student evaluation
Feedback
The content was interesting, valuable and essential.
Recommendation
Continue to update the unit content, but ensure it remains linked to schooling contexts.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Analyse the impact of deficit views of Aboriginal and Torres Strait Islander students on learning and engagement.
  2. 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.
  3. Critique government policies and approaches to the education of Aboriginal and Torres Strait Islander students in past and present society.
  4. Explain the effect of Aboriginal and Torres Strait Islander world views and the concept of relatedness on the learning styles of indigenous students.
  5. 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.
  6. Evaluate the capacity of current programs and initiatives for Aboriginal and Torres Strait Islander students, families and communities for promoting engagement and participation in education and care.

Australian Professional Standards for Teachers and Competency elements from CHC50908 Diploma of Children’s Services (Early Childhood Education and Care) are taught, practised and assessed in this course:

Successful completion of the course Indigenous Studies and Learning provides opportunities for demonstration of the Standards focus areas of 1.1, 1.3, 1.4, 2.4, 3.7, 4.1, and 7.3 and competency elements from the Diploma including CHCCN520C: 2 and 3; CHCIC302A: 1, 4, 5 and 6; HLTHIR404D: 1, 2, 3, 4 and 5: and HLTHIR403C: 1, 2, 3 and 4. 

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6
1 - Written Assessment
2 - Practical and 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
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
1 - Written Assessment
2 - Practical and Written Assessment