EDED20494 - Indigenous Learners and Learning

General Information

Unit Synopsis

The unit Indigenous Studies and Learning will develop your knowledge and understanding of historical factors that impact on the engagement of Aboriginal and Torres Strait Islander learners and families in education. 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 Postgraduate
Unit Level 8
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 2 - 2023

Term 3 - 2023 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 Postgraduate 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. Portfolio 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 - 2022 : The overall satisfaction for students in the last offering of this course was 60.71% (`Agree` and `Strongly Agree` responses), based on a 27.72% 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 emails Verbal feedback in tutorials Feedback from SUTE
Moodle site
Provide on-going updates of Moodle materials (addition of H5P activities; At a Glance section; learning activities) that are current and engaging to meet students' needs.
Action Taken
A lot of work was put into making further enhancements to the Moodle site. H5P activities were added. At a Glance sections were added. All materials were updated and are current.
Source: Student emails Verbal feedback in tutorials Feedback from SUTE
Weekly ZOOM tutorials
Continue to provide teacher tips and Indigenous teaching resources at the start of each tutorial. Deliver the weekly tutorials in a separate room due to background noise.
Action Taken
Teacher tips still provided in weekly tutorials. Tutorials conducted in a separate room throughout the term to cancel out background noise.
Source: Student emails Feedback from SUTE
Unit content
Continue to provide current and useful content that is engaging and linked to theory Review course readings to make the content volume more manageable in meeting students' needs.
Action Taken
eReading list was updated prior to the term. Students were provided with a reduced 'prescribed' list but extra readings were kept in the list for those students who wished to further their knowledge.
Source: Feedback from SUTE Student requests for extensions Verbal feedback in ZOOM sessions
Review scheduling of assessment deadlines to better meet students' needs. Continue to offer 1 additional ZOOM session for AT2 and AT3 to further support students' assessment tasks needs.
Action Taken
The course structure and assessment deadlines were changed and I believe better suited students' needs - based on verbal feedback provided in tutorial sessions. I would suggest offering the same schedule in 2023. Support sessions were offered but uptake was much lower than last year
Source: SUTE
Tutorial Content
Update the content in the weekly tutorials to maintain the integrity of the unit requirements. Tutorial material will continue to build on and complement the moodle content.
Action Taken
Source: SUTE
Quiz (AT1)
Check the answers and update the quiz to avoid repetition of questions.
Action Taken
Unit learning Outcomes

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

  1. Use culturally appropriate 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, families and communities for promoting engagement and participation in education.

Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:

1.1 Physical, social and intellectual development and characteristics of students

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

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

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

3.7 Engage parents/carers in the educative process

4.1 Support student participation

7.3 Engage with the parents/carers

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 - Portfolio
Alignment of Graduate Attributes to Learning Outcomes
Advanced Level
Professional Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
1 - Knowledge
2 - Communication
3 - Cognitive, technical and creative skills
4 - Research
5 - Self-management
6 - Ethical and Professional Responsibility
8 - Aboriginal and Torres Strait Islander Cultures
Alignment of Assessment Tasks to Graduate Attributes
Advanced Level
Professional Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8