EDED20494 - Indigenous Learners and Learning

General Information

Unit Synopsis

This unit 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.

Details

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 3 - 2021

Term 3 - 2021 Profile
Online
Term 3 - 2022 Profile
Online

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. Written Assessment 50%
2. 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 - 2020 : The overall satisfaction for students in the last offering of this course was 3.6 (on a 5 point Likert scale), based on a 24.04% 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
Timely feedback needed on assessment tasks.
Recommendation
Ensure timely feedback is provided on assessment task responses.
Action Taken
A marking team was assembled however with growth in student numbers and some markers marking across units it was difficult to ensure timely assessment feedback.
Source: Student Evaluation
Feedback
Content heavy. Consider refining Moodle design to be more 'user friendly' with no broken links.
Recommendation
Refine Moodle content to ensure content is appropriate and accessible making explicit essential readings and learning materials.
Action Taken
The unit was part of the Teams Social Interactions report trial. MS Teams was used as a way to guide and facilitate discussion through having a structured learning and communications plan. Broken links were rectified as much as possible but some of the links were from previous courses with readings no longer available or outdated and required Library to update the CROs.
Source: Student Evaluation
Feedback
Assessment tasks need unpacking more - they are very complex tasks that need further scaffolding.
Recommendation
Provide further scaffolding for assessment task requirements.
Action Taken
Three zoom sessions were held prior to each due date to unpack assessments with recordings uploaded via MS Teams for students who were unable to make those sessions.
Source: Student Evaluation
Feedback
More practical oriented strategies needed.
Recommendation
Content to be refined to place more focus on teaching strategies.
Action Taken
The Unit Coordinator used a storytelling approach during online tutorials to seek feedback from students and shared resources and strategies used in schools.
Source: Student Evaluation
Feedback
Intensive nature of the unit needs to be reviewed.
Recommendation
Review the intensive nature of the unit and consider a full 12 week delivery method due to the abundance of materials to cover in the unit.
Action Taken
Six-week intensive delivery was adhered to. The Unit Coordinator continued to offer zoom sessions up until Week 9 when assessment task 2 was due.
Source: Student Evaluations
Feedback
Students enjoy the resources in the unit but feel it is very content heavy and is not structured in a user-friendly way in Moodle.
Recommendation
Redefine Moodle content to ensure it is clear and flows logically for students.
Action Taken
Nil.
Source: Student Evaluations
Feedback
Student enjoyed zoom tutorials as they provided an opportunity to cover topics in more depth and learn with other students.
Recommendation
Continue to deliver online zoom tutorials in split format to allow for students to engage and reflect on learning.
Action Taken
Nil.
Source: Student Emails and Student Evaluations
Feedback
Assessment tasks are complex and need more scaffolding for students.
Recommendation
Review assessment task requirements and ensure assessment tasks and support materials are clear.
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

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