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edu3til teaching indigenous learners

TEACHING INDIGENOUS LEARNERS

EDU3TIL

2020

Credit points: 15

Subject outline

In this subject students develop an understanding of Indigenous education in Australian schools. Pre-service teachers explore educational strategies and pedagogy to support Indigenous children and maximise learning outcomes. Preservice teachers seek to identify the challenges in indigenous teaching and learning and utilize research and resources to inform best practice. The subject will promote positive attitudes within the broader community towards Indigenous students and their cultural protocols.

SchoolEducation

Credit points15

Subject Co-ordinatorKathryn Coff

Available to Study Abroad/Exchange StudentsYes

Subject year levelYear Level 3 - UG

Available as ElectiveNo

Learning ActivitiesN/A

Capstone subjectNo

Subject particulars

Subject rules

Prerequisites Students must be enrolled in one of the following courses in order to undertake this subject: Bachelor of Education Secondary (EBEDS, EBEDSB, EBEDSM), or Bachelor of Education Primary (EBEDP, EBEDPB, EBEDPM) or Bachelor of Teaching (Primary) (EBTP) or Bachelor of Teaching (Secondary) (EBTS) or Bachelor of Education (EVEDB, RBEDM) or Bachelor of Early Childhood & Primary Education (EBECB, EBECP) or Bachelor of Technology Education (EBTE, EBTEB), Bachelor of Early Learning (EBEL) and Bachelor of Early Childhood Education (EBECEO)

Co-requisitesN/A

Incompatible subjectsEDU2CII

Equivalent subjectsN/A

Quota Management StrategyN/A

Quota-conditions or rulesN/A

Special conditionsN/A

Minimum credit point requirementN/A

Assumed knowledgeN/A

Learning resources

Aboriginal and Torres Strait Islander education: Resources for Pre-service Teachers

Resource TypeBook

Resource RequirementRecommended

AuthorAboriginal - education.vic.gov.au

YearN/A

Edition/VolumeN/A

PublisherN/A

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

Department of Education, Aboriginal Education Lesson Plans

Resource TypeBook

Resource RequirementRecommended

AuthorN/A

YearN/A

Edition/VolumeN/A

PublisherN/A

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLhttp://www.det.wa.edu.au/aboriginaleducation/apac/detcms/navigation/lesson-plans/

Other descriptionN/A

Source locationN/A

Aussie Educator

Resource TypeBook

Resource RequirementRecommended

AuthorN/A

YearN/A

Edition/VolumeN/A

PublisherN/A

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLhttp://www.aussieeducator.org.au/resources/teaching/idigenousresources.html

Other descriptionN/A

Source locationN/A

Welcome to my country

Resource TypeBook

Resource RequirementRecommended

AuthorBurarrwanga, Laklak, Ritjilili Ganambarr, Merrkiyawuy Ganambarr-Stubbs, Banbapuy Ganambarr,Djawundil Maymuru, Sarah Wright, Sandie

Year2013

Edition/VolumeN/A

PublisherSydney: Allan & Unwin.

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLN/A

Other descriptionN/A

Source locationN/A

Creative Spirits, Lesson teacher resource to match the Australian Curriculum

Resource TypeBook

Resource RequirementRecommended

AuthorN/A

YearN/A

Edition/VolumeN/A

PublisherN/A

ISBNN/A

Chapter/article titleN/A

Chapter/issueN/A

URLhttp://www.creativespirits.info/aboriginalculture/lesson-teacher-resources-to-match-the-australian-curriculum

Other descriptionN/A

Source locationN/A

Career Ready

Career-focusedNo

Work-based learningNo

Self sourced or Uni sourcedN/A

Entire subject or partial subjectN/A

Total hours/days requiredN/A

Location of WBL activity (region)N/A

WBL addtional requirementsN/A

Graduate capabilities & intended learning outcomes

Graduate Capabilities

COMMUNICATION - Communicating and Influencing
COMMUNICATION - Cultural Intelligence and Global Perspective
INQUIRY AND ANALYSIS - Creativity and Innovation
INQUIRY AND ANALYSIS - Critical Thinking and Problem Solving
INQUIRY AND ANALYSIS - Research and Evidence-Based Inquiry
PERSONAL AND PROFESSIONAL - Adaptability and Self-Management

Intended Learning Outcomes

01. Critically examine personal assumptions, preconceptions and values when relating to teaching Aboriginal and Torres Strait Islander learners
02. Demonstrate broad knowledge and understanding of the impact of culture identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
03. Design indigenous curriculum demonstrating knowledge of a range of resources, including ICT that engage students in their learning.
04. Demonstrate broad knowledge of understanding and respect for Aboriginal and Torres Strait Islander histories, cultures and languages explore the impact of culture identity and linguistic background on the education of students.

Subject options

Select to view your study options…

Start date between: and    Key dates

Bendigo, 2020, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Subject Instance Co-ordinatorKathryn Coff

Class requirements

LectureWeek: 10 - 22
Nine 1.00 hour lecture per study period from week 10 to week 22 and delivered via online.

TutorialWeek: 10 - 22
Nine 2.00 hours tutorial per study period from week 10 to week 22 and delivered via face-to-face.

Assessments

Assessment elementCommentsCategoryContributionHurdle%ILO*
3 Reflections and 4 quizzes weekly (1500 words equivalent)N/AN/AN/ANo40SILO2, SILO3
Indigenous teaching and learning resources evaluation, critique and presentation (1500 words)N/AN/AN/ANo30SILO1, SILO4
Essay 1500 words Embedding Indigenous perspectives in and across the curriculum (placement related task), develop 5 sequential lesson plans in your subject area, demonstrating and justifying that you can embed Indigenous perspectives across your domain or integrated curriculum.N/AN/AN/ANo30SILO1, SILO2, SILO4

Melbourne (Bundoora), 2020, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Subject Instance Co-ordinatorKathryn Coff

Class requirements

Lecture/SeminarWeek: 10 - 22
Three 8.00 hours lecture/seminar per study period on weekends during the day from week 10 to week 22 and delivered via face-to-face.
Classes for the students within the Bachelor of Technology Education - classes held 14th March 4th April & 2nd May

LectureWeek: 10 - 22
Nine 1.00 hour lecture per study period on weekdays during the day from week 10 to week 22 and delivered via online.

TutorialWeek: 10 - 22
Nine 2.00 hours tutorial per study period on weekdays during the day from week 10 to week 22 and delivered via face-to-face.

Assessments

Assessment elementCommentsCategoryContributionHurdle%ILO*
3 Reflections and 4 quizzes weekly (1500 words equivalent)N/AN/AN/ANo40SILO2, SILO3
Indigenous teaching and learning resources evaluation, critique and presentation (1500 words)N/AN/AN/ANo30SILO1, SILO4
Essay 1500 words Embedding Indigenous perspectives in and across the curriculum (placement related task), develop 5 sequential lesson plans in your subject area, demonstrating and justifying that you can embed Indigenous perspectives across your domain or integrated curriculum.N/AN/AN/ANo30SILO1, SILO2, SILO4

Mildura, 2020, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Subject Instance Co-ordinatorKathryn Coff

Class requirements

LectureWeek: 10 - 22
Nine 1.00 hour lecture per study period on weekdays during the day from week 10 to week 22 and delivered via online.

TutorialWeek: 10 - 22
Nine 2.00 hours tutorial per study period on weekdays during the day from week 10 to week 22 and delivered via face-to-face.

Assessments

Assessment elementCommentsCategoryContributionHurdle%ILO*
3 Reflections and 4 quizzes weekly (1500 words equivalent)N/AN/AN/ANo40SILO2, SILO3
Indigenous teaching and learning resources evaluation, critique and presentation (1500 words)N/AN/AN/ANo30SILO1, SILO4
Essay 1500 words Embedding Indigenous perspectives in and across the curriculum (placement related task), develop 5 sequential lesson plans in your subject area, demonstrating and justifying that you can embed Indigenous perspectives across your domain or integrated curriculum.N/AN/AN/ANo30SILO1, SILO2, SILO4

Shepparton, 2020, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Subject Instance Co-ordinatorCatherine Hamm

Class requirements

LectureWeek: 10 - 22
Nine 1.00 hour lecture per study period on weekdays during the day from week 10 to week 22 and delivered via online.

WorkShopWeek: 10 - 18
Two 2.00 hours workshop every two weeks on weekdays during the day from week 10 to week 18 and delivered via face-to-face.

Assessments

Assessment elementCommentsCategoryContributionHurdle%ILO*
3 Reflections and 4 quizzes weekly (1500 words equivalent)N/AN/AN/ANo40SILO2, SILO3
Indigenous teaching and learning resources evaluation, critique and presentation (1500 words)N/AN/AN/ANo30SILO1, SILO4
Essay 1500 words Embedding Indigenous perspectives in and across the curriculum (placement related task), develop 5 sequential lesson plans in your subject area, demonstrating and justifying that you can embed Indigenous perspectives across your domain or integrated curriculum.N/AN/AN/ANo30SILO1, SILO2, SILO4

On-Line, 2020, Online study 3/4, Online

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Subject Instance Co-ordinatorKathryn Coff

Class requirements

Unscheduled Online ClassWeek: 34 - 43
Three 1.00 hour unscheduled online class per week on weekdays during the day from week 34 to week 43 and delivered via online.

Assessments

Assessment elementCommentsCategoryContributionHurdle%ILO*
3 Reflections and 4 quizzes weekly (1500 words equivalent)N/AN/AN/ANo40SILO2, SILO3
Indigenous teaching and learning resources evaluation, critique and presentation (1500 words)N/AN/AN/ANo30SILO1, SILO4
Essay 1500 words Embedding Indigenous perspectives in and across the curriculum (placement related task), develop 5 sequential lesson plans in your subject area, demonstrating and justifying that you can embed Indigenous perspectives across your domain or integrated curriculum.N/AN/AN/ANo30SILO1, SILO2, SILO4