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.

SchoolSchool of Education

Credit points15

Subject Co-ordinatorKathryn Coff

Available to Study Abroad StudentsYes

Subject year levelYear Level 3 - UG

Exchange StudentsYes

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 subjects EDU2CII, EDU3IED

Equivalent subjectsN/A

Special conditionsN/A

Readings

Resource TypeTitleResource RequirementAuthor and YearPublisher
ReadingsAboriginal and Torres Strait Islander education: Resources for Pre-service TeachersRecommendedAboriginal - education.vic.gov.auNA
ReadingsAussie Educator-RecommendedNANA
ReadingsDepartment of Education, Aboriginal Education Lesson PlansRecommendedNANA
ReadingsCreative Spirits, Lesson teacher resource to match the Australian CurriculumRecommendedNANA
ReadingsWelcome to my countryRecommendedBurarrwanga, Laklak, Ritjilili Ganambarr, Merrkiyawuy Ganambarr-Stubbs, Banbapuy Ganambarr,Djawundil Maymuru, Sarah Wright, Sandie Suchet-Pearson, and Kate Lloyd. (2013). Sydney: Allan & Unwin.

Graduate capabilities & intended learning outcomes

01. Critically examine personal assumptions, preconceptions and values when relating to teaching Aboriginal and Torres Strait Islander learners

Activities:
Lectures, tutorials, guest expert interviews, classroom discussions and activities, learning out on country
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing,Cultural Literacy)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)

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.

Activities:
Selected Readings, Lectures, tutorials, classroom discussions and activities, learning out on country
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing,Cultural Literacy)
Personal and Professional Skills (Autonomy and independence)

03. Design indigenous curriculum demonstrating knowledge of a range of resources, including ICT that engage students in their learning.

Activities:
Selected Readings, Lectures, tutorials, classroom discussions and activities, learning out on country
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing,Cultural Literacy)
Literacies and Communication Skills (Writing,Cultural Literacy)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Personal and Professional Skills (Autonomy and independence)

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.

Activities:
Selected Readings, Lectures, tutorials, guest expert interviews, classroom discussions and activities, learning out on country
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing,Cultural Literacy)
Literacies and Communication Skills (Writing,Cultural Literacy)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)

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

Enrolment information

Subject Instance Co-ordinatorKathryn Coff

Class requirements

Lecture Week: 10 - 22
Nine 1.0 hours lecture per study period from week 10 to week 22 and delivered via online.

Tutorial Week: 10 - 22
Nine 2.0 hours tutorial per study period from week 10 to week 22 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
3 Reflections and 4 quizzes weekly (1500 words equivalent)40 02, 03
Indigenous teaching and learning resources evaluation, critique and presentation (1500 words)30 01, 04
Essay 1500 wordsEmbedding 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 Indegenous perspectives across your domain or integrated curriculum.30 01, 02, 04

Melbourne, 2020, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorKathryn Coff

Class requirements

Lecture Week: 10 - 22
Nine 1.0 hours lecture per study period on weekdays during the day from week 10 to week 22 and delivered via online.

Tutorial Week: 10 - 22
Nine 2.0 hours tutorial per study period on weekdays during the day from week 10 to week 22 and delivered via face-to-face.

Lecture/Seminar Week: 10 - 22
Three 8.0 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"

Assessments

Assessment elementComments% ILO*
3 Reflections and 4 quizzes weekly (1500 words equivalent)40 02, 03
Indigenous teaching and learning resources evaluation, critique and presentation (1500 words)30 01, 04
Essay 1500 wordsEmbedding 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 Indegenous perspectives across your domain or integrated curriculum.30 01, 02, 04

Mildura, 2020, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorKathryn Coff

Class requirements

Lecture Week: 10 - 22
Nine 1.0 hours lecture per study period on weekdays during the day from week 10 to week 22 and delivered via online.

Tutorial Week: 10 - 22
Nine 2.0 hours tutorial per study period on weekdays during the day from week 10 to week 22 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
3 Reflections and 4 quizzes weekly (1500 words equivalent)40 02, 03
Indigenous teaching and learning resources evaluation, critique and presentation (1500 words)30 01, 04
Essay 1500 wordsEmbedding 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 Indegenous perspectives across your domain or integrated curriculum.30 01, 02, 04

Online, 2020, Online Study 3/4, Online

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorKathryn Coff

Class requirements

Unscheduled Online Class Week: 34 - 43
Three 1.0 hours unscheduled online class per week on weekdays during the day from week 34 to week 43 and delivered via online.

Assessments

Assessment elementComments% ILO*
3 Reflections and 4 quizzes weekly (1500 words equivalent)40 02, 03
Indigenous teaching and learning resources evaluation, critique and presentation (1500 words)30 01, 04
Essay 1500 wordsEmbedding 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 Indegenous perspectives across your domain or integrated curriculum.30 01, 02, 04

Shepparton, 2020, Semester 1, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorCatherine Hamm

Class requirements

Lecture Week: 10 - 22
Nine 1.0 hours lecture per study period on weekdays during the day from week 10 to week 22 and delivered via online.

WorkShop Week: 10 - 18
Two 2.0 hours workshop every two weeks on weekdays during the day from week 10 to week 18 and delivered via face-to-face.

Assessments

Assessment elementComments% ILO*
3 Reflections and 4 quizzes weekly (1500 words equivalent)40 02, 03
Indigenous teaching and learning resources evaluation, critique and presentation (1500 words)30 01, 04
Essay 1500 wordsEmbedding 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 Indegenous perspectives across your domain or integrated curriculum.30 01, 02, 04