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 Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | Aboriginal and Torres Strait Islander education: Resources for Pre-service Teachers | Recommended | Aboriginal - education.vic.gov.au | NA |
| Readings | Aussie Educator- | Recommended | NA | NA |
| Readings | Department of Education, Aboriginal Education Lesson Plans | Recommended | NA | NA |
| Readings | Creative Spirits, Lesson teacher resource to match the Australian Curriculum | Recommended | NA | NA |
| Readings | Welcome to my country | Recommended | Burarrwanga, 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…
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 element | Comments | % | 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 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 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 element | Comments | % | 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 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 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 element | Comments | % | 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 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 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 element | Comments | % | 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 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 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 element | Comments | % | 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 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 Indegenous perspectives across your domain or integrated curriculum. | 30 | 01, 02, 04 |