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Page 1 of 31 Version: 001 FACULTY OF EDUCATION AND ARTS School of EDUCATION NATIONAL UNIT STUDY PERIOD Semester 2 2023 EDES105: ABORIGINAL AND TORRES STRAIT ISLANDER KNOWLEDGES, HISTORIES AND CULTURES UNIT OUTLINE Credit points: 10 Prerequisites/incompatibles : Nil Incompatible units : EDAB161 Indigenous Cultures and Peoples/ EDAB411 Aboriginal and Torres Strait Islander Cultures, Peoples and Education National Lecturers in Charge : Dr. Zuzanka Kutena Office location: Mount St. Mary 613.1.45 Email: zuzanka.kutena@acu.edu.au Telephone: 0418 345483 Contact me: Via email, I will respond within 3 business days. Dr. Gillian Schroeter Office location: Catherine of Siena 111.G.07 Email: gillian.schroeter@acu.edu.au Telephone: 03 53365391 Contact me: Via email, I will respond within 3 business days. Unit rationale, description and aim : Australian education aims to promote equity and excellence, and for all children and young people to become successful learners and confident and creative individuals. Teachers must develop knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander peoples and cultures in order to support learners from Aboriginal and Torres Strait Islander backgrounds to achieve this goal. Teachers also need an awareness of skills, protocols, sensitivities and educational practices needed for teaching all students about Aboriginal and Torres Strait Islander ways of knowing, being and doing. This unit develops pre-service teacher knowledge and understanding of the complexity and diversity of Aboriginal and Torres Strait Islander histories, cultures and languages, and the impact of cultural identity and language background on the education of Aboriginal and Torres Strait Islander students. Through critical reflection on the literature, and sensitive engagement in discussion and collaborative tasks, you will develop an understanding of educational philosophy, contemporary issues, contexts and policies shaping the educational experiences of Australia’s First peoples. Contemporary Aboriginal and Torres Strait Islander knowledges, the ways of teaching and learning from an Indigenous perspective and how to work culturally with Aboriginal and Torres Strait Islander students and communities is explored. The aim of this unit is to enable pre-service teachers to learn from and through Aboriginal and Torres Strait Islander perspectives to enhance their respect for and knowledge of Aboriginal and Torres Strait Islander cultures and histories. In

Page 2 of 31 Version: 001 doing so, pre-service teachers will develop intercultural understandings, to promote reconciliation and build capacity to work culturally with students from an Indigenous Australian background. Teaching team : Dr. Gillian Schroeter Dr. Bruna Lopes-Duraes Ballarat – LIC Brisbane - LIC Gillian.Schroeter@acu.edu.au Bruna.LopesDuraes@acu.edu.au Carmel Kevill Kathrine Whitty Blacktown - LIC Canberra - LIC Carmel.Kevill@acu.edu.au Kathrine.Whitty@acu.edu.au Dr. Lily-Claire Deenmamode Melbourne - LIC Lilyclaire.Deenmamode@acu.edu.au Amber Jones Melbourne Amber.Jones@acu.edu.au Genevieve Johnson Melbourne Genevieve.Johnson@acu.edu.au Dr. Zuzanka Kutena North Sydney & Online unit & Strathfield - LIC Zuzanka.Kutena@acu.edu.au Christopher Barker Strathfield Christopher.Barker@acu.edu.au Allanah Deards Strathfield Allanah.Deards@acu.edu.au Christopher Duncan Strathfield - LIC Christopher.Duncan@acu.edu.au Matt Smith Carmen Cassar Strathfield Strathfield Matt.Smith@acu.edu.au Carmen.Cassar@acu.edu.au

Page 3 of 31 Version: 001 Mode : This unit is offered as multi-mode unit. This means that you will have lecture content in the form of film, articles, blogs and websites, presented online. Your tutorial content is your engagement face to face scheduled tutorials. Online students will have the opportunity to engage in an on-line Zoom tutorial during the week at a time determined by enrolled students and their tutor. Attendance pattern : Students should expect to participate in a range of the following: online engagement, lecture content, online forums, group discussions, face to face tutorials, self-directed study activities and assessment tasks. Content will be covered through online lecture content and face-to-face tutorials; all of this will be supported by the materials within the EDES105 ACU LEO site: https://leo.acu.edu.au/course/view.php?id=43311 Duration : 12-week Semester 2, 2023. You should anticipate undertaking 150 hours of study for this unit, including lecture content, readings, meetings, group activity and assignment preparation. This unit is part of the Core Curriculum. LEARNING OUTCOMES The Bachelor of Education Early Childhood Primary and Primary courses are professional programs that require development of particular attributes for accreditation purposes. These are also included in the learning outcomes. On successful completion of this unit, you should be able to: 1. LO1 describe the impact of colonial and post-colonial experiences on the histories, cultures, relationships and interactions between Aboriginal and Torres Strait Islander and non-Aboriginal and Torres Strait Islander peoples (GA1, GA4; GA8, APST 2.4; ACECQA D3, D5, E1) 2. LO2 analyse contemporary issues, history, context and government policies and their impact on Aboriginal and Torres Strait Islander peoples (GA1, GA4, GA5, GA8; APST 2.4; ACECQA D3, D5, E1, E2) 3. LO3 describe how to work culturally and communicate authentically in cross cultural situations with an appreciation of the centrality of Aboriginal and Torres Strait Islander cultures to the current national identity of Australians. (GA1, GA4, GA7, GA8; APST 1.4, 2.4; 7.3; ACECQA C5, C6, D1, D3, D4, D5) 4, LO4 analyse the specific needs of Aboriginal and Torres Strait Islander students, working with communities, knowledges, pedagogies (GA1, GA2, GA4, GA5, GA8; APST 1.4, 2.4, 3.7, 7.3, 7.4; ACECQA B5, C4, C5, C6, D3, D5) GRADUATE ATTRIBUTES Each unit in your course contributes in some way to the development of the ACU Graduate Attributes which you should demonstrate by the time you complete your course. All Australian universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater emphasis on ethical behaviour and community responsibility than those of many other universities. All of your units will enable you to develop some attributes. On successful completion of this unit, you should have developed your ability to: GA2 recognise your responsibility to the common good, the environment and society GA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession GA7 work both autonomously and collaboratively GA8 locate, organise, analyse, synthesise and evaluate information GA9 demonstrate effective communication in oral and written English language and visual media

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Page 4 of 31 Version: 001 AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS – GRADUATE LEVEL On successful completion of this unit, pre-service teachers should have the ability to: 1.4 Demonstrate broad knowledge and understanding of the impact of cultures, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. 2.4 Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. 3.7 Describe a broad range of strategies for involving parents/carers in the educative process. 7.3 Understand strategies for working effectively, sensitively and confidentially with parents/carers. 7.4 Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. This unit provides learning and teaching support to: Demonstrate knowledge and understanding of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds Demonstrate a range of verbal and non-verbal communication strategies to support student engagement Identify strategies to support inclusive student participation and engagement in classroom activities 7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

Page 5 of 31 Version: 001 ACECQA CURRICULUM SPECIFICATIONS On successful completion of this unit, pre-service teachers should have developed the following specific knowledge: B Education and curriculum studies B5 English as an additional language C Teaching pedagogies C4 teaching methods and strategies C5 children with diverse needs and backgrounds C6 working with children who speak languages other than, or in addition to, English D Family and community contexts D1 developing family and community partnerships D 3 Aboriginal and Torres Strait Islander perspectives D4 socially inclusive practice D5 culture, diversity and inclusion E History and philosophy of early childhood E1 historical and comparative perspectives E2 contemporary theories and practice CONTENT Topics will include: • Overview of diversities of local Aboriginal and Torres Strait Islander histories, cultures, languages, spirituality, beliefs and values, and concepts of kinship and culturally sensitive issues. • An overview of the similarities and diversities of Indigenous and non-Indigenous traditional and contemporary knowledges and knowledge sources, ontologies, epistemologies, and pedagogies. • The impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. • Theories and forms of racism, its impact on individuals, organisations, systems and nations including: white privilege; systemic racism and differing world views; and anti-racism strategies. • Analysis of contemporary issues, including media portrayal, racism and stereotypical views and assumptions impacting on Aboriginal and Torres Strait Islander communities. • Past and present national and local jurisdictional educational policies, priorities, programs and practices, and their impact on Aboriginal and Torres Strait Islander peoples within the Australian society, as compared to other relevant international policies. • Current and historical events that have impacted Aboriginal and Torres Strait Islander peoples and their education. • Strategies to connect with communities and families to promote reconciliation and involve parents/carers in the educative process. • Creating inclusive and culturally safe learning environments to engage with Aboriginal and Torres Strait Islander peoples highlighting culturally appropriate and relevant teaching strategies incorporating Aboriginal and Torres Strait Islander Knowings, being and doing. • Reliable resources for extending the understanding of Aboriginal and Torres Strait Islander peoples and education.

Page 6 of 31 Version: 001 QUALITY ASSURANCE AND STUDENT FEEDBACK This unit will be evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT) online surveys with student feedback being drawn up each semester in order to update readings and modify the order of content delivery. SELT surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives. LEARNING AND TEACHING STRATEGY AND RATIONALE Where in exceptional circumstances small cohort groups of participants exist studying in multi- modal programs, delivery may involve a combination of face-to-face and multi-mode delivery. Participants should expect to participate in a range of the following: online engagement, lectures, tutorials, seminar presentations and group discussions, both online and face-to-face, self-directed study activities and assessment tasks. Face to face engagement with appropriate Aboriginal and Torres Strait Islander community organisations or service deliverers will be required. This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students must engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support your learning such as reading, reflection, discussion, webinars, podcasts, video etc. Technology Enhanced Learning This unit uses ‘Learning Environment Online’ (LEO) for the provision of lecture and tutorial content, required and/or further readings, and other unit material. Recorded lectures will be made available to students through LEO LECTURE CAPTURE Weekly film books provide lecture content on the week’s theme, presented by Indigenous voices SCHEDULE For the most up-to-date information, please check your LEO unit and also note advice from your lecturing and tutoring staff for changes to this schedule. Week Starting Weekly Topics and corresponding readings. Assignment Due dates 1 31/7/23 Country and belonging. Langton. (2000). Sacred geography: Western desert tradition of landscape art. In Perkins & H. Fink (Eds.), Papunya Tula : genesis and genius (2000th ed., pp. 259 – 267). Art Gallery of New South Wales in association with Papunya Tula Artists,. Rose. (1996). Chapter 1: Country. In Rose, Nourishing terrains :

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Page 7 of 31 Version: 001 Week Starting Weekly Topics and corresponding readings. Assignment Due dates Australian Aboriginal views of landscape and wilderness (1996th ed., pp. 7 – 9). Australian Heritage Commission. Working with and learning from Country: decentring human author- ity cultural geographies 2015, Vol. 22(2) 269 – 283 © The Author(s) 2014 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/1474474014539248 cgj.sagepub.com 2 7/8/23 Knowledge and cultural diversity. Blair, N. (2015). Chapter 5: Reflecting literature, textual sources and literacy genres. In Privileging Australian indigenous knowledge: sweet potatoes, spiders, waterlilys & brick walls / (pp. 135 – 165). Common Ground Publishing. Phillips, J., Lampert, J., & Martin, K. (n.d.). Chapter 3: Aboriginal Early Childhood: Past, Present and Future. In J. Phillips & J. Lampert (Ed.), Introductory Indigenous studies in education: reflection and the importance of knowing / (Second edition., pp. 26 – 39). Pearson Presentation Groups finalised 3 14/8/23 Aboriginal Languages. Chapter 11: Troy, J. (2019). Language and literacy. In K. Price (Ed.), Aboriginal and Torres Strait Islander Education. An Introduction for the teaching profession (pp.229-249). Cambridge University PEN 093 Aboriginal English. (2022). International Year of Indigenous Languages: UNESCO Indigenous languages web: https://en.iyil2019.org/ AT1 Due End of Week. Sunday 20th August @ 23.59hrs 4 21/8/23 Relationship and Education. Chapter 1: Price, K. (2019). A Brief History of Aboriginal and Torres Strait Islander Education in Australia. In K. Price (Ed.), Aboriginal and Torres Strait Islander Education. An Introduction for the teaching profession (pp.1-23). Cambridge University Press. Nakata. (2012). Better: A Torres Strait Islander ’ s story of the struggle for a better education. In Price & C. Garlett (Eds.), Aboriginal and Torres Strait Islander education : an introduction for the teaching profession (2012th ed., pp. 81 – 93). Cambridge University Press. Chapter 2: Mozley-Williams, J. (2019). The Stolen Generations: What does this mean for Aboriginal and Torres Strait Islander Children and Young People Today? In K. Price (Ed.), Aboriginal and Torres Strait Islander Education. An Introduction for the teaching profession (pp.24-

Page 8 of 31 Version: 001 Week Starting Weekly Topics and corresponding readings. Assignment Due dates 46). Cambridge University Press. Reconciliation Australia. Narragunnawali, Reconcilliation in Education https://www.reconciliation.org.au/our-work/narragunnawali/ 5 28/8/23 CENSUS Date. Wed 31 St August Decolonising the self and connection. DiAngelo, R. ( 2011). White Fragility, International Journal of Critical Pedagogy, Vol 3 (3) (2011) pp 54-70 Morton-Robinson, A. (2000). Talkin up to white women, Queensland University Press, 2012 reprint. Evans. C. (2019). Your professional experience and becoming professional about working with Aboriginal and Torres Strait Islander students and communities. In K. Price (Ed.), Aboriginal and Torres Strait Islander Education (pp. 74-88). Cambridge University Press. https://doi.org/10.1017/CBO9781139519403.004 6 4/9/23 Lived impacts of government policies and their affect on education. Burridge, N., & Chodkiewicz , A. (2012) Chapter 1 Aboriginal education policy contexts and learning pathways. In Indigenous Education. A learning journey for teachers, schools and communities. (pp.9 – 31). Sense Publishers. Purdie, M., Purdie, N., Milgate, G., Bell, H. R., & History: The real gap between black and white. (n.d.). Policy Issues. In Two-way teaching and learning: toward culturally reflective and relevant education / (pp. 2 – 10). ACER Press. National Aboriginal and Islander Education Strategy https://www.education.gov.au/indigenous-education/national- aboriginal-and-torres-strait-islander-education-strategy NSW Government: Communities and Justice http://www.community.nsw.gov.au/data/assets/pdf_file/0017/321308 /working_with_aboriginal.pdf 7 11/9/23 Storying Advocacy, Activism and Change – Aboriginal and Torres Strait Islander Peoples agency and voice. Kaye Price, Price, K., & Mark Rose. (n.d.). 2019 Chapter 5: The “Silent Apartheid” as the Practitioner’s Blindspot. In Aboriginal and Torres Strait Islander education: an introduction for the teaching profession / (Third edition pp. 91 - 111). Port Melbourne, VIC: Cambridge University Press. Upload paperwork and Presentations to Leo Turnitin Sunday 17 th

Page 9 of 31 Version: 001 Week Starting Weekly Topics and corresponding readings. Assignment Due dates Craven, R., & Price K., (2011) Chapter 3 Misconceptions, stereotypes and racism. Let’s face the facts. In Craven, R Teaching Aboriginal Studies. Allen & Unwin. Sept @ 23.59hrs 8 18/9/23 Reframing the discourse with national and international perspectives. Price, K. C., & Peter Buckskin. (2019). Chapter 13: Engaging Indigenous students; the important relationship between Aboriginal and Torres Strait Islander students and their teachers. In Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession (pp. 272 – 290). Cambridge University Press. Australian Human Rights Commission. (n.d.). Aboriginal and Torres Strait Islander Social Justice | Australian Human Rights Commission. Retrieved from https://www.humanrights.gov.au/our- work/aboriginalabout:blankand-torres-strait-islander-social-justice United Nations Human Rights Commission. (2007). UN Declaration on the Rights of Indigenous People . https://humanrights.gov.au/our- work/aboriginal-and-torres-strait-islander-social-justice/projects/un- declaration-rights UA Break One week 25 th September – 1 st October Public Holiday VIC – Friday 29 th September 9 2/10/23 Qld Public Holiday 2 nd Oct Respecting the need for connection to community and ways. NSW Department of Community Services. (2009). Working with Aboriginal people and communities: A practice resource. http://www.community.nsw.gov.au/__data/assets/pdf_file/0017/ 321308/working_with_aboriginal.pdf Sarra, C., & Australian College of Educators. (2003). Young and black and deadly: strategies for improving outcomes for Indigenous students. Australian College of Educators. Narragunnawali - Curriculum resources. (n.d.). Retrieved from https://www.narragunnawali.org.au/ Make sure you’re up -to-date with your journal. 10 9/10/23 Storying and story and how media shapes our perceptions. First Nations Media Australia https://firstnationsmedia.org.au/ Reconciliation Action Plans Reconciliation Action Plans - Reconciliation Australia AT3 Due End of week Sun15 th Oct @23.59hrs

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Page 10 of 31 Version: 001 Week Starting Weekly Topics and corresponding readings. Assignment Due dates Choose an Indigenous story – see Magabala Books, bring your Indigenous story to class (this can be borrowed from the library or a book that you have bought from home). You will share your story and yarn into the story and meaning with the class. Practical class example of how to include Indigenous Learners EALD, non- indigenous and children from abroad who are also EAL/D learners. 11 16/10//23 The Arts and Aboriginal Art. Rogers, J (2019) Chapter 10 An Arts Based Indigenous research method for students. In Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession (pp. 214 – 217). Cambridge University Press. Australians Together 2023 https://australianstogether.org.au/education/curriculum-resources/ Reclaim the Void weaving and making a difference for our Country, our planet. Getting ready to develop our own projects, creating and developing ideas, gathering resources for our final week. 12 23/10/23 Reflection Dadirri . https://www.miriamrosefoundation.org.au/ Making – how do we make our ideas into reality? Yarning - how we can teach this in the classroom. Sharing many ideas of creative projects and how we are learning so we can share these ideas for our future teaching. Indigenous conscious teaching and learning in our future careers.

Page 11 of 31 Version: 001 ASSESSMENT STRATEGY AND RATIONALE A range of assessment procedures are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with university assessment requirements. (http://www.acu.edu.au/policy/student_policies/assessment_policy_and_assessment_procedures) The assessment tasks and their weightings are designed to allow early childhood educators/teachers to progressively demonstrate achievement against the unit learning outcomes. The Effective Teaching units in this course focus on developing understanding of, and skills across the professional knowledge, practice and engagement domains needed to meet expectations of ACECQA criteria and the APST: Graduate level. This unit focuses specifically one APST 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students and 2.4 Understand and respect Aboriginal and Torres Strait Islander peoples to promote reconciliation between Indigenous and non-Indigenous Australians . The three assessment tasks are sequenced to allow feedback and progressive development. Through completing Task 1 the Early Childhood Educator/Teacher will have the opportunity to review and reflect on conceptions of Aboriginal and Torres Strait Islander peoples in society today. Through completing Task 2 the Early Childhood Educator/Teacher will develop research, communication and teamwork skills and will deepen their understanding of community organisations, which support Aboriginal and Torres Strait Islander peoples. In Task 3 you will examine and reflect on several educational concerns to ensure the best educational opportunities for Aboriginal and Torres Strait Islander peoples.

Page 12 of 31 Version: 001 Minimum Achievement Standards and Critical Tasks In order to pass this unit, students are required to submit all assessment tasks and achieve a cumulative mark of more than 50%. In addition, assessment in this unit includes a Critical Task. This task is core to the demonstration of a number of Australian Professional Teacher Standards. Pre-service teachers must demonstrate mastery of every summative standard listed in the learning outcomes and attain a score of at least 50% in the Critical Task to pass this unit. The assessment tasks and their weighting for this unit are designed to demonstrate the achievement of each learning outcome. A Critical Task is synonymous with a Graded Hurdle Task as defined in Section 3 of the Assessment Policy. As such, failure to pass the Critical Task will mean you are not eligible for a supplementary assessment in this unit (in accordance with Section 1d of the Supplementary Assessment Policy). Students who are otherwise on track to pass the unit but are in the range of 45- 49% for the Critical Task, then a ‘revisit’ of the Critical Task may be offered. The revisit is treated as an ungraded hurdle task (pass/fail). The revisit would be an opportunity for the student to address the feedback provided by the marker and make additions or minor alterations to their submission to bring it to a passing standard. ELECTRONIC SUBMISSION, MARKING AND RETURN Turnitin will be used as a means for submitting, marking, and returning of assessment tasks. Assessment tasks will be returned within three weeks of submission.

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Page 13 of 31 Version: 001 Assessment tasks Due date Weighting (%) Learning outcome(s) assessed Graduate attribute(s) assessed Assessment Task 1 NITV/Media – Personal Reflection (Individual) End Wk 3 25% 1000 words 1 & 2 GA1, GA4, GA5, GA8 Reflect on and analyse the significance of the stories viewed in light of Aboriginal and Torres Strait Islander peoples, cultures and histories. For consideration: • From whose perspective was the story portrayed. Has the story been depicted differently elsewhere? • How does this story link with government policies? • How does it align with any learnings within this unit? Student will prepare a personal reflection on the stories and its impact on themselves and Aboriginal and Torres Strait Islander Peoples Submit to LEO Turnitin using link provided within Assessment tab by end of week. 20/8/23 23:59 PM * National Indigenous Television (NITV) is part of the SBS family of free-to-air channels broadcasting across Australia providing a nationwide Indigenous television service via cable, satellite and terrestrial transmission means and selected online audio-visual content. The content for these services is primarily commissioned or acquired from the Indigenous production sector. NTIV provides a range of media and, for this unit, students specifically focus on the news and a program of their choice. Assessment Task 2 On Country experience (Group Presentation) During Tutorials Wks 6 to 9. 30% 20-30 minute Yarn 3 & 4 GA1, GA2, GA4, GA5, GA7, GA8, GA10 • In groups of 3-4, students will identify Aboriginal or Torres Strait Islander oganisations in their local area to: • Examine and analyse methods of communications the service undertakes and engages in • Read any research reports the service has shared to the community and public commentary regarding the organization • Undertake a cultural learning journey on Country or research the activities or an Indigenous organisation where the activities can be transferred into a classroom lesson/s. Paperwork and PowerPoints must be uploaded to LEO Turnitin by end of Wk7 Sunday 17th Sept 23:59 PM

Page 14 of 31 Version: 001 • In the same group, students will develop and present a 20-30 minute session within their tutorial group. The presentation must include how the activities and cultural knowledge gained can be linked to 2 classroom lessons that align with the National Curriculum. Students may want to liaise with their tutor prior to contacting the organisation. Assessment Task 3 Critical Task (Individual) Reflective Journal End Wk10 15/10/23 23:59 PM 45% Equivalent to 1800 words 1, 2, 3 & 4 GA1, GA2, GA4, GA5, GA7, GA8, GA9. Individually write a reflective journal that the impact of colonial and postcolonial experiences on Aboriginal and Torres Strait Islander peoples 1. contemporary issues, history, context and policies and their impact on Aboriginal and Torres Strait Islander peoples 2. Aboriginal and Torres Strait Islander students, as learners and the importance of working with communities, knowledges, pedagogies 3. Consider Aboriginal and Torres languages and other linguistic factors in the education of indigenous students 4. how your reflections Evaluate personal of Aboriginal and Torres Strait Islander peoples has developed throughout the unit and its impact on yourself as an educator. You will reflect and include how the content learnt throughout the unit will influence your teaching of Aboriginal and Torres Strait Islander students, the importance of acknowledging and embedding Aboriginal and Torres Strait Islander perspectives into the classroom. ASSIGNMENT 1 Personal reflection and analysis of the issues raised through NITV programs 1. Watch NITV/Media nightly news programs/current affairs Documentaries, and one other

Page 15 of 31 Version: 001 program scheduled on NITV, Channel 34, (free to air) or Channel 172 (Foxtel). 2. Conduct further independent research on the issues and matters raised within your viewing. 3. Reflect on your own personal feelings about the issues raised, the way the issues are raised and how the issues are presented in both programs watched and other media sources covering the same issues/news/topics. 4. Write a personal reflection and analysis that stories your journey of this viewing experience; the questions raised which your research has provided you with deeper understanding, and explain how this has informed your perspective. This is not a description of what you have watched. Due date : End Week 3 20/8/2023 @ 23.59hrs Weighting: 25% Length and/or format : 1000 words Purpose : This assignment seeks to challenge your understanding and connect you with current material, which reflects the issues and lived realities of Indigenous peoples. Regular viewing will also provide you with an opportunity to appreciate the rich diversity of peoples and cultures within this continent. Learning outcomes assessed : 1,2,3 &4 How to submit : TUNRITIN via LEO Return of assignment : 3 weeks post submission via TURNITIN Assessment criteria: The essay will be marked by your tutor using the following criteria: 1. Clear and Concise Introduction and Conclusion 2. Reflection and critical analysis 3. Clear and coherent structure and development of ideas 4. Creative thinking Clear and Concise Introduction and Conclusion

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Page 16 of 31 Version: 001 ASSIGNMENT 2 Group Presentations – Yarning Circle. In small groups of 3 to 4 students, the group will identify and/or visit a local Indigenous agency or organisation that showcases Indigenous cultures and histories and conduct research into the cultural knowledge and perspective being showcased. The group will also identify the role and functions of the agency and develop the following as the basis of their presentation. 1. An original and heartfelt Acknowledgement of Country – ask your Indigenous partners in community for ideas. 2. An assessment of how the work carried out by the resource/community supports educators. 3. Two (2) related activities for use in an educational program which incorporates and embeds Aboriginal and Torres Strait Islander perspectives through the aims and strategies developed; demonstrating how the activities draws on and builds upon the knowledge gained from researching the community/resource and the cultural knowledge and perspectives shared. You will share this activity with your classmates. 4. You must use appropriate teaching approaches and pedagogy, reflecting Indigenous ways of knowing and learning and meet curriculum requirements. Indicate and demonstrate the curriculum/learning areas along with the cross-curriculum priorities and Indigenous pedagogies used. 5. Story and yarn your connection with the community/resource, and what your experience of the visit was. 6. Include reference and contact details for the human resources at the agency, as well as photographs if permitted by the Indigenous peoples with whom you visited. In your groups you will present to the whole Yarning Circle/Tutorial group during tutorials. This enables a sharing and development of a greater range of local community resources for all students. Presentations are intended to be an opportunity to practise and demonstrate teaching skills. You are free to create innovative ways to showcase your activities, analysis and reflections of the community organisation/entity and cultural knowledge and perspectives gained. The presentations will be delivered via a Yarning Circle during the tutorial sessions from weeks 6 to 9 . A schedule of presentation times will be negotiated by Week 2. Once set, the schedule will be non- negotiable except in the most extraordinary of circumstances. Presenters should allow approximately 20-30minutes for their delivery and ongoing discussion. Flexibility is allowed on time length provided it involves student exchange and discussion, which enriches learning for all.

Page 17 of 31 Version: 001 The main aim here is for the presenting group to actively engage their colleagues in the presentation and the knowledge being shared. Due date : End Week 7 17/9/2023 23:59 Hrs Submit paper work and PowerPoint to LEO Turnitin Weighting: 30% Length and/or format : 20-30 minute group presentation in Tutorial. Purpose : To develop your teaching skills to creatively embed perspectives and to develop appropriate classroom activities which build on the learning and knowledge you’ve gained during your research and engagement into a local Indigenous agency and cultural sharing. Learning outcomes assessed : 1,2,3 &4 How to submit : Presentations are assigned during weeks 6 – 9. The date for your presentation will be determined during Week 2 tutorial. One submission per group: one student must submit an electronic copy of their presentation on behalf of their group via TURNITIN at the end of Week 7 – Sunday 17 th September by 23.59 Hrs. In the submission, you must include the first and last name of the participants. Students must also provide the tutor with a legible copy of their power point (with notes) on the day they give their presentation in class. Return of assignment : Marks will be returned at the end of the final week in which all presentations have been given in tutorial. A joint group mark will be returned to each student via TURNITIN Assessment criteria: 1. Acknowledgement of Country. Refer to National, State and ACU Guidelines and Protocols on Acknowledgement and make this your own, heartfelt Acknowledgement. 2. Degree of engagement with community/resource. 3. Evidence of depth of knowledge and understanding through your storying. 4. Presentation skills, including introduction and overview, timing, teamwork and ability to engage your audience. 5. Creativity – consider whether your group has used and applied Indigenous ways and feel to your yarning circle/presentation. Have you thought outside the box or thought through Country?

Page 18 of 31 Version: 001 NOTE: For all group presentations a joint mark will be awarded and shared equally between the presenters in each group. It is the responsibility of each member of the group to ensure that there is an equitable contribution to the preparatory research and that teamwork is involved in the delivery of the presentation. This is an exercise in collaborative relationship and sharing consistent with Aboriginal and Torres Strait Islander cultural perspectives. Tutors may provide some feedback to each group after their presentation, but a grade will not be awarded until the conclusion of all presentations ASSIGNMENT 3 Individually write a reflective journal that draws together understandings from the weekly lectures, tutorial/workshop activities and prescribed readings. The journal entries demonstrate critical reflection and growing understanding of: 1. the impact of colonial and postcolonial experiences on Aboriginal and Torres Strait Islander peoples 2. contemporary issues, history, context and policies and their impact on Aboriginal and Torres Strait Islander peoples 3. Aboriginal and Torres Strait Islander students, as learners and the importance of working with communities, knowledges, pedagogies 4. Consider Aboriginal and Torres languages and other linguistic factors in the education of indigenous students 5. Evaluate how your personal reflections of Aboriginal and Torres Strait Islander peoples has developed throughout the unit and its impact on yourself as an educator. Share how your growing awareness of the above considerations has developed over the past weeks and reflect and explain how the content learnt throughout the unit will influence your teaching of Aboriginal and Torres Strait Islander students, and the importance of acknowledging and embedding Aboriginal and Torres Strait Islander perspectives into the classroom. Reflective Journal – Critical Task – (Individual) Due date : End Week 10 15/10/20 Weighting: 45% Length and/or format : 1800 Purpose : This assignment is designed to support your reflection on your experiences and learning journey. It asks you to illustrate how you have furthered your understanding through an engagement with cultural perspectives, knowledges and histories. Within the rich resources including, Indigenous voices, readings, film, video, and inspirational literacies you are invited to share your critical insights and discovery and include additional research. This final assignment is about the level of understanding and insight you have gained and can bring to your teaching as a synthesis of knowledge about your chosen theme. Learning outcomes assessed : 1,2,3, & 4 How to submit : TURNITIN via LEO Return of assignment : Return via LEO up to 4 weeks post submission Assessment criteria: The assignment will be assessed using the following criteria: 1. Clear identification of the units themes embedded within a

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Page 19 of 31 Version: 001 clear and concise introduction. 2. Degree of personal reflection and critical analysis. 3. Well-developed and coherent understanding demonstrated through clear illustrations or examples. 4. Clear demonstration of your perception of your role as a future teacher to embed Aboriginal and Torres Strait Islander pedagogy and perspectives in the curriculum. 5. Degree of scholarly research 6. Well-developed and coherent conclusion. 7. APA ‘in text’ referencing and Reference list REFERENCING This unit requires you to use the American Psychological Association (APA) edition 7 referencing system. See the ‘ Referencing ’ page of the Student Portal for more details ACU POLICIES AND REGULATIONS It is your responsibility to read and familiarise yourself with ACU policies and regulations, including regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and responsibilities. These are in the ACU Handbook, available from the website. A list of these and other important policies can be found at the University policies page of the Student Portal. Assessment policy and procedures You must read the Assessment Policy and Assessment Procedures in the University Handbook: they include rules on deadlines; penalties for late submission; extensions; and special consideration. If you have any queries on Assessment Policy, please see your Lecturer in Charge. Please note that: 1. any numerical marks returned to students are provisional and subject to moderation 2. students will not be given access to overall aggregated marks for a unit, or overall unit grade calculated by Gradebook in LEO 3. students will be given a final mark and grade for their units after moderation is concluded and official grades are released after the end of semester. Academic integrity You have the responsibility to submit only work which is your own, or which properly acknowledges the thoughts, ideas, findings and/or work of others. The Student Academic Integrity and Misconduct Policy and the Student Academic Misconduct Procedures are available from the website . Please read them, and note in particular that cheating, plagiarism, collusion, recycling of assignments, contract cheating, offering or accepting bribes and fabrication are not acceptable. Penalties for academic misconduct vary in severity and can include being excluded from the course. Turnitin The Turnitin application (a text-matching tool) will be used in this unit, in order to enable:

Page 20 of 31 Version: 001 • students to improve their academic writing by identifying possible areas of poor citation and referencing in their written work; and • teaching staff to identify a reas of possible plagiarism in students’ written work . While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more important. Information on avoiding plagiarism is available from the Academic Skills Unit. For any assignment that has been created to allow submission through Turnitin (check the Assignment submission details for each assessment task), you should submit your draft well in advance of the due date (ideally, several days before) to ensure that you have time to work on any issues identified by Turnitin. On the assignment due date, lecturers will have access to your final submission and the Turnitin Originality Report. Please note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will be used as a means of submitting, marking and returning assessment tasks and so a text matching percentage will appear on your submission automatically. Please follow these submission requirements 1. Submit your assignment well before the due date to check your Turnitin similarity. If it is more than 10%, you should revise the paper (e.g., by editing your paraphrasing or use of inverted commas). You can seek help from STUDY SKILLS if needed. (I have set the Turnitin submission settings so that it ignores small similarity percentages). 2. Use a sans serif font like Calibri, Arial, or Times New Roman font 12. 3. Margins should be 2 cm (min.), 1.5 line spacing 4. Use APA 7 referencing style. In your reference lists, include only the references actually referred to in the assignment text. 5. Please do not submit an assignment cover sheet or cover page. These are not required now, and may increase your similarity rating unnecessarily. 6. No header or footer text required (apart from page numbers). All marking is done online. If you follow the above guidelines, it will help markers to more easily access and read your assignments online, and also reduce your Turnitin similarity percentage. Thank you. FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS Every campus provides information and support for Aboriginal and Torres Strait Islander Students. Indigenous Knowings are embedded in curricula for the benefit of all students at ACU.

Page 21 of 31 Version: 001 STUDENT SUPPORT If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a disability/medical condition which may impact on your studies, you are advised to notify your Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible. For all aspects of support please visit the Services, Support and Resources section of the Student Portal. • Academic Skills offers a variety of services, including workshops (on topics such as assignment writing, time management, reading strategies, referencing), drop-in sessions, group appointments and individual consultations. It has a 24-hour online booking system for individual or group consultations. • Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be involved with community projects. • The Career Development Service can assist you with finding employment, preparing a resume and employment application and preparing for interviews. • The Counselling Service is a free, voluntary, confidential and non-judgmental service open to all students and staffed by qualified social workers or registered psychologists. • Disability Support can assist you if you need educational adjustments because of a disability or chronic medical condition; please contact them as early as possible. ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS The LEO page for this unit contains further readings/discussion forums. Insert the LEO page for this unit by cutting and pasting the URL from the browser address bar when in your unit. Specify the key activities conducted in LEO. You should note that it is your responsibility to monitor LEO activity to monitor if any messages have been posted for you, including particularly messages that might not have been forwarded to you via email, and especially to check for feedback after submission of assessment tasks. In addition, for this unit you will be required to use the following technologies: Please note any additional technologies, such as ePortfolio, microphones or cameras, which students will or may use in the unit, and how they can be accessed. TEXTS AND REFERENCES Required text(s) Price, K. and Rogers J. (Ed). (2019). Aboriginal and Torres Strait Islander education: An introduction for the teaching profession (third edition). Port Melbourne: Cambridge University Press.

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Page 22 of 31 Version: 001 Recommended references Behrendt, L (2021) Indigenous Australians For Dummies. Wiley Publishing. Blair, N. (2015). Aboriginal Education: More than adding perspectives. In Noelene L. Weatherby-Fell (Ed). Learning to Teach in the Secondary School. Cambridge University Press, pp.189-208. Clark, A. (2008). History’s children: History wars in the classroom . University of New South Wales Press. Harrison, N., & Sellwood J (2016). Teaching and learning in Aboriginal education (3rd ed.). Oxford University Press. Kickett-Tucker, C (Ed). (2017). Mia Mia. Aboriginal community development: Fostering cultural security. Cambridge University Press. Pascoe, B (2018) The Little Red Yellow Black Book: An introduction to Indigenous Australia. AIATSIS. Perso, T., & Hayward (2015) Teaching Indigenous Students. Cultural Awareness and Classroom Strategies for Improving Learning Outcomes . Allen and Unwin. Phillips, J & Lampert J (2019) Introductory Indigenous Studies in Education Reflection and the Importance of Knowing. Pearson Education Custom. Reynolds, H. (2018) This whispering in our hearts revisited. University of New South Wales Press. Shay, M., & Oliver, R (Ed). (2021) Indigenous Education in Australia. Learning and Teaching for Deadly Futures. Routledge. Further references Australian Curriculum https://www.australiancurriculum.edu.au/ Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au Early Years Learning Framework https://www.education.gov.au/early-years-learning- framework-0 Relevant State and Territory curriculum documents.

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Page 23 of 31 Version: 001 APPENDICES: ASSESSMENT TASK 1: NITV Personal Reflection Weighting: 25% High Distinction Distinction Credit Pass Fail Criterion 1 Clear and Concise Introduction and Conclusion Introduces the two programs, and the issues you will discuss. And concludes your understanding of the issue(s) related to your storying. 4/25 An extremely clear introduction that outlines all points that you will discuss. Your writing clearly identifies the two programs and the issues raised and how these intricately interrelate. Your conclusion ties together the issues and your understanding in a highly effective manner that allows the reader an insight into the way you are thinking. A very clear introduction that outlines all points to be discussed, while identifying two programs and the issues raised, and how these interrelate. Your conclusion brings your thinking together for your reader in a succinct manner. An introduction that outlines the main points to be discussed. Identification of two programs and identification of at least one issue raised. Your conclusion sums up the paper for the reader. You have included an introduction that identifies two programs and at least some insight into an issue. Your conclusion ties up your thinking for your reader and does not introduce any new ideas. Your introduction and conclusion need organisational work. Development on identifying relevant issues and how to personally reflect will support your ability to adequately consider what you have viewed. Criterion 2 Reflection and Analysis Demonstrates your ability to reflect personally on how you relate to the issues uncovered in the programs and discuss these with reference to further research. 7/25 You have crafted a highly reflective and insightful paper that articulates your personal reflection to the issues discussed. You weave further research to support your tenet in an artful manner that inspires the reader. You have delivered a reflective and somewhat insightful paper that shares your personal reflection to the issues raised. You support your tenet with appropriate research in a manner that demonstrates your ability to present ideas academically. Your personal reflection is evident in terms of the issues raised. Some of the reflection has been supported with further research and explored in an organised manner. You have reflected upon at least one issue and made relation to your feelings. You have offered some support. You need to develop your ability to reflect upon interrelated issues while supporting your thinking with reference to reliable scholarly articles.

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Page 24 of 31 Version: 001 Criterion 3 Structure and Development of Ideas How you reflect upon your own personal feelings about the issues raised and how the issues are presented in the programs. 7/25 The structure and development of your ideas are seamlessly flowing and intricately reflect your own personal feelings and experiences in relationship to the issues you have cleverly identified and connected. You demonstrate great discernment as to how the issues have been presented in the programming. You offer clear support for your thinking from a variety of highly respected resources. Your ideas are both developed and structured in a way that relates to your own personal reflections. You understand that the issues have been presented from a viewpoint and offer reliable scholarly support for your thinking. Your ideas and structure support your personal reflections upon the issues raised in the programming. You offer some support in terms of scholarly references. You have made some links between your experiences and at least one identified issue. You have demonstrated an awareness that you need to support your writing. You need to develop the capacity to make links between content, issues and personal thoughts, feeling and experiences. Further, you need to work on your ability to reference your work in support of your tenet. Criterion 4 Creative Thinking How you personally reflect and story your journey of this viewing process as an experience, this is not a description of what you have watched. 7/25 You offer the reader a fluently presented story that reflects your journey throughout this process. There are elements of your ability to be creative throughout your presentation. You have NOT described what you watched and delivered instead, a highly articulate reflective account. The research that you've used to support your writing is deep level reading and adds to the artful writing. You story and reflect in a creative manner that enables your reader insight into the issues raised within the programming and how you connect this with this research. You support your work through connection with key readings from LEO and the unit outline. Your reflection is concerned with the journey that you have taken through this task. You support your thinking with relevant academic research and demonstrate an awareness of how this reflects the program and issues explored. You have reflected upon the journey to view and understand an NITV program. You have supported your thinking with at least 2-3 references to reliable scholarly articles. Your current understanding of the issues and the interrelatedness to the journey that you took whilst embarking upon this assignment needs re-thinking. Your reflective and creative writing need work, as do your referencing skills.

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Page 25 of 31 Version: 001 ASSESSMENT TASK 2: Group Presentation Weighting: 30% High Distinction Distinction Credit Pass Fail Criterion 1 Acknowledgement of Country How you as a group have developed a heart-felt Acknowledgement of Country based on your exploration with the community. 3/30 Your group has shared a highly considered Acknowledgement of Country that embraces the state guidelines and local nations and peoples. Your group demonstrated deep levels of thoughtful and genuine engagement with Country. You have integrated personalised connection to Country in relevant and insightful ways. Your group has shared a carefully considered Acknowledgement of Country that embraces the state guidelines and local nations and peoples. Your group demonstrated a good level of thoughtful and genuine engagement with Country. You have integrated personalised connection to Country in relevant and ways. Your group has shared a considered Acknowledgement of Country that embraces the state guidelines and local nations and peoples. Your group demonstrated a level of thoughtful engagement with Country. You have integrated personalised connection to Country. Your group has shared an Acknowledgement of Country that considers the state guidelines and local nations and peoples. Your group demonstrated a level of engagement with Country. Your group has not shared an Acknowledgement of Country. Criterion 2 Critical Analysis Understanding of how the Community/resource supports educators. Presentation of one activity to the class. 6/30 You group has demonstrated succinct integration of, and use of the resource or community visited in the design and implementation of the activity presented. You have offered clear insight and linking with chosen presentation objectives. Your group offers a well-developed integration of, and use of the resource or community visited in the design and implementation of the activity presented. Very good understanding and linking with chosen presentation objectives Your group has shared a degree of integration and use of the resource or community visited in the design and development of the activity presented. You have demonstrated a good understanding and linking with chosen presentation objectives. Your group describes the resource or community's roles and function s but doesn’t link this effectively to the design and implementation of the activity presented. You have demonstrated some understanding, but this has not been adequately linked to chosen presentation objectives. Your group has described the resource or community's functions, however offers no analysis and or linking of the resource or community's functions to the activity presented.

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Page 26 of 31 Version: 001 Criterion 3 Research Demonstrates research beyond the community’s website. 7/30 Your group has presented a very clear introduction to the resource or community visited. It is evident that your group has diligently researched beyond the resource or community itself and included considerable broader contextualisation. Your group has presented a clear introduction to the resource or community visited. Your group offers evidence of diligent research beyond the resource of community itself, Your group offers a clear introduction to the resource or community. You show some research beyond the resource or community itself. Your group has presented a limited introduction to the resource or agency visited. Your group has not adequately introduced the resource or community. Criterion 4 Presentation Your group presents using appropriate pedagogies. 7/30 Your group has demonstrated highly effective and admirable collaborative teamwork. You have offered a succinct and engaging introduction to the content and process of the Yarning circle. You engage your audience, and they were evidently immersed in the activity you shared and connected with the yarning. Your team storied and yarned effectively, which lead to further meaningful class comments and exchanges in the class. Your group has effectively collaborated, demonstrating outstanding teamwork. Your group shared an engaging introduction to the content and process of the presentation given. The audience was engaged and immersed in the activities. Your team facilitated responses to questions from the audience very effectively. Audience was connected and engaged. Your group demonstrated collaborative teamwork. A strong introduction to the content and process of the presentation was shared. Your audience was very engaged in the activities presented. Your team facilitated responses to questions from the audience effectively. Your teamwork lacked the required collaboration. An introduction to the content and process of the presentation was provided. The audience were somewhat engaged in the activities presented. Your team responded to questions from the audience adequately. Unfortunately, your teamwork was not evident. You have not introduced the content. The process of the presentation did not follow a clear path. Your audience were not engaged in the activities presented. Your team struggled to respond to questions from the audience.

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Page 27 of 31 Version: 001 Criterion 5 Relevant Strategies and Creativity Your group Yarns your experiences with the community/resource. 7/30 Your group presented both creatively and demonstrated innovative ideas in what and how you presented your yarn. You shared an activity with meaning. Your group presented creatively and were innovative in their presentation. Your activity was meaningful and engaging. Your group presented creatively, and you were thoughtful in how you presented. Your activity was engaging. Your group was thoughtful in what and how they presented. The activity was hands on. The activity presented was not well thought through and not well implemented. You reproduced the activity you experienced while at the Community and did not develop the understanding further.

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Page 28 of 31 Version: 001 Assessment Task 3 Reflective Journal Weighting 45% High Distinction Distinction Credit Pass Fail Criterion 1 Introduction. An introduction to your reflective journal. 6/45 You offer a high level of synthesis of the main themes and an equally high level of engagement of the reader from the outset. You have provided a sophisticated overview of your journeying within this unit. You offer a very clear identification of the main themes embedded within a clear and concise introduction. You engage the reader from the outset. You provide a succinct overview of your journey in this unit. You have identified themes within the unit in a clear introduction. You provide a clear overview of you’re your journeying in this unit. Your identification of themes within your introduction provides a satisfactory overview of the your journeying within this unit. You have not adequately shared evidence of a focus nor development of the unit ’ s themes. You have not provided an introduction. Criterion 2 Personal Reflection and Critical analysis. Your personal reflection/story is yarned throughout your journal. 10/45 You offer a very creative and insightful personal reflection which is clearly integrated. You share a sophisticated critique of issues and events which have impacted lived realities within community and insight on the way forward. You offer a creative and somewhat insightful personal reflection which is well integrated. You have critiqued issues and events which have shaped realities for communities and provide real level of understanding on requirements which will address these. You demonstrate a sound level of creative personal reflection which is integrated. You categorise issues and events which have shaped community realities an indicate knowledge of positive approaches and strategies to address these. You demonstrate a degree of personal reflection which is not well integrated. You have been able to demonstrate your recognition of events and issues which impact on Communities. However, your writing tends to be more descriptive in parts. You have not demonstrated your own personal creative reflection. You have missed major content areas and have not identified impacts on communities lived experiences. Your sources tend to be biased and your writing is largely descriptive.

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Page 29 of 31 Version: 001 Criterion 3 Storying & Examples. You effectively story your journal through your own personal connection with the content. 10/45 You have demonstrated a sophisticated level of Storying and discussion. Your writing demonstrates a high level of intellectual honesty. You have critically justified strategies and decisions. You offer a sophisticated level of integration of information. You demonstrate a high level of engagement using well-chosen and clearly articulated case studies that contain illustrations and examples. Your Storying incorporates diversity of perspectives. You discuss issues thoroughly and show intellectual honesty. Your writing justifies strategies and decisions. You integrates information that impacts and engages using well-chosen and articulated case studies, illustrations and examples. You Story clearly. You have identified issues. You have shown intellectual honesty. Your work suggests strategies and solutions and incorporates information. You have used some well-chosen case studies, illustrations and examples. You offer some satisfactory Storying. However you tend to generalise issues. You present a few strategies and options; however, you have overlooked some information. At times you miss links between ideas and issues. You have referred to at least one case study and or illustration. You have not developed a personal storying. Your writing tends to misrepresents issues, exclude data ad draws faulty conclusions. You have failed to adequately integrated information, nor have you identified or used case studies, illustrations or examples. Criterion 4 Clear demonstration of your perception of your role as a future teacher to embed Aboriginal and Torres Strait Islander perspectives in the curriculum. You story and yarn your understanding of what you hope your future as a teacher of You offer a highly developed understanding of your role as a future teacher to embed Aboriginal and Torres Strait Islander perspectives in the curriculum. You have incorporated highly interesting and culturally appropriate examples. You demonstrate a sophisticated understanding of various theories and their relevance through the integration and use of You have very clearly stated your understanding of your role as a future teacher to embed Aboriginal and Torres Strait Islander perspectives in the curriculum. You demonstrate effective use and integration of interesting and culturally appropriate examples, and evidence a highly developed understanding of theories through the integration and use of You clearly state your understanding of your role as a future teacher to embed Aboriginal and Torres Strait Islander perspectives in the curriculum. You integrate and use culturally appropriate examples. You refer to and demonstrate understanding of pedagogical models and theories with a degree of integration. You have offered a description of the role of a future teacher to embed Aboriginal and Torres Strait Islander perspectives in the curriculum. You have provided some culturally appropriate examples. You have made some reference to strategies and approaches. You have not developed a description of the role of a future teacher in embedding Aboriginal and Torres Strait Islander perspectives in the curriculum. You have not managed to include culturally appropriate examples. Unfortunately, you have overlooked necessary reference to strategies and approaches.

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Page 30 of 31 Version: 001 Indigenous perspectives will be like. 6/45 different pedagogical models. different pedagogical models. Criterion 5 Degree of scholarly research. You can support your storying and yarning with connection to the readings. 6/45 You have used evidence from a diverse range of sources, including lectures and course readings, scholarly books, websites, journal articles, not explicitly discussed in class. The use of at least 3 Journal articles are evident in your work. You offer a high-level synthesis of information and perspectives from Aboriginal and Torres Strait Islander authors and storytellers. You demonstrate a sophisticated understanding of various theories and their relevance through the integration and use of different pedagogical models. You offer evidence from a range of sources, including lectures and course readings, scholarly books, websites, journal articles, etc. which may not have been explicitly discussed in class. You have used at least 3 Journal articles which have been evidenced thoughtfully and integrated from Aboriginal and Torres Strait Islander authors and storytellers. You share evidence from many sources; however, you rely heavily on a more limited set of sources. You have included the use of at least 2 Journal articles. you provide evidence of some effort to go beyond material presented in class when required, however, limited. If outside sources are used, they are primarily non- scholarly (i.e., intended for a general audience) and/or web based. You have used some evidence from Aboriginal and Torres Strait Islander authors and storytellers, and this has been integrated. You have used only a few of the sources provided in class and your writing does not go beyond what has been provided to you. The use of at least 1 Journal article is evident. Some evidence is identified from Aboriginal and Torres Strait Islander authors and storytellers, but this is not well-not integrated. You have not adequately used outside sources and rather minimally refer to sources provided by teaching team. Your writing relies exclusively on non-scholarly outside sources and you have failed to include journal articles. There is no evidence from Aboriginal and Torres Strait Islander authors in your work. Criterion 6 Well developed and You provide a sophisticated synthesis of the main arguments and evidence pointing to You have provided a strong and engaging statement that summarises the main You have provided a strong and engaging statement that You provide a statement that identifies elements of the essay which You do not provide a statement that summarises the main argument and evidence.

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Page 31 of 31 Version: 001 coherent conclusion. A conclusion that sums up your experiences. 4/45 newer knowledge and patterning. argument and evidence and leaves the reader thinking. summarises the main argument, and evidence. are not clearly integrated or do not clearly summarise the main argument, and evidence. Criterion 7 Referencing and a demonstration of effective written communication. While you have storied and yarned, using first person, your referencing and use of language is effectively communicating your story. 3/45 All evidence is expertly cited throughout the text and in your reference, list using APA 7 th ed. referencing system. Exceptional level of written communication. All evidence is properly cited throughout the text and in your reference, list using APA 7 th ed. referencing system. Sophisticated level of written communication. All evidence is cited throughout the text and in your reference, list using APA 7 th ed. referencing system, but there are couple of minor problems with completeness or format of some citations. A sound level of written communication. Some pieces are unreferenced or inaccurately referenced within the text, and there are problems with completeness and format of citations. A satisfactory level of written communication. You have made no attempt to cite evidence within the text. There is an inconsistent level of written communication. It is recommended that you seek support from ACU Academic Skills unit.

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