ED2991 - Aboriginal and Torres Strait Islander Education

Limited offering available only to RATEP students

This subject provides pre-service teachers with an introductory and developmental level of the Australian Professional Standards for Teachers requirements of standard 1.4 and 2.4. As a second year subject, there will be a focus on teaching for learning in order to develop their role as professional educators within the classroom, school and wider community. Through a focus on 'knowing yourself, knowing your students and knowing what you teach', this subject will engage with critical Indigenous theory to explore and examine their personal and professional knowledge and beliefs about Indigenous education. The subject will examine the impact of Indigenous student's culture, identity, history and linguistic background to develop pre-service teacher's reflective and respectful pedagogical strategies and perspectives for Aboriginal and Torres Strait Islander students. Using the Australian curriculum, Indigenous learning theories, pedagogical frameworks and planning, teaching and assessment strategies, students will be able to demonstrate introductory and developed levels of skills in teaching and learning for Indigenous and non-Indigenous students. Upon the successful completion of this subject, pre-service teachers will develop their professional identity as teachers of Indigenous students and demonstrate evidence of strategies, pedagogical models which are inclusive and student centred across all curriculum areas.

Learning Outcomes

• apply an introductory and developmental understanding of teacher professional knowledge, practice and engagement in urban, regional, remote and/or Aboriginal and Torres Strait Islander school-community environments;
• analyse critically, reflect on and synthesise complex information, data, problems, concepts, theories and recent developments in the fields of teaching and learning in professional practice and research contexts;
• design, implement and evaluate curriculum, assessment and differentiated learning opportunities, with a view to enhance learning outcomes for all students, including those from diverse cultural, linguistic and socio-economic backgrounds and with specific learning needs;
• establish personal and professional accountabilities for incorporating Aboriginal and Torres Strait Islander history and culture in the wider school and class setting;
• critically examine school practices and organisational environment to ensure the development of pedagogical approaches that encourage high levels of expectation and achievement by Indigenous students.

Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.