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ED4461 - Indigenous Futures

Credit points: 3
Year: 2020
Student Contribution Band: Band 1
Administered by: College of Arts, Society & Education

External offering available to ECE online students only. Limited offering is available to RATEP students only.

The primary goal of this subject is to foster pre-service teacher development towards the Graduate Australian Professional Standards for Teachers requirements of Standards 1.4 and 2.4.This subject prepares pre-service teachers for the role of professional educator within the prior to school and school classroom, and in the wider community. Pre-service teachers will engage with critical Indigenous theory to explore and examine their personal and professional knowledge and beliefs about Indigenous education. It examines the nexus between the broader role of early childhood education and care settings and schools in the local, national and global communities, especially in preparing Indigenous learners as global students. Pre-service teachers will investigate a range of Indigenous education policies, pedagogical theories and curriculum frameworks to develop models of integrated curriculum, which are inclusive and embed Indigenous perspectives across the Learning Areas.

Learning Outcomes

  • design, implement and evaluate curriculum, assessment and differentiated learning opportunities, with a view to enhanced 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 perspectives, history and culture in the wider school and ECE settings;
  • 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;
  • apply an advanced and integrated 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, history and recent developments in the fields of teaching and learning in professional practice and research contexts.

Subject Assessment

  • assignments (50%)
  • planning based assignment (50%).
Prerequisites: ED2991 or ED3097 or ED3197 or ED3297

Availabilities

External, Study Period 2
Census Date 27-Aug-2020
Workload expectations:

The student workload for this 3 credit point subject is approximately 130 hours.

  • 39 hours - Online Engagement
  • assessment and self-directed study
Method of Delivery: WWW - LearnJCU

Townsville, Mixed attendance, Study Period 2
Census Date 27-Aug-2020
Face to face teaching (Online collaborate tutorial attendance at RATEP Sites within the Study Period dates as scheduled)
Workload expectations:

The student workload for this 3 credit point subject is approximately 130 hours.

  • 26 hours - Online Engagement
  • 13 hours online collaboration sessions - Tutorial collaborate
  • assessment and self-directed study

Townsville, Internal, Study Period 2
Census Date 27-Aug-2020
Workload expectations:

The student workload for this 3 credit point subject is approximately 130 hours.

  • 16 hours lectures
  • 16 hours workshops/Seminars
  • 7 hours - Online Engagement
  • assessment and self-directed study

Cairns, Internal, Study Period 2
Census Date 27-Aug-2020
Workload expectations:

The student workload for this 3 credit point subject is approximately 130 hours.

  • 16 hours lectures
  • 16 hours workshops/Seminars
  • 7 hours - Online Engagement
  • assessment and self-directed study

JCU Singapore, Internal, Study Period 52
Census Date 06-Aug-2020
Workload expectations:

The student workload for this 3 credit point subject is approximately 130 hours.

  • 26 hours lectures
  • 13 hours tutorials
  • assessment and self-directed study

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.