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ED5952 - Aboriginal and Torres Strait Islander Education in Primary School Settings

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

Limited to students enrolled in the Master of Teaching and Learning (Primary).

This subject prepares graduate student teachers for the role of professional educator within the primary classroom, school and wider community. As a Phase One subject, there will be a focus on learners and learning in primary school with special attention to policy and practice that bests supports Aboriginal and Torres Strait Islander opportunities for success in schools and classrooms. Graduate student teachers will engage with critical Indigenous theory to explore and examine their personal and professional knowledge and beliefs about Indigenous education. The subject will explore the Australian curriculum and draw extensively on engaging with the knowledge, understanding and skills relating to Aboriginal and Torres Strait Islander histories and cultures cross curricula priority. It examines the nexus between the broader role of schools in the local, national and global communities, especially in preparing Indigenous learners as global students. Graduate student 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 primary curriculum areas.

Learning Outcomes

  • 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 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 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 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.

Subject Assessment

  • presentations (30%)
  • essays (40%)
  • on-line blog. critical response to prescribed readings (30%).
Assumed
Knowledge:
Literacy and numeracy capabilities commensurate with a post-graduate student level
Inadmissible
Subject
Combinations:
ED5977

Availabilities

Townsville, Internal, Study Period 1
Census Date 26-Mar-2020
Workload expectations:

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

  • 18 hours workshops/Seminars
  • 18 hours - online engagement
  • assessment and self-directed study

External, Study Period 1
Census Date 26-Mar-2020
Workload expectations:

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

  • 36 hours - Online engagement
  • assessment and self-directed study
Method of Delivery: WWW - LearnJCU

Cairns, Internal, Study Period 1
Census Date 26-Mar-2020
Workload expectations:

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

  • 18 hours workshops/Seminars
  • 18 hours - online engagement
  • 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.