ED5977 - Aboriginal and Torres Strait Islander Education

This subject prepares graduate student teachers (GSTs) for the role of professional educator within the secondary classroom, school and wider community by focusing on policy and practice that best supports Aboriginal and Torres Strait Islander opportunities for success in secondary schools and classrooms. GSTs 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 ACARA 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 local, national and global communities, especially in preparing Indigenous learners as global students. GSTs 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 secondary 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 enhancing 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 histories, cultures and languages 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

• Oral > Presentation 1 - (30%) - Individual
• Written > Action plan - (40%) - Individual
• Written > Reflection/reflective task 1 - (30%) - Individual.

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.