INDG40015 - Indigenous Australians and Education
Term 1 - 2017


All details in this unit profile for INDG40015 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

This unit provides students with a broad overview of the education of Aboriginal and Torres Strait Islander peoples in Australia. It begins by looking at traditional ways of educating Aboriginal and Torres Strait Islander children, before examining a history of Indigenous education since the colonisation of Australia by white settlers, and seeing how racism still has a major influence on Indigenous education. Students will look at the impact of social factors, such as health issues, housing, remoteness, and poverty on education; and also see how different cultural factors, including Aboriginal and Torres Strait identities, different ways of teaching and learning, and language in particular, affect Indigenous education in Australia. Students will look more specifically at teaching and learning in Indigenous communities, including some case studies. Finally, the unit allows students to explore trends in Indigenous school education, Indigenous vocational education and training (VET) and TAFE, and Indigenous tertiary education in more detail, including the influence that Indigenous Australians have had on mainstream education.

Details

Career Level Non-award
Credit Points 6
Student Contribution Band 1
Fraction of Full-Time Student Load 0.125

Residential Schools

This unit has a Compulsory Residential School for distance mode students and the details are:
Click here to see your Residential School Timetable.

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Mixed Mode

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Non-award unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 40%
2. Written Assessment 40%
3. Online Quiz(zes) 20%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

On successful completion of this unit, you will be able to:
  1. Analyse the historical and contemporary impacts of government policies upon education for Indigenous Australians.
  2. Identify various social issues that impact upon education for Indigenous Australians.
  3. Explain why cultural factors should be taken into consideration for the education of Indigenous Australians.
  4. Evaluate contemporary trends in various levels of education for Indigenous Australians.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment  
2 - Written Assessment  
3 - Online Quiz(zes)

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4
1. Self Management        
2. Communication
3. Information Literacy
4. Information Technology Competence        
5. Problem Solving        
6. Critical Thinking
7. Cross-Cultural Competence
8. Ethical Practice

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment    
2 - Written Assessment    
3 - Online Quiz(zes)    

Textbook Information

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • Microsoft Office
  • Please Note: Correctional Centre students do not require access to email, internet or the unit website.
All submissions for this unit must use the Harvard (author-date) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorVincent Skinner (r.skinner@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Introduction to unit

Week 2 13-03-2017

Ways of learning for Aboriginal and Torres Strait Islander children before colonisation

Week 3 20-03-2017

Aboriginal and Torres Strait Islander educational history since colonisation

Residential School 20-24 March at Rockhampton North campus

Week 4 27-03-2017

Racism and education

Week 5 03-04-2017

Social impacts on Aboriginal and Torres Strait Islander education

Vacation Week 10-04-2017
Week 6 17-04-2017

Cultural factors impacting on education

Written Assessment Due Friday (21 Apr 17) 11:45 PM AEST
Week 7 24-04-2017

Studying and teaching in remote communities

Week 8 01-05-2017

Education in Torres Strait Islander communities

Week 9 08-05-2017

Trends in Aboriginal and Torres Strait Islander school education

Week 10 15-05-2017

Trends in Aboriginal and Torres Strait Islander VET and TAFE studies

Week 11 22-05-2017

Trends in Aboriginal and Torres Strait Islander tertiary education

Week 12 29-05-2017

Review of unit

Written Assessment Due Friday (02 Jun 17) 11:45 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017
Online quizzes Due Thursday (15 Jun 17) 11:45 PM AEST

Contact Details

Coordinator: Dr Ross Skinner
Phone: (07) 4930 9251
Email: r.skinner@cqu.edu.au

Unit presentation

  • Student use of the unit website is required- this is provided using the CQUniversity learning management system (Moodle) which can be accessed through the MyCQU Student Portal: http://my.cqu.edu.au. If you have difficulty logging in, please contact Helpdesk on 07 4930 9233 or 1300 666 620 (for the cost of a local call).
  • 10-12 hours of study per week of self-directed study
  • Student access to the Internet, email and residential schools is recommended for this unit, with the exception of those students in correctional centres.
  • Students are expected to follow a self-directed study schedule which meets the required deadlines.

Residential School

Residential School is a requirement of this unit. One Residential School will be held during the term – week 3 (20-24 March). During this school, group work, lectures, tutorials, presentations and individual tuition will be held.

Please also confirm your attendance by emailing tep@cqu.edu.au or telephoning Suellen Thomas on 1800 651 891.

Travel will be organised through Centrelink, and not TEP. If you are of Aboriginal and/or Torres Strait Islander descent, it is important that you register with Centrelink/Abstudy at the earliest opportunity. Residential travel cannot be organised until the registration process has been completed. Please note that Abstudy needs 3 weeks’ notice of your intended travel. Abstudy will confirm your registration with us and then arrange travel for you. TEP will arrange your accommodation and meals. Abstudy will notify you of your travel details and so it is important that your contact details are up to date. Contact TEP urgently if something at the last moment prevents you attending.

Unit Website

The unit website is offered through the learning management system, Moodle. You should find this website easy to use. Consequently, you will need access to the internet. If the learning management system Moodle is temporarily unavailable when you need to submit an assessment item, you can send your assessment by email to your unit coordinator.

Computer (including software) requirements

Access to a computer is necessary. If you can regularly get to a CQUniversity campus, you can use the computers there. If you cannot get to a campus, it is best to have your own computer. You may also be able to use a computer at your local Queensland Open Learning Study Centre or your local library. Internet access is necessary so you can access the unit website. Microsoft Office software is preferred. Students in correctional centres do not require computer access.

Assessment Information

Assessments for this unit should be submitted electronically through Moodle. Students are required to keep back-up copies of all assessments. Please ensure that your assessment conforms to the applicable formatting guide.
To submit electronically, the assessment should be saved in a format that is compatible with Microsoft Office and submitted via the Learning Management System (Moodle).

1 Written Assessment

Assessment Title Written Assessment
Task Description

Choose ONE topic from the list below, and write a 1000 -1200 word academic essay.

  1. Describe the ways of learning that were used by Aboriginal and Torres Strait Islander people before colonisation.
  2. Explain the historical impacts on the education of Aboriginal and Torres Strait Islander people since colonisation.
  3. Present a summary of how racism has affected the education of Aboriginal and Torres Strait Islander people.
  4. What kinds of social circumstances affect the education of Aboriginal and Torres Strait Islander people? In your discussion, you may wish to use an example from your own community.
  5. How do Aboriginal and Torres Strait Islander cultures fit in with mainstream educational systems? You may use an example from your own community, if you wish.

In your response, present a balanced coverage of the arguments in relation to the topic. Remember that you must write objectively. You will need to research widely and reference accurately. You should include at least 4-6 sources in your reference list, but more is always better. Students are required to use the Harvard Style of referencing.

Assessment Due Date Week 6 Friday (21-Apr-2017) 11:45 PM AEST
Return Date to Students Week 8 Friday (05-May-2017)
Weighting 40%
Assessment Criteria

The following criteria will be used in assessing your essay

Academic content

  • Demonstrates understanding of the unit material relevant to the assessment task
  • Evidence of research
  • Originality
  • Relevance to the topic

Writing skills

  • Uses the academic essay structure to logically organise and present ideas and arguments
  • Clarity of expression, correct grammar and spelling

Referencing skills

  • Uses the Harvard style of referencing
  • Appropriate and correct in-text referencing
  • Includes a reference list, correctly formatted

Referencing Style Harvard (author-date)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Analyse the historical and contemporary impacts of government policies upon education for Indigenous Australians.

2. Identify various social issues that impact upon education for Indigenous Australians.

3. Explain why cultural factors should be taken into consideration for the education of Indigenous Australians.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Self Management

2. Communication

3. Information Literacy

6. Critical Thinking

7. Cross-Cultural Competence

8. Ethical Practice



2 Written Assessment

Assessment Title Written Assessment
Task Description

Choose ONE topic from the list below, and write a 1000 - 1200 word academic essay.

  1. Describe teaching in remote Aboriginal and Torres Strait Islander communities. Look at this from the perspective of students and teachers.
  2. Present a summary of education in Torres Strait Islander communities. Contrast this with education on mainland Australia.
  3. What are the main trends in education for Aboriginal and Torres Strait Islander school students? You can discuss this either from a historical or contemporary point of view.
  4. Has there been any recent significant improvement in the participation of Aboriginal and Torres Strait Islander people in vocational education training (VET) or TAFE? Discuss the reasons for this.
  5. Discuss the participation of Aboriginal and Torres Strait Islander people in the tertiary education sector. In your response, discuss various trends in participation, success rates, and the fields of education in which Aboriginal and Torres Strait Islander people are mostly interested.

In your response, please utilise feedback from the previous assessment. As before, you will need to research widely and reference accurately. You should include at least 4-6 sources in your reference list, but more is always better. Students are required to use the Harvard Style of referencing.

Assessment Due Date Week 12 Friday (02-Jun-2017) 11:45 PM AEST
Return Date to Students Exam Week Friday (16-Jun-2017)
Weighting 40%
Assessment Criteria

The following criteria will be used in assessing your essay

Academic content

  • Demonstrates understanding of the unit material relevant to the assessment task
  • Evidence of research
  • Originality
  • Relevance to the topic

Writing skills

  • Uses the academic essay structure to logically organise and present ideas and arguments
  • Clarity of expression, correct grammar and spelling

Referencing skills

  • Uses the Harvard style of referencing
  • Appropriate and correct in-text referencing
  • Includes a reference list, correctly formatted

Referencing Style Harvard (author-date)
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

2. Identify various social issues that impact upon education for Indigenous Australians.

3. Explain why cultural factors should be taken into consideration for the education of Indigenous Australians.

4. Evaluate contemporary trends in various levels of education for Indigenous Australians.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Self Management

2. Communication

3. Information Literacy

6. Critical Thinking

7. Cross-Cultural Competence

8. Ethical Practice



3 Online Quiz(zes)

Assessment Title Online quizzes
Task Description

The task associated with this assessment item is to complete the online quizzes during the term on the unit's Moodle website. These quizzes will be available in Weeks 3, 6, 9 and 12, and each quiz will test the student's knowledge of unit material for the previous three weeks.

Each quiz will consist of ten (10) questions that are randomly selected from a question bank. Each quiz will be worth 5% of the total grade for the unit and the complete assessment of four quizzes will be worth 20% of the total grade. Although marks will be given to students after each quiz, the final grade will not be shown until the end of term.

Points to note:

  • Students will be allowed two attempts at each quiz. The attempt with the highest grade will be accepted for assessment.
  • There will be no time limit on quizzes.
  • Students are encouraged to refer to the unit materials in order to obtain as many correct answers as possible.
  • Students are encouraged to attempt every quiz to obtain the maximum number of marks.
  • If students have technical problems with the quiz, they should contact the unit coordinator or TASAC as soon as possible.
Number of Quizzes 4
Frequency of Quizzes Other
Assessment Due Date Exam Week Thursday (15-Jun-2017) 11:45 PM AEST
Return Date to Students Exam Week Friday (16-Jun-2017)
Weighting 20%
Assessment Criteria

Marking criteria:

  • Students are marked according to number of correct responses for each quiz
Submission Online

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Analyse the historical and contemporary impacts of government policies upon education for Indigenous Australians.

2. Identify various social issues that impact upon education for Indigenous Australians.

3. Explain why cultural factors should be taken into consideration for the education of Indigenous Australians.

4. Evaluate contemporary trends in various levels of education for Indigenous Australians.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Self Management

2. Communication

4. Information Technology Competence

5. Problem Solving

6. Critical Thinking

7. Cross-Cultural Competence



Engagement

This unit will help students who are contemplating undergraduate studies in the future and are seeking an introduction to the academic processes of critical reading, writing and analysis. It is expected that students will find the unit particularly relevant due to the focus on Indigenous peoples, education and cultures and this attribute of the unit aligns well with the University’s theme of improving engagement with a diverse student cohort. It is also expected that persons returning to study as mature age students will also find the unit relevant, as it will provide a less academically rigorous re-entry point and this attribute of the unit aligns well with the University theme of improving engagement with mature age students. It is also expected that students in correctional facilities will find the unit relevant as they will not be excluded on the grounds they cannot attend the compulsory Residential School. Such students will be permitted to make submissions via post, and this attribute aligns well with the University theme of improving engagement with socio-economically or otherwise disadvantaged students.

Graduate Attributes

The unit includes aspects of self and peer assessment. Collaboration is an important skill for students in higher education to develop enhanced and improved personal reading and writing skills, which are well aligned with the University’s graduate attribute of teamwork and career aspirations.

Indigenisation of Curriculum

There is a priority focus in TEP units to ensure that Indigenous knowledges, perspectives and practices are comprehensively embedded in the unit curriculum and in all of the learning outcomes. All of the learning activities and assessment tasks are aimed at gaining and demonstrating an understanding of various perspectives and practices associated with Aboriginal and Torres Strait Islanders, both historic and contemporary. Indigenous authors will be sourced from both Australia and internationally. The unit will also include cultural issues and protocols relating to Aboriginal and Torres Strait Islander peoples.

Internationalisation of Curriculum

The unit will include international authors and content and the unit will be conducted in the international language of English. At various times, comparative analyses will be conducted between Australian Indigenous and international perspectives.

Sustainability

With the advent of new technology, this distance unit is to be delivered via e-technology in a Moodle site. This maintains sustainability for the environment and its participants.

Work Related Learning

This unit will provide students with study skills, time management and an understanding of university structures, policies and procedures, thus preparing them to enter into further higher education units to achieve their educational and career goals.


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