EUB311 Indigenous Education

Unit Outline: Flexible Period - 11A 2025, Kelvin Grove, Internal (Start Date: 27 Oct 2025)

Overview

This unit provides foundational knowledge and skills to teach Aboriginal and Torres Strait Islander students and embed Aboriginal and Torres Strait Islander histories and cultures as governed by the Australian Curriculum, Early Years Learning Framework and the Queensland Kindergarten Learning Guideline. It engages with Aboriginal and Torres Strait Islander peoples' knowledges, experiences, voices and perspectives and explores implications for practice through personal, professional and theoretical lenses. This unit provides opportunities to think deeply about the roles of teachers in diverse cultural and education contexts and establishes a critical foundation for practical teaching choices.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Investigate complexities in Indigenous education with reference to educational theory and research
2. Plan learning that provides opportunities for developing understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages
3. Apply teaching strategies that are responsive to the local community and cultural setting, and linguistic background and histories of Aboriginal and Torres Strait Islander students.
4. Devise culturally responsive practices to work respectfully with Aboriginal and Torres Strait Islander people and communities and their perspectives and knowledges.

Content

Learning Approaches

Feedback on Learning and Assessment

You will gain regular feedback in this unit through participation in weekly tutorials with academics and peers. Opportunities for informal formative feedback on the development of your assessment tasks will be available at points throughout the unit. You will also receive written feedback from teaching staff on your summative assessment tasks.

Assessment

Overview

You will complete two pieces of assessment:

1. Researching place - This provides an opportunity to demonstrate your understanding of Indigenous education contexts and your own cultural position.
2. Plan for learning - This will enable you to apply all that you have learned in the unit to a teaching context to demonstrate your understanding of Indigenous education, your intercultural capability and professional communication.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Researching place

Investigate Indigenous education data and practices in one school you are familiar with. Research the First Nations location and community context, including the culture, cultural identity and linguistic background and the impact these have on First Nations students in your educational context. Critically reflect on who you are and identify culturally responsive actions you could implement in your practice, including the role of external professionals and community representatives in broadening your knowledge and practice.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Plan for learning

Plan a learning experience that embeds First Nations perspectives and/or knowledges mapped to the Aboriginal and Torres Strait Islander Histories and Cultures Cross-Curriculum Priority in the Australian Curriculum. Assume that there is at least one First Nations student in your class and explain the content, resource and pedagogy choices you have made and how they are connected to the First Nations context of the school. Describe a broad range of strategies for involving all parents/caregivers, and specifically First Nations parents/caregivers in the planning and/or delivery of thew learning experience. Identify the protocols that have informed your respectful and ethical practice for engaging with First Nations families and/or communities.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Risk Assessment Statement

Standards/Competencies

This unit is designed to support your development of the following standards\competencies.

Australian Professional Standards for Teachers

1 Professional Knowledge: Know students and how they learn

1. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
   Relates to: Researching place, Plan for learning
2. Strategies for teaching Aboriginal and Torres Strait Islander students
   Relates to: Researching place, Plan for learning

2 Professional Knowledge: Know the content and how to teach it

1. Content and teaching strategies of the teaching area
   Relates to: Plan for learning
2. Curriculum, assessment and reporting
   Relates to: Plan for learning
3. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
   Relates to: Researching place, Plan for learning

3 Professional Practice: Plan for and implement effective teaching and learning

1. Plan, structure and sequence learning programs
   Relates to: Plan for learning
2. Select and use resources
   Relates to: Plan for learning
3. Engage parents/carers in the educative process
   Relates to: Plan for learning

4 Professional Practice: Create and maintain supportive and safe learning environments

1. Support student participation
   Relates to: Researching place, Plan for learning

7 Professional Engagement: Engage professionally with colleagues, parents/carers and the community

1. Engage with the parents/carers
   Relates to: Plan for learning
2. Engage with professional teaching networks and broader communities
   Relates to: Researching place

Course Learning Outcomes

ED34 Bachelor of Early Childhood Education (Birth to Five)

1. Knowledgeable: Integrate theory, curriculum and context to plan, implement and evaluate learning and teaching.
   Relates to: ULO2, Researching place, Plan for learning
2. Scholarly: Analyse and interpret scholarly and professional literature to inform decision-making in early childhood education and care.
   Relates to: ULO1, Researching place, Plan for learning
3. Inclusive: Apply inclusive, culturally safe and strengths-based principles to plan for and respond to children, families and communities in early childhood education and care.
   Relates to: ULO3, Researching place, Plan for learning
4. Collaborative: Collaborate with children, families, colleagues, wider communities and other professionals to promote child learning development and wellbeing outcomes
   Relates to: ULO4, Plan for learning

ED39 Bachelor of Education (Early Childhood)

1. Knowledgeable: Apply professional knowledge to learning areas, learning and learners.
   Relates to: ULO2, Researching place, Plan for learning
2. Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
   Relates to: ULO1, Researching place, Plan for learning
3. Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
   Relates to: Researching place, Plan for learning
4. Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
   Relates to: ULO3, Plan for learning

ED49 Bachelor of Education (Primary)

1. Knowledgeable: Apply professional knowledge of learning areas, learners and learning.
   Relates to: ULO2, Researching place, Plan for learning
2. Scholarly: Consider the ways in which educational theory and research inform and impact teaching practice.
   Relates to: ULO1, Researching place, Plan for learning
3. Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
   Relates to: Researching place, Plan for learning
4. Ethical: Engage ethically and respectfully with learners, colleagues, parents/carers and community from diverse backgrounds.
   Relates to: ULO3, Plan for learning

ED59 Bachelor of Education (Secondary)

1. Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
   Relates to: ULO2, Researching place, Plan for learning
2. Scholarly: Consider the ways in which educational theory and research informs and impacts teaching practice.
   Relates to: ULO1, Researching place, Plan for learning
3. Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
   Relates to: Researching place, Plan for learning
4. Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
   Relates to: ULO3, Plan for learning