EUN114 Culture Studies: Indigenous Education
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUN114 |
|---|---|
| Prerequisite(s): | Admission to EU30 Master of Teaching (Early Childhood) OR EU40 Master of Teaching (Primary) OR EU50 Master of Teaching (Secondary) |
| Antirequisite(s): | EUN104 |
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $592 |
| Domestic tuition unit fee | $3,468 |
| International unit fee | $4,740 |
Unit Outline: Semester 1 2026, Kelvin Grove, Internal
| Unit code: | EUN114 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | Admission into EU30 Master of Teaching (Early Childhood), EU40 Master of Teaching (Primary), or EU50 Master of Teaching (Secondary). |
| Anti-requisite: | EUN104 |
| Coordinator: | Shanelle Fiaalii | s.fiaalii@qut.edu.au |
Overview
Improving Indigenous education outcomes has been recognised as a national priority. This introductory unit begins with an analysis of your own cultural place in the Australian context and moves toward understanding Aboriginal and Torres Strait Islander knowledge traditions, including the ethos of caring for Country, and perspectives on history and contemporary issues in education. The unit introduces theories in relation to cultural standpoint and race, and supports the development of informed approaches for practice in Aboriginal and Torres Strait Islander education and cross-curricular practice. You will consider how the Early Years Learning Framework and Australian Curriculum (AC) address Aboriginal and Torres Strait Islander perspectives and education. The AC identifies three cross-curricular priorities to be embedded across all key learning areas: Aboriginal and Torres Strait Islander histories and cultures, Sustainability and Australia's engagement with Asia.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate comprehensive professional knowledge and understanding of recent developments in the fields of curriculum, teaching, and learning; specifically, complex ideas and concepts about Indigenous education (CLO1).
- Reflect critically on the ways in which educational theory and research informs and impacts professional decisions around embedding Indigenous perspectives (CLO2).
- Plan ways to create safe, supportive, caring, inclusive and positive learning environments (CLO3).
- Design innovative ways to incorporate cross curricular priorities, including Aboriginal and Torres Strait Islander Histories and Cultures, and Sustainability (CLO4)
- Plan ways to respectfully and ethically connect and collaborate with professional networks and wider community (CL05, 7).
Content
Content and learning activities in this unit include:
- Theoretical positions about identity and culture as a way of understanding invisible and taken-for-granted values and assumptions in Australia.
- Key Government and educational policy and strategies that are addressing Indigenous education in Australia and transforming these strategies to practice.
- A range of teaching strategies and approaches informed by research that will assist in developing Indigenous education as a component of teaching professional practices.
- The ability to plan to work with curriculum documents for cross-curricular practice, including Sustainability.
- Knowledge about Australia, its history and issues experienced by Aboriginal and Torres Strait Islander peoples in relation to early childhood education and care and schooling. This includes issues of exclusion and inclusion and clarification of teaching beliefs and practices.
- Insights into Aboriginal and Torres Strait Islander knowledge traditions and the ethos of caring for Country, as well as how these ideas intersect with conversations about Sustainability.
First Nations peoples, cultures and perspectives
- The Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority from the Australian Curriculum (ACARA) and the principle, Aboriginal and Torres Strait Islander perspectives (EYLF) along with Sustainability, is included across the unit.
- The varied impact of colonisation on different Indigenous Australian communities, including culture, perspective, language, and history.
- The content in the unit is research based and shows the positive impact of engaging with communities and families to drive successful outcomes for Indigenous Australian students, demonstrating practical and appropriate engagement with families and communities.
- Explicitly teach the concept of cultural safety through culturally responsive pedagogies, exploring practical examples of what it can look like in a classroom context.
- The concept of positionality through engagement in critical self-inquiry for both academic writing and as a core mechanism of effective ongoing professional teaching practice.
-
The concept of ongoing intercultural development and the importance of self-reflection and reflexivity as ever-evolving career practices.
- Appropriate and authentic content for the unit is developed by Indigenous Australian Academics, and where relevant, in collaboration with relevant, and local Indigenous Australian communities.
Some example activities you will participate in are:
Discussion with peers about the content of the Australian Curriculum Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority, the diversity within and across First Nations peoples including culture, language, and the impact of colonisation, the research supporting community and family engagement for improved outcomes, the concept of cultural safety and its classroom application, and the importance of including local First Nations content developed in collaboration with authentic subject matter experts. The prescribed text, Shay, M., & Oliver, R. (2021). Indigenous education in Australia: learning and teaching for deadly futures, will be used as a key resource to support the discussion of research evidence that underpins the content, learning activities, and reflective tasks outlined in this unit.
Discussion with peers about the concept of positionality through critical self-inquiry, the importance of ongoing intercultural development and reflexivity, understanding and valuing cultural diversity in classrooms and communities including EAL/D and First Nations students, and how biases and assumptions about diverse groups affect classroom practices and student outcomes.
CC: 4.1, 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.5, 4.2.1, 4.2.2
Learning Approaches
This unit engages you in learning through a theory-to-practice approach. You will be supported to engage with theory, content and reflexive processes through a blended learning approach comprising face-to-face and online tutorials, assigned readings and discussion forums.
Feedback on Learning and Assessment
Feedback in this unit is provided to you through:
- comments on summative assessment work;
- discussions during structured learning activities will provide opportunities for questions and formative feedback, including feedback from peers; and
- generic comments to the student cohort via the QUT learning management system and email.
Assessment
Overview
Assessment in this unit will be both formative and summative.
Literacy and numeracy standards as required by the profession are inherent in the requirements of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflection on your learning
Reflect on your learning journey in Indigenous education so far and demonstrate your understanding of your future professional role as it relates to the impact of culture, cultural identity and linguistic background on the education of Aboriginal and Torres Strait Islander students. Your assignment will highlight themes from your contribution to the weekly reflections and community of practice and your peers' feedback.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3
APST: 1.3, 1.4, 2.4
Assessment: Strategies for practice
Create a portfolio of profession-related documents that implement your understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages, and incorporate sustainability. This will include:
- A personalised Acknowledgement of Country.
- An outline of the Indigenous education data and practices in one school you are familiar with, with a critical analysis of sources used.
- An overview of the community context in which the school is located, including deep time history and colonisation history, as well as the contemporary community, with a critical analysis of sources used.
- A practice plan that uses emerging digital technologies to plan a learning experience for the school chosen in Assessment 1, embedding First Nations perspectives which are mapped to the Aboriginal and Torres Strait Islander Histories and Cultures Cross-Curriculum Priority in the Australian Curriculum.
- An annotated critique of the practice plan and an improved version along with an explanation of the content, resource and pedagogy choices you have made and how they are connected to the First Nations context of the school.
-
A broad range of strategies for involving parents/caregivers, and/or community members in the planning and/or delivery of thew learning experience, identifying the protocols that have informed your respectful and ethical practice for engaging with First Nations families and/or communities.
Evidence of process must be seen in the Weeks 1 - 7 Community of Practice, including your weekly contributions and your feedback on your peers' contributions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 3, 4, 5, 7
APST: 1.3, 1.4, 2.4
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.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Shay, M., & Oliver, R. (2021). Indigenous education in Australia: learning and teaching for deadly futures. Routledge.
Other
QUT readings including literature authored by Indigenous educators and researchers.
Queensland Catholic Education Commission. Policies, Position Statements and Guidelines.
Independent Schools Queensland. Choice and diversity.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
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
- Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Reflection on your learning, Strategies for practice - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Reflection on your learning, Strategies for practice
2 Professional Knowledge: Know the content and how to teach it
- Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Reflection on your learning, Strategies for practice
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Reflection on your learning, Strategies for practice - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Reflection on your learning - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Reflection on your learning, Strategies for practice - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Strategies for practice - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Strategies for practice - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Strategies for practice
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1 - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2 - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3 - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4 - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5 - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5
EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Reflection on your learning, Strategies for practice - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Reflection on your learning - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Reflection on your learning, Strategies for practice - Innovative: Lead and create innovative future- focused learning.
Relates to: ULO4, Strategies for practice - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Strategies for practice - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Strategies for practice
MV01 Bachelor of Mathematics
- Demonstrate emergent professional knowledge of learners and learning, and the application of that knowledge to curriculum and pedagogy in mathematical sciences.
Relates to: Reflection on your learning, Strategies for practice
Unit Outline: Semester 1 2026, Online
| Unit code: | EUN114 |
|---|---|
| Credit points: | 12 |
| Pre-requisite: | Admission into EU30 Master of Teaching (Early Childhood), EU40 Master of Teaching (Primary), or EU50 Master of Teaching (Secondary). |
| Anti-requisite: | EUN104 |
Overview
Improving Indigenous education outcomes has been recognised as a national priority. This introductory unit begins with an analysis of your own cultural place in the Australian context and moves toward understanding Aboriginal and Torres Strait Islander knowledge traditions, including the ethos of caring for Country, and perspectives on history and contemporary issues in education. The unit introduces theories in relation to cultural standpoint and race, and supports the development of informed approaches for practice in Aboriginal and Torres Strait Islander education and cross-curricular practice. You will consider how the Early Years Learning Framework and Australian Curriculum (AC) address Aboriginal and Torres Strait Islander perspectives and education. The AC identifies three cross-curricular priorities to be embedded across all key learning areas: Aboriginal and Torres Strait Islander histories and cultures, Sustainability and Australia's engagement with Asia.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate comprehensive professional knowledge and understanding of recent developments in the fields of curriculum, teaching, and learning; specifically, complex ideas and concepts about Indigenous education (CLO1).
- Reflect critically on the ways in which educational theory and research informs and impacts professional decisions around embedding Indigenous perspectives (CLO2).
- Plan ways to create safe, supportive, caring, inclusive and positive learning environments (CLO3).
- Design innovative ways to incorporate cross curricular priorities, including Aboriginal and Torres Strait Islander Histories and Cultures, and Sustainability (CLO4)
- Plan ways to respectfully and ethically connect and collaborate with professional networks and wider community (CL05, 7).
Content
Content and learning activities in this unit include:
- Theoretical positions about identity and culture as a way of understanding invisible and taken-for-granted values and assumptions in Australia.
- Key Government and educational policy and strategies that are addressing Indigenous education in Australia and transforming these strategies to practice.
- A range of teaching strategies and approaches informed by research that will assist in developing Indigenous education as a component of teaching professional practices.
- The ability to plan to work with curriculum documents for cross-curricular practice, including Sustainability.
- Knowledge about Australia, its history and issues experienced by Aboriginal and Torres Strait Islander peoples in relation to early childhood education and care and schooling. This includes issues of exclusion and inclusion and clarification of teaching beliefs and practices.
- Insights into Aboriginal and Torres Strait Islander knowledge traditions and the ethos of caring for Country, as well as how these ideas intersect with conversations about Sustainability.
First Nations peoples, cultures and perspectives
- The Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority from the Australian Curriculum (ACARA) and the principle, Aboriginal and Torres Strait Islander perspectives (EYLF) along with Sustainability, is included across the unit.
- The varied impact of colonisation on different Indigenous Australian communities, including culture, perspective, language, and history.
- The content in the unit is research based and shows the positive impact of engaging with communities and families to drive successful outcomes for Indigenous Australian students, demonstrating practical and appropriate engagement with families and communities.
- Explicitly teach the concept of cultural safety through culturally responsive pedagogies, exploring practical examples of what it can look like in a classroom context.
- The concept of positionality through engagement in critical self-inquiry for both academic writing and as a core mechanism of effective ongoing professional teaching practice.
-
The concept of ongoing intercultural development and the importance of self-reflection and reflexivity as ever-evolving career practices.
- Appropriate and authentic content for the unit is developed by Indigenous Australian Academics, and where relevant, in collaboration with relevant, and local Indigenous Australian communities.
Some example activities you will participate in are:
Discussion with peers about the content of the Australian Curriculum Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority, the diversity within and across First Nations peoples including culture, language, and the impact of colonisation, the research supporting community and family engagement for improved outcomes, the concept of cultural safety and its classroom application, and the importance of including local First Nations content developed in collaboration with authentic subject matter experts. The prescribed text, Shay, M., & Oliver, R. (2021). Indigenous education in Australia: learning and teaching for deadly futures, will be used as a key resource to support the discussion of research evidence that underpins the content, learning activities, and reflective tasks outlined in this unit.
Discussion with peers about the concept of positionality through critical self-inquiry, the importance of ongoing intercultural development and reflexivity, understanding and valuing cultural diversity in classrooms and communities including EAL/D and First Nations students, and how biases and assumptions about diverse groups affect classroom practices and student outcomes.
CC: 4.1, 4.1.1, 4.1.2, 4.1.3, 4.1.4, 4.1.5, 4.2.1, 4.2.2
Learning Approaches
This unit engages you in learning through a theory-to-practice approach. You will be supported to engage with theory, content and reflexive processes through a blended learning approach comprising face-to-face and online tutorials, assigned readings and discussion forums.
Feedback on Learning and Assessment
Feedback in this unit is provided to you through:
- comments on summative assessment work;
- discussions during structured learning activities will provide opportunities for questions and formative feedback, including feedback from peers; and
- generic comments to the student cohort via the QUT learning management system and email.
Assessment
Overview
Assessment in this unit will be both formative and summative.
Literacy and numeracy standards as required by the profession are inherent in the requirements of the unit.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflection on your learning
Reflect on your learning journey in Indigenous education so far and demonstrate your understanding of your future professional role as it relates to the impact of culture, cultural identity and linguistic background on the education of Aboriginal and Torres Strait Islander students. Your assignment will highlight themes from your contribution to the weekly reflections and community of practice and your peers' feedback.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 2, 3
APST: 1.3, 1.4, 2.4
Assessment: Strategies for practice
Create a portfolio of profession-related documents that implement your understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages, and incorporate sustainability. This will include:
- A personalised Acknowledgement of Country.
- An outline of the Indigenous education data and practices in one school you are familiar with, with a critical analysis of sources used.
- An overview of the community context in which the school is located, including deep time history and colonisation history, as well as the contemporary community, with a critical analysis of sources used.
- A practice plan that uses emerging digital technologies to plan a learning experience for the school chosen in Assessment 1, embedding First Nations perspectives which are mapped to the Aboriginal and Torres Strait Islander Histories and Cultures Cross-Curriculum Priority in the Australian Curriculum.
- An annotated critique of the practice plan and an improved version along with an explanation of the content, resource and pedagogy choices you have made and how they are connected to the First Nations context of the school.
-
A broad range of strategies for involving parents/caregivers, and/or community members in the planning and/or delivery of thew learning experience, identifying the protocols that have informed your respectful and ethical practice for engaging with First Nations families and/or communities.
Evidence of process must be seen in the Weeks 1 - 7 Community of Practice, including your weekly contributions and your feedback on your peers' contributions.
The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Relates to learning outcomes
Course learning outcomes: 1, 3, 4, 5, 7
APST: 1.3, 1.4, 2.4
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.
Resources
The following resource materials will be used throughout this unit.
Resource Materials
Prescribed text(s)
Shay, M., & Oliver, R. (2021). Indigenous education in Australia: learning and teaching for deadly futures. Routledge.
Other
QUT readings including literature authored by Indigenous educators and researchers.
Queensland Catholic Education Commission. Policies, Position Statements and Guidelines.
Independent Schools Queensland. Choice and diversity.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.
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
- Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Relates to: Reflection on your learning, Strategies for practice - Strategies for teaching Aboriginal and Torres Strait Islander students
Relates to: Reflection on your learning, Strategies for practice
2 Professional Knowledge: Know the content and how to teach it
- Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Relates to: Reflection on your learning, Strategies for practice
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU30 Master of Teaching (Early Childhood)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Reflection on your learning, Strategies for practice - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Reflection on your learning - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Reflection on your learning, Strategies for practice - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4, Strategies for practice - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Strategies for practice - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Strategies for practice
EU40 Master of Teaching (Primary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1 - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2 - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3 - Innovative: Lead and create innovative future-focused learning.
Relates to: ULO4 - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5 - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5
EU50 Master of Teaching (Secondary)
- Knowledgeable: Demonstrate comprehensive professional knowledge of learning areas, learners and learning.
Relates to: ULO1, Reflection on your learning, Strategies for practice - Scholarly: Reflect critically on the ways in which educational theory and research informs and impacts teaching practice.
Relates to: ULO2, Reflection on your learning - Inclusive: Synthesise various knowledges to create safe, supportive, caring, inclusive and positive learning environments.
Relates to: ULO3, Reflection on your learning, Strategies for practice - Innovative: Lead and create innovative future- focused learning.
Relates to: ULO4, Strategies for practice - Collegial: Collaborate and connect with professional networks and the wider community.
Relates to: ULO5, Strategies for practice - Ethical: Engage ethically and respectfully with learners, colleagues and parents/carers and community from diverse backgrounds.
Relates to: ULO5, Strategies for practice
MV01 Bachelor of Mathematics
- Demonstrate emergent professional knowledge of learners and learning, and the application of that knowledge to curriculum and pedagogy in mathematical sciences.
Relates to: Reflection on your learning, Strategies for practice