EUN689 Designing for Indigenous Australian 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: | EUN689 |
|---|---|
| Antirequisite(s): | EUQ657 |
| Equivalent(s): | EUZ689 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| 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: | EUN689 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ689 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Anti-requisite: | EUQ657 |
| Coordinator: | Nicole Simone | nr.simone@qut.edu.au |
Overview
This unit introduces theories in relation to Indigenous standpoint and the cultural interface. It supports the development of informed approaches for practice in Indigenous Australian education including Indigenous Australian histories and cultures, and Sustainability cross-curricular priorities.
In this unit you will critically engage with the implications of Australian Professional Standards for Teachers 1.4 and 2.4. You will consider how the Early Years Learning Framework addresses Indigenous Australian perspectives and education and, develop your knowledge of embedding Indigenous Australian perspectives through culturally responsive pedagogies that enhance learning opportunities for Indigenous Australian learners and deepen understandings of Indigenous Australian perspectives that can be incorporated into your learning spaces.
Learning Outcomes
On successful completion of this unit you will be able to:
- Reflect on professional practice to interrogate one's own position in relation to Indigenous Australian knowledge and education.
- Discuss and integrate curriculum and pedagogy imperatives in Indigenous Australian education.
- Design and critique curriculum and pedagogy plans for implementing Indigenous Australian knowledge, practices and pedagogy in education contexts.
Content
This unit will cover the following:
- What is Indigenous education?
- Ways of knowing: epistemology and ontology.
- Cultural Interface and Indigenous standpoint.
- Indigenous Australian perspectives: Place, People, Purpose.
- Working with Knowledge: Holistic Place based Knowledge, positioning yourself and Intellectual property.
- Respectful relationships: Introduction to Indigenous Australian communities and developing sustainable relationships
- Curriculum: Discourses in Curriculum
- Curriculum: Australian Curriculum & CCP & EYLF
- Curriculum: Choosing Resources
- Pedagogy: Culturally Responsive Pedagogy
- Pedagogy: Place Based Pedagogy, Both Ways
- Pedagogy: 8 Ways Pedagogy
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online and on-campus)
- online learning activities
- small group collaboration
- reflective journalling
- readings
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, case study based activities and critical reflection on the intersection of theory and experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- self assessment through reflective journalling
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas site.
Assessment
Overview
There are two assessments in this unit:
1. Reflection Journal - this task requires you to draw on theories discussed in the unit to reflect on your cultural position and the impact of this on your education, workplace or context.
2. Practice Plan - this task connects your understanding of the APSTs, Australian Curriculum and Indigenous Australian pedagogies to create a practice plan.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflection Journal
You will write a series of reflections that record your learning journey in Indigenous education and how this intersects with your current professional role as it relates to the impact of culture, cultural identity and linguistic background on the education of Indigenous Australian students.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Practice Plan
You will take on the role of an educator to create a practice plan for you to use in your education or workplace context to meet the Australian Professional Standards for Teaching - 1.4 and 2.4. You will use Gen AI to produce your plan and annotate it with your critique. Building on this, you will produce a final practice plan that draws on the Australian Curriculum and demonstrates your understanding of Indigenous Australian pedagogy.
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.
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
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
During this unit, you will discuss sensitive topics with your peers that may have significant impact and meaning to you, your peers and/or your teaching team. There may also be images of deceased Indigenous people. The teaching team will aim to create a supportive and safe environment for all students enrolled in the unit. They will also support you to develop the appropriate skills to engage in these conversations in an appropriate and respectful manner to ensure a positive experience for all students. If you are concerned that the content of a unit may impact your completion of the course, please see the unit coordinator. You can also access free student counselling through QUT Counselling via the QUT Student Homepage.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO2, Reflection Journal, Practice Plan - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO1, Reflection Journal - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO3, Practice Plan
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO2, Reflection Journal, Practice Plan - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO1, Reflection Journal - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO3, Practice Plan
Unit Outline: Semester 1 2026, Online
| Unit code: | EUN689 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ689 |
| Assumed Knowledge: | It is assumed that students understand educational practices in education settings and have practitioner experiences within a related education field or support profession. |
| Anti-requisite: | EUQ657 |
Overview
This unit introduces theories in relation to Indigenous standpoint and the cultural interface. It supports the development of informed approaches for practice in Indigenous Australian education including Indigenous Australian histories and cultures, and Sustainability cross-curricular priorities.
In this unit you will critically engage with the implications of Australian Professional Standards for Teachers 1.4 and 2.4. You will consider how the Early Years Learning Framework addresses Indigenous Australian perspectives and education and, develop your knowledge of embedding Indigenous Australian perspectives through culturally responsive pedagogies that enhance learning opportunities for Indigenous Australian learners and deepen understandings of Indigenous Australian perspectives that can be incorporated into your learning spaces.
Learning Outcomes
On successful completion of this unit you will be able to:
- Reflect on professional practice to interrogate one's own position in relation to Indigenous Australian knowledge and education.
- Discuss and integrate curriculum and pedagogy imperatives in Indigenous Australian education.
- Design and critique curriculum and pedagogy plans for implementing Indigenous Australian knowledge, practices and pedagogy in education contexts.
Content
This unit will cover the following:
- What is Indigenous education?
- Ways of knowing: epistemology and ontology.
- Cultural Interface and Indigenous standpoint.
- Indigenous Australian perspectives: Place, People, Purpose.
- Working with Knowledge: Holistic Place based Knowledge, positioning yourself and Intellectual property.
- Respectful relationships: Introduction to Indigenous Australian communities and developing sustainable relationships
- Curriculum: Discourses in Curriculum
- Curriculum: Australian Curriculum & CCP & EYLF
- Curriculum: Choosing Resources
- Pedagogy: Culturally Responsive Pedagogy
- Pedagogy: Place Based Pedagogy, Both Ways
- Pedagogy: 8 Ways Pedagogy
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online and on-campus)
- online learning activities
- small group collaboration
- reflective journalling
- readings
- authentic assessment tasks in which you will apply scholarly knowledge to real world scenarios and in your own context.
This unit employs interactive and discussion-based learning, case study based activities and critical reflection on the intersection of theory and experience.
Feedback on Learning and Assessment
Feedback in this unit is provided to you in the following ways:
- a range of formative exercises discussed and undertaken throughout the unit
- feedback from peers as you investigate and discuss issues raised throughout the unit
- self assessment through reflective journalling
- comments about summative assessment work included with your grade
- general summative assessment feedback posted to the whole cohort via the unit Canvas site.
Assessment
Overview
There are two assessments in this unit:
1. Reflection Journal - this task requires you to draw on theories discussed in the unit to reflect on your cultural position and the impact of this on your education, workplace or context.
2. Practice Plan - this task connects your understanding of the APSTs, Australian Curriculum and Indigenous Australian pedagogies to create a practice plan.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Reflection Journal
You will write a series of reflections that record your learning journey in Indigenous education and how this intersects with your current professional role as it relates to the impact of culture, cultural identity and linguistic background on the education of Indigenous Australian students.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
This assignment is eligible for the 48-hour late submission period and assignment extensions.
Assessment: Practice Plan
You will take on the role of an educator to create a practice plan for you to use in your education or workplace context to meet the Australian Professional Standards for Teaching - 1.4 and 2.4. You will use Gen AI to produce your plan and annotate it with your critique. Building on this, you will produce a final practice plan that draws on the Australian Curriculum and demonstrates your understanding of Indigenous Australian pedagogy.
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.
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
There are no resources that are required to be purchased for this unit. Other resources will be available in the unit's Canvas site.
Risk Assessment Statement
During this unit, you will discuss sensitive topics with your peers that may have significant impact and meaning to you, your peers and/or your teaching team. There may also be images of deceased Indigenous people. The teaching team will aim to create a supportive and safe environment for all students enrolled in the unit. They will also support you to develop the appropriate skills to engage in these conversations in an appropriate and respectful manner to ensure a positive experience for all students. If you are concerned that the content of a unit may impact your completion of the course, please see the unit coordinator. You can also access free student counselling through QUT Counselling via the QUT Student Homepage.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EU60 Graduate Certificate in Education
- Discuss and evaluate advanced discipline-specific knowledge related to professional educational practice.
Relates to: ULO2, Reflection Journal, Practice Plan - Reflect on and reflexively analyse own practice to improve professional knowledge and practice.
Relates to: ULO1, Reflection Journal - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO3, Practice Plan
EU74 Master of Education
- Discuss, evaluate, and integrate advanced discipline-specific knowledge related to professional educational practice and research.
Relates to: ULO2, Reflection Journal, Practice Plan - Reflect on and reflexively analyse own practice, integrating theoretical frameworks to improve professional knowledge and practice.
Relates to: ULO1, Reflection Journal - Design and justify innovative solutions to authentic problems of educational practice, drawing on discipline-specific knowledge and skills to lead and influence positive change.
Relates to: ULO3, Practice Plan