EUN690 Country as Teacher in 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: | EUN690 |
|---|---|
| Antirequisite(s): | EUQ657 |
| Equivalent(s): | EUZ690 |
| 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 |
|
Unit Outline: Semester 1 2027, Kelvin Grove, Internal
| Unit code: | EUN690 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ690 |
| 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: | Shanelle Fiaalii | s.fiaalii@qut.edu.au |
Overview
This unit explores the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority in the Australian Curriculum, with a strong emphasis on understanding Country/Place and one’s connection to it. You will explore the cross-curriculum priority and organising ideas, gaining insights into Indigenous Australian ways of being, knowing, thinking and doing. Understanding the protocols for engaging with Indigenous Australian communities and Country is crucial for fostering respectful and meaningful relationships. The unit also examines the impact of colonisation, the case against terra nullius and reclamation of cultural practices, language and Country. By appreciating these elements, you will be better equipped to embed Aboriginal and Torres Strait Islander histories and cultures in the curriculum.
Learning Outcomes
On successful completion of this unit you will be able to:
- Analyse your education context and your personal relationship with Country.
- Apply local protocols to communicate with people on Country.
- Investigate Country through evaluation of scholarly literature and yarning methodology.
- Design and justify action plans to embed Country into the curriculum drawing on the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority.
Content
This unit will cover the following:
Exploring the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority:
- Cross-curriculum priority organising ideas:
- Ways of being, knowing, thinking and doing
- Systems, structures and protocols
- Invasion – loss of connection
- The case against terra nullius
- The impact of colonisation
- Cultural practices
- Languages
- Protection – native title
- The significant and ongoing contributions of Indigenous Australian people
- Sustainability
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online and on-campus)
- online learning activities
- readings
- embedded support for piece-to-camera filming
- 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
- 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. On Country Project - this task draws on relational methodology and communication protocols to investigate Country and your relationship with it.
2. Action Plan - this task connects the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority with your context to create an action plan for embedding the CCP.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: On Country Project
You will undertake a project to deepen your understanding of Country by applying a relational methodology. As part of your project, you will record evidence of yourself on Country and in conversation with people from the community in your educational context. You will present this evidence in a live, multimodal presentation.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
The recording is eligible for the 48-hour extension
The live presentation is not eligible for extension. If you require an extension, you will need to submit an application for deferral of an examination.
Assessment: Action Plan
You will take on the role of an educator to design an action plan for your education context to lead the embedding of Country into the curriculum. Your action plan will draw on the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority.
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
- Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO1, On Country Project, Action Plan - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO4, Action Plan - Source and evaluate scholarly and professional literature and apply it to educational contexts and scenarios.
Relates to: ULO3, On Country Project - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO2, On Country Project
EU74 Master of Education
- Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO1, On Country Project, Action Plan - 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: ULO4, Action Plan - Apply theories and research methods to ethically explore educational issues/phenomena and practices.
Relates to: ULO3, On Country Project - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO2, On Country Project
Unit Outline: Semester 1 2027, Online
| Unit code: | EUN690 |
|---|---|
| Credit points: | 12 |
| Equivalent: | EUZ690 |
| 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 explores the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority in the Australian Curriculum, with a strong emphasis on understanding Country/Place and one’s connection to it. You will explore the cross-curriculum priority and organising ideas, gaining insights into Indigenous Australian ways of being, knowing, thinking and doing. Understanding the protocols for engaging with Indigenous Australian communities and Country is crucial for fostering respectful and meaningful relationships. The unit also examines the impact of colonisation, the case against terra nullius and reclamation of cultural practices, language and Country. By appreciating these elements, you will be better equipped to embed Aboriginal and Torres Strait Islander histories and cultures in the curriculum.
Learning Outcomes
On successful completion of this unit you will be able to:
- Analyse your education context and your personal relationship with Country.
- Apply local protocols to communicate with people on Country.
- Investigate Country through evaluation of scholarly literature and yarning methodology.
- Design and justify action plans to embed Country into the curriculum drawing on the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority.
Content
This unit will cover the following:
Exploring the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority:
- Cross-curriculum priority organising ideas:
- Ways of being, knowing, thinking and doing
- Systems, structures and protocols
- Invasion – loss of connection
- The case against terra nullius
- The impact of colonisation
- Cultural practices
- Languages
- Protection – native title
- The significant and ongoing contributions of Indigenous Australian people
- Sustainability
Learning Approaches
In this unit you will learn through engaging in the following:
- tutorials (online and on-campus)
- online learning activities
- readings
- embedded support for piece-to-camera filming
- 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
- 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. On Country Project - this task draws on relational methodology and communication protocols to investigate Country and your relationship with it.
2. Action Plan - this task connects the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority with your context to create an action plan for embedding the CCP.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: On Country Project
You will undertake a project to deepen your understanding of Country by applying a relational methodology. As part of your project, you will record evidence of yourself on Country and in conversation with people from the community in your educational context. You will present this evidence in a live, multimodal presentation.
The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.
The recording is eligible for the 48-hour extension
The live presentation is not eligible for extension. If you require an extension, you will need to submit an application for deferral of an examination.
Assessment: Action Plan
You will take on the role of an educator to design an action plan for your education context to lead the embedding of Country into the curriculum. Your action plan will draw on the Aboriginal and Torres Strait Islander histories and cultures cross-curriculum priority.
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
- Critically analyse and evaluate activities, contexts, and phenomena related to professional practice in the discipline of education.
Relates to: ULO1, On Country Project, Action Plan - Design and justify innovative solutions to authentic problems of educational practice through the application of discipline-specific knowledge and skills.
Relates to: ULO4, Action Plan - Source and evaluate scholarly and professional literature and apply it to educational contexts and scenarios.
Relates to: ULO3, On Country Project - Employ a range of communication modes to transmit knowledge, skills, and ideas to others.
Relates to: ULO2, On Country Project
EU74 Master of Education
- Critically analyse and evaluate complex activities, contexts and phenomena related to professional practice and scholarship in the discipline of education.
Relates to: ULO1, On Country Project, Action Plan - 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: ULO4, Action Plan - Apply theories and research methods to ethically explore educational issues/phenomena and practices.
Relates to: ULO3, On Country Project - Employ a range of communication modes to transmit knowledge, skills and ideas to specialist and non-specialist audiences in professional and scholarly contexts.
Relates to: ULO2, On Country Project