EUN650 Designing for Learning in First Nations Education

Unit Outline: Semester 2 2025, Kelvin Grove, Internal

Overview

In this unit, you will design a learning sequence for your education context that embeds First Nations perspectives or knowledges. This unit provides an opportunity to develop a learning sequence with guidance from First Nations education academics and a shared journey with your peers. You will critically reflect on your own cultural position and how this influences and shapes your design, and develop a plan of action for future practice.

Learning Outcomes

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

1. Demonstrate knowledge of best practice in designing learning for First Nations education contexts (CLO 1.1).
2. Apply knowledge and skills with creativity and initiative to design a learning sequence responsive to a unique First Nations education context with high level personal autonomy and accountability (CLO 3.1).
3. Analyse your design practice in First Nations education contexts and plan for future practice (CLO 2.4).
4. Engage with critical theories to critically reflect on how you are culturally positioned in First Nations education practice. (CLO 2.1).

Content

Learning Approaches

In this unit you will learn through engaging in the following:

• Online modules incorporating video, story-sharing, artwork and text content and reflection spaces
• Weekly readings
• Weekly yarning gatherings either face-to-face or online
• Authentic assessment tasks for applying your knowledge of the unit content in real-world scenarios.

Feedback on Learning and Assessment

Formative feedback will be provided regularly through the first half of this unit as students collaborate with tutors and share their journey with peers to design their learning sequence.

Assessment

Overview

There are two pieces of written assessment for this unit.

Assessment 1 requires you to engage with best practices in First Nations education to design a learning experience in an education context you are familiar with.

Assessment 2 requires you to draw on theories discussed in the unit to reflect on your cultural position and how this shaped the design of your learning sequence, and to derive guidance for future practice.

These tasks build on the unit’s core learning experiences and assess all unit learning outcomes.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Learning sequence

Design a sequence of learning for implementation in your education context that draws on best practice in pedagogy and curriculum for First Nations education.

Relates to learning outcomes
CLOs 1.1, 3.1

This is an assignment for the purposes of an extension.

Assessment: Critical reflection and plan of action

Critically reflect on your cultural position, engaging with the theoretical lenses covered in the modules and consider the range of factors that informed your design. Develop a plan for future practice that builds on the lessons learned from your critical reflection.

Relates to learning outcomes
CLOs 2.1, 2.4

This is an assignment for the purposes of an extension.

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

Risk Assessment Statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace Health and Safety protocols associated with computer use will apply.