ED5952 - Aboriginal and Torres Strait Islander Education in Primary School Settings
| Credit points: | 03 |
| Year: | 2016 |
| Student Contribution Band: | Band 1 |
| Administered by: | College of Arts, Society & Education |
Limited to students enrolled in the Master of Teaching and Learning (Primary. 1 day general compulsory orientation for all phase 1 subjects; ED5950, ED5953, ED5951, ED5952 Note: The face to face teaching and orientation for this subject commences the week beginning February 1 2016. Final Assessment for this subject occurs in the two weeks commencing 2 May 2016. There are 9 teaching weeks in this period with additional weeks for Placements and Vacations.
This subject prepares graduate student teachers for the role of professional educator within the primary classroom, school and wider community. As a Phase One subject, there will be a focus on learners and learning in primary school with special attention to policy and practice that bests supports Aboriginal and Torres Strait Islander opportunities for success in schools and classrooms. Graduate student teachers will engage with critical Indigenous theory to explore and examine their personal and professional knowledge and beliefs about Indigenous education. The subject will explore the Australian curriculum and draw extensively on engaging with the knowledge, understanding and skills relating to Aboriginal and Torres Strait Islander histories and cultures cross curricula priority. It examines the nexus between the broader role of schools in the local, national and global communities, especially in preparing Indigenous learners as global students. Graduate student teachers will investigate a range of Indigenous education policies, pedagogical theories and curriculum frameworks to develop models of integrated curriculum, which are inclusive and embed Indigenous perspectives across the primary curriculum areas.
Learning Outcomes
- apply an advanced and integrated understanding of teacher professional knowledge, practice and engagement in urban, regional, remote and/or Aboriginal and Torres Strait Islander school-community environments;
- analyse critically, reflect on and synthesise complex information, data, problems, concepts, theories and recent developments in the fields of teaching and learning in professional practice and research contexts;
- design, implement and evaluate curriculum, assessment and differentiated learning opportunities, with a view to enhanced learning outcomes for all students, including those from diverse cultural, linguistic and socio-economic backgrounds and with specific learning needs;
- establish personal and professional accountabilities for incorporating Aboriginal and Torres Strait Islander history and culture in the wider school and class setting;
- critically examine school practices and organisational environment to ensure the development of pedagogical approaches that encourage high levels of expectation and achievement by Indigenous students.
| Assumed Knowledge: | Literacy and numeracy capabilities commensurate with a post-graduate student level |
Availabilities | |
| Townsville, Internal, Study Period 1 | |
| Census Date 24-Mar-2016 | |
| Non-standard start/end 01-Feb-2016 to 13-May-2016 | |
| Coordinator: | Mr Maxwell Lenoy |
| Contact hours: |
|
| Assessment: | presentations (30%); essays (40%); on-line blog. critical response to prescribed readings (30%). |
| External, Study Period 1 | |
| Census Date 24-Mar-2016 | |
| Non-standard start/end 01-Feb-2016 to 13-May-2016 | |
| Coordinator: | Mr Maxwell Lenoy |
| Contact hours: |
|
| Method of Delivery: | WWW - LearnJCU |
| Assessment: | presentations (30%); essays (40%); on-line blog. critical response to prescribed readings (30%). |
| Cairns, Internal, Study Period 1 | |
| Census Date 24-Mar-2016 | |
| Non-standard start/end 01-Feb-2016 to 13-May-2016 | |
| Coordinator: | Mr Maxwell Lenoy |
| Contact hours: |
|
| Assessment: | presentations (30%); essays (40%); on-line blog. critical response to prescribed readings (30%). |
Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.