ED4461 - Indigenous Futures
| Credit points: | 03 |
| Year: | 2018 |
| Student Contribution Band: | Band 1 |
| Administered by: | College of Arts, Society & Education |
External offering available to ECE online students only. Limited offering is available to RATEP students only.
The primary goal of this subject is to foster pre-service teacher development towards the Graduate Australian Professional Standards for Teachers requirements of Standards 1.4 and 2.4. This subject prepares pre-service teachers for the role of professional educator within the prior to school and school classroom, and in the wider community. Pre-service 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 Early Years Learning Framework, the Queensland Kindergarten Learning Guideline and 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 early childhood education and care settings and schools in the local, national and global communities, especially in preparing Indigenous learners as global students. Pre-service 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 Learning 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 perspectives, history and culture in the wider school and ECE settings;
- 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.
| Prerequisites: | ED3488 (allow concurrent ENR in ED3488) or Admission to course code 33506 |
Availabilities | |
| External, Study Period 2 | |
| Census Date 23-Aug-2018 | |
| Coordinator: | Mr Maxwell Lenoy |
| Contact hours: |
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| Method of Delivery: | WWW - LearnJCU |
| Assessment: | assignments (50%); planning based assignment (50%). |
| Townsville, Limited, Study Period 2 | |
| Census Date 23-Aug-2018 | |
| Face to face teaching (Online collaborate tutorial attendance at RATEP Sites within the Study Period dates as scheduled) | |
| Coordinator: | Mr Maxwell Lenoy |
| Contact hours: |
|
| Assessment: | assignments (50%); planning based assignment (50%). |
| Townsville, Internal, Study Period 2 | |
| Census Date 23-Aug-2018 | |
| Contact hours: |
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| Assessment: | assignments (50%); planning based assignment (50%). |
| Cairns, Internal, Study Period 2 | |
| Census Date 23-Aug-2018 | |
| Coordinator: | Mr Maxwell Lenoy |
| Contact hours: |
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| Assessment: | assignments (50%); planning based assignment (50%). |
| JCU Singapore, Internal, Study Period 53 | |
| Census Date 29-Nov-2018 | |
| Contact hours: |
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| Assessment: | assignments (50%); planning based assignment (50%). |
| JCU Singapore, Internal, Study Period 51 | |
| Census Date 05-Apr-2018 | |
| Contact hours: |
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| Assessment: | assignments (50%); planning based assignment (50%). |
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.