TEAC7156

Aboriginal Education: Past, Present and Future

Tutorial: Module 1 - Introduction

Subject Convener & Tutor: Dr Michelle Locke Lock

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Teaching Team: Phil Devitt l ong i f ol i a
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 Module 1: Content

 Tutor & student Introductions

 Learning Outcomes
 Assessment Overview
 Q&A Assessment 2
 An Indigenous perspective of time
 Tutorial Activity 1
 Tutorial Activity 2
 TEAC7156 – Spring 2023 TIMETABLE
Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Mon. 24 July 3 July 7 14 21 28 4 Sept 11 Sept 18 Sept 25 Sept 2 Oct 9 Oct 16 Oct 23 Oct 30 Oct
August August August August
Uni Mid
Break
Import Spring Census NSW NSW Stu Vac
dates 17 School School
starts August Holidays Holidays

Tutorials 2hr Tut 2hr Tut 2hr Tut 2hr Tut 2hr Tut 2hr Tut 1hr Tut No Tut No Tut No Tut

Q&A Q&A Q&A

Assess 2 Assess Assess
1 3

Assess Assess Assess Assess

1 2 3
Mon Mon Fri
21/08 18/09 06/10
10am 10am 10am
Assessment 2. Reflective Journal
 Due: Monday 19th September by 10am (Week 9)
 Read all assessment information on pages 14-15 of the Learning Guide
 Read the Marking Criteria on page 16 – note how many marks each criteria is worth
 Complete 2 tasks for each module from 1 to 7 (Total of 14 tasks)
 200-250 words per task
 Use subject readings and/or resources to support your perspectives/information. Work that
is appropriately supported by additional relevant scholarly sources will usually attract a
higher grade.
 Please do not use the website named, ‘Creative Spirits’, as it is not written or endorsed by
Aboriginal communities or Indigenous scholars.

NOTE: It is strongly advised that students complete 2 Reflective Journal tasks every week, rather
than trying to do all 14 in one go.
 Extensions cannot be granted for reasons associated with Uni workload or employment
commitments.
Learning Outcomes

1. Identify and implement the incorporation of Aboriginal and Torres Strait Islander histories,
knowledges and experiences into the curriculum. [GTS 2.4]

2. Critically analyse how teachers’ understandings of Aboriginal and Torres Strait Islander
knowledges, cultural issues, languages and identities can impact on the educational outcomes of
Aboriginal and Torres Strait Islander students. [GTS 1.4]

3. Identify and apply theories of cultural competence and culturally responsive teaching for working
effectively with Aboriginal and Torres Strait Islander children, families and communities. [GTS 3.7,
7.3]

4. Evaluate appropriate Aboriginal and Torres Strait Islander studies teaching resources and the
importance of consultation with Indigenous communities and external personnel with appropriate
qualifications and/or knowledge. [GTS 3.4]
Learning 5. Explain and apply Aboriginal and Torres Strait
Islander peoples’ learning styles and pedagogies. [GTS
Outcomes 1.4]
continued
6. Create pedagogically appropriate Aboriginal and
Torres Strait Islander learning and assessment activities
for teaching a range of curriculum areas. [GTS 1.2, 1.4]

7. Understand and apply the knowledge of relationships

beyond the school community, to engage in a culturally
sensitive manner with Aboriginal and Torres Strait
Islander families and communities. [GTS 7.3]
ASSESSMENT 1: Week 5 ASSESSMENT 2: Week 9 ASSESSMENT 3: Week 11

Due: Mon 21st August 2023 by 10am Due: Monday 18th September 2023 by Due: Friday 6th October 2023 by 10am
10am

ESSAY Individual – 30% (2000 words) Reflective Journal – Individual -30% PowerPoint Presentation – Individual-
Critically evaluate culturally responsive Short Answer responses to Module 40%
approaches for working Tutorial Tasks Individual PowerPoint presentation 24
with children, families and communities slides max - demonstrating a Unit of
in a school or early childhood setting. work which exemplifies effective
Culturally Responsive Teaching in an
early childhood or K-6 stage of their
choice.

ASSESSMENTS
Extension Requests and Disruption to Studies
Request for Extension -
 Apply via student portal – under useful requests
 maximum of three (3) days from the due date
 See guidelines for criteria - (guideline link available on vUWS)
 university and employment workload or commitments are not an accepted reasons

Disruption to Studies -
 Apply online via student portal – under useful requests
 Reviewed by designated academic staff – not the unit tutor or coordinator
 requires supporting documents

NOTE: These applications take some time to process so it is advisable that students continue working
on their assessment and submit it as soon as possible.
 Source: Adapted from Mark Rose in Chapter 1 of the text

Think about when the following have occurred:

1905: Einstein’s theory of special relativity published. It transforms
the nature of modern physical knowledge. ( or 6.9 seconds)
1918: End of the First World War. The Habsburg and Ottoman
empires collapse; maps of Europe and the Middle East are
redrawn. (or 6.1 seconds ago)
1945: End of Second World War; when the first nuclear bomb is
detonated, mankind develops the means to destroy itself. ( or 4.5
seconds ago)
1959: Invention of the silicon chip is the major technical invention
of the past century, making possible the computer age. ( or 3.7
seconds ago)
2001: George W. Bush, was sworn in as the 43rd President of the
United States. Two hijacked jetliners ram twin towers of World
Trade Centre in worst terrorist attack against U.S.; a third hijacked
plane flies into the Pentagon, and a fourth crashes in rural
Pennsylvania. More than 3,000 people die in the attacks ( or 1.1
seconds ago)
2008: Barack Obama becomes the first African-American to be
elected President (or 0.7 seconds ago)
Using the clock analogy, the following events have all occurred in the last 14 seconds … Do you know what year/s they happened?
Write down your responses on a piece of paper

Event Year
Arrival of the ‘First Fleet’
The first record of an Aboriginal child taken from its family
The Australian Constitution becoming law
The White Australia Policy
The First World War
1st Official ‘Australia Day’ with the purpose to support the World War I effort
A new military order stating that Aboriginal people ‘may be enlisted in the Australian Imperial Force provided
that the examining Medical Officers are satisfied that one of the parents is of European origin’

The Day of Mourning

Aboriginal people being enabled to vote in Commonwealth elections
The Freedom Ride
Gurindji strike at Wave Hill
Constitutional Referendum reviewing Articles 51 and 127
The First Aboriginal member of Commonwealth Parliament
The Tent Embassy
Handing back land to Gurindji peoples
Royal Commission into Aboriginal Deaths in Custody
Prime Minister, Paul Keating’s Redfern Speech
International Year of World Indigenous Peoples
Publication: ‘Bringing Them Home Report’
Prime Minister, Kevin Rudd’s Apology to the Stolen Generations
 Activity 1:

 Why did I want to become a Teacher?

 How best do I learn?

 How do I teach?

 What are my strengths and limitations in both learning and teaching?

 Activity 2:
 Discuss how your behaviour, language, presentation
(for example: clothes, makeup, jewellery, choice of
music) may change depending on the people you are
with. Consider the following people:
• your closest friend(s)
• parents
• grandparents
• the people you admire or look up to
• community group (church, sports, dance,
neighbours)
• your school principal or teachers

 Why do we behave, talk and/or dress differently around

different people?
Student questions/insights