| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Education, its Purpose and the Cultural Landscape |
| Unit ID: | EDMAS6053 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070105 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to enable PSTs to examine issues of inclusivity, disadvantage and social justice within the Australian cultural and educational landscape. PSTs will begin with an examination of the purposes of education and the role of schools. They will critically explore notions of democracy and schooling, social justice, social and cultural values, and care. PSTs will develop their understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds and will engage in conferences focused on building respect, relationships and reconciliation. They will develop broad knowledge of Aboriginal and Torres Strait Islander histories, cultures and languages and consider the connections to curriculum and pedagogy. Throughout the unit PSTs will use protocols for fostering inclusivity, respect and democratic decision-making. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:No |
| Supplementary assessment is not available to students who gain a fail in this Unit. |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | |  | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Examine the National Goals for Schooling in Australia and understand historical and contemporary arguments about the purposes of education. |
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| K2. | Examine educational inclusion, the nurturing of democratic values, the rights of children, and social justice principles as responses to catering for and celebrating the diverse and rich backgrounds of learners. |
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| K3. | Explore and describe issues of disadvantage in Australian schooling. |
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| K4. | Understand and respect Aboriginal and Torres Strait Islander histories, cultures and languages and examine how this knowledge can be incorporated across content areas in the curriculum. |
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| K5. | Describe the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds |
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| K6. | Describe a range of inclusive teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
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| K7. | Identify a range of structured protocols for listening to others, fostering collaboration, resolving conflict and democratic decision-making. |
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| Skills: |
| S1. | Inquire into arguments about the purposes of education and its impact on diverse young people. |
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| S2. | Identify with and respond thoughtfully to the specific needs and experiences of students, including those from diverse and disadvantaged backgrounds. |
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| S3. | Identify and use inclusive strategies and pedagogies in planning, teaching and assessment contexts. |
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| S4. | Use inclusive language in communication contexts. |
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| S5. | Use structured protocols for fostering inclusivity, respect and democratic decision-making. |
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| S6. | Use creativity to explore new understandings. |
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| Application of knowledge and skills: |
| A1. | Investigate and articulate a question of culture, identity and language in relation to Aboriginal and Torres Strait Islander students. |
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| A2. | Conduct research into inclusivity, disadvantage, social justice, and democracy in education and respond by producing a creative piece and an accompanying exposition that explains key research findings. |
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| A3. | Inquire into themes related to disadvantage and social justice representing findings both critically and creatively. |
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| Unit Content: |
• The multiple purposes of education, how those purposes impact on diverse groups of students, and how effective schooling is in achieving its goals.
• Education and the relationship to human rights, social justice, inclusion, care and democracy.
• Examining disadvantage in Australia and the impact on schooling and student achievement.
• Protocols for fostering inclusivity, respect and democratic decision-making.
• Building understanding and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.
• Understanding the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
• Teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. |
| Graduate Attributes: |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, S1, S2, S4, S5, S6, A1; A3; APST: 1.3, 1.4, 2.4 | Conduct research into inclusivity, disadvantage, social justice, and democracy in education and respond by producing a creative piece and an accompanying exposition that explains key research findings and teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. | Creative response and exposition based on research | 30-50% | | 2. | K4, K5, K6, K7, S2, S3, S4, S5, A2; APST: 1.3, 1.4, 2.4 | Respect, Relationships and Reconciliation Round Table Conferences: Formulate a question related to the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds, conduct research and present findings as well as implications for teaching strategies, at a round table discussion where protocols are used to enable inclusivity. Presentations will involve peer assessment. | Report and Round Table Conference | 50-70% |
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