Unit rationale, description and aim
This unit engages pre-service teachers with Aboriginal and Torres Strait Islander communities to understand their ways of knowing, being, and doing. This includes recognising and learning about the Indigenous knowledge systems, cultural teachings and following correct protocols. Pre-service teachers also learn about ways to create inclusive spaces that empower Indigenous learners and deepen all learners’ understanding of Australia's diverse histories. These elements help pre-service teachers to acquire knowledge and skills to achieve intercultural understanding, which is key to fostering mutual respect and reconciliation between Indigenous and non-Indigenous Australians.
The unit content explores historical, sociocultural and educational policies of Australia and their impact on Indigenous peoples, past and present. Pre-service teachers will use critical reflection to consider ongoing systemic challenges faced by Aboriginal and Torres Strait Islander communities and their resilience in adversity. They will also demonstrate reflective practice in considering cultural self, personal worldviews and opportunities for culturally responsive and respectful teaching practices through cross-cultural curricula.
This unit aims at introducing pre-service teachers to the history, culture and worldviews of Aboriginal and Torres Strait Islander peoples to build a deep understanding of the diversity, complexity and richness of First Peoples of Australia.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Explain the impact of colonial and post-colonial e...
Learning Outcome 01
Apply culturally responsive approaches in cross cu...
Learning Outcome 02
Analyse contemporary issues, context and governmen...
Learning Outcome 03
Reflect on the specific needs of Aboriginal and To...
Learning Outcome 04
Use positionality, values and worldviews as reflex...
Learning Outcome 05
Content
Topics will include:
- Aboriginal and Torres Strait Islander cultures, perspectives, histories, and experiences as connected to Country
- Acknowledgement of Country as per the diversity of First Peoples and their Countries
- Indigenous and western ways of being, knowing, and doing
- Diversity and complexity of First Peoples’ cultures, perspectives, and languages
- Diversity and complexity of First Peoples’ knowledge systems
- The impact of colonisation of First Peoples’ histories, cultures, perspectives, and languages
- Truth-telling, an authentic approach to Australian History
- Truth-telling, past and present National and State government policies
- Cultural discrimination, social issues, including justice and reconciliation
- Relationships between Indigenous & non-Indigenous Australians
- Cultural safety in respectful, collaborative partnerships with families and communities
- Identity and sense of self through ‘positionality’ and ‘critical self-inquiry'
- Embedding Indigenous perspectives across teaching areas, including technologies through apps sharing on culture and knowledges
- Strategies for building effective two-way partnerships between Aboriginal and Torres Strait Islander families, early learning centres, schools and communities
- Developing skills and knowledge in engaging with Aboriginal Peoples and Torres Strait Islander Peoples
- Culturally inclusive practices and the challenge of creating inclusive and culturally safe learning environments in culturally diverse settings
Assessment strategy and rationale
This unit aims at developing knowledge and skills to achieve intercultural understanding to foster mutual respect and reconciliation between Indigenous and non-Indigenous Australians and apply these to early childhood and school contexts.
Through the completion of Task 1, the pre-service teacher will reflect on perceptions of Aboriginal and Torres Strait Islander peoples in society today and acquired learnings about their cultural practices and Knowledges.
In completing Task 2 pre-service teachers will have the opportunity to ‘deeply listen’ and connect with Aboriginal and Torres Strait Islander communities and organisations. They will also develop research, communication and teamwork skills through Task 2.
In Task 3, pre-service teachers will examine and reflect on their learning journey about and with Aboriginal and Torres Strait Islander Peoples, their cultures, history and living realities. They will share how they connect their new insights to future teaching approaches, contributing towards reconciliation. Task 3 is a Critical task, core to demonstrating APST 1.4 and 2.4.
The assessment tasks for this unit are designed to demonstrate achievement of unit learning outcomes. To pass this unit, pre-service teachers are required to submit all assessment tasks, pass Critical Task 3, and obtain an overall Pass grade for the unit.
Overview of assessments
Assessment Task 1: Analysis and Critical Reflecti...
Assessment Task 1: Analysis and Critical Reflection
Prepare a written response to a selected NITV program that showcases and/or celebrates the cultures and histories of Aboriginal and/or Torres Strait Islander peoples. Analyse and reflect on how diversity is presented within and across First Nations peoples, including aspects of culture, perspectives, languages, histories, and the varied impacts of colonisation. Explore your positionality through engagement in critical self-inquiry and consider significance for your participation with First Nations’ peoples and communities.
15%
Assessment Task 2: Personal Connection & Grou...
Assessment Task 2: Personal Connection & Group Yarns Presentation
Working in groups, design and deliver a classroom or early childhood setting activity inspired by a visit or cultural event with a selected community, service, or organisation that shares, supports, and educates about First Nations cultural heritage and Knowledges. Story and Yarn your knowledge about the selected experience, including perspectives from scholarly research.
Individually, provide a personal reflection outlining your personal connection and learnings from the visit or event and how the experience shaped their understanding of cultural diversity and the perspectives of First Nations and EAL/D students/learners in local classrooms and communities.
45%
Assessment Task 3: Reflective Journal Crea...
Assessment Task 3: Reflective Journal
Create a multimodal reflective journal in the form of a short video presentation (approx. 15 minutes) that synthesises your learnings from across unit topics and experiences with First Nations academics, storytellers, and community voices. Critically reflect on your intercultural development and knowledge, understanding and respect for:
- Aboriginal and Torres Strait Islander histories, cultures and languages
- Impact of culture, cultural identity and linguistic background on the education of students/learners from Aboriginal and Torres Strait Islander backgrounds.
40%
Learning and teaching strategy and rationale
The learning and teaching strategy for this unit is based on a constructivist approach that recognises that learning builds on pre-existing understandings and is shaped by a learner’s sociocultural context. In line with the chosen learning and teaching strategy, this unit includes content delivery designed to practise self-reflection & reflexivity of one’s own sociocultural context; encourage active learning and engagement, as well as teaching methods designed to consolidate the learning of content and apply knowledge and develop analytical and evaluating skills.
Moreover, the unit is constructed upon Indigenous pedagogies such as storytelling which enables pre-service teachers to connect, empathise, relate and understand each other; yarning which fosters collaborative conversation and creativity; deep listening to self, First Peoples’ and Country’s voices. The learning and teaching strategy is achieved through a range of interactive and transformative learning activities such as personal and collaborative reflections, discussions, as well as engagement with community engagement, webinars, podcasts, panel discussions and video resources. Students will be provided with support to make ethical and responsible use of GenAI, with specific reference to perspectives from First Peoples'.
ACECQA Curriculum Specifications
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:
Relating to
Social and emotional development
Relevant Learning OutcomeLO1
Relating to
Child health, wellbeing and safety
Relevant Learning OutcomeLO2, LO3
Relating to
Diversity, difference and inclusivity
Relevant Learning OutcomeLO3, LO4
Relating to
Guiding behaviour/engaging young learners
Relevant Learning OutcomeLO5
Relating to
Teaching methods and strategies
Relevant Learning OutcomeLO3
Relating to
Children with diverse needs and backgrounds
Relevant Learning OutcomeLO3
Relating to
Working with children who speak languages other than, or in addition to, English
Relevant Learning OutcomeLO4
Relating to
Contemporary society and pedagogy
Relevant Learning OutcomeLO2
Relating to
Multicultural education
Relevant Learning OutcomeLO5
Relating toAboriginal and Torres Strait Islander perspectives
Relevant Learning OutcomeLO4
Relating to
Socially inclusive practice
Relevant Learning OutcomeLO4
Relating to
Culture, diversity and inclusion
Relevant Learning OutcomeLO4
Australian Professional Standards for Teachers - Graduate Level
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:
Relating toDemonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds
Relevant Learning OutcomeLO4
Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.
Relevant Learning OutcomeLO3
Relating toDescribe a broad range of strategies for involving parents/carers in the educative process.
Relevant Learning OutcomeLO3
Relating toDemonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.
Relevant Learning OutcomeLO1
Relating toDemonstrate understanding of a range of strategies for reporting to students and parents/carers and the purpose of keeping accurate and reliable records of student achievement.
Relevant Learning OutcomeLO3
Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.
Relevant Learning OutcomeLO4
Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.
Relevant Learning OutcomeLO5
Relating toSeek and apply constructive feedback from supervisors and teachers to improve teaching practices.
Relevant Learning OutcomeLO5
Relating toDemonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.
Relevant Learning OutcomeLO4
Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.
Relevant Learning OutcomeLO2
Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.
Relevant Learning OutcomeLO2
Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.
Relevant Learning OutcomeLO3
Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.
Relevant Learning OutcomeLO5
Australian Institute for Teaching and School Leadership (AITSL) Core Content
On successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the AITSL Core Content:
Relating toThe content covered in the Australian Curriculum Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority across stages and subjects.
Relevant learningLO1
Relating toThe diversity within and across First Nations people including culture, perspective, language, history and varied impact of colonisation on different groups.
Relevant learningLO1, LO3
Relating toThe research evidence that shows the positive impact of engaging with communities and families to drive successful outcomes for First Nations students and teach what appropriate engagement with families and communities can look like in practice.
Relevant learningLO2, LO3, LO4
Relating toExplicitly teach the concept of cultural safety and explore practical examples of what it can look like in a classroom context.
Relevant learningLO4, LO5
Relating toCover content related to local First Nations context developed in collaboration with local First Nations groups with appropriate and authentic subject matter expertise.
Relevant learningLO4, LO5
Relating toThe concept of positionality through engagement in critical self-inquiry for both academic writing and as a core mechanism of effective ongoing professional teaching practice.
Relevant learningLO5
Relating toThe concept of ongoing intercultural development and the importance of self-reflection and reflexivity as ever-evolving career practices.
Relevant learningLO5
Relating toAbout the cultural diversity within classrooms and communities in Australia, and in the local context, to understand and value the perspectives of diverse groups including EAL/D and First Nations students.
Relevant learningLO3
Relating toHow biases and assumptions about diverse groups and worldviews affect practices, behaviours, and attitudes in the classroom and how these biases adversely impact specific groups.
Relevant learningLO1, LO5
Relating toThe research evidence that outlines the most effective approaches for engaging with families to promote learning appropriate to student stage of learning.
Relevant learningLO4
Representative texts and references
Recommended texts and documents
Blair, N. (2015). Privileging Australian indigenous knowledge: sweet potatoes, spiders, waterlilys & brick walls. Common Ground Publishing.
Rose, D. B. (1996). Nourishing terrains: Australian Aboriginal views of landscape and wilderness. Australian Heritage Commission.
Shay, M., & Oliver, R. (Eds.). (2021). Indigenous education in Australia: learning and teaching for deadly futures. Routledge.
Relevant State and Territory curriculum documents.
Aboriginal and Torres Strait Islander Histories and Cultures | V9 Australian Curriculum
Australian Curriculum, Assessment and Reporting Authority (ACARA) https://www.acara.edu.au.
F-10 Curriculum | Intercultural Understanding (australiancurriculum.edu.au)
Recommended references
Burgess, C., Thorpe, K., Egan, S. et al. Learning from Country to conceptualise what an Aboriginal curriculum narrative might look like in education. Curriculum Perspectives 42, 157–169 (2022). HYPERLINK "https://doi.org/10.1007/s41297-022-00164-w"https://doi.org/10.1007/s41297-022-00164-w
Campbell, C., & Howitt, C. (Eds.). (2024). Science in early childhood (Fifth edition.). Cambridge University Press.
Martin, K. & Mirraboopa, B. (2003) Ways of knowing, being and doing: A theoretical framework and methods for indigenous and indigenist re‐search, Journal of Australian Studies, 27:76, 203-214, DOI: 10.1080/1444305030938783
Mayo, T., Monnone, M., Harvey, T., & Knowles, I. (2024). Our flag, our story : the Torres Strait Islander flag. (T.-J. Mordey, Ill.) [Video recording]. Magabala Books.
Muir, F., Davison, C., Waters, M., Monnone, M., Harvey, T., Knowles, I., & Lieshout, S. V. (2025). Country. [Video recording]. StoryBox Hub.
Riley, T., Meston, T., Cutler, C., Low-Choy, S., McCormack, B. A., Kim, E.-J. A., Nakar, S., & Vasco, D. (2024). Weaving stories of strength: Ethically integrating Indigenous content in Teacher education and professional development programmes. Teaching and Teacher Education, 142, 104513-https://doi.org/10.1016/j.tate.2024.104513
Tudor-Smith, G. (2024). Bina : First Nations Languages, Old and New. La Trobe University Press.
Tutt, C. (2021). The first scientists: deadly inventions and innovations from Australia’s First peoples. Hardie Grant Explore.