Students are required to provide a response of approximately 250 words to the weekly online activity. There are 13 weeks in the semester and each week will be given a mark out of 10. The best 10 weeks will then be added together to give you a total mark out of 100. This will then be reduced to a percentage of 30% which will contribute to your final grade.

Things to consider:

• It is imperative that the response be provided by to the Sunday of each week.
• Referencing in this activity is appropriate. When you reference in text, make sure you have a reference list at the bottom. The reference list will not be included in your word count for this activity.
• Restrict your responses to around 250 words. (Applying a 10% flexibility rule this means that they must be 225-275 words). Anything outside that will be deducted marks.
• Feedback will be provided at the end of semester along with a final grade for this assessment piece. You will receive a grade each week but will not receive feedback on a weekly basis unless you attempt a weekly question and do not achieve a pass grade.
• You will be able to see what the other students post for their responses only after you have posted your own response. This is to enhance student engagement and learning while ensuring a fair process for all.

Please note that late submissions will incur a one mark per day penalty.

The second assessment requires students to develop a teaching resource for use in your school, organisation, workplace, or community.Refer to the following steps required to undertake this assessment:

1. Choose one of the following topics or negotiate an alternative with the unit convenor:

• Origins of Aboriginal people
• Traditional Indigenous Education
• Indigenous Identity
• Early History of Indigenous Education

2. Think about the scope of the topic. For example, you might live in Dubbo and be interested in looking at the early experiences Wiradjuri people had with Western Education. Alternatively, you may be interested in how Indigenous Identity may be viewed differently by people residing in urban and remote areas of the Northern Territory.It is important that you narrow your topic to a certain area of interest and relevance.

3.Choose the medium in which you intend to present your resource.You may like to consider one of the following options:

·A book

·Short film (minimum of 15 minutes but no more than 30 minutes)

·PowerPoint presentation (audio and visual) (minimum of 15 minutes and/or 15 slides)

·Website

4. Include a 500 word written description outlining how this resource will be utilised. You need to consider the audience, context, aims and objectives.

This task is designed in a way that enables students to create new resources by drawing on the content covered in Modules 1 and 2.I encourage you to all have fun creating wonderful resources that you can draw upon for years to come.Most importantly, make sure you create something you will put to use!

Please note that late submissions will incur a one mark per day penalty.

The final assessment requires students to pick one of the following essay questions and provide a 4,000 words written response in the form of an essay.It is expected that the essay is structured with a clear introduction, body and conclusion.It is to be presented in the following format:

Ø12 point arial, calibri or times new roman font.

ØDouble line spacing.

ØAll pages must be numbered.

ØAll pages must include a footer with the students name and student number.

A minimum of 20 references is required. Ensure they are relevant and inclusive of some recent literature.

Essay Question 1 – Pioneers of Indigenous Education

There have been many pioneers of Indigenous Education over the centuries, from Maria Lock (refer to week 5) through to more recent pioneers such as Dr Chris Sarra (refer to week 6).This essay requires students to choose 2-3 people who you consider to be pioneers of Indigenous Education.

• Provide a detailed justification as to why they should be deemed ‘pioneers of Indigenous Education.’
• Demonstrate a solid understanding of the role they played at the time, how their achievements might affect Indigenous Education at present, and also how it may influence the future of Indigenous Education.
• Identify how you might use knowledge about these pioneers in your workplace or community environment.
• Research widely about these people and also the area in Indigenous Education they have contributed to.
• Critically analyse how the 2-3 pioneers you have chosen differ to one another.

Essay Question 2 – Formal Education



Provide a detailed critical analysis of the following statement made by Betty Watts in 1982:

‘Formal education for Aborigines, as for any group, must serve the cultural group and provide positive support for its attempts to accommodate and change circumstances while maintaining its own integrity. There is thus a need to understand the values and lifestyles of the Aboriginal groups in their diverse socio-cultural settings before one can try to access the specific roles and goals of schools and their associated programs’ (Watts 1982:5).

Provide a comprehensive argument outlining whether you agree or disagree with this statement.In doing so, consider the relevance of when that statement was made and comment on its application in the current education climate.

Reference:Watts, B. 1982, Aboriginal Futures: A Review of Research and Developments and Related Policies in the Education of Aborigines, Australian Government Publishing Service, Canberra.

Essay Question 3 –Cultural Safety

Critically analyse the three principles of cultural safety as identified by the Nursing Council of New Zealand (2005) – reflection, recognition and respect. Although the concept of cultural safety emerged from research relating to Maori health professionals in New Zealand, the principles can be applied to the field of Indigenous Education.Provide a detailed analysis of how this may be undertaken. Demonstrate an understanding of how cultural safety is implemented on the international stage.

Reference: Nursing Council of New Zealand. 2005, Guidelines for Cultural Safety, the Treaty of Waitangi and Maori Health in Nursing Education and Practice, Nursing Council of New Zealand, Wellington.

Please note that late submissions will incur a one mark per day penalty.