Worth: 30%

Length: 1800 words 

Due: Week 13 (exam week)

This task requires you to maintain a learning journal at the beginning, middle and end of the term (three entries) documenting your experience of learning within the unit. 

Write one entry near the beginning (around week 3-4), the middle (around week 7-8), and the end of the term (week 11-12). 

Each entry should ideally be around 600 words in length. The total word limit for the journal is 1,800 words.

Your journal should be expressed through a reflective form of writing, capturing your own personal perspective. Personal prose are acceptable ("I", "my"). Your tone should still be semi-professional and appropriate for a professional context. 

No references are required for this task.

Each entry is worth 10 marks determined by the quality, depth, and relevance of the entry.

JOURNAL CONTENT

The learning journal can be presented in a simple word document using three headings to mark your entries (e.g. Entry 1, Entry 2, Entry 3).

The following questions may serve as inspiration for your journal writing. You might like to try and capture these things when writing your journal throughout the term:

• What has the experience of learning about Indigenous Justice been like for you - Has it challenged you? If so, how? Why do you think this is so?
• Have there been any particular topics or issues that have stood out to you/surprised you/captured your attention? Why do you think this is so?
• Do you have a good understanding of Indigenous Justice? How would you rate your understanding? Is there a reason for this? 
• Has your understanding of the key themes changed/improved/developed throughout the term? If so, how? 
• What are some questions that have come up for you which you would like to explore? 
• Has the unit made you consider your own position, either as an Indigenous or non-indigenous person? If so, in what ways?
• How do you engage with Indigenous knowledge? Would you like to engage more? Why?
• How does/could your learning in this unit impact you as an individual, a citizen, a scholar, a practitioner?

You are not bound by these questions and may cover other topics that are relevant to your own learning experience. It is up to you what you include in your journal, however, please ensure that it is relevant to the unit content and does not digress too far from the themes of the unit. 

NOTE ON DISCLOSURE AND SELF CARE - It is important to remember that, whilst this is a reflective activity, you are not expected to disclose personal experiences or details that you are not comfortable sharing. Only the unit coordinator will read your submission. If a second marker is required, you will be notified about this to ensure you are comfortable with them reading your assignment. Should you have any concerns about this task or find it upsetting in any way, please contact the unit coordinator or another source of support, including the freely available CQU counselling service. 

IMPORTANT NOTE - AI cannot be used at any point for this task. You must show your core skills and knowledge by ensuring all ideas and writing are your own. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity

• Quality, depth and relevance of entry one /10
• Quality, depth and relevance of entry two /10 
• Quality, depth and relevance of entry three /10

Worth: 30%

Length: 10-12 mins

Due: Week 6

The purpose of this assessment is to learn from First Nations communities by researching an issue from an Indigenous perspective.

First, select an issue affecting an Indigenous community from anywhere in the world. Examples will be discussed in class. 

Then, conduct research into the issue/problem based on sources originating from First Nations peoples' and communities.

At least SIX different sources are required for this assignment. These can include a mixture of scholarly sources (academic journal articles, book chapters), grey literature (evaluations, project papers, annual reports), novels, creative writing, and media (videos, interviews, podcasts). As long as the source is authored/produced by Indigenous peoples and represents the perspective of First nations peoples, it can be used. 

Once you have researched the issue, you must present your learnings in a 10-12 minute narrated video presentation. This can be done as audio over the top of slides/visuals or speaking directly to camera (whichever you prefer). If you require assistance with technology please contact the Academic Learning Center, TASAC, or the Unit Coordinator. 

Your presentation must:

1. Outline the issue clearly - what is it? where is it happening? 
2. Present the findings of your research - what did the research tell you about the issue? For example, how is it impacting First Nations peoples? What do First Nations peoples believe is the source of the issue? What do Indigenous peoples propose can be done about the issue? [in doing so, be sure to note where you got this information from by mentioning the source/authors' name]. 
3. Summarise the importance of listening to and empowering First Nations communities based on your experience undertaking this task. 

Submit the video file [MP4] OR a link to the YouTube video [URL] + a full reference list [word file] for marking.

PLEASE NOTE - AI may be used for planning, idea development, and research. This means you can use AI to help identify a relevant issue to choose and to locate appropriate sources of information. It cannot, however, be used to generate the content of your assignment. You must reflect your own learning and understanding of the chosen topic based on the research you have conducted. 

• Depth of engagement with First Nations perspectives /10
• Extent of understanding of the chosen issue /8
• Understanding of the aim and purpose of the assessment task /6
• Quality of presentation (including verbal presentation, slides, length) /6

WORTH: 40% of overall grade

LENGTH: 2000 words

DUE: Week 12

Using the issue you chose for your research presentation (ideally), develop a pitch about how the issue/problem can be addressed. The pitch should be grounded in Indigenous knowledge and the perspectives of First Nations communities. 

First, the paper should briefly outline the issue or problem - where is it occurring? what is occurring? why is it happening? who does it impact? etc. 

The crux of the paper should then focus on the pitch regarding what is required to address the issue/problem, including:

• Recommended action/s or measure/s to address the issue - what can be done? 
• Required resources or infrastructure - skills/knowledge/materials/spaces/practices/policies/legislation etc. 
• The risks and challenges of the approach versus the benefits - what should be considered prior to implementing? who will benefit and how? 

In presenting the above, you must support your pitch with evidence and examples. Make it clear why this approach is deemed beneficial. Present any examples of initiatives/programs that have been undertaken which have shown success (and cite the sources of this information e.g. evaluations, reviews).

Be sure to include references to support your pitch, predominantly from First Nations perspectives, At least EIGHT sources should be used.

PLEASE NOTE - AI may be used to assist in planning this assessment, including researching and developing ideas. Your final assignment should show that you have refined and developed these ideas further and should be written without the assistance of generative AI. Any misuse or lack of disclosure regarding the use of AI tools will be considered a breach of academic integrity

• Overview of chosen issue /5
• Quality and depth of pitch /10
• Integration of evidence and examples to support pitch /9
• Engagement with Indigenous knowledge and perspectives /9
• Quality of written piece (presentation/structure/spelling/grammar) /7