CQUniversity Unit Profile.

While Assessment Task 1 does not contribute towards your final grade, you MUST achieve 100% on this particular assessment to be eligible to continue with this Unit. You are able to undertake Assessment Task 1 as many times as you like to achieve the 100% pass mark.

You MUST complete Assessment 1 by Thursday 27th November 2026 (Week 3).

After that time Assessment Task 1 will not be available for you to undertake.

Please note that you will not be able to access assessment tasks 2 and 3 unless you have completed and passed assessment task 1 - the quiz.

When you have finished the quiz, please ensure that you have ticked the check box, otherwise AT2 will not be available.

GENERATIVE AI GUIDANCE LEVEL

No GenAI Use 

GenAI may not be used for this task.

GRACE PERIOD STATEMENT

72-hour Grace Period does NOT apply to this task 

The 72-Hour grace period does NOT apply to this task. This is because this task is a timed/scheduled online test and the assessment due date is fixed. If you require an extension of time for submission without academic penalty being applied, you will need to use the normal Assessment Extension System process and apply for an extension which will be considered by the Unit Coordinator or their delegate.

Week 3 Thursday (26 Nov 2026) 11:45 pm AEST

Online in Moodle

Quiz results are marked automatically and are available immediately upon completion.

Assessment Criteria:

This assessment task quiz 1 tests your knowledge and understanding of protocols and terminology associated with working with Aboriginal and Torres Strait Islander peoples.  Using the correct terminology and understanding the protocols shows respect to First Nations peoples.

This assessment specifically addresses Standards 1.4 and 2.4 of the Australian Professional Standards for Teachers and is designed to measure your ability to:

·       Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds. (APST 1.4)

·       Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. (APST 2.4)

• American Psychological Association 7th Edition (APA 7th edition)

Expectations for your written response:

Your letter, of no more than 2000 (+/-10%) words, must respond to Amy's request and be addressed to your State and Federal members of parliament that represent your electorates. You can also, if you wish, address it to the education ministers and shadow ministers of your State and Federal Governments.

Your letter must:

1.       be written in a scholarly manner, which includes supporting all your assertions with references to scholarly literature. This means that the majority of the sources you cite should be articles from peer-reviewed journals, books, and credible websites. All resources must be from the eReading list in the unit and the unit materials. You must include our prescribed textbook. If you wish to use alternative peer-reviewed resources, please seek UC approval via the online forum in Moodle.

2.       use references from the Unit readings to show your knowledge and understanding of the impact of government policy and past and present representations on culture and identity of Aboriginal and Torres Strait Islander peoples and students (APST2.4) (criteria 2).

3.       include your own reflections on the impact of our shared Australian history (and your cultural background) on the attitudes and views you have formed of Aboriginal and Torres Strait Islander people as students and learners.

4.       explicitly name and analyse your participation in three (3) learning experiences associated with studying this Unit that have shaped your understanding on the importance of teachers’ acknowledgment, recognition, and respect for Indigenous history, culture and languages (APST2.4), (criteria 1).

5.       explain effective teaching strategies for supporting the identity needs of Aboriginal and Torres Strait Islander students, and how you would promote reconciliation between Indigenous and non-Indigenous peoples, within classroom contexts and the broader school community by:

·   acknowledging and teaching our shared Australian history,

·   paying respect to the local Indigenous culture by embedding Indigenous perspectives into your curriculum and encouraging all of your students to take pride in the local Indigenous culture, and

·    developing strong relationships with the local Indigenous community through effective and sensitive communication (APST 1.4), (criteria 3).

GENERATIVE AI Guidance Levels:

Level 2: AI Integration (Authentic Professional Use)

GenAI is integrated as a collaborative professional tool. Within this task, this can be used for data analysis support and generating structured content for review.

Student Declaration (No GenAI used)

When submitting this assessment task, please include the following statement on the front page of your submitted assessment response:

I confirm that I completed this assessment independently and did not use Generative AI or any other unauthorised assistance.

Student Declaration (GenAI used)

When submitting this assessment task, please include the following statement on the front page of your submitted assessment response:

I confirm that I used Generative AI only as permitted for this assessment. I can explain how I used it, the judgements I made, and how I developed the submitted work. I confirm that any Generative AI use in this assessment was permitted, responsible, and transparent and has been appropriately acknowledged. GenAI was used for [briefly state purpose, e.g. brainstorming/ editing/ drafting/ analysis], and I accept responsibility for the accuracy, integrity, and final content of this submission.

Including these statements ensures emphasis remains appropriately placed on the foundational values of academic integrity. Student declarations should clarify responsibilities and expectations, rather than impose a requirement to document and substantiate every aspect of ordinary drafting activity.

72-hour Grace Period applies to this task 

The 72‑hour grace period is available after the assessment due date to support students who experience unexpected difficulties that prevent them from submitting on time. This means you have an extra 72 hours to submit this task without any academic penalty. If you need longer than 72 hours, you will need to use the normal Assessment Extension System process and apply for an extension of time for submission without academic penalty being applied.

Word Count 

At CQUniversity, the word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations. Word count for this task is 2000 words +/-10%.

Week 6 Thursday (17 Dec 2026) 11:45 pm AEST

Online via Moodle

Assessments will be returned once moderation has taken place

Assessment Criteria:   

A.  demonstrate your knowledge and understanding of the diverse Australian Indigenous histories, cultures, and languages.

B.       analyse the impact of historical government policy and past and present representations on culture and identity of Australian Indigenous peoples and students.

C.       critically reflect on Indigenous and non-Indigenous perspectives and the impact of diverse views on engagement and participation in education and care settings.

D.       use culturally appropriate language and academic conventions to construct a convincing and persuasive argument (criteria 4, APST 2.4).

Learning Outcomes Assessed:

·       Use correct terminology and protocols when referring to Aboriginal and Torres Strait Islander peoples, culture and histories

·       Analyse the impact of deficit views of Aboriginal and Torres Strait Islander students on learning and engagement

·       Analyse and respond to representations of Aboriginal and Torres Strait Islander peoples in contemporary and historical texts and their impact on race relations with non-Indigenous Australians

·       Critique government policies and approaches to the education of Aboriginal and Torres Strait Islander students in past and present society

·       Evaluate the capacity of current programs and initiatives for Aboriginal and Torres Strait Islander students, families, and communities for promoting engagement and participation in education and care.

• American Psychological Association 7th Edition (APA 7th edition)

Throughout this Unit, you have examined a range of strategies and resources appropriate for working with Australian Indigenous learners, families, and communities; and for the teaching of our shared Australian history in respectful ways that promote reconciliation.

For this task, you are asked to design a "White Paper" plan (for a specific school) that describes and justifies a set of school-wide and individual teacher strategies that engage Indigenous students in learning in educational settings, and that leads to reconciliation between Indigenous and non-Indigenous Australians.

You will choose a school to research for this assessment task.

You MUST identify four (4) school-based and six (6) individual teaching strategies that show consideration of students' cultural, linguistic and identity needs (APST 1.4 criteria 1 + 2) AND strategies for working effectively and sensitively with families and communities to support the learning and engagement of Aboriginal and Torres Strait Islander students.  (APST 1.4 + 2.4, criteria 1). Your strategies will demonstrate how reconciliation may be achieved at both a school and classroom level. (APST 2.4, Criteria 3). Strategies should be a combination of what is already in place at your chosen school + some of your own ideas, based on the school’s ethos.

Your work is to be presented as a written “White Paper” in a scholarly report format that explains each of your design strategies with one or two brief examples, the reasons for their choice and how they relate to the school you have been allocated. Your White Paper (scholarly report) will, in no more than 1500 words (+/-10%), clearly explain WHY and HOW your strategies would meet the learning, language, cultural and identity needs of Indigenous learners as well as identify any limitations on the effectiveness of these strategies in your allocated school (APST 1.4, criteria 4). Your White Paper should consider the diversity of needs of Aboriginal and Torres Strait Islander students in your allocated school. The White Paper MUST be supported by references taken from the Unit and our eReading list. You must include our prescribed textbook. 

Your submission MUST demonstrate extensive knowledge and a broad understanding of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

Additionally, you will need to demonstrate a broad knowledge and understanding of Aboriginal and Torres Strait Islander histories, cultures and languages. Your submission MUST be written in a sensitive and respectful manner adhering to correct cultural protocols and terminology.

GENERATIVE AI Guidance Levels:

Level 2: AI Integration (Authentic Professional Use)

GenAI is integrated as a collaborative professional tool. Within this task, this can be used for data analysis support and generating structured content for review.

Student Declaration (No GenAI used)

When submitting this assessment task, please include the following statement on the front page of your submitted assessment response:

I confirm that I completed this assessment independently and did not use Generative AI or any other unauthorised assistance.

Student Declaration (GenAI used)

When submitting this assessment task, please include the following statement on the front page of your submitted assessment response:

I confirm that I used Generative AI only as permitted for this assessment. I can explain how I used it, the judgements I made, and how I developed the submitted work. I confirm that any Generative AI use in this assessment was permitted, responsible, and transparent and has been appropriately acknowledged. GenAI was used for [briefly state purpose, e.g. brainstorming/ editing/ drafting/ analysis], and I accept responsibility for the accuracy, integrity, and final content of this submission.

Including these statements ensures emphasis remains appropriately placed on the foundational values of academic integrity. Student declarations should clarify responsibilities and expectations, rather than impose a requirement to document and substantiate every aspect of ordinary drafting activity.

72-hour Grace Period applies to this task 

The 72‑hour grace period is available after the assessment due date to support students who experience unexpected difficulties that prevent them from submitting on time. This means you have an extra 72 hours to submit this task without any academic penalty. If you need longer than 72 hours, you will need to use the normal Assessment Extension System process and apply for an extension of time for submission without academic penalty being applied.

Word Count 

At CQUniversity, the word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations. Word count for this task is 1500 words +/-10%.

Week 12 Thursday (11 Feb 2027) 11:45 pm AEST

Online via Moodle

Assessments will be returned once moderation has taken place.

Assessment Criteria:

·       Knowledge and understanding of the impact of Indigenous cultural identity on learning (APST 1.4)

·       Application of knowledge of Indigenous cultures to the selection of strategies for relationship building that support educational equity and performance (APST 2.4)

·       Knowledge of language backgrounds and the diversity of student characteristics that affect the learning of Aboriginal and Torres Strait Islander students (APST 1.4)

·       Understanding of a school’s role in promoting reconciliation between Indigenous and non-Indigenous Australians (APST 2.4)

·       Use of authoritative sources to justify strategy selection (APST 1.4)

Learning Outcomes Assessed:

·       Use correct, respectful terminology and protocols when referring to Aboriginal and Torres Strait Islander peoples, culture and histories

·       Explain the effect of Aboriginal and Torres Strait Islander world views and the concept of relatedness on the learning styles of Indigenous students

·       Justify the use of strategies that cater for the diversity of experience, identity and linguistic background of contemporary Aboriginal and Torres Strait Islander students and communities

·       Evaluate the capacity of current programs and initiatives for Aboriginal and Torres Strait Islander students, families and communities for promoting engagement and participation in education and care.

• American Psychological Association 7th Edition (APA 7th edition)