EDUF2021 assessment task 3 Semester 2, 2023 1
Unit: EDUF2021 Aboriginal Education in Context
Assessment task 3: Resource analysis
Due: Week 12, Monday 23 October 2023 11:59pm
Value: 30%
Length: 1,350 words
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Instructions and Advice
This assessment task is an opportunity for you to develop your skills in making professional
judgements about teaching resources for Aboriginal and Torres Strait Islander education.
PART A. Critical Reflection (550 words): Write a critical reflection on why it is important to carefully
analyse resources when selecting them for teaching Aboriginal and Torres Strait Islander histories
and cultures. To support the arguments in your critical reflection, we encourage you to be guided by
and select from the weekly themes in the weekly schedule module on the Canvas site. If you would
like to, you can use the pronoun “I” in your reflection.
PART B. Resource Analysis (800 words): Find and analyse one resource suitable for your teaching of
Aboriginal or Torres Strait Islander histories and cultures in a specific class in your recent or
upcoming Professional Experience placement school.
• Begin with 2-3 sentences that introduce your marker to the resource. Include an APA in-text
citation. Mention which specific class/year level you have in mind. (Not in the word count).
• Then analyse the resource, using 2-3 of the references provided in the list below. These
references are all available through the “Reading list” on Canvas. (700 words)
• Finally, explain how/why is it suitable for your teaching of Aboriginal or Torres Strait Islander
histories and cultures, to the specific class in your recent or upcoming Professional
Experience placement school/preschool. (100 words)
• In an appendix, provide screenshots of your selected resource, and any additional support
required for the marker to be able to assess your work. (Not in the word count).
Note that ‘culturally insensitive’ materials can also be effective teaching tools, if a teacher supports
their students to critically analyse them.
Always use capital letters for the terms: Indigenous, Aboriginal and Torres Strait Islander.
Double-spaced text and wide margins make your assignment much easier for your marker to read.
University of Sydney librarians provide assignment support to undergraduate students via live chat
and appointments https://www.library.sydney.edu.au/contacts/librarian/
The University of Sydney Learning Hub provides workshops and individual consultations to support
students’ academic language and learning skills https://learning-hub.sydney.edu.au/
EDUF2021 assessment task 3 Semester 2, 2023 2
References for PART A
You must refer to 2-3 academic/formal publications, i.e. books; book chapters; journal articles;
documentary films and podcasts; reports, policies and strategies produced by government and non-
government agencies. We encourage you to use the essential readings in the weekly schedule on the
EDUF2021 Canvas site. If you would like to, you can also refer to publications you have found
yourself.
References for PART B
You must select 2-3 of the following references:
Australian Council of Deans of Education. (2016). Evaluating Texts. In Respect, Relationships,
Reconciliation website https://rrr.edu.au/unit/module-3/topic-4/evaluating-texts/
Australian Institute for Aboriginal and Torres Strait Islander Studies. (2022). Guide to evaluating and
selecting education resources https://aiatsis.gov.au/education/guide-evaluating-and-selecting-
education-resources
Baigent, J. & Lawson, S. (2022). Aboriginal and Torres Strait Islander protocols guide for teachers. In
SBS Learn https://www.sbs.com.au/learn/resources/aboriginal-and-torres-strait-islander-protocols-
guide-for-teachers/teacher-resource/download
Cavanagh, P. (2005). Silences, secrets and little white lies: Reflections on the representation of
Aboriginal people in Australian schools. In G. Cant, A. Goodall and J. Inns. (Eds.), Discourses and
Silences: Indigenous Peoples, Risks and Resistance (pp289-308). University of Canterbury
Craven, R., d’Arbon, M., & Galleguios, S. (2011) Teaching resources. In R. Craven (Ed.), Teaching
Aboriginal studies. A practical resource for primary and secondary teaching (pp. 273-288). Allen &
Unwin
Department of Employment, Education & Youth Affairs South Australia. (1996). Eight ways in which
bias shows up in teaching resources. In Aboriginal perspectives across the curriculum. DEETYA SA
Queensland Studies Authority. (2007). Guidelines: Indigenous Perspectives. Selecting and evaluating
resources https://www.qcaa.qld.edu.au/downloads/approach2/indigenous_g008_0712.pdf
Reconciliation Australia. (n.d.). Narragunnawali platform evaluating resources guide.
https://www.narragunnawali.org.au/about/subject-guides
Riley, L. (2008). Resource evaluation guide. Critical analysis of resources for cultural bias. University
of Sydney. Unpublished manuscript.
South Australian Department of Education Training & Employment. (2000). Introduction. In
Countering racism: Using a critical approach in teaching and learning contexts to explore portrayals
of Aboriginality (pp. 9-17). Curriculum Corporation.
EDUF2021 assessment task 3 Semester 2, 2023 3
Assessment criteria
Organisation & conceptualisation /5
• response is well-conceived, coherent and logical
• all components of the task are addressed, organised under section and subsection headings.
Subject/discipline content & knowledge /5
• resource is well-chosen, for teaching context
• resource is well-chosen, for the purposes of Aboriginal or Torres Strait Islander education.
Synthesis of research & practice /10
• critical reflection demonstrates understanding of issues related to representation of
Aboriginal or Torres Strait Islander knowledges in teaching and learning
• resource analysis is/ demonstrates application of principals of representation of Aboriginal or
Torres Strait Islander knowledges in teaching and learning.
Clarity of expression /5
• information is expressed academically
• use of appropriate terminology for referring to Aboriginal and Torres Strait Islander peoples,
histories, cultures and identities
• clearly written text, with well-structured paragraphs
• free of grammar and spelling errors.
Referencing /5
• quotes, paraphrases and ideas clearly acknowledge the relevant sources
• accurate in-text citations and reference list, formatted in APA style.