The overall goal of this unit is the inclusion of Aboriginal and Torres Strait Islander peoples, places and perspectives in early and middle year's education through the acknowledgement of the past and present in order to value the wealth and diversity of our shared future. This unit aims to develop understanding for the cultures, histories and languages of Aboriginal and Torres Strait Islanders and to use this knowledge in the promotion of reconciliation. You will develop an understanding of the long history of Aboriginal and Torres Strait Islander societies and cultures as well as their more recent history over the past 200 years. This includes developing an awareness of Aboriginal and Torres Strait Islander knowledge and knowledge sources. A second perspective is to examine current issues in Australian society for Aboriginal and Torres Strait Islanders such as cultural identities, contemporary cultures, linguistic backgrounds and education. Thirdly, you will consider the teaching and learning implications of these, examining ways to include Aboriginal and Torres Strait Islander perspectives in education across the early and middle years, and develop strategies for inclusion to effectively meet the needs of Aboriginal and Torres Strait Islanders children. This unit will increase your awareness of relevant international, national and local jurisdictional educational priorities and policies that impact upon Aboriginal and Torres Strait Islander children's education and the inclusion of Indigenous perspectives in teaching practice to support reconciliation and understanding for all students.

Unit details

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Learning Outcomes

On successful completion of this unit, students will be able to:
  1. Investigate traditional views of humanities curriculum in schools in order to explore Aboriginal and Torres Strait Islander perspectives;  
  2. Identify and explain the complex issues of including indigenous standpoints in teaching and learning;  
  3. Review curriculum materials and resources in order to identify approaches and strategies that support the inclusion of Aboriginal and Torres Strait Islander perspectives; and  
  4. Articulate the State and National educational agendas that promote respectful and reconciling relationships in Aboriginal education.  


Assessment type Description Grade
Review Summarise national Humanities curriculum agendas to produce a Humanities Professional Teaching Statement. (600 words) 20%
Project Part 1 : Rationale to Parents Guardians Part 2 : Teaching package (1500 words) 30%
Report Promote HASS educational practice (900 words) 50%
Effective word limit of 3000 words in total, or equivalent.

Required reading

University students will be provided with an up-to-date reading list via the VU Collaborate system.

Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession.
Price, K. (Ed.). (2012).
Cambridge University Press.

Where to next?

As part of a course

This unit is studied as part of the following courses. Refer to the course page for information on how to apply for the course.

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