EDU01308,

Indigenous Australians in Education - Session 1, 2016

Assignment 1 - Marking Criteria (30%)
Students Name: Claudia Beattie

ID: 22046374

Marked by: Rhonda Barlo

HD = Exemplary, Original & D = Distinctive, Excellent, &

Comprehensive
Incisive

C = Extremely Well Done

(components not equally weighted)

PRESENTATION COMPONENT
Assignment is presented in a clear, professional writing style
Writing free of errors for grammar, punctuation, and spelling
Flow of ideas is coherent and highly readable
Formatting - coversheet, 1.5 line spacing, 11 or 12 font size, title
indicating the chosen topic
CONTENT COMPONENT
Five appropriate annotations, correctly cited with APA 6th /
Harvard referencing style
Brief summaries of each texts' contents
Appropriate terminology used
Adheres to word count (each 300 words max)
PROCESS COMPONENT
Relevancy of texts explained for chosen topic
Strengths & weaknesses included (critical analysis)
Overall discussion is reasonable, logical, and compelling

P = All aspects of the

component were
adequately covered

F = Major aspects of the component were

not adequately covered

HD

x

x
x

x
x
x

x

x


OVERALL GRADE: D

General Comments:
5 good annotations. However, you write generally on how useful they are for teachers, etc., but are remiss as to the relevance to your particular topic in
your research i.e. how useful they are for you and why. This could be easily included, as you have given good analysis of the documents/books.

Annotation 3:
Harrison, N., & Greenfield, M. (2011). Relationship to place: Positioning Aboriginal knowledge and perspectives in classroom pedagogies. Critical studies in
Education 52 (1), 65-72. Doi: 10.1080/17508487.2011.536513
This article is a research project conducted by Neil Harrison and Maxine Greenfield with twelve schools in New South Wales, Australia. Eight schools from
Sydney and four positioned on the central coast (North Sydney). The schools varied in size, socio-economic status and Aboriginal enrolment. This project
examined how each school incorporates Aboriginal knowledge and perspectives from kindergarten to year six, with a view of identifying quality pedagogical
practice, irrespective whether the schools had Aboriginal student enrolments. The purpose of this project was to educate teachers to break through many of
the stereotypical representations of Aboriginal and Torres Strait Islander peoples to produce quality teaching and learning in Aboriginal education. The
research conducted through interviews discovered that many teachers were unsure of the difference between Aboriginal perspectives and Aboriginal
knowledge. The authors explained the difference quite successfully, focusing on the importance of process rather than content when teaching Aboriginal
pedagogy in the classroom. They explained the significance of students learning through Aboriginal culture and not solely about Aboriginal culture. This
notion was explained in depth, engaging the readers with real life teaching experiences and relevant academic literature. Thus creating the article to be further
informed, which enables the reader to gain a meaningful understanding of the topics through the use of practical examples. However, while the article
provides practical insights it does not inform the reader of any particular strategies or how to further ones knowledge on Aboriginal pedagogy, it leaves the
reader with wanting to know more. It is not a very practical resource to assist with ones pedagogical practices in the classroom. However, as a whole this

rbarlo 27/4/16 7:06 PM

Comment: An important point to
note.
rbarlo 27/4/16 7:06 PM
Comment: Another important point
you have found.
rbarlo 27/4/16 7:06 PM
Comment: And it

article is very insightful in informing teachers of the importance of enhancing their knowledge and understanding of Aboriginal pedagogy and how one might
incorporate Aboriginal knowledge into their programs before stepping into the classroom.

rbarlo 27/4/16 7:06 PM

Comment: Do you think that is relevant
for Assessment 2? Then you need to say so.