INED3001 Assignment 3: Group Teaching Resources Presentation SP1 2025 | Curtin University

INED3001 TASK 

Please note, this assessment is a group assignment requiring 3 students per group from the same teaching level. Students who do not work in a group will be penalised with a loss of marks therefore, it is essential that students follow the directions early in the semester about forming a group. It is the responsibility of students to form groups through the nominated process.

Select three (3) localauthentic Indigenous teaching and learning resources to implement in the classroom appropriate to your level of teaching. Select local resources that can be used in a series of lessons for the same theme. A variety of resources should be selected with at least one of the resources being a local cultural excursion or incursion. Explain your reasons for choosing the resources, how you have determined their suitability and authenticity and how you will use each resource to support and facilitate learning and well-being for Indigenous students. Ensure that you also explore how to effectively incorporate Indigenous perspectiveseither through the classroom level, the whole school approach or use of local Aboriginal Community members. Include in your response, the engagement of Aboriginal Teaching Assistants, Aboriginal and Islander Education Officers, Indigenous school staff, local Indigenous Community members, Indigenous Community organisations or businesses and student family members.

Explain how your use of the resources are linked to curriculum outcomes, AITSL Standards 1.4 and 2.4, Aboriginal and Torres Strait Islander Histories and Cultures cross curriculum priority, and Yunkaporta’s 8 Ways of Learning. Early Childhood students are encouraged to make links to EYLF.

In evaluating the resources, please refer to the key evaluation criterialocated in the AIATSIS Guide to evaluating and selecting education resources (included in the unit material)

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INED3001 Structure: 

The assignment must be formatted as a 14 slide PowerPoint presentation with a voice over. This is inclusive of the title slide and a Reference List. (Slide Count: +/- 10%) 

Eachteaching/learning resource should be explained in no more than four slides

A minimum of ten (10) scholarly references must be included in your response. The Textbook must be included as one of the scholarly references. In addition to these ten sources, you may also use additional references if you wish. These must be cited within the body (in-text) of the Presentation slides, as well as in the Reference List, located on the final page at the end of your Presentation slides.

It is important that students develop a narrative / dialoguefor their power point and speak to the information. Do NOT read each slide. The dialogue for each slide must be included in the notes section of each slide.

References (in-text and Reference List) must adhere to 7th APA Edition style of referencing. Please see the following link to Curtin University’s APA 7th referencing guide for assistance – https://libguides.library.curtin.edu.au/apa-7.

PowerPoint Format. 

Students mustadhere tothe following format for the PowerPoint presentation: 

1. Introduction slide- Acknowledgement of Country & Warning (Please include student names, student numbers and level of teaching and subject area/s) 
2. Resource one. (What the resource is and why it has been chosen. If an excursion or incursion, explain the cultural activities that the students will be engaged in) 
3. Selection & Evaluation(assess the suitability and authenticity of the resource against the key AIATSIS evaluation criteria). 
4. Implementation- Explanation of how resource will be implementedtaking into consideration Indigenous perspectives (consider strategies inclusive of Yunkaporta’s 8 Ways of Learning/Indigenous pedagogy/ Indigenous perspectives). Explain exactly what the students will doin response to the resource. If the resource is an excursion or incursion, what will do the students do as a follow upto the excursion or incursion? 
5. Curriculum Links- to AITSL Standards 1.4 & 2.4 and Curriculum Outcomes ( ACARA, Cross Curriculum Priorities, Early Years Framework)