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Master of Indigenous Education

Faculty of Arts
Master of Indigenous Education (MIndigenousEd)
Admission Requirement:
Australian level 7 bachelor's qualification or recognised equivalent in education or indigenous studies; or Australian level 7 bachelor's qualification or recognised equivalent and 18 months full-time equivalent relevant work experience
English Language Proficiency:
Academic IELTS of 7.0 overall with minimum 7.0 in each band, or equivalent
Study Mode:
Full-time, Part-time
Attendance Mode:
Candidature Length:
Full-time: 1 year - 1.5 years depending on RPL granted
External — Session 1 (25 February 2019)
External — Session 2 (29 July 2019)
Volume of Learning:
Equivalent to 1.5 years
General requirements:
Minimum number of credit points at 800 level or above 48
Completion of other specific minimum requirements as set out below

In order to graduate students must ensure that they have satisfied all of the general requirements of the award.

Specific minimum requirements:

Credit points

800 level

History of Indigenous Education (4)
Sociology of Education (4)
Politics, Power and Indigenous Education (4)
Global Indigenous Education (4)
Education in Indigenous Communities (4)
Research Methods in Indigenous Education (4)
Indigenous Education Capstone Research Project (8)
16cp from
Families in Context (4)
Issues in Early Childhood Policy and Pedagogy (4)
Language and Literacy in Early Childhood (4)
Creativity and the Arts: Contemporary Perspectives (4)
Early Intervention: Theory and Practice (4)
Organisation of Early Childhood Education (4)
Introduction to Educational Research (4)
Educational Psychology and Practice (4)
Curriculum Studies (4)
Advanced Pedagogy (4)
Assessment Issues (4)
Evaluation of Educational Programs (4)
Education and Culture (4)
Leading the Learning of New Teachers (4)
Educational Institutions as Organisations (4)
Leadership for Learning (4)
Quality, Performance and Regulation in Higher Education (4)
Organisation of School Education (4)
Human Resource Management in Education (4)
Innovation and Change in Educational Organisations (4)
Learning Technologies: Contexts and Future (4)
Designing Technology-based Curriculum (4)
Learning Technologies in Practice (4)
Leading and Managing Online Learning Environments (4)
Learning and Teaching in Higher Education (4)
Reflective Practice in Education (4)


AQF Level Level 9 Masters by Coursework Degree
Overview and Aims of the Program This masters degree gives educators and policy advisers an in-depth understanding of the historical, contemporary and global issues faced by Indigenous Australia. Macquarie is the only university to offer such a degree in Australia.

The Master of Indigenous Education develops the skills and knowledge to provide a culturally appropriate education to Indigenous Australian students, as well as teach non-Indigenous students about Indigenous issues, people and culture.

Students will learn about the policies, practices and issues relating to Indigenous education, taking account of how Indigenous histories have shaped contemporary context and thinking.

Distinctive features:
1. Meets the NSW Institute of Teacher’s professional development requirements
2. Offered online
3. Experience a program that includes Indigenous Australian perspectives and knowledge
provides valuable knowledge to help close the gap in Indigenous education
4. Provides global context by exploring other First Nation people’s experiences with education systems
5. The only degree of its kind in Australia.
Graduate Capabilities

The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows:

Cognitive capabilities
(K) discipline specific knowledge and skills
(T) critical, analytical and integrative thinking
(P) problem solving and research capability
(I) creative and innovative

Interpersonal or social capabilities
(C) effective communication
(E) engaged and ethical local and global citizens
(A) socially and environmentally active and responsible

Personal capabilities
(J) capable of professional and personal judgement and initiative
(L) commitment to continuous learning

Program Learning Outcomes By the end of this program it is anticipated you should be able to:

Knowledge and Understanding
1. Reflect on and synthesis the impact colonialisation has had on education opportunities for Indigenous Australians (K,T,E,A)
2. Describe and differentiate between a range of Western and Indigenous learning strategies (K,T,E,A)

Skills and Capabilities
3. Conceive, produce and deliver appopriate teaching resources (K,T,I,C,L)
4. Collaborate effectively with members of the Indigenous community (C,E,A,J,L)
5. Document, describe, and evaluate various approaches to Indigenous Education (K,T,P,C)

Application of knowledge and skills
6. Apply knowledge of current education practices and how this n has impacted the lives of First Nations people throughout the world and be able to apply this knowledge to current education practices (K,T,P,I,E,A)
7. Conduct professional research appropriate to Indigenous Education (K,T,P,E,A,J)
8. Produce and deliver strategies to effectively teach Indigenous Australians in a culturally appropriate manner (K,T,I,C,E,A,J,L)
9. Critically evaluate contemporary approaches to Indigenous Education (K,T)
Learning and Teaching Methods The Master of Indigenous Education is a fully on-line program. This program builds on learning in the Graduate Certificate/Diploma of Indigenous Education, further developing advanced expertise, knowledge and skills for professional practice and further learning at tertiary level.
Teaching for all units of study is via recorded lectures using audio and personal capture video. Learning is focused around the weekly lectures, with both required and supplemental readings and for most units a weekly online activity to foster regular engagement. Student feedback indicates that students value the weekly online assessment task, for both keeping them 'on track' and because they can view other student responses once they have completed their own. Teaching is carefully scaffolded so that learners are encouraged to listen to the weekly recorded lectures which provide an introduction and context for the weekly readings. Teachers also build support for online learning into these units, recognising that learners may have varying levels of online experience and capability. Links to ilearn guides and resources are made explicit and students must complete an introductory activity which involves using the online post facility. The unit readings are available to students through MQ library via ereserve. Each unit has:
• an ilearn site with discussion boards to enhance communication between students (discussion)
• a weekly online ‘lecture’ delivered via Powerpoint presentation (acquisition/judgement, critical thinking)
• weekly inquiry questions to which students post written responses (inquiry/production)
• open access to student responses to weekly inquiry questions (sharing/collaboration)
• critical engagement with primary and secondary evidence through weekly readings (acquisition)
• reflection activities to enhance connection between theory and professional practice (practice/reflection)
• completion of a range of assessment tasks intended to develop expert knowledge and skills and foster autonomous application of theory in a range of professional settings.
Assessment The Master of Indigenous Education is designed to build on the introductory learning, begun in the Graduate Certificate and Graduate Diploma of Indigenous Education, to foster advanced study and practice in Indigenous Educational contexts.
The Master of Indigenous Education is designed to provide advanced study and practice in Indigenous Educational contexts fostering knowledge of a complex discipline area. Assessment tasks, in the units in this program, foster graduates’ ability to apply knowledge and skills in autonomous practice, and exercise judgement, as both a practitioner and learner. The assessment includes a variety of written, presentation style and creative tasks designed to cater to a range of learning styles and strengths and to enhance existing skills. Assessment tasks are focused on application of discipline knowledge to professional practice in Indigenous Education settings, including researching and problem solving. In most units marking rubrics are given to students in advance of their assessments being due, to guide student expectation and learning. Core units require students to post written responses to weekly inquiry questions. These questions foster reflection and aim to integrate theory and practice, with a regular cycle of grade feedback and peer learning through open access to all student responses. Most assessment tasks encourage learners to apply developing theoretical knowledge and critical thinking skills, and judgement to their specific educational context. Assessment tasks focus student learning but are also designed to assess individual achievement against both unit level and program level learning outcomes.
A range of assessment tasks are utilized, for example:
• Research essays
• Digital storytelling
• Presentations for professional, general and Indigenous community audiences,
• Short written tasks requiring exercise of judgement and application of knowledge
• Research proposal
Written assessments encourage students to acquire, and further enhance their foundational knowledge as well to think critically about their Indigenous professional context and consider how to work effectively with Indigenous peoples and communities, in those contexts. The creative assessments (digital storytelling, ebook production for example) allow students to create resources for application in their classrooms, or other professional contexts, drawing on their theoretical knowledge but also fostering their growing sense of autonomy as advanced practitioners. Students in the final stages of the program develop a research proposal to address an issue they have identified from their own contexts. Learners peer review the proposal of one other student, and in turn receive peer feedback on their own proposal; an activity which requires students to evaluate, exercise judgement and consider their personal professional responsibility in relation to their classmate and the Indigenous community.
Recognition of Prior Learning

Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit.

Information can be found at:

Support for Learning

Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus.

Further information can be found at

Campus Wellbeing contact details:
Phone: +61 2 9850 7497

Program Standards and Quality

The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders.

Graduate Destinations and Employability Career destinations for our graduates are varied, and may include the diplomatic service of their home countries, local government institutions, and agencies within the United Nations or the increasing number of international non-governmental organisations and multinational corporations.
Assessment Regulations

This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit

Accreditation This is an Australian Qualifications Framework (AQF) accredited qualification.

Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.

Inherent requirements for Macquarie University programs fall under the following categories:

Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.

Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.

Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.

Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.

For more information see

2019 Unit Information

When offered:
S1 Day
Permission of Executive Dean of Faculty
HSC Chinese, CHN113, CHN148