UNIT OUTLINE

INDG1150
ABORIGINAL ENCOUNTERS: STRANGERS IN OUR BACKYARD

SCHOOL OF INDIGENOUS STUDIES

SEMESTER 1 - 2024
CAMPUSES: CRAWLEY & ALBANY

UNIT COORDINATOR:
Mel Thomas
Tutors: Dougie Nelson, Mel Thomas, Eliza Huston, Melissa Dinnison, and Shandell Cummings (Albany)
SIS Productions
Cover image: National Apology to the Stolen Generations
Source: The Age, 14 February 2008 (accessed 24 July 2016)
https://www.google.com.au/search?
q=apology+to+stolen+generation+kevin+rudd&biw=1280&bih=617&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjzp
4ChrIvOAhUBopQKHcWZA1QQ_AUIBigB#imgrc=fN8viNNCRCXFMM%3A

All material reproduced herein has been copied in accordance with and pursuant to a statutory licence administered by
Copyright Agency Limited (CAL), granted to the University of Western Australia pursuant to Part VB of the Copyright Act 1968
(Cth).
Copying of this material by students, except for fair dealing purposes under the Copyright Act, is prohibited. For the purposes
of this fair dealing exception, students should be aware that the rule allowing copying, for fair dealing purposes, of 10% of the
work, or one chapter/article, applies to the original work from which the excerpt in this course material was taken, and not to
the course material itself.

© The University of Western Australia 2024

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 Contents

Unit Description 4
Introduction
Learning Outcomes
Unit Resources on LMS

Contact & Unit Structure Details 5

Unit Schedule 8

Assessments 15
Assessment Mechanism
Assessment Briefs
Assessment Rubrics
Essay Writing Advice

Policies & Procedures 25

Communication
University Policy on Assessment
Unit Attendance, Engagement & Participation
Submission of Assessment Items
Special Consideration
Word Limits
Assessment Feedback
University Policy on Review & Appeal of Academic Decisions
Ethical Scholarship, Academic Literacy & Academic Misconduct
Use of Student Feedback
Incidental Fees & Charges
ACE

Support for Students 28

Charter of Student Rights & Responsibilities
Student Services & Learning Support
UWA Student Guild

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UNIT DESCRIPTION

Introduction
This unit examines the often contested historical realities of Aboriginal experience in
postcolonial Australia. Significant eras in shaping an Australian national identity are
deconstructed in order to highlight the cultural, social and political impact on, and from, the
Aboriginal nation. The unit also explores how collective historical experiences transmit and
transform over time.

Unit Learning Outcomes

On completion of this unit students will be able to:

(1) use critical thinking skills to incorporate new information about the construction of
knowledge;
(2) demonstrate an understanding of Aboriginal history and how these narratives inform
contemporary issues in Australian society;
(3) understand the unity of Aboriginal people yet recognise divergence in the narratives of
Aboriginal people;
(4) develop an understanding of Aboriginal demographics; and
(5) imagine a 'third space' for sharing Aboriginal and non-Aboriginal histories.

We hope you enjoy the unit!

INDG1150 Teaching Team

School of Indigenous Studies

Unit Resources
Essential readings for this unit are available on the Learning Management System (LMS):
www.lms.uwa.edu.au or on Course Materials Online: www.is.uwa.edu.au/information-resources/cmo.

For assistance with LMS select the “LMS Help: STUDENTS” link at www.lms.uwa.edu.au or contact
SISO at support@student.uwa.edu.au or 6488 3814 or in person at the Reid Library and the
Science Library. Or, browse answers online anytime or ask a question through askUWA available
at: http://ipoint.uwa.edu.au.

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CONTACT & UNIT STRUCTURE DETAILS
UNIT COORDINATOR
Name: Assistant Professor Mel Thomas
Email: Mel.Thomas@uwa.edu.au
Phone: 6488 2397
Office: Bilya Marlee G201
Consultation: Please contact by email for consultation or to
request an appointment.

UNIT STRUCTURE
Lecture 1: Tuesday | 12:00pm – 1:00pm
Venue: Octagon Lecture Theatre & On-line Recorded
Participation: Online or face to face tutorials

Tutorial: Please check the CAS (the Class Allocation System)

for your tutorial allocation.
NB: For queries related to tutorial allocation please contact Samantha Brayne at The School of
Indigenous Studies on 6488 7658 or by email Samantha.brayne@uwa.edu.au

LECTURES, TUTORIALS & ON-LINE FILM REVIEWS *****

Lecture Delivery
The delivery of this unit will be by way of live and online recorded lectures, face to face or Microsoft
Teams tutorials. Prominent Indigenous teachers will contribute to the unit. As your unit coordinator my
role is to facilitate your learning and encourage active dialogue in all classes and on-line forums. The
format of on-line learning, where you review films and associated texts is explained on pages 5 and 6
below.

Scholarly readings and documentaries

Throughout the semester you will be exposed to a wide range of primary sources, secondary sources
films and documentaries to illustrate how major historical events, people and Indigenous and non-
Indigenous scholars have explored Indigenous history and narratives.

The second series consisting of films has been placed online as it involves accessing media in many
instances and requires critical reflections.

The on-line films are designed to help you relate the target text to the key learning outcomes of this
unit:
1) use critical thinking skills to incorporate new information about the construction of knowledge; (2)
demonstrate an understanding of Aboriginal history and how these narratives inform
contemporary issues in Australian society; (3) understand the unity of Aboriginal people yet recognise
divergence in the narratives of Aboriginal people; (4) develop an understanding of Aboriginal
demographics; and (5) imagine a 'third space' for sharing Aboriginal and non-Aboriginal
histories.

Online-Film review and reflection activity

Submit only two of these review and reflection activities for by 15 April via LMS Submission box.

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Example of Review and Reflection (assignment 1)15

Rocket-fuelled exile

Contact (2009)

Director: Bentley Dean & Martin Butler

Review

The audience is immersed in the Western Desert home of Yuwali and her family, who yarns of
her experience in making first contact with “Whitefellas” – and how such an iconoclastic event
stripped her of “the old ways”. The film uses this narrative to comment on the historical and
present struggle in Australia that ensued colonial arrival and how attempted assimilation of
Aboriginal people sought to denature freedom of identity. Contact centred on the Blue Streak
missile testing in Woomera; which functioned as a distressing device signifying the aggression
that has forced Aboriginal people from their country and the systematic destruction of family and
knowledge. Contact is an incredibly emotive film that challenges a complacent “white-Australia”
to question critically national and personal ideals of who, and what events have truly shaped this
country.

Reflection

In writing this review I really wanted to highlight the socio-cultural struggle that was imposed on
the Martu people in coming into contact with non-Aboriginal Australia for the first time. For me
this film really captured the hurt inflicted on Yuwali and her kin as they were forced to move not
only from their country, but the coercion committed by an authoritative non-Aboriginal Australia
that obligated these Aboriginal people to leave the "old-ways" behind them. I found this deeply
distressing to watch play out; but projected my awareness to get glimpse of the pain caused to
Aboriginal people by forcible removal. To me, this film established the importance of country,
people and knowledge to Aboriginal people. It also showed how history is a game of selection
and omission and that uncovering the truth (often which has been omitted) can prove very
challenging to what we have become comfortable knowing. For such reasons, this has been my
favourite film so far.

TUTORIALS: Attendance, Preparation and Participation

Attendance at all allocated tutorials

With a student cohort of over 400 students, it is important that you always attend your allocated tutorial
group. If for any reason you are unable to attend your usual group, due to medical or other compelling
reason, and you need to attend another group please print out an alternative tutorial form, then ask
the other tutor to sign it. The following week give your signed form to your regular tutor so that he or
she can keep track of your attendance. Please do not request from the coordinator an alternative
tutorial. Simply, if you are unwell or for any other compelling reason cannot make it to your usual
tutorial, attend one of the other tutorials. But please remember, unless you are unwell or have grounds
for special consideration always attend your allocated tutorial. For tutorial preparation please read the
instructions below.

You are requested to read at least one article per week for tutorial preparation
In this unit tutorials are a medium to facilitate active student learning and participation. The marks
awarded for tutorials participation and engagement is 25 marks in total. 10 marks will be awarded if
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you attend all tutorials and a maximum of 15 marks will be awarded for in-class contribution
and participation. All participants will be requested to discuss critically the tutorial topics and
one assigned reading. Within your tutorial group please get to know one another as you will work in
groups of five for approximately 20 minutes and report back to class for 20 minutes. Each one of you
will have a go at leading the discussion over the semester with your group. Your tutors will facilitate this
interactive tutorial conversation. In preparation for each week, you are requested to read the
minimum weekly reading for the tutorial that is set out in the unit schedule on pages 8 to 10
below. The minimum weekly readings are available on the unit’s LMS. Please note that the tutorial
topics and readings are based on the previous week’s lecture topic and readings. For example,
in tutorial 2 in week 3, where you consider Indigenous History and Australian History (the lecture topic
of week 2) the readings for tutorial week 3 are from week 2’s readings. In short the tutorials are a
week behind the substantive lectures. The format and order of topics and readings will be further
explained in the first Welcome tutorial, beginning in week 2.

September: http://www.imdb.com/title/tt0903644/

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 UNIT SCHEDULE – OVERVIEW OF SEMESTER – SIS Inc.

Week LECTURE: On-Line Films Forum Tutorials & Weekly Readings Tutorial Topics
Beginning & 6 On-line Lectures
Note: The tutorials topics on the right NB: tutorial topics follow
Tuesdays 12pm- (MT) column follow the previous week’s the previous week’s
1pm Octagon & lecture topic and related readings lectures and readings
Theatre Movie Reviews

(LECTURES ARE Rate and review and

RECORDED. reflect 2 films over the
ATTENDANCE IS semester: submit two for
assessment by due date
REQUESTED)

1 INDG1150 UNIT No Film Week 1 No required readings. NO TUTORIALS

OVERVIEW
Aboriginal
Encounters: The
Musical – Live
Performance
Mel Thomas and
SIS Staff

27
February

2 Aboriginal History & Film Welcome tutorial: Unit

Australian History – Mackinolty, C., and Wainburranga P., outline, assessments,
The First Australians ‘Too Many Captain Cooks’ in Swain, T themes of unit explained
Mel Thomas and Rose, BB (eds) Aboriginal
Australians and Christian Missions,
Adelaide, Australian Association for the
Study of Religions, 1988, pp. 355-360
Huggins, J ‘Experience and Identity:
Jackie Huggins and writing history’,
5 March Limina, Vol 2, 1996, pp. 1-5 (excerpt)

3 Film Review. Film Collard, L ‘Kura, Yeye, Boorda – from Based on the previous
the past, today and the future’ in S week’s classes discuss in
The First Australians Morgan, T Mia and B Kwaymullina, groups of 5 the topic and
Heartsick for Country: Stories of Love, related readings for week
12 Spirit and Creation, Fremantle, 2
The Ten Canoes Fremantle Press, 2008, pp. 46-71.
March
Kwaymullina, A, ‘Introduction: A Land of
Many Countries’, in S Morgan, T Mia
and B Kwaymullina, Heartsick for
Country: Stories of Love, Spirit and
Creation, Fremantle, Fremantle Press,
2008, pp. 6-21

4 Historical Film Reynolds, H ‘Confronting the Myth of Based on the previous

Controversy Peaceful Settlement’ in Reynolds, H week’s classes discuss in
Frontier Conflict – (ed) Why Weren’t We Told? A Personal groups of 5 the topic and
Reality or Myth? – Search for the Truth about our History, related readings for week
19 Melbourne, Penguin Books, 1999, pp. 3
135-151.
The Tracker
March
Windschuttle, K., ‘The Myths of Frontier
Massacres in Australian History: Part II
The Fabrication of the Aboriginal Death
8
 Toll’, Quadrant, vol. 44, no. 11, 2000,
pp. 17-24.
5 Indigenous Film On Richard Walley see Living Based on the previous
Perspectives of the Treasures: week’s classes discuss in
Law www.dca.wa.gov.au/resources/living_tr groups of 5 the topic and
Contact easures/2015-recipients/richard-walley/ related readings for week
Dr Richard Walley 4
26 March
Study Break 29
March – 6 April
6 Film Beresford, Q. and P. Omaji, Our State Mid Stage Unit Review
of Mind: Racial Planning and the Stolen Tutorial
Assimilation and Generations, Fremantle, Fremantle Arts
‘absorption’ Centre Press, 1998, pp. 29-60. Based on the previous
The Coolbaroo club week’s class discuss in
groups of 5 the topic by
the guest speaker Dr
9 April Richard Walley speaker &
undertake a mid-stage
review of the unit in class

7 Aboriginal Civil and Film

Political Rights
September Chesterman, J ‘Defending Australia’s Based on the previous
Struggles –
(available from UWA Reputation: How Indigenous week’s classes discuss in
Mel Thomas Library on DVD only) Australians Won Civil Rights Part One,’ groups of 5 the topic and
16 April related readings for week
Australian Historical Studies, vol. 32,
no.116, 2001a, pp. 20-39 6

8 Indigenous Activism Film footage Foley, G., and T. Anderson, ‘Land Based on the previous
for Land Rights Rights and Aboriginal Voices’, week’s classes discuss in
Prime Minister Paul Australian Journal of Human Rights, groups of 5 the topic and
Keating’s Redfern vol. 12, no. 1, 2006, pp.83-108 related readings for week
Mel Thomas speech 7
23 April.
& Muldoon, P and Schaap, ‘Aboriginal
Prime Minister Kevin Sovereignty and the Politics of
Rudd’s apology to the Reconciliation: The Constituent Power
Stolen Generations of the Aboriginal Embassy in Australia’,
Environment and Planning: Society and
Space, vol. 30, 2012, pp. 534-550

PART 2
9 Film Beresford, Q. and P. Omaji, Our State of Based on the previous
Mind: Racial Planning and the Stolen week’s classes discuss
Reconciliation Utopia Generations, Fremantle, Fremantle Arts in groups of 5 the topic
Today Centre Press, 1998, pp. 29-60. and related readings for
30 April week 8

9
 10 Based on the previous
week’s classes discuss
SIS Inc. Theatre in groups of 5 the topic
and related readings for
An Inspector Calls week 9
on A0 Neville

SIS CAST
7 May

11 LECTURE Quiz unit: Students will

be allocated into groups
14 WRITING THE of 5 for a non-
MAJOR ESSAY - assessable quiz on the
May Mel Thomas unit.

12 ESSAY HOTLINE
RUNNING THIS WEEK
TO UNIT
COORDINATOR –
21 May We’re only a phone call away if you need
MAJOR ESSAY advice…. 6488 2973
DUE
FINAL: ESSAY
1500 words TUTORIAL
27 May

10
 Week 1

Lecture: Aboriginal Encounters The Musical – Unit overview: themes, learning outcomes,
assessments & some live music …

Week 2
11
Lecture: Re-Imagining Australian History

Essential Readings:
Mackinolty, C., and Wainburranga P., ‘Too Many Captain Cooks’ in Swain, T and Rose, BB
(eds) Aboriginal Australians and Christian Missions, Adelaide, Australian Association for
the Study of Religions, 1988, pp. 355-360
Huggins, J ‘Experience and Identity: Jackie Huggins and writing history’, Limina, Vol 2, 1996,
pp. 1-5 (excerpt)

Film: The Ten Canoes

Week 3

Lecture: Indigenous World views and Film: The First Australians

Essential Readings:
Collard, L ‘Kura, Yeye, Boorda – from the past, today and the future’ in S Morgan, T Mia and B
Kwaymullina, Heartsick for Country: Stories of Love, Spirit and Creation, Fremantle, Fremantle
Press, 2008, pp. 46-71.

Kwaymullina, A, ‘Introduction: A Land of Many Countries’, in S Morgan, T Mia and B

Kwaymullina, Heartsick for Country: Stories of Love, Spirit and Creation, Fremantle, Fremantle
Press, 2008, pp. 6-21.

Gammage, B The Biggest Estate on Earth: How Aborigines Made Australia, Cows Nest, Allen
and Unwin, pp. 123-154

Film: The First Australians (episode one available on-line)

Week 4

Lecture: Frontier Conflict

Essential Readings:
Reynolds, H ‘Confronting the Myth of Peaceful Settlement’ in Reynolds, H (ed) Why Weren’t
We Told? A Personal Search for the Truth about our History, Melbourne, Penguin Books,
1999, pp. 135-151.

Windschuttle, K., ‘The Myths of Frontier Massacres in Australian History: Part II The
Fabrication of the Aboriginal Death Toll’, Quadrant, vol. 44, no. 11, 2000, pp. 17-24.

Film: The Tracker

Week 5

Lecture: Aboriginal Law and the Arts

Essential Readings:
Living Treasures - Dr Richard Walley at:
http://www.dca.wa.gov.au/resources/living_treasures/2015-recipients/richard-walley/
12
Film: Contact

Week 6

Lecture: Assimilation and ‘absorption’

Essential Readings:
Beresford, Q. and P. Omaji, Our State of Mind: Racial Planning and the Stolen Generations,
Fremantle, Fremantle Arts Centre Press, 1998, pp. 29-60.

Film: The Coolbaroo Club

Week 7

Lecture: Aboriginal Civil and Political Rights 1930-1972

Essential Readings:
Chesterman, J ‘Defending Australia’s Reputation: How Indigenous Australians Won Civil
Rights Part One,’ Australian Historical Studies, vol. 32, no.116, 2001a, pp. 20-39

Internet Sources: The National Museum of Australia ‘Collaborating For Indigenous Rights’ at
http://indigenousrights.net.au/

Film: September

Week 8

Lecture: Indigenous Activism and Reconciliation 1972-1992

Essential Readings:
Foley, G., and T. Anderson, ‘Land Rights and Aboriginal Voices’, Australian Journal of Human
Rights, vol. 12, no. 1, 2006, pp.83-108
Muldoon, P and Schaap, ‘Aboriginal Sovereignty and the Politics of Reconciliation: The
Constituent Power of the Aboriginal Embassy in Australia’, Environment and Planning:
Society and Space, vol. 30, 2012, pp. 534-550

Internet Sources: The National Museum of Australia ‘Collaborating For Indigenous Rights’ at
http://indigenousrights.net.au/

Archival Film Footage: Prime Minister Paul Keating’s ‘Redfern Speech’ (1992) and Prime
Minister Kevin Rudd’s ‘Apology to the Stolen Generation’ (2008)

Week 9

Reconciliation Today

Essential Readings:

13
Muldoon, P and Schaap, ‘Aboriginal Sovereignty and the Politics of Reconciliation: The
Constituent Power of the Aboriginal Embassy in Australia’, Environment and Planning: Society
and Space, vol. 30, 2012, pp. 534-550

Week 11

On-Line lecture/Radio Play: An Inspector Calls on AO Neville - SIS Inc. Productions

Essential Readings:
Beresford, Q. and P. Omaji, Our State of Mind: Racial Planning and the Stolen Generations,
Fremantle, Fremantle Arts Centre Press, 1998, pp. 29-60.

Week 12

Lecture: Essay Writing – On-Line Lecture

Essential Readings:
Essay Writing Guide

Other Readings:
Example Essay

Student Consultations about Essay: Hotline to Unit Coordinator 6488 2973

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ASSESSMENT MECHANISM STATEMENT

Component Weight Due Date

Submission Requirements

On-Line film Review and
reflections
25 % of the unit assessment
On-going over the semester
Due 12 April 11:59pm . Submit
2 reviews and reflections for
assessment by 12 April. Total
word count 1200 words for 2
films. Submit via unit LMS
Submission Box

Student tutorial 25 % of the unit assessment 10 marks will be awarded for

attendance, participation &
active engagement
On-going over the semester
attendance – eg., if you attend
all 10 tutorials you will receive
10 marks. Up to 15 marks will
be awarded for in-class
contribution. See instructions
on page 7 for contribution
where you are expected to read
and comment on one article per
week. See further instructions
on page 16 below.

Essay - 1500 words 50 % of the unit assessment Due 27 May by 11:59pm

Submit via unit LMS
Submission Box
See instructions on pp. 17-18
below

ASSESSMENT DETAILS

Assignments briefs:

1. Assignment - Student tutorial attendance, participation & active engagement on discussion

forms – 25%
Brief: Attendance & active unit engagement will be assessed over the semester where you are
expected to read at least one article per week for tutorial discussion. 10 marks will be awarded for
attendance and 15 marks for awarded for participation.

Deadline & Submission Details: As per weekly schedule.

Participation calls for an active engagement with all the materials presented in lectures and tutorials
whether delivered by staff or by fellow students. Active engagement calls for prior reading and
preparation for all tutorials and participation in group discussions and debates. Staff will monitor and
document this engagement.

Assessment Rubric: see participation rubric below.

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2. Assignment – On-line Film Reviews - 25%

Select two (2) films for review/reflection for assessment one and submit by 12 April at 11:59pm via
LMS. You can edit and improve them for the final submission. (600 words maximum for each film 300
review/300 reflection). 25%

IMPORTANT NOTE: Only one of the following films can be presented in the final submission:
Paul Keating’s Redfern Speech or Kevin Rudd’s Apology to the Stolen Generations. (You can
submit any other combination of two films)

You should review on a regular basis over the semester. Films are available via Kanopy on the unit
website and are embedded each week on LMS.

Film list:

1. First Australians: They Have Come To Stay - Sydney And NSW (1788-1824), Ep 1 Of
7: https://uwa.kanopystreaming.com/video/first-australians-they-have-come-stay-
sydney-and-nsw-1788-1824-ep-1-7-3
2. Ten Canoes: https://uwa.kanopystreaming.com/video/ten-canoes
3. The Tracker: https://uwa.kanopystreaming.com/video/tracker
4. Contact: https://uwa.kanopystreaming.com/video/contact
5. The Coolbaroo Club: https://uwa.kanopystreaming.com/video/coolbaroo-club
6. September: Available only on DVD from UWA Library
7. Paul Keating's Redfern Speech - National Archives of Australia (via their YouTube
Channel) Prime Minister Paul Keating - Launch of International Year of the World's
Indigenous Peoples, 1993: https://youtu.be/x1S4F1euzTw. Selected Clips from Screen
Australia: http://aso.gov.au/titles/spoken-word/keating-speech-redfern-address/. Audio
available from National Archives of Australia:
http://primeministers.naa.gov.au/galleries/audio/
8. Kevin Rudd's Apology to the Stolen Generations. Kevin Rudd’s YouTube channel:
https://www.youtube.com/watch?v=xiLnsFyAVqE (Full Parliamentary speech approx.
30 min). Downloadable versions with transcript from Australian Government website:
http://www.australia.gov.au/about-australia/our-country/our-people/apology-to-
australias-indigenous-peoples
9. Utopia: https://uwa.kanopystreaming.com/video/utopia

Brief for On-line Film Review

• Write 250 words minimum for each review and 250 words minimum for each reflection.
Do this over the semester for two of the of eight films for marking
• Select two (2) of your reviews/reflections for assessment and submit by 12 April at
11:59 pm via LMS. You can edit and improve them for the final submission. (600 words
maximum for each film 300 review/300 reflection).
• Rate each film out of 5 stars, where 5 stars is excellent and one star is poor.
• As you watch the online film try to reflect on the connection between the film as a
resource and the following learning outcomes for the unit:

(2) Demonstrate an understanding of Aboriginal history and how these narratives inform
contemporary issues in Australian society
16
 (5) Imagine a 'third space' for sharing Aboriginal and non-Aboriginal histories.

• A good reflection might mean that you simply assess “How did the film or documentary further
my understanding of either or both of these two learning outcomes?” It could be that the films
assisted you in broadening your thinking or in forming further questions.
• Please note the film reviews and reflections are not essays and are mainly your personal
opinion. They form part of your on-going educational journey inviting you to question your
current beliefs and the collective climate of attitudes towards Indigenous history, knowledge,
beliefs and social outcomes within contemporary Australian paradigms.
• The film reviews map out your learning journey; empathy with and understanding of Aboriginal
peoples’ complex post-colonial history.
• Please keep each review under 300 words and each reflection under 300 words; and
remember you only have to submit your best two for formal assessment and you are
able to edit and improve them before final submission.
• Submit final work as a word (.docx) or PDF (.pdf) document on LMS on 12 April

Marking

In marking your final film reviews and reflections, we shall consider the extent to which you have
successfully achieved the following over the semester:

• The extent to which you have creatively engaged with Aboriginal history, storytelling, world-
views by the medium of film, television and documentary and how your reviews have reflected
key unit concepts.

The Basics of a Review

Use the following concepts to guide your writing of the review:

• Appraise and judge the film.

• Show your opinion of the film clearly with supporting evidence.
• Explain reasons for your opinions (critical analysis).
• Focus on its success/failure as a film and why.
• You can also evaluate technical aspects. (Cinematography/Light/Colour/Sound)
• Do not provide a plot summary or spoilers. (It is not necessary for this exercise and will detract
from the critical analysis)

The Basics of a Reflection

Use the following concepts to guide your writing of the reflection:

• This is your (emotional) journey through the film.

• Explain how you reacted, changed or stayed the same in light of your experience and
interaction with the film. Were you outraged? Indifferent? Satisfied? Educated? etc.
• Express issues that surfaced for you as a result of seeing the film.
• What was interesting, revealing or disappointing about it?
• Write as you would in a journal or diary or in conversation with a friend.
• Be candid and frank if desired. (Informal language is acceptable for the reflection)

We encourage you to seek feedback from tutors from time to time over the semester about your on-line
review progress. Try to enjoy this exercise, as it will help you with your major essay due at the end of
the semester.

Remember: While keeping in mind Indigenous peoples’ human dignity - a fundamental precept of this
unit - be intellectually honest with your reviews and reflections and don’t be afraid to write what
17
you think: there are no right or wrong answers, just interpretations. See your tutors or unit coordinator if
you’re in any doubt - we’re happy to help and provide advice.

Assessment Rubric: See Below

Assignment 3 – Major Essay [1500 words] – 50%

Brief: The major essay is your major piece of assessment that requires you to critically examine an
aspect of Indigenous history. Students will be expected to critically analyse primary and secondary
sources that relate to the topics below. Essays should include a thesis or argument, rather than be
purely descriptive. The thesis should be clearly stated in the introduction be developed throughout the
body of the essay and demonstrated in the conclusion. An extract from the assessment rubric is
included below. For example, to provide ‘highly distinctive work’ students need to write an essay that
exemplifies the following:
‘Excellent introduction, the scope, aims, thesis or organisational theme/s of the essay fully and
coherently explained. Question thoroughly introduced and backgrounded in terms of existing
research critique. Key terms and definitions thoroughly discussed and referenced. Extensive,
relevant and current reading. All aspects of the question are addressed in depth. Detailed and
insightful analysis of the issues with very strong readership and command of the field. Highly
original work. Very well written, logically structured. Clear, plausible, relevant and strong
conclusions drawn. All sources appropriately acknowledged using the correct referencing style.
Free of spelling and grammatical errors with exemplary attention to technical detail, submission
and presentation formats.’
Referencing Style: Chicago
Format: Essay body text should be 12 point an be in in Times New Roman font in a word doc. Lines
need to be one and one-half spaced and lengthy quotations need to be indented and single spacing
(without quotation marks). A margin of 4cm on the right hand side for markers comments and 2cm for
all other sides is required.
Choose one essay topic:

1. The Cherokee author Thomas King once wrote of history that "Most of us think history is the
past. It's not. History is the stories we tell about the past. That's all it is. Stories. Such a
definition might make the enterprise of history seem neutral. Benign. Which, of course, it isn't."
Do you agree with the above statement? Why/why not? Discuss, with reference to Australian
history and Indigenous peoples. NB: students can if they wish focus on a specific historical
period or event, covered in the course, in answering this question.
2. Critically analyse the success or failure of A O Neville’s assimilation policies in the 20th century
3. Frontier conflict is a myth! Critically analyse this interpretation of history
4. Aboriginal Civil and Political rights were resolved in the 1960s. Critically examine this
statement.
5. Contrast the Black armband and White armband versions of Australian history. Critically
examine to determine which one is right.
6. Critically analyse whether reconciliation has successfully benefitted or failed Aboriginal peoples.
7. Argue for or against the proposition that AO Neville should have been tried for crimes against
humanity
8. Paul Keating’s Redfern Speech in 1992 was arguably a more genuine and authentic than Kevin
Rudd’s Apology to the Stolen Generations in 2008. Argue for or against.

Readings for these essay topics, many of which relate to lectures, will be provided to you in week 5.
However, you are strongly encouraged to start your research early to give yourselves plenty of time to
find some pertinent articles on your chosen topic. Try to find at least 4 articles that relate to your topic
(and please avoid Wikipedia).

Where to find articles, books and and on-line resources?

Answer: You can find literature by researching One Search and Google Scholar (don't forget to
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configure Google Scholar with your UWA privileges and CMO).

Recommended Internet Sources:

The National Museum of Australia ‘Collaborating for Indigenous Rights’ at
http://indigenousrights.net.au/
Australian Institute of Aboriginal and Torres Strait Islander Studies – Collections On-Line:
http://aiatsis.gov.au/collections/collections-online

See also: UWA WRITESmart at:

http://www.student.uwa.edu.au/learning/studysmarter/writesmart/writesmart_drop-in

Assessment Rubric: see full essay rubric below.

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 ASSESSMENT RUBRIC FOR ASSESSING UNIT PARTICIPATION AND ENGAGEMENT

High Distinction Distinction Credit Pass Fail N+ or N

HD
80-100%
Attendance 10 Tutorials
Coordinators/Tutors will
record attendance
<50%
D CR P
70-79% 60-69% 50-59%
Attendance 9-10 Tutorials Attendance 8-9 Tutorials Attendance 7-8 Tutorials Attended less than 6 tutorials unless special
consideration is approved by Unit Coordinator/School
Coordinators/Tutors will Coordinators/Tutors will record Coordinators/Tutors will record
record attendance attendance attendance

Genuinely and respectfully Genuinely and respectfully Respectfully listened to others Showed some interest in the views of Showed little interest or engagement in the views of
listened to others over the listened to others mostly sometimes during the semester others during some of the semester but others
whole semester during the semester inconsistent attention to what was being
said

Always commented with
relevant understanding of the
readings, films and asked
questions of presenters and/or
engaged in in-class activities
Often commented with
relevant understanding of the
readings, films and asked
questions of presenters
and/or engaged in in-class
activities
On a few occasions commented
with relevant understanding of
the readings, films and asked
questions of presenters and/or
engaged in in-class activities
Seldom commented with relevant Showed little interest or engagement with the readings
understanding of the readings, films and and never particpated in class activities
asked questions of presenters and/or
engaged in in-class activities

NOTE: This is a guide only and assessments are subject to moderation


Adapted from DC Moos “Rubric for Class Participation and engagement”: http://homepages.gac.edu/~dmoos/documents/ClassParticipation_000.pdf
 Indigenous Knowledge, History and Heritage Major
Essay Rubric, Semester 2

NB: This is a guide only and essay grades are subject to moderation to ensure uniformity and consistency across student cohorts

Criterion HD D CR P F

Introduction & Excellent introduction Good introduction Introduction partially Limited introduction which lacks clarity Incoherent or no introduction outlining the
Conclusion with thesis/argument, with scope of the explains the scope and and a coherently worded thesis statement. scope and thesis.
aims and objectives essay substantially thesis. The conclusion Concluding statements made but clarity, The conclusion does not explain how the
fully and coherently explained. The essay partly supports the plausibility and relevance inconsistent thesis was demonstrated throughout the body
explained. The essay is rounded out with a thesis overall.
5 Marks is rounded out by a conclusion that is
powerful and clearly written with
striking conclusion strong articulation of
with strong the thesis or argument
articulation of the
thesis or argument
Critical Analysis Insightful analysis of A high level of Work that shows a good A fair command of the field with some Lack of acknowledgement of Indigenous voices
the issues with very relevant reading and broad based knowledge analysis. Indigenous world-views are and poor analysis
strong readership and critical analysis. and analysis of the acknowledged
35 Marks command of the field. Indigenous world- topic. Indigenous world-
Demonstrates high views are thoroughly view are respected
level analysis and explored and
respect of Indigenous respected
perspectives
Flawlessly written, Reasonably well The work is appears rushed, unfinished an Grammatical and/or punctuation mistakes
Writing style and logically structured Very well written, written and organised, is poorly organised significantly detract from the quality of the
structure with exceptional logically structured though lacking fluency paper
transitional sentences with good use of
30 Marks linking the transitional sentences
introduction, body and
conclusion
Exhaustively Thoroughly Adequate research. Limited research. Very limited research.
Research and researched. researched.
referencing All sources All sources Sources acknowledged Source are not correctly referenced or not
appropriately appropriately with minor errors. More Sources acknowledged but too many referenced at all and the research is
30 Marks acknowledged using acknowledged using scholarly articles/ errors with referencing. Over reliance on inadequate
the correct referencing the correct books/chapters needed internet sources that have dubious merit
style. Books, book referencing style.
chapters and journal Books, journal articles
articles are used are well cited, with
extensively, with apt use of quotations
excellent use of
quotations

TOTAL/100
 ASSESSMENT RUBRIC FOR FILM REVIEW ACTIVITY - HD

Major Area Of Performance Assessment Criteria

Review Content (300 words max per review) - Written in an extremely engaging and communicative style.
- Provides an excellent analytical, creative and critical analysis of the film.
- Focus is on Success/Failure of the film or Technical Aspects of the film.
- Review avoids plot summaries or Ad Hominem attacks on the actors/directors.

Reflective Content (300 words max per - Demonstrates (including implicitly) excellent awareness of key unit concepts.
reflection) - Demonstrates clearly your (emotional) journey through the film.
- Raises key issues or experiences you would share. As if recording in a diary, journal or if making conversation.

ASSESSMENT RUBRIC FOR FILM REVIEW ACTIVITY - D

Major Area Of Performance Assessment Criteria

Review Content (300 words max per review) - Written in an engaging and communicative style.
- Provides an analytical, creative and critical analysis of the film.
- Focus is mostly on Success/Failure of the film or Technical Aspects of the film.
- Review avoids plot summaries or Ad Hominem attacks on the actors/directors.

Reflective Content (300 words max per - Demonstrates (including implicitly) good awareness of key unit concepts.
reflection) - Generally clearly your (emotional) journey through the film.
- Raises key issues or experiences you would share. As if recording in a diary, journal or if making conversation.

ASSESSMENT RUBRIC FOR FILM REVIEW ACTIVITY - CR

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 Major Area Of Performance Assessment Criteria

Review Content (300 words max per review) - Generally well written, though a too descriptive in parts.
- Provides some analytical, creative and critical analysis of the film.
- Focus is on Success/Failure of the film or Technical Aspects of the film is mentioned.
- Review sometimes avoids plot summaries or Ad Hominem attacks on the actors/directors.

Reflective Content (300 words max per - Demonstrates some awareness of key unit concepts.
reflection) - Demonstrates your (emotional) journey through the film, though this could be further explained.
- Raises key issues or experiences you would share. As if recording in a diary, journal or if making conversation.

ASSESSMENT RUBRIC FOR FILM REVIEW ACTIVITY - PASS

Major Area Of Performance Assessment Criteria

Review Content (300 words max per review) - Some writing errors.
- Provides basic analytical, creative and critical analysis of the film.
- Focus is on Success/Failure of the film or Technical Aspects of the film.
- Review is too descriptive or Ad Hominem attacks on the actors/directors is made.

Reflective Content (300 words max per - Demonstrates some awareness of key unit concepts.
reflection) - Does not demonstrate clearly your (emotional) journey through the film.
- Does not adequately raisekey issues or experiences you would share. As if recording in a diary, journal or if making
conversation.

NOTE: This is a guide only and assessments are subject to moderation.

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 ESSAY WRITING ADVICE
Essay questions are set in such a way as to develop two skills:

1 Research techniques and the ability to coherently organise and present material on your chosen
topic.
2 Expression and articulation of your assessment of the research material.

Your essays will be assessed on the basis of your ability to articulate a coherent, well researched and
considered response to the chosen topic. You should address the following summarized criteria:

Coherent Argument and Considered Response

 Organisation of the Essay
 Analysis and background to the question – key terms and definitions defined & discussed
 Clearly stated Thesis – scope (points to be made), aims and themes of the essay clearly and
concisely defined
 Consistency of Argument – focussing on the topic

Quality of Research
 Critical use and extent of references
 Appropriateness of references
 Inclusion of Indigenous Voices – recognising Indigenous representation of Indigenous
knowledge

Clarity of Presentation
 Clear and correct grammar and expression including adherence to appropriate Indigenous
academic writing standards
 Adherence to submission requirements
 Use of Oxford style guidelines and standards in referencing
 Attention to technical detail – visual layout of essay, and essay presentation formats

This criteria is further described with assessment levels in the below assessment criteria table. Further
criteria are provided for non-written assignment work if this is combined with the Unit’s Assessment
Mechanism.

Additional essay writing advice can be found at:

www.student.uwa.edu.au/learning/studysmarter/on-campus/workshops/writing

Plagiarism and Academic Conduct

Academic misconduct includes plagiarism, collusion and other forms of cheating. The University of
Western Australia defines Academic Misconduct as "any activity or practice engaged in by a student
that breaches explicit guidelines relating to the production of work for assessment, in a manner that
compromises or defeats the purpose of that assessment".
Plagiarism occurs when someone disguises or misrepresents the authorship of work and claims it as
his or her own. It can occur in various forms:

(i) presenting, part or whole of another student's essay, design project or artwork as one's own;
(ii) copying phrases, sentences or passages from a published source (usually an article or a book)
without acknowledging this by quotation marks and a reference;
(iii) substantially copying design elements or images from other design projects or artworks, such as to
misrepresent the substance, strategy or personal expression of the original design project or
artwork;
(iii) presenting in your own words an idea, argument or interruption from another source, without
indicating the reference

Remember always insert references when using other people's ideas.

24
What are the penalties?
Plagiarism strikes at the heart of ethical scholarship, and the School has grown increasingly concerned
about plagiarism in student essays. In addition to being a form of fraud, plagiarism negates the value of
essays, designs or artworks as a means of developing independent thought, analysis, design strategy
or creative expression.

Unintentional plagiarism will also be penalised. The University views plagiarism very seriously and
substantial or repeated plagiarism may result in a student's failing the course or, in extreme cases,
being expelled from the University. The defense "but I have done this for other departments or
teachers" is unacceptable - it is rather like the driver who, when caught speeding, complains that (s)he
hasn't been caught before.

How to Avoid Plagiarism

The best way to avoid plagiarism in essay writing is to get into the habit of distinguishing your own work
from that by other people. We assume that unreferenced work is your own, so make sure that phrases
and sentences that are not your own are in quotation marks and given precise references, and that
ideas and arguments that are not your own are properly referenced. In cases of concepts or facts that
are widely used or known this may not be necessary - for example "liberals believe in the importance of
individual freedom" or "Australia has six states". To avoid accidental plagiarism, ensure that the notes
you use to prepare your essay clearly identify quotations and have full references.

Referencing
For this Unit the only acceptable format for referencing and notation is the ‘Chicago Style’

You are required to include footnoted citations and include a reference list. Supportive figures,
illustrations used in the essay should be referenced in their titles using footnoted citations. Essays and
assignments will be assessed according to the adherence of these referencing standards.

Presentation Formats
It is recommended that essays be typed. Essay text should be 12 point, in a clear font, e.g. Arial,
Helvetica, Times, New York, Palatino or similar, with lines one and one-half spaced.

Paragraphs should be denoted by a single extra return (you may indent paragraphs if you wish). Please
do not use extraneous formatting, such as headers, footers or tabs if they are not necessary. Please
include page numbers. The required length of the essay does not include footnotes. Students must
provide a word count at the top of their assessment item at the time of submission.

A Guide To Appropriate Language And Terminology

It is important to be sensitive to the use of appropriate language and terminology when referring to
Aboriginal and Torres Strait Islander peoples. This guide is to inform you on preferred terminology for
the School of Indigenous Studies, so you can become more confident in your choices about what terms
to use. However, it is not definitive and cannot cover all contexts, so as a general rule, if in doubt, ASK
first!

Collective and Inclusive Terms

‘Indigenous people(s)’ and ‘Aboriginal and Torres Strait Islander people(s)’ are terms commonly used to
collectively refer to Australia’s first peoples.
‘Indigenous peoples’ is a term most frequently used in an international context, particularly in relation to
the United Nations Permanent Forum on Indigenous Issues (UNPFII) and The Declaration on the
Rights of Indigenous Peoples www.social.un.org/index/IndigenousPeoples.aspx
For more information see: Indigenous Peoples Indigenous Voices Fact Sheet: Who Are Indigenous
Peoples? www.un.org/esa/socdev/unpfii/documents/5session_factsheet1.pdf
Some Aboriginal and Torres Strait Islander people object to using the term ‘Indigenous’ because it fails
to respect their own identity and preferences and ‘Aboriginal and Torres Strait Islander peoples’ is the
preferred term.
However, both terms ‘Indigenous people(s)’ and ‘Aboriginal and Torres Strait Islander people(s)’ are
acceptable to use in the course. Use capital letters for ‘Indigenous’ and ‘Aboriginal’ when you are
referring specifically to Aboriginal peoples in Australia.
25
In many areas, the term ‘Aboriginal people’ is increasingly used in preference to ‘Aboriginal and Torres
Strait Islander people’. In Western Australia there has been a clear and stated community preference
for use of the term ‘Aboriginal people’ as the inclusive term rather than ‘Indigenous’ or ‘Aboriginal and
Torres Strait Islander’. This is demonstrated by the following examples from two key government
agencies:
• In 2013, Western Australia’s Department of Indigenous Affairs replaced the term ‘Indigenous’ in its
title with ‘Aboriginal’, its stated reason being that: "The Department of Aboriginal Affairs (formerly
Indigenous Affairs) has been renamed to more accurately reflect the identity of Aboriginal people in
Western Australia. This change is in line with requests from the State's Aboriginal community."
http://www.daa.wa.gov.au/
• The Department of Health (WA) stated rationale on using the term ‘Aboriginal’ is that: "Within
Western Australia, the term Aboriginal is used in preference to Aboriginal and Torres Strait Islander,
in recognition that Aboriginal people are the original inhabitants of Western Australia. No disrespect
is intended to our Torres Strait Islander colleagues and community”.
http://www.aboriginal.health.wa.gov.au/home/
‘Aboriginal people(s)’ is also appropriate to use in the course.

Diverse Communities
‘Aboriginal’ and ‘Indigenous’ are both terms imposed after colonisation, which don’t reflect the cultural
and linguistic diversity of the more than 250 Aboriginal language groups across Australia as well as the
diversity within each of these groups.
Aboriginal peoples prefer to identify themselves in their own language terms e.g. Noongar, Palyku,
Yamatji. Students should be sensitive to this use, but care should be taken to have an appropriate
Aboriginal reference point when using these terms. It can be confusing as spellings may have changed
over time or may merely reflect regional or individual preferences. For example, UWA uses ‘Noongar’
as per the South West Aboriginal Land and Sea Council http://www.noongar.org.au

Language and Terminology to Avoid

The term ‘Aborigine(s)’ is often regarded as having negative connotations and is now regarded as less
appropriate, out-dated or even offensive, so use ‘Aboriginal people’ instead.
Generally avoid abbreviations, as they are like to be offensive.
• There is no acceptable abbreviation for ‘Aboriginal’.
• Do not use ATSI as an abbreviation of ‘Aboriginal and Torres Strait Islander’ in written or oral
communication. Exceptions to this are in the context of a recognised acronym for an organisation
e.g. ‘AIATSIS’ is the acronym for the ‘Australian Institute of Aboriginal and Torres Strait Islander
Studies’.
Avoid using anthropological terms such as clans, tribes. Aboriginal people do not generally use these
terms in Western Australia you can refer instead to ‘Aboriginal communities’ or ‘Aboriginal language
groups’.
‘Aboriginal’ and ‘non-Aboriginal’ people should be used in preference to ‘black’ and ‘white’ people etc.
While Aboriginal people may use terms/language to refer to themselves, such as ‘blackfellas’, this
does not imply permission for other people to use such terms.

For further guidelines on the use of appropriate language please refer to the Queensland based:
http://www.ipswich.qld.gov.au/__data/assets/pdf_file/0008/10043/
appropriate_indigenous_terminoloy.pdf

26
 POLICIES & PROCEDURES
COMMUNICATION
When you enrol at UWA you are automatically assigned a student email address. This address is then
used for official electronic correspondence unless you advise in writing that this is not acceptable. For
more information about your UWA Student Email account and services available you should visit
www.library.uwa.edu.au/it-help/students

Staff may communicate with students by email, either directly or through the unit’s LMS portal, so all
students should ensure that they:
 check their account and the unit LMS site regularly (at least twice per week); and
 communicate with University staff ONLY through their student email account.
(Staff are not required to respond by email to any other addresses.)

UNIVERSITY POLICY ON ASSESSMENT

Students are encouraged to read and familiarise themselves with the University Policy on Assessment.

UNIT ATTENDANCE, ENGAGEMENT & PARTICIPATION

The School of Indigenous Studies requires students to attend all classes in accordance with the
University's Policy on Academic Progress 3.1(a). Complying to this Student Rule is particularly relevant
where a unit may have an attendance, engagement and participation assessment component to its
overall unit grade and/or rely on a shared learning experience in or out of the class room as detailed in
the unit's outline.

If there is an assessment component for a unit based on tutorial attendance, engagement and
participation this will call for an active engagement with all the materials presented in the class whether
delivered by staff or by fellow students. Active engagements calls for prior reading and preparation for
all classes with questions prepared ahead of time to assist with class discussions and seminar debates.
Staff will monitor and document this engagement, as well as ask for seminar feedback during every
class to assist with the unit participation assessment. If any student cannot make class then they are
advised to email the Unit Coordinator as soon as possible.

SUBMISSION OF ASSESSMENT ITEMS

This procedure provides guidance for students on the timely and suitable completion of assignment
work and the penalties that apply to the submission of late work.

 All assessment tasks are due no later than the deadlines and procedures for submission clearly
indicated in the Unit's Assessment Mechanism Statement, with the exception of in-class
assessment items such as tutorial presentations.

 A penalty of 10% of the total mark allocated for the assessment item is deducted per day
for the first 7 days (including weekends and public holidays) after which the assessment
item is not accepted. Each 24-hour block is recorded from the time the assessment item is
due.

 All assessment items submitted later than 7 days after the deadline receive a mark of zero,
unless an application is approved in accordance with the University Policy on Special
Consideration (see below for information about Special Consideration).

SPECIAL CONSIDERATION
If your study or ability to meet assessment deadlines has been severely affected by illness or other
significant factors outside your control, you can apply for Special Consideration at your Allocated
Course Advice Office. Please note that your Allocated Course Advice Office is not always the School or
the Faculty that teaches this unit so you need to check your degree enrolment details for confirmation.

Special Consideration can take into account significant and unforeseen factors that may have affected
your academic preparation or performance, such as:
 significant personal illness
27
  death or serious illness of someone close to you
 other significant circumstances.

Your Allocated Course Advice Office can consider:

 extensions for assignments
 withdrawal or changes to courses
 changes to your final grade in aunit of study
 deferred examinations.

To apply for Special Consideration (www.student.uwa.edu.au/course/exams/consideration), fully

complete the Special Consideration Form, attach any supporting letters and or medical documentation
and submit to your Allocated Course Advice Office. NOTE: Incomplete forms will not be assessed.

If your allocated Course office is the School of Indigenous Studies, you are requested to submit the
Special Consideration Form directly to caroline.william@ uwa.edu.au.

You and the Coordinator/s of this unit will be notified of the outcome of your application via email, and
where necessary arrangements will need to be made between yourself and the Unit Coordinator to
confirm new assignment deadlines. Please note that in all cases, requests for assignment extensions
must be submitted before the due date.

To view the University Policy on Special Consideration go to:

www.governance.uwa.edu.au/procedures/policies/policies-and-procedures?policy=UP11%2F23

WORD LIMITS
Written assessment items (eg. essays) will have a target word count included in the Unit's Assessment
Mechanism statement. Students are permitted to be over or under the target word count without
penalty.

If a student exceeds the target word count by more than 10%, a penalty of 1% of the total mark
allocated for the assessment item will be applied for each 1% in excess of the word limit.

For example, if the target word count is 2000 students can write between 1800-2200 words without
penalty. However for every 1% over 2200 a penalty of 1% will apply.

The word count includes in-text referencing but does not include the bibliography. Students must
provide a word count at the top of their assessment item at the time of submission.

ASSESSMENT FEEDBACK
In accordance with the University Policy on Assessment, feedback on summative assessments items
will be provided to students within 15 University working days from the submission deadline and at least
one week before the next assessment item is due.

UNIVERSITY POLICY ON REVIEW AND APPEAL OF ACADEMIC DECISIONS

In accordance with the University Policy on Review and Appeal of Academic Decisions Relating to
Students, a student may request a review of an academic decision relating to them, and to appeal if
they are dissatisfied with the outcome of that review.

An academic decision may include, but is not limited to:

 assessment outcomes
 final grade or final mark for a unit
 progress status
 advanced standing
 changes to enrolment
 requests for approved leave
 special consideration (including deferred examinations)

28
The University manages review and appeals of academic decisions relating to students as follows:

29
Review
Stage 1: Where academic decisions relating to students are reviewed by the original decision-maker or
decision-making body.

Stage 2: Where academic decisions relating to students are reviewed by a higher authority appointed
by the Registrar.

It is anticipated that the bulk of matters will be resolved satisfactorily at either Stage 1 or Stage 2.

Appeal
A review at Stage 1 or Stage 2 must have occurred before a student can appeal against an academic
decision.

Students can access the Review and Appeal forms at this link:
www.governance.uwa.edu.au/committees/appeals-committee/review-and-appeal-of-academic-
decisions-relating-to-students

It is recommended that students informally discuss their concerns with the relevant unit co-ordinator or
academic staff member PRIOR to lodging a formal request for review, but should note that formal
requests for review must be lodged within 5 working days of receipt of the academic decision.

ETHICAL SCHOLARSHIP, ACADEMIC LITERACY AND ACADEMIC MISCONDUCT

Ethical scholarship is the pursuit of scholarly enquiry marked by honesty and integrity.

Academic Literacy is the capacity to undertake study and research, and to communicate findings and
knowledge, in a manner appropriate to the particular disciplinary conventions and scholarly standards
expected at university level.

Academic misconduct includes plagiarism, collusion and other forms of cheating. The University of
Western Australia defines Academic Misconduct as "any activity or practice engaged in by a student
that breaches explicit guidelines relating to the production of work for assessment, in a manner that
compromises or defeats the purpose of that assessment". Guidelines for avoiding plagiarism are also
provided below in the Essay Writing Guidelines Section. The full University misconduct policy is
available at: www.uwastudentguild.com/assist/academic/academic-misconduct/

USE OF STUDENT FEEDBACK

Students are invited and encouraged to complete a SURF questionnaire at the end of the course.
Further, students are welcome throughout the semester to discuss any issues raised in class that
require further clarification. Don’t hesitate to ask during or after class!

INCIDENTAL FEES AND CHARGES

This unit does not have extra incidental fees or charges associated with the teaching of the Unit.

ACE
All newly enrolled students (at any level) are required to complete the Academic Conduct Essential
(ACE) unit. Further information can be found at: www.ace.uwa.edu.au.

30
 SUPPORT FOR STUDENTS
CHARTER OF STUDENT RIGHTS AND RESPONSIBILITIES
This Charter of Student Rights upholds the fundamental rights of students who undertake their
education at the University of Western Australia. It recognises that excellence in teaching and learning
requires students to be active participants in their educational experience. It upholds the ethos that in
addition to the University's role of awarding formal academic qualifications to students, the University
must strive to instil in all students independent scholarly learning, critical judgement, academic integrity
and ethical sensitivity.
The Charter is available at: www.student.uwa.edu.au/life/charter

STUDENT SERVICES & LEARNING SUPPORT

Student Services offers services and programmes that complement the University experience and
promote links with the broader community. Information about the services offered and contact
information is available at: www.student.uwa.edu.au/contact/studentservices.

Students can also offer a range of support services including learning support from:
 STUDYSmarter: www.student.uwa.edu.au/learning/studysmarter
 UniAccess: www.student.uwa.edu.au/life/health/uniaccess
 University Library: www.library.uwa.edu.au/

UWA STUDENT GUILD

The UWA Student Guild can be contacted on (08) 6488 2295 or by email hello@guild.uwa.edu.au.

The Guild also has professional Student Assist staff who can be contacted by email
assist@guild.uwa.edu.au or students can drop in to the Guild Office during office hours.

More information about the University Student Guild is available at: www.uwastudentguild.com/contact

31