Course Title: Promote Aboriginal and/or Torres Strait Islander cultural safety

Part B: Course Detail

Teaching Period: Term1 2017

Course Code: HUSO5216C

Course Title: Promote Aboriginal and/or Torres Strait Islander cultural safety

School: 365T Global, Urban and Social Studies

Campus: City Campus

Program: C4352 - Certificate IV in Youth Work

Course Contact: Dianne Mackay

Course Contact Phone: +61 (3) 9925 4454

Course Contact Email:

Name and Contact Details of All Other Relevant Staff

Dianne Mackay

Nominal Hours: 25

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

In this unit students develop the skills and knowledge required to identify Aboriginal and/or Torres Strait Islander cultural safety issues in the workplace, model cultural safety in own work practice, and develop strategies to enhance cultural safety.

This unit is taught and assessed with CHCDIV001 Work with diverse people.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety


1. Identify cultural safety issues in the workplace

Performance Criteria:

1.1 Identify the potential impact of cultural factors on service delivery to Aboriginal and/or Torres Strait Islander clients

1.2 Identify critical issues that influence relationships and communication with Aboriginal and/or Torres Strait Islander people

1.3 Establish key aspects of cultural safety in consultation with Aboriginal and/or Torres Strait Islander people

1.4 Evaluate the extent to which cultural safety is integrated in own work and workplace



2. Model cultural safety in own work

Performance Criteria:

2.1 Ensure work practices are grounded in awareness of one’s own cultural bias

2.2 Reflect awareness of own and other cultures in work practices

2.3 Use communication techniques and work practices that show respect for the cultural differences of Aboriginal and/or Torres Strait Islander people

2.4 Engage with Aboriginal and/or Torres Strait Islander interpreters and colleagues as cultural brokers, according to  situation needs



3. Develop strategies for improved cultural safety

Performance Criteria:

3.1 Support the development of effective partnerships between staff, Aboriginal and/or Torres Strait Islander people and their communities

3.2 Identify and utilise resources to promote partnerships

3.3 Devise and document ways to support the delivery of services and programs that are culturally safe and encourage increased participation

3.4 Integrate strategies that encourage self-determination and community control in services and programs


4. Evaluate cultural safety strategies

Performance Criteria:

4.1 Agree outcomes against which cultural safety strategies can be measured

4.2 Involve Aboriginal and/or Torres Strait Islander people in evaluations

4.3 Evaluate programs and services against desired outcomes

4.4 Revise strategies based on evaluation with appropriate engagement of Aboriginal and/or Torres Strait Islander people


Learning Outcomes

On successful completion of this course you will have developed the skills and knowledge required o demonstrate competency in the above elements.

Details of Learning Activities

This course’s learning activities will be supported and complimented by RMIT’s on line learning management tool Blackboard.  Other essential learning activities take place during the workshops, and you will also be required to undertake independent studies.  Some learning activities that you may be required to undertake are:

  • class exercises to review discussions/lectures
  • responses to case studies
  • workplace simulations and role plays of youth work practice
  • analysis/critique of relevant reading material
  • workshops
  • design activities or projects
  • group projects
  • peer learning
  • guest lecture/presentation
  • peer teaching and class presentations
  • group discussion
  • research
  • independent project based work
  • group activities/projects
  • ‘workshopping’ of student projects including peer/lecturer feedback
  • practical placement


Teaching Schedule

Please note: While your teacher will cover all the material in this schedule, the weekly order is subject to change depending on class needs and availability of speakers and resources.





Elements of Competency



Diverse people

Introduction to Unit








In class and Blackboard

Reflection on own perspectives and knowledge of culture and cultural awareness

Human rights

Key areas of diversity





Excursion to be confirmed






In class and Blackboard

Immigration Museum visit and activity

Diversity in Australia

Promote cross-cultural understandings

Cultural Awareness/Competence

Service system


“Bringing it all together”


Case Study Assessment



In class and Blackboard

Unpack Case study and respond to questions

To be completed in class



Promote Aboriginal and/or Torres Strait Islander Cultural safety

Introduction to Unit

Culture, history, social, political impacts.

System and structural impacts on service system access

Racism and discrimination




In class and Blackboard Kanyini documentary




Excursion to be confirmed

Bunjilaka Aboriginal Cultural Centre Visit and Activity

Exploration of Aboriginal culture and history.

Promote cultural safety in the workplace.





In class and Blackboard


“Bringing it all together”

Assessment on history and culture

In class assessment Aboriginal strengths, history and culture.




Working in partnership across the service system


Working in a culturally appropriate manner with the Aboriginal community and organisations.


 Identify cultural safety issues in the workplace


 Reflect awareness of own and other cultures in work practices


 Support the development of effective partnerships 

Identify and utilise resources to promote partnerships




“Bringing it all together”


Evaluate effectiveness

Case study Assessment, this will be commenced during the class with further research to be completed individually.





In class and Blackboard

Learning Resources

Prescribed Texts




Other Resources

RMIT will provide you with resources and tools for learning in this course through our online systems and access to specialised facilities and relevant software. You will also have access to the library resources.

Overview of Assessment

This course is assessed in accordance with competency-based assessment.

To demonstrate competency in this course you will need to complete the following assessment tasks to a satisfactory standard. You will receive feedback from the teacher when you have completed the assessment tasks.

Assessment 1: Questions and Answers

Assessment 2: Questions and Answers / Research

Assessment 3: Questions and Answers / Research

Assessment 4: Questions and Answers / Research

Assessment 5: Role Play

You should refer to the assessment plan which is available on Blackboard for details of each assessment task and for detailed assessment criteria.

Grades that apply to courses that are delivered and assessed in accordance with competency-based assessment are:

CA: Competency Achieved
NYC: Not Yet Competent
DNS: Did not Submit for Assessment

If you have a long term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.

A student charter summarises your responsibilities as an RMIT student as well as those of your teachers.

Your course assessment conforms to RMIT assessment principles, regulations, policies, procedures and instructions which are available for review online:;ID=c15i3ciaq8ca

Assessment Tasks

Assessment 1: Questions and Answers

Cultural diversity in Australia today (600 – 800 words)

Demonstrate an understanding of the history of cultural diversity and its influence on identify and behaviour of young people.

Assessment 2: Questions and Answers / Research

Cultural Competence / Cultural Awareness (800 – 1000 words)

Identify the skills needed to provide a culturally safe environment for diverse clients in youth work. 

Assessment 3: Questions and Answers / Research

Aboriginal and Torres Strait Islander culture and history (600 – 800 words)

Identify traditional and contemporary strengths of Aboriginal culture and the impacts of colonisation and the stolen generations.

Assessment 4: Questions and Answers / Research

Working in a culturally appropriate manner with the Aboriginal community and organisations (600 – 800 words)

Demonstrate an understanding of Aboriginal community controlled health organisations and how to build partnerships to deliver better outcomes. 

Assessment 5: Role Play

Cross cultural communications and resolving misunderstandings

The role play explores cross cultural exchange, communication styles and resolving cultural and language barriers.

Assessment Matrix

The assessment matrix demonstrates alignmen of assessment tasks with the relevant unit of competency. these matrix's are available through Program administration.

Other Information

Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters:

Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of implications of plagiarism.

It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.

Applying for an Extension

Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. Speak with your teacher or course coordinator regarding applying for an extension.

Applying for Special Consideration

If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see:

Academic Integrity

Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.

If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website:

The RMIT library provides tools to assist with your referencing

Plagiarism and Collusion

Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.

Examples of plagiarism include:

  • Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
  • Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
  • Piecing together text from one or more sources and adding only linking sentences;
  • Copying or submitting whole or parts of computer files without acknowledging their source;
  • Copying designs or works of art and submitting them as your original work;
  • Copying a whole or any part of another student's work; and
  • Submitting work as your own that someone else has done for you.
  • Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence 

For further information, please see the RMIT Plagiarism Policy –;ID=sg4yfqzod48g1 (unresolved) – and the RMIT Student Conduct Regulations –;ID=r7a7an6qug93

Plagiarism Software

The originality verification software Turnitin may be used in this course. For details, see:

Complaints Procedure:

RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.

Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable.


Student Complaints Policy:

Student complaints Procedure:;ID=i1lexipvjt22

Student Complaints Form:


Course Overview: Access Course Overview