Course Title: Work effectively with Aboriginal and/or Torres Strait Islander people

Part B: Course Detail

Teaching Period: Term1 2013

Course Code: EMPL5846C

Course Title: Work effectively with Aboriginal and/or Torres Strait Islander people

School: 360T Education

Campus: City Campus

Program: C5290 - Diploma of Education Support

Course Contact: Robyn Blaikie

Course Contact Phone: +61 3 9925 4838

Course Contact Email: robyn.blaikie@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

Fiona Dean: Teacher
fiona.dean@rmit.edu.au
99254650

Nominal Hours: 20

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

No specific pre-requisite and co-requisite.

Course Description

This course describes the communication and work practice skills and knowledge required to work with Aboriginal and Torres Strait Islander. It deals specifically with cross-cultural awareness and issues involving working with Aboriginal and Torres Strait Islander individuals, organisations and communities.


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

HLTHIR404B Work effectively with Aboriginal and/or Torres Strait Islander people

Element:

1. Reflect an awareness of Aboriginal and Torres Strait Islander history and cultures in work practices

Performance Criteria:

1.1 Acknowledge and respect the impact of events and issues in Aboriginal and/or Torres Strait Islander history during service delivery
1.2 Demonstrate knowledge of and respect for the diversity of culture, skin and language groups, family structures, art and religion in Indigenous cultures as part of service delivery

Element:

2. Reflect an awareness of own and other cultural realities in work practices

Performance Criteria:

2.1 Identify the potential impact of cultural factors on service delivery to Aboriginal and/or Torres Strait Islander clients
2.2 Address cultural realities in order to facilitate full participation in service delivery by Aboriginal and/or Torres Strait Islander clients and/or co-workers
2.3 Negotiate appropriate strategies to effectively accommodate cultural differences in the workplace
2.4 Identify and utilise resources to facilitate effective service delivery in a cross cultural context
2.5 Ensure work practices used in a cross cultural context are grounded in an awareness of one's own culture and the cultural realities of others

Element:

3. Communicate effectively with Aboriginal and Torres Strait Islander people

Performance Criteria:

3.1 Identify communication issues and ensure they are addressed to develop and maintain effective relationships with Aboriginal and/or Torres Strait Islander clients and/or co-workers
3.2 Employ appropriate communication strategies to support a culturally safe environment for delivery of health services
3.3 Identify ineffective and/or inappropriate communication strategies and remodel them to support delivery of health services
3.4 Identify and utilise resources to facilitate effective communication within the workplace
3.5 Engage the services of Aboriginal and Torres Strait Islander interpreters, health workers and colleagues as cultural brokers as required to meet duty of care

Element:

4. Reflect cultural safety in workplace and professional relationships

Performance Criteria:

4.1 Ensure workplace and professional relationships are based on mutual respect, tolerance of diversity and a shared understanding of cultural safety
4.2 Identify critical issues influencing workplace and professional relationships with Aboriginal and/or Torres Strait Islander co-workers and clients
4.3 Identify and utilise effective strategies to develop and maintain effective relationships with Aboriginal and/or Torres Strait Islander co-workers and clients as appropriate
4.4 Take responsibility for revisiting strategies to assist in the resolution of any difficulties, differences or misunderstandings that may occur

Element:

5. Work in partnership with Aboriginal and Torres Strait Islander people and communities

Performance Criteria:

5.1 Develop and implement strategies to increase participation of Aboriginal and Torres Strait Islander people in health service delivery
5.2 Ensure delivery of health care, services and programs reflect culturally safe and appropriate practice
5.3 Ensure health care, services and programs encourage self-determination and community control to ensure improved health outcomes
5.4 Identify and utilise resources to promote effective partnerships with Aboriginal and/or Torres Strait Islander people, organisations and communities
5.5 Support the development of effective partnerships between staff, Aboriginal and Torres Strait Islander people and their communities to facilitate accessibility, affordability, accountability, acceptability of appropriate healthcare and workplace services


Learning Outcomes


Develop the communication and work practice skills and knowledge required to work with Aboriginal and Torres Strait Islander people. It deals specifically with cross-cultural awareness and issues involving working with Aboriginal and Torres Strait Islander individuals, organisations and communities.


Details of Learning Activities

The student learning experience will be facilitated through participation in a range of activities: 

Group discussion 

Research assignments

Guest speakers

Oral and/or written questions on "What if?" scenarios

Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations
Individual and group projects - Completing the projects will include negotiated independent study time and practical work
relevant to the unit of competency. 

Workplacement


Teaching Schedule

Course guide
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.

Week 1-4
Aboriginal and Torres Strait Islander culture and history
The impact of European settlement - Loss of land and culture

Discussion, Q&A activities, Evidence Guide

Week 5-8

Differences between cultures, particularly the cultures of Aboriginal and Torres Strait Islander people and others
The importance of law and kinship
Equity and diversity principles

Discussion, Q&A activities,
Assignment/project1 – Research/Q&A/Oral presentation

Week 9-12

Appreciation of cultural shock and its impact on health and well being
Basic understanding and awareness of the factors which contribute to impacts on Aboriginal and Torres Strait Islander health and well being
Equity and diversity principles

Discussion, Q&A activities/Oral presentation

Week 13-16
Understanding and awareness of the diversity of Aboriginal and Torres Strait Islander cultures
Understanding and awareness of the social, political and economic issues affecting Aboriginal and Torres Strait Islander people

Discussion, Q&A
Scenarios/Q&A

Week 17-20
Understanding of own culture, western systems and structures and how this impacts on Aboriginal and Torres Strait Islander cultures
Understanding of past and present power relations and its impact on the workplace and communities
Discussion,Q&Aactivities
Progress interview – Evidence guide, Assignment 1, Evidence of practical experience promoting and responding to workplace diversity; e.g Observation/Demonstration, Thirdparty


Semester 2

Week 1-4

Education policies and initiatives designed to support learning outcomes for Aboriginal and/or Torres Strait Islander peoples
Information sources for local Aboriginal and/or Torres Strait Islander peoples
Anti-discrimination and stereotyping

Discussion, Q&A activities, Evidence Guide

Week 5-8

A variety of appropriate teaching and learning strategies for use with Aboriginal and/or Torres Strait Islander students
Local protocols for interacting with Aboriginal and/or Torres Strait Islander community members
Interact in a culturally appropriate way with Aboriginal and/or Torres Strait Islander community members

Discussion, Q&A activities, Oral presentation


Week 9-12

Factors affecting facilitation of individual and group learning
Anti-discrimination and stereotyping
Local protocols for interacting with Aboriginal and/or Torres Strait Islander community members
Interact in a culturally appropriate way with Aboriginal and/or Torres Strait Islander community members

Discussion, Q&A activities
Assignment/project 2 – Research/Scenarios


Week 13-16

Interacting appropriately with students/staff from diverse cultural backgrounds
Using a range of inclusive learning strategies that encourage engagement of Aboriginal and/or Torres Strait Islander learners
Working in consultation with the teacher to use a range of inclusive learning and teaching

Discussion, Q&A activities

Week 17-20
Interacting appropriately with students/staff from diverse cultural backgrounds
Using a range of inclusive learning strategies that encourage engagement of Aboriginal and/or Torres Strait Islander learners
Working in consultation with the teacher to use a range of inclusive learning and teaching

Discussion, Q&A activities
Scenarios

Assessment interview – review folio of final assessments e.g : Evidence Guide, Assignment/Project1 and 2, Evidence of working effectively with Aboriginal and Torres Strait Islander people; e.g. Observation/Demonstration, Third party, Folio – Presentation (oral and written)

 


 


Learning Resources

Prescribed Texts


References


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 of the library resources.


Overview of Assessment

You must demonstrate an understanding of all elements of the competencies in order to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice
• Oral or written questioning
• Assignments and projects
• Presentation of a portfolio of evidence which may comprise documents, and/or photographs and/or video and audio files
• Review of products produced through work-based or course activities
• Third-party feedback from a work supervisor/employer
Feedback will be provided throughout the semester in class and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.
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.
An assessment charter (http://mams.rmit.edu.au/kh6a3ly2wi2h1.pdf) summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures which are described and referenced in a single document: http://www.rmit.edu.au/browse;ID=ln1kd66y87rc


Assessment Tasks

Assessment methods have been designed to measure achievement of each competency in a flexible manner over a
range of assessment tasks. You may be assessed by:
• Direct observation of actual and simulated work practice 

• Oral or written questioning 

• Assignments and projects 

• Presentation of a portfolio of evidence which may comprise of documents, and/or photographs and/or video and audio files 

• Review of work produced through work-based or course activities 

• Third-party feedback from a work supervisor/employer 
Feedback will be provided throughout the semester in class
and/or online discussions, through individual and group feedback on practical exercises and by individual consultation.

Assessment tasks in this course are either formative or summative. Formative tasks provide the basis for ongoing feedback and can be considered essential building blocks for the more substantial summative assessment tasks. Summative assessment tasks in this unit are assessed using the following competency based results:

CA – Competency achieved
NYC – Not Yet Competent
 


Assessment Matrix

The assessment matrix demonstrates alignment of assessment tasks with the relevant Unit of Competency.
These are available from the course contact person (stated above).

Course Overview: Access Course Overview