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

Part B: Course Detail

Teaching Period: Term1 2021

Course Code: HUSO5216C

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

School: 375T Vocational Design and Social Context

Campus: City Campus

Program: C5331 - Diploma of Youth Work

Course Contact: Dianne Mackay

Course Contact Phone: +61 (3) 9925 4454

Course Contact Email: dianne.mackay@rmit.edu.au


Name and Contact Details of All Other Relevant Staff

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

None

Course Description

In this unit, students will gain the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.

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

Element:

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

Element:

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 Str

Element:

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

Element:

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

In-class (campus-based and online classroom) activities: 

  • teacher directed group activities/projects 
  • peer teaching 
  • group discussion 
  • class activities to review discussions/lectures 
  • role play activities 

Out-of-class activities: 

  • independent project-based work online and other research 
  • independent study 

 


Teaching Schedule

DELIVERY AND ASSESSMENT SCHEDULE

Class

Topic

Content

1

Diverse people

Introduction to Unit

Reflection on own perspectives and knowledge of culture and cultural awareness

Human rights

Key areas of diversity

2

Promote Aboriginal and/or Torres Strait Islander Cultural safety

Discuss task 1

Introduction to Unit

Culture, history, social, political impacts.

System and structural impacts on service system access

Racism and discrimination

Storytelling

Complete task -1 in class

3

Task 2 Research task

Discuss task -4 role play

Discuss and complete task in class

4

Working in partnership across the service system

Discuss and work on Task -3

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

 

 Reflect awareness of own and other cultures in work practices

 Support the development of effective partnerships

Identify and utilise resources to promote partnerships

5

Cultural safety at workplace

Task – 3 Presentation

Promote cultural safety in the workplace.

 Identify cultural safety issues in the workplace

Presentations in class

6

Role Play Task 4

In class assessment

7

 Review of the unit

Assessment support

 
   


Learning Resources

Prescribed Texts


References


Other Resources

The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The learning Lab
www.rmit.edu.au/students/study-support/learning-lab
The Study Support Hub
https://www.rmit.edu.au/students/study-support/study-support-hub
English for uni workshops
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops

 


Overview of Assessment

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

There are four assessment tasks for this unit knowledge questions, research assessment, presentation, role play

You should refer to the assessment plan which is available on Canvas 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 http://www.rmit.edu.au/about/studentcharter 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: http://www1.rmit.edu.au/browse;ID=c15i3ciaq8ca


Assessment Tasks

Assessment 1: Knowledge Questions

Assessment 2: Research assessment

Assessment 3: Presentation

Assessment 4: Role Play


Assessment Matrix

The assessment matrix (Rubric) is in canvas at the end of each assessment task.

Other Information

Please refer to the RMIT student page for extensive information about the support available for students in  a range of  matters: https://www.rmit.edu.au/students

Equitable Learning Services provide support and equal opportunities for students with a disability, long-term illness and/or mental health condition and primary carers of individuals with a disability.

https://www.rmit.edu.au/students/support-and-facilities/student-support/equitable-learning-services

Course Overview: Access Course Overview