Course Title: Promote and implement Aboriginal and-or Torres Strait Islander language and culture programs

Part B: Course Detail

Teaching Period: Term1 2013

Course Code: HUSO5198C

Course Title: Promote and implement Aboriginal and-or Torres Strait Islander language and culture programs

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: 75

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 deals with the skills and knwoledge required for an education worker to liaise effectlvely with Aborginal and/or Torres Strait Islander students in relation to education programs
 


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCEDS403B Promote and implement Aboriginal and-or Torres Strait Islander language and culture programs

Element:

1 Support the teacher in the effective delivery of the education program to Aborginal and/or Torres Strait Islander students

Performance Criteria:

1.1Provide relevant information and advice to the teacher during planning and delivery of lessons
1.2Prepare charts and displays on Aboriginal and/or Torres strait Islander culture as required
1.3Support induction of teachers unfamiliar with the local Aboriginal and/or Torres Strait Islander culture
1.4Use discussion and relevant procedures to foster cultural awareness of staff
1.5Apply knowledge and understanding of appropriate behavioural and developmental characteristics to activities
1.6Raise and explain cultural issues affecting learning or relationships to the teacher when appropriate

Element:

2 Interpret for the teacher when there is a communication difficulty between teacher and student

Performance Criteria:

2.1Use knowledge of Aboriginal and/or Torres Strait Islander families, the community, and its culture to assist communication
2.2Provide mediation between students, staff and others to promote mutual understanding according to direction
2.3Provide students with lesson guidance, as required

Element:

3 Teach aspects of Aboriginal and/or Torres Strait Islander culture

Performance Criteria:

3.1Support language programs through a team teaching approach and in collaboration with the community
3.2Promote and support Aboriginal and/or Torres Strait Islander studies under the supervision of the teacher
3.3Provide knowledge and understanding of the history, language and culture that promotes respect, understanding and harmony in the classroom

Element:

4 Advise on Aboriginal and/or Torres Strait Islander studies and programs

Performance Criteria:

4.1Provide advice on the cultural suitability of an education program and its resource materials
4.2Source and access people to assist with classes in Aboriginal and/or Torres Strait Islander culture in consultation with teacher
4.3Plan and organise visits to the school/centre by Aboriginal and/or Torres Strait Islander role models in liaison with teachers and according to school/centre protocol
4.4Compile and develop resource lists which promote Aboriginal and/or Torres Strait Islander studies and culture

Element:

5 Facilitate support for Aboriginal and/or Torres Strait Islander students on matters which affect their education

Performance Criteria:

5.1Offer support to Aboriginal and/or Torres Strait Islander students through positive role modelling, classroom strategies, promotion of regular attendance and conduct of support groups
5.2Arrange tutoring for students during the transition from one phase to the next or as required
5.3Support relevant teaching staff in explaining career pathways and opportunities
5.4Contribute to reviews or case conferences of Aboriginal and/or Torres Strait Islander students as required


Learning Outcomes


The education worker supports Aboriginal and/or Torres Strait Islander students to use educational programs more effectively and to increase their understanding of the multi-cultural nature of the learning environment
It requires sensitivity and an understanding of cultural protocols, including appropriate interpersonal and networking skills.   On successful completion of this course, you will have developed and applied the skills and knowledge required to demonstrate your competency in the above elements.


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.


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.

Week 1-4

Education system’s policies and procedures
Structure of the education system
Curriculum and curriculum framework
School/centre’s policies and procedures

Discussion, Q&A activities, Evidence Guide

Week 5-8
State/territory and Federal legislative and regulatory requirements relevant to the education sector
Industrial awards and duty statements for Indigenous Education Workers/Aboriginal Education Workers

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

Week 9-12
Duty of care responsibilities
Safe working practises
Potential hazards and risks for students

Discussion, Q&A activities/Oral presentation

Week 13-15
Relevant code/s of ethics
Cultural and linguistic background of students and families
Effective delivery of education programs to Aboriginal and/or Torres
Strait Islander students

Discussion, Q&A

Week 16-18

Developmental milestones of children/young people (e.g cognitive, physical, language, social and emotional)

 

Discussion, Q&A activities
Progress interview – Evidence guide, Assignment 1, Evidence of practical experience promoting and responding to workplace diversity; e.g Observation/Demonstration, Third party


Semester 2

Week 1-4

Identify the capabilities of individual children
Use and respond to non-verbal communication and cues of children
Communication/interpersonal skills
Discussion, Q&A activities, Evidence Guide

Week 5-8

Positive behaviour guidance strategies
Contextual factors which influence the child’s emotional and psychological development
Child management techniques

Discussion, Q&A activities

Week 9-12

Factors that enhance the development of self-esteem and self-identity

Own cultural conceptions and pre-conceptions and basic understanding and
awareness of the differences between cultures, particularly the cultures of Aboriginal and/or Torres Strait Islander people and others


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


Week 13-15
Employing culturally respectful practices
Resources and assistance within and external to the organisation in relation to cultural diversity issues
Conflict resolution and negotiation skills


Week 16-18
The role and use of language and cultural interpreters
Own work role and responsibilities
Reflecting on work role and responsibilities

Discussion, Q&A activities

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
• Work-based 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