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

Part B: Course Detail

Teaching Period: Term1 2015

Course Code: TCHE5645C

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

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

9925465

Nominal Hours: 55

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 knowledge required by education support workers to support, contribute to and coordinate education opportunities for Aboriginal and/or Torres Strait Islander students


National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

CHCEDS505A Work effectively with Aboriginal and/or Torres Strait Islander students

Element:

1. Identify personal cultural identity and its influence on interactions with Aboriginal and/or Torres Strait Islander students

Performance Criteria:

1.1Identify significant events in own family's history which may influence own current beliefs and values
1.2Identify aspects of the environment which influence own cultural identity
1.3Examine aspects of family history and personal cultural identity for impact on personal values and interactions with Aboriginal and/or Torres Strait Islander students

Element:

2. Research and document some of the impacts of colonisation on Aboriginal and/or Torres Strait Islander Australians

Performance Criteria:

2.1Identify some Aboriginal and /or Torres Strait Islander historical issues for own district/state
2.2Analyse the impact of some Aboriginal and/or Torres Strait Islander historical issues in own district/state
2.3Identify some contemporary impacts of Aboriginal and/or Torres Strait Islander historical issues on Aboriginal and/or Torres Strait Islander people today
2.4Research the diversity of Aboriginal and/or Torres Strait Islander populations in own educational organisation and the wider community

Element:

3. Support cultural identity of Aboriginal and/or Torres Strait Islander students

Performance Criteria:

3.1Identify and consult with appropriate persons to obtain knowledge of local Aboriginal and/or Torres Strait Islander groups
3.2Identify and consult with colleagues to obtain knowledge about the cultural identity of Aboriginal and/or Torres Strait Islander students in the educational organisation
3.3Develop skills and knowledge which enable supportive interactions with Aboriginal and/or Torres Strait Islander students
3.4Handle information in a culturally appropriate way at all times including identification of how and with whom information can be shared
3.5Provide opportunities for students to share local context and cultural knowledge
3.6Use cultural diversity to enhance educational opportunities for all students
3.7Incorporate recognition of and respect for Aboriginal and /or Torres Strait Islander languages into the learning context in consultation with the teacher

Element:

4. Create safe learning environments and provide social support for student achievement

Performance Criteria:

4.1In consultation with the teacher, plan and implement learning experiences that foster positive attitudes to learning and student achievement
4.2Establish constructive relationships with students based on mutual trust and respect
4.3Communicate and interact with students in an open, inclusive, equitable and ethical manner
4.4Encourage involvement of family and community members in all aspects of the student's learning
4.5Negotiate with community members any approaches to student support in areas that are outside of educational programs

Element:

5. Contribute to the design and implementation of inclusive learning experiences

Performance Criteria:

5.1Gather accurate and reliable information about students and their families from the teacher/ supervisor and use to identify student needs and design learning experiences
5.2Evaluate learning and assessment resources to ensure they accurately represent different cultures, are not discriminatory and do not reinforce stereotypes
5.3Provide classroom teacher with written and verbal reports on student performance
5.4Plan and implement learning experiences that build on the diverse backgrounds of students and their families in consultation with the teacher/supervisor
5.5Plan and implement learning experiences that focus on events, customs and beliefs relevant to Aboriginal and/or Torres Strait Islander communities in consultation with the teacher/supervisor
5.6Access community resources that focus on events, customs and beliefs relevant to Aboriginal and/or Torres Strait Islander communities and, in consultation with the teacher/ supervisor, plan and use them in a culturally appropriate manner
5.7Discuss with teacher/supervisor support for students whose skills in reading/writing Standard Australian English (SAE) (or equivalent) and numeracy are below conventional levels

Element:

6. Actively support students in developing personal identity, self-esteem and a positive self-image

Performance Criteria:

6.1Foster learning environments where relationships between students, teachers and other adults are based on trust and mutual respect
6.2Communicate and interact with students to foster their confidence, self-esteem, self-image and self-efficacy
6.3Plan, implement and evaluate group activities in consultation with the teacher, so that students use collaborative processes to set and achieve goals and solve problems
6.4Follow the organisation's policies and procedures on pastoral care
6.5Identify Aboriginal and/or Torres Strait Islander peers, mentors or members of staff to support individual students
6.6Follow relevant protocols in working with Aboriginal and/or Torres Strait Islander community members


Learning Outcomes


Develop the skills and knowledge required by education support workers to support, contribute to and coordinate education opportunities for Aboriginal and/or Torres Strait Islander students


Details of Learning Activities

The student learning experience will be facilitated through participation in a range of activities:
Work placement
Group discussion
Research assignments
Guest speakers
Oral and/or written questions on "What if?" scenarios
Action learning projects in work placement
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
Your program consists of a combination of learning activities through a range of delivery methods including: face to face teaching, online activities and Directed Study and you are expected to participate in workplacement. You work independently to complete Directed Study, however you are expected to complete all work given and will at times be required to show evidence that the work has been completed in this unit.
Your experiences through relevant work and work placement during the program are a very important part of your learning and assessment. Your RMIT teacher will organise Professional conversations with you during the program where you have the opportunity to expand on your workplacement experiences as part of evidence for relevant assessment. You will also receive feedback from your mentor/supervisor and third party evidence. You are expected to attend workplacement regularly and the attendance schedule can be negotiated between you, your RMIT teacher and workplacement supervisor/mentor.
 


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
Cultural identity
Influences on cultural identity
E1 E2

Week 2
The diversity of Aboriginal and/or Torres Strait Islander cultures
Impact of colonisation on Aboriginal and/or Torres Strait Islander Australians
Discussion, Q&A activities
E1 E2

Week 3
Contemporary impacts of Aboriginal and/or Torres Strait Islander historical issues on people today
Equity and diversity principles
E1 E2

Week 4
Education policies and initiatives
Education policies and initiatives designed to support learning outcomes for Aboriginal and/or Torres Strait Islander peoples
E1 E2 E3


Week 5
Information sources for local Aboriginal and/or Torres Strait Islander peoples
Appropriate teaching and learning strategies for use with Aboriginal and/or Torres Strait Islander students
E1 E2 E3


Week 6
Developing cultural awareness
Using cultural diversity to enhance educational opportunities
E1 E2 E3

Week 7
Incorporating Aboriginal and/or Torres Strait Islander languages into learning contexts
E1 E2 E3
Week 8
Creating safe learning environments
Inclusive education
E1 E2 E3 E4
Week 9
Appropriate teaching and learning strategies for use with Aboriginal and/or Torres Strait Islander students
E1 E2 E3 E4

Week 10
Factors affecting facilitation of individual and group learning
Reflecting on experiences working effectively with Aboriginal and/or Torres Strait Islander students
E1 E2 E3 E4 E5 E6

Week 11
Anti-discrimination and stereotyping
Local protocols for interacting with Aboriginal and/or Torres Strait Islander community members
E3 E4 E5 E6

Week 12
Inclusive learning strategies that encourage engagement of Aboriginal and/or Torres Strait Islander learners
Working in consultation with the teacher celebrating diversity and building student self esteem
E3 E4 E5 E6

Week 13
Cultural protocols
Using communication skills to effectively liaise between differing cultural contexts
Using a range of communication styles to suit different audiences and purposes
E4 E5 E6

Week 14
Plan, implement and evaluate group activities
Fostering self-esteem
E4 E5 E6

Week 15
Reflecting on experiences working effectively with Aboriginal and/or Torres Strait Islander students
E5, E6

Assessment interview – review Portfolio - final assessment, Evidence of working effectively with Aboriginal and Torres Strait Islander people


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 will be assessed by:
Assessment task 1. Portfolio of Evidence - Work effectively with Aboriginal and/or Torres Strait Islander students Part A (Review of Portfolio/Interview) Week 5
Part B (Review of Portfolio/Interview) Week 9
Part C (Final presentation of folio/Interview) Week 15
Assessment task 2. Q&A assignment written and/or oral presentation- Work effectively with Aboriginal and/or Torres Strait Islander students - Week 9

Assessment task 3: Observation/Demonstration in workplacement
Part A: Workplacement visits. During Weeks 4-15
Part B: Professional conversations. Weeks 4-15.
Part C: Feedback from teacher/mentor at workplacement. Weeks 4-15

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 unit are assessed using the following competency based results:
CA - Competency achieved
NYC- Not Yet Competent
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 the plagiarism implications.

All assessment tasks including electronically recorded student work will be kept by the University for student feedback and to meet government requirements.
All Assessment tasks should be submitted by the deadline. If an extension is required you must ask your teacher for one before the due date.
Resubmissions:
If you are found to be Not Yet Competent in a Course Assessment Task you will be allowed one resubmission only. Your teacher will provide feedback regarding what you need to do to improve and will set a new deadline for the resubmission. The highest grade you will receive if your resubmission is successful is ‘CA’
Please note that role plays and oral presentations may need to be videoed for auditing purposes. Notes and check lists will also be written down of these oral tasks as well as with the professional conversations.
Extensions. If you require an extension (maximum 1 week) you must complete an extension form and submit it to the unit manager one day before the due date.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 the plagiarism implications.
 


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).

Other Information

Attendance - The major learning experience involves participating in face to face classes. 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.www.rmit.edu.au/policies/academicprogress
Feedback - Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Students will be asked to attend mid semester interviews with relevant teachers and Program Coordinator.
Special Consideration - All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension. Please see the RMIT website for further information.www.rmit.edu.au/students/assessment/extension
Academic Integrity and Plagiarism - RMIT University has a strict policy on plagarism and and academic integrity. Please refer to the website for more information on this policy.www.rmit.edu.au/students/assessment/extension

 

Course Overview: Access Course Overview