Course Title: Promote Aboriginal and/or Torres Strait Islander cultural safety
Part B: Course Detail
Teaching Period: Term2 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: 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 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 |
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 Strait Islander interpreters and colleagues as cultural brokers, according to situation needs |
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
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:
- workshops
- class exercises to review discussions/lectures
- responses to case studies
- workplace simulations and role plays of youth work practice
- analysis/critique of relevant
- peer learning
- guest lecture/presentation
- peer teaching and class presentations
- group discussion
- group activities/
- 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.
Class Topic 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. Class
Topics:
1.1 Week one
- Diverse people - Introduction to Unit
- Reflection on own perspectives and knowledge of culture and cultural awareness
- Human rights Key areas of diversity
- In class and Blackboard
- CHCDIV001 Elements and performance criteria 1.1,1.2,1.3,1.4 2.1,2.2,2.3
1.2 Private study / Excursion • Excursion to be confirmed
- Immigration Museum visit and activity
- Diversity in Australia • Promote cross-cultural understandings
- Cultural Awareness/Competence Service system
- In class and Blackboard
- CHCDIV001 Elements and performance criteria1.3,1.4, 2.1,2.2, 3.4, 4.1,4.2,4.3, 1.
3 2“Bringing it all together”
- Assessment Case Study Assessment
- Unpack Case study and respond to questions - To be completed in class
- In class and Blackboard
- CHCDIV001 Elements and performance criteria1.3,1.4, 2.1,2.2, 3.4, 4.1,4.2,4.3,
Week 2 Promote Aboriginal and/or Torres Strait Islander Cultural safety CHCDIV002
- Introduction to Unit
- Culture, history, social, political impacts.- Kanyini documentary
- System and structural impacts on service system access
- Racism and discrimination • Storytelling
- In class and Blackboard
- CHCDIV002 Elements and performance criteria1.1,1.2,1.3,1.4, 2.1,2.2
2.1 Private study /Excursion
- 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
- CHCDIV002 Elements and performance criteria 1.1,1.2,1.3,1.4 2.1,2.2,2.3,2.4 4.3,4.4
Week 3 “Bringing it all together”
- Assessment on Aboriginal history and culture
- In class assessment Aboriginal strengths, history and culture.
3.1 Working in partnership with Aboriginal organisations --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
Week 4 Week in class assessments and evaluation
- Assessment
- Case study Assessment, this will be commenced during the class with further research to be completed individually.
- In class and Blackboard
- CHCDIV002 Elements and performance criteria 1.4 2.1,2.2,2.3,2.4 3.1,3.2,3.3,3.4 4.1,4.2,4.3,4.4
Learning Resources
Prescribed Texts
Moosa, I. A. (2010), International Finance: An Analytical Approach. (3rd ed) Sydney: McGraw-Hill. The publishers of this textbook, McGraw-Hill, offer some online services such as revision questions, articles, and so on. To gain access to the McGraw-Hill Web resources simply follow the steps on the card found inside the front cover of the textbook. |
|
Financial Management. Principles and Applications. 5th Edition Revised. Pearson Clive Wilson, Bruce Keers, Andrew Medlen, Brian Walters |
|
Verganti, R., 2009, Design-Driven Innovation: Changing the Rules of Competition by Radically Innovating what Things Mean, Harvard Business Press |
|
Acemoglu, Laibson, and List (2016), Microeconomics, 1st Ed, Pearson. (referred to as ALL) |
|
Financial Management. Principles and Applications. 5th Edition Revised. Pearson Clive Wilson, Bruce Keers, Andrew Medlen, Brian Walters |
|
Acemoglu, Laibson, and List (2016), Microeconomics, 1st Ed, Pearson. (referred to as ALL) |
|
Financial Management. Principles and Applications. 5th Edition Revised. Pearson Clive Wilson, Bruce Keers, Andrew Medlen, Brian Walters |
|
Financial Management. Principles and Applications. 5th Edition Revised. Pearson Clive Wilson, Bruce Keers, Andrew Medlen, Brian Walters |
|
Acemoglu, Laibson, and List (2016), Microeconomics, 1st Ed, Pearson. (referred to as ALL) |
|
Selected Articles (to be announced) |
|
Verganti, R., 2009, Design-Driven Innovation: Changing the Rules of Competition by Radically Innovating what Things Mean, Harvard Business Press |
|
Financial Management. Principles and Applications. 5th Edition Revised. Pearson Clive Wilson, Bruce Keers, Andrew Medlen, Brian Walters |
|
Acemoglu, Laibson, and List (2016), Microeconomics, 1st Ed, Pearson. (referred to as ALL) |
|
Financial Management. Principles and Applications. 5th Edition Revised. Pearson Clive Wilson, Bruce Keers, Andrew Medlen, Brian Walters |
|
Selected Articles (to be announced) |
|
Cengel, Y. A., Cimbala, J.M. And Turner, R. H., "Fundamentals of Thermo-Fluid Sciences”, Fourth Edition, McGraw-Hill (SI Unit) |
9780071325110 |
Cengel, Y. A., Cimbala, J.M. And Turner, R. H., "Fundamentals of Thermo-Fluid Sciences”, Fourth Edition, McGraw-Hill (SI Unit) |
9780071325110 |
Cengel, Y. A., Cimbala, J.M. And Turner, R. H., "Fundamentals of Thermo-Fluid Sciences”, Fourth Edition, McGraw-Hill (SI Unit) |
9780071325110 |
None |
|
Cengel, Y. A., Cimbala, J.M. And Turner, R. H., "Fundamentals of Thermo-Fluid Sciences”, Fourth Edition, McGraw-Hill (SI Unit) |
9780071325110 |
Op-amps and Linear Integrated Circuits By Ramakant Gayakwad |
0-13-280868- |
Dumovic Marko “ Electrical Installations”, RMIT |
|
Cengel, Y. A., Cimbala, J.M. And Turner, R. H., "Fundamentals of Thermo-Fluid Sciences”, Fourth Edition, McGraw-Hill (SI Unit) |
9780071325110 |
Class notes and Tutorials. |
|
Cengel, Y. A., Cimbala, J.M. And Turner, R. H., "Fundamentals of Thermo-Fluid Sciences”, Fourth Edition, McGraw-Hill (SI Unit) |
9780071325110 |
Cengel, Y. A., Cimbala, J.M. And Turner, R. H., "Fundamentals of Thermo-Fluid Sciences”, Fourth Edition, McGraw-Hill (SI Unit) |
9780071325110 |
Cengel, Y. A., Cimbala, J.M. And Turner, R. H., "Fundamentals of Thermo-Fluid Sciences”, Fourth Edition, McGraw-Hill (SI Unit) |
9780071325110 |
Glyn James, Modern Engineering Mathematics, fourth edition, Pearson Education Australia |
1447915925 |
Cengel, Y. A., Cimbala, J.M. And Turner, R. H., "Fundamentals of Thermo-Fluid Sciences”, Fourth Edition, McGraw-Hill (SI Unit) |
9780071325110 |
Cengel, Y. A., Cimbala, J.M. And Turner, R. H., "Fundamentals of Thermo-Fluid Sciences”, Fourth Edition, McGraw-Hill (SI Unit) |
9780071325110 |
Dumovic Marko “ Electrical Installations”, RMIT |
|
Class notes and Tutorials. |
|
Cengel, Y. A., Cimbala, J.M. And Turner, R. H., "Fundamentals of Thermo-Fluid Sciences”, Fourth Edition, McGraw-Hill (SI Unit) |
9780071325110 |
Glyn James, Modern Engineering Mathematics, fourth edition, Pearson Education Australia |
1447915925 |
Cengel, Y. A., Cimbala, J.M. And Turner, R. H., "Fundamentals of Thermo-Fluid Sciences”, Fourth Edition, McGraw-Hill (SI Unit) |
9780071325110 |
Dumovic Marko “ Electrical Installations”, RMIT |
|
Class notes and Tutorials. |
|
Cengel, Y. A., Cimbala, J.M. And Turner, R. H., "Fundamentals of Thermo-Fluid Sciences”, Fourth Edition, McGraw-Hill (SI Unit) |
9780071325110 |
Cengel, Y. A., Cimbala, J.M. And Turner, R. H., "Fundamentals of Thermo-Fluid Sciences”, Fourth Edition, McGraw-Hill (SI Unit) |
9780071325110 |
Cengel, Y. A., Cimbala, J.M. And Turner, R. H., "Fundamentals of Thermo-Fluid Sciences”, Fourth Edition, McGraw-Hill (SI Unit) |
9780071325110 |
Glyn James, Modern Engineering Mathematics, fourth edition, Pearson Education Australia |
1447915925 |
Cengel, Y. A., Cimbala, J.M. And Turner, R. H., "Fundamentals of Thermo-Fluid Sciences”, Fourth Edition, McGraw-Hill (SI Unit) |
9780071325110 |
Op-amps and Linear Integrated Circuits By Ramakant Gayakwad |
0-13-280868- |
Op-amps and Linear Integrated Circuits By Ramakant Gayakwad |
0-13-280868- |
Online notes posted on Blackboard |
|
Online notes posted on Blackboard |
|
Online notes posted on Blackboard |
References
Electrical Trade Principles, 2nd Edition, Jeffery Hampson and Steven Hanssen |
|
Croft A, Davidson R, Mathematics for Engineers, third edition, Pearson Education Australia |
1408263238 |
None |
|
Electrical Trade Principles, 2nd Edition, Jeffery Hampson and Steven Hanssen |
|
- Keith Pethbridge & Ian Neeson "Australian Electrical Wiring Practice - Volumes 1&2" McGraw Hill, ISBN 0 074 71053 2 |
|
Croft A, Davidson R, Mathematics for Engineers, third edition, Pearson Education Australia |
1408263238 |
Croft A, Davidson R, Mathematics for Engineers, third edition, Pearson Education Australia |
1408263238 |
- Keith Pethbridge & Ian Neeson "Australian Electrical Wiring Practice - Volumes 1&2" McGraw Hill, ISBN 0 074 71053 2 |
|
Electrical Trade Principles, 2nd Edition, Jeffery Hampson and Steven Hanssen |
|
- Keith Pethbridge & Ian Neeson "Australian Electrical Wiring Practice - Volumes 1&2" McGraw Hill, ISBN 0 074 71053 2 |
|
Electronics Fundamentals, 6th Edition, Thomas L Floyd |
|
Electronics Fundamentals, 6th Edition, Thomas L Floyd |
|
Electronics Fundamentals, 6th Edition, Thomas L Floyd |
|
Construction Industry OHS Pocket Book by Construction and Property Services |
|
Construction Industry OHS Pocket Book by Construction and Property Services |
|
Construction Industry OHS Pocket Book by Construction and Property Services |
|
Industry Skills Council (CPSISC), May 2009 |
|
Industry Skills Council (CPSISC), May 2009 |
|
Industry Skills Council (CPSISC), May 2009 |
|
Construction Industry WHS Pocketbook by Construction and Property Services |
|
Construction Industry WHS Pocketbook by Construction and Property Services |
|
Construction Industry WHS Pocketbook by Construction and Property Services |
|
Electrical Principles for the Electrical Trades,5th Edition, J. Jennesson, 2003 |
|
Electrical Principles for the Electrical Trades,5th Edition, J. Jennesson, 2003 |
|
Electrical Principles for the Electrical Trades,5th Edition, J. Jennesson, 2003 |
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
Cultural diversity in Australia today
Assessment 2: Questions and Answers / Research
Cultural Competence / Cultural
Assessment 3: Questions and Answers / Research
Aboriginal and Torres Strait Islander culture, strengths and history
Assessment 4: Questions and Answers / Research
Working in a culturally appropriate manner with the Aboriginal community and organisations
Assessment 5: Role Play
Cross cultural communications and resolving misunderstandings
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 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: 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 alignment of assessment tasks with the relevant unit of competency. These matrix's are available through the Program Coordinator.
Other Information
Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: rmit.edu.au/students
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.
Attendance
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: http://www1.rmit.edu.au/students/specialconsideration
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: http://www.rmit.edu.au/academicintegrity
The RMIT library provides tools to assist with your referencing http://www1.rmit.edu.au/library/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 – http://www.rmit.edu.au/browse;ID=sg4yfqzod48g1 (unresolved)– and the
RMIT Student Conduct Regulations – http://www1.rmit.edu.au/browse;ID=r7a7an6qug93
Plagiarism Software
The originality verification software Turnitin may be used in this course. For details, see: http://www.turnitin.com
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: http://www1.rmit.edu.au/policies/studentcomplaintspolicy
Student complaints Procedure:http://www1.rmit.edu.au/browse;ID=i1lexipvjt22
Student Complaints Form: http://mams.rmit.edu.au/v4ujvmyojugxz.pd
Course Overview: Access Course Overview