Course Title: Work effectively with Aboriginal and/or Torres Strait Islander students
Part B: Course Detail
Teaching Period: Term2 2011
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
99254650
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: |
1.1 Identify significant events in own family’s history which may influence own current beliefs and values |
Element: |
2. Research and document some of the impacts of colonisation on Aboriginal and/or Torres Strait Islander Australians |
Performance Criteria: |
2.1 Identify some Aboriginal and/or Torres Strait Islander historical issues for own district/state |
Element: |
3. Support cultural identity of Aboriginal and/or Torres Strait Islander students |
Performance Criteria: |
3.1 Identify and consult with appropriate persons to obtain knowledge of local Aboriginal and/or Torres Strait Islander groups |
Element: |
4. Create safe learning environments and provide social support for student achievement |
Performance Criteria: |
4.1 In consultation with the teacher, plan and implement learning experiences that foster positive attitudes to learning and student achievement |
Element: |
5. Contribute to the design and implementation of inclusive learning experiences |
Performance Criteria: |
5.1 Gather accurate and reliable information about students and their families from the teacher/ supervisor and use to identify student needs and design learning experiences |
Element: |
6. Actively support students in developing personal identity, self-esteem and a positive self-image |
Performance Criteria: |
6.1 Foster learning environments where relationships between students, teachers and other adults are based on trust and mutual respect |
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:
Group discussion
Research assignments
Guest speakers
Oral and/or written questions on "What if?" scenarios
Individual and group projects
Realistic simulations and role play
Practical demonstrations and direct observation of actual work and simulated work practice
Oral Presentations
Teaching Schedule
Semester 1
Week 1-4
Theory – Impact of colonisation on Aboriginal and/or Torres Strait Islander Australians
Analysing and documenting impacts of colonisation on Aboriginal and/or Torres Strait Islander
Australians
Analysing the impact of some Aboriginal and/or Torres Strait Islander historical issues in own
district/state
Identifying some contemporary impacts of Aboriginal and/or Torres Strait Islander historical
issues on Aboriginal and/or Torres Strait Islander people today
Discussion, Q&A activities, Evidence Guide
Week 5-9
Theory – Researching the diversity of Aboriginal and/or Torres Strait Islander populations in own
educational organisation and the wider community
Identifying personal cultural identity and its influence on interactions with Aboriginal and/or
Torres Strait Islander students
Identifying significant events in own family’s history which may influence own current beliefs
and values
Discussion, Q&A activities,
Assignment 1 – Research/Q&A
Week 10-14
Theory– Identifying aspects of the environment which influence own cultural identity
Equity and diversity principles
Anti-discrimination and stereotyping, Diversity between cultural groups
Following organisation’s policies and procedures on diversity and student care
Discussion, Q&A activities
Week 15-18
Theory – Education policies and initiatives designed to support learning outcomes for Aboriginal and/or
Torres Strait Islander peoples
Protocols for interacting with Aboriginal and/or Torres Strait Islander community members
Appropriate teaching and learning strategies for use with Aboriginal and/or Torres Strait
Islander students
Factors affecting facilitation of individual and group learning
Discussion, Q&A activities
Progress interview – Evidence guide, Assignment 1, Evidence of practical experience working effectively with Aboriginal and/or Torres Strait Islander students; e.g Observation/Demonstration, Third party
Semester 2
Week 1-4
Theory – Supporting cultural identity of Aboriginal and/or Torres Strait Islander students
Interacting in a culturally appropriate way with Aboriginal and/or Torres Strait Islander
community members
Interacting appropriately with students/staff from diverse cultural backgrounds
Identifying and consulting with appropriate persons to obtain knowledge of local Aboriginal
and/or Torres Strait Islander groups
Creating safe learning environments, providing social support for student achievement
Discussion, Q&A activities
Week 5-9
Theory – Contributing to inclusive learning strategies
Working in consultation with relevant staff, using a range of inclusive learning and teaching
strategies
Evaluating learning and assessment resources for inclusive learning experiences
Planning and implementing learning experiences focusing on events, customs and beliefs
relevant to Aboriginal and/or Torres Strait Islander communities
Discussion, Q&A activities
Assignment 2 – Research/Scenarios
Week 10-14
Theory– Accessing community resources, focusing on events, customs and beliefs relevant to
Aboriginal and/or Torres Strait Islander communities and, in consultation with the teacher/
supervisor,
Planning and using community resources in a culturally appropriate manner
Actively supporting students in developing personal identity, self-esteem and a positive self-
image
Discussion, Q&A activities
Folio - Presentation of folio
Week 15-18
Theory – Fostering positive learning environments
Communicating and interacting positively with students
Planning, implementing and evaluating group activities
Reflecting and reviewing
Discussion, Q&A activities
Assessment interview – review folio of final assessments e.g :
Evidence Guide, Assignment 1 and 2, Evidence of practical experience working effectively with Aboriginal and/or Torres Strait Islander students; e.g. Observation/Demonstration, Third party, Folio – Presentation (oral and written)
Learning Resources
Prescribed Texts
References
Other 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 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.
Assessment Matrix
In Assessment matrix Booklet given to students at commencement of program.
Course Overview: Access Course Overview