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
1.2 Identify aspects of the environment which influence own cultural identity
1.3 Examine 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:

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

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

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

5.1 Gather accurate and reliable information about students and their families from the teacher/ supervisor and use to identify student needs and design learning experiences
5.2 Evaluate learning and assessment resources to ensure they accurately represent different cultures, are not discriminatory and do not reinforce stereotypes
5.3 Provide classroom teacher with written and verbal reports on student performance
5.4 Plan and implement learning experiences that build on the diverse backgrounds of students and their families in consultation with the teacher/supervisor
5.5 Plan 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
5.6 Access 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
5.7 Discuss 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:

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