Course Title: Promote Aboriginal and/or Torres Strait Islander cultural safety
Part B: Course Detail
Teaching Period: Term2 2021
Course Code: HUSO5216C
Course Title: Promote Aboriginal and/or Torres Strait Islander cultural safety
School: 375T Vocational Design and Social Context
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 will gain the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.
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
In-class (campus-based and online classroom) activities:
- teacher directed group activities/projects
- peer teaching
- group discussion
- class activities to review discussions/lectures
- role play activities
Out-of-class activities:
- independent project-based work online and other research
- independent study
Teaching Schedule
DELIVERY AND ASSESSMENT SCHEDULE
Class |
Topic |
Content |
1 |
Diverse people |
Introduction to Unit Reflection on own perspectives and knowledge of culture and cultural awareness Human rights Key areas of diversity |
2 |
Promote Aboriginal and/or Torres Strait Islander Cultural safety Discuss task 1 |
Introduction to Unit Culture, history, social, political impacts. System and structural impacts on service system access Racism and discrimination Storytelling Complete task -1 in class |
3 |
Task 2 Research task Discuss task -4 role play |
Discuss and complete task in class |
4 |
Working in partnership across the service system Discuss and work on Task -3 |
Working in a culturally appropriate manner with the Aboriginal community and organisations.
Reflect awareness of own and other cultures in work practices Support the development of effective partnerships Identify and utilise resources to promote partnerships |
5 |
Cultural safety at workplace Task – 3 Presentation |
Promote cultural safety in the workplace. Identify cultural safety issues in the workplace Presentations in class |
6 |
Role Play Task 4 |
In class assessment |
7 |
Review of the unit Assessment support |
|
Learning Resources
Prescribed Texts
References
Other Resources
The University Library has extensive resources and provides subject specialist expertise, research advice, help with referencing and support through:
The learning Lab
www.rmit.edu.au/students/study-support/learning-lab
The Study Support Hub
https://www.rmit.edu.au/students/study-support/study-support-hub
English for uni workshops
https://www.rmit.edu.au/students/study-support/workshops/english-uni-workshops
Overview of Assessment
This course is assessed in accordance with competency-based assessment.
You should refer to the assessment plan which is available on Canvas for details of each assessment task and for detailed assessment criteria.
Assessments will include:
1 of 4 Knowledge questions
2 of 4 Presentation/Video
3 of 4 Research Task
4 of 4 Role-play & Reflection
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
Students enrolled in Vocational Education and Training qualifications are assessed for Competency. To be assessed competent means you have consistently demonstrated the required knowledge and skills at a standard expected in the workplace. To be assessed as Competent in this course, you will need to complete each assessment task to a satisfactory standard. You will receive feedback from the teacher at the conclusion of each assessment task.
Assessment tasks need to be completed for this unit are:
Assessment 1: Knowledge Questions
Assessment 2: Research assessment
Assessment 3: Presentation
Assessment 4: Role Play
Assessment Matrix
The assessment matrix (Rubric) is in canvas at the end of each assessment task.
Other Information
Please refer to the RMIT student page for extensive information about the support available for students in a range of matters: https://www.rmit.edu.au/students
Equitable Learning Services provide support and equal opportunities for students with a disability, long-term illness and/or mental health condition and primary carers of individuals with a disability.
https://www.rmit.edu.au/students/support-and-facilities/student-support/equitable-learning-services
Course Overview: Access Course Overview