EALMPE405_FGv0

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Swinburne University of Technology *

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Swinburne University of Technology Facilitator Guide EALMPE405 Explain protocols and ethics of teaching an endangered Aboriginal language EALMDA401_V1.0_160420 |Knowledge and Skills Assessment |Page 1|17 Major projects Version 1.0 OCT2020 Image shown on the front page is esther1721 from Pixabay, free from copyright

Unit of competency: EALMPE405 Explain protocols and ethics of teaching an endangered Aboriginal language Course name: Certificate IV in Teaching an Endangered Aboriginal Language Course code: National ID: 10191NAT Summary of Assessment Tasks Who is involved in Assessments? The learner’s role in assessment The learner is required to:  complete practice activities in the learner guide  contribute to discussions  answer questions to demonstrate their underpinning knowledge  complete all assessment tasks as per instructions. The assessor’s role in assessment The assessor is to provide you with support during the assessment process and ensure that you have a clear understanding of the assessment tasks and are ready to undertake the assessment. Assessment outcomes This unit explores how children learn their first language and how teachers can build on these conditions to create an effective teaching environment. You will need to achieve three Learning Outcomes  Learning Outcome 1 – Explain the ethics relating to learning and teaching an Aboriginal language  Learning Outcome 2 - Explain informal and formal protocols for the learning and teaching of the target language EALMPE405_FG_V1.0_Oct2020 |Facilitator Guide |Page 17 | 17

List of Assessment Tasks to be completed by learners Unit of Competency: EALMPE405 Explain protocols and ethics of teaching an endangered Aboriginal language Learning Outcome 1 Explain the ethics relating to learning and teaching an Aboriginal language Task A: Using the three Victorian protocols documents for setting up a language program in your school, prepare a presentation that you could present to the School Council outlining your understanding of ethics related to learning and teaching an Aboriginal language. Include the following:  Why can learning and teaching an Aboriginal language be more sensitive for languages that are undergoing revival?  Reasons why permission is to be sought.  From whom does permission need to come?  Who has the right to learn and/or teach an Aboriginal Language? Learning Outcome 2 Explain informal and formal protocols for the learning and teaching of the target language Task B: Outline the Language protocols relating to the teaching and learning of your own target language.  Identify who must be consulted before the target language can be taught in a school  Why are these formal protocols important? Give at least three reasons Additional resources of interest to assist with assessment tasks: Our languages http://ourlanguages.org.au/ Aboriginal language preservation & revival https://www.creativespirits.info/aboriginalculture/language/aboriginal-language-preservation Teaching Aboriginal and Torres Strait Islander culture https://www.education.vic.gov.au/school/teachers/teachingresources/multicultural/Pages/ koorieculture.aspx VACL https://vaclang.org.au/Resources/external-resources.html Patyegarang Indigenous Australian Languages Education Website http://www.indigoz.com.au/language/index.html Aboriginal Languages of Australia https://www.dnathan.com/VL/index.php Yalukit Willam: The River People of Port Phillip https://heritage.portphillip.vic.gov.au/Aboriginal_heritage/Yalukit_Willam_The_River_People_of_Po rt_Phillip EALMPE405_FG_V1.0_Oct2020 |Facilitator Guide |Page 17 | 17

Resources VAEAI ‘Protocols for Koorie Education in Victorian Primary and Secondary Schools’ (2016) www.vaeai.org.au/schools/ VCAA - 10 Steps to Getting Started for School-initiated Language Programs www.vcaa.vic.edu.au/foundation10/Pages/viccurriculum/alcv/ getting_started.aspx Koorie Cross-curricula for Victorian Government Schools The information in this resource was taken from the Department of Education and Training’s website www.education.vic.gov.au/school/teachers/teachingresources/ multicultural/Pages/koorieculture.aspx Marrung: Aboriginal Education Plan 2016-2026 www.education.vic.gov.au/Documents/about/programs/ aboriginal/Marrung_Aboriginal_Education_Plan_2016-2026.pdf United Nations Declaration on the Right of Indigenous Peoples (2007) www.un.org/development/desa/indigenouspeoples/wp- content/uploads/sites/19/2018/11/UNDRIP_E_web.pdf Community Guide published by the Australian Human Rights Commission (2010) www.humanrights.gov.au/sites/default/files/document/ publication/declaration_community_guide.pdf VACL vaclang.org.au Local Aboriginal Education Consultative Groups www.vaeai.org.au/local-aboriginal-education-consultative- groups/ EALMPE405_FG_V1.0_Oct2020 |Facilitator Guide |Page 17 | 17

Session Plans Following is a detailed guide showing what key points and content you will teach, what you will need to have in order to teach, and what the Participant will do. The Activity number references the Learning Activity outlined below The following section provides instructions on each activity with benchmark answers if applicable Introduction Delivery Method Trainer Actions, Key Points and Content Resources Day 1-3 Talk/Teach Discussion Welcome and introductions Housekeeping: • WHS to include: - Emergency exits and evacuation - What to do if first aid is needed - Other venue-specific information as needed • Schedule for day, including lunch and other breaks • Program expectations (ground rules) Day 1 Learning Intention: students will acquire an understanding of the protocols and ethics of teaching an Endangered Aboriginal Language. Introduction: Outline of the module and its assessment. Begin module with: discussion of the VAEAI Protocols found at www.vaeai.org.au/schools/ . (This website is the reference document used for Activities 1 – 3. It also cites the material used in Activity 5.) Encourage learners to obtain a copy and read thoroughly and understand it’s content The ‘Protocols for Koorie Education in Victorian Primary and Secondary Schools’ contains protocol information on the following topics:  State-wide commitments to Koorie education o Yalca: A Partnership in Education and Training for the New Millennium, Koorie Education Policy 2001 o Marrung: Aboriginal Education Plan 2016-2026  Valuing Koorie culture and heritage in the Victorian PPT EALMP405_Session 1 EALMPE405_FG_V1.0_Oct2020 |Facilitator Guide |Page 17 | 17

Delivery Method Trainer Actions, Key Points and Content Resources education sector  Values for early childhood and education services o For Koorie children o For all Victorian children  Protocols for engagement between Koorie communities and schools o Respectful communication o Respectful partnerships between Koorie communities and schools  Local protocols for schools when engaging with VAEAI and its LAECGs  Local protocols for working with dedicated Koorie Education Workers o Koorie Education Workforce  Koorie Educators  Local TAFE Koorie Liaison Officers  Protocol for people approaching schools to offer services to Koorie students and families  Protocols for events o Welcome to Country o Acknowledgement of Country  Protocols for curriculum, teaching and learning o Content and resources from outside of Victoria o Aboriginal students and families from outside Victoria o Pre-service and In-service teacher training requirements o Awareness of Eurocentrism  Protocols for Koorie school children  Protocols for guest Koorie speakers in schools o State level protocols for delivery of education o VAEAI’s protocols for development of curriculum content and resources Class Activities: 1. Discuss the ways in which community members refer to themselves. 2. Explain the use of Kulin Nations and the ways in which the three words Country, Nation and Mob are used. 3. Explain what Marrung stands for. Download the plan and identify five main points that it focusses on needing to change and how this might happen. 4. Discuss the inherent human rights involved in Aboriginal 1.Group work [share ideas] Pg. 9, 10 of LG 2. Group work: [share ideas] pg. 11, 12 of LG 3. Whole class task: [share ideas] Pg. 15 of LG 4. Whole class task: [share ideas] Pg. 17, 18 of LG EALMPE405_FG_V1.0_Oct2020 |Facilitator Guide |Page 17 | 17

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