OUTCOME STRATEGIES INDICATORS RESPONSIBILITY The whole curriculum and syllabus incorporates Aboriginal and Torres Strait Islander epistemologies, pedagogies and methodologies. • The curriculum and syllabus are critically examined for areas that perpetuate colonising epistemologies, pedagogies and methodologies that could be addressed by Aboriginal and Torres Strait Islander perspectives. • Aboriginal and Torres Strait Islander ways of knowing, being and doing are equally valued and reflected in both the development and implementation of curriculum and syllabus. • Aboriginal and Torres Strait Islander worldviews are considered when reviewing and enhancing curriculum and syllabus. • Aboriginal and Torres Strait Islander leaders, elders and communities inform and shape curriculum and syllabus. • In its design and implementation curriculum and syllabus incorporates: • An understanding of the role of the family and community. • Social, historical, political and cultural determinants of health. • Intergenerational and trauma informed approaches in both curriculum content and design. • Aboriginal and Torres Strait Islander perspectives and methodologies are clearly evident in the curriculum and syllabus. • Aboriginal and Torres Strait Islander Peoples’ input is well established and prioritised in the curriculum and syllabus. • RACGP Training • RACGP Education • RACGP National Faculty of Aboriginal and Torres Strait Islander Health • Cultural Educators • Aboriginal and Torres Strait Islander Medical Educators • Joint Colleges Training Services (JCTS) 38 The Aboriginal and Torres Strait Islander Cultural and Health Training Framework 1. Current educational and training processes are critically examined and restructured to incorporate Aboriginal and Torres Strait Islander pedagogical concepts and methods into the ways of teaching and learning. Outcomes
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