054 assessment 2 Mak Siu Ling

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OFFICIA L OFFICIA L Assessment event of : Project Unit code and name CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander Peoples’ Cultures Qualification code and name CHC30121 Certificate III in Early Childhood Education and Care CHC30221 Certificate III in School Based Education Support CHC40221 Certificate IV in School Based Education Support Student name Siu Ling Mak Student number 808676508 Date created: 07 November 2022 © TAFE NSW 2022 RTO Provider Number 90003 | CRICOS Provider Code: 00591E This assessment can be found in the TAFE NSW Learning Bank . The content in this document is copyright © TAFE NSW 2022 and should not be reproduced without the permission of TAFE NSW. Information contained in this document is correct at time of printing: 16 December 2022. For current information please refer to our website or your teacher or assessor as appropriate. Assessment information Assessment event overview

OFFICIA L OFFICIA L The aim of this assessment event is to assess your knowledge and performance skills to identify diverse perspectives on Aboriginal and/or Torres Strait Islander Peoples’ Cultures, an understanding of the local and broader cultural contexts, and use the identified information to embed culturally appropriate experiences, interactions, behaviours and physical environments into daily practice with children and students. This assessment is in 2 parts: • Part 1: Short answer questions • Part 2: Research and reflection And is supported by: • Assessment Checklist • Assessment Feedback Unit assessment guide Refer to the unit assessment guide (UAG) for more details. Assessment conditions Assessment must ensure access to; • curriculum from the regulated service or school • sources of information on Local Aboriginal and/or Torres Strait Islander Peoples’ histories and Cultures • National Quality Framework: • National Quality Standard • the relevant approved learning framework Submission instructions When you complete this assessment: • read the assessment checklist at the end of the assessment to make sure you have completed everything

OFFICIA L OFFICIA L • keep a copy of any assessments you submit for marking • make sure you have completed the assessment declaration before you submit. Task instructions The assessor will use the criteria outlined in the following tasks to determine if you have satisfactorily completed this assessment event. Follow these instructions to ensure you demonstrate the required knowledge and skills. WARNING: Aboriginal and Torres Strait Islander learners are warned that the following resource may contain images and voices of person who have passed away. It may also contain content or visual media of spaces and places that are Culturally significant or sensitive to Aboriginal and/or Torres Strait Islander Peoples. Self-awareness Warning Please note there is specific content in this resource that relate to different aspects of diversity and identity. If you find any of the content upsetting or distressing, please talk to your teacher or contact the relevant support service: • Aboriginal Student Support Services (Email -aboriginalstudentsupport@tafensw.edu.au) • Accessibility and disability services (Long URL - https://www.tafensw.edu.au/student- services/disability-services ) • Personal counselling (Long URL - https://www.tafensw.edu.au/counselling-career- development-services/personal-counselling-wellbeing ) • International students (Long URL - https://www.tafensw.edu.au/student-services/international-student-support ) • Multicultural support (Long URL - https://www.tafensw.edu.au/multicultural-support- services ) Part 1: Short answer questions To complete this part of the assessment, you will complete the short answer questions, in the word length of 30-80 words for each question.

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OFFICIA L OFFICIA L You should read all questions carefully and complete all the assessment requirements. Refer to the Assessment checklist sections, which the assessor will use to assess your knowledge and record your results. • What is the name of the Land on which you are currently living or studying? The Gadigal of the Eora Nation. • What are the traditional boundaries of the land? (20-40 words) The traditional boundaries of the land are based on the relationships with the land and sea, the cultural, language and trade boundaries and relationships between groups. • a) Briefly outline 2 local or regional organisations which are Aboriginal and/or Torres Strait Islander Community led that provide services for children/young people and families. Add details and a summary of what each service provides. (30-50 words for each) • b) Briefly outline 2 local events that you could attend that would develop your understanding of Aboriginal and/or Torres Strait Islander Peoples’, histories and Cultures. Provide the weblink or reference to the service and events provided. (80-150 words) • c) When accessing information on Aboriginal and/or Torres Strait Islander Peoples’ histories and Cultures briefly explain how you determine if the source is credible? (20-50 words) • Table - Question 2 • a)1)Aboriginal Child, Family and Community Care State Secretariat (AbSec) provides child protection and out-of-home care policy advice on issues affecting Aboriginal children, young people, families and carers. And support a quality Aboriginal community-controlled child and family sector to deliver needed supports in Aboriginal communities across the state. • 2)The Aboriginal State-wide Foster Carer Support Service (ASFCSS) is a free telephone advice and advocacy service for the carers of Aboriginal and Torres Strait Islander children.And they provide information, resources and support to foster, relative and kinship carers. 😊 • b)2 July to 9 July – NAIDOC Week(https://www.naidoc.org.au/) NAIDOC Week is celebrated and recognised the history, culture and achievements of Aboriginal and Torres Strait Islander peoples. So I can learn about First Nations cultures and histories and participate in celebrations of the oldest, continuous living cultures on earth. And also developing my understanding the local Aboriginal and/or Torres Strait Islander communities through activities and events.

OFFICIA L OFFICIA L • 4 August – National Aboriginal and Torres Strait Islander Children's Day(https://www.aboriginalchildrensday.com.au/).I can learn about the crucial impact that community, culture and family play in the life of every Aboriginal and Torres Strait Islander child from this event. And also it is an opportunity for me to learn how to support the Aboriginal and Torres Strait Islander children. 😊 • c)Consult with local Lands Council and Aboriginal cultural centres . Access resources from organisations such as Indigenous professional Support Unit (IPSU), the Secretariat of National Aboriginal and Islander Child Care (SNAICC) or Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) which is the world's premier institution for information and research about the cultures and lifestyles of Aboriginal and Torres Strait Islander peoples. 😊 • For questions 3-5, access Reconciliation Australia- Acknowledgement of Country and Welcome to Country , Reconciliation Australia- What is reconciliation? and Who has a RAP? ; to help with your response (50-100 words each question). • a) Explain what a ‘Welcome to Country’ is. • b) Who can deliver a Welcome to Country? • c) Describe an event or time when a Welcome to Country would be delivered in a service or school. Table - Question 3 • a)A 'Welcome to Country' means that the Elders and Aboriginal and/or Torres Strait Islander people give consent to events taking place on their traditional lands. It is a sign of respect for the Aboriginal culture. 😊 • b)Only Elders and Aboriginal and/or Torres Strait Islander people 😊 • c)'Welcome to Country' often performs a large event, opening ceremony or meeting. 😊 • a) Explain what an ‘Acknowledgement to Country’. • Who can offer an Acknowledgement of Country?

OFFICIA L OFFICIA L • Describe a time when an Acknowledgement might be offered at a school or service. Table - Question 4 • a)An Acknowledgement of Country is an opportunity for anyone to show respect for Traditional Owners and the continuing connection of Aboriginal and Torres Strait Islander peoples to Country. 😊 • b)Can be respectfully performed by a non-Aboriginal person. 😊 • c)An Acknowledgement of Country is a part of a daily practice to start the day at schools and early childhood services. 😊 • After reading through Reconciliation Australia- What is reconciliation? and Who has a RAP? ; • a)briefly describe, in your own words, the term ‘reconciliation’ • b)outline the ‘ 5 dimensions of reconciliation’ • c)outline the purpose and significance of Reconciliation Action Plans. Table - Question 5 • a)Reconciliation is about strengthening relationships between Aboriginal and Torres Strait Islander peoples and non-Indigenous peoples. And also provide Aboriginal and Torres Strait Islander peoples greater quality life , greater equality and equity.Because for Aboriginal and Torres Strait Islander peoples, Australia’s colonial history is characterized by devastating land dispossession, violence, and racism. Through the reconciliation, like historical acceptance of the wrongs done to Aboriginal and Torres Strait Islander, people can lead to improved race relations, so turn into greater equality and equity. 😊 b)1.Race Relations-All Australians understand and value Aboriginal and Torres Strait Islander and non-Indigenous cultures, rights and experiences, so that they can build up stronger relationships by trust and respect and then no more racism. 2.Equality and Equity - All Australians should recognise and respect Aboriginal and Torres Strait Islander peoples culture and let them have equality and equitably in all areas of life

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OFFICIA L OFFICIA L and have self-determining. 3. Institutional Integrity - The active support of reconciliation by the nation’s political, business and community structures. 4.Unity - An Australian society should value and recognise Aboriginal and Torres Strait Islander cultures and heritage as a proud part of a shared national identity. 5.Historical Acceptance - All Australians understand and accept the wrongs of the past and their impact on Aboriginal and Torres Strait Islander peoples. So we will never repeat the wrongs. 😊 c)What is the purpose and significance of reconciliation action plan? The reconciliation action plan(RAP) is a measurable action that supports the aboriginal and Torres Strait Islander people achieving equality in all aspects of life. Reconciliation Action Plan (RAP) provides a framework for organizations to be inclusive in their work and contribute to national reconciliation. For example,many Aboriginal and Torres Strait Islander Australians experience differences in health, education, employment, and standards of living compared to their non-Indigenous, though the RPA, Aboriginal and Torres Strait Islander peoples, can increase economic equity and support First Nations self-determination. 😊 Part 2: Research and reflection To complete this part of the assessment, student will access and research information on Aboriginal and/or Torres Strait Islander Peoples Cultures from creditable sources and answer associated reflection questions. Topic 1 - The Uluru Statement and Healing Foundation WARNING: Aboriginal and Torres Strait Islander learners are warned that the following resource may contain images and voices of person who have passed away. It may also contain content or visual media of spaces and places that are Culturally significant or sensitive to Aboriginal and/or Torres Strait Islander Peoples.

OFFICIA L OFFICIA L Visit the official website and explore The Statement . Then, answer the following questions in the word length of 30-80 words for each question. • Identify when, where, and by whom was The Statement formed. The Statement formed on 26 May 2017 at the foot of Uluru in Central AUstralia on the lands of the Anangu people by over 250 Aboriginal and Torres Strait Islander leaders met in a constitutional convention and written by Megan Davis and George Williams. • Document at least 3 of the on-going impacts of colonisation on Aboriginal and/or Torres Strait Islander Peoples, as noted in The Statement. 1)The Effects of Colonisation on Aboriginal and/or Torres Strait Islander Peoples: Culture- Before European colonisation, Aboriginal and/or Torres Strait Islander Peoples lived in small family groups had rules and kinship systems for socialising with well developed culture,language and law. Also they can be self-sufficient and their children were protected and nurtured. However after colonisation, Aboriginal and/or Torres Strait Islander Peoples suffered a lot of injustices, such as being evicted from their traditional territories and being relocated to reserves and missions. They were also subjected to mass killings, and for those who survived, European colonists denied their customs and traditions. So it causes Aboriginal and/or Torres Strait Islander Peoples to lose many cultural practices. And also forced removal of Aboriginal and/or Torres Strait Islander Peoples’ children from their communities and families,it broke vital spiritual, familial, and cultural ties with intergenerational impacts. 2)The Impact of Colonisation on Aboriginal and/or Torres Strait Islander Peoples: Diseases - European colonisation brought a lot of diseases to Aboriginal and/or Torres Strait Islander Peoples, such as measles, influenza, and smallpox are spreaded in Aboriginal and/or Torres Strait Islander Peoples after European colonisation. 3)The Impact of Colonisation on Aboriginal and/or Torres Strait Islander Peoples:Agriculture- Before European colonisation, Aboriginal and/or Torres Strait Islander Peoples used fire-stick farming practices to manage their land and ensure sustainable food production,however when Europeans arrived in Australia, they cleared and take their land ownership to farm causing Aboriginal and/or Torres Strait Islander Peoples negative impacts across land and resource management.

OFFICIA L OFFICIA L Visit the official website Healing Foundation and explore What is intergenerational trauma? Then, answer the following questions in the word length of 100-150 words in total. • a) In your own words describe intergenerational trauma. • Briefly describe the intergenerational effects of forced separation and the impact it has on Aboriginal and/or Torres Strait Islander Peoples and Cultures. • a)What is intergenerational trauma? • Intergenerational trauma is when Aboriginal and/or Torres Strait Islander Peoples directly experienced or witnessed the oppressive or traumatic effects of a historical event, the first generation of survivors passed down these trauma to the younger generations.The intergenerational trauma can be passed on through parenting practices, behavioural problems, violence, harmful substance use and mental health issues. 😊 • b)What are the effects of intergenerational trauma on Aboriginal people? • The effects of intergenerational trauma on Aboriginal people include the substance abuse, depression, anxiety, low self-esteem, anger, and suicidal thinking. And the Aboriginal children have difficulties with attachment, disconnection from their extended families and culture and high levels of stress from family and community members who are dealing with the impacts of trauma. 😊 • Briefly outline the educator/ SLSOs role in promoting children’s understanding of, and respect for, Aboriginal and/or Torres Strait Islander Peoples’ history and Cultures. Educator can tell the children about the meaning of each colour in our Aboriginal flag, it can support children in understanding our ‘acknowledgement to country’ and implement ‘acknowledgement to country’ to the centre for daily morning routine for reading out together with children . 😊

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OFFICIA L OFFICIA L Topic 2 - Protocols for researching and sharing information Visit the official website and explore Inside HYPERLINK "https://www.qcaa.qld.edu.au/about/k- 12-policies/aboriginal-torres-strait-islander-perspectives/protocols/inside-outside-knowledge" HYPERLINK "https://www.qcaa.qld.edu.au/about/k-12-policies/aboriginal-torres-strait-islander- perspectives/protocols/inside-outside-knowledge" HYPERLINK "https://www.qcaa.qld.edu.au/about/k-12-policies/aboriginal-torres-strait-islander- perspectives/protocols/inside-outside-knowledge"and HYPERLINK "https://www.qcaa.qld.edu.au/about/k-12-policies/aboriginal-torres-strait-islander- perspectives/protocols/inside-outside-knowledge" HYPERLINK "https://www.qcaa.qld.edu.au/about/k-12-policies/aboriginal-torres-strait-islander- perspectives/protocols/inside-outside-knowledge" HYPERLINK "https://www.qcaa.qld.edu.au/about/k-12-policies/aboriginal-torres-strait-islander- perspectives/protocols/inside-outside-knowledge"outside knowledge . Then, answer questions 1-4 in the word length of 30-80 words for each question. • When working with Aboriginal and/or Torres Strait Islander Peoples: What does the term mean ‘who owns the knowledge?’ • Aboriginal and/or Torres Strait Islander Peoples are the owners of traditional knowledge and cultural expression on behalf of their communities. They can make a decision whether it is appropriate to share cultural information and.also their decision who they share information with, and the purpose for this sharing. 😊 • Briefly explain the concept of ‘inside and outside knowledge’ The concepts of 'inside' knowledge that may only be shared with certain people, It is apply to all areas of traditional Aboriginal or Torres Strait Islander life.For example,the private and sacred details of most ceremonies is ‘inside knowledge’, which is shared within and understood by the family and community who practice the ceremony and it is improper to share to the public. The concepts of 'outside' knowledge that may be widely shared. It is apply to all areas of traditional Aboriginal or Torres Strait Islander life.For example, communities may share some information that provides a basic level of understanding about a ceremony, and that share in a broad context outside the family and community. This is ‘outside knowledge’. 😊

OFFICIA L OFFICIA L • Identify 2 examples of appropriate Aboriginal and/or Torres Strait Islander Cultures information that can be shared in an educational setting. 1.Seek permission before sharing Aboriginal and/or Torres Strait Islander Cultures information in an educational setting. 😊 2.Check before using Aboriginal and/or Torres Strait Islander Cultures information,like their image or music. Educators should have consultation with local Aboriginal and/or Torres Strait Islander land councils before sharing their information. 😊 • Outline a Culturally safe approach to sharing Aboriginal and/or Torres Strait Islander information in your local area. A Culturally safe approach to sharing Aboriginal and/or Torres Strait Islander information in my local area is ‘ Shared respect, shared meaning and shared knowledge’.We need to respect Aboriginal people with dignity and truly listen and try to understand the diversity of Aboriginal peoples, communities and cultures, and the skills and attitudes to work effectively with them. And we need to unlearn unconscious bias and racism and discrimination and relearn Aboriginal cultural values.We need to set up Strategic and institutional to remove barriers to the optimal health, wellbeing and safety of Aboriginal people. 😊 • a) Access and read Narragunnawali HYPERLINK "https://www.narragunnawali.org.au/professional-learning/90/cultural-safety-and- respect-in-the-classroom" HYPERLINK "https://www.narragunnawali.org.au/professional-learning/90/cultural-safety-and- respect-in-the-classroom" HYPERLINK "https://www.narragunnawali.org.au/professional-learning/90/cultural-safety-and- respect-in-the-classroom"- Cultural Safety And Respect In The Classroom and in your own words briefly summarise key points that must be considered when following protocols for researching and sharing information about Aboriginal and/or Torres Strait Islander Peoples’ histories and Cultures. We should consult with Elders and Traditional Owners in our local area on how to research and share information about Aboriginal and/or Torres Strait Islander Peoples’ histories and Cultures.For example, what can be shared ,when and where stories and knowledges can be shared and who certain stories and knowledges can be shared with. We can not expect Elders and Traditional Owners to share every detail of the Aboriginal and Torres Strait Islander histories and cultures.As they may not be okay with sharing some histories and parts of their culture,we need to respect and develop long-term and mutual relationships with Aboriginal and Torres Strait Islander Elders for researching information and sharing information.

OFFICIA L OFFICIA L 😊 • b) Knowing the above protocols for researching and sharing information about Aboriginal and/or Torres Strait Islander Peoples’ histories and Cultures, identify the relevant code of ethics/code of conduct that relate to your workplace, either early childhood education and care services or schools. 1. Aboriginal and/or Torres Strait Islander Peoples’ self-determination - We should recognize and respect the Aboriginal and Torres Strait Islander peoples’ right to self-determination. We should embrace the fact that Aboriginal and Torres Strait Islander peoples have existed continuously as distinct societies, diverse, unique laws, cultures and knowledge. 2. Aboriginal and/or Torres Strait Islander Peoples’ leadership - All research should be led by Aboriginal and/or Torres Strait Islander Peoples’ histories and Cultures and they have decision- making responsibility and the research is informed by their priorities, values, perspectives and voices. 3. Impact and value - All research with Aboriginal and/or Torres Strait Islander Peoples must aim to benefit them and must be informed consent by Aboriginal and/or Torres Strait Islander Peoples. 😊 Topic 3- 8 Ways of learning framework Read the 8 WAYS Aboriginal Pedagogy- Protocol and answer the following questions. • Outline the 8 WAYS Aboriginal Pedagogy- Protocol and where it originated from. (100- 200 words) 8 WAYS Aboriginal pedagogy framework is expressed in eight interconnected pedagogies involving : 1)StorySharing:Learning through stories. 2)Learning Maps: Using Images or pictures to map out the processes for learners to follow. 3)Non-verbal: Applying intra-personal and kinaesthetic skills, like see, think ,act, make and share without words.

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OFFICIA L OFFICIA L 4)Symbols and Images: Keep and share knowledge with art and objects. Using images and metaphors to understand concepts and content. 5)Land Links:Work with lessons fromland and nature. It is a place-based learning, linking content to local land and place. 6)Non-linear: Put the different ideas together and then create new knowledge. 7)Deconstruct/Reconstruct:Begin working from the wholes and then to the parts, watching and then doing. 8)Community Links:Applying learning and bringing new knowledge for the community benefit. 😊 The 8 ways came from Indigenous research and protocol from communities, Elders, land, language, ancestors and spirit. All these things formed the methodology - the 8 WAYS and rules for working in research. • Access 8 WAYS Best Practice Examples and 8 WAYS Resources and explore the diverse ways of learning examples. • Reflect on what you have explored and outline aspects of diverse ways of learning in relation to the following areas;Include examples of ideas that could incorporate Aboriginal and/or Torres Strait Islander Peoples’ Cultures in routines and learning experiences.(100-200 words) • mathematics - using story sharing, when educators tell the story to the children, at the same time educators show the children how to count the number of the characters in the story. For example, the actions might bring characters together in a story (addition and multiplication) or take them apart (subtraction and division). • Music– Invite an Elder or local Aboriginal person in to play instruments and discuss. Using hands and visual learning for exploring music within Aboriginal’s Culture. • Art- Using Symbols and images, to show children about the Aboriginal’s symbols and images, using these symbols to draw a picture and discuss the meaning of the symbols to understand more of the story of Aboriginal peoples. • Science- using Land Links, teach children how to plant the Aboriginal’s plants and Aboriginal’s plants name in the garden. 😊

OFFICIA L OFFICIA L Watch the following video- Our Ways - Effective Practice in Aboriginal Education in NSW public schools (10:04 min), that have been adapted from the 8 WAYS Aboriginal Pedagogy- Protocol and respond to the following questions. • Outline the importance of knowing about the local Aboriginal history, Culture and ways of learning for children and students in the local area. (30-50 words) When we are learning about the local Aboriginal history, Culture and ways of learning for children and students, we can deepen develop our knowledge of the history of Australia and understanding of cultural difference and more respect for the diversity. 😊 • Identify who the Aboriginal Elder is in the video and outline their thoughts around the ‘Our Ways’ being implemented in schools. (20-30 words) The Aboriginal Elder is Aunty Eleanor Mcllwain. She thought ‘Our Ways’ was implemented in schools,to let the people be interested to find out more deeply into what Aboriginal life was and what it’s all about, so that through the sharing the Aboriginal information, we can maintain the Aboriginal Culture in Australia. 😊 • Aunty Wendy Lotter uses practical hands- on, verbal and non-verbal approaches, strategies and experiences to share knowledge and history of Aboriginal Culture for Aboriginal and non- Aboriginal students which link to the local area. Reflect on and identify some of those aspects of teaching used with the students. (50-100 words) Aunty Wendy Lotter uses the non-verbal approach to show the students the pure ochre, let the children to feel and touch it and then tell them where it comes from and how to use it. She shares the knowledge and history of Aboriginal Culture for Aboriginal and non- Aboriginal students. And also using Land Links methods to teach students the land and nature and then link to the world with Aboriginal Culture. 😊 • Reflect on ‘8 WAYS’ and ‘Our Ways’ and describe how early childhood services and schools could collaborate with Aboriginal and/or Torres Strait Islander Community members in the local area to ensure Community’s Cultural Protocols are followed when incorporating learning experiences and routines. (30-50 words) Educators need to identify and consult with appropriate persons to obtain knowledge of local cultural groups and educators need to engage with the learning process in a respectful and inclusive manner. 😊

OFFICIA L OFFICIA L Bibliography Provide references where required, using either the APA or Harvard reference style. TAFE NSW Libraries Researching and Referencing: Referencing Skills provides APA and Harvard guides, checklists and resources. Assessment checklist The student’s copy of the assessment checklist will be used by you to capture evidence of their performance in any type of project. This checklist outlines all the required criteria you will be marking the student on. All criteria described in the assessment checklist must be met. The assessor will use this checklist to ensure all required tasks have been completed and submitted and provide feedback for each task. Note that S = Satisfactory and U/S = Unsatisfactory. Table -Assessment checklist Task Instructions - The student; S U/S Assessor com Part 1 Short answer questions 1 Identified the name of the Land on which the student currently is living or studying and the traditional boundaries of the land. S 2 a) Briefly outlined 2 local or regional organisations which are Aboriginal and/or Torres Strait Islander Community led that provide services for children/young people and families. Added details and a summary of what each service provides. (30-50 words for each) b) Briefly outlined 2 local events that you could attend that would develop your understanding of Aboriginal and/or Torres Strait Islander Peoples’, histories and Cultures. Provide the weblink or reference to the service and events provided. (80-150 words) c) When accessing information on Aboriginal and/or Torres Strait Islander Peoples’ histories and Cultures briefly explained how to determine if the source is credible? (20-50 words) S

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OFFICIA L OFFICIA L 3 a) Explained what a ‘Welcome to Country’ is. b) Who can deliver a Welcome to Country? c) Described an event or time when a Welcome to Country would be delivered in a service or school. S 4 • Explained what an ‘Acknowledgement to Country’ • Who can offer an Acknowledgement of Country? • Described a time when an Acknowledgement might be offered at a school or service. S 5 • briefly describes, in own words, the term ‘reconciliation’ • outlined the ‘five dimensions of reconciliation’ • outlined the purpose and significance of Reconciliation Action Plans. S art 2 Research and reflection Topic 1 The Uluru Statement and Healing Foundation 1 Identified when, where, and by whom was The Statement formed. S 2 Documented at least 3 of the on-going impacts of colonisation on Aboriginal and/or Torres Strait Islander Peoples, as noted in The Statement. S 3 • In own words described intergenerational trauma. • Briefly described the intergenerational effects of forced separation and the impact it has on Aboriginal and/or Torres Strait Islander Peoples and Cultures. S 4 Briefly outlined the educator/ SLSOs role in promoting children’s understanding of, and respect for, Aboriginal and/or Torres Strait Islander Peoples’ history and Cultures. S opic 3 Protocols for researching and sharing information

OFFICIA L OFFICIA L 1 Identified what does the term ‘who owns the knowledge’ means. S 2 Briefly explained the concept of ‘inside and outside knowledge’ S 3 Identified 2 examples of appropriate Aboriginal and/or Torres Strait Islander Cultures information that can be share in your educational setting. S 4 Outlined a culturally safe approach to sharing Aboriginal and/or Torres Strait Islander information in your local area S 5 a) Accessed and read Narragunnawali- Cultural Safety And Respect In The Classroom and in own words briefly summarised key points that must be considered when following protocols for researching and sharing information about Aboriginal and/or Torres Strait Islander Peoples’ histories and Cultures. b) identified the relevant code of ethics/code of conduct that relate to your workplace, either early childhood education and care services or schools. S Topic 4 8 Ways of learning framework 1 Outlined the 8 ways of learning framework and where it originated from. S 2 Under the heading listed the 10 protocols from “ Cultural Interface Protocols For Engaging With Aboriginal Knowledge ” S 3 Accessed 8 WAYS Best Practice Examples and 8 WAYS Resources and explored the diverse ways of learning examples. Reflected on what was explored and outline aspects of diverse ways of learning in relation to the following areas; • mathematics S

OFFICIA L OFFICIA L • music • art • science Included examples of ideas that could incorporate Aboriginal and/or Torres Strait Islander Peoples’ Cultures in routines and learning experiences.(100-200 words) 4 Identified who the Aboriginal Elder is in the video and outline their thoughts around the 8 WAYS of learning being implemented in schools. S 5 Reflected on and identified some of Aunty Wendy Lotter aspects of teaching that is used with the students. S 6 Reflected on the video, and described how the student could work with their Aboriginal community members in their area to embed learning experiences into their children’s service or school. S Submission checklist Submit the following for marking: This completed Assessment event of : Project External resources – Links and URLs Long URLs and permalinks are provided for access to content when the assessment is not used digitally, for example, not clickable. Table 6- External resources – Links and URLs Resource Name Long URL

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OFFICIA L OFFICIA L • Reconciliation Australia- Acknowledgement of Country and Welcome to Country https://www.reconciliation.org.au/acknowledgement- of-country-and-welcome-to-country/ • Journey of Health and Wellbeing https://ww2.health.wa.gov.au/News/The-journey-of- health-and-wellbeing • The Uluru Statement from the Heart https://ulurustatement.org/ • Inside and Outside knowledge https://www.qcaa.qld.edu.au/about/k-12-policies/ aboriginal-torres-strait-islander-perspectives • Children’s Ground – Walk With Us video https://vimeo.com/444707682 • Children’s Ground website https://childrensground.org.au/ • Children’s Ground - Reports https://childrensground.org.au/who-we-are/reports- 2/ • Researching and Referencing: Referencing Skills https://tafensw.libguides.com/research/referencing This page is not required for online assessment submissions.

OFFICIA L OFFICIA L Student assessment declaration This assessment is my original work and has not been: • copied from any source without proper referencing • written for me by any other person except where such collaboration has been approved by a teacher or assessor. Student signature and date Siu Ling MAk 11/7/2023 Assessment feedback Reasonable adjustment was in place for this assessment event. If so, please provide details of any reasonable adjustment strategies that were implemented: Assessment outcome Satisfactory Unsatisfactory Comments Good research Rachel Assessor name, signature and date Lisa Doig 11/9/23 Student acknowledgement of assessment outcome Student name, signature and date

054 assessment 2 Mak Siu Ling

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