Assessment Project: Understanding Aboriginal and Torres Strait Islander Cultures

Assessment event 2 of 3: 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: Jia Liu Student number: 804670840 Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 1 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

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: 31 January 2024. For current information please refer to our website or your teacher or assessor as appropriate. Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 2 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

Assessment information Assessment event overview 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: o National Quality Standard o 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  keep a copy of any assessments you submit for marking  make sure you have completed the assessment declaration before you submit. Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 3 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

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) Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 4 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

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. 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. 1. What is the name of the Land on which you are currently living or studying? What are the traditional boundaries of the land? (20-40 words) 2. 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 1- Question 2 a). Aboriginal Child, Family, and Community Care State Secretariat (AbSec)  AbSec aims to support Aboriginal families and improve outcomes for Aboriginal children and young people and promote the safety and well-being of Aboriginal children and young people. Their services including family support, Kinship care, foster care, and community engagement. √ . SNAICC √ . It plays a crucial role in advocating for the rights and well-being of Aboriginal and Torres Strait Islander children and families. They provide resources, training, and initiatives Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 5 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022 . DARKINJUNG land. . The traditional boundaries of the land extend from the Hawkesbury River in the south, Lake Macquarie in the north, the McDonald River and Wollombi up to Mt Yengo in the west and the Pacific Ocean in the East. √

to improve outcomes for Indigenous children and promote culturally appropriate care and support. b). National Aboriginal and Torres Strait Islander Children’s Day  https://www.eventbrite.com.au/e/national-aboriginal-and-torres-strait-islander- childrens-day-tickets-657239740757? aff=ebdssbdestsearch&from=000887ee279211eea2bf6ebdcd5bed51  Local NAIDOC Week events  https://www.naidoc.org.au/local-events/local-naidoc-week-events √ c) . Should check the author behind the information. Reliable sources often provide author’s academic background or experience within the Aboriginal and Torres Strait Islander community. . Shold checks the Bais and Perspective. Respectful and culturally sensitive sources should present diverse perspectives and avoid stereotypes. √ 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). 3. 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 2- Question 3 a). “Welcome to Country” is a traditional Aboriginal and Torres Strait Islander custom in Australia. It is a formal ceremony to welcome visitors to their traditional land. The ceremony including singing, dancing, smoking ceremony, and speech. √ b). It delivered by Traditional owner, or Aboriginal and Torres Strait Islander people who have been given permission from Traditional owner. √ c) Invite families, local Indigenous elders, and the Traditional Owners of the land to the service. Firstly, the Indigenous elder or the Traditional Owner will deliver the welcome to Country speaking in their local indigenous language. The speaker may share some cultural stories. Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 6 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Secondly, after the speech, the ceremony may include cultural performances, such as traditional dances, music. 4. a) Explain what an ‘Acknowledgement to Country’. b) Who can offer an Acknowledgement of Country? c) Describe a time when an Acknowledgement might be offered at a school or service. Table 3- Question 4 a) . An "Acknowledgement to Country” is a way of showing respect and recognition of the traditional Aboriginal and Torres Strait Islander owners of the land on which the event is taking place. √ b) An” Acknowledgement to Country” can be offered by any person. √ c). Create paintings, drawings, or signs with students and upload photos or videos. . Create video messages or photos and encourage teachers and staff to get involved. √ 5. 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 4- Question 5 a) Reconciliation is a process to heal and build positive relationships between Aboriginal and Torres Strait Islander people and non-indigenous Australians in Australia. The goal of reconciliation is to promote understanding, respect, and recognition of the rights, cultures of the Australia’s First Nations people. √ b). Historical acceptance. . Race relations. . Equality and equity. Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 7 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

. Institutional integrity. . Unity. c) . The purpose of Reconciliation Action Plans is to contribute to reconciliation effors between Aboriginal and Torres Strait Islander people and non-Indigenous Australians. It aims to create positive change and respect within organizations and the community. . The significance of Reconciliation Action Plans creates meaningful relationship between Indigenous and non-Indigenous, provide a formal framework for organizations to outline their commitment to reconciliation, encourage organizations and their employees to learn about Aboriginal and Torres Strait Islander histories, cultures. √ Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 8 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

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. Visit the official website and explore The Statement . Then, answer the following questions in the word length of 30-80 words for each question. 1. Identify when, where, and by whom was The Statement formed. 2. Document at least 3 of the on-going impacts of colonisation on Aboriginal and/or Torres Strait Islander Peoples, as noted in The Statement. Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 9 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022 In May 2017. In Mutitjulu in the shadow of Uluru. Over 250 Aboriginal and Torres Strait Islanders. √ . Enshring a First Nations Voice in the Australian constitution. . agreement-making between governments and First Nations. . Truth telling about their history.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

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. 1. a) In your own words describe intergenerational trauma. b) Briefly describe the intergenerational effects of forced separation and the impact it has on Aboriginal and/or Torres Strait Islander Peoples and Cultures. a) . The intergeneration trauma is the transmission of trauma from one generation to the next. The people who from the Stolen Generations if they do not heal form trauma, then they can pass their trauma to the children, grandchildren, and future generation. √ b). Loss of Language- they lost their native language and cultural knowledge. √ . Loss family and Community- forced separation often leading to the breakdown of kinship and community. √ . Truma impact- the stolen generation children often challenge to abuse, neglect. this trauma has been passed through generations, leading to ongoing mental health problems in indigenous communities. √ 2. 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. Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 10 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022 Educators play a key role in this process. As an educator should engage in ongoing learning about Aboriginal and Torres Strait Islander history, culture. When discussing Indigenous peoples and cultures to children, make sure use appropriate and respectful language and avoid stereotypes. Also, educators can invite elders of the local Indigenous communities to share their stories, cultures with children. Create Indigenous theme ? environment with art, music to help children understand the culture and history. √

Topic 2 - Protocols for researching and sharing information Visit the official website and explore Inside and outside knowledge . Then, answer questions 1-4 in the word length of 30-80 words for each question. 1. When working with Aboriginal and/or Torres Strait Islander Peoples: What does the term mean ‘who owns the knowledge?’ 2. Briefly explain the concept of ‘inside and outside knowledge’ 3. Identify 2 examples of appropriate Aboriginal and/or Torres Strait Islander Cultures information that can be shared in an educational setting. Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 11 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022 It means it is the Aboriginal and Torres Strait Islander people’s decision whether to share cultural information. Also, it is their decision who they share information with and the purpose for this sharing. √ The knowledge that may only share with certain people √ and share the knowledge widely. √

4. Outline a Culturally safe approach to sharing Aboriginal and/or Torres Strait Islander information in your local area. 5. a) Access and read Narragunnawali- 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. . The key point that must be considered needs to be careful not to assume what stories or knowledge can be shared by particular community members and when, where and with whom they can be shared. 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. Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 12 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022 1. Ceremonies 1. Sacred site √ . Engage with local Aboriginal and Torres Strait Islander communities to share their information and speak to the Elders or community leaders to seek their guidance. . Get involved to all organizations training that focus on understanding the cultural and sensitives information sharing. . Seek permission to use and share any traditional knowledge and use clear and respectful language when discussing their information. √

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Topic 3- 8 Ways of learning framework Read the 8 WAYS Aboriginal Pedagogy- Protocol and answer the following questions. 1. Outline the 8 WAYS Aboriginal Pedagogy- Protocol and where it originated from. (100-200 words) Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 13 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022 . include democratic, fair, and inclusive practices to promote equity and strong sense of belonging. Respectful, responsive, and reciprocal relationships are central to children’s education and care. √ . the code of conduct describes standards of professional conduct that promotes adherence to the departments and NSW public Sector’s vales. It provides a framework for employees to support day to day ethical decision making. √ The 8 WAS Aboriginal Pedagogy are a traditional way of teaching and learning by Indigenous peoples in Australia. These pedagogies show the deeply rooted culture, and connection to the land. The 8ways of learning including Story sharing, Learning Maps, Non-verbal, Symbols and Images, Land Links, Non-Liner, Deconstruct, and Community Links. √ These pedagogies are owned by the traditional owner of Westen New South Wales.

2. Under the heading “ Cultural Interface Protocols For Engaging With Aboriginal Knowledge ” list the 10 protocols. 3. 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;  Mathematics- playing a group game that counting rocks . Storytelling, using symbols and changing names to use traditional words. √  Music- Instruments and protocols that are unique. Invite an Elder or local Aboriginal person in to play instruments and discuss. Hands on and visual learning can be outside. Explore music within Culture. √  Art- using photos or pictures to consider how a picture can make us feel. Add music to create feelings. Then, encourage children to draw how they feel. √  Science- learning the impacts of human over time. Explore the seasons and best times foe planting, harvesting, and maintaining for the local area. Children can create a group calendar to care for lands and note impacts over tiome. This can include drawing and markings as well as written words, songs, and meanings. √ Include examples of ideas that could incorporate Aboriginal and/or Torres Strait Islander Peoples’ Cultures in routines and learning experiences.(100-200 words) Exploring Country and connecting regularly, this can involve looking at rivers planting native plants in the garden. Having Dreaming stories. Listening to Cultural music, art displayed by local Aboriginal and /or Torres Strait Islander Artists. Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 14 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022 1. Use Aboriginal processes to engage with Aboriginal Knowledge. 2. Approach Aboriginal Knowledge in gradual stages, not all at once. 3. Be grounded in your own cultural identity (not colour) with integrity. 4. Bring your highest self to the knowledge and settle your fears and issues. 5. Share your own stories of relatednedd and deepest knowledge. 6. See the shape of the knowledge and express knowledge. 7. Build your knowledge around teal relationships with Aboriginal people. 8. Use this knowledge for the benefit of the Aboriginal community. 9. Bring your familiar understandings but be willing to frow beyond these. 10. Respect the aspects of spirit and place that the knowledge is grounded in √

Inviting a local Elder in as a regular visitor, to spend time with the children and staff to learn more about the land. Provide beautifully written and illustrated children’s books to explore Cultures, Display and learn about the Aboriginal and The Torres Strait Islander Flages. √ Celebrate NAIDOC week, Harmony Day, Sorry Day, International Day of the World’s Indigenous People, National Reconciliation Week and National Aboriginal and Islander Children’s Day. 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. Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 15 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022 Have traditional musical instruments to explore.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

. To get the students to understand more about the Aboriginal Culture.  . Aboriginal content and perspective embedded in the school curriculum  . To know about the culture is a journey that change the culture of the school.  The importance is to instruct the children and students to respect for indigenous traditions, promotes cultural diversity and more inclusive society. Also provides education that values different perspectives. 4. Identify who the Aboriginal Elder is in the video and outline their thoughts around the ‘Our Ways’ being implemented in schools. (20-30 words) . Aunty Eleanir Mcllwain and Aunty Wendy Lotter. . Building connections and relationships and share and maintain the wonderful culture. √ 5. 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) . Learning maps –local context- rivers connecting Nelly’s Glen carrington Falls and the Ocean. . Land links-local lomondra. . Community. . Story sharing- gathering around a campfire to shore stories. √ Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 16 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022 2. 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)

6. 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) . Regularly consult with Aboriginal community members to seek their feedback on curriculum, and activities. . Encourage both Aboriginal and non-Aboriginal way learning approach, and both cultures are respected and shared. . Involve Aboriginal community members in sharing traditional practices, this may include storytelling, dance, and art. . Introduce local Aboriginal languages and songs in daily routines. . Create environments that reflect and celebrate Aboriginal culture. Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 17 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022 . Building staff cultural competencies. . Valuing Aboriginal Culture in the school environment. . Seeking Cultural advice and understanding.

. Involve local Aboriginal Elders and Knowledge Keeper in the planning and decision-making process. 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. Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 18 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

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 5-Assessment checklist Task Instructions - The student; S U/S Assessor comments 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. ☒ ☐ 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 ☒ ☐ Good research Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 19 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

Islander Peoples’ histories and Cultures briefly explained how to determine if the source is credible? (20-50 words) 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. ☒ ☐ 4 a) Explained what an ‘Acknowledgement to Country’ b) Who can offer an Acknowledgement of Country? c) Described a time when an Acknowledgement might be offered at a school or service. ☒ ☐ 5 a) briefly describes, in own words, the term ‘reconciliation’ b) outlined the ‘five dimensions of reconciliation’ c) outlined the purpose and significance of Reconciliation Action Plans. ☒ ☐ Part 2 Research and reflection Topic 1 The Uluru Statement and Healing Foundation 1 Identified when, where, and by whom was The Statement formed. ☒ ☐ 2 Documented at least 3 of the on-going impacts of colonisation on Aboriginal and/or Torres Strait Islander Peoples, as noted in The ☒ ☐ Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 20 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

Statement. 3 a) In own words described intergenerational trauma. b) Briefly described the intergenerational effects of forced separation and the impact it has on Aboriginal and/or Torres Strait Islander Peoples and Cultures. ☒ ☐ 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 . ☒ ☐ Topic 3 Protocols for researching and sharing information 1 Identified what does the term ‘who owns the knowledge’ means. ☒ ☐ 2 Briefly explained the concept of ‘inside and outside knowledge’ x 3 Identified 2 examples of appropriate Aboriginal and/or Torres Strait Islander Cultures information that can be share in your educational setting. ☒ ☐ 4 Outlined a culturally safe approach to sharing Aboriginal and/or Torres Strait Islander information in your local area ☒ ☐ 5 a) Accessed and read Narragunnawali- Cultural Safety And Respect ☒ ☐ Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 21 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

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. Topic 4 8 Ways of learning framework 1 Outlined the 8 ways of learning framework and where it originated from. ☒ ☐ 2 Under the heading listed the 10 protocols from “ Cultural Interface Protocols For Engaging With Aboriginal Knowledge ” ☒ ☐ 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  music  art  science ☐ ☒ Good examples of experiences to offer children However you have not completed Question 4 that is highlighted. Please write down why is it important to know about local Aboriginal history and Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 22 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Included examples of ideas that could incorporate Aboriginal and/or Torres Strait Islander Peoples’ Cultures in routines and learning experiences.(100-200 words) 4. why is it important to know about local Aboriginal history and culture? culture? 4 Identified who the Aboriginal Elder is in the video and outline their thoughts around the 8 WAYS of learning being implemented in schools. ☒ ☐ 5 Reflected on and identified some of Aunty Wendy Lotter aspects of teaching that is used with the students. ☐ ☐ 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. ☐ ☒ Please elaborate on how you would consult or work with the Aboriginal community members Submission checklist Submit the following for marking: ☐ This completed Assessment event 2 of 3: Project Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 23 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

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 1. Reconciliation Australia- Acknowledgemen t of Country and Welcome to Country https://www.reconciliation.org.au/ acknowledgement-of-country-and-welcome-to- country/ 2. Journey of Health and Wellbeing https://ww2.health.wa.gov.au/News/The-journey-of- health-and-wellbeing 3. The Uluru Statement from the Heart https://ulurustatement.org/ 4. Inside and Outside knowledge https://www.qcaa.qld.edu.au/about/k-12-policies/ aboriginal-torres-strait-islander-perspectives 5. Children’s Ground – Walk With Us video https://vimeo.com/444707682 6. Children’s Ground website https://childrensground.org.au/ 7. Children’s Ground - Reports https://childrensground.org.au/who-we-are/reports- 2/ 8. Researching and Referencing: Referencing Skills https://tafensw.libguides.com/research/referencing Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 24 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

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 Document filename: c8a5670aad67ce5c1bb4bb4fcf769bc11a0766af.docxPro2of3 Page 25 of 26 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022 This page is not required for online assessment submissions.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Assessment feedback ☐ Reasonable adjustment was in place for this assessment event. If so, please provide details of any reasonable adjustment strategies that were implemented: [Insert reasonable adjustment strategies] Assessment outcome ☐ Satisfactory ☒ Unsatisfactory Comments You have made a very good start on this assessment Jia. Culturally safe practices evident in your responses. However there are 2 questions that require additional information. Please see my feedback above and redo the 2 questions that are highlighted by adding the additional information below your original response in another colour. Kimmer Assessor name, signature and date Kimmer Piltz 10/8/23 Student acknowledgement of assessment outcome [Would you like to make any comments about this assessment?] Student name, signature and date Document filename: CHCECE054_MG_Pro2of3 Page 26 of 26 Resource ID: SEMX_22_003_MG_Pro2of3 | Version: 20221125 © TAFE NSW 2022

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

CHCECE054_AE_Pro2of3 2

Related Documents