Understanding Aboriginal and Torres Strait Islander Cultures

CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 1 of 30 CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Knowledge Assessment Task – Student Version

CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 2 of 30 Introduction This is an assessment activity linked to an individual unit of competency and contributes to the overall assessor judgement of competence. CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander Peoples cultures Elements 1. Identify perspectives on Aboriginal and/or Torres Strait Islander people’s cultures 2. Investigate the local context for Aboriginal and/or Torres Strait Islander people’s cultures 3. Contribute ideas for embedding Aboriginal and/or Torres Strait Islander people’s culture in daily practice 4. Support children’s understanding and respect How students participate in assessment You are required to read and follow the instructions below. Additional instructions may be provided in your Student Handbook and supporting documentation. Assessment conditions Assessment responses must demonstrate a capable understanding and consistent application of knowledge. 1. You MUST provide responses to all questions at a Satisfactory level 2. You MUST use the referenced learning materials to guide responses 3. You can complete the assessment in a classroom setting or self-study environment Authenticity requirements You must genuinely attempt to answer each question appropriately to demonstrate your acquired knowledge. Intentionally or unintentionally presenting answers to assessment questions that are another individual’s work, or the work of a team as your own is considered plagiarism and may result in exclusion from the unit. You should refer to the Student Handbook for further information. Authenticity Declaration It is important that you sign and date the Authenticity Declaration to confirm that the responses to questions presented for assessment are your own work.

CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 3 of 30 ATTENTION You must include your name and SIGNATURE on this page Your signature is required to verify authenticity of your work. By making this declaration: ☐ I understand the assessment conditions and how to effectively participate in assessment ☐ I understand my responsibility to provide assessment responses that are my own. ☐ I understand that, at any time, if it is shown that in this assessment task, I have plagiarised or misrepresented assessment responses, the assessment outcome may be revoked. Name: Signature: Date: Comments ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ If any gaps in the evidence are demonstrated, identify any action to be taken or further evidence required: ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Assessor’s name: ____________________ Assessor’s signature: _________________ Date: ___________ Learner’s name: ____________________ Learner’s signature: _________________ Date: ___________ Competent Not Competent

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CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 4 of 30 Assessment instructions You are required to read the instructions, the question and the referenced learning materials to appropriately answer each question. Attempting assessment tasks You are required to respond to each question in the space provided. You can answer each question by typing responses directly into the spaces provided, or by printing and handwriting responses directly into the spaces provided. Assessment outcomes The Early Childhood Education and Care training packages are vocational qualifications that are competency based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet Satisfactory. If you are assessed as ‘Not Yet Satisfactory’ the assessor will provide you with feedback regarding what needs to be re-attempted, and the resubmission process. Reasonable adjustment You may apply for reasonable adjustment to this assessment activity. Refer to the Student Handbook for further information. Submitting tasks Once you have included responses to ALL questions, submit your assessment to the college for marking. Refer to the Student Handbook for information on how to submit assessment activities. Accessing, saving and/ or printing required readings You are required to access learning materials throughout the assessment process. These resources provide key information to help you provide appropriate responses to each question. You are directed to these learning materials via the list below and at the start of each question. You may choose to save these files electronically, or print them. Student appeals You have the right to appeal an unfavourable decision or finding during assessment. Refer to the Student Handbook for further information.

CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 5 of 30 Learning materials and required readings Students will require access to the following textbooks, readings and websites to provide responses to the questions in this assessment. Textbook reference Kearns, K. (2020). The Big Picture 5th ed., Cengage Learning Australia, Melbourne. Chapters 6, 8 Readings and videos 8 Ways. Aboriginal Pedagogy. https://www.8ways.online/about Australian Children’s Education & Care Quality Authority (ACECQA). (2018). Be Part of Reconciliation. (2018) https://www.acecqa.gov.au/sites/default/files/2019-08/QA1_BePartOfReconciliation_0.pdf Australian Children’s Education & Care Quality Authority (ACECQA). Guide to the National Quality Framework. https://www.acecqa.gov.au/sites/default/files/2020-09/Guide-to-the-NQF-September- 2020.pdf Australian Children’s Education & Care Quality Authority (ACECQA). (2018). National Quality Standard (A4 Poster) https://www.acecqa.gov.au/media/23171 Early Childhood Australia (2016). Code of Ethics http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2019/08/ECA-COE-Brochure-web- 2019.pdf The Healing Foundation. (2018). Intergenerational Trauma Animation. https://www.youtube.com/watch?v=vlqx8EYvRbQ Kearns, K (2020). Researching and evaluating credible sources of information. NAIDOC website: www.naidoc.org.au Reconciliation Australia (2013). Family and kinship (1.10min.) YouTube : https://www.youtube.com/watch?v=mNtPcW4t1PY Reconciliation Australia. (2019). Let’s Talk Languages https://www.reconciliation.org.au/wp-content/uploads/2019/03/ra-letstalk-factsheet- languages_final.pdf Reconciliation Australia. Narragunnawali: Reconciliation in Education https://www.reconciliation.org.au/wp-content/uploads/2018/05/Narragunnawali- Reconciliation-in-Education.pdf Reconciliation Australia (2020). National Sorry Week 2020: 27 May-3 June. https://www.reconciliation.org.au/national-reconciliation-week/

CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 6 of 30 Reconciliation Australia. (2020). National Sorry Day 2020. https://www.reconciliation.org.au/national-sorry-day-2020/ Secretariat of National Aboriginal and Islander Child Care. SNAICC Vision and Purpose . https://www.snaicc.org.au/about/vision-and-purpose/ Victorian Aboriginal Education Association Incorporated (2020). Walking Together https://www.vaeai.org.au/wp-content/uploads/delightful- downloads/2020/06/FinalProof2020.pdf

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CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 7 of 30 Requirements of the NQS, Regulations and Laws The following questions require you to demonstrate your knowledge of the National Quality Standard and related regulations and laws applicable to this unit. Question 1 Reading Guide to the National Quality Framework. Australian Children’s Education and Care Quality Authority. (Refer to Section 3 Quality Areas 1, 2, 3 pp. 355 – 403, and Quality Area 5 pp. 228 - 245) https://www.acecqa.gov.au/sites/default/files/2020-09/Guide-to-the-NQF-September- 2020.pdf [Or visit the ACECQA website acecqa.com.au and enter ‘Guide to the NQF’ into the search tool] This symbol in the Guide to the NQF indicates things an assessor can observe educators or children doing in the service as evidence they are meeting the National Quality Standards. Match the NQS Element to the way Assessors may observe educators in the table below. An example has been provided to help you complete this question. NQS element a. 1.1.1 Curriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. b. 1.1.2 Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program. c. 5.1.2 The dignity and rights of every child are maintained. d. 5.2.1 Children are supported to collaborate, learn from and help each other e. 6.1.2 The expertise, culture, values and beliefs of families are respected and families share in decision-making about their child’s learning and wellbeing f. 6.2.3 The service builds relationships and engages with its community Assessors may observe educators: Element demonstrating flexibility in program delivery to incorporate children’s ideas, culture, and interests to ensure that experiences are relevant and engaging b an environment that reflects the lives of the children and families using the service and the cultural diversity of the broader community, including Aboriginal and Torres Strait Islander communities educators providing a literacy-enriched environment that includes displaying print in home languages and in English

CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 8 of 30 Assessors may observe educators: Element children: engaged in experiences that support them in establishing and maintaining relationships with children of various ages, genders, cultures and capabilities talking to children about the importance of empathy, treating others equally and celebrating differences demonstrating a non-judgmental understanding of each child, and Each child’s family and community context Question 2 Reading Guide to the National Quality Framework. Australian Children’s Education and Care Quality Authority. (Refer to Section 3 Quality Areas 1, 2, 3 pp. 355 – 403, and Quality Area 5 pp. 228 - 245) https://www.acecqa.gov.au/sites/default/files/2020-09/Guide-to-the-NQF-September- 2020.pdf [Or visit the ACECQA website acecqa.com.au and enter ‘Guide to the NQF’ into the search tool] In the Guide to the National Quality Framework , the underpinning National Law and Regulations are listed for each element of the National Quality Standard (NQS), as indicated by this icon. Match the Element to the relevant underpinning Regulations and Laws in the table below. An example has been provided to help you complete this question. Elements a. Element 1.1.2 b. Element 5.1.2 c. Element 6.1.1 Regulation or Law Element Section 166 Offence to use inappropriate discipline b Regulation 157 Access for parents Regulation 155 Interactions with children Section 168 Offence relating to required programs

CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 9 of 30 Aboriginal and/or Torres Strait Islander History These questions require you demonstrate your knowledge of: • the impact of colonisation, historical events and issues on Aboriginal and/or Torres Strait Islander peoples’ in the local and broader Australian context • inter-generational effects of forced separation • inter-generational trauma and disadvantage Question 3 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 4 (pp. 130-134) Select True or False for each statement below. Aboriginal and/or Torres Strait Islander peoples and colonisation True False Aboriginal and Torres Strait Islander peoples are a single homogeneous group ☐ ☐ Red on the Aboriginal flag represents the earth and the spiritual relationship the Aboriginal people have to the land ☐ ☐ The blue stripe on the Torres Strait Islander flag represents the sea ☐ ☐ Aboriginal people typically refer to each other by their boundary, and to their mob by their nation name ☐ ☐ Aboriginal and Torres Strait Islander cultural history is the oldest known civilisation in the world ☐ ☐ A treaty was negotiated with Aboriginal and/or Torres Strait Islander people as part of the colonisation process ☐ ☐ Aboriginal and/or Torres Strait Islander children were forcibly removed from their families and communities and raised in institutions or by foster families of European background ☐ ☐

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CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 10 of 30 Question 4 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 4 (pp. 130-134) Select True or False for each statement below. Aboriginal and/or Torres Strait Islander people and colonisation True False The 1992 High Court’s Mabo decision recognised the common law right of Aboriginal and/or Torres Strait Islander peoples to land ☐ ☐ Aboriginal and/or Torres Strait Islander peoples moved to missions or reserves where they were allowed to speak their own language and maintain their cultural practices ☐ ☐ The policy of assimilation was based on the false belief that Aboriginal people were a doomed race that would eventually die out through interracial marriage ☐ ☐ To manage the ‘Aboriginal problem’, the government of the day changed the definition of ‘Aboriginality’ to identify differences between ‘full-bloods’ and ‘half- castes’ ☐ ☐ So-called ‘half-caste’ Aboriginal and/or Torres Strait Islander children were encouraged to speak their home language ☐ ☐ Children of the Stolen Generation were told their parents didn’t want them ☐ ☐ Children who ‘looked white’ were put up for adoption with white families with the consent of their families ☐ ☐ Aboriginal and/or Torres Strait Islander peoples living on reserves had freedom to marry ☐ ☐ Question 5 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 4 (pp.134-136)

CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 11 of 30 Video Family and kinship (1.10min.) Reconciliation Australia https://www.youtube.com/watch?v=mNtPcW4t1PY Select True or False for each statement below. Aboriginal and/or Torres Strait Islander kinship and language True False Aboriginal and/or Torres Strait Islander kinship is defined by family, birthplace or place of origin ☐ ☐ Kinship groups play an important role in raising children and teaching cultural beliefs and practices ☐ ☐ In Aboriginal and/or Torres Strait Islander culture only the immediate family takes responsibility for caring for and raising children ☐ ☐ Many Aboriginal and/or Torres Strait Islander children live in households that only include immediate relatives such as parents and siblings ☐ ☐ Aboriginal and/or Torres Strait Islander children may refer to more than one person as ‘mother’, and will use the terms ‘auntie’, ‘uncle’ and ‘sis’(ter) to refer to members of the extended kinship group ☐ ☐ Question 6 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 4 (pp.134-136) Video Family and kinship (1.10min.) Reconciliation Australia https://www.youtube.com/watch?v=mNtPcW4t1PY Select True or False for each statement below. Aboriginal and/or Torres Strait Islander kinship and language True False Older Aboriginal and/or Torres Strait Islander children are not expected to care for their younger siblings ☐ ☐

CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 12 of 30 Aboriginal and/or Torres Strait Islander people commonly use strategies such as humour, teasing and acting surprised to manage children’s behaviour ☐ ☐ There are around 300 Aboriginal nations in Australia speaking around 250 different languages, with up to 600 different dialects ☐ ☐ For Aboriginal and/or Torres Strait Islander people living in remote regions, English is their first language ☐ ☐ For some Indigenous people, looking someone directly in the eye when speaking is a sign of disrespect ☐ ☐ An Aboriginal Elder is someone who has gained recognition within their community as a custodian of knowledge and lore ☐ ☐ Aboriginal and/or Torres Strait Islander: Protocols The following questions require you to demonstrate your knowledge of: • protocols for researching and sharing information about Aboriginal and/or Torres Strait Islander peoples’ history and cultures o permissions for sharing information o awareness around appropriation of Aboriginal and/or Torres Strait Islander peoples’ culture o awareness around languages when being re-learned. Question 7 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 4 (p. 138) Figure 4.12 ‘Aboriginal and Torres Strait Islander cultural protocols’ Protocols are ethical principles which guide behaviour in a particular situation. Match the Aboriginal and/or Torres Strait Islander protocol to the descriptor in the table below. Aboriginal and/or Torres Strait Islander protocols a. Respect b. Aboriginal and Torres Strait Islander Control c. Interpretation and integrity d. Secrecy and Confidentiality e. Attribution f. Sharing of benefits g. Legal recognition and protection

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CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 13 of 30 Descriptor Protocol Aboriginal and Torres Strait Islander people should be consulted and involved in all decisions affecting their cultural heritage, re-learning languages and, in particular, on the ways in which their history, community, stories and interviews, lives, families and cultural and intellectual property are represented and used Indigenous people have the right to keep secret their sacred and ritual knowledge in accordance with their customary laws Aboriginal and Torres Strait Islander people have the right to share in t he benefits from use of their culture, especially where it is being commercially applied Aboriginal and Torres Strait Islander people should be recognised as the primary guardians and interpreters of their cultures. Representation of Aboriginal and Torres Strait Islander cultures should reﬂect their cultural values and respect their customary laws. Aboriginal and Torres Strait Islander people should be given proper credit or appropriate acknowledgement for their achievements, contributions and roles in the development of media stories and/or use of cultural material The rights of Aboriginal and Torres Strait Islander people to own and control their cultural heritage, and their rights and interests in how they are portrayed (in images and/or texts) must at all times be respected and protected Australian laws and policies should be in place that respect and protect Indigenous rights to cultural and intellectual property Question 8 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 4 (pp. 138 - 139) Select True or False for each statement below. Aboriginal and/or Torres Strait Islander protocols True False As a sign of respect, capital letters should always be used when writing Aboriginal, Torres Strait Islander and Indigenous ☐ ☐ Traditional custodians of the land should be acknowledged ☐ ☐ Welcome to country is usually performed by an Elder or designated member of the Aboriginal and Torres Strait Islander community ☐ ☐ It’s not necessary to ask permission before using the term ‘aunty’ or ‘uncle’ when referring to Aboriginal and/or Torres Strait Islander Elders ☐ ☐

CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 14 of 30 Aboriginal and Torres Strait Islander people avoid speaking the name of a person who has recently died and showing images of those who have died ☐ ☐ It is a mark of cultural respect not to discuss traditionally female issues (women’s business) in the presence of men and vice versa ☐ ☐ Question 9 Reading Walking Together (pp. 11-12). Victorian Aboriginal Education Association Incorporated. https://www.vaeai.org.au/wp-content/uploads/delightful- downloads/2020/06/FinalProof2020.pdf [Or visit Google www.google.com.au and type ‘Walking together’ into the search tool.] Match the following actions to the example of practice in the table below. Action a. Practical b. Symbolic c. Substantive and Significant Example of practice Action Display a sign acknowledging the Traditional Custodians of the Land where the service is located Take advantage of every opportunity to help children learn to counter bias, prejudice and racism Acknowledge and celebrate NAIDOC week and National Aboriginal and Torres Strait Islander Children’s Day with all children and families Build respectful partnerships that lead to ongoing collaboration with the local Aboriginal and Torres Strait Islander communities and engage Elders and local community leaders Display the Aboriginal and Torres Strait Islander flags Invite Aboriginal and/or Torres Strait Islander artists, musicians or dancers to come to the service on a regular basis to work with the children Question 10 Reading Aboriginal Pedagogy. 8 Ways, a NSW Department of Education initiative. https://www.8ways.online/about

CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 15 of 30 The 8 ways is an Aboriginal pedagogy framework expressed as eight interconnected pedagogies which can change in different settings. It is suggested that using this pedagogy will assist Aboriginal and Torres Strait Islander children as well as non-indigenous children to learn. Match each definition to one of the 8 ways of learning . Definition a. Story Sharing b. Learning Maps c. Non-verbal d. Symbols and Images e. Land Links f. Non-linear g. Deconstruct/Reconstruct h. Community Links Definition Way of learning Using images and metaphors to understand concepts and content. Approaching learning through narrative. Place-based learning, linking content to local land and place. Explicitly mapping/visualising the learning processes. Producing innovations and understanding by thinking laterally or combining systems. Applying intra-personal and kinaesthetic skills to thinking and learning. Centering local viewpoints, applying learning for community benefit. Modelling and scaffolding, working from wholes to parts (watch then do). Question 11 Reading Aboriginal Pedagogy. 8 Ways, a NSW Department of Education initiative. https://www.8ways.online/about Match each example to the learning concept . An example has been given to help you answer this question. Concept a. Art b. Literacy c. Science d. Maths

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CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 16 of 30 e. Music Example Concept Symbols and Images - Educator Aran was reading a story to the children and using Aboriginal symbols to assist with the story telling b Land Links - Educator Amy set up a table with baskets of hand painted rocks with kangaroos and koalas to explore amounts, matching the rocks with the baskets Deconstruct/reconstruct - Educator Matt was supporting children to explore musical instruments tapping sticks with Aboriginal music Non-verbal – Educator Flynn was demonstrating techniques in art she was mixing flora and natural items to make paints, and promoting exploration Community links - Educator Sue was following a recipe with the children an Aboriginal Elder had given her for local bush tucker Question 12 Reading Let’s Talk Languages (2019). Reconciliation Australia https://www.reconciliation.org.au/wp-content/uploads/2019/03/ra-letstalk-factsheet- languages_final.pdf a. Language holds great significance for Aboriginal and/or Torres Strait Islander people. List the four key connections. b. At the time of European colonisation, how many Aboriginal and/or Torres Strait Islander languages were spoken across Australia? c. According to the National Indigenous Languages Survey (2014), how many of Australia’s First Languages were still being spoken?

CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 17 of 30 d. List three reasons why there should be a commitment to the first language maintenance, revitalisation and revival for Aboriginal and/or Torres Strait Islander peoples. e. It is important to consult with your local Aboriginal and/or Torres Strait Islander community on the suitability of any language initiative to re-connect Aboriginal and Torres Strait Islander peoples with their languages. List one important consideration to keep in mind when developing a Reconciliation Action Plan. Credible sources of information This question requires you demonstrate your knowledge of how to determine what makes a credible source. Question 13 Reading Researching and evaluating credible source of information. Kearns, K. a. A source is credible when it is trustworthy. Why is it sometimes hard to determine whether a source is credible or not?

CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 18 of 30 b. For each area of consideration in the table below, list one question you could consider to determine if a source is credible. An example has been given to help you answer this question. Area of consideration Question to determine credibility Accuracy Can information be verified through another source? Authority Objectivity Authorship/Who Wrote It? Links to the Site Question 14 Reading SNAICC Vision and Purpose . Secretariat of National Aboriginal and Islander Child Care (SNAICC) website https://www.snaicc.org.au/about/vision-and-purpose/ a. State the vision, purpose and goals of SNAICC. Vision Purpose Goal b. To answer this question, go to: ‘About’ and click on ‘Governance’. How is SNAICC governed? c. Why would this site be considered a credible source of information in relation to Aboriginal and/or Torres Strait Islander children’s service?

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CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 19 of 30 Inter-generational trauma and disadvantage These questions require you to demonstrate your knowledge of the: • inter-generational trauma and disadvantage • inter-generational effects of forced separation. Question 15 Video Intergenerational Trauma Animation (4.02mins) The Healing Foundation. https://www.youtube.com/watch?v=vlqx8EYvRbQ Watch the YouTube video and answer the questions. a. List four impacts colonisation had on Aboriginal and/or Torres Strait Islander peoples and culture. b. What four things, fundamental to knowing ‘who we are and where we belong’ were denied to Aboriginal and/or Torres Strait Islander peoples? c. What happened to the children taken from Aboriginal and/or Torres Strait Islander peoples in relation to their identity? d. What treatment did the children receive?

CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 20 of 30 e. How is intergenerational trauma described in the video? f. List the five key symptoms of intergenerational trauma described in the video. g. List the four actions described in the video that can that help to stop the cycle of trauma and bring about intergenerational change for Aboriginal and/or Torres Strait Islander people?

CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 21 of 30 Question 16 Reading The Healing Foundation website: https://healingfoundation.org.au/ a. What is the Stolen Generation? b. Click on ‘Healing Community’. What is addressed in a holistic process of healing? c. Who is thought to be best placed to lead culturally strong healing solutions? d. In 1770 Captain James Cook declares possession of the east coast of Australia. The British government claim the land as terra nullius – belonging to nobody. Why was this incorrect? e. Click on ‘Resources’ and go to ‘Timeline of Trauma and Healing in Australia’. For each of the following dates identify the significant event relating to the treatment of Aboriginal and/or Torres Strait Islander peoples. Treatment of Aboriginal and/or Torres Strait Islander people and trauma 1869 1905 1909 1911 1915

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CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 22 of 30 1937 1992 1996 1998 2008 Question 17 Reading Website: Reconciliation Australia National Sorry Day: https://www.reconciliation.org.au/national-sorry-day-2020/ Reconciliation Week: https://www.reconciliation.org.au/national-reconciliation-week/ a. What is the purpose of National Sorry Day and when is it held? b. What is the purpose of National Reconciliation Week? Self-reflection These questions require you to demonstrate your knowledge of the historical treatment of Aboriginal and Torres Strait Islander peoples and reflect on: • the contemporary impacts of historical issues in the local context • perspectives about Aboriginal and/or Torres Strait Islander peoples’ cultures and the experiences that have informed them. • evaluating information found in investigation.

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CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 23 of 30 • identify and implement ways to improve awareness of Aboriginal and/or Torres Strait Islander peoples’ cultures. Question 18 Thinking about the treatment of Aboriginal and/or Torres Strait Islander people and the impact of intergenerational trauma, reflect on how contemporary events such as National Sorry Day and National Reconciliation Week may contribute to the reconciliation and healing process for Aboriginal and/or Torres Strait Islander people. You should consider what you may have observed in your local area. You should write no more than 50 words. Note : If you identify as Aboriginal and/or Torres Strait Islander you may like to respond from your own unique perspective. Student tip To answer this question think about what it means to Aboriginal and/or Torres Strait Islander people for Australia to acknowledge (after over 200 years) their unjust and inhumane treatment. Question 19 Reading Website: NAIDOC: https://www.naidoc.org.au/ Code of Ethics (2016). Early Childhood Australia. http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2019/08/ECA-COE- Brochure-web-2019.pdf [Or visit the ECA website www.earlychildhoodaustralia.org.au and enter ‘Code of Ethics brochure’ into the search tool] Read the scenario and answer the questions below. Reflecting on Bias

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CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 24 of 30 Next week is NAIDOC Week (National Aborigines and Islanders Day Observance Committee). NAIDOC Week is a celebration of Aboriginal and Torres Strait Islander peoples and an acknowledgement of Aboriginal and/or Torres Strait Islander history, culture and achievements. Jackie (19 years) is an Aboriginal woman and Certificate III trainee. Jackie has been at the centre for 3 months. Jackie is assisting the team to prepare a range of activities for the children to celebrate NAIDOC Week. There will be traditional stories, flag making, music and dance. An Aboriginal Elder and his son are visiting the centre to help the children make a totem representing the local Indigenous people which will be displayed at the entrance to the centre. As they are working on the preparations Jackie tells her colleagues that she is excited to be given the day off to attend a NAIDOC Week picnic with ‘her mob.’ Later that day the two other trainees are having lunch when the following comments are made. Trainee Eden: How come Jackie gets a day off to go to a picnic? Trainee Mia: It’s because she’s Aboriginal, they always get special treatment. That’s why we have to do all this stuff for NAIDOC Week! Trainee Eden: It’s not fair. I bet they wouldn’t give me a day off to go on a family picnic! Trainee Mia: They probably would if you were Aboriginal. Eden and Mia laugh and begin their talk about their weekends. a. What attitude do Eden and Mia reflect in relation to Aboriginal and/or Torres Strait Islander culture? b. What do the comments made by Eden and Mia tell us about their understanding of the importance celebrating NAIDOC Week? Student tip To answer this question you will need to go to the NAIDOC website: https://www.naidoc.org.au/

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CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 25 of 30 c. If Eden and Mia were to explore the NAIDOC website, list three things they would they find about the importance of NAIDOC Week? d. On the NAIDOC website, go to the Resources tab and click ‘Teaching Resources’. Select one resource that could be used to assist Eden and Mia to gain a deeper understanding of NAIDOC Week. Write a short evaluation of the resource. Evaluation of NAIDOC Teaching Resource Name of resource: Author (if stated): Brief description of resource (e.g. information, facts, relevance, ease of use, links to other sites etc): e. Refer to the ECA Code of ethics under in relation to colleagues, I will: and choose the point you feel most closely relates to this scenario and the importance of learning and sharing information from colleagues. A Reconciliation Action Plan (RAP)

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CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 26 of 30 This question requires you to demonstrate your knowledge of the purpose and significance of Reconciliation Action Plans. Question 20 To complete this question you must access the following learning resource: Reading Be Part of Reconciliation. (2018) Australian Children’s Education & Care Quality Authority (ACECQA). (page 3) https://www.acecqa.gov.au/sites/default/files/2019- 08/QA1_BePartOfReconciliation_0.pdf Refer to the heading: ‘Have you considered developing a service reconciliation plan?’ a. What is the purpose and significance of a Reconciliation Action Plan? Question 21 Reading Reconcilliation Australia. Narragunnawali: Reconciliation in Education https://www.reconciliation.org.au/wp-content/uploads/2018/05/Narragunnawali- Reconciliation-in-Education.pdf [Or visit Google www.google.com.au and type ‘Narragunnawali’ into the search tool.] a. What is the purpose of the Narragunnawali program? b. What is the origin and meaning of the word ‘Narragunnawali’? Perspectives on Learning and Development

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CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 27 of 30 This question requires you to demonstrate your knowledge of Aboriginal and Torres Strait Islander people’s perspectives (ways of seeing the world) on early childhood learning and development. Question 22 Read the following statement and answer the questions. For many Aboriginal peoples [around the world] their perspective of child development refers to a child‘s spiritual, emotional, intellectual and physical wellbeing with a special consideration of the Aboriginal context of his or her community and culture. This includes everything from storytelling, learning, singing and practicing community protocols to being introduced to traditional foods and customs. Such practice and belief represents quality children‘s services and education in that it contributes to the building and/or maintaining of the child‘s emotional and spiritual wellbeing. This will assist in building strong children with the skills, resiliency and confidence to succeed in any education system. (Gerlach, Gray Smith & Schneider, 2008 p.12) Source : Summerville, J & Hokanson, J. (2013) Cultural Perspectives on Learning: Building the foundations for working with Aboriginal & Torres Strait Islander children and families. Child Australia. (p. 12) https://www.childaustralia.org.au/wp-content/uploads/2017/02/Cultural-Perspectives-on- Learning_compressed_Jan2014.pdf a. What are the four key perspectives of child development from an Aboriginal perspective? b. In the context of culture and community what practices are included? c. What does such practice and belief represent? Improving awareness

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CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 28 of 30 This question requires you to demonstrate your knowledge of how to identify and implement ways to improve awareness of Aboriginal and/or Torres Strait Islander peoples’ cultures. Question 23 Identify and describe one resource that could be used to improve your awareness of Aboriginal and/or Torres Strait Islander peoples’ cultures. or If you identify as Aboriginal and/or Torres Strait Islander, identify and describe one resource that could be used to improve non-Indigenous educator’s awareness of Aboriginal and/or Torres Strait Islander peoples’ cultures. Student tip You might like to begin by exploring the websites used in this assessment. Often there are links to other useful websites and resources. Aboriginal and/or Torres Strait Islander learning resource Name of resource: Author (if stated): Brief description of resource (e.g information, facts, relevance, ease of use, links to other sites etc): How this resource can be used to improve awareness of Aboriginal and/or Torres Strait Islander people’s cultures. Embedding Aboriginal and/or Torres Strait Islander culture into practices The following questions require you to demonstrate your knowledge of: • the educator role in promoting children’s understanding of, and respect for, Aboriginal and/or Torres Strait Islander peoples’ history and cultures • ways in which Aboriginal and/or Torres Strait Islander peoples’ cultures may be embedded in routines and learning experiences Question 24

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CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 29 of 30 Reading Be Part of Reconciliation. (2018) Australian Children’s Education & Care Quality Authority (ACECQA). (page 3) https://www.acecqa.gov.au/sites/default/files/2019- 08/QA1_BePartOfReconciliation_0.pdf a. What is your role as an educator in relation to Reconciliation? b. Why should your practice be reflective and inclusive? Question 25 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 4 (pp. 140-141) Aboriginal and Torres Strait Islander culture can be embedded throughout the service routines and learning experiences. For each routine or learning experience list one example of ways Aboriginal and Torres Strait Islander cultural resources can be integrated into all aspects of the program. An example has been given for you. Routine or Experience Example Puzzles and Games Use natural materials to create matching, sorting and counting games. Mealtime Music/Dance Storytelling/Books

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CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures Wave Learning © Kearns 2021  Knowledge Student Version 1.0 Page 30 of 30 Routine or Experience Example Art Transition Gardening Reflective practice This question requires you to demonstrate your understanding of reflective practice and how it can be used by educators in the workplace. Question 26 Textbook reference The Big Picture (5th edition) by Karen Kearns Chapter 3 (pp. 89-93) a. Reflection is an important daily part of your role as an educator. Read the EYLF definition on page 89 and the Big Picture glossary definition, and in your own words, describe what reflective practice is. b. According to the EYLF, what is the intention of reflective practice? c. In order for reflective practice to be meaningful, educators must take action to improve their practices or develop their skills. What are two of the questions the EYLF suggests educators should ask themselves? (page 92) d. Read Figure 3.9 ‘Example of a self-reflection – Ella’ on page 92. What did action did Ella take to improve her practices as an educator?

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CHCECE054 Written Assessment

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