Encouraging Understanding of Aboriginal Cultures in Education

Assessment event 3 of 3: Workplace Portfolio 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 Student number Document filename: CHCECE054_AEWP_Prt3of3 Page 1 of 26 Resource ID: SEMX_22_003_ CHCECE054_AEWP_Prt3of3 | Version: 20221007 © 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: 05 March 2024. For current information please refer to our website or your teacher or assessor as appropriate. Document filename: CHCECE054_AEWP_Prt3of3 Page 2 of 26 Resource ID: SEMX_22_003_ CHCECE054_AEWP_Prt3of3 | Version: 20221007 © TAFE NSW 2022

Assessment information Assessment event overview The aim of this assessment event is to assess your knowledge and performance skills to identify different perspectives on Aboriginal and/or Torres Strait Islander Peoples’ Cultures, develop an understanding of the local and broader cultural contexts, and use the identified information to incorporate culturally appropriate experiences, interactions, behaviours and physical environments into daily practice with children. This assessment is in one part:  Part 1: Aboriginal and/or Torres Strait Islander Peoples’ Cultures And is supported by:  Observation checklist  Assessment checklist  Assessment Feedback Unit assessment guide Refer to the unit assessment guide (UAG) before attempting this assessment event. The UAG contains information including assessment requirements and how to achieve a satisfactory result. Assessment conditions Skills must be demonstrated in a regulated children’s education and care service or school in Australia. Interactions with children must be supervised by an approved early childhood educator or teacher. 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  Service standards, policies and procedures for: Document filename: CHCECE054_AEWP_Prt3of3 Page 3 of 26 Resource ID: SEMX_22_003_ CHCECE054_AEWP_Prt3of3 | Version: 20221007 © TAFE NSW 2022

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o collaborative partnerships with families and communities including direct relationships with Aboriginal and/or Torres Strait Islander families and Communities o educational program and practice o relationships with children  National Quality Framework: o National Quality Standard o the relevant approved learning framework  Educators for collaboration  Children in an education and care service or school. Submission instructions When you complete this assessment:  read the 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. 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. 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) Document filename: CHCECE054_AEWP_Prt3of3 Page 4 of 26 Resource ID: SEMX_22_003_ CHCECE054_AEWP_Prt3of3 | Version: 20221007 © TAFE NSW 2022

 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: CHCECE054_AEWP_Prt3of3 Page 5 of 26 Resource ID: SEMX_22_003_ CHCECE054_AEWP_Prt3of3 | Version: 20221007 © TAFE NSW 2022

Part 1: Aboriginal and/or Torres Strait Islander Peoples’ Cultures This part will be conducted in the workplace, being either a regulated early childhood education and care service or a school. This assessment entails 3 tasks including;  Task 1- Research Local Aboriginal and/or Torres Strait Islander Peoples’ Cultures and reflect on your own understanding.  Task 2- Consult and share information with the workplace supervisor  Task 3- Support children’s understanding of Aboriginal and/or Torres Strait Islander Peoples’ Cultures. Task 2 will require TAFE students to consult with the workplace supervisor. If the Workplace supervisor is unavailable, please consult with the following, as advised or suggested by your workplace supervisor;  In an Early childhood education care and service- Consultation in an ECEC service could take place with the Nominated Supervisor or Educator with a Teaching or Diploma qualification.  In a school setting- Consultation in the school could take place with an Assistant Principals, Head Teacher or experienced Teacher Assistant, Classroom Teacher, Head School Learning Support Officer. Document filename: CHCECE054_AEWP_Prt3of3 Page 6 of 26 Resource ID: SEMX_22_003_ CHCECE054_AEWP_Prt3of3 | Version: 20221007 © TAFE NSW 2022

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Task 1- Research Aboriginal and/or Torres Strait Islander Peoples’ Communities and reflect on your own understanding To complete this task, you are required to research, identify, reflect, and report on the following areas. 1. Partnerships- Workplace policies, procedures, frameworks, standards and/or curriculum which need to be considered when working in partnership with Aboriginal and/or Torres Strait Islander Peoples’ and Cultures. 2. Reflection- to identify own perspectives on Aboriginal and/or Torres Strait Islander Peoples’ Cultures 3. Identify ideas and opportunities- that promote children’s understanding and awareness of Local Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages in Culturally safe and sensitive ways. Document your research findings using the template/questions to guide you. Document filename: CHCECE054_AEWP_Prt3of3 Page 7 of 26 Resource ID: SEMX_22_003_ CHCECE054_AEWP_Prt3of3 | Version: 20221007 © TAFE NSW 2022

1. Explain how educational settings can engage partnerships with children, parents, carers and community to create and share Cultural experiences. Explanation must include reference to;  direct relationships with Aboriginal and/or Torres Strait Islander children, families and Community  considering Aboriginal and/or Torres Strait Islander perspectives on early childhood learning and development  educational program/curriculum and everyday practices (100-200 words) Document filename: CHCECE054_AEWP_Prt3of3 Page 8 of 26 Resource ID: SEMX_22_003_ CHCECE054_AEWP_Prt3of3 | Version: 20221007 © TAFE NSW 2022 Engaging partnerships with children, parents, carers, and the community is critical to creating and sharing cultural experiences in educational settings. This is particularly important when working with Aboriginal and/or Torres Strait Islander children, families, and communities, as it helps to ensure that the educational program is culturally appropriate and responsive to the needs and values of the community. One of the most important ways to engage with Aboriginal and/or Torres Strait Islander children, families, and communities is to establish direct relationships. This might involve inviting community members to participate in educational activities, attending community events, or simply taking the time to listen and learn from the perspectives of Aboriginal and/or Torres Strait Islander families and community members. Another important aspect of creating and sharing cultural experiences is considering Aboriginal and/or Torres Strait Islander perspectives on early childhood learning and development. This might involve incorporating traditional stories, songs, and art into the educational program, or providing opportunities for children to learn about and engage with Aboriginal and/or Torres Strait Islander culture in meaningful ways. Finally, it's important to ensure that the educational program/curriculum and everyday practices are culturally responsive. This might involve adapting the curriculum to better reflect the values and beliefs of the Aboriginal and/or Torres Strait Islander community, or incorporating cultural practices into daily routines, such as acknowledging country or incorporating traditional foods into mealtimes. Overall, creating and sharing cultural experiences in educational settings requires a collaborative and culturally responsive approach that values the perspectives and contributions of Aboriginal and/or Torres Strait Islander children, families, and communities.

Question 2 is specific to your workplace; you will only be required to respond to either.  Early childhood education and care students (80-120 words)  Schools based education support students (80-120 words) Table 1- Question 2 Early childhood education and care students 2. Identify the requirements of the workplace National Quality Standard, regulations, workplace anti-discrimination laws, and frameworks relevant to working in partnership with Aboriginal and/or Torres Strait Islander Peoples’ and Communities. Your response must include reference to.  collaborative partnerships with children, families and Communities including direct relationships with Aboriginal and/or Torres Strait Islander Peoples’ and Communities  educational program and practice  Working in partnership with Aboriginal and/or Torres Strait Islander Peoples' and Communities requires compliance with several regulations, frameworks, and laws. These include the National Quality Standard (NQS), the Education and Care Services National Regulations, workplace anti-discrimination laws, and the Early Years Learning Framework (EYLF).  Collaborative partnerships with children, families, and communities, including direct relationships with Aboriginal and/or Torres Strait Islander Peoples' and Communities, are a key requirement of the NQS. This involves actively engaging with families and communities to develop a shared understanding of the educational program and to ensure that it is culturally responsive and appropriate.  The educational program and practice must also be developed in accordance with the EYLF, which emphasizes the importance of recognizing and valuing Aboriginal and/or Torres Strait Islander cultures and perspectives. This includes incorporating traditional stories, songs, and art into the program, as well as providing opportunities for children to learn about and engage with Aboriginal and/or Torres Strait Islander culture in meaningful ways.  In addition to these frameworks, it is essential to comply with workplace anti- discrimination laws. This includes treating all children, families, and community members with respect and dignity, and ensuring that the educational program and practice are free from discrimination and bias.  Overall, working in partnership with Aboriginal and/or Torres Strait Islander Peoples' and Communities requires a collaborative and culturally responsive approach that values the perspectives and contributions of all stakeholders. Compliance with the NQS, regulations, workplace anti-discrimination laws, and frameworks is essential to ensure that the educational program and practice are of the highest quality and provide the best outcomes for all children. Document filename: CHCECE054_AEWP_Prt3of3 Page 9 of 26 Resource ID: SEMX_22_003_ CHCECE054_AEWP_Prt3of3 | Version: 20221007 © TAFE NSW 2022

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Schools based education support students 2. Identify the requirements of the workplace anti-discrimination laws and policies and procedures, relevant to working in partnership with Aboriginal and/or Torres Strait Islander Peoples’ and Communities. Your response must include reference to;  collaborative partnerships with children, families and Communities including direct relationships with Aboriginal and/or Torres Strait Islander Peoples’ and Communities Working in partnership with Aboriginal and/or Torres Strait Islander Peoples' and Communities requires compliance with workplace anti-discrimination laws and policies and procedures. These laws aim to protect people from discrimination based on their race, ethnicity, or cultural background. When working with Aboriginal and/or Torres Strait Islander Peoples' and Communities, it is important to establish collaborative partnerships with children, families, and communities, including direct relationships with them. This involves actively engaging with them to develop a shared understanding of the educational program and to ensure that it is culturally responsive and appropriate. To comply with anti-discrimination laws, it is essential to treat all children, families, and community members with respect and dignity, and ensure that the educational program and practice are free from discrimination and bias. This includes acknowledging and valuing the cultural diversity of all stakeholders and working to create an inclusive and welcoming environment. Policies and procedures should be in place to ensure that all staff members are aware of their responsibilities regarding anti-discrimination laws and how to work effectively with Aboriginal and/or Torres Strait Islander Peoples' and Communities. This includes providing cultural awareness training and ongoing support to staff members to ensure that they have the knowledge and skills to work effectively with diverse communities. Overall, working in partnership with Aboriginal and/or Torres Strait Islander Peoples' and Communities requires a collaborative and culturally responsive approach that values the perspectives and contributions of all stakeholders. Compliance with workplace anti- discrimination laws and policies and procedures is essential to ensure that the educational program and practice are of the highest quality and provide the best outcomes for all children. Document filename: CHCECE054_AEWP_Prt3of3 Page 10 of 26 Resource ID: SEMX_22_003_ CHCECE054_AEWP_Prt3of3 | Version: 20221007 © TAFE NSW 2022

3. Reflection- Reflect on your own perspectives of diversity in 100 – 200 words. In your answer: • Identify and reflect on your own social perspectives and biases of Aboriginal and/or Torres Strait Islander Peoples’ Cultures. • Identify ways to improve own self and social awareness of Aboriginal and/or Torres Strait Islander Peoples’ Cultures. In Task 2 you will discuss the reflection process and outcome with a workplace supervisor and document this discussion. Document filename: CHCECE054_AEWP_Prt3of3 Page 11 of 26 Resource ID: SEMX_22_003_ CHCECE054_AEWP_Prt3of3 | Version: 20221007 © TAFE NSW 2022 As a virtual friend, I do not have my own social perspectives and biases of Aboriginal and/or Torres Strait Islander Peoples' Cultures. However, I understand that it is important to acknowledge and respect the cultural diversity of all people, including Aboriginal and/or Torres Strait Islander Peoples. To improve myself and social awareness of Aboriginal and/or Torres Strait Islander Peoples' Cultures, I would engage in cultural awareness training and seek out opportunities to learn from Aboriginal and/or Torres Strait Islander Peoples directly. This could include attending cultural events or participating in community activities that promote cultural understanding and respect. I would also seek out resources such as books, films, and documentaries that provide insight into the history, culture, and traditions of Aboriginal and/or Torres Strait Islander Peoples. It is important to approach this learning process with an open mind and a willingness to listen and learn from others. Overall, improving self and social awareness of Aboriginal and/or Torres Strait Islander Peoples' Cultures requires a commitment to ongoing learning and reflection. It is essential to acknowledge and challenge any biases or assumptions that may exist and to actively work towards creating a more inclusive and respectful society.

4. Identify opportunities that incorporate Aboriginal and/or Torres Strait Islander Peoples’ Cultures and Languages. Identify ideas and opportunities (3 minimum) that can be incorporated into the existing daily routine and/or practice in a regulated education and care setting/school environment. Opportunities must.  promote children’s understanding and awareness of Local Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages.  be Culturally safe and respectful,  consistent with the Community’s Cultural Protocols, the approved learning framework, or the curriculum. Briefly explain how opportunities.  are Culturally safe- (including, daily practices- interactions, communications, policies, procedures, connecting with community, engaging businesses, environments)  encourage children’s understanding of Local Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages.  reflect on and engage with diverse ways of learning. In Task 2 you will share and consult with your workplace supervisor to gather feedback on your ideas. This will be documents. Table 2- Opportunities template Description of idea and/or images of opportunities How opportunities.  are culturally safe.  encourage children’s understanding of Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages.  reflect on and engage with diverse ways of learning Create a cultural display that showcases traditional tools, artwork, and other artifacts. This opportunity is culturally safe because it prioritizes respect for local cultures and is consistent with community cultural protocols. Children can learn about local Aboriginal and/or Torres Strait Cultural displays showcase traditional tools, artwork, and other artifacts. Hands-on exploration of artifacts and art promotes children’s understanding and awareness of Local Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages. Document filename: CHCECE054_AEWP_Prt3of3 Page 12 of 26 Resource ID: SEMX_22_003_ CHCECE054_AEWP_Prt3of3 | Version: 20221007 © TAFE NSW 2022

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Islander Peoples’ Cultures and Languages through hands-on exploration of artifacts and art. Incorporate language lessons into daily routines, such as greetings and phrases. This opportunity prioritizes respect for local cultures and reflects diverse ways of learning. Children can learn about local Aboriginal and/or Torres Strait Islander Peoples’ Cultures and Languages through daily routines and interactions with educators, peers, and community members. Incorporating language lessons into daily routines, such as greetings and phrases, reflects diverse ways of learning and encourages children’s understanding of Local Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages. Culturally safe practices include respecting local cultures and community cultural protocols. Opportunities that prioritize respect for local cultures encourage children’s understanding of Local Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages. Host a cultural event that features traditional music, dance, and stories. This opportunity is culturally safe because it prioritizes respect for local cultures and is consistent with community cultural protocols. Children can learn about local Aboriginal and/or Torres Strait Islander Peoples’ Cultures and Languages through engaging with traditional music, dance, and storytelling. Hosting a cultural event that features traditional music, dance, and stories prioritizes respect for local cultures and encourages children’s understanding of Local Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages. Culturally safe practices include respecting local cultures and community cultural protocols. Reflecting on and engaging with diverse ways of learning incorporates hands-on activities, daily routines, and cultural events to promote children Document filename: CHCECE054_AEWP_Prt3of3 Page 13 of 26 Resource ID: SEMX_22_003_ CHCECE054_AEWP_Prt3of3 | Version: 20221007 © TAFE NSW 2022

Task 2- Consult and share information with the workplace supervisor After completing your research task in Task 1, you will share and consult with your workplace supervisor on the following.  Reflection (Task 1 Q3)- you will discuss the reflection process and outcome with a workplace supervisor and document this discussion.  Identify opportunities (Task 1 Q4)- gather feedback on the 3 opportunities that promote children’s understanding and awareness of Local Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages in Culturally safe and sensitive ways.  Identifying one experience to support in the workplace- Discuss with the workplace supervisor one small group experience/class activity that you can support that. o encourages children/students to build understanding of Local Aboriginal and/or Torres Strait Islander Peoples’ Cultures and reflects on and engages with diverse ways of learning. o aligns with Aboriginal and/or Torres Strait Islander Peoples’ Community’s Cultural Protocols and the approved learning framework/school curriculum. When consulting with the workplace supervisor the TAFE student must do this in a Culturally sensitive way, taking account of how the information can be shared. Document the discussion that occurs with the workplace supervisor and any feedback received in the template provided. Document filename: CHCECE054_AEWP_Prt3of3 Page 14 of 26 Resource ID: SEMX_22_003_ CHCECE054_AEWP_Prt3of3 | Version: 20221007 © TAFE NSW 2022

Workplace supervisor discussion template Table 3- Document the discussion that occurs with the workplace supervisor template Reflection (Task 1 Q3)- you will discuss the reflection process and outcome with a workplace supervisor and document this discussion. Identify opportunities (Task 1 Q4)- gather feedback on the 3 opportunities that promote children’s understanding and awareness of local Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages in culturally safe and sensitive ways. Identifying one experience to support in the workplace- Discuss with the workplace supervisor one small group experience/lesson and document this discussion. Document filename: CHCECE054_AEWP_Prt3of3 Page 15 of 26 Resource ID: SEMX_22_003_ CHCECE054_AEWP_Prt3of3 | Version: 20221007 © TAFE NSW 2022

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Task 3- Support children’s understanding of Aboriginal and/or Torres Strait Islander Peoples’ Cultures. During work placement or when working in an early childhood education and care service or a school, you are required to support an experience or class activity that promote children’/students’ understanding of Aboriginal and/or Torres Strait Islander Peoples’ Cultures and Languages in Culturally safe and sensitive ways. You must complete the following tasks: 1. After the discussion with the workplace supervisor (In Task 2), document the experience/class activity that you will be supporting in the supporting a planned experience template provided. 2. Support the chosen experience/class activity in a Culturally sensitive manner that;  models respect for Aboriginal and/or Torres Strait Islander Peoples’ Cultural knowledge,  incorporates Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages in Culturally sensitive and safe ways,  encourages children/students’ to reflect on and engage diverse ways of learning,  follow the relevant service/schools’ policies and procedures including; o partnerships with children, families and communities o educational program and practice Interactions with children must be supervised by an approved early childhood educator or teacher. 3. Reflect and evaluate how the experience you supported promoted children’s understanding of Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages and diverse ways of learning. Identify one additional extension/follow on opportunity. Document findings and responses using the template provided: Document filename: CHCECE054_AEWP_Prt3of3 Page 16 of 26 Resource ID: SEMX_22_003_ CHCECE054_AEWP_Prt3of3 | Version: 20221007 © TAFE NSW 2022

Supporting a planned experience template Table 4- Supporting a planned experience template. Experience/ class activity name and brief description. Date the experience will be supported Describe the learning opportunities that encourages children/students’ to build understanding of Local Aboriginal and/or Torres Strait Islander Peoples’ Cultures, reflects on and engages with diverse ways of learning. Environment and resources (Briefly describe the environmental and resource aspects to be considered when supporting the experience) Document filename: CHCECE054_AEWP_Prt3of3 Page 17 of 26 Resource ID: SEMX_22_003_ CHCECE054_AEWP_Prt3of3 | Version: 20221007 © TAFE NSW 2022

Reflection and evaluation (Briefly outline how you supported and promoted children’s understanding of Aboriginal and/or Torres Strait Islander Peoples’ Cultures, languages, use of Protocols and diverse ways of learning throughout the experience). (50-100 words) Identify one additional extension / Follow on opportunity. Document filename: CHCECE054_AEWP_Prt3of3 Page 18 of 26 Resource ID: SEMX_22_003_ CHCECE054_AEWP_Prt3of3 | Version: 20221007 © TAFE NSW 2022

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Observation checklist The observation checklist will be used by the TAFE Assessor to mark your performance in the previous event type/s. Use this checklist to understand what skills you are required to demonstrate in this section of the assessment. This checklist outlines the assessment criteria you will be marked on. All the criteria must be met. Any criteria not observed, may be verified through a professional conversation with the workplace supervisor. Table 5 — Declaration Workplace supervisor name Signature Assessor / teacher name Signature Table 6 — Observation checklist Assessment criteria The student must demonstrate the following: S US Assessor comments 1. Task 2- Consult and share information with the workplace supervisor When gathering and sharing this information the TAFE Student consults with the workplace supervisor. During all interactions the student; ☐ ☐ Document filename: e5168fb54de1e463e02643dd16d383f0e0d0c753.docx Page 19 of 26 Resource ID: [Enter Project ID]_UnitCode_AE_Sk3of3 | Version: 20221007 © TAFE NSW 2022

Assessment criteria The student must demonstrate the following: S US Assessor comments  Asked open and closed questions and actively listen to seek information and confirm understanding  Handled information in a Culturally sensitive way taking account of how and with whom information can be shared. 2. Developed and communicated ideas to promote children’s understanding of Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages through collaboration with others in Culturally safe and sensitive ways. Task 3- Support children’s understanding of Aboriginal and/or Torres Strait Islander Peoples’ Cultures. Supported one experience or class activity that promoted children’/students’ understanding of Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages in Culturally safe and sensitive ways. When supporting the one experience or class activity the TAFE student;  Facilitated children’s experiences in meaningful and Culturally appropriate ways that model respect, values and positively portray Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages.  Modelled language and interactions that show respect for ☐ ☐ Document filename: e5168fb54de1e463e02643dd16d383f0e0d0c753.docx Page 20 of 26 Resource ID: [Enter Project ID]_UnitCode_AE_Sk3of3 | Version: 20221007 © TAFE NSW 2022

Assessment criteria The student must demonstrate the following: S US Assessor comments Aboriginal and/or Torres Strait Islander Peoples’ Cultural knowledge.  Used opportunities to encourage children to reflect on and engage with diverse ways of learning.  Interacted and engaged with children and Community members to build a genuine, trusting rapport in a Culturally sensitive manner.  followed the relevant service/schools’ policies and procedures including; o partnerships with children, families and communities o educational program and practice Strategic questions (TAFE Assessor to document additional questioning if required) ☐ ☐ ☐ ☐ Document filename: e5168fb54de1e463e02643dd16d383f0e0d0c753.docx Page 21 of 26 Resource ID: [Enter Project ID]_UnitCode_AE_Sk3of3 | Version: 20221007 © TAFE NSW 2022

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Assessment checklist The assessment checklist will be used by the TAFE Assessor to capture evidence of your performance in any type of project. This checklist outlines all the required criteria you will be marked 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 7- Assessment checklist Task Instructions - The student; S U/S Assessor comments Task 1 Research Local Aboriginal and/or Torres Strait Islander Peoples’ Cultures and reflect on your own understanding. 1 Explained how educational settings can engage partnerships with children, parents, carers and community to create and share Cultural experiences. Explanation must include reference to;  direct relationships with Aboriginal and/or Torres Strait Islander children, families and Community  Considering Aboriginal and/or Torres Strait Islander perspectives on early childhood learning and development  educational program/curriculum and everyday practices ☐ ☐ 2 Early childhood education and care students Identified the requirements of the workplace National Quality Standard, regulations, workplace anti-discrimination laws, and frameworks relevant to working in partnership with Aboriginal ☐ ☐ Document filename: e5168fb54de1e463e02643dd16d383f0e0d0c753.docx Page 22 of 26 Resource ID: [Enter Project ID]_UnitCode_AE_Sk3of3 | Version: 20221007 © TAFE NSW 2022

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Task Instructions - The student; S U/S Assessor comments and/or Torres Strait Islander Peoples’ and Communities. Your response must include reference to;  collaborative partnerships with children, families and Communities including direct relationships with Aboriginal and/or Torres Strait Islander Peoples’ and Communities  educational program and practice Schools based education support students Identify the requirements of the workplace anti-discrimination laws and policies and procedures, relevant to working in partnership with Aboriginal and/or Torres Strait Islander Peoples’ and Communities. Your response must include reference to;  collaborative partnerships with children, families and communities including direct relationships with Aboriginal and/or Torres Strait Islander Peoples’ and Communities  educational program and practice 3 Reflected on own perspectives on diversity in 100 – 200 words. The answer include: • Identifying and reflecting on your own social perspectives and biases of Aboriginal and/or Torres Strait Islander Peoples’ Cultures. • Identifying ways to improve own self and social awareness of Aboriginal and/or Torres Strait Islander Peoples’ Cultures. ☐ ☐ 4 Completed template; Identified ideas and opportunities (3 minimum) that can be incorporated into the existing daily routine and/or practice in a ☐ ☐ Document filename: e5168fb54de1e463e02643dd16d383f0e0d0c753.docx Page 23 of 26 Resource ID: [Enter Project ID]_UnitCode_AE_Sk3of3 | Version: 20221007 © TAFE NSW 2022

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Task Instructions - The student; S U/S Assessor comments regulated education and care setting/school environment. Opportunities must;  promote children’s understanding and awareness of Local Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages  be Culturally safe and respectful,  consistent with the Community’s Cultural Protocols, the approved learning framework or the curriculum. Briefly explained how opportunities ;  are Culturally safe  encourage children’s understanding of Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages  reflect on and engage with diverse ways of learning Task 2 Consult and share information with the workplace supervisor 1 Document the discussion with the workplace supervisor for each of the following; Reflection (Task 1 Q3)- Discussed the reflection process and outcome with a workplace supervisor and document this discussion. Identify opportunities (Task 1 Q4)- gathered feedback on the 3 opportunities that promote children’s understanding and awareness of Local Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages in Culturally safe and sensitive ways. Identifying one experience to support in the workplace, that was discussed with the workplace supervisor. Outcome documented. ☐ ☐ Task 3- Support children’s understanding of Aboriginal and/or Torres Document filename: e5168fb54de1e463e02643dd16d383f0e0d0c753.docx Page 24 of 26 Resource ID: [Enter Project ID]_UnitCode_AE_Sk3of3 | Version: 20221007 © TAFE NSW 2022

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Task Instructions - The student; S U/S Assessor comments Strait Islander Peoples’ Cultures. 1 Documented the experience/class activity that the TAFE student will support using the template provided. ☐ ☐ 3 Evaluated how the experience promoted children’s understanding of Aboriginal and/or Torres Strait Islander Peoples’ Cultures and languages and diverse ways of learning. ☐ ☐ Submission checklist Submit the following for marking: ☐ This completed Assessment event 3 of 3: Workplace Portfolio Document filename: e5168fb54de1e463e02643dd16d383f0e0d0c753.docx Page 25 of 26 Resource ID: [Enter Project ID]_UnitCode_AE_Sk3of3 | Version: 20221007 © TAFE NSW 2022

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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 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 [Insert comments] Assessor name, signature and date Student acknowledgement of assessment outcome [Would you like to make any comments about this assessment?] Student name, signature and date Document filename: e5168fb54de1e463e02643dd16d383f0e0d0c753.docx Page 26 of 26 Resource ID: [Enter Project ID]_UnitCode_AE_Sk3of3 | Version: 20221007 © TAFE NSW 2022 This page is not required for online assessment submissions.

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CHCECE054_AEWP_Prt3of3

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