Understanding Aboriginal and Torres Strait Islander Cultures in Education

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 Intihaa abd Student number 881209439 Document filename: CHCECE054_AE_Pro2of3 Page 1 of 27 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: 04 April 2023. For current information please refer to our website or your teacher or assessor as appropriate. Document filename: CHCECE054_AE_Pro2of3 Page 2 of 27 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: CHCECE054_AE_Pro2of3 Page 3 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

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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: CHCECE054_AE_Pro2of3 Page 4 of 27 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) Canberra is the land where I am studying. It is one of the host cities to have events based on communities such as Ngunnawal, Ngunaqwal and Ngambri. it is also connected oath Darkinjung extending from Hawkesbury river from south, lake Macquire in north, Mcdonalds river and Wollombi up to Mt Yembi in west and pacific ocean in east. 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) Document filename: CHCECE054_AE_Pro2of3 Page 5 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

Table 1- Question 2 a) The two organizations, which are related to provide services in the local area, are AIATSIS and NIAA. AIATSIS is an indigenous led national institute that celebrates and encourages people from all walks of life to become a part of First nation people by educating and sharing knowledge to them. The building located in Canberra is known as Maraga a Ngunnawal which mena robust shield. NIAA is an agency which is involved in committing and improving the lives of aboriginals and makes sure that they are heard, recognized, and empowered. b) The two events, which I could attend, were the NAIDOC events, which are organized in order to highlight the rich culture of the community. Another such event was National Reconciliation week, which is generally organized to portray the rich culture of the community (Queensland, 2019). These events are generally associated with portraying the culture and association of art based on aboriginal community. One such example is the Rock art, which has been associated with the community organization. NAIDOC often portrays the history, culture, and achievement of the people from the First Nation, which helps people in knowing about the culture and people (NAIDOC, 2019). c) The information on Aboriginal people history and cultures are things, which have to be credible enough to be believed, and in this concern, only the government sites and the sites based on the engagement of the communities can be taken credible. 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). Document filename: CHCECE054_AE_Pro2of3 Page 6 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

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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) A welcome to the country is a formal form of ritual, which is performed as the acknowledgment of the land in any events of Australia. It is mainly done to express and highlight the cultural importance of the people of the Aboriginal community or other language group of the concerned area. b) It can be done by the traditional owners, or the aboriginal people based on specific areas. c) In schools, the welcome to the country is done on the events of parents-teachers meet where the higher authorities who address the meeting call out for the people who live traditionally on the land and area in which the school is based. 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) Acknowledgement to the country refers to giving and paying respect to the custodians of the land, which is the First Nation people paying respect to them as traditional owners. b) Anyone be it indigenous or non-indigenous in an event can provide the acknowledgement to the country c) In school, the Acknowledgement to the country can be given when there are functions and annual ceremonies. This helps in acknowledging the people related to land and allow them being included as well. Document filename: CHCECE054_AE_Pro2of3 Page 7 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

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) The term reconciliation means paving way for the improvement of Aboriginal race with the rest of the population on an overall basis. This would allow more understanding of the community and help in engagement in a positive way. b) The five dimensions of reconciliation are historical acceptance, relation with race, equality and equity, institutional integrity, and institutional unity. c) The purpose and significance of the reconciliation is actually the genuine step, which would help in moving forward with the greater awareness of culture and maturity within people in understanding the community. It would help in strengthening the relationship between the Indigenous and non-indigenous community. It would also help in having a more diverse, dynamic, and unified way to approach the culture (Ridges et al., 2020). Document filename: CHCECE054_AE_Pro2of3 Page 8 of 27 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. The statement was formed by the Aboriginal and Torres islander strait people from around Australia in the year 2017. 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. The three ongoing impacts of the colonization as per the Statement is the incarceration, having rightful place in the governing bodies and issues if stolen generations. Document filename: CHCECE054_AE_Pro2of3 Page 9 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

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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) Intergenerational trauma is the trauma, which is surpassed from one generation to the other in the aboriginal’s community. The trauma is associated with the issues of distress based on anything happening with the person. This can be transferred from grandparents to parents to children in the form of genes (Ridges et al., 2020). b) The impact of intergenerational trauma is seen in the aboriginal populations. The issues include an increase in the rate of PTSD, depression, anxiety disorder, HIV and hepatitis C especially in youth. 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. An educator can make ways for promoting the understanding of the culture of the aboriginals through many ways. Educators can have the inclusion of the stories, games, activities, which are based on the culture of the Aboriginal and Torres Strait Islander people. This would help the children to come across the history and culture of the people and educators can do that in the proper followed structure of lessons and activities (Ross & Nursey-Bray, 2020). Document filename: CHCECE054_AE_Pro2of3 Page 10 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

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?’ The one who owns the knowledge means the one who has the knowledge and the place from where it originated as well. The place where the community belongs would have the knowledge and they would own it as they have been native their and would know all about the custom and culture. 2. Briefly explain the concept of ‘inside and outside knowledge’ The concept of the inside and outside knowledge means that the knowledge which is only shared with certain people is the inside knowledge. The outside knowledge is the one, which is shared on a wider basis and is applied to all the areas of the aboriginal or Torres Strait Islander life (Grace et al., 2021). This can be explained using examples such as application of ceremonial activities, which is inside knowledge. 3. Identify 2 examples of appropriate Aboriginal and/or Torres Strait Islander Cultures information that can be shared in an educational setting. 1. The first one is sharing information through someone well known from the community who can come up in the educational settings and express themselves and the culture 2. The formation of weekly bulletins, which would consist of the news, related to the culture 4. Outline a Culturally safe approach to sharing Aboriginal and/or Torres Strait Islander information in your local area. A culturally safe approach can be displaying art or exhibition in the locality, which would portray the information in a safe way without disturbing the environment of the surrounding area. Document filename: CHCECE054_AE_Pro2of3 Page 11 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

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. - It's important to acknowledge the diversity within Aboriginal and Torres Strait Islander cultures, and to recognise the impact of colonialism and ongoing systemic injustices. When researching and sharing information, it's important to use accurate and respectful language, seek permission and guidance from Indigenous communities, and prioritise Indigenous voices and perspectives. It's also important to recognise the ongoing effects of intergenerational trauma and to work towards reconciliation and decolonisation. 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. ECA is the relevant code of ethics/code of conduct, which relate to the workplace, early childhood education and care services. 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) The eight ways of Aboriginal Pedagogy consists of story sharing, community links, learning map, non-verbal, symbols and images, land links, nonlinear, and reconstructing and deconstructing. The organization if the aboriginal pedagogy does not refer to a person but to a place. It came from countries in western New South Wales and other than this Barkindji, Yuwaalaraay, Gamilaraay, Wiradjuri, Wangkumara, and other nations also have the knowledge of the framework it came down from (8 ways, 2022). Document filename: CHCECE054_AE_Pro2of3 Page 12 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

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2. Under the heading “ Cultural Interface Protocols For Engaging With Aboriginal Knowledge ” list the 10 protocols. The 10 protocols include: i. Using aboriginal prices to have the engagement with the knowledge of aboriginal. ii. Approaching the knowledge of the aboriginal in stages iii. Being grounded in the cultural identity with integrity iv. Bring the highest self to the knowledge and settle the issues and fears. v. Sharing the won stories if relatedness. vi. Seeing the shape of knowledge and expressing it with image and objects vii. Building knowledge on real relationship with aboriginal people viii. Using the knowledge for the benefit of the community ix. Bringing the familiar understanding, and willing to grow beyond these. x. Respecting the spirit and place where the knowledge is grounded (Ross & Nursey- Bray, 2020). 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 ● music ● art ● science Include examples of ideas that could incorporate Aboriginal and/or Torres Strait Islander Peoples’ Cultures in routines and learning experiences.(100-200 words) For teaching and learning mathematics, a family tree can be made and it can be connected to the method of Gurrut u. The aspect of reconstruction and deconstruction can be sued. Document filename: CHCECE054_AE_Pro2of3 Page 13 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

The art can be taught by using the eight ways protocol included and that would be taken up in order to elaborate the children with the symbols and images of the animals, plants and other aspects of the aboriginal community. The music can be taught in the similar way by allowing the land links to be made which would help in accounting the music with that of land. For teaching science, it can be implied on the use of yarning cycles, which can be effectively used in teaching science. This would include a range of dialogue systems, which would help in providing knowledge on scientific knowledge. Watch the following video- Our Ways - Effective Practice in Aboriginal Education in NSW public schools (10:04 min), that has been adapted from the 8 WAYS Aboriginal Pedagogy- Protocol and respond to the following questions. 4. 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) There are many importance of having the knowledge of the local aboriginal history. This is because the knowledge of the culture helps the students in having the awareness of the culture and allows the students to procure respect towards the community and this helps in removal of any form of biases and discrimination. 5. Identify who the Aboriginal Elder is in the video and outline their thoughts around the ‘Our Ways’ being implemented in schools. (20-30 words) The elder woman in the video is Aunty Eleanor. Her thought on implementing our ways in school would help in digging deeper into the culture of the Aboriginal community and share it and this would help in getting more knowledge about it. This would include the lives of the people as well (Grace et al., 2021). 6. 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) In a school environment, hands-on activities can implement the usage of the creative activities such as play in a natural environment, drawing paintings and even storytelling, which can lead to the verbal and nonverbal approaches. These can include the aspect of telling stories to the children about the culture and they can be allowed to mark the Document filename: CHCECE054_AE_Pro2of3 Page 14 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

creativity by drawing something based on the story. One of the major art forms, which can be devised on hands-on activity, can be Rock art in Canberra. 7. 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) The childhood services and schools can use ‘8 WAYS’ and ‘Our Ways’ help in describing and accommodating the ways of the Aboriginal curriculum which would ensure inclusion of the ways allowing the studies to be formed in a way where the culture of the community would be included. Their ways and part of life can be included, and this helps in providing creativity in the education and learning process. Document filename: CHCECE054_AE_Pro2of3 Page 15 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

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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. 8 ways. (2022). Our Protocol . 8 Ways. https://www.8ways.online/our-protocol Grace, R., Woodrow, C., Townley, C., Baker, E., Kaplun, C., & Staples, K. (2021). - Acknowledgement of Country practices in Early Learning Centres. Westernsydney.edu.au . https://doi.org/10.26183/fw33-zg22 - NAIDOC. (2019). NAIDOC Week . Naidoc.org.au. https://www.naidoc.org.au/about/naidoc-week . - Queensland;, T. S. of. (2019). Cultural events | Events and awards . Www.qld.gov.au. https://www.qld.gov.au/firstnations/cultural-awareness-heritage-arts/events-awards/ cultural-events - Ridges, M., Kelly, M., Simpson, G., Leys, J., Booth, S., Friedel, M., & Country, N. (2020). Understanding how Aboriginal culture can contribute to the resilient future of rangelands – the importance of Aboriginal core values. The Rangeland Journal , 42 (5), 247. https://doi.org/10.1071/rj20031 - Ross, H., & Nursey-Bray, M. (2020). Acknowledging Country properly. Australasian Journal of Environmental Management , 27 (3), 245–248. https://doi.org/10.1080/14486563.2020.1810873 Document filename: CHCECE054_AE_Pro2of3 Page 16 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

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. ☐ ☐ Document filename: CHCECE054_AE_Pro2of3 Page 17 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

Task Instructions - The student; S U/S Assessor comments 2 a) Briefly outlined 2 local or regional organisations which are Aboriginal and/or Torres Strait Islander Community led that provide services for children/young people and families. Added details and a summary of what each service provides. (30-50 words for each) b) Briefly outlined 2 local events that you could attend that would develop your understanding of Aboriginal and/or Torres Strait Islander Peoples’, histories and Cultures. Provide the weblink or reference to the service and events provided. (80-150 words) c) When accessing information on Aboriginal and/or Torres Strait Islander Peoples’ histories and Cultures briefly explained how to determine if the source is credible? (20-50 words) ☐ ☐ 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. ☐ ☐ Document filename: CHCECE054_AE_Pro2of3 Page 18 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

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Task Instructions - The student; S U/S Assessor comments 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 Statement. ☐ ☐ Document filename: CHCECE054_AE_Pro2of3 Page 19 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

Task Instructions - The student; S U/S Assessor comments 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’ 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 ☐ ☐ Document filename: CHCECE054_AE_Pro2of3 Page 20 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

Task Instructions - The student; S U/S Assessor comments 5 a) Accessed and read Narragunnawali- Cultural Safety And Respect In The Classroom and in own words briefly summarised key points that must be considered when following protocols for researching and sharing information about Aboriginal and/or Torres Strait Islander Peoples’ histories and Cultures. b) identified the relevant code of ethics/code of conduct that relate to your workplace, either early childhood education and care services or schools. ☐ ☐ 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 ” ☐ ☐ Document filename: CHCECE054_AE_Pro2of3 Page 21 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

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Task Instructions - The student; S U/S Assessor comments 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 Included examples of ideas that could incorporate Aboriginal and/or Torres Strait Islander Peoples’ Cultures in routines and learning experiences.(100-200 words) ☐ ☐ 4 Identified who the Aboriginal Elder is in the video and outline their thoughts around the 8 WAYS of learning being implemented in schools. ☐ ☐ 5 Reflected on and identified some of Aunty Wendy Lotter aspects of teaching that is used with the students. ☐ ☐ Document filename: CHCECE054_AE_Pro2of3 Page 22 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

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Task Instructions - The student; S U/S Assessor comments 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. ☐ ☐ Submission checklist Submit the following for marking: ☐ This completed Assessment event 2 of 3: Project Document filename: CHCECE054_AE_Pro2of3 Page 23 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

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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- Acknowledgement 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/ Document filename: CHCECE054_AE_Pro2of3 Page 24 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

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Resource Name Long URL 8. Researching and Referencing: Referencing Skills https://tafensw.libguides.com/research/referencing Document filename: CHCECE054_AE_Pro2of3 Page 25 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

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This page is not required for online assessment submissions. 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 Intihaaabd 13/10/23 Document filename: CHCECE054_AE_Pro2of3 Page 26 of 27 Resource ID: SEMX_22_003_CHCECE054_AE_Pro2of3 | Version: 20221125 © TAFE NSW 2022

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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 Intihaa abd Intihaaabd 13/10/23 Document filename: CHCECE054_MG_Pro2of3 Page 27 of 27 Resource ID: SEMX_22_003_MG_Pro2of3 | Version: 20221125 © TAFE NSW 2022

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CHCECE054

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