2. DONEStudent Assessment - Workplace v1.1

Course Code and Name: CHC30121 Certificate III in Early Childhood Education and Care Unit Code: CHCECE030 / CHCECE054 Unit Title: Support Inclusion and Diversity / Encourage Understanding of Aboriginal and/or Torres Strait Islander Peoples’ Cultures 1. Provide at least one (1) example of how you role-modelled inclusive communication techniques with children, families and colleagues .  Use words that are appropriate to the child’s development; Make my words simple and clear 2. Give one (1) example where you recognised and supported the physical health and care needs of people from a diverse social and cultural background.  Appreciate diversity and inclusiveness and their benefits 3. Give one (1) example where you recognised and supported the mental health and care needs of people from a diverse social and cultural background.  Promote understanding across diverse groups 4. Give one (1) example where you recognised and supported the emotional health and care needs of people from a diverse social and cultural background.  Communicate with people from diverse backgrounds and situations 5. Give one (1) example of how differences in culture can impact workplace relationships (E.g. a staff member’s religious requirements).  Staff member’s ethnicity. 6. Give one (1) example of how you encouraged inclusive practices in catering for this diversity.  Acknowledge and value each child's individuality. Give each child and their families respect and equality. Every child should be included and supported, regardless of their race, culture, language, gender, socioeconomic status, or disability. Ensure that all children may engage in activities. 7. a. Provide one (1) example of how you supported and promoted the participation of all individuals at the service. /var/filecabinet/temp/converter_assets/00/09/00098dd9fd50ee7dbf5c4fc54c66bba4388201db.docx Imagine Education Assessment Reflection Part B Purpose of Assessment This assessment has been designed to assist you to reflect on and improve your daily practice and to extend on your understanding of cultural competence and diversity. What do I Need to do? Using your reflection skills, answer the following questions. Ensure all elements of the questions are answered in full.

 Identify opportunities for community participation and social inclusion b. Provide one (1) example of how you supported and promoted the participation of all cultural groups at the service.  Encourage employees to attend workshops and activities that are offered by the local cultural community. Organize a multicultural day at your facility and ask parents to contribute items from their culture, such as clothing, toys, games, photos, and artefacts. 8. a. Provide at least one (1) example of how you used inclusive culturally safe practices at the service  Reflect on the attitudes and   practices   in your   service , and decide if   they   are barriers   to   creating a   culturally safe   environment.   b. Provide at least one (1) example of how you used gender inclusive practices at the service  Use non-discriminatory language.   c. Provide at least one (1) example of how, at the service, you were inclusive of others diverse abilities  Consider the   skills and attributes   that are essential to the role and limit the job requirements to “must-haves” only. d. Provide at least one (1) example of another form of inclusivity you used at the service (different to 8a-c; culture, gender, abilities)  Reflect on own perspectives 9. Provide at least two (2) examples of how you interacted with other educators, your supervisor or others to assist different children with specific individual requirements. Include, in your response, details of who you interacted with at the service.  Provide children with the same respect to children as you would adults  Be aware of body language, when speaking to children your body language conveys more of what you really mean that the words. 10. Provide at least two (2) examples of how you collaborated with the children, discussing respectful relationships and equality. Standard 5.1 Relationships between educators and children Respectful and equitable relationships are maintained with each child. Standard 5.2 Relationships between children Each child is supported to build and maintain sensitive and responsive relationships 11. Identify one (1) way your culture (i.e. your beliefs, values and attitudes) influenced your work practices. /var/filecabinet/temp/converter_assets/00/09/00098dd9fd50ee7dbf5c4fc54c66bba4388201db.docx

 Each child has unique interests and strengths and the capacity to contribute to their communities.  Children are citizens from birth with civil, cultural, linguistic, social and economic rights.  Effective learning and teaching is characterised by professional decisions that draw on specialised knowledge and multiple perspectives.  Partnerships with families and communities support shared responsibility for children’s learning, development and wellbeing.  Democratic, fair and inclusive practices promote equity and a strong sense of belonging.  Respectful, responsive and reciprocal relationships are central to children’s education and care.  Play and leisure are essential for children’s learning, development and wellbeing.  Research, inquiry and practice-based evidence inform quality education and care. 15. Provide one (1) example where you were aware of the effect of your behaviour regarding ethics.  trust and mutual respect for your colleagues at work .   16. It is important Educators use ethical practices when researching and sharing information about Australia’s First Nations Peoples. Refer to the Code of Ethics (COE) and quote at least one (1) point from the COE you would work in accordance with when researching and sharing information about Australia’s First Nations Peoples.  The words are: 'I begin today by acknowledging the Traditional Custodians of the land on which we <gather/meet> today, and pay my respects to their Elders past and present. I extend that respect to Aboriginal and Torres Strait Islander peoples here today.' 17. Identify at least two (2) organisations led by Aboriginal and/or Torres Strait peoples relevant to your services community. Include both organisations’ names, what they do and contact details. Organisation 1 Organisation 2 Organisation name VICTORIA ANTaR What the organisation does Maintain and improve the health and wellbeing or aboriginal and torres strait people committed to empowering the community and speaking up about injustice and inequality. Organisation contact details Address :  496 High St, Northcote VIC 3070 Hours :  Open   ⋅ Closes 5 pm Phone :  (03) 9416 4266 Aboriginal Care Australia Inc 5.0(1)  · Religious organization 14 Flindersia Ct · 0412 498 358 /var/filecabinet/temp/converter_assets/00/09/00098dd9fd50ee7dbf5c4fc54c66bba4388201db.docx

18. Identify at least two (2) Aboriginal and/or Torres Strait peoples’ peak agencies, relevant to your services community. Include both peak agency names, what they do and contact details. Peak agency 1 Peak agency 2 Peak agency name The Coalition of Peak AVI What the peak agency does community-controlled peak organisations that have come together to be partners with Australian governments on the next phase of Closing the Gap. for peaceful Peak agency contact details the coalition of peaks - Google Search Located in:   Gold Coast Airport Address :  Shop D10, Eastern Avenue, Airport Central, Coolangatta QLD 4225 Hours :  Closed   ⋅ Opens 9 am Phone :  (07) 5536 7911 /var/filecabinet/temp/converter_assets/00/09/00098dd9fd50ee7dbf5c4fc54c66bba4388201db.docx

Cultural Audit Template In the Classroom Action Yes No Comments (include examples) Do educators say a regular Acknowledgement of Country with children?  This is a practice that can be embedded at the start of the day during group time experiences or morning meetings Are Aboriginal perspectives included across multiple play and learning spaces?  Sprinkling culture across multiple play spaces instead of creating cultural corners. Do educators holistically plan to embed Aboriginal perspectives within children’s interests?  Holistically programming and planning to embed an Aboriginal and Torres Strait Islander perspective in context to children's interests . Do educators consider Aboriginal pedagogies in your teaching and planning?  This pedagogy framework allows Educators/Teachers to include Aboriginal perspectives by using Aboriginal learning techniques . Is there a balance of contemporary, traditional, regional, urban and local Aboriginal perspectives in the program?  Including a balance of contemporary , traditional , urban , regional an d local cultural perspectives . Do educators seek to understand Australia’s First Nations Peoples’ ways of learning.  The cultural perspectives of Aboriginal people can contribute in a productive way to our understanding of the nature of schooling and learning experiences. Do educators facilitate children experiencing different Australia’s First Nations Peoples’ ways of learning.  Australian early childhood educators have a responsibility to value and promote greater understanding of Aboriginal and Torres Strait Islander ways of knowing and being. Do educators encourage children to reflect on Australia’s First Nations Peoples’ ways of learning.  By embedding cultural learning in the early years educators can impart the wonder of Indigenous knowledge, and support Aboriginal children's sense of identity and belonging, as well as promoting a culture of understanding and respect towards cultural diversity for all children. Do educators use respectful language when discussing Australia’s First Nations Peoples’ cultural knowledge  Establish rapport first to make person feel comfortable. Around the Service Action Yes No Comments (include examples) Does the centre display an Acknowledgement of Country?  An Acknowledgement of Country is an opportunity for anyone to show respect for Traditional Owners and the continuing connection of Aboriginal and Torres Has a Welcome to Country been performed at  Welcome to Country occurs at the beginning /var/filecabinet/temp/converter_assets/00/09/00098dd9fd50ee7dbf5c4fc54c66bba4388201db.docx

the service? of a formal event and can take many forms including singing, dancing, smoking ceremonies, and/or a speech . Does the service have Aboriginal, or Torres Strait Islander staff employed?  The greatest proportion of Aboriginal and Torres Strait Islander employees are employed at the APS 3 (15%), APS 4 (28%), APS 5 (17%) and APS 6 (15%) levels. Have the staff engaged in cultural capacity professional development training?  Create a safe, secure, and supportive environment where staff can explore and develop an understanding for all cultures. Does the service fly the Aboriginal and Torres Strait Islander Flags?  The Australian Aboriginal Flag and the Torres Strait Islander Flag may be flown together or either flag may be flown individually, depending on the preference of the organisation. With Community Action Yes No Comments (include examples) Have more than 50% of the staff been to an Aboriginal or Torres Strait Islander community event before?  The greatest proportion of Aboriginal and Torres Strait Islander employees are employed at the APS 3 (15%), APS 4 (28%), APS 5 (17%) and APS 6 (15%) levels. Does a representative from the service attend, consult or have a relationship with local Aboriginal or Torres Strait Islander committees and/or consultative groups?  The intent of this action   is   to build effective and ongoing   relationships   with   Aboriginal   and   Tor res Strait Islander   communities, organisations and   groups Does the service have a procurement data base listing Aboriginal or Torres Strait Islander Peoples’ companies and businesses to procure goods and services from?  The Aboriginal Procurement Policy introduced annual targets of 3% of goods and services contracts and 1% of all addressable spend to First Nations businesses. Does the service have an Aboriginal Elder or Artist in residency program?  For showcasing talents Does the service take children on cultural excursions?  To aware the gain more knowledge about aboriginal and torres strait people Centre Strengths: Provide at least three (3) examples  Safe and Healthy Environment  Cultural Diversity  Holistic Areas for Improvement: Provide at least three (3) examples  Good Relationship between parents and staff  Good relationship between staff and children  Good relationship of colleagues Reflect on the cultural audit above and collaborate with colleagues, families and children to identify three (3) goals and strategies to further facilitate local First Nations Peoples cultures being implemented in sensitive, appropriate and culturally safe ways in practices every day. For each section list at least one (1) Goal and Strategy Goals Strategies In the Classroom To appreciate local first Nations People Culture Aboriginal Arts – arts can speak children about culture /var/filecabinet/temp/converter_assets/00/09/00098dd9fd50ee7dbf5c4fc54c66bba4388201db.docx / /

Task 2: Planned Learning Experience/s which embeds local First Nations Peoples’ Cultures and languages Learning Experience: Part 1 (1st session) Embedding local First Nations Peoples’ Cultures and languages 1 st Session date/s implemented: 23 rd of November 2022 Time of session: 9:00AM Setting: Jellurgal, Burleigh Heads Name of Play Area: Jellurgal Burleigh Head Aboriginal People /var/filecabinet/temp/converter_assets/00/09/00098dd9fd50ee7dbf5c4fc54c66bba4388201db.docx Purpose of Assessment This assessment gives you the opportunity to demonstrate your ability to plan and implement planned learning experience/s that embeds, demonstrates and assists children’s understanding and respect for local First Nations Peoples’ cultures and languages. What do I Need to do? 1. Based on findings in your Cultural Audit in Task 1, design and implement learning experience/s within a play area over at least two (2) sessions (see Part 1 and Part 2 templates below) that assists children’s understanding and respect for local First Nations Peoples’ cultures and languages . 2. You need to implement your learning experience with a group of children. 3. Include at least one (1) image of your set up learning experience. 4. Your learning experience needs to cater for meaningful opportunities in culturally appropriate ways. Please avoid the tourist approach, and please do not set up an “Aboriginal” corner - our first nation people are living breathing people not museum items! Aim for embedding understanding of culture or showing traditional ways of learning and being. See your Learning Guide for ideas. 5. Positively describe local First Nations Peoples’ cultures and languages. 6. During your implementation of the learning experience/s use respectful language when discussing local First Nations Peoples’ cultural knowledge 7. Provide experience/s which facilitate different Indigenous people’s ways of learning. 8. Collaborate with the children to discuss the value of similarities and differences. 9. Identify the intentional teaching strategies you will use to encourage children’s understanding of and respect for Australia’s First Nations Peoples’ history and cultures. 10. Encourage children to reflect on Australia’s First Nations Peoples’ ways of learning. 11. Reflect to make improvements and extend on the children’s learning of local First Nations Peoples’ cultures and languages for the second session (see Part 2 template)

Description of Learning experience/s in the Play Area: Class Museum Routine transition to the learning experience (which supports local First Nations Peoples’ culture) : Play and discuss Image of set up play area learning experience/s: Theatre Rationale (Reason why you are providing this experience/s linking to the services Culture Audit and children’s interests) Learning Processes What Australia’s First Nations Peoples’ ways of learning are you incorporating in these learning processes Intentional Teaching Your predicted interactions/role (What will you say/do?) Identify the intentional teaching strategies you will use to encourage children’s understanding of and respect for local First Nations peoples’ histories and cultures Observations/Reflections Record your observations/ What happened - reflect on learning experience/s play area, transitions, equipment, children’s reaction/s, intentional teaching and your response This   provides children with a variety of social experiences , while also acknowledging diversity and that it is valued and respected. The   8   Aboriginal Ways   of   Learning   is a pedagogy framework that allows teachers to include   Aboriginal   perspective s by using   Aboriginal learning techniques . Embed Indigenous culture in your practice by 1. Share dreaming stories with children as a valuable, creative and fun way to talk about culture. 2. Set up a native or bush tucker garden – use native herbs in playdough, cooking or for sensory play. 3. Engage local artists in the community to share their skills e.g. weaving or painting. Teaching Aboriginal students requires sensitivity for their special needs and knowledge about Aboriginal cultural protocols. ... How to create a culturally responsive classroom  Build trust. ...  Acknowledgemen t of Country. ...  Embrace diversity. ...  Liaise with Elders. ...  Invite community members. ...  Explore family trees. As I observed when we are in the place of Aborigonal people, they are very proud of their culture and they creating power for themselves. They used different equipment for music, they have a positive intentions for people. Their culture must be respected in which they gives inspiration to other culture. We are unique individuals. Links to the Approved Learning Framework (e.g. EYLF outcomes) Be specific in relation to assisting children’s understanding of local First Nations Peoples’ cultures Outcome 1: Children has a Strong Sense of Identity How did you collaborate with the children to discuss the value of similarities and differences? Resources Required Have a Conversation. Be open to your child's questions and curiosity around differences . Ask them what they think. They will learn by talking each other. EYLF Outcomes National Quality Standard /var/filecabinet/temp/converter_assets/00/09/00098dd9fd50ee7dbf5c4fc54c66bba4388201db.docx

dispositions) What I do well: can explain details by using examples and situation to have better understanding in the cultures. What I should improve: Next time I could use photos as presentation so I will get better attention from the children. The exploration of concepts of self-identity provides opportunities to develop understanding of the distinctive sense of identity of Aboriginal and Torres Strait Islander Peoples. This can lead to an understanding of how identity is strongly linked to Aboriginal and Torres Strait Islander Peoples’ unique belief systems and their spiritual connection to the land, sea, sky and waterways. Jellurgal Aboriginal Cultural Centre or invite elder from local First Nations Peoples’ community to childcare centre. Task 3: Reflection on Embedding Diversity and Inclusion in Your Service /var/filecabinet/temp/converter_assets/00/09/00098dd9fd50ee7dbf5c4fc54c66bba4388201db.docx Purpose of Assessment This assessment gives you the opportunity to embed diversity within the routines and play-based learning experiences within the service. You will also reflect on your own values, attitudes and biases in relation to supporting families and children. What Do I Need to Do? Speak with your supervisor and colleagues to identify the diverse cultures of families accessing your service. When considering diversity please consider:  Cultural identify (beliefs values, attitudes and daily practices);  Ethnicity/ nationality/ race;  Disability/ special needs;  Gender and gender self-identity;  Intergenerational disadvantage;  Family structures;  Sexual preference and sexual identity; and  Socioeconomic status. Complete the template below, including: o Collaborating with community members whilst adhering to community protocols to find out about and share information with staff and children about a specific diverse culture o Identify ways you will embed or extend children’s understanding of diversity in the services program; o Implement at least three (3) different learning experiences with the children, which support inclusive practices and diversity, in play experiences and a routine; o Reflect on your own values, attitudes and biases in relation to diversity; and o Remember to collaborate with staff and follow all centre policies before speaking with families or community groups.

Template: Reflection on Diversity and Inclusion in Your Service 1. Provide at least one (1) service policy and initiative that support each of the following: a) Participation with local community groups; b) sharing of cultural information and practical understandings; c) exploring diversity through activities d) experiencing interactions which embrace diversity; e) extending on the children’s diverse backgrounds. a) Policy: Collaborative partnerships and communities’ policy Initiative: Collaborative practice involves community service organisations working together to achieve shared goals . b) Policy: Cultural competency policy Initiative: Cultural competence is “respecting multiple ways of knowing, seeing and living, celebrate the benefits of diversity and have an ability to understand and honour differences" c) Policy: Multi Cultural Policy ‐ Initiative: Encourage children to explore and accept diversity through variety activities . d) Policy: Additional Needs Policy Initiative: Equality of opportunity for all children is essential and it is important that children with additional needs have the opportunity of learning alongside their peers. If your child has additional needs of any kind. e) Policy: Parents in Partnership Policy Initiative: Respect the family’s religious and cultural backgrounds and beliefs and to accommodate any special requirements wherever possible and practical to do so. 2. Identify the diverse backgrounds of children and families in the service. Including, but not limited to:  Cultural identify (beliefs values, attitudes and daily practices);  Ethnicity/ nationality/ race;  Disability/ special needs;  Gender and gender self-identity;  Intergenerational disadvantage;  Family structures;  Sexual preference and sexual identity; and  Socioeconomic status.  Having a multilingual team, having a diverse range of ages working together, having policies that are vocally against discrimination, etc.  A more inclusive work environment .  Cultural diversity   allows different cultures, races and ethnicity to be celebrated in an inclusive and healthy way. Having respect for diversity in childcare enables educators to celebrate differences and encourage families to participate in cultural programs and events. 3. How does your centre currently support inclusion and diversity? Through enrolment forms which there are questions about their cultures, family status and situation. 4. List the strategies the educator’s role model to support the children in using inclusive, open, ethical and respectful communications. Please provide at least one (1) strategy for each the following: a. How do the educators support the children in being aware of and respecting others cultures, beliefs and values? b. How do the educators support the children in recognising and appreciating both similarities and differences? c. How do the educators support the children in expressing positive and constructive attitudes towards differences? 1. Increase kids' understanding of diversity through playthings, books, songs, and social events. Find out about the biographies of local and international individuals, then tell the kids about them. Encourage kids to recognise and value the qualities that make each person wonderful and unique. 2. Conduct open conversations with your child to teach him or her to respect and appreciate the distinctions that all people have as well as the commonalities that they all have. Your youngster will undoubtedly notice discrepancies; seize the moment to engage them in discussion and give them an explanation that is suitable for their age. 3. Encourage good engagement and communication by setting an /var/filecabinet/temp/converter_assets/00/09/00098dd9fd50ee7dbf5c4fc54c66bba4388201db.docx

8. Identify two (2) community members from this culture (also including gender diversity) that you will consult with to extend your own knowledge of this diverse culture before extending the experience or discussing with children. a. Please provide name and contact details of two (2) community members from this culture for consultation b. Contact the 1st community member and document the information regarding this culture that you learnt and what you will be able to share from this collaboration (dot points acceptable). c. Contact the 2nd community member and document the information regarding this culture that you learnt and what you will be able to share from this collaboration (dot points acceptable). 1st: Felicity Foster 2nd: Vean Tang Date: 08/06/23 Date: 08/06/23 9. Implement one (1) learning experience or area within the centre to extend children’s understanding of this culture (adhering to community protocols) and record what occurred during your implementation. E.g. Block corner added in pictures of Vietnam and discussed motor bikes as mode of transport including transporting goods. Date: Musical instruments was discussed during the excursion and they explain the different music and different meaning. 9. Give three (3) examples of how you facilitated opportunities for the children to learn about and positively experience similarities and differences. 1 st example: Create diversity in your own environment 2 nd example: Teach your children about empathy 3 rd example: Unlearn your own biases 10. Identity one (1) way you demonstrated positive attitudes to differences, in a situation which was challenging. Concentrate consciously on the positives. The secret to having a positive outlook is to look for the good in every circumstance. Even though it might seem like an apparent strategy, it requires work to continually identify the positive aspects of a circumstance and guarantee that your response is always one of gratitude or joy. 11. Monitor children’s communications and participation. Identify one (1) example of additional support you provided to improve the children’s inclusive relationships. E.g. discussed biased comments made with children Role modelling inclusive behaviour. Simple actions make quite an impact. ·   Don't ignore differences – explain them . Differences make us all uncomfortable. 12. Discuss with your supervisor the need for further support you identified in Q11 and communicate how it improved inclusive relationships. Document the discussion details including supervisors name and date. Supervisors name: Ms. Jerry Date: 21/06/23 Discussion details: verbal conversation at the centre /var/filecabinet/temp/converter_assets/00/09/00098dd9fd50ee7dbf5c4fc54c66bba4388201db.docx

Reflection Plan & implement three (3) different learning experiences with the children, which support inclusive practices and diversity, in both learning play experiences and a routine. Occasion Experience/ routine you will use to support inclusion and diversity Reflection: How did you support inclusion? Include what would you do differently next time to further support diversity? 1.learning play experience Sing songs in different languages Appreciate their music and consider it as one of the best music. 2.learning play experience Getting children to dress up in their native costume Respect and acknowledge where they came from. 3. Routine Learning hello and goodbye in different languages Promote positive way on why we are learning different cultures and languages Reflect on the effect your personal values, biases and beliefs have when working with families, including their child/ren at the service. Discuss different aspects of this reflective practice with your supervisor on two (2) occasions. Occasion Reflection on the effect your personal values, biases and beliefs have when working with families, including their child/ren at the service. Details of reflective discussion with supervisor (including date & details of which supervisor) 1. PRIDE MONTH The LGBTQIA+ group has a unique flag that stands in solidarity with other people who have similar lives. But there is more to the rainbow flag of this community than meets the eye. All of the values and meanings connected to the various colours are upheld by members of the LGBTQIA+ community. Red denotes life; orange represents healing; yellow, sunlight; green, nature's embodiment; blue, tranquilly; and purple, the colour of the spirit. Date: 21/06/23 Supervisor: Ms. Jerry Discuss different aspects of this reflective practice with your supervisor. Document the details: Verbal Discussion only 2. SHOW RACISM THE RED CARD  equip young people with a better understanding of what racism is and how it affects individuals (both ‘targets’ and ‘perpetrators’) and society  increase young people’s awareness of the responsibility to challenge racism in themselves and others, and how this can be done  increase young people’s awareness of critical thinking and its usefulness in challenging stereotypes and recognising media bias  enable young people to gain more knowledge about appropriate/inappropriate terminology relating to ethnicity and race. Date: 21/06/23 Supervisor: Ms. Jerry Discuss different aspects of this reflective practice with your supervisor. Document the details: Verbal Discussion only /var/filecabinet/temp/converter_assets/00/09/00098dd9fd50ee7dbf5c4fc54c66bba4388201db.docx