Understanding Culture Assignments

The assessor will provide all required information about the assessment process and conditions prior to the assessment taking place. 1. Questioning: Scenario 2. Project: Work Placement Task 3. Portfolio: Work Placement Logbook Please note, where additional questioning has taken place to determine compe- tency and understanding this must be recorded as evidence to support the as- sessment judgement. ASSESSMENTS The following assessments will be used to collect evidence of the knowledge and skills you have gained from your Learning Program. You will be required to demonstrate your ability to perform to the standard required in the workplace, as specified within the identified unit/s of competency. The table below indicates the methods of assessment that will be used to estab- lish competence for this unit/s and the expected timeline. Assessment Tasks Week / Session / Block of Assessment 1. Questioning: Scenario One week after last session 2. Project – Practical Placement Task One week after completion of placement 3. Portfolio: Work Placement Logbook When your visit- ing teacher comes for the fi- nal P1 work placement as- sessment visit Assessor Guide - Copyright © Chisholm 2018 3

To ensure Paula and her families culture is embedded through my problem I would; 1. I would display different flags of the different cultures and countries. 2. I would get the children in the service to do some Aboriginal activities and hang up some of the art work they have done. Examples: Making boomerangs, colouring in Aboriginal and Torres Strait Islander flags and Listen to Aboriginal music. 3.Get the children to bring something from home that represents their culture or their coun- try their parents have come from. 4.Get the staff to make different welcoming signs in different languages. 5. Get the staff from the service to bring in a Local Elder into the service to talk to the children about Aboriginal culture. Q3: Develop a list of ideas and activities to support the delivery of your program and in- crease participation of your Indigenous children and their families. (One idea can be imple- mented on placement for your assessment task 2) MR FER 1. Make Boomerangs. 2. Colour in the Aboriginal flag and the Torres Strait Islander flag. 3. Make Nature Bracelets out of leafs, sticks, seeds and more. 4. Make the Aboriginal and Torres Strait Islander out of Crepe Paper. 5. Invite an elder to the service and talk to the children about the important parts of the his- tory. 6. Listen to Aboriginal Music and learn some Aboriginal Dances. Q4: What practices should you be aware of when communicating with Aboriginal and Tor- res Strait Islander people? MR FER With some cultures it is really inappropriate or challenging to have direct eye contact. When you are speaking to someone who is from a different culture it is advised to have your eyes down facing the ground. Looking down may be a sign of respect. In some other cultures it is highly inappropriate to touch the child on the head or anywhere. In some cultures it is appro- priate to speak to the mother about the child not the father, just be aware that the father is the decision maker in the family. When I’m working in the childcare service I should be aware of the different children’s reli- gions and different cultural foods, different cultural backgrounds and cultural clothing. Q5: Who could you consult with to ensure that you are modelling cultural safety in your work, to know that communication techniques and work practices show respect for Aborig- inal and Torres Strait Islander people? MR FER 1. You could visit your Local Council. 2. Aboriginal and Cultural Centres. 3. Aboriginal Community Liaison Officers. 4. You could talk to the Local Elders. Assessor Guide - Copyright © Chisholm 2018 6

Social: Dreamtime Stories, Importance of the land and Men and Women’s business. Political: Racism, Land/Housing and Lores and Elders. Economic Issues: Lack of Resources, Poverty (Homeless) and Low- Socio-economic status. Western Systems - Education: Transport, Financial and Could be a Lack of Resources. Western Systems - Doctors: Health, Lack of Training/Education and Financial. Western Systems - Police: Aboriginal’s Don’t Trust the Police, Lore and Respect/Misunder- standing Aboriginal and Torres Strait Islander people picked up a lot of illness and diseases by some of those groups. Mental Health (Depression, Anxiety and Stress) Diabetes. Chronic Kidney Disease. Cancer. Disability. Q11: What is the legislative for Aboriginal and/or Torres Strait Islander cultural safety? MR FER The Aboriginal and Torres Strait Islander Heritage Protection Act 1984 (ATSIHP Act) The legislative was legalised and was passed through Parliament of Aus- tralia In 1984 it is preserve and protect the Aboriginal and Torres Strait is- lander people from being desecrated or injured. Q12: When would you engage with Aboriginal and /or Torres Strait Islander interpreters and colleagues as cultural brokers? MR FER I would organise a craft day in the service, I would get the children do a range of different Aboriginal and Torres Strait Islander crafts. I would get them to colour or paint the different flags, making nature bracelets or necklaces. This way the children can hang up the art work they have made. I would bring a local elder into the service, this way the elder can look at the art the children have done and explain to the children in the service what the flags means and the meaning of the nature bracelets. When I become a qualified Educator and running my own service or just working in someone else’s service. I would ensure that the children get a better understanding about the Aborigi- nal and Torres Strait Islander culture. Explain to them why it is a very important part of Aus- tralian’s history. We will continue to educate the next generation. Q13: What Practice Principles from the EYLF/VEYLDF does this scenario relate to? Why MR FER Assessor Guide - Copyright © Chisholm 2018 9

Assessment 2 Project: Work Placement Task UNIT/S OF COMPE- TENCY – Code CHCECE0 01 CHC- DIV002 Title Develop Cultural Competence Promote Aboriginal &/or Torres Strait Islander culture safety Student Name Student Number Student Signature Assessment Date Submission Date 1.Identify two differ- ent cultural groups Looking at the group of children at your placement, identify 2 cul- tures within the group. You will need to discuss this task with the educator in the room to be able to gather family background in- formation. You will need to ac- cess and read the centres policy and procedure on inclusivity (At- tach the policy). Research your 2 identified cul- tures and together with your background information sheet, identify and document … · cultural child rearing practices for each chosen culture · Discipline beliefs and ap- proaches for each chosen culture · Routines for each child (use background infor- mation sheet) 2.Provide examples for each child Provide 2 examples how these practices, approaches or routines could be supported within the service or school, one example per chosen child and their cul- ture. Assessor Guide - Copyright © Chisholm 2018 12

Assessor Feedback *Assessor note: Please ensure all above criteria is met to a satisfactory standard. Where not, additional evidence must be ob- tained and recorded to meet assessment criteria. All additional evidence must be clearly documented. Assessor Name Assessor Signature Date Assessment Task Result Please circle appropriate Assessment Result MR FER Marking Scheme: Competent + grading/mark ☒ Assessor Guide - Copyright © Chisholm 2018 15

UNIT ASSESSMENT SUMMARY RESULT SHEET COURSE – Code CHC50113 Title Diploma of Early Childhood Education & Care UNIT/S OF COM- PETENCY – Code CHCECE001 CHCDIV002 Title Develop Cultural Competence Promote Aboriginal &/or Torres Strait Islander culture safety Student Name Student Number ASSESSMENT TASK MET REQUIREMENTS DATE ASSESS- MENT TOOK PLACE 1. Questioning: Scenario MR ☐ FER ☐ 2. Project: Work Placement Task MR ☐ FER ☐ 3. Portfolio: Work Placement Logbook MR ☐ FER ☐ Reasonable Adjustments: Is adjustment that may be made to an assessment process to cater for the needs of a student undertaking the assessment without compromise to the validity of the process or required competence criteria. Student has Met Requirements (MR) of all assessment tasks ☐ Student did not complete the Further Evidence Requirements (FER) ☐ COMPETENCE RESULT Competent ☐ Not Competent ☐ GRADE OUTCOME / MARK RANGE GP Pass ☐ G3 Credit ☐ G2 Distinction ☐ G1 High Distinction ☐ 50-59% 60-69% 70-79% 80-100% Additional Assessor comments: (if required) Assessor name Assessor signature Date Assessor Guide - Copyright © Chisholm 2018 18

UNIT/S OF COMPE- TENCY – Code CHCECE001 CHCDIV002 Title Develop Cultural Compe Promote Aboriginal &/o safety IMPORTANT! A student must achieve ‘Meets Requirements’ on all assessment tasks and be assessed as competent for the unit(s) be grade is not a measure of their competence against the unit (i.e. A grade of GP “Pass” does not mean the student has achieved the r Criterion G1 G2 G1 G Written Ques- tions – Sce- nario 1 /50 32 – 40 This assessment displays highly comprehensive knowledge and understanding of Indigenous and di- verse cultures in communication, practice compe- tence and support services. An acknowledgement of the importance of supporting cultural identity throughout a program is clearly evident. Student is strongly aware of legislative requirements. 31- 28 This assessment demonstrates a good understanding of Aboriginal and Torres Strait Islander cultural and working with diverse people competence. The student has demonstrated implementation of culturally appropriate services, agencies and practices within the early childhood setting which would meet legislative and quality requirements. 24 – 27 This assessment demonstrates a fair understanding of Aboriginal and Torres Strait Islander cultural and working with diverse people compe- tence. There is reasonable demon- stration of the implementation of culturally appropriate services, agencies and practices within the early childhood setting. 20 Yo si cu co w an pl Project – Practical Placement Task /50 32 – 40 This assessment displays highly comprehensive knowledge and understanding of the two cultures researched. You have noted commonalities and doc- umented a comprehensive number of services and strategies to support high quality service delivery. Your cultural identity was expressed clearly, bias ex- plored, critically reflected upon and strategies for acceptance and inclusion growth articulated. Your assessment illustrates highly comprehensive research and understanding of the services, prac- tices and resources available to support children, families and services in being culturally safe, strong and sensitive 31- 28 This assessment demonstrates a good standard of understanding of cultural similarity and difference. The student has identified and documented culturally rel- evant care practices and discussed how practices could be negotiated or incorpo- rated within the service to support chil- dren, families and staff to be culturally strong. You clearly articulated your cul- tural identity and critically reflected upon bias you hold. Your assessment is well resourced and demonstrates a good level of research into the services, culturally relevant prac- tices and strategies that can be imple- mented in early childhood education and care settings to promote cultural compe- tence. 24 – 27 Your assessment demonstrates a reasonable ability to identify and source relevant support services for CALD families. You articulated your own sense of cultural identity well and noted bias you hold. Your as- sessment articulated ways in which you will support children, families and staff to be culturally strong. Your assessment demonstrates a fair level of research into the services, cultural practices and ways in which professional educators can support culturally inclusive service provision. 20 Yo si va lie of yo tic po cu Yo se qu Assessor Guide - Copyright © Chisholm 2018 21

UNIT/S OF COMPE- TENCY – Code CHCECE001 CHCDIV002 Title Develop Cultural Compe Promote Aboriginal &/o safety IMPORTANT! A student must achieve ‘Meets Requirements’ on all assessment tasks and be assessed as competent for the unit(s) be grade is not a measure of their competence against the unit (i.e. A grade of GP “Pass” does not mean the student has achieved the r Criterion G1 G2 G1 G Total: 100% G1 – High Distinction ☐ G2 – Distinction ☐ G3 – Credit ☐ GP – Pass ☐ Feedback: Assessor Guide - Copyright © Chisholm 2018 22

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