CHCECE001 CHCDIV002 DEVELOP CULTURAL COMPETENCE PROMOTE ABORIGINAL AND/OR TORRES STRAIT ISLANDER CULTURAL SAFETY. Knowledge Assessment Booklet. All Questions Answered Satisfactorily.

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Training Division CHCECE001 CHCDIV002 DEVELOP CULTURAL COMPETENCE PROMOTE ABORIGINAL AND/OR TORRES STRAIT ISLANDER CULTURAL SAFETY Knowledge Assessment Booklet... Student Name: Changqing Guan Student Number:901637 Student Declaration and Cover Sheet ❒ Campus ❒ Online ❒ External ❒ Workplace Location – Suburb _____________ Student Name First Name Changqing Family name Guan Student Number 901637 Course Code CHC30113 CHC50113 Title Certificate of Early Childhood Education and Care Unit Code CHC30113 CHC50113 Trainer Name FeiYu Due Date Date Submitted 30/09/2019 Assessment declaration ❒ I declare that no part of this assessment has been copied from another person’s work, except where clearly noted on documents or work submitted. ❒ I declare that no part of this assessment has been written for me by another person. I understand that plagiarism is a serious offence that may lead to disciplinary action by my training organisation. Student signature Date 30/09/2019 Date received Initials:   CHCECE001 - DEVELOP CULTURAL COMPETENCE This unit describes the skills and knowledge required to work towards cultural competency and to support participation of all children and families in children’s services. This support includes contributing to children’s understanding and acceptance of all cultures. This unit applies to educators working in a range of education and care services. The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice. Skills must have been demonstrated in the workplace or in a simulated environment that reflects real-life working environment where skills and knowledge would be performed with the following conditions must be met for this unit: • with all the relevant equipment and resources of that working environment, • including interactions with children and families CHCDIV002 - PROMOTE ABORIGINAL AND/OR TORRES STRAIT ISLANDER CULTURAL SAFETY The unit describes the skills and knowledge required to identify Aboriginal and/or Torres Strait Islander cultural safety issues in the workplace, model cultural safety in own work practice, and develop strategies to enhance cultural safety. This unit applies to people working in a broad range of roles including those involved in direct client service, program planning, development and evaluation contexts. The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice. Skills must have been demonstrated in the workplace or in a simulated environment that reflects industry operating conditions and contingencies workplace conditions. The following conditions must be met for this unit: • use of suitable facilities, equipment and resources • assessment must involve persons approved of by relevant local community elders HOW TO WORK THROUGH THIS ASSESSMENT This assessment is designed to assess your performance of competency for the unit CHCLEG001 Work legally and ethically. Your assessor or workplace supervisor will help you fully understand assessment requirements for this unit. The features of this assessment are detailed in the following table. Feature of the assessment resource Explanation Assessment information and scope This section provides details of the unit of competency covered, setting out information about the aims of the unit, what areas are covered, how the assessment tasks must be completed and how the assessment is conducted. Are you ready for assessment? This section provides you with the opportunity to self-assess your performance, to ensure that you are ready to commence the assessment process. Assessment overview This section provides an outline of the assessment tasks to be covered. Assessment tasks This section outlines the assessment tasks in detail, including the relevant documentation you need to complete and submit along with your assessment tasks. Record of outcome As you progress through the assessment tasks, your assessor will use the record of outcome to confirm your performance and provide relevant advice and feedback. FURTHER INFORMATION Before you commence your assessment tasks, you should review the information provided by your training organisation about assessment. You should not commence your assessment tasks until you have read and understood this information. Your training organisation must also provide information about assessment while on practical placement, including specific time lines. ASSESSMENT INFORMATION AND SCOPE Who is the assessment designed for? The assessment is designed for candidates to demonstrate their competency having completed formal learning experiences in this unit. Assessment may occur in real and/or simulated work environments. Candidates may be undertaking the unit in a range of learning situations, including classroom, on line, private study, via a traineeship arrangement or via other workplace-supported means. What are the aims of the assessment tasks? This unit describes the skills and knowledge required to identify and work within the legal and ethical frameworks that apply to an individual job role. The key outcomes are: • reflecting on own cultural identity and biases • modelling cultural safe work practices • identifying and developing cultural competence • develop strategies to improve culturally safe practices • Research and knowledge of Aboriginal and/or Torres Strait Islander communities • Supporting individual identities • Creating environments for cross-cultural understanding and relationships • Supporting the implementation of inclusive learning experiences • Supporting children to develop confidence and strength in personal and cultural identity Prerequisites and co-requisites There are no prerequisites or co-requisites for the unit. Legislative and licensing requirements The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice   ARE YOU READY FOR ASSESSMENT? You must ensure that you are ready to begin the assessment. Complete the following self-assessment checklist to confirm that you hold the skills and knowledge required and feel ready to undertake a successful assessment. CHCECE001 Topic Key outcomes I am able to perform skills and demonstrate knowledge satisfactorily in the following tasks. ❑ Reflect on own cultural identity and biases ❒ 1.1 Identify significant events in own family background or history which may influence current values, beliefs and attitudes ❒ 1.2 Define aspects of the environment which influence own cultural identity ❒ 1.3 Reflect on potential impact own background may have on interactions and relationships with people from other cultures ❒ 1.4 Identify any knowledge, attitudes or skills to be developed to ensure cultural competency ❑ Identify and develop cultural competency ❒ 2.1 Identify the cultural identities of the children within the service, their families and the local community ❒ 2.2 Critically analyse relationships, curriculum and activities ❒ 2.3 Identify skills, attributes or knowledge that may need to be developed to ensure cultural competency ❒ Research Aboriginal and/or Torres Strait Islander communities ❒ 3.1 Identify any historical issues in relation to Aboriginal and/or Torres Strait Islander people and the land that the service is on, including at regional and state levels ❒ 3.2 Reflect on contemporary impacts of historical issues including those relating to Aboriginal and/or Torres Strait Islander people ❒ Support individual cultural identities ❒ 4.1 Identify and consult with appropriate persons to obtain knowledge of local cultural groups ❒ 4.2 Support activities within the service to encourage and promote participation by all cultural groups ❒ 4.3 Process information in a culturally sensitive way including identification of how and with whom information can be shared ❒ 4.4 Provide opportunities for all families to share their context and cultural knowledge ❒ 4.5 Provide opportunities for children and families to enhance their experience of cultural diversity ❒ 4.6 Demonstrate respect for all home languages and expose children to different language and dialects, and encourage appreciation of linguistic diversity ❑ create environments to support children’s cross-cultural understanding and relationships ❒ 5.1 Plan and implement experiences that foster positive attitudes to inclusion ❒ 5.2 Explore with children the culture, heritage, backgrounds and traditions of each child within the context of their community ❒ 5.3 Promote establishment of constructive relationships with all children and families based on trusting relationships, respectful interactions, understandings of alternate world views and celebration of diversity ❒ 5.4 Use oral communication skills to role-model open, inclusive, ethical interactions with all children, families and colleagues ❒ 5.5 Observe children’s interactions and participation to identify the need for additional cultural support and cross-cultural understanding ❑ Support the implementation of inclusive learning experiences ❒ 6.1 Implement experiences that build on the diverse backgrounds of children and families within the service, broaden children’s perspectives and encourage appreciation of diversity ❒ 6.2 Plan and implement experiences that focus on events, customs and beliefs that are relevant to the service’s children and families ❑ Support children in developing confidence and strength in personal and cultural identity 7.1 Support experiences and environments where secure, respectful and reciprocal relationships between children, families and other adults can be established 7.2 Communicate and interact with children to help them work towards a strong sense of identity, wellbeing and of being connected with and contributing to their world 7.3 Implement group activities to allow children to use collaborative processes to solve problems 7.4 Engage with peers, mentors or others to support individual children with specific cultural needs as appropriate 7.5 Follow community protocols when engaging with community members CHCDIV002 Topic Key outcomes I am able to perform skills and demonstrate knowledge satisfactorily in the following tasks. ❑ Identify cultural safety issues in the workplace ❑ Identify the potential impact of cultural factors on service delivery to Aboriginal and/or Torres Strait Islander clients ❑ 1.2 Identify critical issues that influence relationships and communication with Aboriginal and/or Torres Strait Islander people ❑ 1.3 Establish key aspects of cultural safety in consultation with Aboriginal and/or Torres Strait Islander people ❑ 1.4 Evaluate the extent to which cultural safety is integrated in own work and workplace ❑ Model cultural safety in own work ❒ 2.1 Ensure work practices are grounded in awareness of one’s own cultural bias ❒ 2.2 Reflect awareness of own and other cultures in work practices ❒ 2.3 Use communication techniques and work practices that show respect for the cultural differences of Aboriginal and/or Torres Strait Islander people ❒ 2.4 Engage with Aboriginal and/or Torres Strait Islander interpreters and colleagues as cultural brokers, according to situation needs ❒ Develop strategies for improved cultural safety ❒ 3.1 Support the development of effective partnerships between staff, Aboriginal and/or Torres Strait Islander people and their communities ❒ 3.2 Identify and utilise resources to promote partnerships ❒ 3.3 Devise and document ways to support the delivery of services and programs that are culturally safe and encourage increased participation ❒ 3.4 Integrate strategies that encourage self-determination and community control in services and programs ❒ Evaluate cultural safety strategies 4.1 Agree outcomes against which cultural safety strategies can be measured 4.2 Involve Aboriginal and/or Torres Strait Islander people in evaluations 4.3 Evaluate programs and services against desired outcomes 4.4 Revise strategies based on evaluation with appropriate engagement of Aboriginal and/or Torres Strait Islander people If you have covered and feel confident in these areas, you are ready to proceed to the assessment. Before you commence the assessment process, discuss with your assessor or workplace supervisor any areas you do not feel confident in or have not covered. ASSESSMENT OVERVIEW You are required to complete all tasks to demonstrate competency. This unit is assessed through the following: Assessment Requirements Method of Assessment Short answer questions Written activities Verbal and questioning Scenarios Workplace tasks Activities with children in service Workplace observation Workplace observation/demonstration Supervisor report Mentor / supervisor / workplace coach verify skills If you are marked not yet satisfactory for a task, you will be given the chance to resubmit. You will have up to three opportunities to resubmit each assessment task. If, after the third attempt, the assessment is still not satisfactory your trainer/assessor will make alternative arrangements for assessment. To make an appeal about an assessment decision, refer to the assessment appeals process in the Student Handbook. AUTHENTICITY REQUIREMENTS Copying or passing off someone’s work as your own is a form plagiarism and may result in a participant’s exclusion from a unit or the entire course. The following activities will be considered plagiarism: • Presenting any work by another individual as one's own intentionally or unintentionally • Handing in work copied from another student. • Presenting the work of another individual or group as their own work. • Handing in work without the adequate acknowledgement of sources used, including work taken totally or in part from the internet.   Theory Questions Purpose You will demonstrate a sound knowledge of the unit requirements in your responses. Instructions to the candidate All questions must be answered satisfactorily for Theory Questions to be completed satisfactorily. There is no restriction on the length of the question responses, or time restriction in completing the assessment. You must complete all questions unassisted by the assessor or other personnel, but may refer to reference material as needed. Resources required The question responses section is the only resource required for this questioning assessment to be completed. Assessment conditions Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit: • Use of suitable facilities, equipment and resources, including: ­ current legislation, regulations and codes of practice ­ organisation policies, procedures and protocols Modelling of industry operating conditions, including presence of problem solving activities Reasonable adjustment If you do not wish to respond to the questions in written form, an interview may be used as an alternative approach if negotiated with your assessor. Required Readings In order to complete this unit of competency you are required to access the following key resources. Textbook • Kearns, K. (2017). The Big Picture: Working in Early Childhood Education and Care Series (4th ed.). Victoria: Cengage Learning Australia. Core Documents • Belonging, Being and Becoming: The Early Years Learning Framework for Australia. (2009). Australian Government Department of Education, Employment and Workplace Relations. Canberra: DEEWR. • Code of Ethics. (2016). Early Childhood Australia. Retrieved from: http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2016/07/ECA-COE-Brochure-2016.pdf Additional Readings for this Unit • Aboriginal and Torres Strait Islander Children’s Cultural Needs. (2012). SNAICC. Retrieved from: https://www.snaicc.org.au/wp-content/uploads/2015/12/02932.pdf (Accessed April 2017) • Aboriginal and Torres Strait Islander: Social and Emotional Wellbeing. (2005). Commonwealth of Australia. Response ability. Retrieved from: http://www.responseability.org/__data/assets/pdf_file/0007/4795/Aboriginal-and-Torres-Strait-Islander-Social-and-Emotional-Wellbeing.pdf (Accessed April 2017) • Australia – A national overview. Bringing Them Home. Australian Human Rights Commission. (2010). Retrieved from: https://www.humanrights.gov.au/sites/default/files/content/education/bringing_them_home/Individual%20resources%20and%20activities/10_RS_Australia_overview.pdf (Accessed April 2017) • Becoming culturally competent – ideas that support practice. (2013). NQS PLP e-Newsletter No. 65. Retrieved from: http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2013/10/NQS_PLP_E-Newsletter_No65.pdf (Accessed April, 2017). • Cultural Connections Booklet. (2009). Child Australia. Professional Support Coordinator. Northern Territory. Retrieved from: http://www.childaustralia.org.au/CA_website/wp-content/uploads/2017/02/Cultural-Connections.pdf (Accessed April, 2017). • Difference between Aboriginal and Torres Strait Islanders. (2011). Retrieved from: http://www.differencebetween.com/difference-between-aboriginal-and-vs-torres-strait-islanders/ (Accessed April, 2017). • Diversity and children’s mental health.(n.d.). Kids Matter. Information for families and early childhood educators. Component 1 – Creating a sense of community. Australian Government Department of Health and Ageing. Retrieved from: https://www.kidsmatter.edu.au/sites/default/files/public/KM%20C1_Cultural%20Diversity_Diversity%20and%20Children%27s%20Mental%20Health.pdf (Accessed April, 2017). • Planning for a Multicultural Child Care Environment Checklist. (2012). Inclusive Directions. Retrieved from http://www.directions.org.au/wp-content/uploads/2015/06/Planning-for-a-Multicultural-Child-Care-Environment.pdf (Accessed April, 2017). • Protocols: Communicating with Aboriginal and Torres Strait Islander People. Adapted from: Communicating Positively. A guide to appropriate Aboriginal terminology (2004). NSW Department of Health North Sydney. Retrieved from: http://www.health.nsw.gov.au/aboriginal/Publications/pub-terminology.pdf (Accessed April, 2017). • Understanding Culture. (2005). Zion, S., Kozleski, E., & Fulton, M. National Institute for Urban School Improvement. Retrieved from: http://www.sst13.org/wp-content/uploads/2015/04/Understanding-Culture.pdf (Accessed April 2017) • Using Translating and Interpreting Services in Early Childhood Services. (2011). Diversity in Practice. Tip Sheet 4. Retrieved from: http://www.resourcingparents.nsw.gov.au/ContentFiles/Files/diversity-in-practice-tipsheet-4.pdf (Accessed April 2017) • Welcoming conversations with culturally and linguistically diverse families – An Educators Guide. (2012). Child Australia. IPSP. Retrieved from: http://www.childaustralia.org.au/CA_website/wp-content/uploads/2017/02/WelcomingConversationsGuideWEB.pdf (Accessed April 2017) • What is cultural safety? (2012). SNAICC. Retrieved from: http://www.supportingcarers.snaicc.org.au/connecting-to-culture/cultural-safety/ (Accessed April 2017) • Working with Aboriginal People and Communities – A Practice Resource. (2009). NSW Department of Community Services. Ashfield, NSW. Retrieved from: http://www.community.nsw.gov.au/docswr/_assets/main/documents/working_with_aboriginal.pdf (Accessed April 2017) Recommended Websites • NAIDOC: http://www.naidoc.org.au/about • National Aboriginal and Torres Strait Islander Children’s Day: http://aboriginalchildrensday.com.au/ • Timeanddate.com: http://www.timeanddate.com/holidays/australia/national-sorry-day   Part a – Questions - Cultural Competence Question 1 a) List the guiding principles of the National Quality Framework (NQF), making explicit attention to diversity as a matter of principle, policy and action. b) How is cultural competence defined in the Early Years Learning Framework (EYLF)? c) What is considered to be the most important reason to pay attention to cultural competence? (Refer to reading: Becoming culturally competent – ideas that support practice) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 2 a) List the three (3) key words used in the EYLF that reflect support children’s cultural identity and relationships within the family. b) How is respecting diversity explained in the EYLF? c) What curriculum decisions are made by educators to uphold diversity? (refer to (pp. 7 & 13) Belonging, Being and Becoming: The Early Years Learning Framework for Australia.) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 3 List six (6) ways educators can promote respect for diversity. (Refer to Diversity and children’s mental health) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 4 a What four (4) strategies can educators use to create a welcoming space for families with English as a second language when they first enter the service? (Refer to (p. 7-18) of Welcoming conversations with culturally and linguistically diverse families – An Educators Guide) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 4 b List six (6) visual aids and/or communication strategies that could be used to build relationships with families, for whom English is a second language, during the orientation process at the service. (Refer to (p. 7-18) of Welcoming conversations with culturally and linguistically diverse families – An Educators Guide) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 4c Provide three (3) strategies that can be used to assist families to work in partnership with the service? (Refer to (p. 7-18) of Welcoming conversations with culturally and linguistically diverse families – An Educators Guide) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 4d List six (6) ways educators could encourage children to explore other cultures in the outdoor play environment. (Refer to (p. 7-18) of Welcoming conversations with culturally and linguistically diverse families – An Educators Guide) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 4 e Give three (3) reasons why it is particularly important to talk to families for whom English is a second language about the service’s sleep and rest routines (including SIDS sleeping practices). (Refer to (p. 7-18) of Welcoming conversations with culturally and linguistically diverse families – An Educators Guide) Answer Marking Satisfactory ❒ Unsatisfactory ❒   Question 5 Identify eight (8) practical tips educators may consider when working with families for whom English is a second language. (Refer to (p. 1-20) of Cultural Connections Booklet) Answer Marking Satisfactory ❒ Unsatisfactory ❒ 2 Cultural Identity and Bias Question 6 a) How is culture defined by the National Centre for Cultural Competence? b) Describe the meaning stereotyping in relation to culture? Give an example (Refer to (p. 223) of your textbook ‘The Big Picture’.) Answer Marking Satisfactory ❒ Unsatisfactory ❒   Question 7a Reflect for a moment. Write down five (5) words that describe your self-identity. Select words the signify who you are – consider your culture, beliefs, values Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 7 b a) Describe one value that you hold that can be directly linked to your upbringing. b) Reflect and comment on why this value has stayed with you. Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 7 c a) Describe your best personal characteristic. b) Now describe how this quality contributes to your self-identity. Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 7d a) Describe a tradition or ritual that is practiced by you and/or your family. (this could be around holidays – Easter, Christmas, Ramadan, Diwali, special events, religion) b) Reflect on the meaning of this ritual and describe how it contributes to your self-identity. Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 7e i. Describe how you might feel. ii. What would you miss most? iii. What assistance would you like from your new community to help you settle in and feel safe? iv. In around half a page (½ pg) describe how you might translate this self-reflection to your work with children and families from a culture different from your own. Answer Marking Satisfactory ❒ Unsatisfactory ❒   Question 8 Listed below are the environmental factors that influence our cultural identity. Explain the meaning of each factor. (Refer to (pp. 4 – 9) Understanding Culture) Environmental Factors Explain the meaning relate this to cultural identity Language Attitudes towards time Space/proximity Gender roles Familial roles Taboos Family Ties Grooming and Presence Autonomy Status of age Education Marking Satisfactory ❒ Unsatisfactory ❒ Question 9 a) Explain the term ‘cultural responsivity’. b) List the ten ways in which educators (practitioners) can become culturally responsive (refer to (pp. 15 – 17) Understanding Culture) Answer 6 Discover your students’ primary cultural roles; incorporate culture into your teaching Marking Satisfactory ❒ Unsatisfactory ❒ 3 Aboriginal and/or Torres Strait Islander Cultural Identity Question 10a Give a definition on who Aboriginal and Torres Strait Islander people are. (Refer to (pp.1 - 11) of Aboriginal and Torres Strait Islander: Social and Emotional Wellbeing.) Answer . Marking Satisfactory ❒ Unsatisfactory ❒ Question 10b List the three (3) key factors that should be considered when exploring concepts of Aboriginal and Torres Strait Islander wellbeing. (Refer to (pp.1 - 11) of Aboriginal and Torres Strait Islander: Social and Emotional Wellbeing.) Answer 3. The barriers, historical and current, to obtaining a comprehensive picture of Aboriginal and Torres Strait Islander health and wellbeing. Marking Satisfactory ❒ Unsatisfactory ❒   Question 10c Provide an example for each of the following impacts on the Aboriginal and Torres Strait Islander people due to the European settlement. (Refer to (pp.1 - 11) of Aboriginal and Torres Strait Islander: Social and Emotional Wellbeing.) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 10d All people who live in situations of homelessness, poverty or unemployment have an increased risk of physical and mental illnesses. List four (4) factors which contribute to the increase of physical and mental illness of Aboriginal and/or Torres Strait Islander individuals and communities? Refer to (pp.1 - 11) of Aboriginal and Torres Strait Islander: Social and Emotional Wellbeing.) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 10e List three (3) factors that contribute to Aboriginal and/or Torres Strait Islander children being at substantial risk of emotional or behavioural difficulties? (Refer to (pp.1 - 11) of Aboriginal and Torres Strait Islander: Social and Emotional Wellbeing.) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 10f Give two (2) examples of taboos or traditions of Aboriginal and/or Torres Strait Islander people that may be different from non-Aboriginal and/or Torres Strait Islander people. (Refer to (pp.1 - 11) of Aboriginal and Torres Strait Islander: Social and Emotional Wellbeing.) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 11a How long have Aboriginal people and their ancestors occupied Australia? (Refer to (pp. 1-6) Australia – A national overview. Bringing Them Home.) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 11b What is the significance of the European doctrine of terra nullius in relation early colonisation and Aboriginal Land Rights? (Refer to (pp 1-6) Australia – A national overview. Bringing Them Home Answer Terra nullius is a Latin expression meaning "nobody's land", and was a principle sometimes used in international law to justify claims that territory may be acquired by a state's occupation of it. Marking Satisfactory ❒ Unsatisfactory ❒ Question 11c What were the two (2) key policies adopted by the British Select Committee in relation to the bad treatment of Aboriginal people in Australia? (Refer to (pp. 1-6) Australia – A national overview. Bringing Them Home Answer Marking Unsatisfactory ❒ Question 11d What laws and systems were put in place as a result of these policies? (Refer to (pp. 1-6) Australia – A national overview. Bringing Them Home.) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 11e What two (2) powers were given to the Chief Protectors? (Refer to (p. 1-6) Australia – A national overview. Bringing Them Home.) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 11f By the turn of the century what did the government see as a solution to ‘the Aboriginal Problem’? (Refer to (pp. 1-6) Australia – A national overview. Bringing Them Home) Question 11g During the 1920’s children were separated from their families and communities. a) Where were they sent to? b) What was the impact on the children’s • living conditions, • schooling/education, • language and • discipline? (Refer to (pp. 1-6) of Australia – A national overview. Bringing Them Home Answer a) The Aboriginal children were sent to Non-aboriginal society for schools or missions. Marking Satisfactory ❒ Unsatisfactory ❒ Question 11h During the 50’s and 60’s how did child welfare services respond to the increasing numbers of children being removed from their families? (Refer to (pp. 1-6) of Australia – A national overview. Bringing Them Home.) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 11i What were the two (2) outcomes of the 1967 constitutional referendum for Aboriginal people? (Refer to (pp.1-6) of Australia – A national overview. Bringing Them Home.) Answer Marking Satisfactory ❒ Unsatisfactory ❒   Question 11j What are the three key features of self-determination? (Refer to (p9. 1-6) of Australia – A national overview. Bringing Them Home Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 11k List the nine (9) significant changes to the way Indigenous people were viewed by non-Indigenous during the 1990’s. (Refer to (pp. 1-6) of Australia – A national overview. Bringing Them Home.) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 11 l a) Who was Eddie Mabo? b) Why is the Mabo decision important to all Australians? (https://www.reconciliation.org.au/wp-content/uploads/2014/03/NRW2014_3-June-Mabo_FactS.pdf) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 12 a Explain the symbolism of the Aboriginal flag. (Refer to (pp. 9-17) Working with Aboriginal People and Communities – A practice Resource) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 12b Explain the symbolism of the Torres Strait Islander flag. Answer The green panels at the top and the bottom of the flag symbolise the land, while the blue panel in the centre represents the waters of the Torres Strait. The thin black stripes between the green and blue panels signify the Torres Strait Islanders themselves. Marking Satisfactory ❒ Unsatisfactory ❒ Question 12c List the two (2) ways Aboriginal people refer to themselves and their mob. (Refer to (pp. 9-17) Working with Aboriginal People and Communities – A practice Resource) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 12d Explain how the concept of ‘community as family’ is reflected in relation to the responsiblity for raising, caring, educating and disciplining children in Aboriginal communities. (Refer to (pp. 9-17) Working with Aboriginal People and Communities – A practice Resource) Answer Marking Satisfactory ❒ Unsatisfactory ❒   Question 12e Among Aboriginal people what nine (9) factors is the extended family structure based on? (Refer to (pp. 9-17) Working with Aboriginal People and Communities – A practice Resource) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 12f In Aboriginal communities what roles are defined by kinship? (Refer to (pp. 9-17) Working with Aboriginal People and Communities – A practice Resource) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 12g Aboriginal people are the original owners of the land and this special position is recognised as Welcome to Country. What does the Welcome to Country enable the community to do? (Refer to (pp. 9-17) Working with Aboriginal People and Communities – A practice Resource) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 12h Who is able to perform a Welcome to Country? (Refer to (pp. 9-17) Working with Aboriginal People and Communities – A practice Resource) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 12i Explain the concept of Men’s and Women’s Business. (Refer to (pp. 9-17) Working with Aboriginal People and Communities – A practice Resource) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 12j In an EC service there should be respect for Men’s and Women’s Business. List three (3) practice tips that the EC service can use to demonstrate respect? (Refer to (pp. 9-17) Working with Aboriginal People and Communities – A practice Resource) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 12k What are the senstivities around death that should be observed with Aboriginal people? (Refer to (pp. 9-17) Working with Aboriginal People and Communities – A practice Resource) Marking Satisfactory ❒ Unsatisfactory ❒ Question 12 l What term is often used by Aboriginal people when refering to a death? (Refer to (pp. 9-17) Working with Aboriginal People and Communities – A practice Resource) Marking Satisfactory ❒ Unsatisfactory ❒ Question 12 m What term is often used as a sign of respect by Aboriginal people when refering to Elders? (Refer to (pp. 9-17) Working with Aboriginal People and Communities – A practice Resource) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 13 List the key differences between Aboriginal and Torres Strait Islanders. (Refer to (p. 1) of Difference between Aboriginal and Torres Strait Islanders) Answer Aboriginal Australians: Torres Strait Islanders: Marking Satisfactory ❒ Unsatisfactory ❒ Question 14a What is the purpose of NAIDOC Week? NAIDOC: http://www.naidoc.org.au/about Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 14 b List five (5) ways in which a children’s service could participate in NAIDOC Week NAIDOC: http://www.naidoc.org.au/about Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 14 c List five (5) NAIDOC Week awards categories. NAIDOC: http://www.naidoc.org.au/about Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 15 National Aboriginal and Torres Strait Islander Children’s Day is celebrated on 4th August each year. What is the focus of this celebration? National Aboriginal and Torres Strait Islander Children’s Day: http://aboriginalchildrensday.com.au/ Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 16 What is the purpose of National Sorry Day, observed on 26th May each year? http://www.timeanddate.com/holidays/australia/national-sorry-day Answer Marking Satisfactory ❒ Unsatisfactory ❒   4 Aboriginal and/ or Torres Strait Islander Cultural Realities Question 17a a) Write your understanding of the definition of cultural safety b) What does cultural safety mean for Aboriginal and Torres Strait Islander children? (Refer to What is cultural safety?) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 18 In relation to Aboriginal and Torres Strait Islander culture, list the six elements of the domains of cultural needs. (Refer to (pp. 2 – 14) Aboriginal and Torres Strait Islander Children’s Cultural Needs) 6Answer 6 Marking Satisfactory ❒ Unsatisfactory ❒ Question 18b Provide six examples of ‘Personal Identity’ as a cultural need. (Refer to (pp. 2 – 14) Aboriginal and Torres Strait Islander Children’s Cultural Needs) Answer Marking Question 18 c How is the belief in relation to ‘country’ described? (Refer to (pp. 2 – 14) Aboriginal and Torres Strait Islander Children’s Cultural Needs) Answer Marking Satisfactory ❒ Unsatisfactory ❒   Question 18d What learning opportunity is provided to Aboriginal and/or Torres Strait Islander children when they have a connection to their land and/or water? (Refer to (pp. 2 – 14) Aboriginal and Torres Strait Islander Children’s Cultural Needs) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 18e What are four (4) key benefits of cultural expression for Aboriginal and/or Torres Strait Islander children? (Refer to (pp. 2 – 14) Aboriginal and Torres Strait Islander Children’s Cultural Needs) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 18f List four (4) practical ways in which Aboriginal and Torres Strait Islander culture is celebrated (Refer to (pp. 2 – 14) Aboriginal and Torres Strait Islander Children’s Cultural Needs) Answer 1,Watch Indigenous television programs such as National Indigenous Television Network (NITV). 2, Learn about your local community's Indigenous history and heritage. 3, Gain an Aboriginal perspective of different matters by reading widely outside of mainstream media. 4 Access resources from organisations such as Indigenous professional Support Unit (IPSU), the Secretariat of National Aboriginal and Islander Child Care (SNAICC) etc. Marking Satisfactory ❒ Unsatisfactory ❒ Question 19a List five (5) factors which demonstrate that young Aboriginal and/or Torres Strait Islander children and infants have poorer life outcomes than non-Aboriginal and Torres Strait Islander children. (Refer to (pp. 242 – 244) of ‘The Big Picture’.) Answer Marking Question 19b List five (5) key barriers for Aboriginal and/or Torres Strait Islander people to accessing children’s education and care services. (Refer to (pp. 242 – 244) of ‘The Big Picture’.) Answer Marking Satisfactory ❒ Unsatisfactory ❒   Question 20 What three (3) points are themes in culturally competent services? (Refer to (p. 239) of ‘The Big Picture’.) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 21 Explain the meaning of each of the following responses to discrimination. (Refer (p. 9) of Cultural Connections Booklet - How do my biases affect the children I work with? Discriminatory responses Explain the meaning Head in the sand. We try to ignore discrimination and prejudice, our own and what’s around us. Giving out. We tell children what to think. We don’t really spend time discussing things with them. Making space. We help children explore what they think and feel as well as telling them our views. Getting support. We find out more about things we am unsure of, or unfamiliar with, by talking, discussing, and finding out, so we get a clearer idea of where we stand. Seeing the big picture. We make links between our experiences and between different types of prejudice and discrimination. We discuss these issues with the children. Marking Satisfactory ❒ Unsatisfactory ❒ Question 22 List and describe six (6) ways in which educators can challenge discriminatory or bias comments from children. (refer to (pp. 11 – 12) of Cultural Connections Booklet - Helpful tips in challenging discriminatory or bias comments from children.) Answer Marking Satisfactory ❒ Unsatisfactory ❒ 5 Inclusion in the Workplace Question 23 What does the ECA Code of Ethics state in relation to cultural diversity and/or inclusion for each of the following groups? (Refer to (p. 3) of ECA Code of Ethics) Answer • • • Marking Satisfactory ❒ Unsatisfactory ❒ Question 24 Describe six(6) ways an educator can promote learning in relation to EYLF Outcome 2 Children are connected with and contribute to their world? Educators promote this learning when they: . (Refer to (p. 27) of Belonging, Being and Becoming) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 25 a What message of cultural safety is the Director sending to the community by employing Aboriginal trainees? Answer . Marking Satisfactory ❒ Unsatisfactory ❒   Question 25b List the key protocols that the Director used when employing the trainees. Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 26a Give three reasons why the Director is right to be concerned about the comments made by Jack and Kate? Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 26b What could the Director do to assist Jack and Kate to understand the importance of Sorry Day for Norah, her community and all Australians? Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 27 Explain why the above scenario is a positive example of how Aboriginal and/or Torres Strait Islander culture can be effectively communicated and integrated into the daily program. Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 28 List six ways the Aboriginal and/or Torres Strait Islander culture can be integrated across the curriculum . (Refer to (p. 249) of ‘The Big Picture’.) Answer Marking Satisfactory ❒ Unsatisfactory ❒ 6 Communicate Effectively Question 29a List two practical suggestions provided in relation to connecting with others ‘on a human level’. (Refer to (pp. 5 – 36) of Cultural Connections Booklet - ‘‘Communicating with Others’ Answer Marking Satisfactory ❒ Unsatisfactory ❒   Question 29 b How would you respond to someone who tells you that all Aboriginal communities are the same (homogeneous)? Refer to (pp. 5 – 36) of Cultural Connections Booklet - ‘‘Communicating with Others’.) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 29c How can services show sensitivity to parents who may have poor literacy skills (Refer to (pp. 5 – 36) of Cultural Connections Booklet - ‘‘Communicating with Others’ Marking Satisfactory ❒ Unsatisfactory ❒ Question 30 List the two key facts in relation to Aboriginal language and dialects. (Refer to (p. 21) of Working with Aboriginal People and Communities – A Practice Resource) 2. Aboriginal culture is an oral culture so this practice had a devastating effect on the preservation of language and knowledge, and many languages have been lost as a result. Marking Satisfactory ❒ Unsatisfactory ❒ Question 31a What is the traditional meaning of an Aboriginal Elder? Refer to (pp. 1 – 2) of Protocols: Communicating with Aboriginal and Torres Strait Islander People. Marking Satisfactory ❒ Unsatisfactory ❒ Question 31 b How is the term ‘Mob’ used by Aboriginal people? Refer to (pp. 1 – 2) of Protocols: Communicating with Aboriginal and Torres Strait Islander People. Marking Satisfactory ❒ Unsatisfactory ❒ Question 31c Who is a ‘Traditional owner’? Refer to (pp. 1 – 2) of Protocols: Communicating with Aboriginal and Torres Strait Islander People. Marking Satisfactory ❒ Unsatisfactory ❒ Question 31 d List six terms that are considered to be offensive when communicating with Aboriginal people. Refer to (pp. 1 – 2) of Protocols: Communicating with Aboriginal and Torres Strait Islander People. Marking Satisfactory ❒ Unsatisfactory ❒ Question 32 List the ways in which communication barriers can be overcome in each of the following areas. Refer to (pp. 2-3) of Protocols: Communicating with Aboriginal and Torres Strait Islander People. Communication Barriers Suggested ways to overcome these barriers Welcome A smile and a nod is welcoming, even without words. Relationships first Tone of voice • Smile, relax Smile and relax to create a safe and approachable environment for the patient. Introduction Introduce yourself warmly. Rapport (build relationship) Take the time to build rapport and trust by asking where they are from (e.g. who is their mob). Marking Satisfactory ❒ Unsatisfactory ❒ Question 33a What is the difference between interpreters and translators? (Refer to (pp. 21 – 22) of Using Translating and Interpreting Services in Early Childhood Services) Marking Satisfactory ❒ Unsatisfactory ❒ Question 33 b When should a professional interpreter be used? (Refer to (pp. 21 – 22) of Using Translating and Interpreting Services in Early Childhood Services) Marking Satisfactory ❒ Unsatisfactory ❒ Question 33c When may a non-professional interpreter, such as relatives or friends, be used? (Refer to (pp. 21 – 22) of Using Translating and Interpreting Services in Early Childhood Services) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 33 d What are the issues around the use of a non-professional interpreter? (Refer to (pp. 21 – 22) of Using Translating and Interpreting Services in Early Childhood Services) Marking Satisfactory ❒ Unsatisfactory ❒ Question 33 e How can services access translator and interpreter services? (Refer to (pp. 21 – 22) of Using Translating and Interpreting Services in Early Childhood Services) Answer The National Translating and Interpreting Service (TIS) available 24 hours a day 7 days a week for any person or organisation in Australia requiring interpreting services. Fees do apply. See website for more information and downloadable resources including need an interpreter cards. www.immi.gov.au/living-in-australia/help- with-english/help_with_translating/ Marking Satisfactory ❒ Unsatisfactory ❒ 7 Anti-Bias Question 34 Explain each of the following terms. (Refer to (p. 409) of ‘The Big Picture’.) Answer Term Explain the meaning Marking Satisfactory ❒ Unsatisfactory ❒ Question 35a Explain the principles of anti-bias education. (Refer to (p. 254) of ‘The Big Picture’.) Marking Satisfactory ❒ Unsatisfactory ❒ Question 35 b How does exploration of differences and similarities support children to feel safe and comfortable with differences? (Refer to (p. 254) of ‘The Big Picture’.) Answer Marking Satisfactory ❒ Unsatisfactory ❒ Question 35c According to Derman-Sparks & Olsen Edwards, (2010) what are the four goals of anti-bias education? (Refer to (p. 254) of ‘The Big Picture’.) Marking Satisfactory ❒ Unsatisfactory ❒ Question 36 Explain why educators should respond to bias in the following ways: (Refer to (p. 255-256) of ‘The Big Picture’.) Marking Satisfactory ❒ Unsatisfactory ❒ Question 37 Reflect and draw on the knowledge you have acquired from the text and readings in this unit to answer the following question. Using the strategies below identify how the educator could address the bias in each scenario Select three strategies educators can use to address the bias in this scenario. Answer ❒ Marking Satisfactory ❒ Unsatisfactory ❒ Question 38 Using the Checklist as a guide, suggest three things that the educators could add to reflect a more multicultural environment (Refer to Planning for a Multicultural Child Care Environment Checklist) Answer Marking Satisfactory ❒ Unsatisfactory ❒   WORKPLACE TASKS TASK 1 SELF-IDENTITY EXPERIENCES FOR 2-6 YEARS Inclusive practices recognise and celebrate difference, encourage children to ask questions, explore ideas and be assisted to address bias in a non-threatening and supportive manner. For this task, you are required to plan an experience for a small group of children aged 2 – 6 years that focuses on self-identity. The children are required to create a self-portrait. Where possible offer the children a wide variety of resources – felt pens, collage, paint etc. to create their self-portrait. To introduce the concept of a self-portrait you may like to show the children examples of self-portraits. You may also like to provide each child with a photo of themselves (or a hand-held mirror) as they work on their self-portrait. When the portraits are completed tell the children that they are going to be displayed on a wall. Use the planning template provided to document your plan including the resources that you will use. Once you have completed your plan and gathered your resources, discuss your plan with your Workplace Supervisor. You will then need to: • Implement your planned experience. • Reflect on its implementation and whether the learning goals were achieved. • Reflect on your role during the experience. Document your planning and reflection on the attached ‘Self-Identity’ and ‘Portrait Wall Display’ templates.   Workplace Task 001 Self-Identity Number of children in group: Age range: Date: Experience Outcome: The children will learn about self-identity and what makes them unique. Link to EYLF Outcome/s: ☑ LO1: Children have a strong sense of identity ☑ LO3: Children have a strong sense of wellbeing Link to the NQF Standard: 1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program. 5.1.3 Each child is supported to feel secure, confident and included. Time: Location:  Indoors  Outdoors Resources to be used: (E.g. photos, pictures, mirrors etc.) Description of Experience: (What will you do/ what will the children do?) Workplace Task 001 Self-Identity Reflection of Experience Goal: (How did the children respond? How did the children use the resources? Comment on what the children noticed about similarities and differences. Did the children respond as you anticipated? How did the children interact/communicate? In your observations of the children did you identify any child who needs additional information/support to build their cultural understanding? If yes what did you do? How will you follow-up?) Reflection on Your Role: (Think about: your interactions with the children/how you supported the children/ how you managed the experience/what you did well/what you could work on for your own professional development/anything you might change/any unexpected outcomes/problems etc. Also think about: tone of voice/supervision /awareness of any safety issues etc. Reflect on your own cultural identity and biases and what this experience has identified for you.) TASK 2 ME AND MY FAMILY Inclusive practices recognise and celebrate difference, encourage children to ask questions, explore ideas and be assisted to address bias in a non-threatening and supportive manner. For this task, you are required to plan an experience for the same small group of children who participated in Task 001. This task will require the cooperation of the children’s families. Give each child a copy of the ‘Me and My Family’ sheet. Ask each family if they can assist their child to create a representation of their family and return it to the centre the next day. When you have collected these from each family you are required to plan a small group discussion. Each child can be invited to talk about their family – some children may need assistance to do this. For example, you might say, “Yarnie, I can see you have a mum, dad, brother and sisters. At home your family speak English and ….” You are then required to place these underneath each child’s self-portrait. (The children may like to assist). You will need to give thought as to how you are going to introduce this small group discussion so that the children can focus on again exploring similarities and differences. Once you have completed your plan you should discuss it with your Workplace Supervisor. You will then need to: • Implement your planned experience. • Reflect on its implementation and whether the learning goals were achieved. • Reflect on your role during the experience. Document your planning and reflection on the attached ‘Me and My Family’ template.   Workplace Task 002 Me and My Family My Name is: I am years old The people in my family are: (The children could draw their family members too) My cultural background is: Something I would like to share about my family is: (favourite things we like to do, our favourite foods, special celebrations etc.) Workplace Task 002 Me and My Family Experience Outcome: The children will learn about self-identity and what makes them unique. Link to EYLF Outcome/s: ☑ LO1: Children have a strong sense of identity ☑ LO3: Children have a strong sense of wellbeing Date: Link to the NQF Standard: 1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program. 5.1.3 Each child is supported to feel secure, confident and included. Time: Location:  Indoors  Outdoors Description of Experience: What will you do/ what will the children do? Workplace Task 003 Me and My Family Reflection of Experience Goal: (How did the children respond? How did the children use the resources? Comment on what the children noticed about similarities and differences. Did the children respond as you anticipated? How did the children interact/communicate? In your observations of the children did you identify any child who needs additional information/support to build their cultural understanding? If yes what did you do, how will you follow-up?) Reflection on Your Role: (Think about: your interactions with the children/how you supported the children/ how you managed the experience/what you did well/what you could work on for your own professional development/anything you might change/any unexpected outcomes/problems etc. Also think about: tone of voice/supervision /awareness of any safety issues etc. Reflect on your own cultural identity and biases and what this experience has identified for you ) Workplace Task 002 Me and My Family Wall display Attach/insert photos of the children’s work on display. TASK 3 CENTRE INFORMATION Activity 1 This task requires you to investigate how the service identifies and supports children and families from diverse cultural backgrounds. To complete this task, you will need to access a copy of the enrolment form for your service. Activity 1a List the information that is requested in relation to identifying as an Aboriginal or Torres Strait Islander (ATSI) or other cultural backgrounds and the language spoken at home. Answer Marking Satisfactory ❒ Unsatisfactory ❒ Activity 1b Where there are families from diverse cultural backgrounds what additional information does your service seek from the family? Answer Marking Satisfactory ❒ Unsatisfactory ❒   Activity 1c Where English is a second language for families using the service what strategies are used by educators to ensure sharing of information and ongoing effective communication? Answer Marking Satisfactory ❒ Unsatisfactory ❒ Activity 1d How does the service ensure that any information given to the service from families that is culturally sensitive is shared only with the educators that need to know these details, and how is this information communicated to maintain a level of respect and confidentiality? Answer Marking Satisfactory ❒ Unsatisfactory ❒   Activity 2 To complete this task you will need to access a copy of the enrolment form for your service. You will also need to consult with your workplace supervisor. Activity 2 Explain the practices used by the service to: Answer Demonstrate respect for all home languages. Expose children to different language and dialects. Encourage appreciation of linguistic diversity. Marking Satisfactory ❒ Unsatisfactory ❒ Activity 3 Activity 3 List and describe three experiences that the service has included in the program that focuses on events, customs and beliefs that are relevant to the children and families using care. Answer 1 2 3 Marking Satisfactory ❒ Unsatisfactory ❒   Activity 4 You are required to investigate the resources that are available at the service to promote cultural inclusion and cultural safety for both Aboriginal and Torres Strait Islander and cultural diversity. • List two resources for each section of the table. • For books record the title, the author and publisher and a summary of the story. For CD’s or music record the album name and/or the song name. For art record the name of artwork and the arts name. • Puzzles, games, posters, artefacts take a photograph and insert. Each photograph must have a description of the resource. • If the service does not have two resources for each section of the table you are required to research (use the internet or other child care contacts) to recommend appropriate resources that could be purchased. Document your responses on the “Resources for cultural inclusion’ template.   Workplace Task 003 – Activity 4 Resources for cultural inclusion Aboriginal and Torres Strait Islander (resources specific to the ATSI culture) Music/dance Storytelling/books Art/artefacts Puzzles, games, posters Cultural diversity ( For example resources showing different ethnic backgrounds, celebrations, family diversity such as single parents, same sex parents, foster parents, etc.) Music/dance Storytelling/books Art/artefacts Puzzles, games, posters TASK 4 CULTURAL SAFETY Activity 1 To complete this task you will need to consult with your workplace supervisor. You will also need to access the Aboriginal Australia map. • 2015 Sovereign Union http://nationalunitygovernment.org/pdf/aboriginal-australia-map.pdf This task requires you to: i. Identify the Aboriginal and Torres Strait Islander (ATSI) country/nation/language name that covers the area/geographical location where your EC service is located. To do this you can ask your workplace supervisor or refer to the map of Aboriginal Australia. ii. Using the ‘Resources and Contacts checklist’ gather information about local Aboriginal and Torres Strait Islander groups/organisations (if there are no local services identify those in the nearest area and identify the relevant country/nation/language). iii. Create a display that can be set up in your service staffroom for the educators which highlights the Aboriginal and Torres Strait Islander as the traditional custodians of the land. Your display must include: a. The name of the local Aboriginal and Torres Strait Islander (ATSI) country/nation/language. b. Posters/photographs/illustrations/information relevant to your local country/nation ATSI cultural practices. c. Use of other languages. d. Some artefacts, objects that reflect the local country/nation ATSI cultural practices. e. A section of the display or a communication sheet for educators to provide feedback and/or comments on the display and how they might use the information to make links and/or communicate with the local ATSI community. iv. Take a photograph/s of your display. v. Using the ‘Evaluation and reflection on display’ template provide two examples of feedback from the educators about your display. Comment on the effectiveness of your display in raising awareness or extending knowledge of the ATSI country/nation where your service is located.   Workplace Task 004 – Activity 1 Resources and Contacts Checklist Name of Service: Location of Service: Name of Aboriginal and Torres Strait Islander (ATSI) country/nation/language. How did you identify the name of the Aboriginal and Torres Strait Islander (ATSI) country/nation/language? Community contacts (provide the name and details of at least one contact for each area) Land Councils Library, art galleries, cultural centres. Aboriginal and Torres Strait community controlled organisations. Additional resources and contacts.   Workplace Task 004 – Activity 1 Evaluation and reflection on display □ Photograph of ‘Cultural Diversity’ display (insert or attach). Document two examples of feedback from educator’s comments about your display and how they might use the information to make links and/or communicate with the local ATSI community. Comment on the effectiveness of your display in raising awareness or extending knowledge of the ATSI country/nation where your service is located. Workplace supervisor comments   Assessor to complete Feedback All questions must be satisfactorily answered by the candidate as per the marking guide in the Trainer’s and assessor’s guide. The questioning assessment has been confirmed: ❑ Satisfactory ❑ Unsatisfactory Please include recommendations for future training / action in cases where the candidate has not satisfactorily achieved all criteria: Declaration I declare that this questioning assessment has been conducted as per the training organisation’s assessment procedures and the instructions provided for this assessment task, and that I have provided appropriate feedback to the candidate. Assessor name Assessor signature Date marked       CHCECE001 DEVELOP CULTURAL COMPETENCE This unit describes the skills and knowledge required to work towards cultural competency and to support participation of all children and families in children’s services. This support includes contributing to children’s understanding and acceptance of all cultures. Applies to educators working in a range of Assessment Context Undertaken in an early childhood education and care service. Assessors will visit workplace or discuss with supervisor students skill development. Assessor may include observations, questioning or evidence gathered from the workplace, including testimonials from clients, colleagues and others. Assessment Competencies • Supervisor to indicate with a ✓when a student’s competency level is satisfactory then sign and date (S = Satisfactory UnS = Unsatisfactory) • Assessor to sign when student’s competency level has been observed as satisfactory and overall competence has been achieved Task description S UnS Supervisor Date CB Assessor Overall comments and notes Reflect on own cultural identity and biases Must include 2 activities One must be Aboriginal or Torres Strait Islander based Activity: …………………………… Supervisor initial:………….. One must meet cultural backgrounds at the service. Activity: ……………………………. Supervisor initial:………….. Write type of activity and initial . This will allow the Assessor to match to written evaluations. • Identifies significant events in own family background or history and able to ascertain any bias from this • Identifies skills to be developed to ensure cultural competency Plan and implement 2 activities • Accessed and used National Quality standards • Accessed and used learning framework • Read and implement plan to meet organisational guidelines • Researched local Aboriginal or Torres Strait Islander people to design plan • Researched local cultures within service in design plan • Environment was supportive for children • All cultures were respected • Children were able to celebrate differences • Used embedded examples of diversity • Implemented 2 plans • Evaluated 2 plans against plan goals • Reflected upon any biases that may have been seen/demonstrated Communication • Speaks clearly and with respect • Interacts with children and families in culturally appropriate manner • Liaises with families to ensure culturally appropriate (as required, if not able to then liaises with educators) • Adjusts communication to meet cultural needs of different groups Student Signature: ………………………………………………………………. Assessor Signature: ………………………………………………………………. Date: …………………………. Competent ❒ Not Competent ❒   CHCDIV002 PROMOTE ABORIGINAL AND/OR TORRES STRAIT ISLANDER CULTURAL SAFETY This unit describes the skills and knowledge required to identify Aboriginal and/or Torres Strait Islander cultural safety in the workplace, model cultural safety in own work, and develop strategies to enhance cultural safety. This unit applies to people working in a broad range of roles including direct client services, program planning, development and evaluation contexts. Assessment Context Undertaken in the workplace over a period of time. Assessors are required to visit workplace or discuss with supervisor students skill development. Workshops may be available for some tasks if required. Assessor to discuss with student as required: Assessment Competencies • Supervisor to indicate with a ✓when a student’s competency level is satisfactory then sign and date (S = Satisfactory UnS = Unsatisfactory) • Assessor to sign when student’s competency level has been observed as satisfactory and overall competence has been achieved Task description S UnS Supervisor Date CB Assessor Overall comments and notes Identify cultural safety issues in the workplace Meeting with A &TSI people can be observed. If unable to undertaken then role plays may be used • Identify potential impact of cultural factors on service delivery • Identify critical issues that influence relationships and communication • Establish key aspects in consultation with A&TSI people • Consult with indigenous groups or individuals within the community to identify what they perceive as cultural safety issues • Meet with work colleagues to discuss Model cultural safety in own work • Looks at own biases • Adjusts own concepts to ensure works well within cross cultural context • Responds positively • Uses appropriate communication – monitors body language • Active listening techniques • Allows for pauses in conversation • Uses respectful language • Uses interpreters as and if required • Monitor eye contact Develops strategies for improved cultural safety • Works within team to support development of effective partnerships • Identifies and uses resources to promote partnerships • Seeks input about relevant resources • Document ways to support delivery of culturally safe programs to increase participation • Use strategies that encourage increase participation • Ask community about self-determination ambitions Evaluate cultural strategies • Develops a rapport • Responds to interactions in positive manner • Encourages input from others • Negotiates to achieve outcomes determined with A&STI community or individuals • Able to discuss evaluation of outcomes linked to strategies Participate in developing and implementing strategies for sharing power and facilitating participation, self-determination and self-control by Aboriginal and Torres Strait Islander people and communities • Allow client to make own decisions • Open-discussion on tasks and what needs to occur to allow consultation • Attempts to participate with the community Reflect on actions and events to make and maintain cross cultural relationships • Able to reflect upon others actions and events • Speaks about cross-cultural relationships • Aware of importance of maintaining cross cultural relationships Student Signature: ………………………………………………………………. Assessor Signature: ………………………………………………………………. Date: …………………………. Competent ❒ Not Yet Competent ❒ • The student should be observed completing the tasks outlined in the Observation Task List in the table below. These tasks must be observed at least once in the workplace. When completed satisfactorily, the following tasks will provide evidence of performance relating to the Performance Evidence and Performance Criteria of this unit. Please record the date you observed the student completing these tasks in the workplace, as well as the Context of Observation for each of the tasks. Codes have been provided below, and are to be recorded in the table. Also provide information on the context, such as the age of children observed, and other relevant information relating to the context of observation. Observation Task List and Context of Observation completed by Assessor Tasks to Observe Date/s observed Satisfactory Unsatisfactory Observation code DO P SE O Context of observation • reflected on own cultural identity and biases • investigated cultural diversity in at least one service and community • supported children’s and families’ cross-cultural relationships through the following activities: • interacting in culturally appropriate ways with children, families and communities • consulting with appropriate persons to access local knowledge of Aboriginal and/or Torres Strait Islander culture • planning and implementing supportive environments for all children • supporting the implementation of experiences that encourage children to respect all cultures and to celebrate cultural differences • embedding examples of diversity and inclusion in daily practice • using effective oral communication techniques to liaise between differing cultural contexts and situations. • promoted Aboriginal and/or Torres Strait Islander cultural safety in the context of at least 1 workplace • researched culture and history, the impact of European settlement, loss of land and culture and the importance of law and kinship • evaluated ways to improve communication with Aboriginal and/or Torres Strait Islander peoples who may be clients or colleagues. Comments and feedback on student tasks. Please include recommendations for future training where learner has not achieved satisfactory. Assessor signature: Direct Observation of task in workplace DO Simulated Exercise SE Role Play RP Other (please specify) O Student Name: __________________________ Student ID: ____________________ Unit Training Start Date: Unit Training End Date: Written Knowledge Assessment 1st Attempt 2nd Attempt 3rd Attempt Date S UnS Date S UnS Date S UnS Part A: Questions 1-35 Workplace Task 1 Workplace Task 2 Workplace Task 3 Workplace Task 4 Vocational Skills Workbook This is to be completed by the student in conjunction with their workplace supervisor and Educator. Copies of the timesheets, supervisor report and completion page of the logbook are to be retained and the remainder of the logbook returned to the student. Date Submitted ❒ S ❒ UnS Employer Verification (Trainees and Apprentices) This document is to be completed by supervisors, team members, clients or consumers to enable them to report observable tasks of “everyday performance” for the unit as carried out by the student Date Submitted Instructions for any unit where competency is aligned to Vocational Placement OR completion of the Employer (3rd Party) Verification (traineeships and apprenticeships). The assessments for this unit must be successfully completed before the Practical Placement Logbook OR Employer (3rd Party) Verification Form is signed off. An “Interim - Partially Completed” result is to be entered into Axcelerate for the above-mentioned assessments. Trainers to fill out “Interim Result for Unit”. 1. INTERIM RESULT for unit ACHIEVED / COMPETENCY NOT ACHIEVED / WITHDRAWN (hours:______) ASSESSOR NAME: ____________________________________________________________ Once Placement is satisfactorily completed or signed Employer (3rd Party) Verification Form has been submitted, the student can then receive an overall result for the whole unit. 2. OVERALL RESULT for unit ACHIEVED / COMPETENCY NOT ACHIEVED / WITHDRAWN (hours:______) ASSESSOR NAME: ___________________________________________________ Office use only: Result entered by: Date: Skills Centre Purpose of the Record of Assessment form (ROA): The record of assessment form is used for each unit of competency to assist Trainers and Educators in collecting the required assessment evidence. It also assists Administration in checking the assessments when entering the result into the student management system. Instructions for ROA: For each assessment listed, the Trainer/Educator is to enter the date that the assessment is marked and select if the assessment was Satisfactory or UnSatisfactory. Please select No Attendance if the student did not attend the assessment or hand in assessment by due date and was not granted an extension and/or have a medical certificate. The student is given two attempts at each assessment. If a student requires more than two attempts for one or more assessments, they are given a ‘Competency Not Achieved’ result for the unit and they are to be re-enrolled into the unit as per the training and assessment process. If a student withdraws before the completion of the unit and a ‘Competent’ result has not been achieved they are to be given a ‘Withdrawn’ result. For a withdrawn result indicate the number of hours the student has engaged in training activity. [Show More]

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