Assessment event 2 of 3: Project

Assessment event 2 of 3: Project

Unit code and name

CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander Peoples Cultures

Qualification code and name

CHC30121 Certificate III in Early Childhood Education and Care

CHC30221 Certificate III in School Based Education Support

CHC40221 Certificate IV in School Based Education Support

Student name

Student number

Version20231019

Date created:07 November 2022

TAFE NSW 2023RTO Provider Number 90003 | CRICOS Provider Code: 00591E

This assessment can be found in the TAFE NSW Learning Bank.

The content in this document is copyright TAFE NSW 2023 and should not be reproduced without the permission of TAFE NSW. Information contained in this document is correct at time of printing: DATE @ "dd MMMM yyyy" * MERGEFORMAT 30 August 2024. For current information please refer to our website or your teacher or assessor as appropriate.

Assessment information

Assessment event overview

The aim of this assessment event is to assess your knowledge and performance skills to identify diverse perspectives on Aboriginal and/or Torres Strait Islander Peoples Cultures, an understanding of the local and broader cultural contexts, and use the identified information to embed culturally appropriate experiences, interactions, behaviours and physical environments into daily practice with children and students.

This assessment is in 2 parts:

Part 1: Short answer questions

Part 2: Research and reflection

And is supported by:

Assessment Checklist

Assessment Feedback

Unit assessment guide

Refer to the unit assessment guide (UAG) for more details.

Assessment conditions

Assessment must ensure access to;

curriculum from the regulated service or school

sources of information on Local Aboriginal and/or Torres Strait Islander Peoples histories and Cultures

National Quality Framework:

National Quality Standard

the relevant approved learning framework

Submission instructions

When you complete this assessment:

read the assessment checklist at the end of the assessment to make sure you have completed everything

keep a copy of any assessments you submit for marking

make sure you have completed the assessment declaration before you submit.

Task instructions

The assessor will use the criteria outlined in the following tasks to determine if you have satisfactorily completed this assessment event. Follow these instructions to ensure you demonstrate the required knowledge and skills.

WARNING: Aboriginal and Torres Strait Islander learners are warned that the following resource may contain images and voices of person who have passed away. It may also contain content or visual media of spaces and places that are Culturally significant or sensitive to Aboriginal and/or Torres Strait Islander Peoples.

Self-awareness Warning

Please note there is specific content in this resource that relate to different aspects of diversity and identity. If you find any of the content upsetting or distressing, please talk to your teacher or contact the relevant support service:

Aboriginal Student Support Services (Email -aboriginalstudentsupport@tafensw.edu.au)

Accessibility and disability services (Long URL - https://www.tafensw.edu.au/student-services/disability-services)

Personal counselling (Long URL - https://www.tafensw.edu.au/counselling-career-development-services/personal-counselling-wellbeing)

International students (Long URL - https://www.tafensw.edu.au/student-services/international-student-support)

Multicultural support (Long URL - https://www.tafensw.edu.au/multicultural-support-services)

Part 1: Short answer questions

To complete this part of the assessment, you will complete the short answer questions, in the word length of 30-80 words for each question.

You should read all questions carefully and complete all the assessment requirements. Refer to the Assessment checklist sections, which the assessor will use to assess your knowledge and record your results.

What is the name of the Land on which you are currently living or studying?

What are the traditional boundaries of the land? (20-40 words)

Croydon Park NSW

a) Briefly outline 2 local or regional organisations which are Aboriginal and/or Torres Strait Islander Community led that provide services for children/young people and families. Add details and a summary of what each service provides. (30-50 words for each)

b) Briefly outline 2 local events that you could attend that would develop your understanding of Aboriginal and/or Torres Strait Islander Peoples, histories and Cultures. Provide the weblink or reference to the service and events provided. (80-150 words)

c) When accessing information on Aboriginal and/or Torres Strait Islander Peoples histories and Cultures briefly explain how you determine if the source is credible? (20-50 words)

Table 1- Question 2

a)

b)

c)

For questions 3-5, access Reconciliation Australia- Acknowledgement of Country and Welcome to Country, Reconciliation Australia- What is reconciliation? and Who has a RAP?; to help with your response (50-100 words each question).

a) Explain what a Welcome to Country is.

b) Who can deliver a Welcome to Country?

c) Describe an event or time when a Welcome to Country would be delivered in a service or school.

Table 2- Question 3

a)

b)

c)

a)Explain what an Acknowledgement of Country.

Who can offer an Acknowledgement of Country?

Describe a time when an Acknowledgement might be offered at a school or service.

Table 3- Question 4

a)

b)

c)

After reading through Reconciliation Australia- What is reconciliation? and Who has a RAP?;

briefly describe, in your own words, the term reconciliation

outline the 5 dimensions of reconciliation

outline the purpose and significance of Reconciliation Action Plans.

Table 4- Question 5

a)

b)

c)

Part 2: Research and reflection

To complete this part of the assessment, student will access and research information on Aboriginal and/or Torres Strait Islander Peoples Cultures from creditable sources and answer associated reflection questions.

Topic 1 - The Uluru Statement and Healing Foundation

WARNING: Aboriginal and Torres Strait Islander learners are warned that the following resource may contain images and voices of person who have passed away. It may also contain content or visual media of spaces and places that are Culturally significant or sensitive to Aboriginal and/or Torres Strait Islander Peoples.

Visit the official website and explore The Statement. Then, answer the following questions in the word length of 30-80 words for each question.

Identify when, where, and by whom was The Statement formed.

Document at least 3 of the on-going impacts of colonisation on Aboriginal and/or Torres Strait Islander Peoples, as noted in The Statement.

Visit the official website Healing Foundation and explore What is intergenerational trauma? Then, answer the following questions in the word length of 100-150 words in total.

a) In your own words describe intergenerational trauma.

Briefly describe the intergenerational effects of forced separation and the impact it has on Aboriginal and/or Torres Strait Islander Peoples and Cultures.

a)

b)

Briefly outline the educator/ SLSOs role in promoting childrens understanding of, and respect for, Aboriginal and/or Torres Strait Islander Peoples history and Cultures.

Topic 2 - Protocols for researching and sharing information

Visit the official website and explore Inside and outside knowledge. Then, answer questions 1-4 in the word length of 30-80 words for each question.

When working with Aboriginal and/or Torres Strait Islander Peoples: What does the term mean who owns the knowledge?

Briefly explain the concept of inside and outside knowledge

Identify 2 examples of appropriate Aboriginal and/or Torres Strait Islander Cultures information that can be shared in an educational setting.

1.

2.

Outline a Culturally safe approach to sharing Aboriginal and/or Torres Strait Islander information in your local area.

a) Access and read Narragunnawali- Cultural Safety And Respect In The Classroom and in your own words briefly summarise key points that must be considered when following protocols for researching and sharing information about Aboriginal and/or Torres Strait Islander Peoples histories and Cultures.

b) Knowing the above protocols for researching and sharing information about Aboriginal and/or Torres Strait Islander Peoples histories and Cultures, identify the relevant code of ethics/code of conduct that relate to your workplace, either early childhood education and care services or schools.

Topic 3- 8 Ways of learning framework

Read the 8 WAYS Aboriginal Pedagogy- Protocol and answer the following questions.

Outline the 8 WAYS Aboriginal Pedagogy- Protocol and where it originated from. (100-200 words)Under the heading Cultural Interface Protocols For Engaging With Aboriginal Knowledge list the 10 protocols.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Access 8 WAYS Best Practice Examples and 8 WAYS Resources and explore the diverse ways of learning examples.

Reflect on what you have explored and outline aspects of diverse ways of learning in relation to the following areas;

mathematics

music

art

science

Include examples of ideas that could incorporate Aboriginal and/or Torres Strait Islander Peoples Cultures in routines and learning experiences.(100-200 words)

Bibliography

Provide references where required, using either the APA or Harvard reference style. TAFE NSW Libraries Researching and Referencing: Referencing Skills provides APA and Harvard guides, checklists and resources.

Assessment checklist

The students copy of the assessment checklist will be used by you to capture evidence of their performance in any type of project. This checklist outlines all the required criteria you will be marking the student on. All criteria described in the assessment checklist must be met. The assessor will use this checklist to ensure all required tasks have been completed and submitted and provide feedback for each task.

Note that S = Satisfactory and U/S = Unsatisfactory.

Table 5-Assessment checklist

Task Instructions - The student; S U/S Assessor comments

Part 1 Short answer questions 1 Identified the name of the Land on which the student currently is living or studying and the traditional boundaries of the land.

2 a) Briefly outlined 2 local or regional organisations which are Aboriginal and/or Torres Strait Islander Community led that provide services for children/young people and families. Added details and a summary of what each service provides. (30-50 words for each)

b) Briefly outlined 2 local events that you could attend that would develop your understanding of Aboriginal and/or Torres Strait Islander Peoples, histories and Cultures. Provide the weblink or reference to the service and events provided. (80-150 words)

c) When accessing information on Aboriginal and/or Torres Strait Islander Peoples histories and Cultures briefly explained how to determine if the source is credible? (20-50 words)

3 a) Explained what a Welcome to Country is.

b) Who can deliver a Welcome to Country?

c) Described an event or time when a Welcome to Country would be delivered in a service or school.

4 Explained what an Acknowledgement to Country

Who can offer an Acknowledgement of Country?

Described a time when an Acknowledgement might be offered at a school or service.

5 briefly describes, in own words, the term reconciliation

outlined the five dimensions of reconciliation

outlined the purpose and significance of Reconciliation Action Plans.

Part 2 Research and reflection Topic 1 The Uluru Statement and Healing Foundation 1 Identified when, where, and by whom was The Statement formed.

2 Documented at least 3 of the on-going impacts of colonisation on Aboriginal and/or Torres Strait Islander Peoples, as noted in The Statement.

3 In own words described intergenerational trauma.

Briefly described the intergenerational effects of forced separation and the impact it has on Aboriginal and/or Torres Strait Islander Peoples and Cultures.

4 Briefly outlined the educator/ SLSOs role in promoting childrens understanding of, and respect for, Aboriginal and/or Torres Strait Islander Peoples history and Cultures.

Topic 3 Protocols for researching and sharing information 1 Identified what does the term who owns the knowledge means.

2 Briefly explained the concept of inside and outside knowledge 3 Identified 2 examples of appropriate Aboriginal and/or Torres Strait Islander Cultures information that can be share in your educational setting.

4 Outlined a culturally safe approach to sharing Aboriginal and/or Torres Strait Islander information in your local area

5 a) Accessed and read Narragunnawali- Cultural Safety And Respect In The Classroom and in own words briefly summarised key points that must be considered when following protocols for researching and sharing information about Aboriginal and/or Torres Strait Islander Peoples histories and Cultures.

b) identified the relevant code of ethics/code of conduct that relate to your workplace, either early childhood education and care services or schools.

Topic 4 8 Ways of learning framework 1 Outlined the 8 ways of learning framework and where it originated from.

2 Under the heading listed the 10 protocols from Cultural Interface Protocols For Engaging With Aboriginal Knowledge

3 Accessed 8 WAYS Best Practice Examples and 8 WAYS Resources and explored the diverse ways of learning examples.

Reflected on what was explored and outline aspects of diverse ways of learning in relation to the following areas;

mathematics

music

art

science

Included examples of ideas that could incorporate Aboriginal and/or Torres Strait Islander Peoples Cultures in routines and learning experiences.(100-200 words)

Submission checklist

Submit the following for marking:

This completed Assessment event 2 of 3: Project

External resources Links and URLs

Long URLs and permalinks are provided for access to content when the assessment is not used digitally, for example, not clickable.

Table 6- External resources Links and URLs

Resource Name Long URL

Reconciliation Australia- Acknowledgement of Country and Welcome to Country https://www.reconciliation.org.au/acknowledgement-of-country-and-welcome-to-country/Journey of Health and Wellbeing https://ww2.health.wa.gov.au/News/The-journey-of-health-and-wellbeingThe Uluru Statement from the Heart https://ulurustatement.org/Inside and Outside knowledge https://www.qcaa.qld.edu.au/about/k-12-policies/aboriginal-torres-strait-islander-perspectivesChildrens Ground Walk With Us video https://vimeo.com/444707682Childrens Ground website https://childrensground.org.au/Childrens Ground - Reports https://childrensground.org.au/who-we-are/reports-2/Researching and Referencing: Referencing Skills https://tafensw.libguides.com/research/referencingThis page is not required for online assessment submissions.

Student assessment declaration

This assessment is my original work and has not been:

copied from any source without proper referencing

written for me by any other person except where such collaboration has been approved by a teacher or assessor.

Student signature and date

Assessment feedback

Reasonable adjustment was in place for this assessment event.

If so, please provide details of any reasonable adjustment strategies that were implemented:

[Insert reasonable adjustment strategies]

Assessment outcome

Satisfactory Unsatisfactory

Comments

[Insert comments]

Assessor name, signature and date

Student acknowledgement of assessment outcome

[Would you like to make any comments about this assessment?]

Student name, signature and date