Assessment event 3 of 3: Workplace Portfolio

Assessment event 3 of 3: Workplace Portfolio

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

Date created:07 November 2022

TAFE NSW 2022RTO Provider Number 90003 | CRICOS Provider Code: 00591E

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

The content in this document is copyright TAFE NSW 2022 and should not be reproduced without the permission of TAFE NSW. Information contained in this document is correct at time of printing: DATE @ "dd MMMM yyyy" * MERGEFORMAT 29 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 different perspectives on Aboriginal and/or Torres Strait Islander Peoples Cultures, develop an understanding of the local and broader cultural contexts, and use the identified information to incorporate culturally appropriate experiences, interactions, behaviours and physical environments into daily practice with children.

This assessment is in one part:

Part 1: Aboriginal and/or Torres Strait Islander Peoples Cultures

And is supported by:

Observation checklist

Assessment checklist

Assessment Feedback

Unit assessment guide

Refer to the unit assessment guide (UAG) before attempting this assessment event. The UAG contains information including assessment requirements and how to achieve a satisfactory result.

Assessment conditions

Skills must be demonstrated in a regulated childrens education and care service or school in Australia. Interactions with children must be supervised by an approved early childhood educator or teacher.

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

Service standards, policies and procedures for:

collaborative partnerships with families and communities including direct relationships with Aboriginal and/or Torres Strait Islander families and Communities

educational program and practice

relationships with children

National Quality Framework:

National Quality Standard

the relevant approved learning framework

Educators for collaboration

Children in an education and care service or school.

Submission instructions

When you complete this assessment:

read the 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.

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: Aboriginal and/or Torres Strait Islander Peoples Cultures

This part will be conducted in the workplace, being either a regulated early childhood education and care service or a school. This assessment entails 3 tasks including;

Task 1- Research Local Aboriginal and/or Torres Strait Islander Peoples Cultures and reflect on your own understanding.

Task 2- Consult and share information with the workplace supervisor

Task 3- Support childrens understanding of Aboriginal and/or Torres Strait Islander Peoples Cultures.

Task 2 will require TAFE students to consult with the workplace supervisor. If the Workplace supervisor is unavailable, please consult with the following, as advised or suggested by your workplace supervisor;

In an Early childhood education care and service- Consultation in an ECEC service could take place with the Nominated Supervisor or Educator with a Teaching or Diploma qualification.

In a school setting- Consultation in the school could take place with an Assistant Principals, Head Teacher or experienced Teacher Assistant, Classroom Teacher, Head School Learning Support Officer.

Task 1- Research Aboriginal and/or Torres Strait Islander Peoples Communities and reflect on your own understanding

To complete this task, you are required to research, identify, reflect and report on the following areas;

Partnerships- Workplace policies, procedures, frameworks, standards and/or curriculum which need to be considered when working in partnership with Aboriginal and/or Torres Strait Islander Peoples and Cultures.

Reflection- to identify own perspectives on Aboriginal and/or Torres Strait Islander Peoples Cultures

Identify ideas and opportunities- that promote childrens understanding and awareness of Local Aboriginal and/or Torres Strait Islander Peoples Cultures and languages in Culturally safe and sensitive ways.

Document your research findings using the template/questions to guide you.

Explain how educational settings can engage partnerships with children, parents, carers and community to create and share Cultural experiences. Explanation must include reference to;

direct relationships with Aboriginal and/or Torres Strait Islander children, families and Community

considering Aboriginal and/or Torres Strait Islander perspectives on early childhood learning and development

educational program/curriculum and everyday practices

(100-200 words)

Question 2 is specific to your workplace, you will only be required to respond to either;

Early childhood education and care students (80-120 words )

Schools based education support students (80-120 words )

Table 1- Question 2

Early childhood education and care students

Identify the requirements of the workplace National Quality Standard, regulations, workplace anti-discrimination laws, and frameworks relevant to working in partnership with Aboriginal and/or Torres Strait Islander Peoples and Communities. Your response must include reference to;

collaborative partnerships with children, families and Communities including direct relationships with Aboriginal and/or Torres Strait Islander Peoples and Communities

educational program and practice

Schools based education support students

Identify the requirements of the workplace anti-discrimination laws and policies and procedures, relevant to working in partnership with Aboriginal and/or Torres Strait Islander Peoples and Communities. Your response must include reference to;

collaborative partnerships with children, families and Communities including direct relationships with Aboriginal and/or Torres Strait Islander Peoples and Communities

Reflection- Reflect on your own perspectives of diversity in 100 200 words. In your answer:

Identify and reflect on your own social perspectives and biases of Aboriginal and/or Torres Strait Islander Peoples Cultures.

Identify ways to improve own self and social awareness of Aboriginal and/or Torres Strait Islander Peoples Cultures.

In Task 2 you will discuss the reflection process and outcome with a workplace supervisor and document this discussion.

Identify opportunities that incorporate Aboriginal and/or Torres Strait Islander Peoples Cultures and Languages.

Identify ideas and opportunities (3 minimum) that can be incorporated into the existing daily routine and/or practice in a regulated education and care setting/school environment. Opportunities must;

promote childrens understanding and awareness of Local Aboriginal and/or Torres Strait Islander Peoples Cultures and languages

be Culturally safe and respectful,

consistent with the Communitys Cultural Protocols, the approved learning framework or the curriculum.

Briefly explain how opportunities ;

are Culturally safe- (including, daily practices- interactions, communications, policies, procedures, connecting with community, engaging businesses, environments)

encourage childrens understanding of Local Aboriginal and/or Torres Strait Islander Peoples Cultures and languages

reflect on and engage with diverse ways of learning

In Task 2 you will share and consult with your workplace supervisor to gather feedback on your ideas. This will be documents.

Table 2- Opportunities template

Description of idea and/or images of opportunities How opportunities ;

are culturally safe

encourage childrens understanding of Aboriginal and/or Torres Strait Islander Peoples Cultures and languages

reflect on and engage with diverse ways of learning

Task 2- Consult and share information with the workplace supervisor

After completing your research task in Task 1, you will share and consult with your workplace supervisor on the following;

Reflection (Task 1 Q3)- you will discuss the reflection process and outcome with a workplace supervisor and document this discussion.

Identify opportunities (Task 1 Q4)- gather feedback on the 3 opportunities that promote childrens understanding and awareness of Local Aboriginal and/or Torres Strait Islander Peoples Cultures and languages in Culturally safe and sensitive ways.

Identifying one experience to support in the workplace-

Discuss with the workplace supervisor one small group experience/class activity that you can support that;

encourages children/students to build understanding of Local Aboriginal and/or Torres Strait Islander Peoples Cultures and reflects on and engages with diverse ways of learning

aligns with Aboriginal and/or Torres Strait Islander Peoples Communitys Cultural Protocols and the approved learning framework/school curriculum.

When consulting with the workplace supervisor the TAFE student must do this in a Culturally sensitive way, taking account of how the information can be shared.

Document the discussion that occurs with the workplace supervisor and any feedback received in the template provided.

Workplace supervisor discussion template

Table SEQ Table * ARABIC3- Document the discussion that occurs with the workplace supervisor template

Reflection (Task 1 Q3)- you will discuss the reflection process and outcome with a workplace supervisor and document this discussion.

Identify opportunities (Task 1 Q4)- gather feedback on the 3 opportunities that promote childrens understanding and awareness of local Aboriginal and/or Torres Strait Islander Peoples Cultures and languages in culturally safe and sensitive ways.

Identifying one experience to support in the workplace- Discuss with the workplace supervisor one small group experience/lesson and document this discussion.

Task 3- Support childrens understanding of Aboriginal and/or Torres Strait Islander Peoples Cultures.

During work placement or when working in an early childhood education and care service or a school, you are required to support an experience or class activity that promote children/students understanding of Aboriginal and/or Torres Strait Islander Peoples Cultures and Languages in Culturally safe and sensitive ways.

You must complete the following tasks:

After the discussion with the workplace supervisor (In Task 2), document the experience/class activity that you will be supporting in the supporting a planned experience template provided.

Support the chosen experience/class activity in a Culturally sensitive manner that;

models respect for Aboriginal and/or Torres Strait Islander Peoples Cultural knowledge,

incorporates Aboriginal and/or Torres Strait Islander Peoples Cultures and languages in Culturally sensitive and safe ways,

encourages children/students to reflect on and engage diverse ways of learning,

follow the relevant service/schools policies and procedures including;

partnerships with children, families and communities

educational program and practice

Interactions with children must be supervised by an approved early childhood educator or teacher.

Reflect and evaluate how the experience you supported promoted childrens understanding of Aboriginal and/or Torres Strait Islander Peoples Cultures and languages and diverse ways of learning.

Identify one additional extension/follow on opportunity.

Document findings and responses using the template provided:

Supporting a planned experience template

Table 4- Supporting a planned experience template

Experience/ class activity name and brief description. Date the experience will be supported

Describe the learning opportunities that encourages children/students to build understanding of Local Aboriginal and/or Torres Strait Islander Peoples Cultures, reflects on and engages with diverse ways of learning.

Environment and resources (Briefly describe the environmental and resource aspects to be considered when supporting the experience)

Reflection and evaluation (Briefly outline how you supported and promoted childrens understanding of Aboriginal and/or Torres Strait Islander Peoples Cultures, languages, use of Protocols and diverse ways of learning throughout the experience). (50-100 words)

Identify one additional extension / Follow on opportunity.

Observation checklist

The observation checklist will be used by the TAFE Assessor to mark your performance in the previous event type/s. Use this checklist to understand what skills you are required to demonstrate in this section of the assessment. This checklist outlines the assessment criteria you will be marked on. All the criteria must be met. Any criteria not observed, may be verified through a professional conversation with the workplace supervisor.

Table SEQ Table * ARABIC5 Declaration

Workplace supervisor name Signature Assessor / teacher name Signature Table SEQ Table * ARABIC6 Observation checklist

Assessment criteria

The student must demonstrate the following: S US Assessor comments

Task 2- Consult and share information with the workplace supervisor When gathering and sharing this information the TAFE Student consults with the workplace supervisor.

During all interactions the student;

Asked open and closed questions and actively listen to seek information and confirm understanding

Handled information in a Culturally sensitive way taking account of how and with whom information can be shared.

Developed and communicated ideas to promote childrens understanding of Aboriginal and/or Torres Strait Islander Peoples Cultures and languages through collaboration with others in Culturally safe and sensitive ways.

Task 3- Support childrens understanding of Aboriginal and/or Torres Strait Islander Peoples Cultures. Supported one experience or class activity that promoted children/students understanding of Aboriginal and/or Torres Strait Islander Peoples Cultures and languages in Culturally safe and sensitive ways.

When supporting the one experience or class activity the TAFE student;

Facilitated childrens experiences in meaningful and Culturally appropriate ways that model respect, values and positively portray Aboriginal and/or Torres Strait Islander Peoples Cultures and languages.

Modelled language and interactions that show respect for Aboriginal and/or Torres Strait Islander Peoples Cultural knowledge.

Used opportunities to encourage children to reflect on and engage with diverse ways of learning.

Interacted and engaged with children and Community members to build a genuine, trusting rapport in a Culturally sensitive manner.

followed the relevant service/schools policies and procedures including;

partnerships with children, families and communities

educational program and practice

Strategic questions (TAFE Assessor to document additional questioning if required)

Assessment checklist

The assessment checklist will be used by the TAFE Assessor to capture evidence of your performance in any type of project. This checklist outlines all the required criteria you will be marked 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 SEQ Table * ARABIC 7- Assessment checklist

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

Task 1 Research Local Aboriginal and/or Torres Strait Islander Peoples Cultures and reflect on your own understanding. 1 Explained how educational settings can engage partnerships with children, parents, carers and community to create and share Cultural experiences. Explanation must include reference to;

direct relationships with Aboriginal and/or Torres Strait Islander children, families and Community

Considering Aboriginal and/or Torres Strait Islander perspectives on early childhood learning and development

educational program/curriculum and everyday practices

2 Early childhood education and care students

Identified the requirements of the workplace National Quality Standard, regulations, workplace anti-discrimination laws, and frameworks relevant to working in partnership with Aboriginal and/or Torres Strait Islander Peoples and Communities. Your response must include reference to;

collaborative partnerships with children, families and Communities including direct relationships with Aboriginal and/or Torres Strait Islander Peoples and Communities

educational program and practice

Schools based education support students

Identify the requirements of the workplace anti-discrimination laws and policies and procedures, relevant to working in partnership with Aboriginal and/or Torres Strait Islander Peoples and Communities. Your response must include reference to;

collaborative partnerships with children, families and communities including direct relationships with Aboriginal and/or Torres Strait Islander Peoples and Communities

educational program and practice

3 Reflected on own perspectives on diversity in 100 200 words. The answer include:

Identifying and reflecting on your own social perspectives and biases of Aboriginal and/or Torres Strait Islander Peoples Cultures.

Identifying ways to improve own self and social awareness of Aboriginal and/or Torres Strait Islander Peoples Cultures.

4 Completed template;

Identified ideas and opportunities (3 minimum) that can be incorporated into the existing daily routine and/or practice in a regulated education and care setting/school environment. Opportunities must;

promote childrens understanding and awareness of Local Aboriginal and/or Torres Strait Islander Peoples Cultures and languages

be Culturally safe and respectful,

consistent with the Communitys Cultural Protocols, the approved learning framework or the curriculum.

Briefly explained how opportunities ;

are Culturally safe

encourage childrens understanding of Aboriginal and/or Torres Strait Islander Peoples Cultures and languages

reflect on and engage with diverse ways of learning

Task 2 Consult and share information with the workplace supervisor 1 Document the discussion with the workplace supervisor for each of the following;

Reflection (Task 1 Q3)- Discussed the reflection process and outcome with a workplace supervisor and document this discussion.

Identify opportunities (Task 1 Q4)- gathered feedback on the 3 opportunities that promote childrens understanding and awareness of Local Aboriginal and/or Torres Strait Islander Peoples Cultures and languages in Culturally safe and sensitive ways.

Identifying one experience to support in the workplace, that was discussed with the workplace supervisor. Outcome documented.

Task 3- Support childrens understanding of Aboriginal and/or Torres Strait Islander Peoples Cultures. 1 Documented the experience/class activity that the TAFE student will support using the template provided.

3 Evaluated how the experience promoted childrens understanding of Aboriginal and/or Torres Strait Islander Peoples Cultures and languages and diverse ways of learning.

Submission checklist

Submit the following for marking:

This completed Assessment event 3 of 3: Workplace Portfolio

This page is not required for online assessment submissions.

Student assessment declaration

This assessment is my original work and has not been:

copied from any source without proper referencing

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

Student signature and date

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