Diploma in early childhood and care

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Student Name   Student Number  
Unit Code/s & Name/s Culture Cluster

CHCECE001  Develop cultural competence

CHCDIV002   Promote Aboriginal and/or Torres Strait Islander cultural Safety

CHCECE026  Work in partnership with families to provide appropriate education and care for children

Assessment Type ☐ Case Study    ☒ Assignment    ☐ Project    ☐ Other (specify)
Assessment Name Assessment 2a Assessment Task No. 2a
Assessment Due Date   Date submitted  
Assessor Name  
Student Declaration:  I declare that this assessment is my own work.  Any ideas and comments made by other people have been acknowledged as references.  I understand that if this statement is found to be false, it will be regarded as misconduct and will be subject to disciplinary action as outlined in the TAFE Queensland Student Rules.  I understand that by emailing or submitting this assessment electronically, I agree to this Declaration in lieu of a written signature.
Student Signature   Date  
PRIVACY DISCLAIMER: TAFE Queensland is collecting your personal information for assessment purposes. The information will only be accessed by authorised employees of TAFE Queensland. Some of this information may be given to the Australian Skills Quality Authority (ASQA) or its successor and/or TAFE Queensland for audit and/or reporting purposes. Your information will not be given to any other person or agency unless you have given us written permission or we are required by law.

 

Instructions to Student Number of Tasks:

3 Tasks

Task 1 – 2 questions

Task 2 – 2 scenarios = 2 questions per scenario

Task 3 – 3 questions

Time Allowed:

Due date as per your study guide due date schedule.

Materials to be supplied by the student:

Computer, pen

General Instructions:

o   You specifically address all parts of each question and/or task instruction

o   You use your own words and reference any sourced information appropriately

o   You submit your own work

o   Your answers are professionally presented ie. Spelling, grammar, formatting

o   Answers should be detailed enough to meet the requirements of the questions/unit of competency.

o   Word limits are not provided. Length of assessments will depend on the content the student selects to build upon. Therefore ensure you have provided detailed answers to address the requirements of the task. Dot points are acceptable.

o   Ensure that you explain each response thoroughly to demonstrate your skills and knowledge of identifying and responding to children and young people at risk

 

Information / Materials provided:

Learning Resources on CONNECT

 

Assessment Criteria:

For a ‘satisfactory ‘result in this task, all questions must be answered to a ‘satisfactory’ standard. This means that :

To achieve a satisfactory result, your assessor will be looking for your ability to demonstrate key skills, tasks and knowledge to an acceptable industry standard in relation:

  • To working in partnership with families to provide appropriate education and care for the child.
  • To identifying 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.
  • To working towards cultural competency and to support participation of all children and families in cluidren’s services. This support includes contributing to children’s understanding and acceptance of all cultures.

 

Number of Attempts:

You will receive up to two (2) attempts at this assessment task.

 

Should you not submit your assessment by the due date

then you will be marked as unsatisfactory on your 1st attempt.

 

Should your 1st attempt of submission be unsatisfactory (U), your teacher will provide feedback and discuss the relevant sections / questions with you and will arrange a due date for the submission of your 2nd attempt.

 

If your 2nd submission is unsatisfactory (U), or you fail to submit a 2nd attempt, you will receive an overall unsatisfactory result for this assessment task.

 

Only one (1) re-assessment attempt may be granted for each assessment task, with the exception of Apprentices or Trainees who are permitted an additional supplementary assessment. For more information, refer to the Student Rules.

 

Submission details Insert your details on page 1.

If you are submitting this assessment as a hard copy ensure you sign the Student Declaration. Include this template with your submission.

 

Assessment must be submitted by the due date identified as per study guide Assessment Due Date Schedule.

 

method of submission;  Assessment to be submitted via

Instructions for the Assessor This is an open book assessment, students should be able to complete as per the Unit Study Guide due dates schedule. All students are provided with and required to follow the above instructions, specific assessment instructions and instructions to submit online.

This assessment can be submitted online through CONNECT. Online submission act in lieu of coversheet/signature and all act as student’s consent to be assessed.

If this assessment is submitted via a hard copy then a coversheet/signature must be included with the assessment.

Review the student’s assessment submission using the Mark Sheet and the Marking Guide.

Mark assessment criteria and overall as S or NS and provide comments to validate the results. Insert X in the S column or an X in the NS column accordingly.

Students are allowed two submissions. You may wish to clarify some answers verbally, if so please comment that the student has readdressed the questions appropriately verbally with the date of the conversation.

Store assessed tasks and Marking Sheet in student file and record result on ASR.

Materials to be Supplied: Assessment, templates, supporting resources in learning manuals and marking sheets where relevant.

 

Note to Student An overview of all Assessment Tasks relevant to this unit is located in the Unit Study Guide.

 

Details

 

Task 1 – Short Answers

Question 1
Use the Creative Spirits website link (https://www.creativespirits.info/aboriginalculture/history/aboriginal-history-timeline-1770-1899 ), to research and explain the significant events listed in the table, on Aboriginal and Torres Strait Islander History.

Outline the events on the table below relating to Aboriginal and Torres Strait Island history and the impacts of these events.

Ensure that you include the following:

·        Their engagement with community services and health systems

·         The health impact of European settlement; loss of land and culture; racism and discrimination; past and present power relations

 

 

 

 

 

Significant events/facts

Provide a brief overview of the event

Impact on Aboriginal and/or Torres Strait Islander people

Provide an explanation of how the Aboriginal and/or Torres Strait Islander people were affected by the event

Invasion and Wars

Event details:

 

 

 
Protection and Control Policy

Event details:

 

 

 
Torres Strait is annexed by Queensland

Event details:

 

 

 

 
White Australia Policy

Event details:

 

 

 

 
Assimilation Policy

Event details:

 

 

 

 

 
Significant events/facts

Provide a brief overview of the event

Impact on Aboriginal and/or Torres Strait Islander people

Provide an explanation of how the Aboriginal and/or Torres Strait Islander people were affected by the event

Integration Policy

Event details:

 

 

 
Self-determination (self-management) Policy

Event details:

 

 

 
Kevin Rudd’s ‘Sorry apology’ to Stolen Generations

Event details:

 

 

 
‘Closing the Gap’ https://www.coag.gov.au/closing_the_gap_in_indigenous_disadvantage

Event details:

 

 

 

 
Significant events/facts

Provide a brief overview of the event/fact

Impact on Aboriginal and/or Torres Strait Islander people

Provide an explanation of how the Aboriginal and/or Torres Strait Islander people were affected by the event

Lore (law)
http://www.workingwithatsi.info/content/PI_laws.htm

 

For this section define what ‘lore’ means and then explain the importance of this for the Aboriginal and Torres Strait Islander peoples:

 

 

 

 

 

Kinship
http://www.workingwithatsi.info/content/PI_family.htm

 

For this section define what kinship means and then explain the importance of this for the Aboriginal and Torres Strait Islander peoples:

 

 

 

 

 

 

Question 2

 

You are required to research the Aboriginal and Torres Strait Islander peoples. Use your research to answer the below questions:
a)            Identify the Aboriginal and/or Torres Strait Islander people who are the traditional owners of the land in your local area.

 

 

b)            When you have identified who the traditional owners of this land are, list three (3) historical facts about them, including local and state level.

1.

2.

3.

 

c)            Identify the five (5) Torres Strait Island groups and the names of each island in those groups

 

1.

2.

3.

4.

5.

 

 

d)            What are the main languages spoken in the Torres Strait Islands and where they are spoken?

 

 

 

e)            Identify five (5) cultural differences between Aboriginal and Torres Strait Islander peoples:

 

1.

2.

3.

4.

5.
f)             To improve communication with Aboriginal or Torres Strait Islander people, who maybe clients or colleagues at your service.

List at least three (3) communication verbal strategies you would use to enhance your respectful communication with these clients or colleagues. Hint: Strategies are detailed sentences explaining what you will do.

 

1.

 

2.

 

3.

 

 

Task 2 – Scenarios

 

Scenario 1

A new family from Greece has just enrolled in your service. The child Markos will be starting in care next week. The family have brought Markos to your Kindergarten room to meet your Lead Educator and you.

 

Question 1– At the initial orientation

 

a) What would you and the service do to make the child and their family feel welcome to the service?

 

 

 

b) What information could you and the service give the family?

 

 

c) What information would you make available for the families about community services and resources in your area?

 

 

 

d) What strategies would you implement to ensure that the information that you are providing Markos’s family is current?

 

 

 

 

e) How will you assist families to locate and contact community services and resources?

 

 

 

f)  What information could you and the service gather from the family?

 

 

 

 

Question 2 –  Once care has commenced:

a) How would you ensure a welcoming atmosphere and that you were culturally appropriate and effective in supporting the child and family to settle into your Kindergarten room?

 

 

b) How would you exchange information with the family about the child’s interests and gather information about key family events that may influence the child’s behaviour?

 

 

c) How would you check whether your care practices were meeting their needs?

 

 

d) How would you respond to the family when they had questions, concerns or requests?

 

 

e) Identify three (3) strategies in how the family can be involved in contributing to the operation of a service. Either as an advisor, consulting or decision-making role?

 

i.

ii.

iii.
f)  Identify three (3) strategies on how you can share information with families about their child’s progress, relationships, interests and experiences both in and outside the service?

 

g) If you need further support in relation to cultural diversity issues, who would you contact?

 

 

h) Reflect on your own personal biases against Aboriginal and/or Torres Strait Islander people. How will you overcome these biases in your own practices?

 

 

Scenario 2

You live in Brisbane and have just secured a position in a Remote Early Childhood Service which is located in an Indigenous Community in the Cape York area.

Question 1

What steps could you take, and who would you consult with in preparing yourself, prior to moving to your new job in reference to community protocols?

 

 

 

Question 2

You have made contact with the outgoing Educator to discuss any issues/needs/ideas that you need to know before you move.  The outgoing Educator has told you that there is difficulty in making relationships with the Community and difficulties in talking to the Board of Directors (Community Elders) about issues concerning the Service.

a)    What could you do to improve relationships with Aboriginal and Torres Strait Islander people, in regards to consultation and engagement between the Early Childhood Service and the community?

 

 

b)    What could be the potential impacts and critical issues that have affected the relationship and engagement between the service and the Aboriginal and/or Torres Strait Islander community?

 

 

 

c)    How would you engage with the Indigenous people, who use English as a second language?

 

 

 

d)     Your aim is to develop a strong partnership and establish a culturally safe service. You have been provided with an outcome that the service would like to achieve. Whilst working there you have identified an issue with regards to cultural safety at the service and this has been identified in the below table.

 

 

What outcome or goal would we like to achieve?

 

 

What strategies could we use to achieve this outcome?

 

Who will be involved?

 

 

Success measure

How will you know if you are doing well?

     

 

In relation to the above, please respond to the following:

 

 

 

 

 

 

 

 

Task 3 – Legislation

 

Use the Guide to the National Quality Standard (http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf ) to assist you with the below question
Question 1   What are the guiding principles in the National Quality Standards which should be applied in your daily practices in regards to working in partnership with families and in relation to culture and diversity?
 

 

Question 2   What are the Early Years Learning Framework (EYLF) Principles and Practices that guide you in relation to working in partnership with families and culture and diversity? You may list all that apply.

Principles  
Practices  

 

 

Question 3   What Quality Area and Standards guides our practices in relation to working in partnership with families

 

Quality Area

 

 
 

Standards

 

 

 

 

 

End of Assessment

 
Assessment Marking Criteria
 

 

Student Name   Student Number  
Unit Code/s & Name/s Culture Cluster

CHCECE001  Develop cultural competence.

CHCDIV002   Promote Aboriginal and/or Torres Strait Islander cultural safety.

CHCECE026  Work in partnership with families to provide appropriate education and care for children.

Assessment Type ☒ Assignment    ☐  Project      ☐ Case Study     ☐ Portfolio

☐ Third Party Report (Workplace)   ☐ Third Party Report (Peer)  ☐ Other

Assessment Name Assessment 2 Assessment Task No. 2
Assessment Due Date   Date submitted /      /
Assessor Feedback:

 

 

 

 

 

 

Student provided with feedback (check box when completed)

Attempt 1 Satisfactory  Unsatisfactory  ☐ Date /      /
Attempt 2 Satisfactory  Unsatisfactory  ☐ Date /      /
Supplementary Assessment

(Apprentices/Trainees only)

Satisfactory  Unsatisfactory  ☐ Date /      /
Assessor Name   Assessor Signature  
Note to assessor:  Please record below any reasonable adjustment that has occurred during this assessment e.g. written assessment given orally.
 

 

 

 

 

 

 

 

 

 

 

 

Assessment Criteria / Benchmarks

 

The evidence submitted demonstrates that the student satisfactorily:

Attempt 1 Attempt 2
S U S U
TASK 1
Q1. Outlined the events in the table that related to Aboriginal and Torres Strait Island history and the impacts of these events. Included:
·         Their engagement with community services and health systems.
·         The health impact of European settlement; loss of land and culture; racism and discrimination; past and present power relations.
Q2. Researched the Aboriginal and Torres Strait Islander peoples. Correctly answered the below questions:
a)    Identified the Aboriginal and/or Torres Strait Islander people who are the traditional owners of the land in your local area.
b)    Identified who the traditional owners of this land are, list three (3) historical facts about them, including local and state level.
c)    Identified the five (5) Torres Strait Island groups and the names of each island in those groups.
d)    Identified the main languages spoken in the Torres Strait Islands and where they are spoken.
e)    Identified five (5) cultural differences between Aboriginal and Torres Strait Islander peoples..
f)     Listed at least three (3) communication verbal strategies used to enhance respectful communication with these clients or colleagues.
TASK 2
Scenario 1 – Answered the questions from the scenario
Q1. At the initial orientation.
a)    Made suggestions to make the child and their family feel welcome to the service.
b)    Identified information you and the service gave the family.
c)    Suggested information available for the families about community services and resources in your area.
d)    Identified strategies to ensure that the information provided to Markos’s family is current.
e)    Assisted families to locate and contact community services and resources.
f)     Gathered from the family.
Q2: Once care has commenced:
a)    Created a welcoming atmosphere and were culturally appropriate and effective in supporting the child and family to settle.
b)    Exchanged information with the family about the child’s interests and gathered information about key family events that influenced the child’s behaviour.
c)    Checked care practices met their needs.
d)    Respond to the families’ questions, concerns or requests.
e)    Identified three (3) strategies how the family were involved in contributing to the operation of a service. Either as an advisor, consulting or decision-making role.
f)     Identified three (3) strategies on how to share information with families about their child’s progress, relationships, interests and experiences both in and outside the service.
g)    Identified who to contact for further support in relation to cultural diversity issues.
Scenario 2
Q1 Answered the questions from the scenario
a)    Identified steps in preparing yourself, prior to moving to your new job in reference to community protocols?
b)    Reflected on your own personal biases against Aboriginal and/or Torres Strait Islander people. How did you overcome these biases in your own practices.
Q2 Answered the questions from the scenario
a)    Identified ways to improve relationships with Aboriginal and Torres Strait Islander people, in regards to consultation and engagement between the Early Childhood Service and the community.
b)    Outlined the potential impacts and critical issues that affected the relationship and engagement between the service and the Aboriginal and/or Torres Strait Islander community.
c)    Engaged with the Indigenous people, who use English as a second language.
d)    In the table.  Outlined three (3) strategies to promote cultural safety.  Identified Aboriginal and Torres Strait Islander people who were involved and identified a success measure.
TASK 3
Q1

Identified the guiding principles in the National Quality Standards which should be applied in your daily practices in regards to working in partnership with families and in relation to culture and diversity.

Q2

Identified the Early Years Learning Framework (EYLF) Principles and Practices that guide you in relation to working in partnership with families and culture and diversity?

Q3

Identified the Quality Area and Standards guides our practices in relation to working in partnership with families

 

 

Student Name   Student Number  
Unit Code/s & Name/s Culture Cluster

CHCECE001  Develop cultural competence

CHCDIV002   Promote Aboriginal and/or Torres Strait Islander cultural Safety

CHCECE026  Work in partnership with families to provide appropriate education and care for children

Assessment Type ☐ Case Study    ☒ Assignment    ☐ Project    ☐ Other (specify)
Assessment Name Assessment 2a Assessment Task No. 2a
Assessment Due Date   Date submitted  
Assessor Name  
Student Declaration:  I declare that this assessment is my own work.  Any ideas and comments made by other people have been acknowledged as references.  I understand that if this statement is found to be false, it will be regarded as misconduct and will be subject to disciplinary action as outlined in the TAFE Queensland Student Rules.  I understand that by emailing or submitting this assessment electronically, I agree to this Declaration in lieu of a written signature.
Student Signature   Date  
PRIVACY DISCLAIMER: TAFE Queensland is collecting your personal information for assessment purposes. The information will only be accessed by authorised employees of TAFE Queensland. Some of this information may be given to the Australian Skills Quality Authority (ASQA) or its successor and/or TAFE Queensland for audit and/or reporting purposes. Your information will not be given to any other person or agency unless you have given us written permission or we are required by law.

 

Instructions to Student Number of Tasks:

3 Tasks

Task 1 – 2 questions

Task 2 – 2 scenarios = 2 questions per scenario

Task 3 – 3 questions

Time Allowed:

Due date as per your study guide due date schedule.

Materials to be supplied by the student:

Computer, pen

General Instructions:

o   You specifically address all parts of each question and/or task instruction

o   You use your own words and reference any sourced information appropriately

o   You submit your own work

o   Your answers are professionally presented ie. Spelling, grammar, formatting

o   Answers should be detailed enough to meet the requirements of the questions/unit of competency.

o   Word limits are not provided. Length of assessments will depend on the content the student selects to build upon. Therefore ensure you have provided detailed answers to address the requirements of the task. Dot points are acceptable.

o   Ensure that you explain each response thoroughly to demonstrate your skills and knowledge of identifying and responding to children and young people at risk

 

Information / Materials provided:

Learning Resources on CONNECT

 

Assessment Criteria:

For a ‘satisfactory ‘result in this task, all questions must be answered to a ‘satisfactory’ standard. This means that :

To achieve a satisfactory result, your assessor will be looking for your ability to demonstrate key skills, tasks and knowledge to an acceptable industry standard in relation:

  • To working in partnership with families to provide appropriate education and care for the child.
  • To identifying 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.
  • To working towards cultural competency and to support participation of all children and families in cluidren’s services. This support includes contributing to children’s understanding and acceptance of all cultures.

 

Number of Attempts:

You will receive up to two (2) attempts at this assessment task.

 

Should you not submit your assessment by the due date

then you will be marked as unsatisfactory on your 1st attempt.

 

Should your 1st attempt of submission be unsatisfactory (U), your teacher will provide feedback and discuss the relevant sections / questions with you and will arrange a due date for the submission of your 2nd attempt.

 

If your 2nd submission is unsatisfactory (U), or you fail to submit a 2nd attempt, you will receive an overall unsatisfactory result for this assessment task.

 

Only one (1) re-assessment attempt may be granted for each assessment task, with the exception of Apprentices or Trainees who are permitted an additional supplementary assessment. For more information, refer to the Student Rules.

 

Submission details Insert your details on page 1.

If you are submitting this assessment as a hard copy ensure you sign the Student Declaration. Include this template with your submission.

 

Assessment must be submitted by the due date identified as per study guide Assessment Due Date Schedule.

 

method of submission;  Assessment to be submitted via

Instructions for the Assessor This is an open book assessment, students should be able to complete as per the Unit Study Guide due dates schedule. All students are provided with and required to follow the above instructions, specific assessment instructions and instructions to submit online.

This assessment can be submitted online through CONNECT. Online submission act in lieu of coversheet/signature and all act as student’s consent to be assessed.

If this assessment is submitted via a hard copy then a coversheet/signature must be included with the assessment.

Review the student’s assessment submission using the Mark Sheet and the Marking Guide.

Mark assessment criteria and overall as S or NS and provide comments to validate the results. Insert X in the S column or an X in the NS column accordingly.

Students are allowed two submissions. You may wish to clarify some answers verbally, if so please comment that the student has readdressed the questions appropriately verbally with the date of the conversation.

Store assessed tasks and Marking Sheet in student file and record result on ASR.

Materials to be Supplied: Assessment, templates, supporting resources in learning manuals and marking sheets where relevant.

 

Note to Student An overview of all Assessment Tasks relevant to this unit is located in the Unit Study Guide.

 

Details

 

Task 1 – Short Answers

Question 1
Use the Creative Spirits website link (https://www.creativespirits.info/aboriginalculture/history/aboriginal-history-timeline-1770-1899 ), to research and explain the significant events listed in the table, on Aboriginal and Torres Strait Islander History.

Outline the events on the table below relating to Aboriginal and Torres Strait Island history and the impacts of these events.

Ensure that you include the following:

·        Their engagement with community services and health systems

·         The health impact of European settlement; loss of land and culture; racism and discrimination; past and present power relations

 

 

 

 

 

Significant events/facts

Provide a brief overview of the event

Impact on Aboriginal and/or Torres Strait Islander people

Provide an explanation of how the Aboriginal and/or Torres Strait Islander people were affected by the event

Invasion and Wars

Event details:

 

 

 
Protection and Control Policy

Event details:

 

 

 
Torres Strait is annexed by Queensland

Event details:

 

 

 

 
White Australia Policy

Event details:

 

 

 

 
Assimilation Policy

Event details:

 

 

 

 

 
Significant events/facts

Provide a brief overview of the event

Impact on Aboriginal and/or Torres Strait Islander people

Provide an explanation of how the Aboriginal and/or Torres Strait Islander people were affected by the event

Integration Policy

Event details:

 

 

 
Self-determination (self-management) Policy

Event details:

 

 

 
Kevin Rudd’s ‘Sorry apology’ to Stolen Generations

Event details:

 

 

 
‘Closing the Gap’ https://www.coag.gov.au/closing_the_gap_in_indigenous_disadvantage

Event details:

 

 

 

 
Significant events/facts

Provide a brief overview of the event/fact

Impact on Aboriginal and/or Torres Strait Islander people

Provide an explanation of how the Aboriginal and/or Torres Strait Islander people were affected by the event

Lore (law)
http://www.workingwithatsi.info/content/PI_laws.htm

 

For this section define what ‘lore’ means and then explain the importance of this for the Aboriginal and Torres Strait Islander peoples:

 

 

 

 

 

Kinship
http://www.workingwithatsi.info/content/PI_family.htm

 

For this section define what kinship means and then explain the importance of this for the Aboriginal and Torres Strait Islander peoples:

 

 

 

 

 

 

Question 2

 

You are required to research the Aboriginal and Torres Strait Islander peoples. Use your research to answer the below questions:
a)            Identify the Aboriginal and/or Torres Strait Islander people who are the traditional owners of the land in your local area.

 

 

b)            When you have identified who the traditional owners of this land are, list three (3) historical facts about them, including local and state level.

1.

2.

3.

 

c)            Identify the five (5) Torres Strait Island groups and the names of each island in those groups

 

1.

2.

3.

4.

5.

 

 

d)            What are the main languages spoken in the Torres Strait Islands and where they are spoken?

 

 

 

e)            Identify five (5) cultural differences between Aboriginal and Torres Strait Islander peoples:

 

1.

2.

3.

4.

5.
f)             To improve communication with Aboriginal or Torres Strait Islander people, who maybe clients or colleagues at your service.

List at least three (3) communication verbal strategies you would use to enhance your respectful communication with these clients or colleagues. Hint: Strategies are detailed sentences explaining what you will do.

 

1.

 

2.

 

3.

 

 

Task 2 – Scenarios

 

Scenario 1

A new family from Greece has just enrolled in your service. The child Markos will be starting in care next week. The family have brought Markos to your Kindergarten room to meet your Lead Educator and you.

 

Question 1– At the initial orientation

 

a) What would you and the service do to make the child and their family feel welcome to the service?

 

 

 

b) What information could you and the service give the family?

 

 

c) What information would you make available for the families about community services and resources in your area?

 

 

 

d) What strategies would you implement to ensure that the information that you are providing Markos’s family is current?

 

 

 

 

e) How will you assist families to locate and contact community services and resources?

 

 

 

f)  What information could you and the service gather from the family?

 

 

 

 

Question 2 –  Once care has commenced:

a) How would you ensure a welcoming atmosphere and that you were culturally appropriate and effective in supporting the child and family to settle into your Kindergarten room?

 

 

b) How would you exchange information with the family about the child’s interests and gather information about key family events that may influence the child’s behaviour?

 

 

c) How would you check whether your care practices were meeting their needs?

 

 

d) How would you respond to the family when they had questions, concerns or requests?

 

 

e) Identify three (3) strategies in how the family can be involved in contributing to the operation of a service. Either as an advisor, consulting or decision-making role?

 

i.

ii.

iii.
f)  Identify three (3) strategies on how you can share information with families about their child’s progress, relationships, interests and experiences both in and outside the service?

 

g) If you need further support in relation to cultural diversity issues, who would you contact?

 

 

h) Reflect on your own personal biases against Aboriginal and/or Torres Strait Islander people. How will you overcome these biases in your own practices?

 

 

Scenario 2

You live in Brisbane and have just secured a position in a Remote Early Childhood Service which is located in an Indigenous Community in the Cape York area.

Question 1

What steps could you take, and who would you consult with in preparing yourself, prior to moving to your new job in reference to community protocols?

 

 

 

Question 2

You have made contact with the outgoing Educator to discuss any issues/needs/ideas that you need to know before you move.  The outgoing Educator has told you that there is difficulty in making relationships with the Community and difficulties in talking to the Board of Directors (Community Elders) about issues concerning the Service.

a)    What could you do to improve relationships with Aboriginal and Torres Strait Islander people, in regards to consultation and engagement between the Early Childhood Service and the community?

 

 

b)    What could be the potential impacts and critical issues that have affected the relationship and engagement between the service and the Aboriginal and/or Torres Strait Islander community?

 

 

 

c)    How would you engage with the Indigenous people, who use English as a second language?

 

 

 

d)     Your aim is to develop a strong partnership and establish a culturally safe service. You have been provided with an outcome that the service would like to achieve. Whilst working there you have identified an issue with regards to cultural safety at the service and this has been identified in the below table.

 

 

What outcome or goal would we like to achieve?

 

 

What strategies could we use to achieve this outcome?

 

Who will be involved?

 

 

Success measure

How will you know if you are doing well?

     

 

In relation to the above, please respond to the following:

 

 

 

 

 

 

 

 

Task 3 – Legislation

 

Use the Guide to the National Quality Standard (http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf ) to assist you with the below question
Question 1   What are the guiding principles in the National Quality Standards which should be applied in your daily practices in regards to working in partnership with families and in relation to culture and diversity?
 

 

Question 2   What are the Early Years Learning Framework (EYLF) Principles and Practices that guide you in relation to working in partnership with families and culture and diversity? You may list all that apply.

Principles  
Practices  

 

 

Question 3   What Quality Area and Standards guides our practices in relation to working in partnership with families

 

Quality Area

 

 
 

Standards

 

 

 

 

 

End of Assessment

 
Assessment Marking Criteria
 

 

Student Name   Student Number  
Unit Code/s & Name/s Culture Cluster

CHCECE001  Develop cultural competence.

CHCDIV002   Promote Aboriginal and/or Torres Strait Islander cultural safety.

CHCECE026  Work in partnership with families to provide appropriate education and care for children.

Assessment Type ☒ Assignment    ☐  Project      ☐ Case Study     ☐ Portfolio

☐ Third Party Report (Workplace)   ☐ Third Party Report (Peer)  ☐ Other

Assessment Name Assessment 2 Assessment Task No. 2
Assessment Due Date   Date submitted /      /
Assessor Feedback:

 

 

 

 

 

 

Student provided with feedback (check box when completed)

Attempt 1 Satisfactory  Unsatisfactory  ☐ Date /      /
Attempt 2 Satisfactory  Unsatisfactory  ☐ Date /      /
Supplementary Assessment

(Apprentices/Trainees only)

Satisfactory  Unsatisfactory  ☐ Date /      /
Assessor Name   Assessor Signature  
Note to assessor:  Please record below any reasonable adjustment that has occurred during this assessment e.g. written assessment given orally.
 

 

 

 

 

 

 

 

 

 

 

 

Assessment Criteria / Benchmarks

 

The evidence submitted demonstrates that the student satisfactorily:

Attempt 1 Attempt 2
S U S U
TASK 1
Q1. Outlined the events in the table that related to Aboriginal and Torres Strait Island history and the impacts of these events. Included:
·         Their engagement with community services and health systems.
·         The health impact of European settlement; loss of land and culture; racism and discrimination; past and present power relations.
Q2. Researched the Aboriginal and Torres Strait Islander peoples. Correctly answered the below questions:
a)    Identified the Aboriginal and/or Torres Strait Islander people who are the traditional owners of the land in your local area.
b)    Identified who the traditional owners of this land are, list three (3) historical facts about them, including local and state level.
c)    Identified the five (5) Torres Strait Island groups and the names of each island in those groups.
d)    Identified the main languages spoken in the Torres Strait Islands and where they are spoken.
e)    Identified five (5) cultural differences between Aboriginal and Torres Strait Islander peoples..
f)     Listed at least three (3) communication verbal strategies used to enhance respectful communication with these clients or colleagues.
TASK 2
Scenario 1 – Answered the questions from the scenario
Q1. At the initial orientation.
a)    Made suggestions to make the child and their family feel welcome to the service.
b)    Identified information you and the service gave the family.
c)    Suggested information available for the families about community services and resources in your area.
d)    Identified strategies to ensure that the information provided to Markos’s family is current.
e)    Assisted families to locate and contact community services and resources.
f)     Gathered from the family.
Q2: Once care has commenced:
a)    Created a welcoming atmosphere and were culturally appropriate and effective in supporting the child and family to settle.
b)    Exchanged information with the family about the child’s interests and gathered information about key family events that influenced the child’s behaviour.
c)    Checked care practices met their needs.
d)    Respond to the families’ questions, concerns or requests.
e)    Identified three (3) strategies how the family were involved in contributing to the operation of a service. Either as an advisor, consulting or decision-making role.
f)     Identified three (3) strategies on how to share information with families about their child’s progress, relationships, interests and experiences both in and outside the service.
g)    Identified who to contact for further support in relation to cultural diversity issues.
Scenario 2
Q1 Answered the questions from the scenario
a)    Identified steps in preparing yourself, prior to moving to your new job in reference to community protocols?
b)    Reflected on your own personal biases against Aboriginal and/or Torres Strait Islander people. How did you overcome these biases in your own practices.
Q2 Answered the questions from the scenario
a)    Identified ways to improve relationships with Aboriginal and Torres Strait Islander people, in regards to consultation and engagement between the Early Childhood Service and the community.
b)    Outlined the potential impacts and critical issues that affected the relationship and engagement between the service and the Aboriginal and/or Torres Strait Islander community.
c)    Engaged with the Indigenous people, who use English as a second language.
d)    In the table.  Outlined three (3) strategies to promote cultural safety.  Identified Aboriginal and Torres Strait Islander people who were involved and identified a success measure.
TASK 3
Q1

Identified the guiding principles in the National Quality Standards which should be applied in your daily practices in regards to working in partnership with families and in relation to culture and diversity.

Q2

Identified the Early Years Learning Framework (EYLF) Principles and Practices that guide you in relation to working in partnership with families and culture and diversity?

Q3

Identified the Quality Area and Standards guides our practices in relation to working in partnership with families

 

 

 

Student Instructions: Students may be required to complete a verbal conversation with a workplace supervisor or industry stakeholder as part of an assessment. Students will need to clearly document the conversation details in the spaces below. This will be submitted as ‘evidence’ of the conversation that occurred.

               

 

Student Name:

 

 

Student Number:

 

Course Code/Name:

 

 

□   CHC30113 Certificate III in Early Childhood Education and Care

 

□   CHC50113 Diploma of Early Childhood     Education and Care

 

 

Cluster Name:

 

 

Date:

 

 

Time:

 

 

Location:

 

Names of Participants:

 

     
 

Position in Service:

(e.g. Lead Educator, parent)

 

     
 

Service Contact Numbers:

 

     
 

PRIVACY DISCLAIMER: TAFE Queensland is collecting your personal information for assessment purposes. The information will only be accessed by authorised employees of TAFE Queensland. Some of this information may be given to the Australian Skills Quality Authority (ASQA) or its successor and/or TAFE Queensland for audit and/or reporting purposes. Your information will not be given to any other person or agency unless you have given us written permission or we are required by law.

 

 

Details of Conversation:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Signatures of participants will confirm written evidence above is a detailed summary of the conversation.

 

 

Name:

Date:

Signature:

 

Name:

Date:

Signature:

 

Name:

Date:

Signature:

 

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