CHCECE054 StudentAssessmentTask1 16808

CHCECE054
Encourage understanding of Aboriginal and / or

Torres Strait Islander peoples’ culture
Student Assessment
ASSESSMENT TASK 1 – QUESTIONING

Student Details
Student ID MEL16808 Group 9

Student Name Nicomar Sabiano
Conditions of  The student will have access to the relevant learning resources, listed under
Assessment the learning resource of this document, for this assessment.
 Questions will be completed in the student’s own time.
 Responses to the questions must be typed.
Student  This task requires you to complete a written response knowledge assessment.
Instructions for  You are required to answer all questions correctly in Assessment Task 1 –
completion Questioning.
 The questions within this assessment relate directly to the integrated
knowledge contained within the unit of competencies and are fundamental to
the student’s knowledge and performance evidence. Use of correct grammar
and spelling is required to demonstrate foundation skills, so please ensure to
proofread your answers prior to submission.
 You may have up to three (3) attempts to receive a Satisfactory outcome for
this assessment.
 Failure to receive the Satisfactory outcome after the three (3) attempts, the
result for the unit will be deemed Not Yet Satisfactory, and you must re-enroll
and repeat the unit to be eligible to be assessed again.
 APA referencing must be used where original sources have been used. Do
not copy and paste text from any of the online sources. SCEI has a strict
plagiarism policy and students who are found guilty of plagiarism, will be
penalised.
 The written assessment standards (8.2) outlined in the PP77 Assessment
policy and procedure apply to this assessment task.
Explanation of the  List / identify / state / give/provide = present in brief form

common command  Outline = provide the main facts about something, more than naming, but not
words used in the a detailed description
Assessment Task  Describe = Provide full details of characteristics and/or features, more
needed than an outline or than a list
 Explain / Discuss = Provide a reasonable argument to discuss cause and
effect and/or make links between things clear in your own words
 Analyse = Identify parts, the relationship between them, and their
relationships with the whole. Draw out and relate implications
 Demonstrate = Present, show or illustrate through example or action
CRICOS Provider Code 02934D

CHCECE054 Encourage understanding of Aboriginal and / or Torres
Page 8 of 32 RTO Number 121952
Strait Islander peoples’ culture
CHC30121 Certificate III in Early Childhood Education and Care
Student Assessment - Version 2.0
CHCECE054
Student Assessment
Assessment  You will be provided with a briefing on the assessment and the opportunity to
Procedure seek clarification on the conduct of the assessment.
 You may seek clarification at any point in time during the assessment task. If
you feel you need more time to complete the assessment, you must negotiate
the time needed with the assessor prior to the assessment due date.
 Following the assessment, your responses will be assessed and marked as
appropriate. Where responses have been assessed in one (1) or more
questions as unsatisfactory, students will be required to resubmit these
questions. For more information, detailed information can be found in PP77
Assessment Policy and Procedure
Due Date  14 days after the unit completion date as outlined in the PP77 Assessment
Policy and Procedure.
1. Refer to the requirements of quality areas in the National Quality Standard, identify three (3) opportunities
for embedding Aboriginal and/or Torres Strait Islander (ATSI) peoples’ cultures in each of the following areas
related to ECEC services.
Area 1: Educational program and practice
1. Approved learning framework under program, Curriculum decision-making contributes

to each child’s learning and development outcomes in relation to their identity,
connection with community, wellbeing, confidence as learners and effectiveness as
communicators. For example, an educator can integrate outdoor activities because
Aboriginal and Torres Strait Islander peoples love to travel, obtain food and do
landscaping. A concrete example for this is nature play or bush kinder.
2. Child directed learning under practice, Each child's agency is promoted, enabling them
to make choices and decisions that influence events and their world. Educator should
always practice inclusion and diversity in ECEC services at all times. Educator can invite
parents, community members and local Elders in the classroom to lead learning and
seek their advice to create a culturally safe and appropriate learning.
3. Assessment and planning cycle, Each child’s learning and development is assessed or
evaluated as part of an ongoing cycle of observation, analysing learning, documentation,
planning, implementation and reflection. Aboriginal and Torres Strait Islander peoples are
less likely to answer questions, they are more hands on, they prefer visual cues and even
avoid direct eye contact because it is most likely a soft racism to them. Educator must
always consider appropriate teaching strategies to these people.
Australian Children's Education and Care Quality Authority. (2023). National Quality
Standard. Retrieved from
https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-1-educational-progr
am-and-practice

CHCECE054
Student Assessment
Area 5: Relationships with Children
1. Positive educator to child interactions

- Responsive and meaningful interactions build trusting relationships which engage and
support each child to feel secure, confident and included.
2. Collaborative learning
- Children are supported to collaborate, learn from and help each other.
3. Self-regulation
- Each child is supported to regulate their own behaviour, respond appropriately to the
behaviour of others and communicate effectively to resolve conflicts.
https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-5-relationships-with-chil
dren
Area 6: Collaborative partnerships with families and communities
1. Parent views are respected

- The expertise, culture, values and beliefs of families are respected and families share in
decision-making about their child’s learning and wellbeing.
2. Families are supported

- Current information is available to families about the service and relevant community
services and resources to support parenting and family wellbeing.
3. Transitions
- Continuity of learning and transitions for each child are supported by sharing information
and clarifying responsibilities.
https://www.acecqa.gov.au/nqf/national-quality-standard/quality-area-6-collaborative-
partnerships-with-families-and-communities
2. Research the following Aboriginal and/or Torres Strait Islander (ATSI) people’s led organisations and peak
agencies, and describe their main roles in ECEC and document their contact details.
● SNAICC – National Voice for our Children

CHCECE054
Student Assessment
SNAICC is the national non-governmental peak body for Aboriginal and Torres Strait Islander children. They work for the fulfillment of
the rights of those children, in particular to ensure their safety, development and well-being. SNAICC has a dynamic membership base
of Aboriginal and Torres Strait Islander community-based child care agencies, Multi-functional Aboriginal Children’s Services (MACS),
crèches, long day care child care services, pre-schools, early childhood education services, early childhood support organisations,
family support services, foster care agencies, family reunification services, family group homes, services for young people at risk,
community groups and voluntary associations, government agencies and individual supporters.
SNAICC also has a network and subscriber base of over 10,000 organisations and individuals from community based services and
individuals and state and federal agencies nationally who share an interest in Aboriginal and Torres Strait Islander families and
children.
Come visit or contact us at Suite 8, First Floor, 252-260 St Georges Road North Fitzroy VIC 3068 phone 03 94898099 or fax 03 9489
8044.
SNAICC - National Voice for our Children. (2022). Retrieved from

https://bettercarenetwork.org/about-bcn/what-we-do/organizations-working-on-childrens-care/snaicc-national-voice-for-our-children#:
~:text=SNAICC%20is%20the%20national%20non,%2C%20development%20and%20well%2Dbeing.
● National Indigenous Australians Agency

The National Indigenous Australians Agency (NIAA) works in genuine partnership to enable the self-determination and aspirations of
First Nations communities. We lead and influence change across government to ensure Aboriginal and Torres Strait Islander peoples
have a say in the decisions that affect them. The NIAA structure is designed to better meet the Government’s priorities to effectively
deliver on our Executive Order, strengthen our ability to deliver as one team and enhance our partnership with Indigenous Australians.
Key design underpinnings include creating a greater balance of strategic, social and economic policy including a dedicated focus on
economic development in the north; enhancing relationships across jurisdictions as well as in place; and improving Agency wide
performance.
The NIAA is led by the Chief Executive Officer (CEO), Jody Broun, Deputy CEO for Policy and Programs, Julie-Ann Guivarra, Deputy
CEO, Operations and Delivery, Kevin Brahim (A/g), and Chief Operating Officer, Enabling Services, Rachael Jackson.
To email departmental officers use the format: firstname.lastname@niaa.gov.au
To email Regional Office staff use the format: firstname.lastname@official.niaa.gov.au
More information including senior staff contacts is available on the Government Online Directory.
National Indigenous Australians Agency. (2022) Retrieved from https://www.niaa.gov.au/who-we-are/the-agency
● The Lowitja Institute

Lowitja Institute is Australia’s only national Aboriginal and Torres Strait Islander community controlled health research institute named
in honour of its Patron, Dr Lowitja O’Donoghue AC CBE DSG.
It is an Aboriginal and Torres Strait Islander community controlled organisation working for the health and wellbeing of Australia's
Aboriginal and Torres Strait Islander peoples through high impact quality research, knowledge exchange, and by supporting a new
generation of Aboriginal and Torres Strait Islander health researchers.
Established in January 2010, the Lowitja Institute operates on key principles of Aboriginal and Torres Strait Islander leadership, a
broader understanding of health that incorporates wellbeing, and the need for the work to have a clear and positive impact.
In 2020, Lowitja Institute became a community controlled organisation and established a membership base, led by Aboriginal and
Torres Strait Islander representatives. As a community controlled organisation, we focus on supporting Aboriginal and Torres Strait
Islander community controlled organisations and researchers. Watch this video on Lowitja Institute becoming a community controlled
organisation.
Address: 71 Oxford St, Collingwood VIC 3066

Phone: (03) 8341 5555
The Lowitja Institute. (2023). Retrieved from https://www.lowitja.org.au/page/about-us

CHCECE054
Student Assessment
3. ECEC educators play a significant role in promoting Aboriginal and/or Torres Strait Islander peoples’ history
and cultures. Provide three (3) roles an educator could take to foster children’s understanding of, and respect
for, ATSI peoples’ history and cultures.
1. Encourages cultural competency in the early childhood setting
-Cultural competence involves fostering an understanding of how each person’s culture shapes their values, behaviour, beliefs and basic assumptions.
Available teaching resources that have been designed to assist early childhood educators to address and overcome these barriers to educating about cultural diversity.
While there is no simple one-size-fits all solution for overcoming these challenges, two important strategies for handling these concerns are:
• encouraging cultural competency in your early childhood setting
• collaborating with families and communities.
2. Reflecting on policies and programs in the setting
-A great place to start building belonging is with a reflection on how you currently handle issues of cultural diversity and prejudice in your setting. This can be done
either independently or collectively (for example, during a staff meeting).
Is there intentional teaching about cultural diversity and addressing prejudice taking place, or are
issues addressed as they occur?
3. Avoiding cultural tokenism
-Cultural tokenism occurs when aspects of cultures are acknowledged superficially or because we have to. Even when well-intentioned, cultural tokenism oversimplifies
cultural differences and at its worst can exacerbate existing stereotypes and prejudices about certain cultural groups. Some things to be aware of, include:
Placing cultural artifacts on display without knowing or providing children with information about the item’s heritage or significance. For example, displaying an
Aboriginal or Torres Strait Islander cultural artifact that doesn’t represent the cultures of the Aboriginal or Torres Strait Islander people within your local area, or using
this item to represent all Aboriginal and Torres Strait Islander cultures.
Building belonging: A toolkit for early childhood educators on cultural diversity and responding to prejudice (2016). Significant role in promoting Aboriginal and/or Torres
Strait Islanders peoples' history and cultures. Retrieved from https://humanrights.gov.au/sites/default/files/buildingbelonging_Educator_Guide.pdf
4. Briefly explain Reconciliation Action Plans, including their purpose and significance.
A reconciliation action plan provides a framework and plan for companies to articulate their shared value
strategy. The goal of a RAP is to turn good intentions into measurable actions that support Aboriginal and
Torres Strait Islander people achieve equality in all aspects of life—a goal which benefits all Australians.
The RAP provides a framework which covers the activities that we know can make a difference:
-Relationships—good relationships are based on trust, understanding, communication and mutual respect.
-Respect—respecting the special contribution of Aboriginal and Torres Strait Islander peoples to Australia.
-Opportunities—working together to ensure Indigenous children have the same life opportunities as other
children in this prosperous country.
Reconciliation Action Plans—Creating Shared Value (2023). Reconciliation action plans. Retrieved from
https://www.aph.gov.au/About_Parliament/Senate/Powers_practice_n_procedures/pops/Papers_on_Parliam
ent_66/Reconciliation_Action_Plans-Creating_Shared_Value#:~:text=The%20RAP%20provides%20a%
20framework,Strait%20Islander%20peoples%20to%20Australia.
5. Identify at least three (3) ATSI peoples’ perspectives on early learning.
1. Aboriginal and Torres Strait Islander children are supported to establish and maintain
strong connections to culture, country and language.
2. Aboriginal and Torres Strait Islander children grow up in safe nurturing
homes,supported by strong families and communities.
3. Aboriginal and Torres Strait Islander children are born healthy and remain strong.
National Aboriginal and Torres Strait Islander Early Childhood Strategy (2021). ATSI
peoples' perspective. Retrieved from
https://www.niaa.gov.au/sites/default/files/publications/niaa-early-years-strategy-5.pdf

CHCECE054
Student Assessment
6. Research “8 Aboriginal Ways of Learning” and answer the following questions
a. In your words briefly describe the following ways of learning among Aboriginal and Torres Straight
Islanders
Story sharing
Approaching learning through narrative. Learners learn best through narrative like storytelling.
Here, the educator can assess the active listening skill of a particular learner through asking
questions. Educator may develop also the critical thinking skill of the learners.
Learning maps
Explicitly mapping/visualising processes. Learners learn best when the educator use
graphic organizer like venn diagram. Learner can easily remember what has been taught.
Non-verbal
Applying intra-personal and kinesthetic skills to thinking and learning. Learners learn best when
they are doing something, learning by doing. They can experience learning when they interact
each other and using their body movements.
Symbols and images
Using images and metaphors to understand concepts and content. Learners learn best
when they see picture rather than text. Learners can understand things by sight.
Land links
Place-based learning, linking content to local land and place. Learners learn best through
contextualization. Educator may use available materials that are present in the community, like
available animals, fruits and etc.
Non-linear
Producing innovations and understanding by thinking laterally or combining systems.

Educator may provide innovations that will be beneficial to the learners.
Deconstruct reconstruct
Modelling and scaffolding, working from wholes to parts (watch then do). Educator may apply the
teaching strategy which is explicit teaching. Educator models himself then the children will follow.
Community links
Centring local viewpoints, applying learning for community benefit. Learning is best when
there is exploration. Learners must experience the outside world not only the four corners
of the room.

CHCECE054
Student Assessment
b. From the eight learning ways listed above, choose at least one (1) way that Aboriginal and/or
Torres Strait Islander people learn mathematics, music, art and science.
Learning subjects Learning ways
Mathematics Non-linear
Music Symbols and images
Art Symbols and images
Science Community links
7. Provide a response to the following.
a. Identify at least two (2) methods that an ECEC service could use to reflect on the ATSI peoples’ cultures
in the workplace.
1. Organisation of services
- Governance and ownership
- Cultural awareness
- Community consultation
- Staff relationships
- Key figures in community
- Service buildings
- Staffing
- Working with other services
2. Communication language literacy

- bridging the gap
- literacy and numeracy
- communication between parties
Indigenous Participation in Early Childhood Education and Care - Qualitative Case Studies (2016). Methods that an ECEC service
should provide. Retrieved from
https://www.acecqa.gov.au/sites/default/files/2020-12/IndigenousParticipationInECEC-QualitativeCaseStudies.pdf
b. Provide three (3) questions used for evaluating the information about culturally safe practice.
1. Do I recognise if white privilege is interrupting my engagement with

Australian First Nations people?
2. What personal values can I cultivate that are consistent with cultural
safety?
3. What professional values do I hold that are consistent with cultural
safety?
Australian Evaluation Society (2022). First Nations Cultural Safety Framework. Retrieved
from
https://www.aes.asn.au/images/AES_FirstNations_Cultural_Framework_finalWEB_final.p
df

CHCECE054
Student Assessment
8. Provide responses to the following questions related to reflective practice.
a. Briefly describe what a “reflective practice approach” is in ECEC practice.
Reflective practice is about learning from ordinary and interesting situations and from the
issues and problems that are part of educators’ daily experiences. It is a critical
examination of not only what happened but why. For example, an educator may reflect on
the original objectives and expected outcomes of a plan and consider how they evolved.
Developing a Culture of Learning through Reflective Practice (2016). Defining reflective

practice. Retrieved from
https://www.acecqa.gov.au/sites/default/files/acecqa/files/QualityInformationSheets/Quality
Area1/DevelopingaCultureofLearningThroughReflectivePractice.pdf
b. Briefly explain why it’s important for educators to constantly reflect on their own values, beliefs and
perspectives on Aboriginal and/or Torres Strait Islander peoples’ cultures in ECEC practice. Provide at least
two (2) reasons.
1. If something isn't working in the service, reflective practice can be the answer to
finding a different way that meet everyone's needs.
2. Reflective practice is a great way to identify strengths and goals for the Quality
Improvement Plan. It also helps meet these goals.
c. Provide two (2) ways in which reflection findings could be used to promote culturally safe practice in ECEC
services.
1. Reviewing staffing arrangements and routines to create an environment that is conducive to reflective
practice. This might include extended periods of uninterrupted time for educators to closely observe a small
group of children, foster closer relationships and provide greater insight into children’s thinking and learning.
2. Establishing routines that allow reflection to occur regularly. Each educator might take 10 or 15 minutes
during scheduled programming time, or at the end of the day, to record their reflections in a journal or diary. A
similar amount of time might be allocated during a regularly scheduled meeting to reflect on practice across the
service. These meetings also provide a forum for team members to talk about their personal experiences.
Developing a Culture of Learning through Reflective Practice (2016). Reflection findings. Retrieved from
https://www.acecqa.gov.au/sites/default/files/acecqa/files/QualityInformationSheets/QualityArea1/DevelopingaC
ultureofLearningThroughReflectivePractice.pdf

CHCECE054
Student Assessment
d. Provide two (2) criteria for a meaningful reflection.
1. Critical reflection on children’s learning and development, both as individuals and in

groups, is regularly used to implement the program.
2. There is a commitment to continuous improvement.
Developing a Culture of Learning through Reflective Practice (2016). Reflection findings.

Retrieved from
https://www.acecqa.gov.au/sites/default/files/acecqa/files/QualityInformationSheets/Quali
tyArea1/DevelopingaCultureofLearningThroughReflectivePractice.pdf
a. Identify a sources of information on each of following aspects of ATSI peoples’ histories and cultures.
● Indigenous Languages
Australian Institute of Aboriginal and Torres Strait Islander Studies
● ATSI peoples’ perspectives on early learning
Summerville, J. & Hokanson, J. (2013). Cultural Perspectives on Learning: Building the

foundations for working with Aboriginal & Torres Strait Islander children and families.
Child Australia & Shift Consulting Group Pty Ltd: Darwin.
● Impact of colonisation, historical events and issues on Aboriginal and/or Torres Strait Islander people
https://humanrights.gov.au/our-work/education/aboriginal-and-torres-strait-islanders-austr
alias-first-peoples#:~:text=Since%20the%20colonisation%20of%20Australia,and%
20denial%20of%20citizenship%20rights.

CHCECE054
Student Assessment
b. Define what a credible source on ATSI peoples’ histories and cultures is, including its two (2) characteristics.
The complex set of spiritual values developed by Aboriginal people and that are part of
the Dreamtime include ‘self-control, self-reliance, courage, kinship and friendship,
empathy, a holistic sense of oneness and interdependence, reverence for land and
Country and a responsibility for others.
Victorian Public Sector Commission (2022). Aboriginal culture and history. Retrieved
from
https://vpsc.vic.gov.au/workforce-programs/aboriginal-cultural-capability-toolkit/aboriginal
-culture-and-history

a. Briefly explain how the impact of European settlement has affected ATSI peoples’ engagement with early
childhood learning and development.
The richness and diversity of Aboriginal and Torres Strait Islander cultures in Australia is
something we should all take pride in as a nation. However it is important to look at our
history with openness and honesty. Since the colonisation of Australia by European
settlers, Aboriginal and Torres Strait Islander Australians have experienced extreme
hardships, ranging from the loss of traditional culture and homelands to the forced
removal of children and denial of citizenship rights. This history of injustice has meant
that many Aboriginal and Torres Strait Islanders have been denied access to basic
human rights, such as rights to health, housing, employment and education.
Australian Human Rights Commission (2023). Aboriginal and Torres Strait Islanders:
Australia’s First Peoples. Retrieved from
https://humanrights.gov.au/our-work/education/aboriginal-and-torres-strait-islanders-austr
alias-first-peoples
b. Provide three (3) inter-generational trauma and disadvantages that the following issues have caused to
ATSI people.
Loss of land and culture
Once dispossessed of land, lore and culture (everything), you lose dignity, you lose pride, and you
have low self esteem. Indigenous people have occupied Australia for at least 60 000 years and have
evolved with the land - changing it and changing with it.
http://www.workingwithindigenousaustralians.info/content/Culture_3_The_Land.html

CHCECE054
Student Assessment
Forced separation
Aboriginal and Torres Strait Islander societies have long been adept at using numerous separation
techniques, both wet and dry, to isolate and extract components of mixtures, including hand-picking,
winnowing, yandying, sieving, filtering, straining, cold-pressing and steam distillation.
https://australiancurriculum.edu.au
Past and present power relations
For Aboriginal people, colonisation meant massacre, violence, disease and loss. Despite the past and
present impacts of colonisation, Aboriginal kinship systems, customs and traditions still thrive, and
Aboriginal people, families and communities remain strong and resilient.
https://vpsc.vic.gov.au/workforce-programs/aboriginal-cultural-capability-toolkit/aboriginal-culture-and-hist
ory
11. Identify three (3) ways in which ATSI peoples’ cultures could be appropriately embedded in routines and
learning experiences in ECEC services.
Create your own stories using Aboriginal symbols. Make Aboriginal and Torres Strait
Islander dolls and props of native animals, plants, and foods etc. accessible in the
hands-on play areas of your classroom. Hold a yarning circle when discussing big ideas
as a class.
https://www.deadlyed.com.au/blogs/news/an-easier-way-to-incorporate-aboriginal-perspe
ctives
12. In terms of relevant legislative requirements and codes of ethics, ECEC educators need to research and
share information about ATSI peoples’ histories and cultures in a culturally sensitive, safe and meaningful
way. Provide a response to the following.
a. Identify one (1) Code of Ethics relevant to researching and sharing information about ATSI peoples’
histories and cultures.
Indigenous self-determination
The recognition of, and respect for, Aboriginal and Torres Strait Islander peoples’ right to self determination is fundamental to all research conducted in Australia. This Code recognises Aboriginal and Torres Strait Islander peoples’ unique
connection to the land and waters of this continent from time immemorial. Australian research should embrace the fact that Aboriginal and Torres Strait Islander peoples have existed continuously as distinct societies, with diverse and
unique laws, cultures, knowledge and worldviews that can inform research across a wide range of disciplines including physical sciences,social sciences and humanities. The United Nations Declaration on the Rights of Indigenous
Peoples (the Declaration) articulates the rights of Indigenous peoples, many of which are directly relevant to how we design, engage in and conduct Aboriginal and Torres Strait Islander research. The right of self-determination underpins
all of these; it affirms the distinct political status of Indigenous peoples and their rights to set priorities, make decisions, and freely pursue their own development on their own terms. In exercising self-determination, Indigenous peoples
also have rights, among others, to strengthen their institutions, practice, teach and protect cultural traditions and knowledge systems and develop and use their lands and waters. The right of Aboriginal and Torres Strait Islander peoples
to be engaged in research that affects or is of particular significance to them is now a fundamental principle that underpins all research in Australia. Engagement is different from consultation and, importantly, includes building
relationships of trust from which respect and the integrity of the research can flow. The appropriate form of engagement will depend on the type of research and the objectives and desired impact of the research.
Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) n.d., Ethical Research,
https://aiatsis.gov.au/research/ethical-research
2012, Guidelines for Ethical Research in Australian Indigenous Studies (GERAIS), https://aiatsis.
gov.au/research/ethical-research/guidelines-ethical-research-australian-indigenous-studies

CHCECE054
Student Assessment
b. You recently heard a child’s family in your service are being treated unfairly in the workplace. Without
the permissions from this family, you intend to report this to the highest authority and think posting it on
twitter will raise awareness regarding discrimination. By doing this, you will be:
Statement A: Breaching the people’s privacy and confidentiality.

Statement B: Breaching the legislative requirements and codes of ethics
Select the correct answer:

● Statement A is correct and Statement B is incorrect.
● Statement B is correct and Statement A is incorrect.
● Both Statements are correct.
● Both statements are incorrect.
c. Research the relevant protocols for being aware of appropriation of Aboriginal and/or Torres Strait
Islander peoples’ cultures and languages when being re-learned, and identify two (2) culturally safe
practices that you would undertake to support ATSI peoples speak English more often.
Statement A is correct and Statement B is incorrect.
Posting information about a family's personal situation, especially without their consent,
breaches their privacy and confidentiality. This action can have serious consequences
and is ethically problematic.
Breaching legislative requirements and codes of ethics would be more related to

professional conduct, such as violating confidentiality laws or breaching codes of conduct
set forth by regulatory bodies.
1. Cultural Consultation and Collaboration

2. Culturally Responsive Teaching Methods
a. Briefly describe the perspectives which people hold about ATSI peoples’ cultures and histories.
Your description must be more than 100 words.

CHCECE054
Student Assessment
b. Briefly explain how people’s personal experiences inform their perspectives on ATSI cultures.
The lives of Indigenous Australians today are affected by what has happened to us and
our ancestors over the past 230 years since Europeans arrived. This can be hard for
non-Indigenous people to understand, particularly if you haven’t learned much about
Australian history at school. When people have some knowledge of Aboriginal… culture
and the history of our contact with non-Indigenous Australians since 1788, they have a
much better feel for our achievements and our persistent problems. They are more likely
to share our pride and to want to improve relationships between Australians.
Professor M. Dodson AM, Australian of the Year 2009. (Reconciliation Australia, 2015)

CHCECE054
Student Assessment
c. Identify three (3) ways in which the perspectives about Aboriginal and/or Torres Strait Islander peoples’
cultures could be evaluated and reflected on in ECEC services.
1. Meet and talk with Aboriginal people outside of the service

2. Consult with local Lands Council, Aboriginal cultural centres etc.
3. Access resources from organisations such as Indigenous professional Support Unit
(IPSU), the Secretariat of National Aboriginal and Islander Child Care (SNAICC) etc.
Including Aboriginal and Torres Strait Islander Cultures In Your Service (2016). Retrieved
from
https://aussiechildcarenetwork.com.au/articles/childcare-articles/including-aboriginal-and-
torres-strait-islander-cultures-in-your-service
14. Identity three (3) ways to improve awareness of Aboriginal and/or Torres Strait Islander peoples’ cultures.
1. Watch Aboriginal films. There are hundreds of Aboriginal films available on DVD.
Check libraries and Aboriginal organisations for non-mainstream films. The National Film
and Sound Archive of Australia loans DVD compilations to individuals and organisations
for private or public screenings.
2. Visit Aboriginal places. When planning your next travel itinerary, find out if there are
places of significance to the local Aboriginal community. Check Google or contact the
local Aboriginal Land Council. Many sites are protected, so check out your state national
parks listings. Visit and understand them and get to know this (your own?) country better.
3. Visit galleries and museums. Learn about Aboriginal culture from Aboriginal people's
artworks. Read what the artist intended and find out how topics changed over time.
Source: Ultimate list of things to do to support Aboriginal culture - Creative Spirits,

retrieved from
https://www.creativespirits.info/aboriginalculture/education/ultimate-list-of-things-to-do-to-
support-aboriginal-culture


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CHCECE054

Encourage understanding of Aboriginal and / or

ASSESSMENT TASK 1 – QUESTIONING

Student ID MEL16808 Group 9

Explanation of the  List / identify / state / give/provide = present in brief form

CRICOS Provider Code 02934D

Area 1: Educational program and practice

1. Approved learning framework under program, Curriculum decision-making contributes

CRICOS Provider Code 02934D

1. Positive educator to child interactions

Area 6: Collaborative partnerships with families and communities

1. Parent views are respected

2. Families are supported

● SNAICC – National Voice for our Children

CRICOS Provider Code 02934D

SNAICC - National Voice for our Children. (2022). Retrieved from

● National Indigenous Australians Agency

To email departmental officers use the format: firstname.lastname@niaa.gov.au

To email Regional Office staff use the format: firstname.lastname@official.niaa.gov.au

National Indigenous Australians Agency. (2022) Retrieved from https://www.niaa.gov.au/who-we-are/the-agency

● The Lowitja Institute

Address: 71 Oxford St, Collingwood VIC 3066

The Lowitja Institute. (2023). Retrieved from https://www.lowitja.org.au/page/about-us

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5. Identify at least three (3) ATSI peoples’ perspectives on early learning.

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Symbols and images

Producing innovations and understanding by thinking laterally or combining systems.

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Learning subjects Learning ways

2. Communication language literacy

1. Do I recognise if white privilege is interrupting my engagement with

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a. Briefly describe what a “reflective practice approach” is in ECEC practice.

Developing a Culture of Learning through Reflective Practice (2016). Defining reflective

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1. Critical reflection on children’s learning and development, both as individuals and in

2. There is a commitment to continuous improvement.

Developing a Culture of Learning through Reflective Practice (2016). Reflection findings.

9. Provide a response to the following.

Australian Institute of Aboriginal and Torres Strait Islander Studies

● ATSI peoples’ perspectives on early learning

Summerville, J. & Hokanson, J. (2013). Cultural Perspectives on Learning: Building the

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10. Provide a response to the following.

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Past and present power relations

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Statement A: Breaching the people’s privacy and confidentiality.

Select the correct answer:

Statement A is correct and Statement B is incorrect.

Breaching legislative requirements and codes of ethics would be more related to

1. Cultural Consultation and Collaboration

13. Provide a response to the following.

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1. Meet and talk with Aboriginal people outside of the service

Source: Ultimate list of things to do to support Aboriginal culture - Creative Spirits,

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