CHC50113 Culture and Community - Desklib Online Library
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This document provides instructions, principles, and dimensions of competency for CHC50113 Culture and Community course. It also covers reasonable adjustment, cheating and plagiarism, and the units of competency. The document is produced in Version 5.5 on 15 December 2021.
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CHC50113Diploma of Early Childhood Education andCare CultureandCommunity Version5.5Produced15 December2021
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Versioncontrol&documenthistory Summaryofmodifications made Versio n Version 1 final produced followingassessment validation 1.0 Version2finalproduced followingassessment validation 2.0 Version 3 final produced followingassessment validation V3.0 Version 4 final produced followingassessment validation 4.0 Streamlined for CHC50113 and CHC30113; updated Intranet logins;minorwording changes. 5.0 Addedurltohyperlink5.1 Removed guidance from Project 2, Step 1inpage55.5.2 Changed“Attitude”to “Attribute”inthe tableforProject1,Step5.3. 5.3 Updatedthefollowing: NQSelementsfor KnowledgeAssessment Question15-d InstructionsforProject 1,Step8 5.4 Removed the Sparkling Stars links andtransferredthe materialsinthe AssessmentFilesfolder Changedinstructionsto accommodate thechanges V5.5
TABLEOFCONTENTS This is an interactive table of contents. If you are viewing this document in Acrobat,clicking on a heading will transfer you to that page. If you have this document open inWord,youwillneedtoholddowntheControlkeywhile clickingforthistowork. INSTRUCTIONS......................................................................................4 WHATIS COMPETENCYBASED ASSESSMENT?.............................4 THEBASICPRINCIPLESOFASSESSINGNATIONALLYRECOGNISED TRAINING ...................................................................................................... .5 ThePrinciplesofAssessment...........................................................................5 THEDIMENSIONSOFCOMPETENCY...................................................6 REASONABLEADJUSTMENT.................................................7 CHEATINGANDPLAGIARISM...............................................................9 WhatisCheating?............................................................................................9 WhatisPlagiarism?..........................................................................................9 HowdoI avoidPlagiarismorCheating?..........................................................9 THEUNITSOFCOMPETENCY............................................................10 CONTEXTFORASSESSMENT.............................................................16 ASSESSMENTMETHODS....................................................................16 RESOURCESREQUIRED FORASSESSMENT......................................16 PRESENTATION...................................................................................17 ASSESSMENTWORKBOOKCOVERSHEET.........................................18 KNOWLEDGEASSESSMENT...............................................................20 PROJECTS............................................................................................43 Project 1.........................................................................................................43 Project2.........................................................................................................56 WORKBOOKCHECKLIST....................................................................60 SUBMITTINGYOURASSESSMENT.....................................................61 FEEDBACK...........................................................................................62
INSTRUCTIONS Thequestionsinthisworkbookaredividedintotwocategories. The written questions cover underpinning knowledge of theLearner Guide 6 Cultureand Communitycontent and concepts. These questions are all in a shortanswerformat.Youmustanswerallquestionsusingyourown words.However you may referenceyourlearnerguide, andotheronlineor hardcopyresourcestocompletethisassessment. If you are currently working as part of an Early Childhood Education/Child Care team, youmay answer these questions based on your own workplace. Otherwise consider what youshoulddoifyouwereworkingaspartofanEarly ChildhoodEducation/ChildCareteam. The project includes a simulated scenario which covers required areas not likely to beencounteredinVocational Placement. Youneedtoreadandrespondtothisscenario bypresentingareportthatcovers aseriesofspecifiedpoints. WHATISCOMPETENCYBASEDASSESSMENT? Thefeaturesofacompetencybasedassessmentsystemare: lIt is focused on what learners can do and whether it meets the criteria specified byindustryascompetencystandards. lAssessmentshouldmirrortheenvironmentthelearnerwillencounterin theworkplace. lAssessmentcriteriashouldbeclearlystatedtothelearneratthe beginning of thelearningprocess. lAssessmentshouldbeholistic.Thatisitaimstoassessasmany elements and/orunitsofcompetencyasisfeasibleat onetime. lIn competency assessment a learner receives one of only two outcomes – competentornot yet competent. lThebasisofassessmentisinapplyingknowledgeforsomepurpose.Ina competencysystem, knowledge for the sake of knowledge is seen to be ineffectualunlessitassistsapersontoperformatasktothelevel requiredin theworkplace. lThe emphasis in assessment is on assessable outcomes that are clearly stated for thetrainerandlearner.Assessableoutcomesaretiedtothe relevantindustrycompetencystandardswheretheseexist.Wheresuch competenciesdonotexist,theoutcomesarebased uponthoseidentified inatrainingneedsanalysis.
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DefinitionofCompetency Assessmentinthiscontextcanbedefinedas: lThe fair, valid, reliable, and flexible gathering and recording of evidence to supportjudgementonwhethercompetencehasbeenachieved.Skills andknowledge(developedeitherinastructuredlearningsituation,at work,orinsomeothercontext)are assessed against national standards ofcompetencerequiredbyindustry,ratherthancomparedwiththe skillsandknowledge ofotherlearners. Developingandconductingassessment,inanAustralianvocationaleducation andtrainingcontext,isfoundedonanumber ofbasicconventions: ThePrinciplesofAssessment lAssessmentmustbevalid oAssessment must include the full range of skills and knowledge needed todemonstratecompetency. oAssessment must include the combination of knowledge and skills with theirpracticalapplication. oAssessment,wherepossible,mustincludejudgementsbasedon evidencedrawnfromanumber of occasions andacrossanumberof contexts. lAssessmentmustbereliable oAssessment must be reliable and must be regularly reviewed to ensure thatassessorsaremakingdecisionsin aconsistentmanner. oAssessorsmustbetrainedinnationalcompetencystandardsfor assessorstoensurereliability. lAssessmentmustbeflexible oAssessment, where possible, must cover both the on and off-the- jobcomponentsoftrainingwithinacourse. oAssessment must provide for the recognition of knowledge, skills andattitudesregardlessofhowtheyhavebeen acquired. oAssessment must be made accessible to learners though a variety of deliverymodes, so they can proceed through modularised training packages to gaincompetencies.
lAssessmentmustbefairandequitable oAssessmentmustbeequitabletoallgroupsoflearners. oAssessment procedures and criteria must be made clear to all learners beforeassessment. oAssessment must be mutually developed and agreed upon between assessorandthe assessed. oAssessment must be able to be challenged.Appropriate mechanisms must bemadeforreassessmentasaresult ofchallenge. Therulesofevidence(fromTraininginAustraliabyMTovey,DLawlor) When collecting evidence there are certain rules that apply to that evidence. All evidencemustbevalid, sufficient, authenticandcurrent; lValid oEvidence gathered should meet the requirements of the unit of competency.This evidence should match, or at least reflect, the type of performance that istobeassessed,whetheritcoversknowledge, skills orattitudes. lSufficient oThis rule relates to the amount of evidence gathered. It is imperative thatenough evidence is gathered to satisfy the requirements that the learner iscompetentacrossall aspectsof theunitof competency. lAuthentic oWhenevidenceisgathered,theassessormustbesatisfiedthat evidenceisthe learner’sownwork. lCurrent oThis relates to the recency of the evidence and whether the evidence relates tocurrentabilities. THEDIMENSIONSOFCOMPETENCY Thenationalconceptofcompetencyincludesallaspectsofworkperformance, andnotonlynarrowtaskskills.Thefour dimensionsofcompetencyare: lTaskskills lTaskmanagementskills lContingencymanagementskills lJobroleandenvironmentskills
REASONABLEADJUSTMENT AdaptedReasonableAdjustmentinteaching,learningandassessmentfor learners with adisability-November2010-Preparedby- QueenslandVET DevelopmentCentre Reasonable adjustment in VET is the term applied to modifying the learning environmentormakingchangestothetrainingdeliveredtoassistalearner withadisability.Areasonableadjustmentcanbeassimpleaschanging classrooms to be closer to amenities, or installingaparticulartypeof software onacomputer forapersonwithvisionimpairment. Whymakeareasonableadjustment? WemakereasonableadjustmentsinVETtomakesurethatlearnerswitha disabilityhave: thesamelearningopportunitiesaslearners withoutadisability thesameopportunitytoperformandcompleteassessmentsasthose withoutadisability. Reasonableadjustmentappliedtoparticipationinteaching,learning andassessmentactivitiescaninclude: customisingresourcesandassessmentactivitieswithinthetraining packageoraccreditedcourse modifyingthepresentationmedium learnersupport useofassistive/adaptivetechnologies makinginformationaccessiblebothpriortoenrolmentandduringthe course monitoringtheadjustmentstoensurelearnerneedscontinuetobemet. Assistive/AdaptiveTechnologies Assistive/adaptivetechnologymeans‘softwareorhardwarethathasbeen specificallydesigned to assist people with disabilities in carrying out daily activities’ (World Wide WebConsortium - W3C). It includes screen readers, magnifiers,voicerecognitionsoftware,alternativekeyboards,devicesfor grasping,visualalertsystems,digitalnotetakers.
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IMPORTANTNOTE Reasonableadjustmentmadeforcollectingcandidateassessmentevidence mustnotimpactonthestandardexpectedbytheworkplace,asexpressedby therelevantUnit(s)ofCompetency.E.g.Iftheassessmentwasgathering evidenceofthecandidatescompetencyinwriting, allowing the candidate to complete the assessment verbally would not be a validassessment method. The method of assessment used by any reasonable adjustment muststillmeet thecompetencyrequirements.
CHEATINGANDPLAGIARISM WhatisCheating? Cheating within the context of the study environment means todishonestly present anassessment task or assessment activity as genuinely representing your own understandingof and/or abilityin thesubject concerned. Someexamplesofcheatingare: lSubmittingsomeoneelse’sworkasyourown.Whetheryouhavethat persons consentornot. lSubmittinganotherauthor’sworkasyourown,withoutproper acknowledgementof theauthor. lToallowsomeoneelsetosubmityourownworkastheirs. lTouseanypartofsomeoneelse’sworkwithouttheproper acknowledgement There are other forms of cheating not contained in this list. These are merely givenassomeexamples.Ifyouareunsureaboutwhetheranyparticular behaviourwouldconstituteplagiarismorcheating, checkwithyourtrainer priortosubmittingyourassessmentwork. WhatisPlagiarism? Plagiarism is a form of cheating and includes presenting another person or organisation’sideas or expressions as your own. This includes, however is not limited to: copying writtenworkssuchasbooksorjournals,dataorimages, tables,diagrams,designs,plans,photographs,film,music,formulae,websites and computerprograms. HowdoIavoidPlagiarismorCheating? Studentsareadvisedtonotethefollowingadvicetoavoidclaimsof plagiarismor cheating: lAlways reference other people’s work.You may quote from someone else'swork(forexamplefromwebsites,textbooks,journalsorother published materials)butyou must alwaysindicatetheauthorandsource of thematerial. lAlwaysreferenceyoursources.Youshouldnamesourcesforany graphs, tablesorspecificdata,whichyouincludein yourassignment. Youmustnotcopysomeoneelse'sworkandpresent itasyourown. lYoumustnotfalsifyassessmentevidence.
THEUNITSOFCOMPETENCY Eachunitofcompetencycanbeunbundledtorevealtwokeyassessment components: 1.theperformancecriteria ospecifyingtherequiredlevelofperformance 2.theevidenceguide oDescribing the underpinning knowledge and skills that must be demonstrated to determine competence. It provides essential advice forassessmentof theunit ofcompetencyintheformof: criticalaspectsofevidence theessentialskills theessentialknowledge An outline of the units of competency is included below. Note that some skills that are notable to be observed in the workplace during your Vocational Placement will be assessedutilisingCaseStudiesand/or projects. CHCDIV001Workwithdiversepeople This unit describes the skills and knowledge required to work respectfully with peoplefromdiversesocialandculturalgroupsandsituations,including Aboriginal and/or Torres StraitIslanderpeople. 1.Reflectonownperspectives 2.Appreciatediversityandinclusiveness,andtheirbenefits 3.Communicatewithpeoplefromdiversebackgroundsandsituations 4.Promoteunderstandingacrossdiversegroups PerformanceEvidence The candidate must show evidence of the ability to complete tasks outlined in elements andperformance criteria of this unit, manage tasks and manage contingencies in the context ofthejobrole. Theremustbeevidencethat the candidatehas: lundertakenastructuredprocesstoreflectonownperspectiveson diversity lrecognisedandrespectedtheneedsofpeoplefromdiversesocialand culturalbackgroundsin at least3 different situations: oselectedandusedappropriateverbalandnon-verbalcommunication orecognisedsituationswheremisunderstandingsmayarisefromdiversity andformedappropriateresponses KnowledgeEvidence
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The candidate must be able to demonstrate essential knowledge required to effectivelycompletetasksoutlinedinelementsandperformancecriteriaof thisunit,managetasksandmanage contingencies inthecontextofthework role.Thisincludes knowledgeof: lconceptsofculturalawareness,culturalsafetyandculturalcompetence andhowtheseimpactdifferent work roles lconceptsanddefinitionsofdiversity lowncultureandthecommunityattitudes,language,policiesand structures of thatcultureandhowtheyimpact ondifferent peopleand groups lfeaturesofdiversityinAustraliaandhowthisimpactsdifferentareasof workandlife: opolitical osocial oeconomic ocultural llegal and ethical considerations (international, national, state/territory, local) forworking with diversity, how these impact individual workers, and the consequencesof breaches: odiscrimination: age disability racial sex ohumanrights: Universaldeclarationofhumanrights relationshipbetweenhumanneedsandhumanrights frameworks,approachesandinstrumentsusedinthe workplace orightsandresponsibilitiesofworkers,employersandclients,including appropriateactionwhenrightsarebeinginfringedorresponsibilitiesnot beingcarriedout lkeyareasofdiversityandtheircharacteristics,including: oculture,race,ethnicity odisability oreligiousorspiritualbeliefs
CHCDIV002PromoteAboriginaland/orTorresStraitIslanderculturalsafety The unit describes the skills and knowledge required to identify Aboriginal and/or TorresStrait Islander cultural safety issues in the workplace, model culturalsafetyinownworkpractice,anddevelopstrategiestoenhance cultural safety. 1.Identifyculturalsafetyissuesintheworkplace 2.Modelculturalsafetyinownwork 3.Developstrategiesforimprovedculturalsafety 4.Evaluateculturalsafetystrategies PerformanceEvidence The candidate must show evidence of the ability to complete tasks outlined in elements andperformance criteriaof this unit, manage tasks and manage contingencies in the context ofthejobrole. Theremustbeevidencethat the candidatehas: lpromoted Aboriginal and/or Torres Strait Islander cultural safety in the context of atleast1 workplace lresearchedcultureandhistory,theimpactofEuropeansettlement,loss oflandandcultureandtheimportanceof lawandkinship levaluatedwaystoimprovecommunicationwithAboriginaland/or TorresStraitIslanderpeopleswhomaybeclientsorcolleagues. KnowledgeEvidence The candidate must be able to demonstrate essential knowledge required to effectivelycomplete tasks outlined in elements and performance criteria of this unit, manage tasksandmanagecontingenciesinthe contextofthe workrole.Thisincludesknowledgeof: conceptofAboriginaland/orTorresStraitIslanderculturalsafetyinthe communityservicesandhealthcontext,and itsrelationshipwith: oculturalawareness oculturalcompetence legislativecontextforAboriginaland/orTorresStraitIslandercultural safety thediversityofAboriginaland/orTorresStraitIslandercultures historical,social,politicalandeconomicissuesaffectingAboriginal and/orTorresStraitIslanderpeopleandtheirengagementwith community services and healthsystems,including:
opastandpresentpowerrelations own culture, western systems and structures and how these impact on Aboriginaland/orTorresStraitIslanderpeople andtheirengagement withservices factorsthatcontributetoAboriginaland/orTorresStraitIslanderill healthandcommondiseasesexperiencedbythesegroupsof people: oimpactoftraumaonindividuals’abilityfor: decision-making communicating understanding retaininginformation waystoinvolveAboriginaland/orTorresStraitIslanderpeopleinthe planninganddeliveryofservicesand programs CHCECE001Developculturalcompetence Thisunitdescribestheskillsandknowledgerequiredtoworktowards cultural competencyand to support participation of all children and families inchildren’sservices.Thissupportincludescontributingtochildren’s understandingandacceptanceofallcultures. 1.Reflectonownculturalidentityandbiases 2.Identifyanddevelopculturalcompetency 3.ResearchAboriginaland/orTorresStraitIslandercommunities 4.Supportindividualculturalidentities 5.Create environments to support children’s cross-cultural understanding andrelationships 6.Supporttheimplementationofinclusivelearningexperiences 7.Support children in developing confidence and strength in personal and culturalidentity PerformanceEvidence The candidate must show evidence of the ability to complete tasks outlined in elements andperformance criteria of this unit, manage tasks and manage contingenciesinthe contextofthe jobrole.Theremust be demonstrated evidence that the candidate has completed thefollowingtasksat leastonce:
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lreflectedonownculturalidentityandbiases linvestigatedculturaldiversityinatleastoneserviceandcommunity lsupported children’s and families’ cross-cultural relationships through the followingactivities: ointeractinginculturallyappropriatewayswithchildren,families andcommunities oconsultingwithappropriatepersonstoaccesslocalknowledgeof Aboriginaland/or TorresStrait Islander culture oplanningandimplementingsupportiveenvironmentsforallchildren osupportingtheimplementationofexperiencesthatencourage childrentorespectallculturesandtocelebrate culturaldifferences oembeddingexamplesofdiversityandinclusionindailypractice ousing effective oral communication techniques to liaise between differingculturalcontextsandsituations. KnowledgeEvidence The candidate must be able to demonstrate essential knowledge required to effectively dothe task outlined in elements and performance criteria of this unit,managethetaskandmanagecontingenciesinthecontextofthe identifiedwork role. Thisincludesknowledgeof: lhowtoaccess: otheNationalQualityFramework otheNationalQualityStandards otherelevantapprovedlearningframework lhowtonavigatethroughframeworkandstandardsdocumentstofind areasrelevanttothisunit of competency lcultural competence and diversity as outlined in theapproved learning frameworkrelevanttotheworkplace limpact of colonisation, historical events and issues on Aboriginal and/or TorresStraitIslander people lorganisationalpoliciesandinitiativesdesignedtosupportparticipation lorganisationalstandards,policiesandprocedures.
CONTEXTFORASSESSMENT Tocompletetheassessmentinthisworkbook,studentsneedtohaveaccessto theirlearningmaterialsandtheinternet.Thewrittenquestionsandcase studiesmaybecompletedwhollyatthestudent’shome,orchosenplaceof study. The projects may be completed with access to an Aboriginal and/or Torres Strait Islandercommunity. ASSESSMENTMETHODS Assessmentfortheseunitswillbeassessedthroughcompletionof WorkbookSix(6)andtheSkillsWorkbook WorkbookSixwillfocusontwoassessmentmethods: 1.Written Questions– based on the required knowledge component as described intheInstructionsfor Assessment 2.Projects– provide tasks designed to be completed in a practical setting, toassistcompletionofrelevanttasksaddressingunderpinningskills and/orknowledgerequirements. FurtherAssessments: SkillsWorkbook participantmustattendVocationalPlacementandmaintaina logoftaskscompletedandsignedoff bysupervisorin the workplace. RESOURCESREQUIREDFORASSESSMENT Tocompletetheassessmentsinthisworkbook,thecandidateswillneedaccess to: lComputerwithinternetaccessandinstalledwithMSWord,AdobeAcrobat Reader lAtleastone(1)Aboriginaland/orTorresStraitIslandercommunity representativetoactasmentor lAccesstobasicartmaterials,suchasartpaper,scissors,glue,andstring
PRESENTATION ThingstoConsider: Onlysubmityourworkbookonceallactivitiesinsidearecomplete. Shouldyouhaveanyquestionsregardingyourassessments,ornot understandwhatisrequiredforyoutocompleteyour assessment,please feel free toaskyourtrainer. Keepyouranswerssuccinctandmakesureyouareansweringthe question. Re-readthequestionafteryou havedraftedupyourresponse justtobesureyouhavecoveredallthat isneeded. Yourfinalassessmentresultwilleitherbecompetentornotyet competent. Ifsubmittingyourassessmentspleaseensurethat 1.Allassessmenttaskswithintheworkbookhavebeencompleted 2.Youhaveproofreadyourassessment AnsweringtheQuestions: 1.IfyouareusingMicrosoftWordyouwillneedtoclickinthe greyareaofthebox tobegintypingyouranswer. Assessmentsmaynotbeprocessediftheaboveguidelinesarenot adheredto. To ensure your assessment is processed as quickly as possible, pleasefollowthese instructions.
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ASSESSMENTWORKBOOKCOVERSHEET WORKBOOK:W O R K B O O K 6 TITLE:Culture and Commu nity FIRSTANDSURNAME: PHONE : EMAIL: Please read the Candidate Declaration below and if you agreeto the terms of the declaration sign and date in the spaceprovided. Bysubmittingthis work,Ideclarethat: Ihavebeen advisedofthe assessment requirements,have beenmadeawareof myrightsand responsibilities as an assessment candidate,and choosetobe
assessedatthistime. Iamawarethat there is a limit to the numberof submissionsthatI canmakeforeach assessment and I am submittingall documentsrequired tocompletethis Assessment Workbook. Ihaveorganised andnamedthefilesI amsubmitting accordingtothe instructionsprovided andIamawarethat myassessorwillnot assessworkthat cannotbeclearly identifiedandmay requesttheworkbe resubmitted accordingtothe correctprocess. Thisworkismy own and contains no materialwrittenby anotherperson exceptwheredue referenceismade.I am aware that a false declarationmaylead tothewithdrawalof aqualificationor statementof attainment. I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evid enceofparties who verifymy
performanceor observable skills. I give my consent to contact these parties for verification purposes. Name:Signature:Date:
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KNOWLEDGEASSESSMENT 1.Select three (3) strategies from the options below that you can use to ensure youshow respect forculturaldiversityinall communication and interactions withclients,colleagues,andco- workers. a)Imitatetheirstyleofclothing. √b)Avoiddifficultanduncommonwordsandidiomatic expressions. c)Imitatetheiraccenttomakethemfeellikeothersspeakthe sameway. √d)Pronounceallwordsclearly.Avoidslurringyourwords. √e)Speakslowly,notloudly. f)Speakslowlyandloudly. g)Pointoutwhatisdifferentaboutthem. h)Alwaysaffirmeverythingtheysayordo. 2.Fromtheoptionsbelow,select four(4)reasonswhyitis importanttotakeintoaccount culturalconsiderationswhen resolvingdifferences sensitively. a)Culturedictatesone’sattitudetowardsothers. √b)Cultureinfluencesindividualattitudes. √c)Culturecaninfluencelanguageconcepts. d)Cultureisanexcusetoforgivebadbehavior. √e)Cultureinfluencescommunicationstyles.
3.In your own words, describe the benefits of cultural diversity in the differentaspectsofAustralian workandlife. Guidance:Brieflydiscusswhyhavingmanyindividualsfrom differentculturesis good for our society. Include in your discussion the effect of age, education,language,race,religion, etc.inthese aspects. Includeashortdiscussionofyourownculturalidentity. Yourownculturalidentity:I myself belong to the Aboriginal culture that can be seen and observed in a persistent manner in my home country Australia. I identify myself as an aboriginal Australian the culturalvalues of which mainly include self-reliance, self-control, bravery, kinship/friendship, feelings of empathy and interdependence combined with reverence for one’s own land, etc. Many more values couples with these make up the nine basic virtues that form the ethnicity of my culture. To add more to it, the culture I belong to in my native land is specifically based on three distinct features that form the Aboriginal identity namely descent, identification, and acceptance. Political:The Australian continent might be the smallest land holding region of the planet Earth but in terms of multicultural diversity the country ranks the highest as people there (citizens) believe in living harmoniously with imbibed intercultural values. Such a prosperous cultural environment has a tremendous impact on the national politics, media and the government which collectively makes up the cohesive international relations platform. The general public’s perception regarding the multiculturalism and the reverence of each distinguished individual culture has motivated the Australian political leaders to more freely associate other countries’ resources by building good media and public relations with them. Social:The social or sociological landscape of any place or country constitutes a coherent set of virtuous values and ethical beliefs and
practices among its citizens (both natives and outsiders). Fortunately, enough the social scenario of the Australian landscape not only emits a welcoming atmosphere to its incoming immigrant population but the positive effects of its rapid and prevalent multicultural population behavior can also be seen in its international recognition of its improved economic migration. Its influence in four main social spheres of demography, fiscal areas, education, and workplace productivity cannot go unnoticed. Also, it helps eliminate racial discrimination of either the aboriginals or of any other race. Economic:Along with its socio-political benefits there are many economic advantages too that arise from the differing aspects of the multicultural attribute of Australian regions. Research shows that its economy greatly benefits from its existing cultural diversity in the form of increased imports and exports, augmented rate of returns, etc. The tourism industry also benefits a lot as the number of incoming travelers are also high. Along with this, diverse professionals make up a unique workforce that helps understand different kinds of customer preferences in an enhanced manner. Cultural:The cultural advantages of regional and traditional diversity based on diverse cultures in Australia has cast a distinguished and unifying impact on the cultural aspect of the Australian lifestyle. It helps facilitates public and international positivity and also encourages a much healthier workplace and developing culture. Its influence on the nation’s work-life balance helps enable people empowerment and in the professional workspaces also colleagues are more than ready to learn and participate in each other’s customs.
4.CulturalInfluences a.Fromthechoicesbelow, identifyfive(5)culturalinfluences andchangingculturalpractices thathaveshaped theAustraliaof today. b.Fromthefive you haveselected, choosetwo (2) andbriefly explain howyou seetheirinfluencemanifest inAustraliatoday. a)Selectfive(5)fromthese choices: √i.PresenceofWesterncultureinAustralia ii.ManyAustralianshave blueeyes √iii.Theexistenceofademocraticsystemofgovernment √iv.DominanceoftheEnglishlanguageinAustralia √v.Populationgrowth vi.ThepresenceofmarsupialsinAustralia vii.EvidenceofasignificantAnglo-Celticheritage √viii.ThediverseinputofAboriginalandTorresStraitIslander peoples b)Howyouseethisinfluence ismanifestedin Australia today: Impact of population growth –In today’s recent scenario the entire population demographic of Australia has become one of the significant concerns of its national policy makers. The fact that the country has a rich cultural, social and historical
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background of an ancient Anglo-Celtic lineage that crossed borders and migrated to the current geographical corner of Australia is a fact. But its modern day occurrence of population expansion has increased its per square individual birth rate by at least 1.5%. In particular, its aboriginal indigenous tribes and the Torres Strait Islander people are also multiplying by almost 1.75% that might raise a concern of its sustainable resources.Increasing dominance of English language –Some research studies and its relevant statistics (2008) show that almost 11% of its aboriginal tribe population largely speak their native tongues which is mainly restricted to the First world language. More than 70% of these individuals have resorted to speaking English which as per their homeland’s belief systems is straying away from their way of aesthetic and principled life. But understandably due to reason such as educational or business pursuits, etc. it has
become imperative to speak English as it is also used to communicating with the migrants and it as a solution to the various phonetic complexities the country uses ‘Standard Australian English’ for better understanding.
5.Identifywhichofthese aspectsofhumaninteractionare affectedbyculturalpracticesand experiences. Personalbehavior b.Interpersonalrelationships Perceptionofothers d.Socialexpectationsofothers Matchthesetothegiven examplesofdiversitypractices andexperiencesbelow: B.i.Some culturesexpect children to move out of their parents’ homewhentheyturneighteenyearsold;whileinsome cultures,childrenstaywiththeirparentsevenuntilafterthey havefamiliesof their own. A. ii.Acultureprovidesasetofboundariesrelatingtopersonal behaviorthatdeterminewhatexperiences are acceptable and whatare not. D.iii.In more liberated or modern cultures, it is considered “normal” to be closefriendswithsomeonefromtheoppositesex;while inmoreconservativecultures,havingacloserelationshipwith someoneoftheoppositesexwhois notyourwifeorhusbandisconsideredinappropriate. C.iv.People from cultures where the women are typically covered in traditionalgarments might perceive women who do not cover themselves the same wayastoo provocative.
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Human Rights Commission, the legislative regulation associated to the discrimination based on age comes under the body of ‘Age Discrimination act 2004 (Cth)’ (ADA). It states that 21 or above aged people should not be denied employment rights. that the law enforcement workers need to track the social and private employers whether they are giving the proper job and education rights to children and individuals or not. Aspects regarding voluntary and domestic duties are not part of this act. seeking individual is either denied his/her rightful allowance of human rights or in case they are treated unfairly on the basis of age then it has been decreed against the law and can lead to inquiry. ii.SexThe legal regulation of Australian human rights commission that covers this comes under the ‘Sex Discrimination Act’ (SDA 1984) that clearly declares the mistreatment of anyone based on their gender, sexual identity or orientation, etc., as unlawful. This legislative regulatory framework implies that no one is legally allowed to dominate an individual negatively on the basis of their sexual preferences or marital choices. If this is not being followed the those responsible for misconduct will have to bear disciplinary actions. The SDA legal framework states that both males and females working in any sector cannot be refused their right of gender or sexual identification. Those in breach of this will face charges and penalization, although this act does not work in external territorial areas. iii.RaceThe ‘Racial Discrimination Act 1975’ (RDA) is the ascertained legal regulation imposed by the AHRC which clearly states racial discrimination as unlawful activity. The implication of RDA could be seen at workplaces like advertising where outsiders might be thought of as unreliable to perform a certain task. Such instances in society are deemed as law Its associated consequences indicate that an afflicted or aggrieved person has the right to file a complaint against RDA contravention for unlawful racial discrimination.
breaking.
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iv. Disability The Australian legislation has made it un-adhering to the law if anyone discriminated others based on their natural or acquired disability as per the ‘Disability Discrimination Act 1992 (DDA)’. In the social spectrum as per the DDA 1992 Australian law it is imperative for every social worker and academic or professional individual to treat disabled/challenged people with respect. The country has made discrimination of disabilities a punishable offence is anyone is caught in such an act or has been reported against. The imprisonment duration is up to 6 months.
7.Childcarepolicies,procedures,and practices: a)Identifytwo(2)nationally recognisedgoverningsystems followedbychildcare centresacross Australia. b)Providetwo(2)examplesof initiativestosupportparticipation ofAboriginaland/orTorresStrait Islander people within yourservice. Guidance:Asanswersmay varydependingonthe childcarecentrepolicies, procedures,orpracticesyou areusingasreference, provideanswersthatare generallyacceptedacross differentchildcarecentres. a)NationallyRecognisedGoverningSystems 1.Forum – CHCIC501A – Aussie childcare network 2.Components of the national law and regulations b)ExamplesofInitiativestosupportAboriginaland/orTorresStrait Islanderpeoplewithinyourservice: The Aboriginal and Torres Strait Islander people and their respective cultures are valued and vitally acknowledged and revered in all its dimensions. Its community members are also involved in all the participative activities consisting all its childcare and adult needs. 8.Selectthree(3)statementsthat describetheroleofculturaland languageinterpreters.
a)Alanguageinterpreterspeaksonbehalfandmakes decisionsforthepartytheyrepresent. √ b)Aculturalinterpreterbridgesthegapbetweenculturesto createamutualunderstandingoffactsandwhatisbeing communicatedbetweentwoparties. √ c)Alanguageinterpretermusttranslateallstatementsin verbatim,regardlessofliteraloridiomaticexpression,in ordertoavoidmisunderstandingbetween twoparties. d)Alanguageinterpretermustunderstandmuchmorethanjust asecondlanguage. √ e)Aculturalinterpretermustunderstandthecultural, economic,andpolitical differences between two cultures in order to create seamlesscommunicationbetweenindividuals fromvastlydifferentcultures.
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9.Review the following Sparkling Stars Policies and Procedures.AccessthesedocumentsintheAssessmentFiles folderintheHub. AccessandEquityPolicy ChildProtectionPolicy AccesstheGuidingChildren’sBehaviourPolicybyclickingon thelinkbelow. GuidingChildren’sBehaviourPolicy Answerthequestionsthatfollow. a.Bertana is new in your class. She is six years old and of Aboriginal descent.Englishisnotherfirstlanguage,andshehastrouble participatinginclassbecauseshehastoremembertheEnglish equivalentofwordsfirstbeforesayingthemaloud. Identifyone(1)strategyyoucanemployinBertana’scase, accordingtothe SparklingStarsAccessandEquityPolicy: The maintenance and encouragement of the child’s ability to use and speak her first native language, along with the provision of a suitable interactive environment. √√ b.SupposeyouareabletospeakFrenchwithrelativefluency.Oneof yourstudents,Sebastien,isFrench.Hehasdisplayedlessthan desirable behaviors in yourclassinanumberofinstances.Youwish tospeaktohisparentswhodonotspeakEnglishverywell.Should you speaktoSebastien’s parentsin French? Checkeither‘yes’or‘no’, thenidentifythe strategyorguidelineintheSparklingStars AccessandEquityPolicytojustifyyour answer:YesNo
c.TheparentsofthestudentsofSparklingStarsvisitthecentre frequently,eithertopickuptheirchildrenorspeaktothestaff regardingtheirchild’sprogressandotherconcerns. DoesSparklingStarsChildcareCentrehavetheresponsibilityto provideasafe environmentthatcaterstotheparents’safetyneeds? Select one (1) option from below, then identify the guideline in the SparklingStarsChildProtectionPolicytojustifyyouranswer: Yes,theneedsofparentsmustbetakeninto account.No,thecentreonlycaterstotheneeds of children. d.Tinoisconsistentlydisplayingunacceptablebehavioratthecentre. Hepushesotherchildrenandtakestheirthingsagainsttheir will. Refer to the Sparkling Stars policy onGuiding Children’s Behaviour. Selectthree(3)proceduresbelowthatareacceptable waystodealwiththechild: i.SpeaktoTinoabouthisbehaviour,makingsurehe understandsthelimitsofwhat isacceptable. TelltheotherchildrentospeaktotheDirectorabouttheissue. iii.SpeaktoTino’sparents,sotheymaypunishhimathome. iv.Speak to Tino’s parents to ensure that there is no conflict between theexpectationsofhisbehaviouratSparklingStarsandat home. Designa“BehaviourManagementProgram”forTinowithhisfamily. e.In reference to the Sparkling Stars policy onGuiding Children’s Behaviour,what is one strategy that can help a child from a different culture understandwhatacceptablebehaviourisin thecentre? Select one(1). Comparingthechildto otherchildren Rolemodellingacceptablebehaviour iii.LecturingthechildandhisparentsIsolatingthechilduntilhisbehaviour changes
10.Selecttwo(2)scenarioswhere culturalmisunderstandings betweentwopartiesmight occur. a)RinkaisaRussianstudent,studyinginMelbournefora semesterduetoherparents’work.TanyaisaFilipino studentwhohasrecentlymovedtoAustralia.Rinkaand Tanyaattendsomeclassestogether.Theydonothavethe sametasteinmusic. b)John, an African-American student, is taller than Frederique, a Frenchstudent. Sometimes, Frederique asks John for help if he needs to reachsomethingfrom ahighplace. c)Amanda, a native of Texas, is outgoing and freely speaks her mindduringofficemeetingsandgatherings.Michi,anative ofTokyo,ismoreconservative and thinks one should be more reserved, especially in theoffice. d)DuringtheenrolmentofanewchildfromSoutheastAsia,itis thefatherwho answers every one of the questions about the family and the child.Thechild’smotherisquietandsimply nodsinagreement.Theinterviewerfindsthisbehaviour unusual. e)Hans removes his shoes whenever he visits the house of Jae, his Koreanfriend.Jaedoesnotneedtoremovehisshoesat Hans’house,sohekeepsthemon.
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13.Researchinthefollowing experiencesoftheAboriginal peopleand/orTorresStrait Islanders.Onthespaces provided,writethe correspondingletterofthese experiencestotheir effectson indigenouspeople: E- European settlement andthe impactsof colonisatio nL-Loss oflandand culture I-Importanceoflawand kinship E a)Exposuretonewdiseases L b)DrasticdeclineinAboriginalpopulation L c)Physicalorgeographicalstructuringofthesociety I d)Lowself-esteemandfeelingsofworthlessness E e)Legalproblems I f)Formationoftribesor“nations” L g)Forcedtoliveintheoutskirtsofcitiesorpublichousing Eh)Involvement in violent conflict, resulting in the death of a vast numberof theAboriginal peoples.
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a)TheNQFandNQSarerelativelylongdocuments.Selecttwo(2) waysyoucaneasilynavigatethroughtheseresourcestofindrelevant contenteasily. Callafriend Lookthroughthetableofcontents iii.Usethe‘search’function(fordigitalcopies) Refertoothertexts Regulation167 b)Citeone(1)websitewhereyou canaccesseachofthefollowing: Youmayrepeatyouranswers. c)ReviewChapter6:CulturalCompetenceoftheEducators’Guideto the EYLF.Fillintheblanks: Relationshipbuildingisfundamentaltoculturalcompetenceandis based onthefoundationsofunderstandingeachother’s expectations andattitude,andsubsequentlybuildingonthe strength of eachother’sknowledge,usingawiderangeofcommunitymembers andresourcestobuildontheir . Value, belief, biases of self,biases of others, cultural knowledge andcultural encountersarecriticaltothedevelopmentof cultural competence. “Culturecanbedefinedas‘whatwecreatebeyondourbiology.Not giventous,but madebyus’”. Asculturallycompetenteducators,weneedtothinkdeeplyabouthow our workcansupporteachchild’sdevelopingreligion and spirituality.
d)UndertheNQS,thereareanumberofsectionsrelevantto embedding culturalcompetence into the workplace. For each of the elements of the NQS standardsbelow,citeone(1)waythatyoucan upholdthisintheclassroom. e)TheGuidetotheNationalLawandNationalRegulations describes how acentre should consider the family and cultural values,age,andphysicalandintellectualdevelopmentand abilities of each child. Which of the NationalRegulationsdoesit statearerelevanttothis? Select two(2). Regulation154 Regulation155 Regulation163 Regulation167 Regulation168
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f)The Guide to the National Law and National Regulations has a reference toChild Enrolment Records. Which of the regulations are relevant to keepingchildenrolment records? Select three(3).
17.Identifywhetherthe followingarehumanneeds, humanrights,orboth.Onthe spacesprovided,writeNif what is indicated is a human need,Rifitisahuman rights, and the number2if it isboth.Leavethespace blank if it isneithera need nor aright. Ra)anationality Nb)cleanwater Nc)useofmobiledevices Rd)recognitionasapersonbeforethelaw Re)education Rf)shelter Ng)ownershipofahouse
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12f)A group of people composed of individuals from varying agegroups 1g)Belongingtoagroupthathasacommonnationalor culturaltradition 10 h)Aperson’ssexualidentityinrelationtowhomtheyare attracted 8i)Onewhoseself-identitydoesnotconformto conventionalnotionsof maleorfemalegenders 9j)Thestateofbeingmaleorfemale,thoughnot necessarilyinthephysicalsense 6k)A person who is sexually attracted to their own sex; may identifyasgayorlesbian 5l)How a person sees oneself as either male or female, and how theypresentthemselvestoothers
20.Trueorfalse.Onthespaces provided,writeTifthegiven statementsaretrue,andFif theyarefalse. Ta)ChildrenfromIndigenousfamilieswhoarebeingtaken away“fortheirowngood” suffernegativeeffectsinthe long term. Tb)Diversityispresentonlywhenpeopleofdifferentraces andethnicitiesare involved. Tc)AboriginalandTorresStraitIslanderfamiliesmayresist participationinEarlyChildhoodEducationandCare settingsbecausetheywanttoprotectboththemselves andtheirchildrenfromexperiencingracism. Fd)LowexpectationsofAboriginalchildreninschoolsmay comeaboutastheresultofstereotypingandracism fromearlychildhoodworkers. Te)EnglishisnotthefirstlanguageofmanyAboriginal children,soretaininginformationtaughtinthe classroommaybe difficult. Tf)AboriginalandTorresStraitIslanderpeoplecannotbe includedinthenationalcensusunlesstheyhavehomes withlandtitles. Tg)Some Aboriginal families may not want to use services that are seen ascatering to families from lower socio- economic groups because they donotwanttheirown familytobe identifiedwiththisgroup. Th)Many Aboriginal and Torres Strait Islander children and familiesarereluctanttotrustanddealwith mainstreamservices,particularlythoseservices connectedwithchildwelfareagencies,becauseofthe connectiontothehistoryof theStolenGenerations. Fi)AboriginalandTorresStraitIslanderchildrenand familiesarenolongerreluctanttotrustanddealwith mainstreamservices,particularlythoseservices connectedwithchildwelfareagencies,becauseofthe connectiontothehistoryoftheStolenGenerations. Fj)ForcingchildrenfromIndigenousfamiliestolearn Englishisjustifiedbecausetheyare nowabletoexpress
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themselvesfreelyatschool. Tk)Thedefinitionofdiversityincludespeopleofdifferent culturalbackgrounds,eveniftheyarefromthe same raceorethnicity.
21.Identifythewaysearly childhoodeducatorscanuphold anAboriginalor TorresStraitIslander student’sculturalsafety. Selectsix(6). a)IncludeAboriginalandTorresStraitIslanderbooks, stories,music,anddancein theclassroom. b)Encouragechildrentolearnand,whenappropriate, usetheirnativelanguage. c)Encouragethechildtoimitatetheothernon-Aboriginal orTorresStraitIslander children,sotheywouldfitin andnotbebullied. d)Remindthechildtowashtheirhandsoftenbecause theirhomeismostlikelydirty. e)Buildgoodrelationshipswiththestudent’sfamily. f)Remindthechildthattheyshouldacceptthefact thattheirculturewill neverbeas richasitusedtobe. g)Patronisethechildsotheywillnotfeeltheshameof beingcorrected. h)Encourage the children to wear the Aboriginal colours of black,red,andyellowandtolearnmoreaboutthe Aboriginal cultureduringNAIDOCweek. i)Play areas, equipment, toys, and activities are chosen specificallyto reflect the diversity of age and cultural background of thechildren. j)Encourageotherstudentstolearnsomewordsinthe AboriginalorTorresStrait Islander language.
22.Selectsix(6)statementsthat aretrueaboutcultural safetyandhumanrights. a)TheRacialDiscriminationAct1975islimitedto prohibitingadultsfromdiscriminating againstother adults. b)TheRacialDiscriminationAct1975prohibitsAboriginal childrenfrombeingdeniedofeducationbasedontheir race. c)TheAnti-DiscriminationAct1998prohibitsthe discriminationofindividualsbasedoncultureand belief (among others). In effect,indigenous people need notdenyorotherwisedownplaytheirculturalpride outsidetheir localareas. d)TheAnti-DiscriminationAct1998prohibitsthe discrimination ofindividualsbasedoncultureandbelief (amongothers).However,onemuststillavoid displayingelementsoftheirownculture(like traditionalgarments),asthesewillcauseunease among othersfromdifferent backgrounds. e)TheRacialDiscriminationAct1975andTheAnti- DiscriminationAct 1998 can help indigenous peoples upholdtheirownculturesoutsideoftheirlocal communities. f)Discriminationbasedonsexdoesnotapplytochildcare centres,asitis acceptedthatwomenmakebetter carersforchildren. g)Theremustbepoliciesandproceduresinindividual workplacesbasedonthelocalstateorterritory legislationagainstthediscriminationofanyperson. h)Equity,inclusion,anddiversityunderpintheNational QualityFramework. i)TheNationalQualityframeworkonlydealswiththe qualityofthecurriculadeliveredin educational centres. j)TheUnitedNationsConvention ontheRightsofthe Childis oneofthedocumentsthatchildcare centres mustadhereto.
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PROJECTS Project1 AddressingtheCulturalNeedsofAboriginalFamilies In the last few months, the Sparkling StarsChildcareCentrehasidentified numerousyoungAboriginalfamilies thathavemovedintothearea,and approachedthecentretoprovide earlychildhoodeducationservices. Unfortunately,theyhavenotreturned toaccepttheoffer ofaplace. Aninvestigationbymanagementhas determinedthatthesefamiliesdonotconsideryourcentretobe culturallyappropriatefromanAboriginaland/orTorresStraitIslander perspective. You have been given the task of investigating your local Aboriginal and/or TorresStrait Islander community to identify strategies that will bettermeettheculturalneedsofthesefamiliesandthebroader Aboriginal and/or Torres Strait Islandercommunity. To achieve a satisfactory result in this project, you will need to follow thestepsbelow.ReadthroughSteps1to8ofthisprojectbefore commencing.
Step 1 Determinethecultureofyourlocalindigenousgroup/stohelpimprove theservicedeliveryatSparklingStars. Guidance:Iftherearenolocalindigenousgroupsinyour community, you maydescribe the local indigenous groups from otherareasthroughlearningaboutthemontheinternet. However,make surethat youwillbe ableto contacttwo(2) Aboriginal and/or Torres Strait Islander mentors to be able to complete Steps 3and8 ofthis Project. Provideabriefdescriptionofthefollowingkeyaspectsofculturalsafety: theircultureandcustoms:Aboriginal culture include number of practice and other action different from other indigenous group, both aboriginal and Torres strait islander have culture difference from other groups, there are certain customs in Aboriginal indigenous group, these are: Smoking ceremony custom Body art as custom Walkabout as rite of custom languagegroups:This is one of the most important area in Aboriginal indigenous Australia, there are more than 250 indigenous language groups focusing on different speaking style. Australian aboriginal languages may include Luritija, Upper Arrentem Warlpiri and other languages. Aboriginal community focus on Australian Aboriginal Language allowing them to consider one particular language for whole community. familystructures:Every indigenous groups in Australia have family structure, Aboriginal indigenous group follow traditional family custom and structure allowing them to consider each clan, this clan consists of mothers, fathers, uncles, aunties, bother sister and other relatives, Aboriginal Australian group follow extended family structure. Apart
from this, there are Kinship as well, these are those individual in Aboriginal indigenous group who belong to more than one clan or more moiety groups by birth. art:Art is one of the most important part in the indigenous groups in Australia, these art define their group and segregate each individual from different clan. Aboriginal Australian indigenous focus on body art, they keep their community and group different from each other or different from other clan with the help of body art that may include message and meaningful statement. religion:Every indigenous group of Australia have different religious belief, Aboriginal Australian indigenous group focus on believing sky father of Dreaming which means Aboriginal mythology believe on Baiame. Aboriginal group have their own religious sentiment according to their spiritual wisdom. Describethechildreninyourlocalindigenousgroup/s: (Describetheaverageage,theirgeneralinterests,etc.) Aboriginal Australian group describe children as Boorie, they demand better future of their child in Australian western culture, the interest of Aboriginal Australian children focus on getting education and value in the western world which means they demand to continue their study with other groups to share cultural values with each other. Aboriginal Australian group is one of the biggest indigenous group in the Australia demand every right including education and safety right.
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indigenous people: websites:https://aifs.gov.au/resources/policy-and- practice-papers/strengths-australian- aboriginal-cultural-practices-family-life https://vpsc.vic.gov.au/html-resources/ aboriginal-cultural-capability-toolkit/aboriginal- culture-history/ publications:'Bridging two worlds?': towards cultural safety within schools of nursing in Australian universitiesPetric, S., Hart, B., Mohamed, J. 'It's a cultural thing': excuses used by health professionals on providing inclusive care Mohamed Shaburdin, Z., Bourke, L., Mitchell, O., Newman, T. organisations: others: Step 3
Organise a meeting with at least one (1) Aboriginal and/or Torres Strait Islandermentorwhocanadviseyouondevelopingstrategiesfor integrating the local culture/s you haveidentifiedinStep 1withinthe Sparkling Stars workplace. Ensureyoureadthisdocumentpriortoorganisingyourmeeting: GuideforEngagingrespectfullywithAboriginalandTorresStrait IslanderPeople Youwillneedtodothe following: Prepareforyourmeeting. Meetwithyourmentor/s. •Followculturalprotocolswhenengagingwithyourmentor/s •Ensureyouhaveanunderstandingoftheirculturepriortoyour visit. •Atyourmeeting,youneedtoseekadviceonhowyoucan integrateAboriginaland/orTorres Strait Islanderculture. •Identify strategiestoimproveparticipation,self-determination, andself-controlbyAboriginalandTorresStraitIslanderpeopleand communitiesinthe centre. •SeeStep5,andgatheranswersto thequestionsduringyour interview. •Agreeonthree(3)outcomesyouwishtoachieve,against whichculturalsafetystrategiescanbemeasured. •Theseoutcomesmustbespecific,andbasedonthe strategiesyouhavedeveloped. Theymusthavequantifiable components.Forexample: •Childrenfromthechildcarecentrearefamiliarwith atleasttwo(2)Aboriginalstores. •You may also discuss historical issues in relation to Aboriginal and/or Torres StraitIslanderpeopleandyourcurrentstateorterritory. (SeeStep6.)Useverbalandnon-verbalcommunicationconstructivelyto establish,developandmaintaineffectiverelationships, mutualtrustand
confidence.
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DownloadtheformprovidedintheAssessmentFilesfolderintheHub. Onthesecondpageoftheform, write downyourproposedstrategies to: •IncreaseparticipationofAboriginalandTorresStraitIslander peopleintheEarlyChildhoodservice •Reflectculturallysafeandappropriatepractice(upholdingthe differentaspectsofculturalsafety, as identified inStep1) •Encourageself-determinationandcommunitycontroltoensure improvedservicedelivery InterviewConfirmationForm Guidance: Write only a short description of your proposed strategies in the form, anddiscuss them in detail with your mentor. Include in your discussioncontingencyplansforeachstrategyyouproposed,for potentialissuesyoumightencounterduringtheimplementationof thesestrategies. After filling up the information above, print the form and have your mentorfillitoutafteryourinterviewtodocumentyoursuccessful completionof thistask. Take note that you are required to provide contact information of the Aboriginaland/orTorresStraitIslandermentoryouwillbe interviewing.MakesuretoinformyourAboriginaland/or Torres Strait Islandermentorthatanassessormightcontactthemtoconfirm completionofthistask,andthatyouwillhaveasecondinterview.(Set aschedulewiththemforwhenyou and theyarenext available.)
Step 4 Note:Itisacceptablethatthestrategiesyoumentioninthissteparedifferentfrom yourproposedstrategies in Step 3, after taking into account your mentor’s input. Include contingency plans foreachstrategytodealwiththepotentialissuesyou mightencounterduringimplementation. 4.1Describe the strategies that you have developed in consultation with your Aboriginaland/orTorres Strait Islander mentorto: a)IncreaseparticipationofAboriginalandTorresStraitIslander peopleintheEarlyChildhoodservice: Knowledge sharing: It is very important to share knowledge with indigenous group allowing them to actively participate in the process, knowledge sharing will allow individual to develop confidence in participating. b)Reflectculturallysafeandappropriatepractice:sharing books and photographs: This is another effective strategy for improving indigenous group in the process, this practice allow individual to ensure effective promotion of Aboriginal culture. c)Encourageself-determinationandcommunitycontroltoensure improvedservicedelivery:Prioritizing culture: This is best way to promote self-determination and community control to ensure improved service delivery. 4.2Listdownthree(3)outcomesyouandyourmentor(s)haveagreed upon,whereculturalsafetystrategiescan bemeasured against. Better knowledge Diversity Promotion of culture
Step 5 5.1Identify any issues that may arise during implementation of your strategies:Guidance:Analysethecurriculum/teachingplanand theactivitiesyouplantodeliverintheclassroomandhowthese wouldrelatetotheIndigenouschildren. Carefullystudythecurriculumindifferentaspects,suchas content,culturalsignificance,delivery methods,classroom activities,etc. What issues might arise from these aspects and why?Identify at least two(2) issues. The major issue that is arisen during the implementation of the strategies is increasing the participation of the Aboriginal people in the Early childhood services. The another issue is to encourage them to self-determination as well as community that is control to make improved services delivery. When the curriculum is design then they should consider the delivery methods as well as classroom activity.So they should be improved the deliver services so the children can understand in better ways as well as also get appropriate knowledge. Because implementation of the strategies is very important and to make this success, so we have to address all the issue that is arisen at the time of the implementation of the strategies.
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5.2Identify who you would engage to get assistance on any issues that mayariseasyouimplementyourstrategieswhileworkingwith AboriginalandTorresStraitIslanders:(Indicatewhospecifically you wouldcontactforassistanceineach category.) 5.2.1interpreters:Interpreters reduce the liability, generally help make sure the appropriate utilization and also increase satisfaction. The interpreters play an important role in implementation of the strategies.They should be patient, avoid idiomatic speech, also avoid sentence fragments,as well as asking many questionsat one time. Acknowledge interpreter as professional in the communication. 5.2.2health workers: They create connection among population as wellashealthcareprovider.Theyprovide information, counselling, and health screening as well as referrals. They also address social determinatesofthehealthsothishelpin implementing the strategies.So they solve the problemorissuethatisarisenin implementing the strategies mainly when work with the aboriginal and Torres strait Island. 5.2.3colleagues:Adoptholisticapproachwhilesupporting Aboriginal people where they generally focus onbroaderthananyissue.Itismore importanttorememberthatthepeopleare likely to have responsibility as well as culture obligations that is outside the workplace.
5.3Identifyone(1)skill,one(1)attribute,andone(1)pieceof knowledgethatyoumayneedtodeveloptoensureculturalcompetency. Skills : Valuing diversity is the key skill that is required to develop culture competency. Firstly respecting and accepting the differences such as background and customs, and different traditions and values and different ways of the communication. To develop culture competence person need culture self-aware and also knowing cross culture communication as well. Communication is important skill in developing the culture competence. Attribute Relinquishing control: the aboriginal workers according it is important when working in Aboriginal health. Strategies suggested for controlling relinquishing includes understanding limitation of work, admitting, what you do not know etc. To develop the culture competency, the positive as well as belief attribute is also important. Piece of Knowledge The culture competence is transformative and integration of the knowledge about the groupofpeopleandindividualsintospecificstandard,practise,attitudes,and policies that is used in the appropriate culture setting to increase services as well as better outcomes.
5.4Identifywaysonhowtherestofthecommunitycanimprove communicationwithAboriginaland/or TorresStrait Islanderpeoples in your area Communication was normally considered important part of working with thepeoplethatisAboriginalpeoplebutitstressedthatthe communicationisveryrelevantwhenworkingwithpeople. Communication is important to explain the point of views as well as share knowledgetoothers.Sothecommunicationisveryimportantsoto improvethecommunicationpeoplecanlistenaswellasavoid interrupting while other person talk.Be open-minded is also important as well. Positive communication is effective as well as support with the good emotions. Effective communication is plays a major role with the aboriginal and Torres strait islanders people.
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Step6 6.1Researchonanyhistoricalissues(social,political,oreconomic)in relationtoAboriginaland/orTorresStraitIslanderpeopleandyour current state or territory,including at regional and state levels. Identify two (2) issues – from famous cases,historicalaccounts, etc.–from your research: Guidance:Youmayincludethisinyourinterviewwithyour Aboriginal and/orTorresStrait IslandermentorinStep3. Australiahas2indigenouscultureofitsnationalheritagethatis Aboriginal,andtheTorresstraitislandspeopleaswellaslandthat services is on, that is includes regional as well as state levels. These people are first Australians having lived in the Australia for approach more than 40000 years. Generally there is no place in the Australia that is particularly not Torres strait islander land. The culture is central essential to how these people usually understand their personal identity as well as live their lives. Generally the culture, Aboriginal as well as Torres strait islandpeoplesmainlyexperiencestrongconnectiontocountry, community, spirituality and the family as well. However, these culture particularly complex as well as extremely diverse. In the culture there is nogrouporsingleTorresstraitislandculturebutthelanguage, numerousgrouping,kinshipaswellasdiversewaysofliving.The aboriginal as well as Torres strait islander peoples may also live in the rural, urban and also remote setting, in the traditional, urbanized or other lifestyle, may move among these ways of living. 6.2Reflect on contemporary impacts of the historical issues you identified, includingthoserelatingtoAboriginaland/orTorresStraitIslander people. Identify two (2)instances,traditions,norms,etc.inyourcurrent stateorterritorythataretheeffectofthe issues youhaveidentified.\ The aboriginal and Torres strait islander people were generally forced off their traditional lands that is usually away from their hunter-gatherer lifestyle. Many of the people died from the infectious diseases lead into country by Europeans. The another issue is the people were generally moved to reserves or mission where they particularly forbidden to speak their language and also maintain their culture practices.
Negative Impact Laws were enacted, as well as limiting the generally rights of Aboriginal and Torres strait islander people, mostly segregate them from usually other Australian and also give them little or even no self-determination. Negative Impact
Step 7 7.1Discussanysignificanteventsinyourlifethataffectedthe culturalbiasesyoucurrentlyhaveaboutdifferentcultures, particularly in the workplace,priortostarting thissubject. In the work place I identify the culture biases, as the manager is support theotheremployeeswhointhecompanyfromtheyears,butthe managers always give opportunities to them only. Which is not good for other employees career. Even the managers not give chance to other to lead team in small project. Even I experience that the communication is not good at the workplace so the employees are not well communicated because of the culture differences. So this also give negative impact on the performance of employees which directly affect the company growth as well as success. 7.2Definetwo(2)aspectsofyourenvironmentwhichinfluenceyour ownculturalidentity. Guidance:Aspectsofenvironmentmayincludecommunitysize, sizeofpopulationofthesameculturalorracialbackground, distancefromnatureornaturalenvironments,community structure,etc. The first aspects of the environment which generally influence the own culture is the community size. Because of large community size all the peoplefollowtheirowncustomsaswellastraditions.Theanother aspects is size of the population of the different culture. Due to this the culture disputes are majorly faced by the people which affects the entire environment of the world and is the main reason behind the conflicts of interestinvariouscommunities.The culturaldifferencesisimportant factor which even affect the decision-making of the people living in the society.
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7.3Reflect on the potential impact that your own background may have on yourinteractions and relationships with people from other cultures, particularlytheAboriginalsandTorresStrait Islanders. As for myself, I would like to say that I come from a background that is very helpful and supportive in nature and from early on my indigenoushomeandfamilybackgroundhasinculcatedinme virtues of sensitivity towards other people and cultures, respect forothertraditionsandcustomsandvaluesofteamworkand friendlypoliteness.Havingbeenbroughtupinaverysmall countrysidetownshipIhavealwayscelebratedallkindsof holidaysandfestivalsbeitChristmas,Easter,etc.Myfather worked away from home and in a way my mother raised me and my sister on her own with the financial aid that father used to send. We lived in both a joint and nuclear family structure and that is one of the main reasons that today I am able to interact with culturally diverse people like the Torres Islanders so well and cohesively. 7.4Discusshowyourpersonalviewsondiversecultureshave changedsincetakingthissubject.Personally speaking when we work or interact in an environment that is loaded with people from diverse backgrounds then there is a mixed feeling of diversity and belongingness together that is felt. I can relate to this as I have also experienced like many others the feeling of loneliness when a person goes outside of his/her city or country for studying or working. At the same time there is this new aspect of developmental growth of raising awareness of emotional intelligence and strong communication skills that appear when one goes out and ventures in a new surroundings. In the end it is my individual opinion that the essence of omnipresent humanity that should be the glue to connect with other diverse cultures which
after taking up this subject I have realized that it is very much socially prevalent in native Australia.
Step 8 ScheduleasecondmeetingwiththeAboriginaland/orTorresStrait Islandermentoryou interviewed for Step 3. If you only interviewed one mentor in Step 3, interviewa second mentor. If you interviewed both mentors in Step three, meet with at leastoneofthem for thisStep. Thismeetingmustbeheldatleastone(1)weekfollowingyourprevious interview. DiscussthestrategiesyoucameupwithinStep4,afteryour initialconsultation. Haveyourmentor/sevaluatethestrategiesa secondtime. Revisethestrategiesaccordingly. •PrintanothercopyoftheInterviewConfirmationFormandhave yourmentor/s answer it again. The strategies you will indicate in the form must be therevisedstrategiesyouindicatedin Step4of this project: InterviewConfirmationForm Identifytwo(2)strategiestoimproveyourcommunicationwithyour indigenousmentors.Fill upthetablebelow: Mentor(s)’ comments on howyou communicated during yourinitial interview Ways to improve communication for the secondinterview The initial interview that had been conducted as illustrated in the above steps indicate that the indigenous aboriginal was measurably satisfied with the interviewer as the former said that the latter properly followed each and every protocol that shows a respectable cultural understanding. This can be extrapolated by mentioning the interviewer’s uses of hand gestures, In the first interview format both the interviewer and the interviewee experienced a good amount of intercultural understanding that was based on sound communication and acceptable gestures. The use of elements like knowledge sharing, deliberate use of respectable native words and interviewer’s interest was clearly noted. For the next interview to
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native words, prior preparation for cultural learning, etc. that show that he acknowledged the cultural sensitivity and followed all its dimensions properly. be better some tips could be followed like having the help of a linguistic interpreter at bay to avoid discrepancies, indigenous booklet usage, etc. Writedownyourrevisedstrategiesbelow,afteryoursecondinterview: a)IncreaseparticipationofAboriginalandTorresStrait IslanderpeopleintheEarlyChildhoodservice:The participation of the identified and mentioned indigenous aboriginal and Torres Strait Islander people especially in the context of its childhood practices is very important and this can be accomplished with the help of cultural inclusion. It can be achieved by intrinsically motivating and encouraging the children and their communities through join-in initiatives, exhibiting of native art work, going on heritage walk excursions, and sharing of unique and interesting stories, folklores, pictures, food, etc. b)Reflectculturallysafeandappropriatepractice:Culturally safe, appropriate and acceptable strategies to respectfully consider, understand and share other culture’s beliefs and practices can include efforts of learning about each other. making proper eye contact while speaking, shaking other’s hands and addressing them by their family or surnames if meeting for the first time and in cases of medical issues calling the aboriginal ambulance services in order to ensure that aboriginal paramedics can communicate well with their fellow patients, etc. Such practices will not only help promote safe cultural practices but will also eliminate the concept of othering others. c)Encourageself-determinationandcommunitycontrolto ensureimprovedservice-delivery:The concept of self-
determination as a review strategy is a must-used technique and should not be misunderstood. It basically means that indigenous people the world over and in this specific case the aboriginal and Torres Strait islander people need to be self-determining for themselves so that their social, cultural, workplace, and economic rights and responsibilities are upheld, remain intact and are not compromised with, neglected or violated. Community control services also need to be at the instant service for those in need.
Writeyourshortstoryhere: Once upon a time there was an island where there were two tribes living together namely the Aboriginals and the Torres Strait Islanders tribe. Both of these indigenous cultures lived on the same land politely with each other but there were certain differences in their cultural practices along with some similarities. The aboriginals led a very strict and scheduled life while the Torres Islander people were very friendly and polite. The children of both the tribal communities used to go to the same local school and shared their lunch tiffin with each other. There were two students named Jarrah and Alinta who were best friends from the start. They used to go to school together, did homework together and shared stories with one another. After growing up as adults they went on a school trip and took up activities like hiking and fish hunting. When they were on river due to some mishap and unfortunate incident Alinta slipped on the slimy rocks and fell into the river and as she did not know how to swim, she started drowning. Seeing his best friend in trouble, Jarrah immediately plunged in the heavy water current and saved Alinta. Seeing his bravery and concern for her, Alinta respected Jarrah more and soon they decided to settle down with each other as husband and wife. Although Alinta’s family wanted to marry her into their own community, but when their classmates and other villagers told both the families about the incident, then the Aborigines and Torres Islanders understood that the real meaning of being human is to understand one another’s culture and feelings. Finally, they happily accepted their marriage and resolved their cultural differences.Moral of the story:Unity is diversity and being together means being strong and happy.
Step3 Prepare five (5) short questions about the story for a class discussion. All thequestionsmustfollowtheseguidelines: a.ThequestionsmustrelatetoorisaboutthestoryinStep1. b.Thequestionsmustencouragecultural diversity. Forexample,ifyourstoryisabouttwofriendsbakingapie, askstudentswhat their favorite pies are, or if they have tasted pies from otherplaces. Another example is to ask students the foreign word for key words inyourstory:“Whatlanguagedoyouspeakwithyour family?Whatistheword‘friend’ inthatlanguage?” c.Atleastone(1)ofthequestionsmustpromoteAboriginalculture. d.Atleastone(1)ofthequestionsmustpromoteappreciationfor linguisticdiversity. e.Atleastone(1)ofthequestionsmustpresentahypothetical problemthatwouldencouragechildren tothink of waystosolve. f.Atleastone (1)of the questions mustpromote the culturalbeliefs ofyourtargetaudience. g.Thequestionsmustbesimpleenoughforyourtargetaudience(5 to6yearsold),but challengingenoughto makethem think. Writeyourquestionshere: 1. How is the term ‘school’ said in your language? 2. Why do you like your friends and what is special about them? 3. If your friend would be in trouble of not completing their homework, would you help them? 4. What will you do in case your friend’s parents are not home yet and he/she is alone and has to wait at some place till the parents come? Would you invite them to your home? Will you tell your parents about the matter?5. What do you mean by friendship and why it is important? Should you respect and follow your classmate’s culture and tradition? Is so, why?
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