CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety Part 1

This project is designed to gather evidence of your competence in identifying cultural safety issues, modeling cultural safety, developing strategies for improved cultural safety and evaluating cultural safety strategies. The project includes an online auto-marked multiple-choice quiz, a written assessment, and a work placement simulation presentation. The scenario-based questions are based on a case study of Garung Early Learning Centre. The project is a part of CHC30113 – Certificate III in Early Childhood Education and Care and CHC50113 – Diploma of Early Childhood Education and Care. Get expert assistance and study material at Desklib.

CHC30113 – Certificate III in Early Childhood Education and Care
And
CHC50113 – Diploma of Early Childhood Education and Care
Written project
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Once you feel confident that you have covered the learning materials for this unit, you are ready to
attempt this assessment.
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project Description
Online auto-marked multiple-choice quiz (7 questions)
Online auto-marked multiple-choice quiz (8 questions)
Written assessment (10 scenario-based questions)
Work Placement Simulation - Presentation

Getting started
The assessments have been designed to provide evidence that demonstrates your competence in
the unit CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety.
We strongly recommend you complete all activities in the learner guide and engage in the student
discussions throughout the module before attempting this assessment.
Your trainer will:
 answer any questions that you have about the assessment
 assess your competence as stipulated in the unit of competency by making judgments about
the evidence you have presented in line with the rules of evidence – validity, authenticity,
currency and sufficiency.
 provide feedback on the outcomes of the assessment process.
You will recall we learnt about working with Aboriginal and Torres Strait Islander children, families,
and communities in this module and you were provided an additional resource called Working with
Aboriginal and Torres Strait Islander children, families, and communities: Lessons from practice,
developed by the Australian Institute of Family Studies.
Introduction
The ability to identify Aboriginal and/or Torres Strait Islander cultural safety issues in the workplace,
model cultural safety in your own work practice, and develop strategies to enhance cultural safety
are important aspects when working in early childhood education and care. This assessment is
designed to allow you to demonstrate your competency in these vital skills.
You are required to complete three assessments for CHCDIV002 Promote Aboriginal and/or Torres
Strait Islander cultural safety. This assessment is designed to gather evidence of your competence,
specifically to: Identify cultural safety issues in the workplace Model cultural safety in own work Develop strategies for improved cultural safety Evaluate cultural safety strategies

Instructions
The project is based on a case study (shaded) that runs throughout the project.
Your responses to the questions that follow each short scenario should be based on your experience,
research skills and the learning materials.
Your response to each question should be approximately 50 words (unless indicated) and bullet
points are acceptable.
Scenario
You are employed as an early childhood education and care worker at Garung Early Learning
Centre. Over the last 18 months, there has been an increase in enrolments of children from a
range of ethnic backgrounds, including some who identify as Aboriginal and Torres Strait Islanders.
The Director has put together a group of carers and administrative staff to identify the potential
impact of cultural factors, specifically in relation to supporting Aboriginal and Torres Strait Islander
children.
Your group has been given two goals:
1. To identify potential cultural factors that include cultural customs and practices, which
could impact on the children you care for.
2. Identify potential issues that influence relationships and communications with the
Aboriginal and Torres Strait Islander children you care for.
Question 1
Using your research skills, learning materials and own experience, identify three cultural or historical
factors that could impact on the Aboriginal and Torres Strait Islander children you care for and how
their families engage with the Centre?
1. The dreaming factor is the cultural or historical factor of the Aboriginal
and Torres Strait Islander children. By the use of this aboriginal families
express their spirituality and define that from which other aboriginal
peoples are related to them in a close family. This factor can impact the
children's care plan and indigenous parents engagement in the care plan
because of their spiritual beliefs.
2. Colonisation and resistance is the historical factors due to which now
aboriginals are not having the trust on British peoples. This factor is
impacting the aboriginal children parents engagement on care plan.
3. Dispossession and dislocation this is another cultural factor of the
indigenous peoples, impacting their learning program’s and parents
engagement to the care plan. It restrict the education of children’s and
young peoples.
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Assessor Feedback

Scenario
The Director is pleased with the progress your group has made so far. You have been identified as
a group member with insight and enthusiasm for the project.
The next part of the project is to ‘model cultural safety’ in what you do at work and reflect an
awareness of your own and other cultures in your work practices. Your group discuss what is
meant by ‘cultural safety’ and agree on the following definition:
A culturally safe environment is one which is safe for all people, where there is no assault,
challenge or denial of their identity, or who they are and what they need. It is about shared
respect, shared meaning, shared knowledge.
You overhear one of the Aboriginal children you care for talking about how many aunties he has in
his family and asking another child questions about her family. This makes you think about the
differences between some Aboriginal and Torres Strait Islander family structures and many other
families in the Centre. You know that a better understanding of the differences (and similarities) in
how diverse families engage with the early childhood education and care system will help you
identify where issues related to cultural safety may occur.
You speak to the Centre’s liaison officer to learn more about some of the key aspects of cultural
safety from his perspective.
Question 2
Using your research skills, learning materials and own experience, describe two features of
Aboriginal and Torres Strait Islander families that should be considered in in an early childhood
education and care environment. How do these features compare with the experiences of other
Australian families?
1. Aboriginal family with two child is connected to the school their think that
rising the children’s by educating them about self-control, self-reliance,
courage, kinship and friendship, empathy. They perceive time in a more
circular pattern. There calibration are NAIDOC Week celebrations so this is
important to increase the knowledge about the cultures as well as histories
allows the students to improve the respect for their diversities and the
understanding of various cultural differences. From this learnings, it enables all
the educator with a rich and well rounded information about Australia's history.
2. Torres Strait Islander peoples believe that the land, sea, skies, and other
natural features, including all living things, were created by ancestral beings.
They basically do not adopt the liner time and Survival Day celebrate by them
along with several other festivals. In the teaching programs practitioners have
to focus on all these factors.

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Assessor Feedback
Scenario
Mabo Day (3rd of June) is approaching. The Director of Garung Early Learning Centre wants the
Centre to celebrate the day but does not know exactly how to do this. You have been asked to
explore ways to celebrate Mabo Day that are ‘culturally safe’ for all who attend but, in particular,
children with Aboriginal and Torres Strait Islander backgrounds.
You decide to begin by contacting your local Aboriginal and Torres Strait Islander community
groups, hoping to build a partnership with them using the Centre’s Mabo Day celebrations as a
starting point.
This is the first time your Centre has ‘reached out’ to the local Aboriginal and Torres Strait Islander
communities, so you want to make a good impression. You also think it’s a good idea to document
and evaluate the process, so others can ‘follow in your footsteps’, learning from your experiences
and building on the partnerships that you begin.
Question 3
How you would find your local Aboriginal and Torres Strait Islander community leaders or groups?
Consider resources such as the Internet or Government agencies that could help you locate these
people and groups.
In order to find out the local Aboriginal and Torres Strait Islander community
leaders or groups, there are the different resources which can be sue to locate
these peoples and groups. Such as Local Aboriginal Land Council (LALC), Local
Aboriginal Education Consultative Group (AECG), Aboriginal Education
Consultative Group, National Indigenous Australians Agency, is can be use to
get in contact with these community.
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Assessor Feedback
Question 4

What are three questions you could ask the community about the Mabo Day event to help ensure
the event is culturally safe for all participants?
1.
What is the origin of Mabo day and meaning of it for the aboriginal and Torres Strait Islander
community. This question is important to task, because this can help in the planing of best cultural
program with all essential knowledge.
2. what are the major factors or words are taboo and how this should be avoided in Mabo Day
event. This question will help in the prevention of conflict in between in the cultural program’s.
3.What are the key difference as cultural shock, need to know and understand by the percipients
before the festival. By the help of that participant give tier best in the cultural activities for the
satisfaction of community.
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Assessor Feedback
Scenario
Overall, you think Garung Early Learning Centre is a culturally safe place for Aboriginal and Torres
Strait Islander children. However, you’ve never really thought about whether their families and
communities feel culturally safe when they are at the Centre.
Firstly, you reflect on how you think, act, communicate and engage with the Aboriginal and Torres
Strait Islander children and their families and communities. You ask your colleagues to do the
same.
Secondly, you reflect on the different levels of cultural awareness and cultural biases that might
exist in the Centre and how these impact on cultural safety.
Question 5
Provide one example of cultural bias that could affect how you treat the Aboriginal or Torres Strait
Islander families of a child at the Garung Early Learning Centre.
One of the examples of the cultural bias is discrimination as this context is
defined as to reflecting the prejudice towards a certain group. In most
situations, the discrimination sometimes involves the partial labeling and the
treatment of others. The cultural prejudices incorporates into the concept that
it expands the latter too much and diminish its utility. Cultural bias related to

Aboriginal or Torres Strait Islander families is also involving the thinking about
them that they are the dumb with lack of the skills, they are misbehaving .
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Assessor Feedback
Please resubmit by providing a clear example. While this is a good start,
including a typical example of bias that can affect behaviour like ‘Indigenous
people are difficult to work with because they don’t care about education’
would be a better response.
See attached guide for more help.
Scenario
As part of your work at the Garung Early Learning Centre, you have been helping develop effective
partnerships with the local Aboriginal and Torres Strait Islander community.
You have been asked to think about ways to improve communication and find people who could act
as ‘cultural brokers’ (sometimes referred to as liaison officers) and interpreters for the Centre.
Question 6
Identify two situations where you may need to engage a cultural broker (or liaison officer) to
improve communication and prevent misunderstanding or confusion.
1. The participation of the cultural broker is higher in the conflicting situation
between the cultural group, to prevent and resolve the conflict. The situation at
which non indigenous people use the wrong work and conflict of the both
cultural peoples start, then at that situation, cultural broker work as mediator
to control the conflict.
2. Another situation at which cultural broker is required to participate is
language differences situation, at which organisation want to communicate
essential strategies to increase participation of indigenous peoples.
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Assessor Feedback
Scenario
Garung Early Learning Centre has brought in a consultant to undertake an evaluation of potential

cultural safety issues at the Centre.
Part of the work is to measure the impact of the strategies you have implemented. The consultant
decides that the best way to start the process is to meet with each staff member to discuss the
types of cultural safety issues you have identified at the Centre and the strategies you have helped
develop to increase cultural safety.
Question 7
In the table below, you have been provided with two potential cultural safety issues that can occur
at the Centre. Identify one strategy to reduce the impact of each issue. Please do not exceed 50
words (in total) for this question.
Potential cultural safety issue Strategy to reduce impact
Issue 1: Lack of awareness
Lack of staff and children awareness of the
diversity of Aboriginal and Torres Strait
Islander cultures. This lack of awareness
can lead to cultural bias,
misunderstandings, miscommunication,
racism or bullying.
It includes reflecting the cultures of an individual and
their beliefs and attitudes about other individuals.
One's should avoid the stereotypical obstacles. one's
should make clear, open and respectful
communications.
Issue 2: Lack of recognition of familial
structures
Not recognising Aboriginal and Torres
Strait Islander familial structures could
create issues for staff when contacting
families at home. Families may feel
ashamed to share their backgrounds.
Staff should encourage the flexibility in
the meetings and the events. Staff should
be trained to work with families. One's
should decrease the distrust and cultural
obstacles.
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Assessor Feedback
Scenario
The consultant conducting the review is impressed with your understanding of cultural safety and
the strategies you have helped identify. Your Director has asked you to help develop a ‘best practice
model of cultural safety’ at Garung.
You firstly, consult with a cultural broker (or liaison officer) and together you break the goal of ‘best
practice in cultural safety’ into four objectives.
Question 8

The goal of ‘best practice in cultural safety’ has been broken down into the following four objectives.
For each objective, list one strategy to achieve the outcome at Garung Early Learning Centre.
Objective Strategies
1. Build effective partnerships between
Garung’s staff and all Aboriginal and Torres
Strait Islander people.
It can be achieved by expressing respects as
well as acknowledging the countries. It is
important to make connections with countries
in order to attain the wellness of the aboriginal
people. Staff should encourage the flexibility
meetings and the events. Staff should be
trained to work with families. One's should
decrease the distrust and cultural obstacles.
2. Promote partnerships with the Aboriginal
and/or Torres Strait Islander communities
The flexible arrangement of the work
to enables the staff to meet their
work, family and community
obligations. It is achieved to
encourage the families of the
indigenous staff. Example effective
communication among staff and
simple language and appropriate
facilitates and supports related to the
effective communication.
3. Support the delivery of services and
programs that are culturally safe and
encourage increased participation in them.
Show an individuals culture, beliefs and
attitudes about others. It also includes a clear
and respectful communication among people.
4. Encourage self- determination and
community control at Garung.
It first includes the cultural priority, it should
address the discrimination and promote the
cultural safety. The self determination can be
achieved by giving some freedom as people
can exercise their rights. It also requires the
support in order to determine how the
resources are organized.
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Assessor Feedback

Scenario
It is important that the work being done to create ‘best practice in cultural safety’ is measured so
everyone knows whether the new strategies are effective. Once you have measured the results of
each strategy, you can look at ways to revise and improve the strategies.
As part of this process you have asked a parent of an Aboriginal student to ‘represent’ the Aboriginal
and Torres Strait Islanders communities in evaluating strategies to encourage students and family
participation in the Centre. He was recommended by a colleague because he identifies as Aboriginal
and trains the local soccer team.
You only realise later that whilst he is a popular soccer coach, he is not considered an Elder or a
spokesperson for local Aboriginal communities. You also hear feedback from the community that a
wider range of people should have been invited that represent the diversity of communities and
cultures.
Based on this evaluation, you decide you need to revise your current strategies to inviting individuals
to evaluate your strategies and to better promote partnerships with the Aboriginal and Torres Strait
Islander communities.
Question 9
Asking for people’s opinions on your proposed strategies and what you are trying to achieve shows
respect and is an effective way to engage with Aboriginal and Torres Strait Islander communities and
obtain useful feedback on your strategies. To do this effectively you need to have an appropriate
group of individuals that represent the diversity of Aboriginal and Torres Strait Islanders.
List two ways to increase the involvement of Aboriginal and Torres Strait Islanders in evaluating your
cultural safety strategies.
1. Inviting elders and community brokers in the evolution of the strategies is
can be the best way of evaluation. popular soccer coach of the indigenous
community must be involved in the evaluation process for best results. As he
can help better to understand the different cultural needs of the indigenous
peoples.
2. Advisory panels should involve in the evaluation of the program and
services against desired outcomes is another way of effective evaluation of
cultural safety strategies. For this approach application, there is the need of
stakeholders engagement, program description, design evaluation, justify
conclusion and sharing of the lessons learned.
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Assessor Feedback

Scenario
Although your Centre feels it is on track to improve cultural safety for all children and their families,
you recognises there is always room for improvement. You are especially keen to get more family
and community members involved in the planning of Centre activities. You believe this is key to
increasing their engagement with the Centre and foster positive outcomes for children.
Question 10
List two ways to increase the involvement of Aboriginal and Torres Strait Islanders in planning and
implementing Centre activities and programs.
1.Consultation with community representatives, this is one of the most
important way to increase the indigenous peoples participation in the planing
and implementation of the children care and education plan. This is one of the
best way of an exchange or two-way flow of information, which empower the
indigenous peoples to help make effective decision. With the help of this
approach involvement of the Aboriginal and Torres Strait Islanders in planning
and implementing Centered activities and programs, is can be effectively
achieve.
2. Community participation in decision-making processes, this is another way
to increase the participation of the indigenous peoples in early childhood
education and care programs. For this organisation have to encourage the
community participation in decision making process, along with the liaison
officers. This strategy will help in the development of ideas to increase family
involvement in planing and evaluating cultural safety initiatives.
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Assessor Feedback

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Trainer & Assessor
Date Result
Assessor Comments and Marking
Withheld or Incomplete comments ONLY section: