I have attached the file
Assessment Marking Criteria Student Name Student Number Unit Code/s & Name/s Culture Cluster CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety CHCECE001 Develop cultural competence (Release 2) CHCECE026 Work in partnership with families to provide appropriate education and care for children (Release 3) Assessment Type Written Assessment Name Short Answers Assessment Task No. AT2 Assessment Due Date Date submitted Assessor Name Student Declaration: I declare that this assessment is my own work. Any ideas and comments made by other people have been acknowledged as references. I understand that if this statement is found to be false, it will be regarded as misconduct and will be subject to disciplinary action as outlined in the TAFE Queensland Student Rules. I understand that by emailing or submitting this assessment electronically, I agree to this Declaration in lieu of a written signature. Student Signature Date PRIVACY DISCLAIMER: TAFE Queensland is collecting your personal information for assessment purposes. The information will only be accessed by authorised employees of TAFE Queensland. Some of this information may be given to the Australian Skills Quality Authority (ASQA) or its successor and/or TAFE Queensland for audit and/or reporting purposes. Your information will not be given to any other person or agency unless you have given us written permission or we are required by law. Instructions to Student Number of Tasks: Two (2) Time Allowed: Due date as per your study guide due date schedule. Materials to be supplied by the student: Computer and pen. General Instructions: You specifically address all parts of each question and/or task instruction; You use your own words and reference any sourced information appropriately; You submit your own work; Your answers are professionally presented ie. Spelling, grammar, formatting; Please ensure assessment is typed where possible Answers should be detailed enough to meet the requirements of the questions/unit of competency; Word limits are not provided. Length of assessments will depend on the content the student selects to build upon. Therefore ensure you have provided detailed answers to address the requirements of the task. Dot points are acceptable; and Ensure that you explain each response thoroughly to demonstrate your skills and knowledge of identifying and responding to children and young people at risk. Information / Materials provided: Learning Resources on CONNECT Assessment Criteria: For a ‘satisfactory ‘result in this task, all questions must be answered to a ‘satisfactory’ standard. This means that : To achieve a satisfactory result, your assessor will be looking for your ability to demonstrate key skills, tasks and knowledge to an acceptable industry standard in relation: To working in partnership with families to provide appropriate education and care for the child; To identifying Aboriginal and/or Torres Strait Islander cultural safety issues in the workplace, model cultural safety in own work practice, and develop strategies to enhance cultural safety; To working towards cultural competency and to support participation of all children and families in children’s services. This support includes contributing to children’s understanding and acceptance of all cultures. Number of Attempts: You will receive up to two (2) attempts at this assessment task. Should you not submit your assessment by the due date? Then you will be marked as unsatisfactory on your 1st attempt. Should your 1st attempt of submission be unsatisfactory (U). Your teacher will provide feedback and discuss the relevant sections / questions with you and will arrange a due date for the submission of your 2nd attempt. If your 2nd submission is unsatisfactory (U), or you fail to submit a 2nd attempt, you will receive an overall unsatisfactory result for this assessment task. Only one (1) re-assessment attempt may be granted for each assessment task, with the exception of Apprentices or Trainees who are permitted an additional supplementary assessment. For more information, refer to the Student Rules. Submission details Insert your details on page one (1). If you are submitting this assessment as a hard copy ensure you sign the Student Declaration. Include this template with your submission. If submitting online- no signature needed. Assessment must be submitted by the due date identified as per study guide Assessment Due Date Schedule. Method of submission; Assessment to be submitted via TAFE Queensland Learning Management System: Connect url: https://connect.tafeqld.edu.au/d2l/login Username; 10 digit student number For Password: Reset password go to https://passwordreset.tafeqld.edu.au/default.aspx Instructions for the Assessor This is an open book assessment, students should be able to complete as per the Unit Study Guide due dates schedule. All students are provided with and required to follow the above instructions, specific assessment instructions and instructions to submit online. This assessment can be submitted online through CONNECT. Online submission act in lieu of coversheet/signature and all act as student’s consent to be assessed. If this assessment is submitted via a hard copy then a coversheet/signature must be included with the assessment. Review the student’s assessment submission using the Mark Sheet and the Marking Guide. Mark assessment criteria and overall as S or US and provide comments to validate the results. Insert X in the S column or an X in the US column accordingly. Students are allowed two submissions. You may wish to clarify some answers verbally, if so please comment that the student has readdressed the questions appropriately verbally with the date of the conversation. Store assessed tasks and Marking Sheet in student file (or on TAFE CONNECT) and record result on SMS. Materials to be Supplied: Assessment, templates, supporting resources in learning manuals and marking sheets where relevant. Note to Student An overview of all Assessment Tasks relevant to this unit is located in the Unit Study Guide. TASK 1 - SHORT ANSWERS This task is a short research task. You are to research the history of indigenous people regarding the impact of European settlement, loss of land and culture and the importance of lore and kinship. You are to use a selection of the following resources to complete your research about Aboriginal and Torres Strait Islander History. Question 1 Answer each of the following questions, using the resources listed. A) Briefly explain (approx. 200 words) how European settlement impacted on Aboriginal and/or Torres Strait Islander people & their culture. Make sure that you include information about Loss of land and culture in your response. http://www.workingwithindigenousaustralians.info/content/History_3_Colonisation.html (European settlement) https://australianstogether.org.au/discover/australian-history/get-over-it/ (European settlement) https://www.creativespirits.info/aboriginalculture/history/australian-aboriginal-history-timeline/landrights Loss of land http://www.workingwithindigenousaustralians.info/content/Culture_1_Culture.html culture. B) Briefly explain (approx.. 200 words) what kinship & lore (law) are AND explain why these practices are important for Aboriginal and/or Torres Strait Islander cultural groups. http://www.workingwithindigenousaustralians.info/content/Practice_Implications_4_The_Law_Lore.html law (lore) http://www.workingwithindigenousaustralians.info/content/Culture_4_The_Law_and_the_Lore.html law (lore) http://www.workingwithindigenousaustralians.info/content/Culture_5_Family_and_Kinship.html kinship Question 2 Reflect on your research above and consider the trauma experienced by many Aboriginal and Torres Strait Islander peoples because of past government policies. Explain below the overall impact of trauma and effect indigenous history would have had on an individual’s ability for decision making, communicating, understanding and retaining information/traditions. (approx. 100 words each). Throughout your research, in line with the links offered below, your research should indicate mistrust and loss due to the ill treatment of First Nations People with respect to land, people/family and culture. You will also need to consider the impact on engagement with community services and health systems in your answers. Use this following link regarding stories from those who have experienced trauma to help you answer: https://www.creativespirits.info/aboriginalculture/politics/stolen-generations/stolen-generations-stories). For an understanding of trauma, the following can be helpful: https://www.aihw.gov.au/getmedia/e322914f-ac63-44f1-8c2f-4d84938fcd41/ctg-rs21.pdf.aspx?inline=true (pages 4-6) https://australianstogether.org.au/discover/the-wound/intergenerational-trauma/ Decision making: Communicating: Understanding: Retaining information/traditions: Question 3 Read the article ‘Becoming culturally competent- Ideas that support practice’: https://www.ecrh.edu.au/docs/default-source/resources/nqs-plp-e-newsletters/nqs-plp-e-newsletter-no-65-2013-becoming-culturally-competent---ideas-that-support-practice.pdf (cut and paste in to google chrome to open) Identify three (3) reasons why educators may be hesitant about including Indigenous perspectives in their services. 1. 2. 3. Question 4 The National Quality Standard discusses the need for educators to provide “opportunities to cultivate deep respect for, and knowledge of, the cultural diversity of the broader community in educational practice, including Aboriginal and Torres Strait Islander histories and cultures”. This also includes “engaging with the local Aboriginal and Torres Strait Islander community to design an environment that reflects their culture”. This task requires you to do some research about Aboriginal or Torres Strait Islander peoples for the area where your service is located. You are required to engage with local Aboriginal or Torres Strait Islander people OR persons approved by relevant local Community Elders. You may be able to respectfully approach local Indigenous Organisations or Council/Land Councils in your area. (Note: This may have occurred during guest speakers within your class/online webinar, guests at your service, Elders visiting your service or at professional development workshops. We understand developing this relationship with the Traditional Custodians should be completed in a sensitive manner and can take time. Please speak with your teacher if you are experiencing difficulties completing this task.) A) Provide specific details of an instance of where you have engaged appropriately with Aboriginal and/or Torres Strait Islander people to answer the below points: 1. Who are the Traditional Custodians of the land your service operates on: 2. What culturally significant sites may be local to the area? 3. How can the service show respect for these sites? 4. What is the native language in the community? 5. Identify ways in which Traditional Custodians celebrate culture in contemporary ways. 6. Date and time of discussion: 7. Contact details of who was consulted: B) Further research any particular historical issues relating to the traditional custodians and the land that the service is on. This may also include regional or state issues. These websites may assist - www.creativespirits.info/aboriginalculture or www.tsra.gov.au. You may also need to speak with your service nominated supervisor. What historical issues, in relation to the traditional custodians and the land, does the service need to consider? Question 5 a) List the five (5) Torres Strait Island groups and the names of each community within those groups. 1. 2. 3. 4. 5. b) List the three (3) main languages spoken in the Torres Strait Islands and where they are spoken? 1. 2. 3. c) Diversity exists within Aboriginal and Torres Strait Islander peoples regarding their culture and histories, language, belief systems, customs and identity. Elaborate on three (3) of these differences. The AIATSIS map may assist you - https://aiatsis.gov.au/explore/articles/aiatsis-map-indigenous-australia 1. 2. 3. TASK 2 – SCENARIOS Scenario 1 A new family from Greece has just enrolled in your service. The child Marko will be starting in care next week. This is the first time Marko will have attended a service with other children. The family have brought Marko to your Kindergarten room to meet you and your Lead Educator.