back to topShort Answers & Professional ReflectionValue:50%Due Date:21-Jan-2019Return...

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back to topShort Answers & Professional ReflectionValue:50%Due Date:21-Jan-2019Return Date:12-Feb-2019Length:2000Submission method options:	EASTS (online)	PostTaskback to topStudents are required to demonstrate their knowledge and application of Aboriginal education in an early childhood setting. They will then professionally reflect on how the subject can influence their own practice of Aboriginal Education in an early childhood setting. Each part should be approximately 500 words in length.PART A – Aboriginal Perspectives in Early Childhood (500 words)	Develop an Aboriginal perspective activity that can be utilised in an early childhood setting. You are to develop one 20 – 60 minute activity that teaches the children a culturally appropriate Aboriginal concept. This may include (but is not limited to) Aboriginal concepts of Dreaming, lore, values, food, shelter, animals, plants, language, community people, pedagogy, songs, dance and artists. You will need to identify the Aboriginal perspective, targeted age group and one related EYLF outcome. This activity needs to be different from the ones submitted onto our Module 3 discussion thread.PART B – Aboriginal Pedagogy in Early Childhood (500 words)	Select one of the Aboriginal 8 Ways of Learning (Yunkaporta, 2009); Story sharing, Community links, Deconstruct/reconstruct, Non-linear, Land links, Symbols & images, Non-verbal or Learning maps. Identify what it is and why it is a useful strategy in the early childhood setting for all learners. You will need to select a different strategy from the Aboriginal 8 Ways of Learning to the one you selected for the Module 4 discussion thread.PART C – Aboriginal Community Resourcing in Early Childhood (500 words)Select an Aboriginal community organisation or group from the list you developed for the Module 5 discussion thread. Describe the purpose and role of the selected Aboriginal community organisation or group. Suggest one way you can utilise them in the early childhood setting. They may be utilised to (but not limited to) plan, implement or develop Aboriginal perspectives or inform early childhood staff members about Aboriginal education with professional development.PART D – Professional Reflection (500 words)Students will describe how this subject has influenced their practice in an early childhood setting. You will need to select an aspect of this subject; it may include topics, readings, further research or resources that have been shared through the subject interact site. The professional practice that has been influenced can include (but not limited to) one of the following; planning, implementing Aboriginal education, addressing Aboriginal student learning needs, community partnerships or developing Aboriginal perspectives.Rationaleback to topThis assessment task will assess the following learning outcome/s:	be able to recognise the importance of community consultation and the participation of Indigenous people in educational environments.	have developed an awareness and understanding of culturally appropriate pedagogy for Indigenous children.	be able to formulate culturally appropriate teaching strategies for Indigenous children.	understand and developed aspects of a culturally safe education environment.Aboriginal education is holistic, in that it includes many factors from the classroom, pedagogy, policy and community. This assessment task allows the students to explore specific aspects of Aboriginal Education and relate it to their (or a) teaching environment.The authenticity of this task will be evident in your future education settings by	Developing appropriate Aboriginal Education perspectives for Aboriginal and non-Aboriginal children;	Utilising pedagogy that enhances Aboriginal Education content and processes in the Early Childhood sector;	Resourcing Aboriginal community partnerships to enhance the educational experience for Aboriginal and non-Aboriginal students; and	Identifying and professionally reflecting on how your practice can incorporate Aboriginal Education.	This task reflects the following subject modules	Module 3 – Incorporating Aboriginal Studies and Aboriginal Perspectives;	Module 4 – Students in Aboriginal Education; and	Module 5 – Community Partnerships.	Marking criteria and standardsback to topEach PART of this assessment item relates directly to one marking criteria. In addition, there is a marking criteria on the academic quality of the assessment.•PART A- Students develop an appropriate Aboriginal Perspective activity that focuses on cultural knowledge, for an early childhood setting.•PART B– Students demonstrate their understanding of one Aboriginal pedagogy strategy and explain how it can benefit all learners in an early childhood setting.•PART C– Students will explore the purpose and possible role of one Aboriginal community organisation or group in an early childhood setting•PART D– Students will reflect on how the subject experience can influence education practices in an early childhood setting.• Quality of written component - Academic Literacy Components (see rubric)						Marking Criteria			Student Feedback							HIGH DISTINCTION			DISTINCTION			CREDIT			PASS			FAIL											PART A (11 marks)									Students develop an appropriate Aboriginal Perspective activity that focuses on cultural knowledge, for an early childhood setting which will demonstrate an awareness and understanding of culturally appropriate pedagogy for Indigenous children.										An innovative and meaningful Aboriginal perspective activity is developed for an early childhood setting that will engage children and encourage deep learning of an Aboriginal concept. The relationship between Aboriginal Education, the EYLF, needs of the learner and the EC sector are explored with clarity and precision			An Aboriginal perspective activity is developed for an early childhood setting that engages children and demonstrates how the child can display appropriate Aboriginal knowledge concepts to others. They begin to analysis how the activity is reflective of the EYLF and Aboriginal Education.			A creative and unique Aboriginal perspective activity is developed. The Aboriginal cultural knowledge is identified and clearly links to the activity. They are able to demonstrate how the Aboriginal perspective activity is reflective of the EYLF and relevant in an early childhood setting.			A basic Aboriginal perspective activity is developed that can be delivered in an early childhood setting. They are able to identify how the activity reflects EYLF principles, practices or outcomes.			Students may identify an Aboriginal perspective activity, but its application in an early childhood setting and reflective of EYLF needs further development and clarity.											PART B (11 marks)																					Students demonstrate their understanding of one Aboriginal pedagogy strategy by utilising pedagogy that enhances Aboriginal Education content and processes in the Early Childhood sector and by explaining how it can benefit all learners in an early childhood setting.										The exploration of one Aboriginal 8 ways of learning is concise and clearly analyses its benefits for the early childhood learner (0-5yrs). Further research is evident as they examine the relationship between the EYLF, Aboriginal pedagogy, the needs of the learner and the EC setting.			Students use further research to explore one strategy from the Aboriginal 8 Ways of Learning. They have demonstrated a clear examination of its relationship to the needs of an early childhood learner and links to the EYLF.			Students articulate how a strategy from the Aboriginal 8 Ways of Learning pedagogy is relevant to the needs of all early childhood learners and promotes the relationship between Aboriginal Education and the EYLF. They have utilised further research to support their work.			Students identify and discuss one of the Aboriginal 8 Ways of Learning pedagogy strategies. They are able to articulate a basic understanding of why it should be applied to the early childhood setting for the benefit of all learners, with links to the EYLF. They have used the provided readings to further support their discussion.			Students may identify one of the Aboriginal 8 Ways of Learning pedagogy strategies, but are unable to articulate a clear understanding of its relevance to the needs of early childhood learners or the EYLF.											PART C (11 marks)									Students will explore the purpose and possible role of one Aboriginal community organisation or group in an early childhood setting and be able to recognise the importance of community consultation and the participation of Indigenous people in educational environments.										Students clearly demonstrate with a fluent analysis of how an Aboriginal community organisation is relevant to the development and needs of the learner, the EYLF and Aboriginal Education in an early childhood setting. Further research is distinctly linked to support their analysis.						Students examine the role of one Aboriginal community organisation or group and develop an innovative strategy to include it in an early childhood setting. They utilise further research to analyse the practice and benefits of Aboriginal community partnerships in an early childhood setting.			Students clearly articulate the role of one Aboriginal community group or organisation and provide a purposeful avenue for interaction with the early childhood setting. The benefits of a partnership between an Aboriginal organisation and early childhood settings are explored with further research.			Students identify the role of one Aboriginal community organisation or group and how it can be utilised in an early childhood setting. They have utilised suggested research to support their description.			Students may identify one Aboriginal community organisation, but have difficulty in clearly articulating its role and how it can be utilised in an early childhood setting.											PART D – (11 marks)									Students will reflect on how the subject experience can influence education practices in an early childhood setting by understanding and developing aspects of a culturally safe education environment.										Students provide a professional reflection that distinguishes and analyses the relationship of professional development and professional practice with Aboriginal education. This is demonstrated with clear and concise links to their subject experience and further research.			Students provide a detailed professional reflection that highlights the importance of Aboriginal Education in an early childhood setting and clearly links this to their subject experience, supported by further research			Students express a detailed professional reflection identifying how the subject experience has influenced their own professional practice. It is supported with further research. There is evidence of analysis in their discussions.			Students identify and explore how and why this subject can influence their practice. They are able to utilise research to support their understandings of the influence and practice.			Students identify that the subject can influence professional practice, but are unable to discuss in relevant detail why or how.							Quality of written component (6 marks)- The development of themes, sentence structures, content and vocabulary- Extensive, correctly referenced, literature cited in support of the analysis and critical reflection.						Skillfully crafted, logical structure which provides strong evidence of knowledge, enthusiasm and control. Cites highly relevant texts and demonstrates sustained accuracy with APA6 in-text citations and reference list.			Individual paragraphs are crafted to allow thorough exploration of key ideas. Structure flows and follows a sequence which connects ideas. Cites relevant texts which are properly APA6 referenced (in-text citations and reference list).			Written expression conveys intended meaning. Uses language which respects diverse peoples & cultures. Logical and consistent structure. Cites appropriate texts which are adequately APA6 referenced (in-text citations and reference list).			Some statements require elaboration and/or clarification. Use of culturally appropriate language. Some evidence of structure. Cites at least 5 texts which are APA6 referenced (in-text citations and reference list).			Use of informal colloquial language. Use of culturally inappropriate terminology. Little apparent structure. Inadequate APA6 citation and referencing (in-text citations and reference list).

Ritika · Accepted Answer

PART A – Aboriginal Perspectives in Early Childhood (500 words)
Develop an Aboriginal perspective activity that can be utilized in an early childhood setting. You are to develop one 20 – 60-minute activity that teaches the children a culturally appropriate Aboriginal concept. This may include (but is not limited to) Aboriginal concepts of Dreaming, lore, values, food, shelter, animals, plants, language, community people, pedagogy, songs, dance, and artists. You will need to identify the Aboriginal perspective, targeted age group, and one related EYLF outcome. This activity needs to be different from the ones submitted onto our Module 3 discussion thread.
The Early Years Learning Framework (EYLF) ‘...forms the foundation for ensuring that children in all early childhood education and care settings experience quality teaching and learning’. The perspective in this paper is on Australian Aboriginal and Torres Strait Islander cultures and communities in the context of two of EYLF outcomes in alignment with Early Years Learning Framework and National Quality Standard.
The program has been created to provide a strong foundation in education and care setting so that children receive quality learning on cross-culture in early development years. It has been established that ages from 1 to 5 are crucial in a child’s development and the development of pedagogical practices which include curriculum planning enhance the children’s learning. This program developed from an Aboriginal perspective, targets at age group 4 to 5 helps the children to develop respectful and reciprocal relationships that meet two of the EYLF criteria enabling the child to
1. Connected with and contribute to their world
2. Allow the Children to be confident and involved learners. 
The program devised opens the doors for cultural competence allowing children to be aware of the Australian Aboriginal and Torres Strait Islander cultures and communities differences in a positive way. Through art, the children become aware of Australian Aboriginal and Torres Strait Islander paintings and connection with nature and upon understanding it they contribute using their imagination and choice of medium and expression. The program has been created to create a friendly learning environment that allows children to learn and appreciate another culture. This opens up their minds and makes them come out of their isolated world and learning about different people and culture and widening their horizons. 
Understanding and connecting with the Aboriginal Social and Cultural Heritage
The primary step is to understand the huge influence of culture. It is equally important to acknowledge that we are immersed in our own culture with associated beliefs, behaviors, and attitudes which play a role in determining our professional and personal interactions. The program allows the child to connect with nature in an Aboriginal way and shift from their daily perspective on life. In a subliminal way, they gain acceptance of another culture through art.
DAY1.
Children are asked to make a drawing on nature as they see or experience it.
DAY2
Children are shown Australian Aboriginal and Torres Strait Islander paintings depiction of nature.
Different drawing and painting elements are brought to their observation existing in the painting. The children are given the time assistance and opportunity to understand and study the painting carefully.
This allows them to connect with a different culture and see nature in a new way to add a new perspective to their outlook and learn about something new.
 They are told to make a drawing using their own imagination, method, choice of medium and interpretation. This brings knowledgeable individuality in the children’s perspective and allows them to contribute to Aboriginal art with their originality. The program also makes them confident as they add their perspective to what they have learned.
Children meet the EYLF criterion outcome to Connect with and contribute to their world and also meet the second EYLF criterion to be confident and involved learners.
There are other positive outcomes that add to the child’s personality.
Understanding New Culture
Culture is the shared patterns of behavior and interactions learned through socialization. These collective patterns identify the participants of a cultural group while also distinguishing those of another group. But when something new is brought to the table and children are asked to understand it their way and express it their way, a beautiful thing called collaboration happens. Their perspective and originality absorbs in a new culture and their expression is unique yet reflective of another culture (Early Years Learning Framework, Perspectives on Aboriginal and Torres Strait Islander Cultural Competence).
How does the activity change the outlook towards culture? 
Humans have a tendency to be ethnocentric and therefore judge all by the normal standards of their own culture. With this activity, the children learn to view nature in a new abstract way. Also, the freeness and flow of energy, space, and undefined abstract forms give children new imagination freedom. The universality of Aboriginal Art in its abstractness opens doors to the imagination of kids. (https://files.eric.ed.gov/fulltext/ED330171.pdf)
The Face of Culture in your own setting
Culture is central to our sense of identity and gives us a sense of being and belonging. If our criteria are to make children and families feel welcome and to build a positive sense of identity in our settings then we need to think and make efforts in how each families culture may be visible in our setting. By adding painting from Australian Aboriginal and Torres Strait Islander culture we open the doorway to them in our hearts and hearts of the young children. The children learn to accept Australian Aboriginal and Torres Strait Islander culture and communities through a positive medium and a connection is made to a new culture. (Belonging, Being & Becoming, The Early Years Learning Framework For Australia)
	
	
	
	
	DAY 1
	DAY 2 Outcome (https://www.montessorinature.com/australian-aboriginal-dot-painting-for/)
References
· BELONGING, BEING & BECOMING 
THE EARLY YEARS LEARNING FRAMEWORK FOR AUSTRALIA
· Educators’ Guide to the Early Years, Learning Framework, DEEWR, 2010
· Towards a culturally competent system of care. Cross, T. L., Bazron, B. J., Dennis, K. K., & Isaacs, M. R., Washington, DC: Howard University Press,1989
PART B – Aboriginal Pedagogy in Early Childhood (500 words)
Select one of the Aboriginal 8 Ways of Learning (Yunkaporta, 2009); Story sharing, Community links, Deconstruct/reconstruct, Non-linear, Land links, Symbols & images, Non-verbal or Learning maps. Identify what it is and why it is a useful strategy in the early childhood setting for all learners. You will need to select a different strategy from the Aboriginal 8 Ways of Learning to the one you selected for the Module 4 discussion thread.
Distinction 
The exploration of one Aboriginal 8 ways of learning is concise and clearly analyses its benefits for the early childhood learner (0-5yrs). Further research is evident as they examine the relationship between the EYLF, Aboriginal pedagogy, the needs of the learner and the EC setting.
Purpose 
· To create a non-verbal Learning method activity, one of the Aboriginal 8 Ways of Learning Yunkaporta, 2009 integrated with play method of Early Years Learning Framework
· It also involves the symbol and image Learning method,

back to top Short Answers & Professional Reflection Value: 50% Due Date: 21-Jan-2019 Return Date: 12-Feb-2019 Length: 2000 Submission method options: EASTS (online) Post Task back to top Students are...

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Marking Criteria	Student Feedback
Marking Criteria	HIGH DISTINCTION	DISTINCTION	CREDIT	PASS	FAIL
PART A (11 marks) Students develop an appropriate Aboriginal Perspective activity that focuses on cultural knowledge, for an early childhood setting which will demonstrate an awareness and understanding of culturally appropriate pedagogy for Indigenous children.	An innovative and meaningful Aboriginal perspective activity is developed for an early childhood setting that will engage children and encourage deep learning of an Aboriginal concept. The relationship between Aboriginal Education, the EYLF, needs of the learner and the EC sector are explored with clarity and precision	An Aboriginal perspective activity is developed for an early childhood setting that engages children and demonstrates how the child can display appropriate Aboriginal knowledge concepts to others. They begin to analysis how the activity is reflective of the EYLF and Aboriginal Education.	A creative and unique Aboriginal perspective activity is developed. The Aboriginal cultural knowledge is identified and clearly links to the activity. They are able to demonstrate how the Aboriginal perspective activity is reflective of the EYLF and relevant in an early childhood setting.	A basic Aboriginal perspective activity is developed that can be delivered in an early childhood setting. They are able to identify how the activity reflects EYLF principles, practices or outcomes.	Students may identify an Aboriginal perspective activity, but its application in an early childhood setting and reflective of EYLF needs further development and clarity.
PART B (11 marks) Students demonstrate their understanding of one Aboriginal pedagogy strategy by utilising pedagogy that enhances Aboriginal Education content and processes in the Early Childhood sector and by explaining how it can benefit all learners in an early childhood setting.	The exploration of one Aboriginal 8 ways of learning is concise and clearly analyses its benefits for the early childhood learner (0-5yrs). Further research is evident as they examine the relationship between the EYLF, Aboriginal pedagogy, the needs of the learner and the EC setting.	Students use further research to explore one strategy from the Aboriginal 8 Ways of Learning. They have demonstrated a clear examination of its relationship to the needs of an early childhood learner and links to the EYLF.	Students articulate how a strategy from the Aboriginal 8 Ways of Learning pedagogy is relevant to the needs of all early childhood learners and promotes the relationship between Aboriginal Education and the EYLF. They have utilised further research to support their work.	Students identify and discuss one of the Aboriginal 8 Ways of Learning pedagogy strategies. They are able to articulate a basic understanding of why it should be applied to the early childhood setting for the benefit of all learners, with links to the EYLF. They have used the provided readings to further support their discussion.	Students may identify one of the Aboriginal 8 Ways of Learning pedagogy strategies, but are unable to articulate a clear understanding of its relevance to the needs of early childhood learners or the EYLF.
PART C (11 marks) Students will explore the purpose and possible role of one Aboriginal community organisation or group in an early childhood setting and be able to recognise the importance of community consultation and the participation of Indigenous people in educational environments.	Students clearly demonstrate with a fluent analysis of how an Aboriginal community organisation is relevant to the development and needs of the learner, the EYLF and Aboriginal Education in an early childhood setting. Further research is distinctly linked to support their analysis.	Students examine the role of one Aboriginal community organisation or group and develop an innovative strategy to include it in an early childhood setting. They utilise further research to analyse the practice and benefits of Aboriginal community partnerships in an early childhood setting.	Students clearly articulate the role of one Aboriginal community group or organisation and provide a purposeful avenue for interaction with the early childhood setting. The benefits of a partnership between an Aboriginal organisation and early childhood settings are explored with further research.	Students identify the role of one Aboriginal community organisation or group and how it can be utilised in an early childhood setting. They have utilised suggested research to support their description.	Students may identify one Aboriginal community organisation, but have difficulty in clearly articulating its role and how it can be utilised in an early childhood setting.
PART D – (11 marks) Students will reflect on how the subject experience can influence education practices in an early childhood setting by understanding and developing aspects of a culturally safe education environment.	Students provide a professional reflection that distinguishes and analyses the relationship of professional development and professional practice with Aboriginal education. This is demonstrated with clear and concise links to their subject experience and further research.	Students provide a detailed professional reflection that highlights the importance of Aboriginal Education in an early childhood setting and clearly links this to their subject experience, supported by further research	Students express a detailed professional reflection identifying how the subject experience has influenced their own professional practice. It is supported with further research. There is evidence of analysis in their discussions.	Students identify and explore how and why this subject can influence their practice. They are able to utilise research to support their understandings of the influence and practice.	Students identify that the subject can influence professional practice, but are unable to discuss in relevant detail why or how.
Quality of written component (6 marks) - The development of themes, sentence structures, content and vocabulary - Extensive, correctly referenced, literature cited in support of the analysis and critical reflection.	Skillfully crafted, logical structure which provides strong evidence of knowledge, enthusiasm and control. Cites highly relevant texts and demonstrates sustained accuracy with APA6 in-text citations and reference list.	Individual paragraphs are crafted to allow thorough exploration of key ideas. Structure flows and follows a sequence which connects ideas. Cites relevant texts which are properly APA6 referenced (in-text citations and reference list).	Written expression conveys intended meaning. Uses language which respects diverse peoples & cultures. Logical and consistent structure. Cites appropriate texts which are adequately APA6 referenced (in-text citations and reference list).	Some statements require elaboration and/or clarification. Use of culturally appropriate language. Some evidence of structure. Cites at least 5 texts which are APA6 referenced (in-text citations and reference list).	Use of informal colloquial language. Use of culturally inappropriate terminology. Little apparent structure. Inadequate APA6 citation and referencing (in-text citations and reference list).