CHCECE001CHCECE001 22 1. 2. 3. 4. 5. 6. 7. 33 44 I...

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CHCECE001CHCECE001 22 1.  2.   3.     4.      5.   6.  7.        33 44                             I III II 55    66 1.           1.1               ●    ●        https://www.acecqa.gov.au/national-quality-framework https://www.acecqa.gov.au/nqf/national-quality-standard https://www.acecqa.gov.au/nqf/national-quality-standard 77 1.2       ●    ●  ●                 ●  ●  ●  ●    ●  ●  ●  ●    ●     ●  ●  ●  ●  ●    ●       https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks https://www.acecqa.gov.au/ 88 2.                        2.1           ●     ●    ●    ●     https://www.livescience.com/difference-between-race-ethnicity.html https://www.livescience.com/difference-between-race-ethnicity.html 99  ●     ●     ●               2.2                         ●  ●  ●  ●  ●  ●  ●  ●  ●     1010                            ●  ●  ●    ●  ●  ●  ●  ●                                                                   ●  ●  ●  ●  ●  ●    https://docs.education.gov.au/documents/belonging-being-becoming-early-years-learning-framework-australia https://docs.education.gov.au/documents/belonging-being-becoming-early-years-learning-framework-australia https://docs.education.gov.au/documents/belonging-being-becoming-early-years-learning-framework-australia 1111  ●          ●             ●          ●          ●                      2.3      1212 2.4  ●      ඗  ඗  ඗  ඗  ඗    ●    ●                                ●    ●  ● 1313  ●      ●  ●    ●  ●  ●  ●  ●  ●  ●  http://aussiechildcarenetwork.com.au/articles/childcare-programming/how-educators-can-promote-eylf-learning-outcomes http://aussiechildcarenetwork.com.au/articles/childcare-programming/how-educators-can-promote-eylf-learning-outcomes 1414 3.        3.1        3.2           ●  ●  ●      ●    ●    ●  ●                    1515  ●  ●    ●    ●  ●    ●                    ●    ●    ●  ●    ●     ●      ●      ●     ●      ●      ●    ●     ●    ●      ●      ●          https://www.aihw.gov.au/reports/indigenous-australians/engaging-indigenous-parents-in-their-children-s-ed/contents/table-of-contents https://www.aihw.gov.au/reports/indigenous-australians/engaging-indigenous-parents-in-their-children-s-ed/contents/table-of-contents https://www.aihw.gov.au/reports/indigenous-australians/engaging-indigenous-parents-in-their-children-s-ed/contents/table-of-contents http://www.familyschool.org.au/files/4013/8993/8930/Strengthening_family_and_community_engagement_in_student_learning_resource.pdf http://www.familyschool.org.au/files/4013/8993/8930/Strengthening_family_and_community_engagement_in_student_learning_resource.pdf http://www.familyschool.org.au/files/4013/8993/8930/Strengthening_family_and_community_engagement_in_student_learning_resource.pdf 1616                 ●    ඗    ඗    ඗  ●    ඗    ඗    ඗  ●    ඗  ඗  ඗     ●    ඗    ඗    ඗  ●    ඗    ඗    ඗  ●    ඗    ඗    ඗ 1717                                ●  ●  ●  ●  ●  ●  ●  ●            ●    ●    ●  ●    ●         1818 3.3            ●      ●  ●  ●       ●      ●     ●      ●                        1919 4.           4.1      ●  ●  ●  ●  ●  ●  ●  ●  ●                     2020     ●  ●  ● 4.2                   ●     ●        ●     ●      ●                2121                              https://docs.education.gov.au/node/45966 https://docs.education.gov.au/node/45966 2222           ●  ●    ●  ●  ●  ●  ●  ●                                        https://www.creativespirits.info/aboriginalculture/politics/stolen-generations-effects-and-consequences https://www.creativespirits.info/aboriginalculture/politics/stolen-generations-effects-and-consequences https://www.creativespirits.info/aboriginalculture/politics/stolen-generations-effects-and-consequences 2323 4.3                                 ●     ●      ●      ●      ●      ●        2424 5.        5.1            ●  ●  ●  ●            5.2                         https://docs.education.gov.au/node/2632 https://docs.education.gov.au/documents/my-time-our-place-framework-school-age-care-australia https://docs.education.gov.au/documents/my-time-our-place-framework-school-age-care-australia 2525  ●  ඗    ඗    ඗    ඗    ●  ඗    ඗  ඗    ඗    ●  ඗    ඗    ඗    ඗    ඗  ●    ●    ●  ●      ●      ●      ●        ●             https://wehearyou.acecqa.gov.au/2014/07/10/what-does-it-mean-to-be-culturally-competent/ https://wehearyou.acecqa.gov.au/2014/07/10/what-does-it-mean-to-be-culturally-competent/ 2626  ●    ●      ●      ●      https://docs.education.gov.au/system/files/doc/other/educators_guide_to_the_early_years_learning_framework_for_australia.pdf https://docs.education.gov.au/system/files/doc/other/educators_guide_to_the_early_years_learning_framework_for_australia.pdf 2727 5.3          ●  ●  ●  ●      ●    ●    ●            ●  ●  ●  ●  ●  ●  ●  ●  ●  ●   2828            ●  ●    ●  ●  ●  ●  ●           2929                ●  ●  ●    ●  ●  ●    ●    ●      ●    ●      ●    ●     ●     3030    ●      ●    ●    ●    ●     ●      ●    ●    https://ab-ed.bostes.nsw.edu.au/files/working-with-aboriginal-communities.pdf 3131 6.   6.1           ●    ●    ●    ●                                                            3232 6.2                   ●

Rudrakshi · Accepted Answer

Introduction to Assessment 1
Learner Instructions 
Written questions and responses
· Take your time and carefully read all questions
· Answer each question in the space provided
· Write each answer in your own words and use “quotation” marks and reference where you have used the work of others 
Learners should answer ALL questions in as much detail as required.
Question 1 A
Question
The National Quality Framework (NQF), National Quality Standards (NQS) and the relevant approved learning framework are used as a basis for all School Age Education and Care (SAEC) services including outside school hours care (OSHC) and vacation care, and Early Childhood Education and Care (ECEC) services including family day care (FDC) and childcare centres.
What are the names of the two (2) approved learning frameworks?
Question 1 B
Question
What are the web addresses you would use to access these documents for ECEC and SAEC?
NQF
Question 1 C
Question
What are the web addresses you would use to access these documents for ECEC and SAEC?
NQS
Question 1 D
Question
What are the web addresses you would use to access these documents for SAEC?
My Time, Our Place
Question 1 E
Question
What are the web addresses you would use to access these documents for ECEC?
EYLF
Question 2 A
Question
The focus of your course will be either SAEC or ECEC childcare.
Which is the most relevant learning framework for your study and your current or future work?
SAEC will be the most relevant framework of the study because it has the purpose of establishing the culture of students with cultural identity. It will help in accepting these practices ad acknowledgement for the routine program.
Question 2 B
Question
Which sections of this learning framework are directly related to developing cultural competence? Please list six (6) points.
The set of arguments included in the development of cultural competence enables the professionals and systems for working effectively in the situation of cross culture. It involves:
· Behaviour with the set of congruent
· Attitude and promoting the sense of strong factor of who they are and the way they are connected
· Success sharing abilities with their families (Stone & O'Shea, 2019)
· Cultural value approach for learning
· Authentic understanding 
· Rick and diverse resources 
Question 2 C
Question
Which Quality Areas of the NQS are directly related to developing cultural competence?
Collaborative partnerships with communities and families are fundamental to obtaining high-quality results for students, but also that strong communication-based communal collaborations are essential.
Question 3 A
Question
Go to the relevant approved learning framework and find what it has to say about cultural competence and diversity. In your own words, outline four (4) points that cultural competence encompasses and four (4) points about respecting diversity.
Cultural competence encompasses—
· Awareness of worldwide culture
· Attitude towards the differences of culture 
· Skills of cross culture 
· Knowledge of various culture and worldviews 
Respecting diversity encompasses—
· Communicating through gestures 
· Giving simple directions 
· Ensuring effective instruction
· Employment of community development 
Question 3 B
Question
Which outcome from the EYLF discusses how children respond to diversity and respect? In your own words, what are three (3) behaviours of children that may be displayed when they respond to diversity with respect?
· They are becoming aware with the similarities and differences among various people
· They also practices the inclusive ways for achieving coexistence which is children respond to diversity (Ainscow & Messiou, 2018)
· They are also creating a sense of confidence and trust
Question 3 C
Question
Which outcome from the EYLF discusses how children develop their own identity? In your own words, what are three (3) behaviours of children that may be displayed when they demonstrate a sense of confidence in the own identity?
From the learning outcome 1 
· Youth with a feeling of belonging show a growing understanding of other people's needs and interests.
· Developing knowledge 
· Emerging the sense of autonomy 
Question 4 A
Question
In your own words, discuss how the following colonisation events impacted Aboriginal and Torres Strait Islander people.
1. Missions and reserves: Gave the power to Australian government with the aspect of live for people 
2. Restriction legislation/policies: The islander protection act 1984 affected the event where they can protect areas and objects of particular significance (Griffiths, Connolly & Brown, 2020).
3. Stolen generation: They resulted in the high rate of anxiety and depression and it also affected the social well being of children
Question 4 B
Question
In your own words, discuss Aboriginal and/or Torres Strait Islander people’s relationship to the land. How might this impact where a centre or educational service is located on land traditionally owned by indigenous Australians?

CHCECE001 22 1. 2. 3. 4. 5. 6. 7. 33 44 I III II 55 66 1. 1.1 ● ● https://www.acecqa.gov.au/national-quality-framework https://www.acecqa.gov.au/nqf/national-quality-standard...

CHCECE001

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