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Diversity Cluster CHC30113 & CHC50113

Early Childhood Education and Care  

Please note that both units in the Culture Cluster are now co-assessed. This is the only written Off-the-Job Assessment to be completed for both units. Please ensure that you have read the learning materials for both units prior to commencing this assessment.

TASK OVERVIEW

1. Task 1- Historical Impact on families today
2. Task 2– Reflection and connecting with own community.
3. Task 3 – Evaluating cultural safety

Please read through all tasks very carefully

Task 1: Historical impact on families today

• You are to prepare a report which will outline the impact that European settlement has had on Aboriginal and Torres Strait Islander people and families. You need to clearly discuss the impact European settlement, and the government policies and practices since then, have had on Aboriginal and Torres Strait people and families. Use the following headings to ensure that your response covers the significant impacts:

(CHCDIV002 Topic 1 and CHCECE001 Topic 3)

1. Family Structure (ensure you discuss the short and long term effects of Stolen generation)
2. Health and well being
3. Self-determination
4. Loss of culture/ language/ land/ kinship
5. Education and employment    

Part 1

Access the National Quality Standards (NQS) and list which standards and elements relate to cultural identity and cross cultural understandings.  (CHCECE001 Topic 2). Diversity Cluster CHC30113

NQS

 Part 2

Consult the Learning Framework for your State or Territory and identify one principle, practice and learning outcome which reflect cultural identity and cross cultural understanding.

EYLF (or other approved Learning Framework)

Task 2: Reflection and connecting with own community

Read the following scenario and then provide your responses to the following questions.

1. The Education and Care Service is working towards developing the cultural competency and understanding of the staff. Briefly describe your cultural identity or identities.  Think about how your environment, upbringing or significant events in your life have helped to shape your values and beliefs?   (CHCECE001 Topic 1 & 2)

(This task is not going to be shared with a service or used on work placement. It is just for you to understand your own cultural influences.)

2. Describe how your life values and beliefs have made you view other cultures including Aboriginal and Torres Strait Islander people. (CHCECE001 Topic 1 & 2)
3. Identify any knowledge, attitudes or skills that you would like to develop to ensure your personal cultural competency. (CHCECE001 Topic 1 & 2)
4. Identify the cultures and languages of the people in your local community including Aboriginal and/or Torres Strait Islander original custodians. You can access this information from your local council website or the Australia Bureau of Statistics site by going to the main page at http://www.abs.gov.au and searching for ‘community profiles’.
5. What Community Services are available for families from Aboriginal and/or Torres Strait Islander background and other cultures? Give two examples- One for Aboriginal and/or Torres Strait Islanders and one for another culture. (CHCDIV002 Topic 5)
6. You are working in an Early Childhood Setting in your local community. It is your responsibility to ensure your program is inclusive of local Aboriginal and Torres Strait Islander Culture.

A. Research your local Aboriginal and Torres Strait Islander clan to answer the following (see video How to research Aboriginal Culture on OLS under ASSESSMENTS tab)

• • Name of the traditional Aboriginal and Torres Strait Islander Community and language spoken
  • Is this language still spoken within this Community?
  • Local Aboriginal or Torres Strait Islander history of the people/clan, their art, Dreamtime stories or music.
  • Describe the things that you did not know and were not aware of about this culture and your community.

B. Describe how you would demonstrate respect and understanding of protocol when making connections with the local Aboriginal and Torres Strait Islander Community.

C. Provide the contact details (organisation or individual name and phone/email / websites) of who you have consulted with regards to the local Indigenous community. This might be your local council, Aboriginal Organisation, Local school/ TAFE, Aboriginal Elders or a relevant member of the local Aboriginal or Torres Strait Islander community

(CHCDIV002 Topic 1 & 3, CHCECE001 Topic 1,2 & 3)

APPENDIX ONE, at the end of this document, provided you with additional information to assist you in conducting this consultation process.

Please see example below:

Name: Kurbingui Youth development

Contact: [protected]

What is the name of your communities’ local Indigenous people?

The Turrbal people of North Brisbane were the original owners of the country around the Boondall Wetlands. The suburb known as Sandgate was originally known as Cabbage Tree Creek. The Turrbal people called the area Warra which means a stretch or expanse of water.

What language is spoken or was once spoken by this group?

Turrubul was the language spoken and alternative names were Jagera, Tarabul, and Thurawal. The language was spoken through these areas of South East Queensland; Bribie Island, Brisbane Northern Suburbs, Greater Brisbane, Pine River, Redcliffe.

What historical issues relating to the Aboriginal and or Torres Strait Islander people occurred in this community?

Prior to the European settlement there were about 5,000 Aboriginal people in the Brisbane area. The first Europeans to meet and live with the friendly local Aboriginal people were the lost ex-convicts, Parsons, Pamphlet and Finnigan. The real European impact on the Turrbal people came with the establishment of the convict settlement in 1824 at Redcliffe which Aboriginal people called ‘Umpi-bong’, meaning dead houses and then in 1825 in Brisbane – referred to by the Turrbals as ‘Umpi-kurumba’, meaning many houses. The coming and going of ships brought diseases for which Aboriginal people had no immunity and whole communities died out. One of the things noticed on the local Aboriginal people was the smallpox scars on their bodies and the fact that there were few old people. Disease was taking its toll.

Task 3: Evaluating Cultural Safety

Wini, aged 4 and her brother Khodi, aged 2 just enrolled at your service. Their family have just moved into the area as dad has a new job nearby. Wini and Khodi’s family identify as Aboriginal and there are no other Aboriginal families in your service.

On their first day, the children are taken to different rooms according to their ages. Wini was taken to the 3-5’s room and Khodi to the 0-2 room. The director followed the mother and Khodi to the 0-2’s room and began a conversation about their identity and the possibility of her husband coming ito the service to share their culture with the children and staff. She suggested perhaps they could come in and do dot painting with the children. She then asked across the room to another staff member “Please direct Khodi’s mum to my office when she is leaving so I don’t forget to fill in the Aboriginal fee relief paperwork”.

Later when Khodi and Wini’s  dad picked them up, staff explained that Wini was very quiet and did not want to engage in many activities rather choosing to sit in the book corner (which contains posters of children from all around the world in play and reading books- including Aboriginal Children)  most of the day but not reading or engaging with the books much. He informed the staff that Wini really enjoyed playing with dolls and reading and asked if the service had any resources that could allow Wini to feel welcome and connected to the service as he could only see white-Anglo babies and books and puzzles depicting photos of white-Anglo children. When Wini got home she told Dad she did not want to talk to the staff as they would often correct the way she spoke and asked why they she was told not to refer to the other kids as “them mob” as she would her cousins and told to say those children/kids.

Answer the following questions, using the information from this scenario and information from this scenario and information you have learnt about understanding Supporting Aboriginal and Torres Strait Islander people.

1. Read through the scenario again. List all the important information that the scenario tells you about this family.
2. Identify the ways in which staff did not display respect and/or foster cultural safety in this scenario? What could they have done differently?
3. Describe 2 ways you could promote respect and understanding of Aboriginal and/or Torres Strait Islander language and culture to all families within the service environment
4. Choose an appropriate statement from the Code of Ethics which relates to this situation.
5. Explain why you think Wini may have been withdrawn on her first day at the service?
6. List ways you could use the learning framework from your state in this situation to help Wini and her family?
7. Identify two benefits for the Education and Care Service when they employ educators who identify as Aboriginal and/or Torres Strait Islander?
8. How could you support other educators who identify as Aboriginal and Torres Strait Islander? Consider ways of communicating, showing respect and other ways of assisting them in their job (CHCDIV002 topic 3 & 4)

Assessment check for Cultural Cluster

I have completed:

• Task 1: Historical impact on families today – An explanation of Australia’s historical impact on Aboriginal and Torres Strait Islander peoples
• Task 2: Reflection and connecting with own community – A description of my own cultural identity and identification of significant life events and environment that has influenced my values and beliefs. I have described how my values and beliefs impact on the way I view other cultures including Aboriginal and Torres Strait Islander people. I have identified knowledge, attitudes or skills that I would like to develop to ensure cultural competency.
• Task 3: Evaluating cultural safety – Identified how to contact an Aboriginal/Torres Strait Islander person or person who works with Aboriginal/Torres Strait Islander peoples using respect, protocol and provided details of this. Diversity Cluster CHC30113

APPENDIX ONE: Additional Information about Community Consultation for Task 2, Part 6

The best source of information about the regional history of Aboriginal communities is to listen and speak to Aboriginal people. In NSW alone there are over 70 different Aboriginal language groups.

You might find the following sites useful for locating a suitable contact:

http://www.indigenous.gov.au/

http://www.creativespirits.info/

As discussed in your learning materials, the past government policies have meant that many Aboriginal people were dispossessed from their land and were made to live in different areas. This has meant that within Aboriginal communities there may be significant diversity. It also means that many Aboriginal people will identify with more than one community.

To find out about a local area it is appropriate to firstly contact the local council who may be able provide key contacts for the Aboriginal community. The people and organisations that may assist could include:

• Elders
• Parents
• NSW Aboriginal Education Consultative Group Inc.
• Aboriginal Land Councils
• Aboriginal Medical Services
• Aboriginal Health Workers with the Department of Health
• Aboriginal Corporations
• Police Liaison Officers
• Juvenile Justice Centres
• Department of Education and Communities
• Aboriginal units within universities and TAFE colleges
• Aboriginal Liasion Officers within government departments

This is not a complete list – there can be a wide range of sources of information about local history.