CHCECE054

Encourage Understanding of
Aboriginal and/or Torres
Strait Islander People’
Culture
Learner Workbook
Table of Contents
Table of Contents 2
Introduction 3
Competency-Based Assessments 4
Assessing Nationally-Recognised Training 5
Dimensions of Competency 7
Reasonable Adjustment 7
The Unit of Competency 8
The Context of Assessment 9
Assessment Methods 9
Resources Required for Assessment 10
Accessing External Links 10
Assessment Workbook Cover Sheet 11
Knowledge Assessment 12
Assessment Workbook Checklist 36
Record of Assessment (Assessor’s Use Only) 38

2
Introduction
This workbook contains the Knowledge Assessment.
The Knowledge Assessment is a set of general and workplace questions testing your
knowledge and understanding of the general theory behind the unit.
You must answer all Knowledge Assessment Questions using your own words. However,
you may refer to your Learner Guide and other relevant resources and learning materials to
complete this assessment.
Some questions cover processes you will likely encounter in a workplace setting. Ideally, you
should be able to answer these questions based on the processes that are currently in place
in your workplace. However, if you do not currently have access to a workplace, then
answer the questions based on processes that should be implemented in a typical
workplace setting.

When completing the assessments included in this workbook:

1. Read the instructions provided in each task carefully before attempting to complete
the task. The instructions will guide you on how to answer the question or complete
the task satisfactorily.
2. Follow the steps provided in each task.
 If the question instructs you to describe, provide a description as your
response. If the question instructs you to list, provide a list as your response.
 Where there is a number of required responses, provide the required number
of responses. For example, if you are asked to list three responses, provide
three responses.
3. Ensure that all your submissions for this assessment indicate your first and last name
and that these submissions have been named according to the file naming
convention prescribed in each task.

3
Competency-Based Assessments
Definition of Competency
Assessment in this context can be defined as the fair, valid, reliable, and flexible gathering
and recording of evidence to support the judgement on whether competency has been
achieved. Skills and knowledge (developed in a structured learning situation, at work, or in
some other context) are assessed against national standards of competence required by
industry rather than compared with the skills and knowledge of other candidates.

The features of a competency-based assessment system are:

 It is focused on what candidates can do and whether it meets the criteria specified
by the industry as competency standards.
 Assessment should mirror the environment the candidate will encounter in the
workplace.
 Assessment criteria should be clearly stated to the candidate at the beginning of the
learning process.
 Assessment should be holistic. That is, it aims to assess as many elements and/or
units of competency as is feasible at one time.
 In competency assessment, a candidate receives one of only two outcomes –
‘competent’ or ‘not yet competent.’
 The basis of assessment is in applying knowledge for some purpose. In a competency
system, knowledge for the sake of knowledge is seen to be ineffectual unless it
assists a person in performing a task to the level required in the workplace.
 The emphasis in assessment is on assessable outcomes that are clearly stated for the
trainer and candidate. Assessable outcomes are tied to the relevant industry
competency standards where these exist. Where such competencies do not exist,
the outcomes are based upon those identified in a training needs analysis.

4
Assessing Nationally-Recognised Training
Developing and conducting assessment in an Australian Vocational Education and Training
(VET) context is founded on the Principles of Assessment and the Rules of Evidence:
Principles of Assessment
1. Assessment must be valid
 Assessment must include the full range of skills and knowledge needed to
demonstrate competency.
 Assessment must include the combination of knowledge and skills with their
practical application.
 Assessment, where possible, must include judgements based on evidence
drawn from a number of occasions and across a number of contexts.
2. Assessment must be reliable
 Assessment must be reliable and must be regularly reviewed to ensure that
assessors are making decisions in a consistent manner.
 Assessors must be trained in national competency standards for assessors to
ensure reliability.
3. Assessment must be flexible
 Assessment, where possible, must cover both the on- and off-the-job
components of training within a course.
 Assessment must provide for the recognition of knowledge, skills, and
attitudes regardless of how they have been acquired.
 Assessment must be made accessible to candidates through a variety of
delivery modes, so they can proceed through modularised training packages
to gain competencies.
 Assessment must be mutually developed and agreed upon between the
assessor and the assessed.
 Assessment must be able to be challenged. Appropriate mechanisms must be
made for reassessment as a result of challenge.

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 4. Assessment must be fair
 The assessment process must consider the individual needs of the candidate.
 Assessment must provide for reasonable adjustments, where appropriate, to
consider the individual candidate’s needs.
(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)

Rules of Evidence
When collecting evidence, certain rules apply to that evidence. All evidence must be valid,
sufficient, authentic, and current:
1. Valid
Evidence gathered should meet the requirements of the unit of competency. This
evidence should match, or at least reflect, the type of performance that is to be
assessed, whether it covers knowledge, skills, or attitudes.
2. Sufficient
This rule relates to the amount of evidence gathered. Enough evidence must be
gathered to satisfy the requirements that the candidate be competent in all aspects
of the unit of competency.
3. Authentic
When evidence is gathered, the assessor must be satisfied that evidence is the
candidate’s own work.
4. Current
This relates to the recency of the evidence and whether the evidence relates to
current abilities.
(Source: Training in Australia by M Tovey, D Lawlor)

6
Dimensions of Competency
The national concept of competency includes all aspects of work performance and not only
narrow task skills. The four dimensions of competency are:
1. Task skills
2. Task management skills
3. Contingency management skills
4. Job or role environment skills

Reasonable Adjustment
‘Reasonable adjustment’ in VET is the term applied to modifying the learning environment
or making changes to the training delivered to assist a candidate with a disability. A
reasonable adjustment can be as simple as changing classrooms to be closer to amenities or
installing a particular type of software on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that candidates with disabilities
have:
 The same learning opportunities as candidates without disabilities, and
 The same opportunity to perform and complete assessments as those without
disabilities.
Reasonable adjustment applied to participation in teaching, learning, and assessment
activities can include:
 Customising resources and assessment activities within the training package or
accredited course
 Modifying the presentation medium
 Learner support
 Use of assistive/adaptive technologies
 Making information accessible both before enrolment and during the course
 Monitoring the adjustments to ensure candidate needs continue to be met

7
Assistive/Adaptive Technologies
Assistive/adaptive technology means ‘software or hardware that has been specifically
designed to assist people with disabilities in carrying out daily activities’ (World Wide Web
Consortium - W3C). It includes screen readers, magnifiers, voice recognition software,
alternative keyboards, devices for grasping, visual alert systems, and digital note-takers.
(Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability -
November 2010 - Prepared by - Queensland VET Development Centre)

IMPORTANT:
Reasonable adjustments made for collecting candidate assessment evidence must not
impact the standard expected by the workplace, as expressed by the relevant unit/s of
competency. For example, if the assessment were gathering evidence of the candidate’s
competency in writing, allowing the candidate to complete the assessment verbally would
not be a valid assessment method. The method of assessment used by any reasonable
adjustment must still meet the competency requirements.

The Unit of Competency

The units of competency specify the standards of performance required in the workplace.
This assessment addresses the following unit of competency:
CHCECE054 - Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’
cultures (Release 1)
1. Identify perspectives on Aboriginal and/or Torres Strait Islander peoples’ cultures
2. Investigate the local context for Aboriginal and/or Torres Strait Islander peoples’
cultures
3. Contribute ideas for embedding Aboriginal and/or Torres Strait Islander peoples’
culture in daily practice
4. Support children’s understanding and respect
A complete copy of the above unit of competency can be downloaded from the TGA
website:
https://training.gov.au/Training/Details/CHCECE054

8
The Context of Assessment
To complete the assessments in this workbook, students need to have access to their
learning materials and the Internet.
The Knowledge Assessment may be completed wholly at the candidate’s home or chosen
place of study.
The Practical Assessment must be completed in a workplace or a simulated environment.

Assessment Methods
This workbook uses the following assessment method/s:
Knowledge Assessment
A set of general and workplace questions testing the candidate’s general knowledge and
understanding of the general theory behind the unit.

9
Resources Required for Assessment
The Training Organisation to provide the candidate with access to/organise the following
for the candidate:
 Assessor to supervise and observe the candidate as they complete assessments,
where required.
 Workplace, or a similar environment, where the candidate can complete the
assessments, and that will allow them access to:
The candidate will need access to:
 Computer with Internet, email access, and a working web browser
 Installed software: MS Word, Adobe Acrobat Reader
 National Quality Standard
 Education and Care Services National Regulations
 Education and Care Services National Law Act 2010

Accessing External Links

Throughout this workbook, you will sometimes be required to access certain websites. Links
to these websites are formatted in Blue Underlined Text.
To access these, hold the Ctrl key and click the link for Windows users, or simply click on
these blue links for Mac users.

10
Assessment Workbook Cover Sheet
To the candidate: You must complete the coversheet below by filling in all the details and
signing it.

Workbook CHCECE054

Title Encourage understanding of Aboriginal and/or Torres Strait

Islander peoples’ cultures (Release 1)

First and Last Name      Harpreet Kaur

Phone      0469759276

Email      0000019174@aibtglobal.edu.au

Please read the Candidate Declaration below, and if you agree to the terms
of the declaration, sign and indicate the date in the spaces provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been made aware of my rights
and responsibilities as an assessment candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions that I can make for each
assessment, and I am submitting all documents required to complete this Assessment
Workbook.
 I have organised and named the files I am submitting according to the instructions
provided. I am aware that my assessor will not assess work that cannot be identified and
may request the work be resubmitted according to the correct process.
 This work is my own and contains no material written by another person except where
due reference is made. I am aware that a false declaration may lead to the withdrawal of
qualification or statement of attainment.
 I am aware that there is a policy of checking the validity of qualifications that I submit as
evidence, as well as the qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for verification purposes.

Name:      Harpreet Kaur Signature:      Harpreet Date signed:      

Kaur 08/06/2023

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Knowledge Assessment
1. Provided in the template below are elements of Quality Areas 1, 5,
and 6 of the National Quality Standard (NQS).
Access and review each of the Quality Areas in the ACECQA website,
and answer the questions accordingly.
You can access the page on the Quality Areas of the NQS using the
link below:
National Quality Standard

(1) In National Quality Standards Quality Area 1: Educational Program and Practice, which
element would relate to including children of all abilities? Please describe.

Answer- The National Quality Standards Quality Area 1 - Educational Program and
Practice, focuses on ensuring that the educational program and practice is
stimulating, engaging and enhances children's learning and development. In this
Quality Area, the element that would relate to including all children's abilities is the
curriculum decision-making process.
This process involves several steps:
Observation: Educators observe children's interactions, interests, and abilities.
Learning Analysis: They analyse what they have observed to understand and
interpret children's learning.
Recording: They document their observations and analysis.
Planning: They plan learning experiences that are responsive to children's interests
and abilities.
Implementation: They implement these learning experiences within the program.
Reflection: They reflect on the effectiveness of the learning experiences in
supporting children's learning and development.
Which element?

Standard 1.1 Program The educational program

enhances each child’s
learning and
development.

Element 1.1.1 Approved learning Curriculum decision-

framework  making contributes to
each child’s learning and

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 development outcomes
in relation to their
identity, connection with
community, wellbeing,
confidence as learners
and effectiveness as
communicators.

This process is supported by an approved learning framework that guides the

development of a curriculum that is inclusive of all children's abilities. This means
that the curriculum is designed to cater to the diverse abilities of all children,
ensuring that every child is given the opportunity to learn and develop to their full
potential.

(2) In National Quality Standard Quality Area 1: Educational Program and Practice, which
element would relate to providing opportunities for all children? Please describe.

Answer- Quality Area 1 - Educational Program and Practice of the National Quality Standards
(NQS) is intended to ensure that educational programs and practices are exciting, engaging,
and support children's learning and development. Element 1.1.3 of this Quality Area expressly
indicates that "the program and practice reflect the individual strengths, interests, and needs
of each child." This means that the educational curriculum and practice should be adapted to
each child's particular strengths, interests, and needs, allowing all children to learn and
develop. This is founded on the belief that every child is unique and should be given the
opportunity to reach their full potential. As a result, Element 1.1.3 is concerned with providing

opportunities for all children.

(3) In National Quality Standard Quality Area 5: Relationships with children, which two
elements relate to helping children feel included and respected?
Answer- The National Quality Standards Quality Area 5 focuses on relationships with children.
The two elements that would relate to helping children feel included and respected are:
1. Element 5.1.1: This element emphasizes the importance of respectful relationships with
each child. It suggests that effective teaching and practice are rooted in maintaining
respectful relationships with each child, which helps them feel included and respected.
2. Element 5.1.2: This element focuses on supporting each child to build and maintain
sensitive and responsive relationships. This means that children are encouraged and guided

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 to form relationships that are sensitive to their needs and responsive to their feelings,

which also contributes to their feeling of inclusion and respect.

These elements are part of the Australian Children’s Education & Care Quality Authority
(ACECQA) standards, which aim to ensure high-quality education and care for children.

(4) In National Quality Standard Quality Area 6: collaborative partnerships with families and
communities, which two elements relate to supporting families and participation? Please
describe.
Element 6.1.2: Families receive chances to participate in and influence service decisions.
This component emphasizes the significance of family involvement in service. It
encourages services to create chances for families to participate actively in decision-
making. This could be accomplished by frequent meetings, polls, or other means of
communication. The goal is for families to feel respected and heard, and for their
contributions to have a direct impact on the service's operations and decisions.
Element 6.2.1: Families' knowledge is recognized, and they participate in decisions
concerning their child's learning and well-being. This component acknowledges the
particular knowledge that families have about their own children. It encourages services to
include families in decision-making processes affecting their child's learning and well-
being. Regular discussions, meetings, or other types of contact could be used to
accomplish this. The goal is to make families feel respected for their knowledge and skills,
and to give them a voice in their child's learning and well-being.
Both of these components emphasize the significance of family involvement and
participation in early childhood education and care programs. They value families'
particular knowledge and expertise about their own children and encourage services to
include families in decision-making processes. This collaborative approach can result in
better outcomes for children since it guarantees that both their families and the service

support their development and welfare.

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2. Provided in the template below are elements of Quality Areas 1, 5,
and 6 of the NQS.
For each of the given elements:
i. Provide one underpinning regulation from the Education
and Care Services National Regulations (National
Regulations).
Determine what each identified regulation requires from an
early years learning centre.
ii. Provide one underpinning section from the Education and
Care Services National Law Act 2010 (ECSNL).
Determine what each identified section requires from an
early years learning centre.
If there is no underpinning regulation or section from the ECSNL,
write “N/A” in the appropriate spaces provided.
You can access the National Regulations using the link below:
Education and Care Services National Regulations
You can access the ECSNL using the link below:
Education and Care Services National Law Act 2010

15
 Quality Area 1: Educational Program and Practice

Element Underpinning regulation Requirement of the Underpinning section from Requirements of the
from National Regulations regulation the ECSNL section

Regulation 74 of the  This regulation requires Section 163 of the Education This section mandates that
Education and Care Services that the educational and Care Services National the educational program
Element 1.1.2:
National Regulations program is responsive to Law Act 2010 must consider each child's
Child-centred
each child's needs, interests, background, culture, and
and abilities. abilities.

The Education and Care Services must tell families The Education and Care In order to properly interact
Element 1.3.3: Services National about the program, Services National Law Act of with families and involve
Information for Regulations' Article 168 including its content and 2010's Section 167 them in their children's
families how it helps learning, development, this part calls
according to this law. for services.

Quality Area 5: Relationships with Children

Element Underpinning regulation Requirement of the Underpinning section from Requirements of the
from National Regulations regulation the ECSNL section

Element 5.1.1: The Education and Care According to this rule, The Education and Care This provision mandates
Positive Services National instructors must treat every Services National Law Act of that educators interact with
educator to Regulations' Article 174 child with respect and in a 2010's Section 166 kids in a polite and pleasant
child positive way. way.
interactions

16
 The Education and Care The right of children to be The Education and Care According to this provision,
Element 5.1.2:
Services National treated with respect and Services National Law Act of all contacts with children
Dignity and
Regulations' Article 168 dignity is emphasized by this 2010's Section 167 must respect their rights
rights of the
regulation. and take into account their
child
needs.

Quality Area 6: Collaborative Partnerships with Families and Communities

Element Underpinning regulation Requirement of the Underpinning section from Requirements of the
from National Regulations regulation the ECSNL section

The Education and Care According to this law, The Education and Care This clause requires services
Services National services must actively Services National Law Act of to consult with families and
Element 6.1.1:
Regulations' Article 174 interact with families and 2010's Section 166 to consider their opinions
Engagement
involve them in the when making decisions.
with the Service
administration of the
program and services.

The Education and Care For children transferring to a The Education and Care The emphasis in this section
Services National new service or school, this Services National Law Act of is on the necessity for
Element 6.2.1: Regulations' Article 73 regulation establishes the 2010's Section 165 planned transitions that are
Transitions requirements for seamless sensitive to the
transitions. requirements and
circumstances of each kid.

17
 3. For each of the following, cite one example of how early childhood
educators can encourage children’s understanding of the topic:
i. Aboriginal and/or Torres Strait Islander peoples’ histories
ii. Aboriginal and/or Torres Strait Islander peoples’ cultures

How early childhood educators can encourage children’s

understanding of the topic

By introducing storytelling into their curriculum, early

childhood educators can help children comprehend the
histories of Aboriginal and/or Torres Strait Islander peoples.
They can, for example, read children's books about these
i. Histories people's histories, such as "The Rabbits" by John Marsden
and Shaun Tan, which is a metaphorical picture of

colonization.

Educators can incorporate traditional arts and crafts

activities to help students comprehend the cultures of
Aboriginal and/or Torres Strait Islander peoples. They may,
ii. Cultures for example, plan a dot painting exercise, a traditional
Aboriginal art form, and explain the meaning of the

symbols and colors utilized.

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 4. For each of the following, cite one example of how early childhood
educators can encourage children’s respect of the topic:
i. Aboriginal and/or Torres Strait Islander peoples’ histories
ii. Aboriginal and/or Torres Strait Islander peoples’ cultures

How early childhood educators can encourage children’s

respect of the topic

By adding storytelling into their curriculum, early childhood

educators can foster children's respect for Aboriginal
and/or Torres Strait Islander peoples' histories. They can,
for example, relate traditional Aboriginal and Torres Strait
Islander stories passed down through generations. These
i. Histories stories frequently convey essential lessons about the land,
animals, and the manner of life of the people. Educators
may help youngsters comprehend and respect the rich
history and wisdom of various civilizations by sharing these

stories.

By teaching children to Aboriginal and/or Torres Strait

Islander peoples' art, music, and dance, early childhood
educators can foster respect for their cultures. They may,
for example, organize a session in which children can learn
about and make their own Aboriginal dot paintings or
ii. Cultures Torres Strait Islander masks. They can also invite local
Indigenous artists or entertainers to discuss their culture

and demonstrate their expertise.

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 5. Briefly explain the view of Aboriginal and/or Torres Strait Islander
peoples on each of the following topics:
i. Early childhood learning
ii. Early childhood development

Aboriginal and/or Torres Strait Islander peoples’ views

Early childhood education is highly valued by Aboriginal

and Torres Strait Islander peoples. They feel that this is a
critical time for laying the groundwork for lifetime learning
and well-being. Learning is viewed as a holistic process that
i. Early childhood includes not only academic skills but also cultural
learning knowledge, social skills, emotional development, and
physical wellness. Elders play an important role in passing
on cultural information and traditions during the learning

process.

Similarly, early childhood development is viewed as a

holistic process that involves the physical, social,
emotional, and cognitive development of the child.
Aboriginal and Torres Strait Islander peoples believe that a
ii. Early childhood child's development is strongly influenced by their
development environment and relationships. They emphasize the
importance of a nurturing, culturally rich environment that
respects and supports the child's identity and connection to

their community and land.

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 6. Answer the following questions about reflection in the context of
implementing a learning framework.

i. What is reflection?
In the context of a learning framework, reflection refers to the process by which
educators assess the success of their own teaching methods, strategies, and
outcomes. It entails critically reflecting on one's activities and the outcomes of those

actions in order to improve future performance.

ii. Why do educators use reflection?

Reflection is used by educators to improve their teaching techniques and student
learning results. Educators can determine what works effectively and what needs to
be improved by reflecting on their teaching approaches. This technique enables them
to make the required changes to their teaching strategies, which can result in

increased student engagement and learning.

iii. How would an educator use reflection?

An educator would employ reflection by reviewing their teaching strategies and
students' learning outcomes on a regular basis. "What went well in today's lesson?"
"What didn't go as planned?" "How did the students respond to the teaching
methods used?" "What could I do differently next time?" In addition, they may use
student feedback, peer observations, and professional development materials to help
them reflect.

iv. What makes for a meaningful reflection?

A meaningful reflection involves honest, critical thinking about one's teaching
practices. It should be a systematic process that includes identifying strengths and
weaknesses, setting goals for improvement, and creating a plan to achieve those
goals. A meaningful reflection also involves considering the perspectives of students

and using their feedback to improve teaching practices.

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 v. Which principle of EYLF (Early Years Learning framework) relate to reflection?
The EYLF has five principles, and the principle that relates to reflection is "Ongoing
learning and reflective practice". This principle emphasizes the importance of
professional learning and development for educators. It encourages educators to
continuously learn, reflect on their practices, and implement changes based on their

reflections to improve the quality of education they provide.

7. Briefly explain how to use reflection to understand different

perspectives on the cultures of Aboriginal and/or Torres Strait
Islander peoples in your own words.

Begin by recognizing your own cultural background, beliefs, biases, and assumptions. This
is the first step toward realizing that your viewpoint is only one among many and that it
can influence how you perceive other cultures.
Learn about Aboriginal and Torres Strait Islander cultures through education. This can be
accomplished by reading books, watching documentaries, attending cultural events, or
conversing with members of these cultures. The purpose is to learn about their history,
traditions, ideals, and struggles.
Put yourself in the shoes of Aboriginal and Torres Strait Islander peoples. Consider their
experiences, feelings, and points of view. This can help you better comprehend their
points of view and appreciate the richness and complexities of their cultures.
Reflection: Think about what you've learnt. Consider how your previous beliefs or
assumptions might be challenged or expanded by this new insight. Consider any
emotional responses you may have had and what they may have revealed about your
own biases or preconceptions.
Engage in respectful dialogue with Aboriginal and Torres Strait Islander peoples. In order
to have a better understanding, ask questions and carefully listen to their responses. Be
willing to have your ideas challenged and to learn from these discussions.
Use your newfound understanding to guide your activities. This could include debunking
myths, fighting for Aboriginal and Torres Strait Islander rights, or simply being more polite

and inclusive in your daily encounters.

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23
 8. In your own words briefly explain how you would use reflection to
ensure that the information you gathered on the histories and/or
cultures of Aboriginal and/or Torres Strait Islander people adheres
to the five criteria for evaluating research materials given below.
How do you ensure the following five criteria are met?
Criteria Brief explanations

Assess if sources genuinely represent Indigenous perspectives

and voices.

To ensure authenticity in research and teaching, it is crucial to

critically evaluate the sources used. Indigenous perspectives
and voices should be accurately and respectfully represented.
This involves examining whether the materials used are
authored or endorsed by Indigenous individuals or
organizations. Indigenous-authored sources are often the most
i. Authenticity authentic representation of Indigenous knowledge and
experiences. Such sources provide insights that are rooted in
lived experiences and cultural understanding.

Indigenous voices are diverse and may include elders,

community members, scholars, artists, and activists. Seeking
out these voices ensures that the research and teaching
materials are not filtered through non-Indigenous
perspectives, thereby preserving the authenticity of the
content.

24
 Evaluate if research provides a balanced view of Indigenous
histories and cultures, acknowledging strengths and
challenges.

Achieving a balanced presentation is essential to avoid

perpetuating stereotypes or biases. Research and teaching
materials should encompass a comprehensive understanding
of Indigenous histories and cultures. This means
ii. Balanced nature
acknowledging both the strengths and challenges faced by
of the
Indigenous communities.
presentation

Biases or one-sided portrayals should be identified and

rectified. It is essential to present a nuanced perspective that
reflects the diversity of Indigenous experiences. For example,
while recognizing the resilience and contributions of
Indigenous peoples, it is equally important to address
historical and contemporary injustices, discrimination, and
disparities.

Analyse your research's interaction with Indigenous

communities and voices.

Collaboration and engagement among indigenous peoples are

essential to ethical research and instruction. This criterion calls
for actively involving Indigenous professionals, academics,
iii. Aboriginal members of the community, and knowledge keepers.
and/or Torres Throughout the study or teaching process, their opinions and
Strait Islander ideas should be acknowledged and valued.
participation
Indigenous groups are legally obligated to guard their
knowledge and cultural heritage. By involving them, it is
ensured that their informed consent is obtained and that their
opinions are fairly represented in the research. Collaboration
with Indigenous people and communities promotes a sense of
ownership and agency over the study or teaching material and
aids in the development of trust.

25
 Reflect on research methods and source quality.

The accuracy of information presented in research and

teaching materials is paramount. Researchers and educators
should employ rigorous research methods and critically
evaluate the quality and reliability of their sources.
Indigenous knowledge and history should not be distorted or
sensationalized.

iv. Accuracy and

support
It is essential to address any information gaps or doubts that
may arise during the research process. Seeking additional
evidence and consulting with Indigenous scholars or experts
can help validate the accuracy of the information. Indigenous
scholars and experts can provide valuable insights, context,
and guidance to ensure that the content is accurate and well-
informed.

Be aware of cultural sensitivities around secret or sacred

Indigenous content.

Indigenous cultures often contain sacred or secret knowledge

that is not meant for public dissemination. Researchers and
educators must be culturally sensitive and respectful of these
boundaries. This criterion entails seeking guidance from
v. Exclusion of
Indigenous authorities or elders to ensure proper
content that is
authorization before sharing any knowledge that is considered
considered
secret or sacred.
secret or sacred

Respecting cultural sensitivities is essential in building trust

and maintaining respectful relationships with Indigenous
communities. Unauthorized disclosure of sacred or secret
content can be deeply offensive and harmful. Indigenous
communities should have agency over what aspects of their
culture are shared with the broader public.

26
 9. Identify two methods you can use to determine what makes a
source credible.
Briefly explain how each method is used to determine the credibility
of a source.

Method Brief explanation

Author's Credentials This strategy entails investigating the author's credentials,

skills, and reputation in the field relevant to the source. The
trustworthiness of a source increases if the author has a
degree, experience, or is a renowned authority in the field. A
scientific essay written by a PhD holder in the appropriate field,
for example, is more likely to be reputable than one written by
a layperson.

Peer Review This method entails determining whether or not the

source has been peer-reviewed. Before publishing, peer-
reviewed sources, such as academic publications, have
been critically vetted by experts in the same subject. This
procedure guarantees that the information supplied is
correct, dependable, and meets academic standards. A
source that has undergone peer review is often seen as

more credible.

10. Identify two credible sources of information for each of the

following:
i. Aboriginal and/or Torres Strait Islander peoples’ histories
ii. Aboriginal and/or Torres Strait Islander peoples’ cultures

Sources of information

27
 AIATSIS (Australian Institute of Aboriginal and Torres Strait
Islander Studies): AIATSIS is a world-renowned institution
for research, collections, and publishing. They work to
increase awareness and understanding of Aboriginal and
Torres Strait Islander cultures, customs, languages, and

i. Aboriginal and/or
Torres Strait tales, both past and present.
Islander peoples’
histories The National Museum of Australia's collections and
exhibitions present a comprehensive overview of
Aboriginal and Torres Strait Islander peoples' history in
Australia, including their experiences, customs, and

traditions.

The Australian Museum houses a large collection of

Aboriginal and Torres Strait Islander cultural items as well
as information on their cultural practices, languages, and
customs.
iii. Aboriginal and/or
This is a website run by the Australian government that has
Torres Strait
a plethora of information about Aboriginal and Torres Strait
Islander peoples’
Islander cultures, including their traditions, languages, and
cultures
cultural practices. It also gives information and updates on
initiatives and programs that benefit Indigenous

communities.

28
11. Identify two impacts of the Stolen Generation on each of the
following generations of Aboriginal and/or Torres Strait Islander
peoples.
i. One impact must deal with the trauma the generation
experienced
ii. The other impact must deal with a disadvantage the
generation experienced

29
 Generations Trauma Disadvantage

The relatives of the children that were removed The families were also disadvantaged in terms of
went through a great deal of emotional and their cultural continuity. The removal of children
psychological stress. The abrupt and forcible meant a disruption in the transmission of cultural
removal of their children resulted in feelings of loss, knowledge, traditions, and languages. This led to a
Families of children who were anguish, and helplessness. This trauma was loss of cultural identity and heritage, which is a
removed frequently passed down through generations, significant disadvantage for these families.
resulting in a vicious cycle of pain and distress.

The forcible separation from their families and In terms of education and employment possibilities,
communities caused profound anguish for the the Stolen Generation likewise experienced severe
children who were removed, also known as the disadvantages. Many were not given an appropriate
Children who were removed Stolen Generation. In the institutions or families education and were frequently compelled to work
(the Stolen Generation) where they were sent, they were frequently as children. This has resulted in socioeconomic
subjected to physical, emotional, and occasionally disadvantages that have lasted decades.
sexual abuse. This trauma has left an indelible mark
on their mental and emotional health.

30
 Generations Trauma Disadvantage

The children of the Stolen Generation inherited the The offspring of the Stolen Generation inherited
trauma experienced by their parents. This their parents' socioeconomic problems. They
intergenerational trauma can manifest in various frequently grow up in impoverished circumstances
Children of the Stolen ways, including mental health issues, substance with little access to proper education and
Generation abuse, and difficulties in forming healthy employment possibilities. This disadvantageous loop
is difficult to break and continues to damage future
generations.
relationships.

31
 12. For each of the following areas, provide an example of disadvantage
experienced by Aboriginal and/or Torres Strait Islander peoples as
brought about by their past historical and cultural experiences.

Areas Disadvantages

When compared to non-Indigenous Australians, Aboriginal

and Torres Strait Islander peoples have a lower life
expectancy. This is attributable to a number of variables,
including increased prevalence of chronic diseases like
heart disease, diabetes, and kidney disease. These
i. Physical health discrepancies in health are generally the product of
historical and cultural traumas, such as land confiscation,
forced removal from family, and systematic racism in

healthcare.

Past traumas have a substantial impact on the mental

health of Aboriginal and Torres Strait Islander peoples. The
Stolen Generations, in which children were forcibly
ii. Mental health removed from their families, has resulted in
intergenerational trauma, which has contributed to
increased incidence of mental health issues, substance
misuse, and suicide.

Aboriginal and Torres Strait Islander peoples have inferior

educational results than non-Indigenous Australians. This is
due to a variety of issues, including institutional racism, a
iii. Education
lack of culturally appropriate schooling, and the long-term
consequences of previous policies of forced assimilation
and cultural erasure.

32
 When compared to non-Indigenous Australians, Aboriginal
and Torres Strait Islander peoples have greater rates of
unemployment and lower income levels. This economic
disadvantage is the result of historical issues such as land
iv. Economic status and resource confiscation, employment discrimination, and
a lack of access to quality education and training

opportunities.

13. For each event and/or issue listed below, identify at least one
impact on the Aboriginal and/or Torres Strait Islander peoples’
histories and cultures.

33
 Issues Histories Cultures

European colonisation led to the dispossession of The imposition of European culture and values
Aboriginal and Torres Strait Islander peoples from eroded Indigenous languages, traditions, and
their traditional lands, disrupting their connection to cultural practices. Many Indigenous traditional
country and their ability to practice their cultural activities have been suppressed or outlawed,
i. European colonisation traditions. This period also saw a significant resulting in cultural knowledge and identity loss.
decrease in the Indigenous population due to
introduced diseases, violence, and forced removals.

The loss of land and culture has resulted in a Indigenous cultures have suffered greatly as a result
significant disruption to the continuity of Indigenous of the loss of land and culture. It has resulted in the
ii. Loss of land and
histories. Traditional knowledge, stories, and deterioration of Indigenous languages, cultural
culture
cultural practices that were tied to specific lands traditions, and spiritual beliefs, which were
were lost or fragmented. frequently linked to specific areas.

34
 Issues Histories Cultures

Indigenous and Torres Strait Islander peoples have a Indigenous cultures have also been impacted by
long history of marginalization and hardship as a institutional prejudice, which has devalued and
result of institutional discrimination. Forcible marginalized Indigenous knowledge, languages, and
iii. Institutional removal of children from their families (the Stolen cultural practices. This has contributed to cultural
discrimination Generations), discriminatory laws and practices, and identity loss and interruption of cultural
unequal access to services and opportunities are all transmission.

examples of this.

Social exclusion has resulted in a history of Social exclusion has also impacted Indigenous
marginalisation and disadvantage for Aboriginal and cultures by isolating Indigenous communities and
Torres Strait Islander peoples. This includes social, individuals, disrupting cultural transmission, and
iv. Social exclusion economic, and political exclusion, which has contributing to the loss of cultural identity.
perpetuated cycles of poverty and disadvantage.

35
 14. Answer the following questions about protocols on sharing
information about Aboriginal and/or Torres Strait Islander peoples’
histories and cultures.

i. Outline the procedure for asking permission before sharing information gathered
during research.
Identify the Stakeholder: The first step is to identify the individual or entity from
which authorization is required. This could be the person who contributed the
information, the organization that financed or carried out the research, or the entity
that controls the data rights.
Create a Formal Request: Create a formal request for authorization to distribute the
information. Details regarding the information you want to disclose, why you want to
share it, who will have access to it, and how it will be used should be included. Make
your request as clear and succinct as possible.
Send the Message: Send the request to the proper individual or organization.
Depending on the stakeholder's needs, this could be done via email, letter, or a
formal application process.
Follow Up: If you do not obtain a response within a fair amount of time, contact the
stakeholder again. They may have overlooked your request or require further
information before making a decision.
Obtain Written Permission: Once permission has been obtained, make certain that
you receive it in writing. This could be in the form of a formal letter, email, or
document. This will act as evidence that you have authorization to share the
information.
Respect the Terms: Finally, it's crucial to respect the terms of the permission granted.
This includes not sharing the information with unauthorized individuals, not using it
for purposes other than those specified, and not sharing it beyond the agreed-upon

time frame.

36
ii. Briefly describe how you can ensure that Aboriginal and/or Torres Strait Islander
peoples are involved in the research process.
 Community Engagement: Before starting the research, engage with the
community leaders and members to understand their needs, concerns, and
interests. This can be done through meetings, workshops, or informal gatherings.
 Inclusion in Research Design: Involve Aboriginal and/or Torres Strait Islander
peoples in the design of the research. This includes defining the research question,
methodology, and data collection methods. Their input can ensure the research is
culturally sensitive and relevant.
 Participation in Data Collection: Train and employ Aboriginal and/or Torres Strait
Islander peoples to participate in data collection. This can help build trust with the
community and ensure the data collected is accurate and meaningful.
 Feedback and Validation: Regularly share the research findings with the
community and seek their feedback. This can help validate the findings and ensure
they are interpreted correctly.
 Benefit Sharing: Ensure the research benefits the community. This can be through
capacity building, improving services, or addressing issues identified by the
community.
 Ethical Approval: Obtain ethical approval from a committee that includes
Aboriginal and/or Torres Strait Islander peoples. This can ensure the research
respects their rights, culture, and values.
 Cultural Sensitivity Training: Provide cultural sensitivity training to all researchers
involved in the project. This can help them understand and respect the culture,

traditions, and values of Aboriginal and/or Torres Strait Islander peoples.

37
iii. Briefly explain how cultural appropriation affects the distribution of Aboriginal
and/or Torres Strait Islander peoples’ art.
Economic Impact: When non-Indigenous people or businesses copy Indigenous art
without authorization, they frequently benefit. This deprives Indigenous artists and
communities of potential money.
Misrepresentation: Misrepresentation of Indigenous cultures can occur as a result of
cultural appropriation. Non-Indigenous people may not completely comprehend or
appreciate the cultural value, history, and traditions of Indigenous art when they
reproduce it. This has the potential to disseminate preconceptions and
misconceptions.
Devaluation of Authentic Art: The mass production of appropriated Indigenous art
can devalue authentic Indigenous art. Consumers may not be able to distinguish
between authentic Indigenous art and appropriated versions, which can undermine
the value and uniqueness of the original art.
Loss of Cultural Heritage: Cultural appropriation can contribute to the erosion of
Indigenous cultures. Art is a crucial way for Indigenous people to maintain and pass
on their cultural heritage. When their art is appropriated, it can disrupt this cultural
continuity.
Legal Issues: There are often legal issues associated with the distribution of
appropriated Indigenous art. Indigenous people may not have the resources to fight

legal battles to protect their art, which can further disadvantage them.

38
 15. Answer the following questions about protocols on researching
information about Aboriginal and/or Torres Strait Islander histories
and cultures.

i. Name at least two historical issues from the Aboriginal and/or Torres Strait
Islander peoples that may be sensitive to discuss with them.
The Stolen Generations are children of Aboriginal and Torres Strait Islander descent who
were taken from their families by Australian Federal and State government agencies and
church missions under legislation passed by their respective legislatures. The removals
took place between the late 1800s and the 1970s, with the majority taking place between
1910 and 1970. Discussing this topic can be difficult due to a sad history of forced
separation, cultural loss, and, in many cases, physical and emotional abuse.
Land Rights and Possession: Aboriginal and Torres Strait Islander peoples have a deep
spiritual connection to the land, which is an important aspect of their cultural identity.
Australia's colonization resulted in extensive land dispossession. Despite significant
advances in the acknowledgement of land rights, such as the Mabo decision in 1992,
which legally recognized the existence of "native title," the question of land rights and

dispossession remains delicate and divisive.

ii. Who do you need to seek permission from prior to undertaking research and
sharing information on Aboriginal and/or Torres Strait Islander peoples’ histories
and cultures?
The response is based on the respect and acknowledgement of Aboriginal and Torres
Strait Islander peoples' rights. It is critical to obtain permission from the Traditional
Custodians before releasing information about their histories and customs. This is
due to the fact that they are the land's original inhabitants and have cultural and
intellectual rights to their own expertise. This procedure demonstrates respect and
recognition of their ownership and ongoing connection to Country and Culture. It is
also a component of ethical research and information-sharing policies aimed at

avoiding misinterpretation or misuse of Indigenous knowledge and customs.

39
 iii. Identify at least two protocols that you need to consider before interviewing
someone from an Aboriginal and/or Torres Strait Islander community.
Recognition of Traditional Owners and Elders: Before beginning an interview, it is vital
to recognize the traditional owners of the land and their elders, both past and
present. This is a symbol of respect for Aboriginal and Torres Strait Islander peoples'
ongoing connection to country, community, and culture.

Cultural awareness: Approaching the interview with cultural awareness is critical. This
includes learning and respecting the Aboriginal and Torres Strait Islander
community's cultural customs, beliefs, and values. It is critical to avoid asking

potentially insulting or improper questions.

iv. Identify at least two language considerations when communicating with

Aboriginal and/or Torres Strait Islander peoples.
Voice tone is as significant as the words uttered in many cultures, especially Aboriginal
and Torres Strait Islander tribes. It is critical to speak gently and respectfully, as high tones
can be interpreted as patronizing or hostile.

Building relationships is an important element of communication in these cultures. This

can be accomplished by inquiring about the other person's family and giving personal
information. This demonstrates respect and curiosity about the other person's life and

background.
Language considerations

40
v. Identify two codes of ethics relevant to researching and sharing information
about Aboriginal and/or Torres Strait Islander peoples.
AIATSIS (Australian Institute of Aboriginal and Torres Strait Islander Studies): This
code of ethics establishes principles for researching Aboriginal and Torres Strait
Islander societies, histories, languages, and cultures. It promotes the value of mutual
respect, reciprocity, cultural continuity, and accountability.

National Statement on Human Research Ethical Conduct: This is a broader ethical rule
that applies to all human research, including Aboriginal and Torres Strait Islander
people’s study. It promotes human dignity, scientific merit and integrity, fairness, and

beneficence.

16. For each concept relevant to Aboriginal and/or Torres Strait

Islander histories and cultures:
i. Identify the more appropriate term to be used when
sharing information about the concept
ii. Briefly explain why the less appropriate term should be
avoided
An example is provided for you below.

Less appropriate Why the less appropriate term

More appropriate term
term should be avoided

 Aboriginal peoples The appropriate terms emphasise

 Aboriginal and/or the humanity of the Aboriginal
Aborigines
Torres Strait Islander and/or Torres Strait Islander
peoples peoples

Uluru The name "Ayers Rock" was given

by European settlers as a colonial
name. Using the indigenous name
i. Ayers Rock "Uluru" recognizes the site's
cultural significance to the
Anangu people, the land's
traditional owners.

41
 Elder In Aboriginal culture, the term
"Chief" is not utilized. The name
"Elder" is more appropriate since
ii. Chief it reflects the respect and
authority attributed to elders in
Aboriginal and Torres Strait
Islander cultures.

The Dreaming "Dreamtime" is a translation that

does not fully express the
concept's essence. "The
Dreaming" is a more accurate
word that covers Aboriginal and
iii. Dreamtime Torres Strait Islander peoples'
complex spiritual and cultural
beliefs about the creation and

ongoing life of the earth.

Community or Clan "Horde" is a pejorative and

demeaning phrase. It disregards
the intricate social systems of
Aboriginal and Torres Strait
iv. Horde Islander civilizations.
"Community" or "Clan" are more
respectful and truthful phrases.

42
17. Complete the table below by providing one way and one learning
experience in an early years learning centre where you can embed
each of the following:
i. Aboriginal and/or Torres Strait Islander histories
ii. Aboriginal and/or Torres Strait Islander cultures
Provide a brief explanation how you can embed the above topics for
each example you provide.

43
 ways Learning experiences

Storytelling Reading a storybook about the Dreamtime

i. Aboriginal and/or
Torres Strait Islander Explanation: Storytelling is a traditional way of Explanation: By reading a storybook about the
histories passing down knowledge in Aboriginal and Torres Dreamtime, children can learn about the history and
beliefs of these cultures. The educator can further
discuss the story and its significance, encouraging
Strait Islander cultures. children to ask questions and engage in discussions.

Creating Aboriginal dot paintings

ii. Aboriginal and/or
Torres Strait Islander Art and Craft
cultures

44
 ways Learning experiences

Explanation: Art is a significant part of Aboriginal Explanation: By engaging children in creating

Aboriginal dot paintings, they can learn about the
symbols, patterns, and colours used in this
and Torres Strait Islander cultures. traditional art form. The educator can explain the
meaning behind different symbols and patterns,
helping children understand the cultural significance
of their artwork. |

45
 18. For each of the following contexts, briefly describe the impact of the
Whitlam Government’s introduction of the policy of self-
determination for Aboriginal and/or Torres Strait Islander peoples.

Brief descriptions

At the local level, the policy of self-determination for

Aboriginal and Torres Strait Islander peoples had a
significant impact. It gave these communities more
autonomy over their own issues, such as land rights,
education, health care, and cultural preservation. This
resulted in a considerable increase in the number of
i. Local context Aboriginal-controlled organizations formed to meet the
specific needs of their communities. It also gave Aboriginal
and Torres Strait Islander peoples a sense of strength and
cultural pride because they were able to make decisions

that directly touched their lives and communities.

On a broader level, the Whitlam Government's self-

determination policy represented a dramatic shift in Australia's
approach to Indigenous matters. It departed from past
assimilation and integration programs, which tried to integrate
Aboriginal and Torres Strait Islander peoples into larger
Australian culture, often at the expense of their traditional
identity. The policy of self-determination recognized Aboriginal
and Torres Strait Islander peoples' unique status as Australia's
ii. Broader Australian
first peoples, as well as their right to preserve and develop their
context
own cultures, languages, and lifestyles. This has had long-term
consequences for Australia's national identity and relationship
with its Indigenous peoples. It also set a precedent for future
government policies and legislation related to Indigenous affairs,
such as the Native Title Act 1993 and the apology to the Stolen

Generations in 2008.

46
 19. Identify the following relevant to an early years learning centre:
i. Two organisations
ii. Two peak agencies
These organisations and peak agencies must be led by Aboriginal
and/or Torres Strait Islander peoples.

i. Two organisations
The Secretariat of National Aboriginal and Islander Child Care (SNAICC): SNAICC is the
national non-governmental peak body in Australia representing the interests of
Aboriginal and Torres Strait Islander children and families. They provide resources
and support for early years learning centres, including training and consultation
services.
The Aboriginal Early Childhood Services Support Unit (AECSSU): AECSSU is an
organisation that provides support to Aboriginal community controlled early
childhood services in New South Wales, Australia. They offer a range of services

including professional development, advocacy, and resource development.

ii. Two peak agencies

National Aboriginal Community Controlled Health Organisation (NACCHO): While
NACCHO is primarily a health organisation, it plays a significant role in early childhood
development and education through its advocacy for holistic health services, which
includes social and emotional wellbeing and early childhood learning.
Indigenous Early Childhood Development National Conference (IECDNC): This is a
peak agency that brings together professionals, researchers, community members,
and policymakers to discuss and develop strategies for improving the health,
wellbeing, and education of Aboriginal and Torres Strait Islander children. They
provide a platform for sharing knowledge and best practices in early childhood

education.

47
 20. Answer the following questions about Reconciliation Action Plans
(RAPs).
Your responses must be in the context of an early years learning
centre.

i. What is the purpose of a RAP?

A Reconciliation Action Plan (RAP) in an early childhood learning centre is designed to
give an organized method to advancing reconciliation between Aboriginal and Torres
Strait Islander peoples and non-Indigenous Australians. It is a strategic document that
supports the business plan of the center and includes specific activities that will drive
the center's contribution to reconciliation. The RAP assists the centre in developing
respectful relationships with Aboriginal and Torres Strait Islander peoples and
creating meaningful opportunities for them. It also helps to enhance awareness and
pride in Aboriginal and Torres Strait Islander history, cultures, and contributions

among all Australians.

ii. What is the significance of a RAP?

A RAP is extremely important in an early year learning centre. For starters, it
contributes to the development of a culturally secure environment for Aboriginal
and Torres Strait Islander children, families, and employees. Second, it
encourages understanding, respect, and inclusion of people from various cultures
and origins. Third, it gives the center a platform to express its commitment to
reconciliation and social justice. Finally, it aids in the development of strong
relationships with the local Aboriginal and Torres Strait Islander community,
which can result in greater educational outcomes for Aboriginal and Torres Strait
Islander children. The RAP is more than just a paper; it is a commitment to a path

of learning, comprehension, and growth.

48
 21. For each of the following subjects, briefly explain which Aboriginal
and/or Torres Strait Islander way of learning is applicable.
Ways of learning can be applied to more than one subject as long as
you can explain how they are relevant.

Brief explanations

Aboriginal and Torres Strait Islander ways of learning often

involve practical, hands-on experiences. In the context of
mathematics, this could involve learning through real-life
situations, such as counting objects, measuring distances,
i. Mathematics or understanding patterns in nature. This is related to the
concept of "Learning by Doing", a common approach in

Indigenous education.

The Aboriginal and Torres Strait Islander way of learning

through "Storytelling" is highly applicable to music. Music
is a key medium through which stories, traditions, and
knowledge are passed down through generations in
ii. Music
Indigenous cultures. Learning music in this context is not
just about playing an instrument or singing, but
understanding the cultural significance and stories behind
the music.

The "Observational Learning" approach is particularly

relevant to art. Aboriginal and Torres Strait Islander
cultures place a strong emphasis on learning from elders
iii. Art and experienced members of the community. In art, this
could involve observing techniques, understanding the
symbolism in traditional art, and learning the cultural
significance of different art forms.

49
 The "Learning through Community" approach is applicable
to science. Aboriginal and Torres Strait Islander cultures
have a deep understanding of the land, environment, and
natural phenomena, which is often shared and learned
iv. Science within the community. This communal learning can provide
a rich, contextual understanding of scientific concepts, such

as ecology, biology, and astronomy.

50
 22. Briefly explain how establishing direct relationships with Aboriginal
and/or Torres Strait Islander peoples’ families and communities
helps the early years learning centre encourage children’s
understanding of their cultures.

Cultural Authenticity: Direct contacts with Aboriginal and/or Torres Strait Islander
communities ensure that children receive authentic and accurate information and
experiences. This aids in the avoidance of stereotypes and misconceptions.
Cultural Practices and customs: Children can learn about cultural practices, customs, and
languages directly from the people who live them through direct connection with these
communities. This firsthand knowledge can be more profound and important than
secondary sources.
Respect and Understanding: Building relationships with these groups can help youngsters
develop a sense of respect and understanding. They learn to value the diversity and
richness of diverse cultures, which can aid in the development of tolerance and empathy.
Direct contacts can also give children with role models from their own culture, which can
aid in the development of their self-esteem and cultural identity.
Community Engagement: Getting involved with these communities can also provide
opportunity for children to participate in cultural events and activities, which can help
them understand and appreciate their culture even more.
Involving families in the learning process can aid in the reinforcement of cultural learning
at home. It also ensures that the learning is meaningful and relevant to the child's cultural

background.

51
Assessment Workbook Checklist
TO THE CANDIDATE
When you have completed this assessment workbook, review your work, and ensure that:

☐ You have completed all the Knowledge Assessments Questions.

☐ You have saved and submitted the following evidence:

☐ This completed workbook

☐ Assessment Workbook Cover Sheet signed and scanned

IMPORTANT:
You must achieve a satisfactory result in ALL assessment tasks to be deemed
COMPETENT for the unit/s relevant to this workbook.
To be deemed satisfactory in the assessments contained in this workbook, you must
successfully complete all the requirements listed above according to the prescribed
benchmarks provided to the assessor.

52
 TO THE ASSESSOR
When you have completed assessing the assessment workbook, review the candidate’s
submissions against the checklist below:

☐ The candidate has completed all the Knowledge Assessments Questions.

☐ The candidate has saved and submitted the following evidence:

☐ This completed workbook

☐ Assessment Workbook Cover Sheet signed and scanned

IMPORTANT:
The candidate must achieve a satisfactory result in ALL assessment tasks to be deemed
COMPETENT for the unit/s relevant to this workbook.
To be deemed satisfactory in the assessments contained in this workbook, the candidate
must successfully complete all the requirements listed above according to the prescribed
benchmarks.

53
Record of Assessment (Assessor’s Use
Only)
RECORD OF ASSESSMENT

Candidate’s Name Harpreet Kaur Harpreet Kaur

RTO Name      

RTO Contact Number      

RTO Email Address      

Assessor’s Name Xinying Yu

CHCECE054 - Encourage understanding of Aboriginal and/or Torres

Unit of Competency
Strait Islander peoples’ cultures (Release 1)

Knowledge Assessment S NYS

Question 1 ☐ ☒

Question 2 ☐ ☐

Question 3 ☒ ☐

Question 4 ☐ ☐

Question 5 ☐ ☐

Question 6 ☐ ☐

Question 7 ☐ ☐

Question 8 ☐ ☒

Question 9 ☒ ☐

Question 10 ☐ ☐

Question 11 ☐ ☐

Question 12 ☐ ☐

54
Knowledge Assessment S NYS

Question 13 ☒ ☐

Question 14 ☐ ☐

Question 15 ☐ ☒

Question 16 ☒ ☐

Question 17 ☐ ☐

Question 18 ☐ ☐

Question 19 ☐ ☐

Question 20 ☐ ☐

Question 21 ☐ ☐

Question 22 ☐ ☐

Rules of Evidence S NYS

All knowledge and skills evidence submissions are valid ☒ ☐

All knowledge and skills evidence submissions are authentic ☐ ☐

All knowledge and skills evidence submissions are sufficient ☐ ☐

All knowledge and skills evidence submissions are current ☐ ☐

55
Overall Result for the Relevant Workbook/s Satisfactory Not yet
satisfactory

Assessment Workbook ☐ ☒

Assessor’s comments/feedback

For Q1, please state the specific element.

For Q2, please state the national regulation and national law.
For Q8, the question is about evaluating the research materials.
For Q15, please modify the language considerations of Q(iv).

Assessor Declaration
I declare that the results recorded in this Record of Assessment are true and accurate.

Assessor’s name: Xinying Yu Assessor’s signature

Xinying Yu
Date signed: 11/08/2023

End of Record of Assessment (For the Assessor’s Use Only)

End of Document

56