Formative assessments

Activity 1

Don't use plagiarized sources. Get Your Custom Essay on
Just from $13/Page
Order Essay
  • 1           Write a short paragraph to define the meaning of legislation and policy.

Legislation is law which has been promulgated (or “enacted”) by a legislature or other governing body or the process of making it.

Before an item of legislation becomes law it may be known as a bill, and may be broadly referred to as “legislation”, while it remains under consideration to distinguish it from other business. Legislation can have many purposes: to regulate, to authorize, to outlaw, and to provide (funds), to sanction, to grant, to declare or to restrict. It may be contrasted with a non-legislative act which is adopted by an executive or administrative body under the authority of a legislative act or for implementing a legislative act.

A policy is a set of ideas or plans that is used as a basis for making decisions, especially in politics, economics, or business.

  • 2           Provide six examples of relevant personnel.

• Family responsibilities (for example child rearing, elder-care, illness of a partner or dependant);

• A temporary or permanent disability;

• Relevant cultural expectations or circumstances;

• Periods of part-time work; and / or

• Absences due to ill-health or injury.

• The consistency of activities or output over the period of consideration

  • 3           Why are legislation and policies important in relation to Aboriginal and/or Torres Strait Islander education? (50-100 words)

Participation in culturally inclusive, high quality early childhood education programs and care can assist Aboriginal and Torres Strait Islander children to get the best start in life. These programs build upon the rich cultural, linguistic and conceptual skills that Aboriginal and Torres Strait Islander children bring to early childhood education and:

 » promote early engagement with learning;

» provide a strong foundation for future educational achievement;

» encourage the social, emotional, physical and cognitive development of children from birth; and 

» support children in their transition to school.

  • 4           How can relevant personnel access copies of policies and legislation? (50-100 words)

– Are consistent with the values of the organisation; comply with employment and other associated legislation; -This demonstrate that the organisation is being … For example, if you have a policy relating to punctuality, you may need to include a procedure outlining what to do if the employee is going to be late

– This is driven by changes to legislation, regulation and codes of practice. .

– All organisations should have policies based on best employment practices and ensure.

– It must be followed to access the leave. It will also outline the evidence that is required as proof of illness or injury when claiming personal/carers leave

Activity 2

  • 1           How are positive relationships between teachers/ educators and students characterised, and why is this important? (100-150 words)

A positive relationship between the student and the teacher is difficult to establish, but can be found for both individuals at either end. … Student and teacher, involving a setting in the primary grades, which I have found second grade to be extremely important for the student to gain a positive attitude for their future education.

-First, when it comes to expectations, both parents and teachers have them for each other. They expect certain things to happen. Parents expect teachers to instruct their students and to guide their learning so they can have success. Teachers expect parents to support the instruction and learning that happens in school, at home. They also each have expectations for the child/student they share in common. They have expectations for their student’s academic performance, attendance, and behaviour both in school and out of school. If these expectations are the same and they are communicated, a synergy will happen, and their relationship can have a powerful effect on the student’s learning outcomes. The operative word in all this is communicated. When expectations are clearly communicated, both parents and teachers will have a better understanding of their roles in the parent-teacher relationship. They will then know how best to be a supportive part of that relationship

-Both parents and teachers have an important role to play; their roles do not replace but rather compliment and reinforce the other’s role, thus providing the student with a consistent message about reading and learning. Thinking of parents and teachers as “partners” refers to this mutual effort toward a shared goal. It also implies shared responsibility of parents and teachers for supporting students as learners.

  • 2           The Aboriginal and Torres Strait Islander Education Strategy identifies seven priority areas; what are these?

1. LEADERSHIP, QUALITY TEACHING AND WORKFORCE DEVELOPMENT Action is taken to ensure children and young people are taught by skilled educators who are culturally competent in the local context. Providers, including principals, set high expectations for learning that incorporates Aboriginal and Torres Strait Islander perspectives. Further support for the engagement of children, young people and their families is provided by building a well-qualified Aboriginal and Torres Strait Islander education workforce.

 2. CULTURE AND IDENTITY Through the delivery of the Australian Curriculum, education sectors acknowledge,  respect and reflect the histories, values, languages and cultures of Aboriginal and  Torres Strait Islander people.  All Australian children and young people have the opportunity to learn about the histories and cultures of Aboriginal and Torres Strait Islander people.

3. PARTNERSHIPS Quality partnerships are encouraged between education sectors and local Aboriginal and Torres Strait Islander communities and other stakeholders. These partnerships are characterised by listening and responding, strong accountability and active engagement, collaborative information sharing and informed decision making.

 4. ATTENDANCE engaging with learning is fundamental in helping all children acquire the skills they need for life. Schools and services work with families and communities on strategies to address barriers to school attendance.

 5. TRANSITION POINTS INCLUDING PATHWAYS TO POST-SCHOOL OPTIONS Aboriginal and Torres Strait Islander children and young people are supported at critical stages of their education to improve engagement, retention and attainment and develop the skills to participate fully in schooling, society and work.

 6. SCHOOL AND CHILD READINESS High quality, culturally inclusive early childhood education services and schools work with families and communities to set a strong foundation for early learning, including a child’s transition to school.

 7. LITERACY AND NUMERACY Aboriginal and Torres Strait Islander children’s English literacy and numeracy proficiencies are developed by applying proven, culturally inclusive, responsive and personalised approaches to learning, such as English as an additional language or dialect (EAL/D) in order to improve their educational attainment, life choices and options.

  • 3           Describe four ways in which teachers/ educators can build positive relationships that value diversity. (100-150 words)

Initiate warm, trusting and reciprocal relationships with children

• provide safe and stimulating environments for children

• develop learning programs that are responsive to each child and build on their culture strengths and knowledge to take their learning and development forward

• understand, communicate and interact across cultures by being aware of their own world view

• respect the views and feelings of each child.

Play is essential for its ability to stimulate and integrate a wide range of children’s intellectual, physical, social and creative abilities. Active engagement with, and atonement to children in their play extends and supports their learning. Shared, sustained conversations are also a powerful and important feature of active adult engagement.

Activity 3

  • 1           Provide four examples of appropriate persons who can offer knowledge about the local region and cultural identity.

. – Who will be involved in contact with the child?

 • Their relationship to the child and benefits for the child from contact

 • The frequency and location of contact

 • Any additional support provided by these persons and what this support will include

• Any requirements in relation to supervision and who is to undertake this role

 • Regular contact with at least one person who shares the child’s cultural background

 • Individuals

  • 2           Write a short sentence to describe what an elder is.

An elder is a person who is older or higher in rank than oneself.

  • An aged person.
  • An influential member of a tribe or community, often a chief or ruler; a superior. 

Tom respects his elders.

Respect your elders.

You must respect your elders.

You should respect your elders.

You have to respect your elders.

  • 3           What is native title? (100-150 words)

Native title recognises the traditional rights and interests to land and waters of Aboriginal and Torres Strait Islander people. Under the Native Title Act 1993 (NTA), native title claimants can make an application to the Federal Court to have their native title recognised by Australian law.

Native title recognises an Aboriginal or Torres Strait Islander people’s traditional law and custom. For the courts to recognise native title, there are two key legal questions that must be answered:

Under the traditional laws and customs of the group of Indigenous people claiming native title, are their rights and interests to the claim area based on their traditional connection to the area?

If a connection under traditional law and custom is found, the courts ask the next question:

Has this connection been either entirely or partially ‘extinguished’ (lost) by specific government actions? For example, selling that area of claimed land.

  • 4           Describe six ways in which knowledge concerning the local region and/or cultural identity can be researched and what information each will provide.

These include knowledge of:

•             Impact of colonisation on Aboriginal and/or Torres Strait Islander people

•             Equity and diversity principles

•             Difference between cultural groups

•             Organisation policies and initiatives designed to support participation for Aboriginal and/or Torres Strait Islander children and families

•             Anti-discrimination and stereotyping

•             Information sources for local Aboriginal and/or Torres Strait Islander people, where appropriate

Our personal cultural lens influences how we interpret others, and how we behave in society. Culture is generally accepted to be a learned process while ‘race’ is associated with perceived inherited characteristics. Relationships between young and old in each culture exist to teach and reinforce culturally appropriate behaviours, attitudes and values, following hierarchical stratification of societies.

Individual identity relates closely to cultural and social identity, which incorporates roles in a social setting. Identity arises from the adoption of social roles through personal experience. The individual negotiates the meaning of his or her identity with family and society members.

Activity 4

  • 1           What are three of the ways that the inclusion of Aboriginal and/or Torres Strait Islander context in education programs can benefit Indigenous students?

Ensuring your service is culturally competent;

Focusing on attracting and retaining the right staff;

Cultivating networks and relationships; and

Adopting an action research approach

Strong relationships with Indigenous program participants.

— This will often be achieved by employing local people as part of a team, who bring with them a deep understanding of cultural issues and a respect for local protocols.

Personal qualities necessary to work cross-culturally. The ability to carry out “cultural translation” is particularly important. It is necessary that staff members are able to communicate effectively with and between both external stakeholders and program participants.

-Demonstrated skills to do the job. Many projects require people with specific qualifications or expertise in areas such as childhood development, counselling, capacity building, and leadership development.

  • 2           Why is it important to include storytelling activities in the context of Aboriginal and Torres Strait Islander education? (100-150 words)

Because Aboriginal students can avoid direct eye contact to an adult as it is considered rude in Aboriginal culture. When teachers misdiagnose Aboriginal students’ classroom behaviour we can speak of ‘soft racism’.

Aboriginal children are also less likely to answer questions in the classroom because traditionally, Aboriginal culture has been passed on through the telling of stories; it’s not about questions and answers. Use story telling with visual cues in your teaching to support Aboriginal students learn better, rather than having them read and process materials directly.

Aboriginal students may have difficulty letting you know when they don’t know something or are struggling to understand, due to a sensitivity to feeling shamed. They will keep quiet when something is too difficult to avoid ‘getting it wrong’. Check with them that they are understanding and absorbing without them feeling shame if they are not

Storytelling is used in a variety of ways. It is used to teach children how they should behave and why, and to pass on knowledge about everyday life such as how and when to find certain foods. Stories are also used to explain peoples’ spirituality, heritage and the laws. Dreaming stories pass on information to young people about creation, how the land was formed and populated, creation of plants, animals and humans, information about ancestral beings and places, the boundaries of peoples’ tribal lands, how ancestors came to Australia, how people migrated across the country and arrived in a particular part of the country.

  • 3           What are some of the effects when learning environments successfully promote Indigenous connectedness and engagement? (100-150 words)

. Acknowledging, embracing and developing a positive sense of Indigenous identity in schools

. Acknowledging and embracing Indigenous leadership in schools and school communities

• having ‘high expectations leadership’ to ensure high expectations classrooms, with high expectations teacher and student relationships

• developing innovative and dynamic school staffing models—for example, asking for community input into hiring staff, recruiting Indigenous teachers, Indigenous staff members and staff with specialist expertise with Indigenous students

• adopting innovative and dynamic school models in complex social and cultural contexts—for example use of flexible timetabling, provision of dedicated space for Indigenous students, and use of policies to manage and accommodate student mobility between schools.

  • 4           What can result when Indigenous children are cut off from their culture? (50-100 words)

Aboriginal and Torres Strait Islander people have a complex system of family relations, where each person knows their kin and their land. … Forced separations were part of deliberate policies of assimilation. Their aim was to cut children off from their culture to have them raised to think and act as ‘white’.

Activity 5

  • 1           What is culturally respectful community engagement built on? (30-80 words)

Knowledge: • Who are the community leaders/Elders that you could connect with? • What resilience and wellbeing work has already been done in the school and the community? Who might help you find out? • How might you find out about community life, including cultural sensitivities and strengths? • Are there other stakeholders who need to be invited and involved?

Preparation: • What strategies could you use to invite Aboriginal people to participate, e.g. word of mouth, colourful posters at key places around the community, invitations by Aboriginal and non-Indigenous staff? • How could you create a meeting environment where everyone feels safe to participate? • Is the meeting place easy to get to? Is the time of the meeting suitable? • Is the meeting place set up so there are chairs in different parts of the room, and not only up the front? • Consider placing some chairs outside the meeting space to encourage participation by people who may have other obligations, or (in some communities) might have an avoidance relationship with someone inside the room.

  • 2           Provide two examples of non-verbal communication and what they might mean to an Aboriginal and/or Torres Strait Islander person.

Some non-verbal communication cues (hand gestures, facial expressions etc.) used by Aboriginal and Torres Strait Islander people have different meanings in the Western context.

 Be mindful that your own non-verbal communication will be observed and interpreted. For example, feelings of annoyance may be reflected by your body language and are likely to be noticed.

  • 3           List four of the values that allow a learner to know and understand the basis of respect.

As human beings, we all have our own values, beliefs and attitudes that we have developed throughout the course of our lives. Our family, friends, community and the experiences we have had all contribute to our sense of who we are and how we view the world. As community services workers, we are often working with people who are vulnerable and/or who may live a lifestyle that mainstream society views as being different or unacceptable. If, as community services workers, we are to provide a service that meets the needs of our target groups and helps them to feel empowered, we need to be aware of our own personal values, beliefs and attitudes and be prepared to adopt the professional values of our industry—and not impose our own ideas on our clients.

Do these values make you feel good about yourself?

Are you proud of your top three values?

Would you be comfortable and proud to tell your values to people you respect and admire?

Do these values represent things you would support, even if your choice isn’t popular, and it puts you in the minority.

  • 4           Describe the meaning of:
    • An Acknowledgement of Country. (30-80 words)
    • A Welcome to Country. (30-80 words)
    • A Smoking Ceremony. (30-80 words)
  1. An Acknowledgement of Country is an opportunity for anyone to show respect for Traditional Owners and the continuing connection of Aboriginal and Torres Strait Islander peoples to Country. … There are no set protocols or wording for an Acknowledgement of Country, though often a statement may take the following forms.
  • A welcome country-Protocols for welcoming visitors to Country have been a part of Aboriginal and Torres Strait Islander cultures for thousands of years. Despite the absence of fences or visible borders, Aboriginal and Torres Strait Islander groups had clear boundaries separating their Country from that of other groups.
  • A smoking Ceremony-A smoking ceremony is one of the most significant ancient ceremonies performed by Aboriginal and Torres Strait Islander people. The ceremony involves smouldering various native plants to produce smoke which are believed to have cleansing properties and the ability to ward off bad spirits.

Activity 6

  • 1           What are three of the ways in which community members can support educational programs?

Respect from staff for families’ strengths and efforts

• Readiness of staff to involve all families in all aspects of the life of the school

 • Understanding of the students’ strengths, needs and goals

 • Resources to support schools’ learning programs

• Attendance of families at school activities

• Expectation of families and community to be involved in school programs and governance

  • 2           Describe three strategies that can be used to assist in the development and maintenance of strong community partnerships and engagement. (150-200 words)

• Positive phone calls from the school leadership team and teachers to families about students’ achievements

 • School newsletters written in families first languages

 • Assistance to families to help them to understand their child’s school report 

• Technology used to communicate between home and school, including emails, blogs and SMS 

• Formal and informal structures in place to encourage families to initiate conversations with school leaders     and class teacher

  • Professional learning activities for staff on ways to communicate with families from diverse backgrounds

 • Staff employed or given responsibility for building relationships between families and the school.

– Give overall direction? A strategy, such as enhancing experience and skill or increasing resources and opportunities, should point out the overall path without dictating a particular narrow approach (e.g., using a specific skills training program).

– Developing strategies is really a way to focus your efforts and figure out how you’re going to get things done. By doing so, you can achieve the following advantages:

Taking advantage of resources and emerging opportunities

Responding effectively to resistance and barriers

A more efficient use of time, energy, and resources

  • 3           Why is the personal support of Aboriginal and Torres Strait Islander parents and families important to children’s learning and resource development? (150-200 words)

• Parents and community are the most important influence in their child’s development;

• Parents, family and community are a great resource for helping all children in the kindergarten;

 • The parents and family may have a great number of valuable contacts within the community;

 • The parents, family and community of Aboriginal and Torres Strait Islander children should be invited to the kindergarten not only for their knowledge but also to sit and play;

 • What families and the community have to offer must not be abused; 

• It can take time to get them to engage in activities;

• Itis always best to take things slowly.

All children have the right to develop and retain their cultural identity;

• The identity and self-esteem of all children must be supported by the services offered to them;

• Indigenous children, people and community have a unique contribution to make to Australian society and particularly to the kindergarten;

 • Such a program provides a positive representation of Indigenous people at the crucial early age;

• Such a program teaches and values an important part of Australia’s history while focusing on the contemporary issues;

  • 4           List four strategies that can be used to involve parents and community members in their students’ school learning.

. Make a personal commitment •

. Find one other person (at least) who shares your commitment and will support you;

Ensure that all eligible families are aware of the kindergarten subsidy;

• Ensure that services are aware of resources available to discount fees for eligible families;

• Establish a nutrition program;

• Help families share transport resources;

 • Make sure SRA funds are used in a flexible way;

 • Find out about local Indigenous playgroups and develop links;

• Participate in cross-cultural training;

Activity 7

  • 1           Explain the meaning of pastoral care. (30-80 words)

Pastoral care is to help with personal needs and problems given by a teacher. It also means the Nurturing and enhances the minister’s strength and resiliency.

Pastoral care therefore involves promoting and supporting “knowledge of self, healthy risk taking, goal setting, negotiation, reflection and empowerment” to provide optimal learning and development outcomes.

  • 2           Provide examples of at least eight pastoral care initiatives.

Indigenous education worker

Accesses to community workers

Working collborately with other agencies

Home visits by appreciate and relevant personnel

Cultural awareness training for staff, educators and teachers by relevant committee organisations.

  • 3           List four types of relevant personnel who can support the pastoral care of Aboriginal and/or Torres Strait Islander students.

4 types of relevant personnel who can support the pastoral care:

• Case worker

. Bullying

. Welfare management

. Pastoral management

  • 4           Describe a type of pastoral care program, and how it benefits Aboriginal and/or Torres Strait Islander students. (100-150 words)

Pastoral care describes as intentional friend, involves promoting and supporting “knowledge of self, self-efficacy, healthy risk taking, goal setting,

-Developmental pastoral curricula: that is developed to promote the personal, social, moral, spiritual and cultural development and wellbeing of children through distinctive programmes, tutorial work and extra-curricular activities.

 These activities include the development of content knowledge; general pedagogical knowledge; curriculum; knowledge of learners and their characteristics; and knowledge of educational ends, purposes and values.

 In particular, it requires assisting teachers in linking research to their own practice by providing opportunities for them to create new professional knowledge to develop wellbeing.

  • 5           Why are schools and learning environments well placed to initiate sports and physical activities, and what are the benefits for Aboriginal and/or Torres Strait Islander students? (150-200 words)

Because the learning environment:

• Encourage children to play outside whenever possible.

 • Encourage children to be physically active or play sports.

 • Be a positive role model by being physically active yourself.

 • Plan physical activities that involve the entire family.

  Develop children’s motor skills related to lifelong physical activities.

 • Develop children’s use of behavioural skills that will help them maintain a physically active lifestyle (goal setting, self-monitoring, decision making).

• Increase children’s knowledge about HOW to be physically active.

• Encourage positive beliefs and attitudes towards physical activity.


The benefits of bringing traditional Indigenous games back to life include:

Bringing-together of Indigenous and non-Indigenous people

-helping to reconnect Indigenous urban youth to their culture

=boosting school attendance

-promoting reconciliation

=providing essential training in social interaction

=enhancing physical health.

-physical activity levels of Aboriginal and Torres Strait Islander people over time, together with poor nutrition, has contributed to an increase in the number of Aboriginal and Torres Strait Islander people who have chronic diseases.

Activity 8

  • 1           List 10 things you can do to demonstrate cultural competency and enhance interactions with Aboriginal and/or Torres Strait Islander students.

Support individual cultural identities

1. Secure and respectful relationships

2. being aware of one’s own world view

3. Developing positives attitudes towards cultural differences

4. Developing skills and communications through cultures

5. respect for diversity

6. Partnership

7. Gaining different knowledge of different cultures practice in the world views

8. Cultural competence is the ability to recognize the importance of race, ethnicity, and culture in the provision of behavioural health services.

9. Create environments to support children’s cross-cultural understanding and relationships

10. Support individual cultural identities.

  • 2           Explain cultural competence. (100-150 words)

.     Cultural competency is a commitment to engage respectfully with people from other cultures.

•    Cultural competence is about our will and actions to build understanding between people, to be respectful and open to different cultural perspectives, strengthen cultural security and work towards equality in opportunity

.    Cultural competency is one of those expressions, where we think what we mean, but we made mean something different.

   .Becoming ‘culturally competent’ requires educators to engage with the Principle ongoing learning and reflective practice.

.   Becoming cultural competence it helps reflect on own cultural identity and biases

 –  It also helps support individual cultural identities

–   Cultural competence helps create environments to support children’s cross cultural understanding and   relationships

–   support the implementation of inclusive learning experiences

–   support children in developing confidence and strength in personal and cultural identity.

Activity 9

  • 1           Why is it important to keep Aboriginal and/or Torres Strait Islander information confidential? (50-100 words)
  • These laws apply as part of Trade Secrets laws. These laws have been used in the past to protect Aboriginal and Torres Strait Islander secret and sacred knowledge in Australia when researchers have attempted to publish information that Aboriginal and Torres Strait Islander people told them was secret.  Aboriginal and Torres Strait Islander knowledge that is maintained within a community could be considered       a trade secret. But once the knowledge is spread to the public, that is, outside the community, then this option no longer exists.
  • Anything that you tell a researcher should remain confidential, unless you are told that it will be made public.  You can tell a researcher that you don’t want them to write or talk about something in particular.  Before speaking about important things, make sure that you have asked the researcher how they are going to protect your confidentiality.
  • 2           Conduct independent research to identify and list six Australian Privacy Principles (APPs).

– The open and transparent management of personal information including having a privacy policy

– An individual having the option of transacting anonymously or using a pseudonym where practicable

– The collection of solicited personal information and receipt of unsolicited personal information including giving notice about collection

– How personal information can be used and disclosed (including overseas)

– maintaining the quality of personal information

– keeping personal information secure

– right for individuals to access and correct their personal information


– know why your personal information is being collected, how it will be used and who it will be disclosed to

– have the option of not identifying yourself, or of using a pseudonym in certain circumstances

– ask for access to your personal information (including your health information)

– stop receiving unwanted direct marketing

– ask for your personal information that is incorrect to be corrected

– make a complaint about an entity covered by the Privacy Act, if you consider that they have mishandled your personal information.

  • 3           What is the meaning of a skin name? (30-80 words)

-The kinship system is a feature of Aboriginal social organisation and family relationships across Central Australia. It is a complex system that determines how people relate to each other and their roles, responsibilities and obligations in relation to one another, ceremonial business and land.

– (in Aboriginal culture) a name identifying a person’s position in a society that uses skins as the basis of social organisation.

“Both have been given skin names establishing their kinship positions.

  • 4           How should culturally sensitive information be asked for? (100-150 words)

You should always: be respectful of cultural practices, attitudes and beliefs. e.g. removing shoes before entering a home; show consideration, e.g. think of the needs of others from their point

-Individual differences and beliefs affect everything we do and say. We may not even be aware of these differences. Often we base our expectations of others on our own experiences. If you have not had experience with people outside your own culture, you may find your expectations of how others should act are misguided.

-Think about some of the attitudes, ideas and beliefs that people from other cultures have that are different to yours

-be respectful of cultural practices, attitudes and beliefs. e.g. removing shoes before entering a home

-show consideration, e.g. think of the needs of others from their point of view

-be polite, e.g. use the preferred title and the appropriate tone of voice, listen to others address each other

-show genuine interest

-respect a person’s right to privacy and confidentiality.

  • 5           Describe an effective process for gathering and managing information of Aboriginal and/or Torres Strait Islander people who have passed away. (150-200 words)

. Consider providing a larger and more private room for the patient as a large number visitors should be anticipated

• If possible flexible visiting hours for Aboriginal and Torres Strait Islander patients should be considered as family members may be travelling quite a distance if they are from remote and interstate locations

• Family members may request to stay with the patient overnight. This is important to facilitate as often the family member is the patients only connection to country and it is very important that an Aboriginal and Torres Strait Islander person not die alone. Please contact your Aboriginal and Torres Strait Islander Health Education Officer to help support the facilitation

 •  Developing rapport with the family on first contact, will assist staff in the ability to provide the best possible care for the patient and helps ensure streamline cooperation and understanding •  You must obtain consent from the patient before contacting the Aboriginal Health Service

 • Please consider and respect that not all Aboriginal and Torres Strait Islander patients will want to be seen by an Aboriginal and Torres Strait Islander Health Education Officer or the AHS.

Activity 10

  • 1           What activities can be implemented to provide Aboriginal and/or Torres Strait Islander students with opportunities to share their culture and local context? Name six activities.

– Sand pit, for example, making footprints

 -Koorie trail available?

 – Rocks where a bush camp can be setup

 -chance to experience a campfire or role-play at fishing

 -learn about bush-tracking, bush–tucker, flora and fauna, use of natural materials

– learn about the use of sandstone and grinding

– Aboriginal/cultural music with musical instruments

  • 2           Give four examples of resources that can be made available to promote Indigenous culture.

– dots painting

– Musical instruments play

– Aboriginal flag/ face painting

– Dress ups and white face painting

  • 3           Why is storytelling so important to Aboriginal and/or Torres Strait Islander peoples? (30-80 words)

A story teller in Indigenous Australia is still a very important as it is the way of passing on information to people. As it contains names of deceased people. And through song, dance, painting and storytelling, which express the dreaming stories, Aborigines have maintained a link with the Dreaming from ancient times to today.

Activity 11

  • 1           List six ways in which a learning environment can connect to Aboriginal and/or Torres Strait Islander culture.

. Language support program

• Language Program

• Languages (Formerly LOTE)

• History

• Cultural Awareness

• Aboriginal and Torres Strait Islander Studies

• Local Area Studies

  • 2           Why is it important for all students to have culturally diverse experiences? (100-150 words)

A cultural diverse experience is one that values the difference in people. It is one that recognizes that people with different backgrounds, skills, attitudes and experiences bring fresh ideas.

-strengthen positive relationships with the local community, bring new perspectives and encourage people from different backgrounds to use your services

-When involving people from culturally and linguistically diverse backgrounds into your organisation, you have to be respectful of their religious and cultural beliefs

-also making sure you ask people how they want to be addressed.

 -Touching another person

-Holding a person’s gaze when they are speaking

-Dress codes

-Different ways of greeting people

-. Showing support for cultural diversity involves talking with people to find out how best to include them and respect their cultural needs.

  • 3           Describe four educational activities in which students can explore cultural diversity.

– 4 educational activities I would explore with children is:

– Multi-cultural cooking experience

– Aboriginal dots painting with Naidoc week

– Chinese new dragon painting

– Aboriginal boomerang paintings.

Activity 12

  • 1           What are three of the key factors for teaching Aboriginal children?

– The key factors are:

– building relationships with parents and family

– Students engagement in work

– Valuing Aboriginal culture in the school environment

  • 2           Why is it important to improve the literacy and numeracy skills of young people and adults? Provide five reasons.

To improve a literacy and numeracy skills of young people and adults:

-for better communications and understanding

-it also help to be able to read, write, speak and listen in ways that allows us to communicate effectively

-it also helps to achieve our personal goals and ambition and develop knowledge and potential

-it also helps people to gain a fundamental skills necessary to achieve success in life

-if you have a poor levels of literacy and numeracy there is a plenty of help that can help you successes in school.

  • 3           Explain two ways in which teaching literacy can be contextualised for Aboriginal and/or Torres Strait Islander children. (50-100 words)

Teaching literacy can be contextualised in Aboriginal and /Torres Strait islander children:

-more of sounding out words

-providing experiences and strategies in which students can gain meaning and develop the appropriate language that enables them to extend their skills

– Also, making sure the children are familiar with the concepts before it is formally taught and children must have the opportunity to communicate/ verbalise.

  • 4           Explain three ways in which teaching numeracy can be contextualised for Aboriginal and/or Torres Strait Islander children. (50-100 words)

Three ways in whch teaching numeracy can be contextualised for Aboriginal and /Torres Strait islander children are:

1. Small group work to encourage discussion and exploration of ideas

2. Discussing during lessons to enable students to engage with and understand new and established mathematical concepts and sometimes giving one and one with a student for better understanding and that’s way we can find the week point for a student and help them out.

3. Also to the use of hands-on materials to support the understanding and development of numeracy concepts, and to also to open ended questions for teachers and student to establish the right numeracy concepts daily.

Activity 13

  • 1           Many Aboriginal and/or Torres Strait Islander peoples are multilingual. Why is this and language generally so important to their culture? (200-250 words)

Multilingual generally so important to their culture because:

– This language describes cultural attachment to place, cultural heritage items, and puts meaning within the many cultural activities that they do.

– The language plays important parts in binding communities together as a culture, and individuals to each other in the society.

-Multilingual language generally also helps them to better understanding of knowledge that children come to school as o master English literacy work.

-they also acknowledged this as having cultural and heritage significance and communications skills.

-It also enable one to feel proud of themselves, and speaking an maintaining ones language raises self-esteem and feel good about them.

– The language also contains the essence of the ancestors, every word comes from place, and identifies people and links to the land, country, the dreaming, they are all inherent in language, therefore it means the people, the land everything in them

-It also acquired later in their life of sense of well-being and belonging for many indigenous people who have lost ties with their culture

– They class the multilingual language as their identity and their mother tongue, gives them pride. Language is their law and justice.

– It also important cultural heritage, knowledge, tradition and identity to unique Aboriginal and Torres islander people.

  • 2           How can learning environments build effective working relationships with parents and communities? (150-200 words)

The learning environment build effective working relationship with parents and communities through:

–              Trust, teamwork, communication and respect are keys to effective working relationships

–              Developing positive communications to make the work better and enjoyable.

–              Do your share of the work. Volunteer to take on challenging assignments.

–              Arranging meetings and workshops

–              Providing support and help for families, particularly in encouraging them to be involved in their children’s schooling

–              Maintain eye contact during conversations.

–              By providing safe and secure environment during activities

–              Approach family members and check who you can talk to if you have questions

–              Provide families with a key staff contact person in case families have any questions about the service, their child’s wellbeing or wish to share information

  • 3           Why is the Base 5 Number System so relevant for Aboriginal students? Provide an example of how this can be incorporated into a numeracy program. (150-200 words)

–              Numbers represented in a variety of ways and representations including fractions, percentages, decimal fractions, positive integer powers and ratios

–              Place value and understandings necessary for ordering and distinguishing relative magnitudes of whole and decimal numbers with very small and very large numbers

–              Counting in base five can be modelled by counting with only one hand instead of two like is done in the base ten number system.

–              Examples:

–              Where every time we collect 5 one dollar we swap them with $5 dollar note

–              Students find the words used for each of the numbers one, two, three, four and a handful in the local Aboriginal language, place and value.

  • 4           What are five important key concepts for providing numeracy programs?

– enable families to play a maths game while thinking, socialising and having fun.

• work to increase resources, knowledge of resources and visibility of numeracy

• Work with staff to improve teaching, including planning, teaching approaches, assessment and evaluation

• Work with students and staff to improve attitudes and confidence in numeracy.

. Providing examples with topics and one and one with the students.

Activity 14

  • 1           List six ways in which educators can effectively communicate and interact with students.

– One and one interactions with a students.

– having a small groups of activities doing together to help the students

– getting done to their level to help them in problem solving

– Don’t Interrupt – If a student is trying to tell you something that may be difficult or painful, give him time to relay his feelings

– When making eye contact, you are signalling that you think they are very important and deserving of your attention

– Always how he/she that part of communication is showing respect for the thoughts of others.

  • 2           In terms of delivering communications, what is modelling? (30-80 words)

The term of delivering communications, and what is modelling is how/ we communicate with another. And we put two to four words together in the communications in the sentences.

Example: if a child want a ball, then we would model 3 or 4 words together, like a blue ball or he /she wants to kick a ball.

  • 3           When communicating with a student with a hearing impairment, why is it important to avoid covering the mouth and facing the student when speaking? (30-80 words)

To avoid covering your mouth and facing the student when speaking to them does not help them understand the conversation you doing with them. Sometimes it helps them to learn through your actions and lip reading.

  • 4           Explain the following terms:
    • Inclusive communication. (30-80 words)
    • Equitable communication. (30-80 words)
    • Ethical communication. (30-80 words)

A. inclusive communication is sharing a information’s in way that everybody understand when speaking to also enable them to make and understand choices, express feelings and needs, and involve themselves in the world around them.

B. Equitable communications is fair / open minded/ impartial.  Better understanding of their children to support shared decision-making about each child’s learning and development.

c. Ethical communications:  is when the questions of rights and wrong arises during a conversation together, it also gets to the development of decision making and relationship to the communities.  Ethical communications specialises in understanding people. We ask good questions, we seek to understand the issues and we create strong relationships with our peers and friends.

Activity 15

  • 1           Describe eight barriers that many young Aboriginal and/or Torres Strait Islander students face.

8 Barriers:

– English teaching materials

– Inappropriate context

– Lack of infrastructure

– Connection to their communities

– Uneducated parents

– Poor teaching quality

– No ‘black faces’ in study resources.

– Not allowing them to dream big.

  • 2           Where can specialist advice and support be obtained from in regards to developing learning strategies? (30-80 words)

The specialist advice and support be obtained from in regards to developing learning strategies is from agencies to deliver government objectives and with NACA policy and procedures with additional needs.

  • 3           What are the learning implications for a barrier such as hearing loss or impairment? (50-100 words)

Effects of hearing loss on child development. Child development It is well recognised that hearing is critical to speech and language development, communication and learning and body balancing.

-Hearing loss may be caused by a number of factors, including: genetics, ageing, exposure to noise and with loud PITCH.

-The term hearing impairment is often viewed negatively as it emphasises what people cannot do.

OR usually reserved for people who have relative insensitivity to sound in the speech frequencies.

  • 4           List six characteristics of a hearing loss or impairment with children.

– Hereditary conditions

– When volume is reduced but sounds are not distorted, the hearing loss is considered:

– Removal of wax or a foreign object from the ear will help which type of hearing loss

– A brain tumour or trauma are causes of conductive loss

– An immediate remedy to the communication barrier experienced by deaf individuals is hearing aids

– Sounds are created by vibrations.

Summative assessment 1

Question 1       Why is it important to clarify organisation policies and legislation to personnel, and how can this be achieved? (100-150 words)

– It is important to clarify the policy and procedure’s because it outlines the organizational and operational structure of a company.

– Well-written policies and procedures bring structure to any business, no matter what the size of a business is

– By creating policies and procedures, companies, know what the rules, are and how to measure success or failure of an operational process, including succession planning

– How can this be achieved:

–  To retain people that are good when you have structure.

– We must have the support of the executive team to implement the policies and procedures and to carry those plans out when turnover occurs

– Team work when helping one another in a companies

– Personnel policies help implement a consistent approach to management

Question 2       Provide an overview of three resources and activities that value diversity and build positive relationships with students and how they can be used. (300-350 words)

1.            Engage in Positive Interactions with Students

-“meet-and-greet” process that enables students and staff to gain information about the cultural backgrounds

Example: “name activity’ that encourages students to talk about the origins of their name, how they came to be given it, or what it means. This can help to encourage interaction between students, as well as opening up discussion about diversity.

–              Also display positive learning environment with student and   nonverbal behaviors Examples: inviting facial expressions, eye contact, posture, hand gestures, physical distance, to ensure you appear approachable to students.

2.            Encourage Open and Inclusive Classroom Discussion

-promote turn taking in a discussion

–  Example, ensure students take turns expressing their own opinions while also listening during a class time

 – Always ask students how they prefer to learn, examples: providing an online forum to openly discuss how they like to learn are ideal methods to explore learning styles

–  Whether they like more one and one together after a class.

Question 3       What is a traditional owner? Why are they an appropriate person to seek knowledge from concerning the local region and cultural identity? (200-250 words)

Request If You Could Answer Please

 Question 4      Describe six activities that can be included in the context of Aboriginal and/or Torres Strait Islander education programs. Why is it important to include these activities when planning education programs? (250-300 words)

6 activities and why these activities are important to include in activities

1.            Symbols and images – Using images and metaphors to understand concepts and content-this way of learning enfolds the recurring concept in Aboriginal pedagogy research of students being primarily visual-spatial learners, but it goes beyond the problematic notion of learning styles, reframing visual learning as symbolic learning -a strategy rather than an orientation.

2.            Learning maps – Explicitly mapping/ visualizing processes-this way of learning is about making those overall shapes of structures in texts, activities and courses explicit in a visual way for Aboriginal learners. Teachers can use diagrams or visualizations to map out processes for students to follow.

3.            Story sharing – Approaching learning through narrative-this way of learning harnesses well-documented Indigenous teaching methods that make use of personal narratives in knowledge transmission and transformation. It has long been observed that elders teach using stories, drawing lessons from narratives to actively involve learners in introspection and analysis.

4.            Nonverbal – Applying intrapersonal and kinesthetic skills to thinking and learning-hands-on learning is a characteristic element of this Aboriginal way of learning. Another dimension of this is the role of body language in Indigenous communities and the use of silence as a feature of Aboriginal learning and language use.

5.            Community links – Centering local viewpoints, applying learning for community benefit-this draws together the research describing Aboriginal pedagogy as group-oriented localized and connected to real-life purposes and contexts. In Aboriginal pedagogy, the motivation for learning is inclusion in the community, while teaching refers to community life and values.

6.            Deconstruct/reconstruct – Modelling and scaffolding, working from wholes to parts (watch then do)-this way of learning organizes notions of holistic, global, scaffolder and independent learning orientations in Aboriginal students. This is about successive approximation to the efficient end product-learning wholes rather than parts. Aboriginal students master activities and texts beginning with the whole structure, rather than a series of sequenced steps.

Question 5       What is a protocol and why are protocols important when accessing community resources and personnel in a culturally appropriate way? (150-200 words)

Request if you could answer please

Question 6       Why is involving Aboriginal and/or Torres Strait community members and cultural representatives important for the development of educational programs? (80-130 words)

Request If You could answer please

Question 7       Provide four examples of how learning environments can tailor operations to meet the needs and pastoral care of the local Aboriginal and Torres Strait Islander community. Why is this important? (100-150 words)

Request if you could answer please

Question 8          Provide examples of six ways to promote and learn about Aboriginal and/or Torres Strait Islander culture, which will develop own skills and knowledge.

Request If You could answer please

Question 9       Why are artworks and posters important items to be used to promote Aboriginal and/or Torres Strait Islander culture? What considerations need to be made when using or purchasing Indigenous art? (250-300 words)

Request If You could answer please

Question 10     If a student has been identified with a hearing loss, what are some communication and delivery strategies that an educator/ teacher can use? Describe 10 strategies

Request If You could answer please

Summative assessment 2

Project 1

  • Document one appropriate planned activity that supports the cultural identity of Aboriginal and/or Torres Strait Islander students. The aim of the experience should be to foster cross-cultural awareness and understanding. Plan for a group of children aged between eight to 12 years.

The activity should demonstrate an understanding of Aboriginal and/or Torres Strait Islander culture and values. It should be age appropriate and reflect an authentic Aboriginal and/or Torres Strait Islander perspective.

A detailed plan must explain why you have chosen the activity, how you will set up the environment, and how you are going to involve and interact with the students during this experience.

Request If You could answer please

28 pages


and taste our undisputed quality.