CHCECE054 - Encourage understanding of Aboriginal and Torres Strait Islander peoples cultures

Summative Assessment 2

Project : This project requires you to identify different perspectives on Aboriginal and/or Torres Strait Islander peoples’ cultures so that you can develop an understanding of the local and broader cultural contexts. You will use the identified information to embed culturally appropriate experiences, interactions, behaviours and physical environments into daily practice with children. You can use your place of work or your work placement to carry out the project that requires you to interact with children.

There are three (3) Parts to this assessment.
1. Identify and reflect perspectives on Aboriginal and/or Torres Strait Islander peoples’
cultures.
2.Source information and contribute ideas to embed local Aboriginal and/or Torres Strait
Islander peoples’ cultures into daily practice.
3.Support children’s understanding and respect.

The skills related to collaboration, reflection and research may be demonstrated outside of the service but must be based on work in a regulated children’s education and care service or school in Australia. Interactions with children must be demonstrated in a regulated children’s education and care service or school in Australia, where the interactions with children must be supervised by an approved early childhood educator or teacher.

Part 1 Identify and Reflect

In this part, you are to identify and reflect on perspectives about Aboriginal and/or Torres Strait Islander peoples’ cultures. You will use reflection to explore your own perspectives and the experiences that have informed your beliefs, attitudes and behaviours. Before you commence self-reflection, you will identify different perspectives about Aboriginal and/or Torres Strait Islander peoples’ cultures.

A. You will conduct research to identify three (3) different perspectives about Aboriginal and/or
Torres Strait Islander peoples’ cultures.
» You will select perspectives from different viewpoints such as the political, social and lived
experience.
» You will also review the policies, practices and learning framework or curriculum from your
workplace or work placement and interpret the learning framework/curriculum.
» If your workplace has a Reconciliation Action Plan (RAP), you will include a review of this in
your findings.
» Ensure that you evaluate the quality of information gathered in the investigation on
perspectives about Aboriginal and/or Torres Strait Islander peoples’ cultures.
» Record your findings in a one-page report (approximately 500 words). Ensure that you
correctly cite any references that you use and include the following features in your report:
› develop your own knowledge of local Aboriginal and/or Torres Strait Islander peoples’
cultures
› determine methods of relaying information in a culturally appropriate manner

B. You will conduct a self-reflection exercise, where you identify your own perspectives about
Aboriginal and/or Torres Strait Islander peoples’ cultures. Your reflection will include your
personal experiences and how these have informed your beliefs. You will:
» Explore your own personal history and worldview and how it has affected your life.
» Explore your experiences with Aboriginal and/or Torres Strait Islander cultures and identify
what is known, what is not known, your biases and misconceptions and your strengths and
passions.
» Reflect on the history of many Aboriginal and/or Torres Strait Islander peoples due to
colonisation and reflect on their worldview and how this has impacted their lives.
» Reflect on your own practices and explore the reflection question: ‘Why do I speak and act
in the ways that I do, and what are the effects for the people around me?’
» Ensure that the reflection activity is meaningful and involves thinking openly and
analytically.
» Record your findings.

Part 2 Source information

This part requires you to source information to investigate local Aboriginal and/or Torres Strait Islander peoples’ cultures and history in order to contribute ideas to embed local cultures in routines and learning experiences in daily practice in a regulated children’s education and care service or school. You will investigate the local context for Aboriginal and/or Torres Strait Islander peoples’ cultures and history so as to develop your own knowledge of local Aboriginal and/or Torres Strait Islander peoples’ cultures. When recording your findings, ensure that you observe respect, seek permission and maintain the privacy of the shared details and relay information in a culturally sensitive and appropriate manner.

You will need access to sources of information from:
• Aboriginal and/or Torres Strait Islander peoples’ led organisations and peak agencies
• local Aboriginal and/or Torres Strait Islander peoples’ histories and cultures
• community sources, including direct relationships with First Nations families and communities.

Before you commence this part, you will need to conduct some research:

A. Locate and review the service standards and policies and procedures for collaborating with
families and communities in relation to interacting and engaging with community members (or
use the Goodstart Collaborative Partnership with Families and Communities policy, if consent
is not obtained from the service to submit their policy) and identify the procedures when
building collaborative partnerships with community members in ways that build genuine,
trusting rapport in a culturally sensitive manner.
» Summarise the key details of the service standard and policies and procedures for
Collaborative Partnership with Families and Communities.
» Outline three (3) methods to apply the service standards and policies and procedures
when building collaborative partnerships with families and communities to source and
access information about local Aboriginal and/or Torres Strait Islander peoples’ cultures and
history.
» In order to develop your own knowledge of local Aboriginal and/or Torres Strait Islander
peoples’ cultures, you will collaborate with others and gather information about culture
and history. Identify and list three (3) sources of information that you will engage with in
collaboration. Record the list.
» Prepare four (4) questions that you can use to gather information about culture and history.
Record your questions.

B. You will source and access three (3) credible sources of information. Ensure that one source
is from the local community and includes direct relationships with Aboriginal and/or Torres
Strait Islander families and communities. You will:
» List the three (3) sources.
» Observe local codes of conduct and seek permission before sharing your findings. List three
(3) key aspects of local codes of conduct.
» List three (3) methods you will use to interact and engage with children and community
members to build a genuine, trusting rapport in a culturally sensitive manner.
» Record your findings to the research that you conduct.
» Ensure that you provide references for the sources that you have used and relay information
in a culturally appropriate manner.
» Prepare an agenda for the discussions that you will have with families or community
members to investigate the local context for Aboriginal and/or Torres Strait Islander
peoples’ cultures and history so as to develop your own knowledge of local Aboriginal and/
or Torres Strait Islander peoples’ cultures. Identify four (4) discussion points that will be
covered in the collaboration.

Part 3 Support children’s understanding and respect

In this part, you will support children’s understanding and respect during a planned experience
with a group of children so as to encourage their understanding of local Aboriginal and/or
Torres Strait Islander peoples’ cultures. Your aim is to build understanding and respect.
This part must be conducted in a regulated children’s education and care service or school in
Australia. All interactions with children must be supervised by an approved early childhood
educator or teacher.
Before you commence the task, you will conduct some background research.

A. Research Aboriginal and/or Torres Strait peoples’ ways of learning to develop your
understanding. You will:
» Write a paragraph where you record your findings on the variety of ways that Aboriginal
and/or Torres Strait Islander peoples’ can conduct learning experiences for children. (150-
200 words)
» List four (4) methods that you can incorporate into children’s experience that uses
Aboriginal and/or Torres Strait Islander peoples’ way of learning.

B. You will prepare to facilitate one (1) experience with a group of children by considering how
to effectively support children’s understanding and respect of Aboriginal and/or Torres Strait
Islander peoples’ cultures and languages. You will:
» Outline two (2) ways that you can incorporate to ensure you facilitate an experience that is
meaningful and culturally appropriate.
» Outline three (3) actions you will incorporate to model respect values that will positively
portray Aboriginal and/or Torres Strait Islander peoples’ cultures and languages.
» Outline three (3) actions you can take to model language and interactions that show respect
for Aboriginal and/or Torres Strait Islander peoples’ cultural knowledge.
» Outline three (3) actions you can take to use opportunities to encourage children to reflect
on and engage with different Aboriginal and/or Torres Strait Islander peoples’ ways of
learning.

Assessment Requirements – Brief Summary

This summative project required students to demonstrate cultural understanding, reflection, and practical application of Aboriginal and/or Torres Strait Islander peoples’ cultures within an education and care setting. The assessment had three main parts:

1. Identify and Reflect – Research three perspectives (political, social, lived experience) on Aboriginal and/or Torres Strait Islander cultures, review workplace frameworks/policies (including RAP, if applicable), and conduct a meaningful self-reflection on personal perspectives, experiences, and biases.

2. Source Information and Contribute Ideas – Investigate local Aboriginal and/or Torres Strait Islander cultures and history through credible sources (including community engagement). Review service standards/policies for collaboration, identify culturally respectful methods of engagement, and prepare questions, agendas, and interaction strategies to build partnerships with families and communities.

3. Support Children’s Understanding and Respect – Research Aboriginal and/or Torres Strait Islander ways of learning, then design and facilitate one meaningful, supervised learning experience with children. The aim was to model cultural respect, use culturally appropriate teaching strategies, and encourage children’s engagement and reflection.

Step-by-Step Academic Mentor’s Guidance

Step 1: Understanding the Requirements

The mentor began by helping the student carefully break down the three parts of the project. This ensured clarity on what evidence was expected (research, reflection, collaboration, and demonstration with children). Together, they mapped out the deliverables for each section to avoid missing any criteria.

Step 2: Research and Reflection (Part 1)

• The mentor guided the student in locating three diverse perspectives (political, social, and lived) from credible sources.
• Policies and frameworks from the student’s placement site were reviewed, with emphasis on the Early Years Learning Framework (EYLF) and the service’s Reconciliation Action Plan (RAP).
• For the self-reflection, the mentor encouraged the student to think openly about their personal worldview, experiences, and biases, framing this reflection around both personal history and the impact of colonisation on Aboriginal and Torres Strait Islander peoples.

Step 3: Sourcing Information and Collaboration (Part 2)

• The mentor highlighted the importance of engaging respectfully with Aboriginal-led organisations and local community members.
• Together, they identified service policies on collaboration with families and communities and discussed three practical methods to apply them.
• The student prepared four guiding questions and an agenda for community discussions, ensuring cultural sensitivity and adherence to local codes of conduct.
• The mentor reinforced the importance of documenting sources, permissions, and respectful interactions clearly.

Step 4: Supporting Children’s Learning (Part 3)

• The mentor guided the student in researching Aboriginal and Torres Strait Islander learning approaches, such as storytelling, observation, and land-based learning.
• The student listed four culturally relevant methods to incorporate into a children’s learning experience.
• With mentor feedback, the student developed a planned group experience that included:
  • Actions to model cultural respect and values.
  • Strategies to use language respectfully.
  • Opportunities for children to reflect and engage with cultural knowledge.

Step 5: Review and Finalisation

The mentor supported the student in reviewing their draft, ensuring all sections aligned with the assessment rubric. Together, they cross-checked citations, cultural appropriateness, and clarity of the reflection and action plans.

Outcome and Learning Achievements

By following this step-by-step process, the student successfully:

• Demonstrated an ability to research and critically evaluate cultural perspectives.
• Carried out a meaningful self-reflection on personal beliefs and practices.
• Applied knowledge of collaboration and respectful engagement with families and communities.
• Designed and facilitated a culturally appropriate children’s learning experience under supervision.

Learning Objectives Covered:

• Developing respect and understanding of Aboriginal and Torres Strait Islander peoples’ cultures.
• Applying reflection, research, and collaboration skills in a regulated education setting.
• Embedding culturally responsive practices into daily work with children.
• Building capacity to model respect and inclusivity in professional practice.

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