CHCEDS024 - Ms Brookes Case Study - Aboriginal and Torres Strait Islander Education Policy - Indigenous Literacy Foundation - Child Development Assessment Answer

Assessment Task:

CHCEDS024 - Aboriginal and Torres Strait Islander Education Policy Child Development Assessment Answer

TASK 1: WRITTEN SUBMISSION 

QUESTION 1: RESOURCE FOLDER

Compile a resource folder that includes the following documents:

1.1    A copy of the Department of Education Aboriginal Education Policy 
1.2  A copy of the Catholic Education Office Aboriginal and Torres Strait Islander Education Policy

Include:     INTRODUCTION AND CONTEXT

1.0   DEVELOPING CULTURAL COMPETENCY
2.0   SUPPORTING ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
3.0   ENGAGING WITH ABORIGINAL AND TORRES STRAIT ISLANDER FAMILIES AND COMMUNITIES

Use the Bankstown City Council’s document ‘Respect, Acknowledge, and Listen.’ Practical Protocols for working with the Aboriginal & Torres Strait Islander Communities within the Bankstown City Council Local Government Area 

1.3.1 Community days are one way of celebrating and promoting a greater understanding of Aboriginal and Torres Strait Islander peoples.  List significant Aboriginal and Torres Strait Islander calendar dates.

1.3.2 The identity of Aboriginal and Torres Strait Islander people is determined only by Aboriginal and Torres Strait Islander people. The Aboriginal and Torres Strait Islander Commission (ATSIC) includes three (3) levels of identification. List them.

1.3.3 Define the terms of elders and traditional owners.

1.4.1 (Refer to page 2) List the three elements for effective implementation that The Department identifies as their focus areas.

1.4.2 In the section Building Competencies in Aboriginal Cultures locate the definition of Cultural Competencies, and in your own words define what is Cultural Competency.

1.5 Locate the National Aboriginal and Torres Strait Islander Education Strategy 2015. Identify the eight (8) principles that underpin the approach of education systems and schools found in this document.

Use this document to answer the following:

1.    What is discrimination? 
2.    What types of discrimination and harassment are against the law in NSW?

1.7 Write a short statement explaining when a school might use an interpreter. 

1.8 Write a short statement explaining when a school might use a translator.

QUESTION 2: INDIGENOUS RESOURCES

2.1 What are the key aims of the Indigenous Literacy Foundation (ILF)?
2.2    The ILF website identifies a number of Indigenous literacy “issues”; summarise the key points.
2.3 How might this website be used by a school? 
2.4    Describe a learning activity that a teacher may employ follow watching each chapter/episode.  Identify which class group and the activity the teacher may suggest.

QUESTION 3: NUMERACY RESOURCES 

3.1 How might this program be used in a school? 

QUESTION 4: INCURSION

Case Study 1 

Ms Brookes is the coordinator of a team of three teachers that are arranging an incursion for Stage 4. 

Ms Brookes has asked for your assistance in organising the event and has reminded you that the incursion needs to be in keeping with the current Department of Education policies. She’s asked you to research a possible company/agency for the upcoming incursion; you are invited to take your suggestion to the next meeting. 

4.1 Choose an organisation you could suggest that would be able to come and present at your school’s inclusion. Clearly identify the agency you have chosen and provide a description of the service they offer. 

You suggested the agency at the team meeting and they have decided to use their services. 

Alira is an Aboriginal student in year 7 and is one of the students you work within your role as a Teaching Assistant, usually working with her in numeracy classes. Alira often complains about maths and says, ‘I don’t need it anyway! I’m going to be a dancer.’ She is a very talented dancer and loves music and art.
Your school principal agrees it’s a great idea to have a school Indigenous incursion. 

4.2 Identify three experiences you could suggest to follow up on the incursion and provide an opportunity for Alira to share her skills with other students?  How would this benefit all students attending the school? 
The incursion is held at your high school and is fantastic. You ask Alira how she felt about the event and she tells you ‘I loved it. It was deadly. They were talking about me!’ 

4.3 Why do you think Alira may have felt culturally safe when the incursion happened?  
Alira’s Mum is often late to any school appointments and as you pass the staffroom you hear another Teaching Assistant comment about her, ‘Oh, she’s just hopeless, never on time…just rude and doesn’t care.’

4.4 Write a brief statement about how you might respond to this conversation.

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