QUESTION 1.

Identify and reflect on different perspectives (two (2) or more) about Aboriginal and/or Torres Strait Islander Peoples that led to what is known as 'the stolen generation' occurring, the separation of First Nations People from their family and kin to assimilate into Western culture. (Approximately 250 words).

Benchmark Criteria

Identified and reflected on different perspectives about Aboriginal and/or Torres Strait Islander Peoples cultures and the experiences that informed them.

Question 1

Resources

• Module 6 eLearn
• Evaluating the quality of online Information (2021 University of Wollongong)

Consult credible sources of local Aboriginal and/or Torres Strait Islander Peoples to gain a deeper understanding of different perspectives and cite references.

QUESTION 2.

Investigate and discuss (briefly) the intergenerational effects of forced separation and assimilation on a local Aboriginal and/or Torres Strait Islander community (as near to your location as possible to research). (Approixmately 300 words, bullet points)

Benchmark Criteria

Demonstrated knowledge of the impact of colonisation, historical events and issues on Aboriginal and/or Torres Strait Islander people in the local contexts in regard to inter-generational effects of forced separation.

Question 2

In your response:

• Identify the name of the local Aboriginal People/s that exist in your community
• Identify the name of the Indigenous language of local Aboriginal People
• Identify one (1) significant Aboriginal and/or Torres Strait Islander person who lives/lived in your local area and give details of their significance
• Identify the impact/s of intergenerational effects of forced separation on the local Aboriginal and/or Torres Strait Islander community. (Consider how it impacted languages, cultural practices, kinship, connection to country.)

Remember to cite references.

QUESTION 3.

Provide a reference list of sources of information used to complete this section. (Must include at least two (2) Aboriginal and/or Torres Strait Islander Peoples led organisations and peak agencies. (N/A word limit)

Benchmark Criteria

Sourced and accessed credible sources of information about local Aboriginal and/or Torres Strait Islander Peoples cultures and history.

Question 3

Reference list must reflect in-text citations.

QUESTION 4.

Investigate and discuss (briefly) how colonisation, historical events and issues have led to inter-generational trauma and disadvantage for local Aboriginal and/or Torres Strait Islander Peoples. (Approximately 250 words)

Benchmark Criteria

Demonstrated knowledge of the impact of colonisation, historical events and issues on Aboriginal and/or Torres Strait Islander people in the local context in regard to inter-generational trauma and disadvantage.

Question 4

In your response:

• Define 'inter-generational' trauma
• List key events that have caused 'inter-generational' trauma in local Aboriginal and/or Torres Strait Islander Peoples communities
• Provide examples of social, political, economic and cultural disparity and disadvantage that exists in current Australian society for Aboriginal and/or Torres Strait Islander People (preferably local data if it is available)
• You must reference sources of information using in-text citation.

QUESTION 5.

Provide a reference list of three (3) credible sources of information used to complete Question 4. (Must include at least one Aboriginal and/or Torres Strait Islander Peoples led organisation and peak agency.

Benchmark Criteria

Sourced and accessed credible sources of information about local Aboriginal and/or Torres Strait Islander Peoples cultures and history.

Question 5

(Word limit N/A)

QUESTION 6.

Briefly explain how you evaluated the sources of information used in your reference list for the previous question, to investigate and write responses on Aboriginal and/or Torres Strait Islander People's history, experiences and culture.

Benchmark Criteria

Evaluated information found through investigation to assess credibility.

Question 6

HINT: Explain how you applied the CRAAP test to one or more of the sources listed in your reference list.

QUESTION 7.

Educators play a key role in changing perspectives towards inclusion of cultural diversity, and in particular, by valuing the rich cultural heritage of Aboriginal and/or Torres Strait Islander Peoples.

Benchmark Criteria

Demonstrated knowledge of the purpose and significance of Reconciliation Action Plans.

Question 7

Resources

• Module 6 eLearns
• Be Part of Reconciliation (2018)

Define the purpose and significance of Reconciliation Action Plans (RAPS). (Approximately 100 words)

QUESTION 8.

Educators, enthusiastic in wanting to share culturally sensitive information, can inadvertently give offense if they're not aware of respectful protocols for sharing and handling information of Aboriginal and/or Torres Strait Islander People.

Benchmark Criteria

Demonstrated knowledge of how to sensitively handle and share information about Aboriginal and/or Torres Strait Islander Peoples culture and cultural practices; protocols for researching and sharing information; relevant codes of ethics, permissions, awareness around appropriation of First Nations culture and languages being re-learned.

Question 8

Resources

• Module 6 eLearns
• Karen Kearns 'The Big Picture' (5^thed). P130 - 143

Describe how, as an educator, you would handle information in a culturally sensitive way when sharing Aboriginal and/or Torres Strait Islander culture and/or cultural practices in a an Early Childhood Education and Care service. (Approximately 100 words) In your response, include the following:

• The relevant code of ethics that would guide your actions
• How and from whom you would gain permissions for sharing information
• What you would be aware of when using Aboriginal and/or Torres Strait Island people's cultural information
• Considerations when introducing Indigenous languages into curriculum.

QUESTION 9.

Define what your role is in promoting children's understanding of Aboriginal and/or Torres Strait Islander Peoples history and culture, as an early childhood educator. (Approximately 250 words)

Benchmark Criteria

Demonstrated understanding of the educator role in promoting children's understanding of, and respect for, Aboriginal and/or Torres Strait Islander Peoples history and cultures.

Question 9

Resources

Cultural Perspectives on Learning, p.33

In your response:

• Provide examples of considerations, strategies or perspectives you would use to facilitate respectful integration and interaction with Aboriginal and/or Torres Strait Islander Peoples history and culture.

QUESTION 10.

Investigate Aboriginal and/or Torres Strait Islander Peoples perspective on early childhood learning and development and provide a summary which compares the differences between their cultural practices and White Australian culture.

Benchmark Criteria

Demonstrated knowledge of Aboriginal and/or Torres Strait Islander Peoples perspectives on early childhood learning and development.

Question 10

Resources

SNAICC, ESA Training EYLF Fact Sheet, ACECQA, pp.12-13

(Approximately 250 words, bullet points)

QUESTION 11.

Demonstrate your knowledge of how the eight different ways of Aboriginal learning could be embedded into a curriculum program by matching the following:

Benchmark Criteria

Demonstrated knowledge of Aboriginal and/or Torres Strait Islander Peoples perspectives on early childhood learning and development.

Questions 11 - 12

Resources

• Module 6 eLearns
• 8 Aboriginal Ways of Learning

Object	Aborginal way of learning
Story Sharing;we connect through the stories we share.
Learning Maps;we picture our pathways of knowledge.
Non-verbal;we see, think, act, make and share without words.
Symbols and Images;we keep and share knowledge with art and objects.
Land Links;we work with lessons from land and nature.
Non-linear;we put different ideas together and create new knowledge.
Deconstruct/Reconstruct;we work from wholes to parts, watching and then doing.
Community Links;we bring new knowledge home to help our mob.

QUESTION 12.

Case Study 1 - Malaika

Malaika, 3-years-old, is a newly enrolled Muslim girl who is orientating into the Kindergarten room today, with the support of her mother, Samara.

Samara explains that Malaika is learning how to use the toilet using Islamic practice and wonders if the room educators could assist Malaika by reminding her to enter the toilet with her left foot first and if they could give her a small container (provided by home) filled with fresh water, for her to wash herself with after relieving herself.

Carol, Little Catalysts ELC Director, respects and upholds the rights of employees, clients and children alike with regard to cultural diversity and expects that these perspectives are reflected by all personnel at the service. Carol takes inclusive practice very seriously and works consistently at ensuring a culture of celebrating diversity is maintained.

Kaleb (one of the educators at Little Catalysts) comes to Carol and asks for a few private moments in the office. He reports that he overheard one of the Kindergarten educators, Sarina, complaining about having to meet Samara's request for supporting Islamic practices for toileting with Malaika. Allegedly, Sarina said that she '...wasn't going to do it, if no-one else was looking, it's too much hassle!'

Benchmark Criteria

Demonstrated knowledge of service policies and initiatives that support inclusion and diversity: experiencing diversity through activities and interactions.

Demonstrated knowledge of legal and ethical considerations (international, national, state/territory, local), rights and responsibilities of workers, employers and clients, for working with diversity, and the consequences of breaches regarding racial discrimination and appropriate actions to take when this occurs.

Developed appropriate responses to situations where they recognised misunderstandings arising from diversity and formed appropriate responses, using verbal and non-verbal communication skills to facilitate this.

Question 1

Resources

• Module 6 eLearns
• Early Childhood Australia Code of Ethics
• Early Childhood Services National Regulations
• National Quality Standards
• Little Catalysts Early Learning Centre Policies and Procedures:
  • Inclusion;
  • Educational program and practice
• United Nations Convention on the Rights of the Child

Identify eitherone (1)right orone (1)responsibility of each of the key stakeholders, with respect to the request made by Samara.

a. Malaika (Child) - (Identify a right) (Approximately 25 words)

b. Samara (Mother) - (Identify a right) (Approximately 25 words)

c. Carol (Service Director) - (Identify a respionsibility) (Approximately 25 words)

d. Sarina (Educator/Employee) - (Identify a responsibility) (Approximately 25 words)

e. If Sarina is found to be demonstrating racially discriminatory behaviour or perspectives, identify one (1) legal and one (1) ethical obligation Carol would need to consider when resolving this situation. In your response, provide an example of how Carol may attempt to guide/modify Sarina's behaviour and attitude. (I.e., Describe what verbal and non-verbal communication she might use with Sarina and what consequences she might implement if continued breaches of behaviour or discrimination occur.) (Approximately 250 words)

QUESTION 13.

Knowing the 'why' of an action, the intention and purpose behind it, supports educators 'on the ground' to make legal and ethical decisions every day in the service, which is particularly important in the ever-increasing diverse culture in which we live. Knowing where and how to find relevant information is key to navigating appropriate interactions.

Case Study 1 - Malaika

Malaika, 3-years-old, is a newly enrolled Muslim girl who is orientating into the Kindergarten room today, with the support of her mother, Samara.

Samara explains that Malaika is learning how to use the toilet using Islamic practice and wonders if the room educators could assist Malaika by reminding her to enter the toilet with her left foot first and if they could give her a small container (provided by home) filled with fresh water, for her to wash herself with after relieving herself.

Carol, Little Catalysts ELC Director, respects and upholds the rights of employees, clients and children alike with regard to cultural diversity and expects that these perspectives are reflected by all personnel at the service. Carol takes inclusive practice very seriously and works consistently at ensuring a culture of celebrating diversity is maintained.

Kaleb (one of the educators at Little Catalysts) comes to Carol and asks for a few private moments in the office. He reports that he overheard one of the Kindergarten educators, Sarina, complaining about having to meet Samara's request for supporting Islamic practices for toileting with Malaika. Allegedly, Sarina said that she '...wasn't going to do it, if no-one else was looking, it's too much hassle!'

Benchmark Criteria

Demonstrated knowledge of the legal and ethical considerations (international, national, state/territory, local) for working with diversity, how these impact individual workers, and the consequences of breaches with regard to: racial, age, disability and sex discrimination.

Question 2

Resources

• Universal Declaration of Human Rights (UDHR)
• Little Catalysts ELC policies and procedures
• Federal Register of Legislation, The Racial Discrimination Act 1975, Part IV, Section 27, (1-2)
• Federal Register of Legislation, The Age Discrimination Act 2004, PART V, 50 - 51 (2)
• Federal Register of Legislation, Disability Discrimination Act 1992, PART 2, Division 4, 42(1)
• Federal Register of Legislation, The Sex Discrimination Act 1984, PART IV, 94(2)

Identify the relevant legal and ethical reference sources when working with diversity that guide considerations. Use your knowledge of international, national, state/territory and local laws and guidelines on discrimination to complete the table below.

Discrimination type
Identify the following for each of the discrimination types	Racial	Age	Disability	Sex
Identify the Australian law Act which informs legal decision making, that is guided by the (International) Universal Declaration of Human Rights
List one (1) potential consequence for an individual breaching the relevant Discrimination law act
List one (1) relevant policy that guides individual Early Childhood Education and Care workers to support diversity
List one (1) Early Childhood Service's National Regulation that relates to each area of discrimination
List one (1) element from the National Quality Standards that guides ethical considerations on inclusion and diversity

QUESTION 14.

An opportunity is presented in this scenario by Malaika and Samara.

Case Study 1 - Malaika

Malaika, 3-years-old, is a newly enrolled Muslim girl who is orientating into the Kindergarten room today, with the support of her mother, Samara.

Samara explains that Malaika is learning how to use the toilet using Islamic practice and wonders if the room educators could assist Malaika by reminding her to enter the toilet with her left foot first and if they could give her a small container (provided by home) filled with fresh water, for her to wash herself with after relieving herself.

Carol, Little Catalysts ELC Director, respects and upholds the rights of employees, clients and children alike with regard to cultural diversity and expects that these perspectives are reflected by all personnel at the service. Carol takes inclusive practice very seriously and works consistently at ensuring a culture of celebrating diversity is maintained.

Kaleb (one of the educators at Little Catalysts) comes to Carol and asks for a few private moments in the office. He reports that he overheard one of the Kindergarten educators, Sarina, complaining about having to meet Samara's request for supporting Islamic practices for toileting with Malaika. Allegedly, Sarina said that she '...wasn't going to do it, if no-one else was looking, it's too much hassle!'

Benchmark Criteria

Demonstrated knowledge of techniques used by educators to model and support open, respectful, inclusive and ethical interactions in children: such as showing awareness of and respect for individual culture, values and beliefs.

Questions 3 - 4

Use your knowledge of cultural competence and diversity inclusion strategies to answer the following:

Identify the learning opportunity that is present in this situation for other children and families who attend the service. (Approximately 50 words)

QUESTION 15.

Describe the techniques/strategies you would use to take advantage of the teaching opportunity you identified, that Malaika's cultural practices and background present.

Case Study 1 - Malaika

Malaika, 3-years-old, is a newly enrolled Muslim girl who is orientating into the Kindergarten room today, with the support of her mother, Samara.

Samara explains that Malaika is learning how to use the toilet using Islamic practice and wonders if the room educators could assist Malaika by reminding her to enter the toilet with her left foot first and if they could give her a small container (provided by home) filled with fresh water, for her to wash herself with after relieving herself.

Carol, Little Catalysts ELC Director, respects and upholds the rights of employees, clients and children alike with regard to cultural diversity and expects that these perspectives are reflected by all personnel at the service. Carol takes inclusive practice very seriously and works consistently at ensuring a culture of celebrating diversity is maintained.

Kaleb (one of the educators at Little Catalysts) comes to Carol and asks for a few private moments in the office. He reports that he overheard one of the Kindergarten educators, Sarina, complaining about having to meet Samara's request for supporting Islamic practices for toileting with Malaika. Allegedly, Sarina said that she '...wasn't going to do it, if no-one else was looking, it's too much hassle!'

Benchmark Criteria

Demonstrated knowledge of techniques used by educators to model and support open, respectful, inclusive and ethical interactions in children: such as showing awareness of and respect for individual culture, values and beliefs.

Questions 3 - 4

In your response ensure you provide strategies that would support children's understanding of inclusion and diversity, as well as respectful and ethical interactions with each other.) (Approximately 100 words)

QUESTION 16.

Scenario

It's Harmony Day today and the Kindergarten children were asked to bring in their traditional food from home to enjoy at lunch time. Samuel, A.J. and Zeus are sitting together to enjoy their lunch.

• J. opens his lunch box to show his friends that is mother has packed sushi for him.
• Zeus has a Greek bento with mini pitta breads, hummus, feta cheese and Revithokeftedes.
• Samuel opens his lunch box and was happy to see mini pizza squares in there.
• Leila didn't bring anything for Harmony Day and was feeling sad about it. Things have been hard at home lately - her dad's been struggling for a long time to get work and they're finding it tough some days.

Samuel asked Leila, "Why didn't you bring anything to share?"

A.J. looked across at Samuel's lunch box and said, "That's not real food, it's junk food. I don't want to eat that!"

Zeus's mum said to the Room Leader, as she was dropping Zeus off, that she loves to cook traditional Greek food and lately has been feeling lonely, now that Zeus is at 'day care' 3 days a week.

Benchmark Criteria

Demonstrated knowledge of service policies and initiatives that support inclusion and diversity: sharing of cultural knowledge, experiencing diversity through activities and interactions, building on diverse backgrounds of children and engagement with local communities.

Questions 5 - 6

Resources

Little Catalysts ELC Policies and Procedures

Carol has asked you to co-facilitate Harmony Day and to make notes on how Harmony Day themes, ideas and outcomes could be incorporated into the curriculum over the coming months. She would like you to initiate some activities that would celebrate the diverse cultures that the service is fortunate to have in its community.

Identify three (3) policies and procedures you would refer to, when planning initiatives for:

• Sharing cultural knowledge
• Building on diverse backgrounds of children
• Experiencing diversity through activities and interactions
• Engaging with local communities and families.

QUESTION 17.

Provide two (2) ideas for initiatives that Little Catalysts ELC could consider over the coming months, using your knowledge of policies and procedures that support inclusion and diversity to:

• Share cultural knowledge
• Build on diverse backgrounds of children
• Experience diversity through activities and interactions
• Engage with local communities and families.

Scenario

It's Harmony Day today and the Kindergarten children were asked to bring in their traditional food from home to enjoy at lunch time. Samuel, A.J. and Zeus are sitting together to enjoy their lunch.

• J. opens his lunch box to show his friends that is mother has packed sushi for him.
• Zeus has a Greek bento with mini pitta breads, hummus, feta cheese and Revithokeftedes.
• Samuel opens his lunch box and was happy to see mini pizza squares in there.
• Leila didn't bring anything for Harmony Day and was feeling sad about it. Things have been hard at home lately - her dad's been struggling for a long time to get work and they're finding it tough some days.

Samuel asked Leila, "Why didn't you bring anything to share?"

A.J. looked across at Samuel's lunch box and said, "That's not real food, it's junk food. I don't want to eat that!"

Zeus's mum said to the Room Leader, as she was dropping Zeus off, that she loves to cook traditional Greek food and lately has been feeling lonely, now that Zeus is at 'day care' 3 days a week.

Benchmark Criteria

Demonstrated knowledge of service policies and initiatives that support inclusion and diversity: sharing of cultural knowledge, experiencing diversity through activities and interactions, building on diverse backgrounds of children and engagement with local communities.

Questions 5 - 6

Resources

Little Catalysts ELC Policies and Procedures

(Approximately 100 words, bullet points)

QUESTION 18.

Conflict and potential misunderstandings are brewing in the kindergarten room between Zeus, Leila, A.J. and Samuel.

Scenario

It's Harmony Day today and the Kindergarten children were asked to bring in their traditional food from home to enjoy at lunch time. Samuel, A.J. and Zeus are sitting together to enjoy their lunch.

• J. opens his lunch box to show his friends that is mother has packed sushi for him.
• Zeus has a Greek bento with mini pitta breads, hummus, feta cheese and Revithokeftedes.
• Samuel opens his lunch box and was happy to see mini pizza squares in there.
• Leila didn't bring anything for Harmony Day and was feeling sad about it. Things have been hard at home lately - her dad's been struggling for a long time to get work and they're finding it tough some days.

Samuel asked Leila, "Why didn't you bring anything to share?"

A.J. looked across at Samuel's lunch box and said, "That's not real food, it's junk food. I don't want to eat that!"

Zeus's mum said to the Room Leader, as she was dropping Zeus off, that she loves to cook traditional Greek food and lately has been feeling lonely, now that Zeus is at 'day care' 3 days a week.

Benchmark Criteria

Considered the impact of social and cultural diversity, discrimination, trauma, exclusion and negative attitudes where misunderstandings had occurred between children of diverse backgrounds. Used techniques to model and support open, respectful, inclusive and ethical interactions in children: that acknowledged both similarities and differences, showed awareness of and respect for individual culture, values and beliefs.

Question 7

Describe the considerations you would be aware of when responding to the children in regard to discrimination, trauma, exclusion and/or negative attitudes, social and cultural diversity. In your response provide perspectives through the lens of:

• Leila and her family,
• Zeus and his family and
• Samuel

(Approximately 150 words)

QUESTION 19.

How would you support Zeus, Leila, A.J. and Samuel to learn about their differences and similarities and build open, respectful, inclusive and ethical relationships with each other?

Scenario

It's Harmony Day today and the Kindergarten children were asked to bring in their traditional food from home to enjoy at lunch time. Samuel, A.J. and Zeus are sitting together to enjoy their lunch.

• J. opens his lunch box to show his friends that is mother has packed sushi for him.
• Zeus has a Greek bento with mini pitta breads, hummus, feta cheese and Revithokeftedes.
• Samuel opens his lunch box and was happy to see mini pizza squares in there.
• Leila didn't bring anything for Harmony Day and was feeling sad about it. Things have been hard at home lately - her dad's been struggling for a long time to get work and they're finding it tough some days.

Samuel asked Leila, "Why didn't you bring anything to share?"

A.J. looked across at Samuel's lunch box and said, "That's not real food, it's junk food. I don't want to eat that!"

Zeus's mum said to the Room Leader, as she was dropping Zeus off, that she loves to cook traditional Greek food and lately has been feeling lonely, now that Zeus is at 'day care' 3 days a week.

Benchmark Criteria

Considered the impact of social and cultural diversity, discrimination, trauma, exclusion and negative attitudes where misunderstandings had occurred between children of diverse backgrounds. Used techniques to model and support open, respectful, inclusive and ethical interactions in children: that acknowledged both similarities and differences, showed awareness of and respect for individual culture, values and beliefs.

Question 8

(Approximately 100 words limit)

QUESTION 20.

Case Study 2 - Noah

Noah is an 18-month-old German boy, and it is his first day today. He and his family have recently moved to Australia from Germany due to his father's work. His mother, Leah, can speak English but not very fluently. His father, Ben, is fluent in English.

This morning, Leah dropped Noah off, stayed for 20 minutes and briefed you on Noah's care routines and needs for the day. Throughout the day you struggled to get Noah settled and while you have cared for him according to the routine list, he did not seem to respond to you as much as he did during his orientation.

At pick up time, Leah says that he is called Brchen (nickname) at home. Leah thought it would be better to use his actual name at school.

Little Catalysts ELC have not had a family of German origin in the service in a number of years and as such, German is not included in the curriculum or resources as yet. In the main indoor play area, there is a wall of languages and cultural images depicting all the children's cultural backgrounds, as the service has been exploring the theme of United Nations over the last four weeks.

Benchmark Criteria

Developed appropriate responses to situations where they recognised misunderstandings arising from diversity and formed appropriate responses, using verbal and non-verbal communication skills to facilitate this.

Identified issues that may cause communication misunderstandings or other difficulties in order to promote understanding across diverse groups.

Question 9

Resources

• Module 6 eLearns
• Kearns. (2020, 5^th Ed) The Big Picture p.120
• ECA Code of Ethics

Consider how you would work with Leah, Ben and Noah to ensure they experience a sense of belonging and are able to settle into the service with as little difficulty as possible.

Identify the issues present in this scenario for Leah, Noah and staff at the service and what may cause communication misunderstandings or other difficulties. (Approximately 100 words)

QUESTION 21.

Provide a list of strategies and resources that would support cross-cultural communication, for both children and adults alike, to help Noah, Ben and Leah settle into the service community.

• Include strategies that would support Noah and his family in feeling part of the service community
• Consider how you'll overcome the language barriers
• Refer to the ECA Code of Ethics and discuss how this informs actions you would take.

Case Study 2 - Noah

Noah is an 18-month-old German boy, and it is his first day today. He and his family have recently moved to Australia from Germany due to his father's work. His mother, Leah, can speak English but not very fluently. His father, Ben, is fluent in English.

This morning, Leah dropped Noah off, stayed for 20 minutes and briefed you on Noah's care routines and needs for the day. Throughout the day you struggled to get Noah settled and while you have cared for him according to the routine list, he did not seem to respond to you as much as he did during his orientation.

At pick up time, Leah says that he is called Brchen (nickname) at home. Leah thought it would be better to use his actual name at school.

Little Catalysts ELC have not had a family of German origin in the service in a number of years and as such, German is not included in the curriculum or resources as yet. In the main indoor play area, there is a wall of languages and cultural images depicting all the children's cultural backgrounds, as the service has been exploring the theme of United Nations over the last four weeks.

Benchmark Criteria

Where a language barrier exists, used effective strategies to communicate in the most efficient way possible with people from diverse backgrounds and situations. Sought assistance from interpreters or other persons according to communication needs. Used cross-cultural communication skills, language and cultural interpreters and imagery. Identified resources that support individuals and organisations to embrace and respond to diversity.

Question 10

(Approximately 200 words)

QUESTION 22.

Case Study 3 - Kite

Kite is an 18-year-old Brotherboy (a term used by Aboriginal and Torres Strait Islander People used to describe gender diverse people who have a male spirit) who is transitioning gender to be a man. He has recently completed his Certificate III in Early Childhood Education and Care and is interviewing for an Early Childhood Educator position at Little Catalysts ELC. Kite hopes to get some experience before doing his Diploma, as he would like to be a Kindergarten Teacher one day.

Kite is very passionate about sharing his Aboriginal culture with the children and his experience of believing that he is a male living in a female body, how he had to do things at school being a 'girl', with which he wasn't comfortable. Kite hopes to 'shed light on the world', that he is no different than anyone else and just wants to be happy being himself. Due to his past trauma, Kite has a monthly meeting with his counsellor.

Kite was interviewed by: Carol, the Director; Anthony, the Educational Leader; and Tanya, a Kindergarten educator. Carol thought Kite would be an asset to the service. He presented himself confidently during the interview and had 'good vibes'. Tanya shared that she was worried about saying the wrong thing to Kite if he started at the service. She felt inexperienced with LGBTQIA+ protocols.

Kite is worried that he might not get the job due to his age, sex and Indigenous background. He's concerned that needing a day off every month to see his counsellor for his mental health may inhibit his chances of employment.

Benchmark Criteria

Made an effort to sensitively resolve differences, taking account of diversity considerations to promote understanding across diverse groups. Address any difficulties with appropriate people and sought assistance when required.

Question 11

Resources

Kearns. (2020, 5^th Ed) The Big Picture, pp.115-125.

Brotherboys Yarnin' Up - Kai and Dean

Describe how you would sensitively resolve any concerns in this scenario for all parties and identify people you could go to for further assistance, if required, to seek advice or support. Explain your responses by providing points on where misunderstanding could arise from, as a result of diversity. (Approximately 250 words)

QUESTION 23.

Watch the video,Acknowledgement of Countryand refer to the National Quality Standards (NQS) to complete the following question. Interpret how the NQS is demonstrated in practice, in the case study provided.

Case Study 3 - Kite

Kite is an 18-year-old Brotherboy (a term used by Aboriginal and Torres Strait Islander People used to describe gender diverse people who have a male spirit) who is transitioning gender to be a man. He has recently completed his Certificate III in Early Childhood Education and Care and is interviewing for an Early Childhood Educator position at Little Catalysts ELC. Kite hopes to get some experience before doing his Diploma, as he would like to be a Kindergarten Teacher one day.

Kite is very passionate about sharing his Aboriginal culture with the children and his experience of believing that he is a male living in a female body, how he had to do things at school being a 'girl', with which he wasn't comfortable. Kite hopes to 'shed light on the world', that he is no different than anyone else and just wants to be happy being himself. Due to his past trauma, Kite has a monthly meeting with his counsellor.

Kite was interviewed by: Carol, the Director; Anthony, the Educational Leader; and Tanya, a Kindergarten educator. Carol thought Kite would be an asset to the service. He presented himself confidently during the interview and had 'good vibes'. Tanya shared that she was worried about saying the wrong thing to Kite if he started at the service. She felt inexperienced with LGBTQIA+ protocols.

Kite is worried that he might not get the job due to his age, sex and Indigenous background. He's concerned that needing a day off every month to see his counsellor for his mental health may inhibit his chances of employment.

Kite has been working at Little Catalysts ELC now for nearly a month and is loving every minute of it, as are the staff and children in the service. Kite is enthusiastically researching ways to bring Aboriginal and/or Torres Strait Islander People's culture and practice into daily practices and learning.

Kite was inspired by this example of daily practice,Acknowledgement of Countrythat he found.

He also read about an early childhood educator who conducted a learning experience with two Aboriginal children and an Elder. The educator presented the Aboriginal Australia map, which illustrated the 250 'Countries' or language groups of Australia. Using a toy car, the educator showed the children the country where she was born and the journey she took to get to the country on which the preschool was located.

The teacher invited the children's relatives to show the children where they were born, which then prompted the Elder to tell the group about her childhood.

Benchmark Criteria

Demonstrated knowledge of the requirements of the National Quality Standards and related regulations and laws regarding: collaborative partnerships with families and communities, including direct relationships with First Nations families and communities, educational program and practice, relationships with children.

Question 12

Resources

• ReviewNational Quality Standard (A4 Poster).Australian Children's Education & Care Quality Authority (ACECQA). (2018) for assistance.
• Acknowledgement of Country
• A Guide to the National Quality Framework
• Little Catalysts Policies and Procedures:
  • Code of Conduct;
  • Collaborative partnerships with families and communities;
  • Educational program and practice;
  • Interactions with children

Provide the NQS element, element description and a practice example(1)that relates to each area defined in the table, that was demonstrated in the Case Study -Kite continued. Refer to Quality Areas 1, 5 and 6 in your responses.

QA1 Educational program and practice	QA5 Relationships with chidlren	QA6 Collaborative partnerships with families and communities including direct relationships with First Nations families and communities
Provideone (1) NQS element number, description which relates to the case study, for each area
Provideone (1)Early Childhood Services National Law Act 2010 and Law Act 2017, (ECSNR) Regulation which relates to the case study, for each area
Provideone (1)example of practice that relates to the NQS element you've chosen from the case study, for each area

QUESTION 24.

Identify and reflect on different perspectives (two (2) or more) about Aboriginal and/or Torres Strait Islander Peoples that led to what is known as 'the stolen generation' occurring, the separation of First Nations People from their family and kin to assimilate into Western culture.

Benchmark Criteria

Sourced information about local Aboriginal and Torres Strait Islander Peoples cultures to develop three (3) ideas to embed Indigenous culture into daily routines and practices in and early childhood education and care service. Developed strategies to collaborate with others in culturally safe and sensitive ways.

Question 1

Resources

• Promoting, Exploring and Celebrating Aboriginal and Torres Strait Islander Culture, ACECQA.
• Acknowledgement of Country
• Aunty Dale's Education Program, My Dilly Bag.
• Aboriginal Early Childhood Cultural Protocols, Victorian Aboriginal Education Association Incorporated (2020)
• Victorian Early Yeasts Learning and Development Framework
• Koori Curriculum
• Koorie teaching resources
• Foundations for Success, Early Childhood Education and Care, Queensland Government
• https://wehearyou.acecqa.gov.au/tag/cultural-competence/
• https://www.8ways.online/8way-resources-materials
• https://aussiechildcarenetwork.com.au/articles/childcare-programming/8-aboriginal-ways-of-learning-aboriginal-pedagogy

Develop and describe three (3) ideas about local Aboriginal and/or Torres Strait Islander Peoples cultures that could be embedded into daily practice in culturally safe and sensitive ways. (750-word limit, bullet points)

• You must reference the sources of information you have accessed and used to develop your ideas.
• Included in your ideas must be strategies on how you will follow appropriate cultural protocols to collaborate with people (while on placement), to design and implement experiences for daily routines and practices. Strategies must be relevant to the experience, i.e., if using Indigenous artforms, consider the protocols appropriate for doing so.
• Ideas must align to the Early Years Learning Framework.

(Approximately 750 words, bullet points)

Idea 1 - embedding Indigenous culture into daily practice

Idea 2 - embedding Indigenous culture into daily practice

Idea 3 - embedding Indigenous culture into daily practice

QUESTION 25.

Identify and reflect on different perspectives (two (2) or more) about Aboriginal and/or Torres Strait Islander Peoples that led to what is known as 'the stolen generation' occurring, the separation of First Nations People from their family and kin to assimilate into Western culture.

Benchmark Criteria

Developed an idea for one children's, group learning experience to promote children's understanding of Aboriginal and/or Torres Strait Islander Peoples cultures and languages, in preparation for collaboration with others in culturally safe and sensitive ways.

Developed an understanding of Aboriginal and/or Torres Strait Peoples ways of learning.

Question 2

Resources

• Module 6 eLearns
• 8 Aboriginal Ways of Learning - Aboriginal Pedagogy
• Template: Learning Experience Plan for embedding First Nations Culture and Language

Complete and upload the Learning Experience template to develop an idea for one (1) learning experience that would enable children to better understand Aboriginal and Torres Strait Island cultures and languages.

• Use your knowledge of Aboriginal and Torres Strait Peoples ways of learning in the design of this experience.
• Ensure your idea promotes children to understand local First Nations culture.
• Identify how you'd like to collaborate with community members in the service to enable you to implement the plan.
• All sections of the Learning Experience template must be completed to be accepted as a submission attempt.

Learning Experience Plan - Embedding First Nations Culture and Language

Name of experience:	Date:
	Click or tap to enter a date.
For whom is the experience designed? Whole group Small group	Age group (tick the appropriate age group for the experience) 0-1 yr 1-2 yr 2-3 yr 3-5 yr
Overview: Provide a brief idea of what is going to happen during the experience, who will be involved, for how long and what will the child/ren be doing.
Learning focus: How does this experience provide opportunities for children to understand the cultures and language of Aboriginal and Torres Strait Islander Peoples?
Collaborators - who would you talk with to design this experience? Provide a list of key stakeholders or roles you would collaborate with prior to implementing this plan.
Describe how you would embed the Aboriginal Ways of Learning in this learning experience
Linking to the Early Years Learning Framework (EYLF) What learning outcomes do you plan to achieve through this project? Tick the relevant box/es.
LO1 Children have a strong sense of identity LO2 Children are connected with and contribute to their world LO3 Children have a strong sense of wellbeing LO4 Children are confident and involved learners LO5 Children are effective communicators
Learning environment Provide details on how you would prepare the learning environment for this experience.
Indoor Outdoor Details:
Materials and resources List the materials and resources you might need for this experience.