Question 11

Outline ways that Aboriginal and/or Torres Strait Islander students' learning and development can be supported in the classroom.

Question 12

a. Imagine that you are facilitating a learning experience for a group of children that includes content relating to the local Aboriginal and/or Torres Strait culture, for example, traditional handicrafts or painting. Explain how you would facilitate this learning experience to demonstrate respect for the local culture by following protocols and how you would encourage children to participate.

b. Locate, access and read the document "Understanding culturally diverse privacy- Aboriginal and Torres Strait Islander peoples' perspectives" and explain the permissions for use and disclosure of personal information. This must cover the following points at the minimum:

• The act that organisations are bound to not disclose personal information
• The exception that applies and the list of exceptions

c. Why is awareness around Aboriginal and/or Torres Strait Islander peoples' culture important?

d. identify how you would support an Aboriginal and/or Torres Strait islander child to be aware and re-learn their language?

e. Conduct research and identify the relevant code of ethics that must be followed when conducting research and sharing information regarding Aboriginal and/or Torres Strait Islander people. Identify and list the people who would use this code.

Question 13

Summarise the ways that Aboriginal and/or Torres Strait Islander history and culture can be made part of the routines and learning experiences of a class.

Question 14

Explain how diversity benefits the children and the school community as a whole.

Question 15

Read the scenario below, then answer the question that follows.

Scenario:

You have an Aboriginal student you are supporting that is not responding to the support plan that you and the teacher have put in place. The teacher and you decide to call a meeting with the child's parents to discuss the issue.

Describe the cultural awareness and communication strategies will you need to make sure are in place for the meeting.

Question 16

When children are in school, they are often told to look things up in books, read the information in textbooks or follow along during a presentation by the teacher. Aboriginal and/or Torres Strait Islander children may have different experiences in how they learn or get information. List at least four (4) places from which Aboriginal and/or Torres Strait Islander people (especially children) get their information.

Question 17
The National Quality Framework is committed to the National Agreement on "Closing the Gap". Research the "Targets and Outcomes" in the National Agreement on "Closing the Gap" and identify which outcome (these can be found in the targets) you can be part of supporting as an education support worker, in the following areas:
Collaborative partnerships with families and communities	Outcome
How I can help
Educational program and practice	Outcome
How I can help
Relationships with children	Outcome
How I can help

Question 18

List three (3) organisations or peak bodies that are led by Aboriginal and Torres Strait Islander people and can support your growth as an education support worker.

Question 19

a. Describe what a Reconciliation Action Plan (RAP) is and how it might be used in a school.

b. Describe the value and purpose of a Reconciliation Action Plan (RAP).

Question 20
a. Provided below are five various cultural groups of the Aboriginal and/or Torres Strait Islander community. identify the differences in terms of traditional owners, languages and the location of these groups.
Communities	Differences
Amata
Bamaga
Erub (Darnley) Island
Jigalong
Mapuru