CHC30113 Certificate III in Early Childhood Education and Care

HLTHIR404D Work effectively with Aboriginal and Torres Strait Islander people

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File naming

Once you feel confident that you have covered the learning materials for this unit, you are ready to attempt this assessment.

To help Open Colleges manage your assessment, please use the following file-naming convention when you save your Microsoft Word document. Your file should be named and saved to your computer’s hard drive using your:

[student number]_[assessment]_[assessment number].doc

For example:

12345678_21850a_01.docx

 

Assessment submission

When you are ready to submit your assessment, upload the file in OpenSpace using the Assessment Upload links in the relevant Study Period of your course. If you need further assistance, the Student Lounge provides a ‘Quick Guide to Uploading Assessments’. Uploading assessments in OpenSpace will enable Open Colleges to provide you with the fastest feedback and grading for your assessment.

Alternatively, you can print and post your assessment to Open Colleges, PO Box 1568, Strawberry Hills, NSW 2012. Please ensure that you use the Open Colleges Assessment Cover Sheet (available in the Student Lounge in OpenSpace). Where assessments are submitted by post, grades and feedback will be released in OpenSpace. Please note that assessments submitted by post may take up to 21 days from the date received by Open Colleges to grade and are reliant on the efficiency of the postal service.

It is important that you keep a copy of all electronic and hardcopy assessments submitted to Open Colleges.

Getting started

The assessment activities in this booklet have been designed to allow you to provide evidence that demonstrates your competence in the unit HLTHIR404D Work effectively with Aboriginal and Torres Strait Islander people.

 

Your trainer will:

• answer any questions that you might have about the assessment
• assess your competence, as required by the unit of competency, by making judgments about the evidence you have presented in line with the rules of evidence: validity, authenticity, currency and sufficiency
• provide feedback on the outcomes of the assessment process.

Introduction

You are required to complete one assessment task which has four parts for HLTHIR404D Work effectively with Aboriginal and Torres Strait Islander people.

In completing the final assessments, you will show evidence of your ability to:

• reflect an awareness of Aboriginal and Torres Strait Islander history and cultures in work practices
• reflect an awareness of own and other cultural realities in work practices
• communicate effectively with Aboriginal and Torres Strait Islander people
• reflect cultural safety in workplace and professional relationships
• work in partnership with Aboriginal and Torres Strait Islander people and communities.

 

Assessment number	Assessment deliverables
31249/01	Written assessment

 

31249/01 Written assessment

This written assessment task is in four parts. You are required to complete each part. 

Part A: Case studies

To help you answer the questions accurately, you may refer to:

• applicable legislation, including the National Quality Standard and Education and Care Services National Regulations, along with the Belonging, Being and Becoming – The Early Years Learning Framework
• the Early Childhood Australia’s Code of Ethics
• policies and procedures common to early childhood education and care services
• position descriptions detailing an educator’s duty of care responsibilities
• other sources, such as professional readings, along with the course textbook and identified key resources.

Answers to each question in the case studies need only be one to two sentences in length. 

Case study 1

Read the case study, then answer the questions that follow.

Case studyJacquie is a 4-year-old Aboriginal girl who lives in a rural town with her mother, father and three siblings. She has just started attending a childcare service with her older sister Tasha. Tasha is playing on the climbing frame when she slips and falls onto her ankle. Her ankle breaks.

When the paramedics come to assist with the injury, Anna, the service director witnesses Jacquie crying when they move Tasha into the ambulance. The only other time Jacquie has had contact with paramedics was when her grandfather died. She has negative associations with paramedics and is afraid that Tasha will be taken away and will not come back.

Anna contacts the girls’ mother to notify her of the incident and asks her to collect Jacquie. Jacquie is very distressed and is hiding behind shelving in the book corner, as she is afraid that the paramedics will come and take her away too.

Jacquie’s mother arrives with Jacquie’s grandmother, three aunties and four cousins to pick her up on their way to the hospital. Anna, however, feels overwhelmed by the number of visitors in the service and asks that only Jacquie’s mother comes inside to collect Jacquie. Jacquie’s grandmother feels hurt and disrespected that she is not allowed in to help console Jacquie.

Jacquie’s mother coaxes Jacquie out from behind the shelving and assures her that it is okay and that she will take her to visit Tasha in the hospital.

 

Questions:

1. What important cultural aspect did Anna overlook when she asked Tasha’s grandmother to wait outside the service?
2. Briefly explain three actions Anna could have taken to help Jacquie overcome her fear and distrust of the paramedics.
3. What significant event in Aboriginal and Torres Strait Islander history may have contributed to Jacquie’s fear?
4. What other belief may have contributed to Jacquie’s fear?
5. The Early Childhood Australia’s Code of Ethics includes responsibilities to families. Which code could have helped Anna to manage this situation more effectively? 

Case study 2

Read the scenario, then complete the tasks that follow.

ScenarioSondra, an Indigenous woman, comes into your service for the first time to inquire about enrolling her child. As you hand her some forms to fill out, she appears uncomfortable and unsure of what to do.

 

Tasks:

1. Briefly discuss two ways you could make Sondra feel welcome and more relaxed in your service.
2. What body language could you use to help Sondra feel more comfortable? 

Case study 3

Read the scenario, then answer the questions that follow.

Case study

Arinya, an Yolngu Aboriginal educator, understands English but prefers to speak in her first language of Yolngu Matha.

Arinya has been employed at your service as part of your direct team. She takes responsibility for all communication with all Aboriginal and Torres Strait Islander people using the service.

Some educators in the service tell you they are having difficulty communicating with Arinya. They also feel that Arinya should teach the Aboriginal and Torres Strait Islander parents to speak English. They say that sometimes they would feel more comfortable if the families just did not come at all.

Questions:

1. Identify a communication issue that may be affecting the relationship between Arinya and the educators.
2. Outline three strategies you could put into place to support cross-cultural communication, and which would ultimately help you to build and maintain an effective relationship with Arinya. In your answer, outline strategies that are appropriate, and support a culturally safe environment.
3. Do you think racism and/or discrimination has played a part in the attitudes of the educators? Why or why not?
4. What legislation and policies are relevant to the issues you have discussed in questions 1 to 3? 

Case study 4

Read the scenario, then complete the task that follows.

Scenario

There is a high incidence of otitis media (also known as middle ear infection) among the children in your service. The service director is considering engaging a health professional to visit the service fortnightly to check the children. It is important to include the parents in this decision before contacting the health worker.

Task:

Create an information poster or fact sheet that can be distributed to parents, inviting them to participate in the decision-making process. Ensure it is culturally appropriate and uses clear language.

The following six points should be addressed in your poster or fact sheet:

1. You invite their participation.
2. You invite their feedback.
3. The proposed service will be
4. A family member may be present when the child is checked.
5. The health check is not
6. The health check is

Access the Care for Kids’ Ears website for reference at: www.careforkidsears.health.gov.au. 

Part B: Presentation

Student Instructions

This assessment task requires you to prepare a short five-minute presentation for your assessor.

Your presentation should cover the following points:

1. A historical issue that may have affected an Indigenous person in a workplace such as yours.
2. A description of this issue and how it may have affected the person, their family members and their relationships with colleagues.
3. An explanation of how this issue may affect other Indigenous people differently, depending on their situation or context.
4. A brief explanation of the possible impact of this issue on service delivery, and at least three ways that you, as an educator, can demonstrate respect for Indigenous cultures in your everyday practices with children and adults to help overcome any identified barriers.

To help you with this task you may be able to access a book, article or interview in which an Indigenous person talks about an issue or their experiences and use this as the basis for your presentation.

You are ONLY required to submit the documents you have created to support your presentation such as handouts and PowerPoint slides or other electronic documents.

When submitting your presentation, use the separate upload button provided.

Part C: Report

Prepare a one-page report, maximum 500 words, that summarises the cultural aspects of building a workplace relationship with Indigenous Australians. Your report should address the following headings and cover underpinning points listed.

1. Mutual respect and diversity – describe the key aspects of building workplace relationships and provide an example of when and how this can be demonstrated in an early childhood setting.
2. Critical issues – discuss at least three critical issues that impact Aboriginal and Torres Strait Islander people and include an example for each.
3. Strategies for maintaining effective workplace relationships – provide four aspects that should be implemented in the workplace to foster effective relationships.

Part D: Role of Aboriginal liaison officer

Look on the internet or in the employment sections of newspapers and locate a job advertisement for an Aboriginal liaison officer. You may wish to obtain the position description for the role.

1. Identify the role and responsibilities for the position, then discuss and give examples that show you understand what is required of the position.
2. What skills and knowledge are required to communicate effectively in the role of Aboriginal liaison officer?
3. Describe how you think this role acts as a cultural broker, assisting early childhood educators to meet their duty of care and provide a culturally safe

You must include a copy of the advertisement, and/or position description, for the role with your submission.

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