PART A (1300 words) Critical Reading & Short Essay 1) Read the following two articles · o Bin-Sallik, M. (2003). Cultural Safety: Let’s Name It. The Australian Journal of Indigenous Education. Vol 32

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PART A (1300 words) Critical Reading & Short Essay 1) Read the following two articles · o Bin-Sallik, M. (2003). Cultural Safety: Let’s Name It. The Australian Journal of Indigenous Education. Vol 32

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PART A (1300 words) Critical Reading & Short Essay 1) Read the following two articles · oBin-Sallik, M. (2003). Cultural Safety: Let’s Name It. The Australian Journal of Indigenous Education. Vol 32 pp 21-28. Retrieved fromhttp://www.atsis.uq.edu.au/ajie/docs/2003322128.pdf oBoard of Studies (2008) Working with Aboriginal Communities: A Guide to Community Consultation and Protocols Revised Edition. Retrieved fromhttp://ab-ed.boardofstudies.nsw.edu.au/files/working-with-aboriginal-communities.pdf 2) (300 words) Select one of the articles from above and provide a short critical reflection. oA brief summary of the article oOne point derived from the article (with detail) on how it relates to cultural safety oOne point derived from the article (with detail) on how cultural safety benefits Indigenous students 3) (1000 words) Utilise the above articles, modules 1 & 2 readings and your prescribed text to answer the following question. Why is cultural safety important for Indigenous children and their families in an early childhood setting? PART B (700 words) Diagram 1. Watch and/or read the following case studies from SNAICC oSecretariat of National Aboriginal and Islander Child Care [SNIACC]. (2014, Feb 16). Bubup Wilam: A Place to Go Grow [Video Stream]. Retrieved fromhttp://www.snaicc.org.au/bubup-wilam-a-place-to-grow-video-made-with-bubup-wilam-early-learning-aboriginal-child-and-family-centre/ oSecretariat of National Aboriginal and Islander Child Care [SNIACC]. (2015). Cullunghutti Aboriginal Child and Family Centre. Retrieved fromhttp://www.snaicc.org.au/wp-content/uploads/2015/12/Cullunghutti-service-case-study-2015.pdf oSecretariat of National Aboriginal and Islander Child Care [SNIACC]. (2015). Ningkuwum-Ngamayuwu Halls Creek Children and Family Centre. Retrieved fromhttp://www.snaicc.org.au/wp-content/uploads/2015/12/Halls-Creek-service-case-study-2015.pdf oSecretariat of National Aboriginal and Islander Child Care [SNIACC]. (2015). Logan Aboriginal Child and Family Centre. Retrieved fromhttp://www.snaicc.org.au/wp-content/uploads/2015/12/Logan-service-case-study-2015.pdf oSecretariat of National Aboriginal and Islander Child Care [SNIACC]. (2015). Yappera Multifunctional Aboriginal Children’s Service (MACS) and Yarrabah PCYC School Age Care. Retrieved fromhttp://www.snaicc.org.au/wp-content/uploads/2015/12/Yappera-andn-Yarrabah-service-case-study-2014.pdf oSecretariat of National Aboriginal and Islander Child Care [SNIACC]. (2015). Yenu Allowah Aboriginal Child and Family Centre and Luke’s Story. Retrieved fromhttp://www.snaicc.org.au/wp-content/uploads/2015/12/Yenu-Allowah-case-study-2015.pdf 2. Create a diagram that demonstrates (with at least 3 different strategies) how an early childhood centre can create a culturally safe learning environment for Indigenous children and their families. Make sure the diagram reflects; why they are effective and how they are reflected in one Early Years Learning Framework (EYLF) outcome, principle or practice (for all identified strategies). (200 word limit) 3. Provide a brief explanation (500 word limit)on why one of the strategies you have demonstrated in your diagram reflects oHow the strategy is effective in creating a culturally safe environment for Indigenous children; and oHow the strategy reflects one EYLF outcome, principle or practice. Rationale This task reflects the following subject learning outcomes (LO) and modules oLO 1 - Be able to recognise the importance of community consultation and the participation of Indigenous people in education environments; oLO4 - Understand and develop aspects of a culturally safe education environment; oModule 1 – Why Aboriginal Education; and oModule 2 – Aboriginal Education and the Early Childhood Sector. Teachers are faced with the ongoing task of gaining, demonstrating and critically reflecting upon knowledge and resources in order to achieve student outcomes. This task will allow the student to explore and articulate the relationships between learners, community and early childhood settings. The authenticity of this task will be evident in your future education settings by oArticulating and visually representing EYLF in your practice; oIdentifying how your practice can incorporate Aboriginal Education; oDeveloping communication strategies between families and communities about your education setting and practice; and oAligning the needs of the learner with EYLF outcomes and expectations. Marking criteria PART A Students demonstrate how research and journal articles can influence practice and knowledge of cultural safety and community participation in an early childhood setting (10 marks) Students demonstrate an understanding of cultural safety in an early childhood setting (15 marks) PART B Quality of diagram and general content. (10 marks) Students demonstrate the relationship between EYLF, Aboriginal cultural safety and Aboriginal community involvement. (10 marks) PART A & B Use of language and referencing (5 marks)

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PART A
Introduction
Consulting with the Aboriginal community is one of the crucial aspects to develop Australian
perspectives across the early education and curriculum. The involvement of the indigenous
population in the various learning programs provides an opportunity to explore Aboriginal
culture, history, linguistic aspects and culture. Building a strong relationship with the local
community and schools

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