Assessment workbook version 52 march 2018 page 36 of

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Assessment Workbook| Version 5.2 March 2018 Page 36of 53
QUEENSFORD COLLEGECHC50113 DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARECulture and CommunityStep 2Identify resources to assist you in promoting effective partnerships withAboriginal and/or Torres Strait Islanders in your community. This willinclude indigenous people who can provide cultural advice as well as anywebsites, publications, or other resources that can provide information oncultural practices, issues, and culturally appropriate communication.Identify at least two (2) from any of the following categories: Websites:Publications:ggera-Body-Parts.pdf1/34_neville_bonner_oral_history.pdfOrganisations:Others:Brisbane Aboriginal Tribe Riverlife MirrabookaYou may use these resources to answer the next steps in this project.Assessment Workbook| Version 5.2 March 2018 Page 37of 53
QUEENSFORD COLLEGECHC50113 DIPLOMA OF EARLY CHILDHOOD EDUCATION AND CARECulture and CommunityStep 3Organise a meeting with at least one (1) Aboriginal and/or Torres StraitIslander mentor who can advise you on developing strategies forintegrating the local culture/s you have identified in Step 1 within theSparkling Stars workplace. Ensure you read this document prior to organising your meeting:ENGAGING: A Guide to Interacting Respectfully and Reciprocally with Aboriginal and Torres Strait Islander People(Username: queensford Password: [email protected])You will need to do the following:Prepare for your meeting.Meet with your mentor/s.oFollow cultural protocols when engaging with your mentor/s Ensure you understand their culture prior to your visit.At your meeting, you need to seek advice on how you can integrateAboriginal and/or Torres Strait Islander culture.Identify strategies to improve participation, self-determination, andself-control by Aboriginal and Torres Strait Islander people andcommunities in the centre.oSee Step 5, and gather answers to the questions during yourinterview.Agree on three (3) outcomes you wish to achieve, against whichcultural safety strategies can be measured.oThese outcomes must be specific and based on the strategiesyou have developed. They must havequantifiablecomponents. For example:Children from the childcare centre are familiar with at leasttwo (2) Aboriginal stores.You may also discuss historical issues in relation to Aboriginaland/or Torres Strait Islander people and your current state orterritory. (See Step 6.)Use verbal and non-verbal communication constructively toestablish, develop and maintain effective relationships, mutual trustand confidence.

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