In this assessment, you are required to research the Traditional Custodians of your region/local community and the history ofSample Page Aboriginal and Torres Strait Islanders culture and write a report on your findings. You’re also required to create a visual poster on ensuring cultural safety for Aboriginal and Torres Strait Islanders.

IMPORTANT NOTE:If you are acquainted with people in your community (of indigenous background) with whom you can discuss and explore local indigenous culture, please respectfully make a time to talk with them to gain the greatest depth of knowledge you can from this project. Alternatively, if you don’t have local indigenous representatitves with whom you are acquainted, we have provided some resources to get you started on your exploration. Conduct your own search to access information about your region and its local indigenous culture/s. Your local information centre can often be a good source.

1.What you will need to find out:

Information on…

Local tribes/language groups and any other relevant information about the land in your region

Languages/dialects spoken

Religious events and ceremonies in the region

Key issues faced by Aboriginal and/or Torres Strait Islander people in the region

Any other information they feel is relevant.

2.Reference your research by documenting your information sources in a reference list and/or records of discussions/consultations with local indigenous people. (This could be in the form of email correspondence, phone or face to face discussions or resources provided to you by the individual. Summarise the information you have gathered.)

3.Based on the research you have conducted, and on the consultation with the external Aboriginal or Torres Strait Islander, write a report of around 750 words. Your report should cover the following topics:

a) Traditional custodians: Summarise the findings you have gathered on the traditional custodians in your area/region.
b)Timeline: A historical timeline of significant events that have shaped the history of Aboriginal and Torres Strait Islander people. Include historic policy changes, legislative changes and the extent to which the Government has impacted Aboriginal communities.

c) Impacts of settlement on law: The impact of European settlement on Aboriginal and Torres Strait Islander people in relation to law.

d) Impacts on land ownership and kinship: The impact of European settlement on the loss of land, loss of kinship and culture for Aboriginal and Torres Strait Islander people.

e) Impacts on people: The impact of this trauma for the Aboriginal and Torres Strait Islander people.

f) Current issues: Current racism and discrimination against Aboriginal and Torres Strait Islander people and how its roots can be linked to European settlement.

g) Considerations for educators: Your understanding of any issues that may influence an educator’s relationships and ability to communicate with Aboriginal or Torres Strait Islanders.

h) Strategies: Identify and document five (5) strategies to help educators improve their communication with Aboriginal or Torres Strait Islander children, families and colleagues in a service.

HINT:You may like to structure your report using a – h as your headings.

4. Based on the information collected, create a visual poster which details key aspects of cultural safety for Aboriginal and Torres Strait Islander people and how educators can embed this into educational programs.

5.Write a reflective journal of around 300 words. Your reflection should cover the following topics:

a) Insights: The new knowledge you acquired about Aboriginal and Torres Strait Islander people that may assist you in promoting Aboriginal and Torres Strait Islander cultural safety.

b)Connections: The connections you made to the local community and Traditional Custodians, and how this impacted your cultural competence.

c) Communication: Communication strategies you will start to use in order to demonstrate cultural safety.

d) Future practice: How your experience in completing this assessment will influence your future practice and pedagogy.

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