Task

Students are required to demonstrate their knowledge and application of Aboriginal education in an early childhood setting. They will then professionally reflect on how the subject can influence their own practice of Aboriginal Education in an early childhood setting. Each part should be approximately 500 words in length.

PART A – Aboriginal Perspectives in Early Childhood (500 words)
Develop an Aboriginal perspective activity that can be utilised in an early childhood setting. You are to develop one 20 – 60 minute activity that teaches the children a culturally appropriate Aboriginal concept. This may include (but is not limited to) Aboriginal concepts of Dreaming, lore, values, food, shelter, animals, plants, language, community people, pedagogy, songs, dance and artists. You will need to identify the Aboriginal perspective, targeted age group and one related EYLF outcome.

PART B – Aboriginal Pedagogy in Early Childhood (500 words)

Select one of the Aboriginal 8 Ways of Learning; story sharing, community links, deconstruct/reconstruct, non-linear, land links, symbols & images, non-verbal or learning maps. Identify what it is and why it is a useful strategy in the early childhood setting for all learners.

 PART C – Aboriginal Community Resourcing in Early Childhood (500 words)
Select an Aboriginal community organisation or groups that are available in your local area. Describe the purpose and role of the selected Aboriginal community organisation or group. Suggest one way you can utilise them in the early childhood setting. They may be utilised to (but not limited to) plan, implement or develop Aboriginal perspectives or inform early childhood staff members about Aboriginal education with professional development.

PART D – Professional Reflection (500 words)

Students will describe how this subject has influenced their practice in an early childhood setting. You will need to select an aspect of this subject; it may include topics, readings, further research or resources that have been shared through the subject interact site. The professional practice that has been influenced can include (but not limited to) one of the following; planning, implementing Aboriginal education, addressing Aboriginal student learning needs, community partnerships or developing Aboriginal perspectives.

This task reflects the following subject modules

• Module 3 – Incorporating Aboriginal Studies and Aboriginal Perspectives;
• Module 4 – Students in Aboriginal Education; and
• Module 5 – Community Partnerships.

Marking criteria and standards

Each PART of this assessment item relates directly to one marking criteria. In addition, there is a marking criterion on the academic quality of the assessment.

• PART A– Students develop an appropriate Aboriginal Perspective activity that focuses on cultural knowledge, for an early childhood setting.
  • PART B – Students demonstrate their understanding of one Aboriginal pedagogy strategy and explain how it can benefit all learners in an early childhood setting.
  • PART C – Students will explore the purpose and possible role of one Aboriginal community organisation or group in an early childhood setting
  • PART D – Students will reflect on how the subject experience can influence education practices in an early childhood setting.
  • Quality of written component – Academic Literacy Components (see rubric)

 

Marking Criteria	Student Feedback
	HIGH DISTINCTION	DISTINCTION	CREDIT	PASS	FAIL
PART A (11 marks) Students develop an appropriate Aboriginal Perspective activity that focuses on cultural knowledge, for an early childhood setting.	An innovative and meaningful Aboriginal perspective activity is developed for an early childhood setting that will engage children and encourage deep learning of an Aboriginal concept. The relationship between Aboriginal Education, EYLF, needs of the learner and the EC sector are explored with clarity and precision	An Aboriginal perspective activity is developed for an early childhood setting that engages children and demonstrates how the child can display appropriate Aboriginal knowledge concepts to others. They begin to analysis how the activity is reflective of EYLF and Aboriginal Education.	A creative and unique Aboriginal perspective activity is developed. The Aboriginal cultural knowledge is identified and clearly links to the activity. They are able to demonstrate how the Aboriginal perspective activity is reflective in EYLF and relevant in an early childhood setting.	A basic Aboriginal perspective activity is developed that can be delivered in an early childhood setting. They are able to identify how the activity reflects EYLF principles, practices or outcomes.	Students may identify an Aboriginal perspective activity, but its application in an early childhood setting and reflective of EYLF needs further development and clarity.
PART B (11 marks) Students demonstrate their understanding of one Aboriginal pedagogy strategy and explain how it can benefit all learners in an early childhood setting.	The exploration of one Aboriginal 8 ways of learning is concise and clearly analyses its benefits for the early childhood learner (0-5yrs). Further research is evident as they examine the relationship between EYLF, Aboriginal pedagogy, the needs of the learner and the EC setting.	Students use further research to explore one strategy from the Aboriginal 8 Ways of Learning. They have demonstrated a clear examination of its relationship to the needs of an early childhood learner and links to EYLF.	Students articulate how a strategy from the Aboriginal 8 Ways of Learning pedagogy is relevant to the needs of all early childhood learners and promotes the relationship between Aboriginal Education and EYLF. They have utilised further research to support their work.	Students identify and discuss one of the Aboriginal 8 Ways of Learning pedagogy strategies. They are able to articulate a basic understanding of why it should be applied to the early childhood setting for the benefit of all learners, with links to EYLF. They have used the provided readings to further support their discussion.	Students may identify one of the Aboriginal 8 Ways of Learning pedagogy strategies, but are unable to articulate a clear understanding of its relevance to the needs of early childhood learners or EYLF.
PART C (11 marks) Students will explore the purpose and possible role of one Aboriginal community organisation or group in an early childhood setting	Students clearly demonstrate with a fluent analysis of how an Aboriginal community organisation is relevant to the development and needs of the learner, EYLF and Aboriginal Education in an early childhood setting. Further research is distinctly linked to support their analysis.	Students examine the role of one Aboriginal community organisation or group and develop an innovative strategy to include them in an early childhood setting. They utilise further research to analyse the practice and benefits of Aboriginal community partnerships in an early childhood setting.	Students clearly articulate the role of one Aboriginal community group or organisation and provide a purposeful avenue for interaction with the early childhood setting. The benefits of a partnership between an Aboriginal organisation and early childhood settings are explored with further research.	Students identify the role of one Aboriginal community organisation or group and how they can be utilised in an early childhood setting. They have utilised suggested research to support their description.	Students may identify one Aboriginal community organisation, but have difficulty in clearly articulating its role and how they can be utilised in an early childhood setting.
PART D – (11 marks) Students will reflect on how the subject experience can influence education practices in an early childhood setting.	Students provide a professional reflection that distinguish and analyses the relationship of professional development and professional practice with Aboriginal education. This is demonstrated with clear and concise links to their subject experience and further research.	Students provide a detailed professional reflection that highlights the importance of Aboriginal Education in an early childhood setting and clearly links this to their subject experience, supported by further research	Students express a detailed professional reflection identifying how the subject experience has influenced their own professional practice. It is supported with further research. There is evidence of analysis in their discussions.	Students identify and explore how and why this subject can influence their practice. They are able to utilise research to support their understandings of the influence and practice.	Students identify that the subject can influence professional practice, but are unable to discuss in relevant detail why or how.
Quality of written component (6 marks) – The development of themes, sentence structures, content and vocabulary – Extensive, correctly referenced, literature cited in support of the analysis and critical reflection.	Skilfully crafted logical structure which provides strong evidence of knowledge, enthusiasm and control. Cites highly relevant texts and demonstrates sustained accuracy with APA6 in-text citations & reference list.	Individual paragraphs are crafted to allow thorough exploration of key ideas. Structure flows and follows a sequence which connects ideas. Cites relevant texts which are properly APA6 referenced (in-text citations & reference list).	Written expression conveys intended meaning. Uses language which respects diverse peoples & cultures. Logical & consistent structure. Cites appropriate texts which are adequately APA6 referenced (in-text citations & reference list).	Some statements require elaboration &/or clarification. Use of culturally appropriate language. Some evidence of structure. Cites at least 5 texts which are APA6 referenced (in-text citations & reference list).	Use of informal colloquial language. Use of culturally inappropriate terminology. Little apparent structure. Inadequate APA6 citation and referencing (in-text citations & reference list).