Early Childhood Education Workbook

This early childhood education workbook is designed for educators who work with 5-6 year old children. It includes various assessments and projects focused on promoting cultural diversity, linguistic appreciation, problem-solving skills, and understanding of Aboriginal culture. The workbook requires educators to complete a series of steps for each project, ensuring a comprehensive approach to these key educational areas.

Certificate III in
Early Childhood
Education and Care
Subject 6
Culture and Community
Version 5.1 Produced 10 March 2017
Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication
may be reproduced or distributed in any form or by any means, or stored in a database or retrieval
system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the
prior written permission of
Compliant Learning Resources.
Assessment Workbook 6

Version control & document history
Date Summary of modifications made Version
27 November
2013
Version 1 final produced following assessment
validation
1.0
19 November
2014
Version 2 final produced following assessment
validation
2.0
2 February 2015 Version 3 final produced following assessment
validation
3.0
5 July 2016 Version 4 final produced following assessment
validation 4.0
2 September
2016
Converted workbook to Inspire cobranded
version. 5.0
10 March 2017
Updated link for Guide for engaging
respectfully with Aboriginal and Torres Strait
Islander People – Project 1 Step 3
5.1
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TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document in Acrobat,
clicking on a heading will transfer you to that page. If you have this document open in
Word, you will need to hold down the Control key while clicking for this to work.
INSTRUCTIONS........................................................................................... 4
WHAT IS COMPETENCY BASED ASSESSMENT?.................................................5
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING....6
THE DIMENSIONS OF COMPETENCY..............................................................7
REASONABLE ADJUSTMENT...........................................................................8
CHEATING AND PLAGIARISM......................................................................10
THE UNITS OF COMPETENCY......................................................................11
CONTEXT FOR ASSESSMENT.......................................................................17
ASSESSMENT METHODS............................................................................18
RESOURCES REQUIRED FOR ASSESSMENT.....................................................18
PRESENTATION.........................................................................................19
ASSESSMENT WORKBOOK COVERSHEET......................................................20
KNOWLEDGE ASSESSMENT.........................................................................21
PROJECTS................................................................................................ 30
Project 1.........................................................................................................30
Project 2.........................................................................................................43
WORKBOOK CHECKLIST............................................................................47
FEEDBACK............................................................................................... 48
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INSTRUCTIONS
The questions in this workbook are divided into two categories.
The written questions cover underpinning knowledge of the Learner Guide 6
Culture and Community content and concepts. These questions are all in a
short answer format. You must answer all questions using your own
words. However you may reference your learner guide, and other online or
hard copy resources to complete this assessment.
If you are currently working as part of an Early Childhood Education/Child
Care team, you may answer these questions based on your own workplace.
Otherwise consider what you should do if you were working as part of an Early
Childhood Education/Child Care team.
The project includes a simulated scenario which covers required areas not
likely to be encountered in Vocational Placement.
You need to read and respond to this scenario by presenting a report that
covers a series of specified points.
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WHAT IS COMPETENCY BASED ASSESSMENT?
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the criteria
specified by industry as competency standards.
 Assessment should mirror the environment the learner will encounter in
the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two outcomes –
competent or not yet competent.
 The basis of assessment is in applying knowledge for some purpose. In a
competency system, knowledge for the sake of knowledge is seen to be
ineffectual unless it assists a person to perform a task to the level
required in the workplace.
 The emphasis in assessment is on assessable outcomes that are clearly
stated for the trainer and learner. Assessable outcomes are tied to the
relevant industry competency standards where these exist. Where such
competencies do not exist, the outcomes are based upon those identified
in a training needs analysis.
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Definition of Competency
Assessment in this context can be defined as:
 The fair, valid, reliable, and flexible gathering and recording of evidence
to support judgement on whether competence has been achieved. Skills
and knowledge (developed either in a structured learning situation, at
work, or in some other context) are assessed against national standards
of competence required by industry, rather than compared with the
skills and knowledge of other learners.
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational education
and training context, is founded on a number of basic conventions:
The Principles of Assessment
 Assessment must be valid
o Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
o Assessment must include the combination of knowledge and skills
with their practical application.
o Assessment, where possible, must include judgements based on
evidence drawn from a number of occasions and across a number
of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards for
assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and off-the-
job components of training within a course.
o Assessment must provide for the recognition of knowledge, skills
and attitudes regardless of how they have been acquired.
o Assessment must be made accessible to learners though a variety
of delivery modes, so they can proceed through modularised
training packages to gain competencies.
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 Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon between
assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence.
All evidence must be valid, sufficient, authentic and current;
 Valid
o Evidence gathered should meet the requirements of the unit of
competency. This evidence should match or at least reflect the
type of performance that is to be assessed, whether it covers
knowledge, skills or attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all aspects of
the unit of competency.
 Authentic
o When evidence is gathered the assessor must be satisfied that
evidence is the learner’s own work.
 Current
o This relates to the recency of the evidence and whether the
evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work performance,
and not only narrow task skills. The four dimensions of competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland VET
Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner
with a disability. A reasonable adjustment can be as simple as changing
classrooms to be closer to amenities, or installing a particular type of software
on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a
disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those
without a disability.
Reasonable adjustment applied to participation in teaching, learning
and assessment activities can include:
 customising resources and assessment activities within the training
package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during the
course
 monitoring the adjustments to ensure learner needs continue to be
met.
Assistive / Adaptive Technologies
Assistive/adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out daily
activities’ (World Wide Web Consortium - W3C). It includes screen readers,
magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note takers.
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IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence must not
impact on the standard expected by the workplace, as expressed by the relevant
Unit(s) of Competency. E.g. If the assessment was gathering evidence of the
candidates competency in writing, allowing the candidate to complete the assessment
verbally would not be a valid assessment method. The method of assessment used by
any reasonable adjustment must still meet the competency requirements.
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CHEATING AND PLAGIARISM
What is Cheating?
Cheating within the context of the study environment means to dishonestly
present an assessment task or assessment activity as genuinely representing
your own understanding of and/or ability in the subject concerned.
Some examples of cheating are:
 Submitting someone else’s work as your own. Whether you have that
persons consent or not.
 Submitting another author’s work as your own, without proper
acknowledgement of the author.
 To allow someone else to submit your own work as theirs.
 To use any part of someone else’s work without the proper
acknowledgement
There are other forms of cheating not contained in this list. These are merely
given as some examples. If you are unsure about whether any particular
behaviour would constitute plagiarism or cheating, check with your trainer
prior to submitting your assessment work.
What is Plagiarism?
Plagiarism is a form of cheating and includes presenting another person or
organisation’s ideas or expressions as your own. This includes, however is not
limited to: copying written works such as books or journals, data or images,
tables, diagrams, designs, plans, photographs, film, music, formulae, web sites
and computer programs.
How do I avoid Plagiarism or Cheating?
Students are advised to note the following advice to avoid claims of plagiarism
or cheating:
 Always reference other people’s work. You may quote from someone
else's work (for example from websites, textbooks, journals or other
published materials) but you must always indicate the author and source
of the material.
 Always reference your sources. You should name sources for any
graphs, tables or specific data, which you include in your assignment.
 You must not copy someone else's work and present it as your
own.
 You must not falsify assessment evidence.
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THE UNITS OF COMPETENCY
Each unit of competency can be unbundled to reveal two key assessment
components:
1. the performance criteria
o specifying the required level of performance
2. the evidence guide
o Describing the underpinning knowledge and skills that must be
demonstrated to determine competence. It provides essential
advice for assessment of the unit of competency in the form of:
 critical aspects of evidence
 the essential skills
 the essential knowledge
An outline of the units of competency is included below. Note that some skills
that are not able to be observed in the workplace during your Vocational
Placement will be assessed utilising Case Studies and/or projects.
CHCDIV001 Work with diverse people
This unit describes the skills and knowledge required to work respectfully with
people from diverse social and cultural groups and situations, including
Aboriginal and/or Torres Strait Islander people.
1. Reflect on own perspectives
2. Appreciate diversity and inclusiveness, and their benefits
3. Communicate with people from diverse backgrounds and situations
4. Promote understanding across diverse groups
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be evidence that the
candidate has:
 undertaken a structured process to reflect on own perspectives on
diversity
 recognised and respected the needs of people from diverse social and
cultural backgrounds in at least 3 different situations:
o selected and used appropriate verbal and non-verbal
communication
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o recognised situations where misunderstandings may arise from
diversity and formed appropriate responses
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively complete tasks outlined in elements and performance criteria of
this unit, manage tasks and manage contingencies in the context of the work
role. This includes knowledge of:
 concepts of cultural awareness, cultural safety and cultural competence
and how these impact different work roles
 concepts and definitions of diversity
 own culture and the community attitudes, language, policies and
structures of that culture and how they impact on different people and
groups
 features of diversity in Australia and how this impacts different areas of
work and life:
o political
o social
o economic
o cultural
 legal and ethical considerations (international, national, state/territory,
local) for working with diversity, how these impact individual workers,
and the consequences of breaches:
o discrimination:
 age
 disability
 racial
 sex
o human rights:
 Universal declaration of human rights
 relationship between human needs and human rights
 frameworks, approaches and instruments used in the
workplace
o rights and responsibilities of workers, employers and clients,
including appropriate action when rights are being infringed or
responsibilities not being carried out
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 key areas of diversity and their characteristics, including:
o culture, race, ethnicity
o disability
o religious or spiritual beliefs
o gender, including transgender
o intersex
o generational
o sexual orientation/sexual identity - lesbian, gay, bisexual,
heterosexual
 key aspects, and the diversity, of Australia’s Aboriginal and/or Torres
Strait Islander cultures, including:
o social, political and economic issues affecting Aboriginal and/or
Torres Strait Islander people
o own culture, western systems and structures and how these
impact on Aboriginal and/or Torres Strait Islander people and their
engagement with services
 potential needs of marginalised groups, including:
o protective factors
o physical, mental and emotional health issues/care needs
o consideration of impacts of discrimination, trauma, exclusion and
negative attitudes
 resources that support individuals and organisations to embrace and
respond to diversity
o language and cultural interpreters
o imagery
 influences and changing practices in Australia and their impact on the
diverse communities that make up Australian society
 impact of diversity practices and experiences on personal behaviour,
interpersonal relationships, perception and social expectations of others
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CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety
The unit describes the skills and knowledge required to identify Aboriginal
and/or Torres Strait Islander cultural safety issues in the workplace, model
cultural safety in own work practice, and develop strategies to enhance
cultural safety.
1. Identify cultural safety issues in the workplace
2. Model cultural safety in own work
3. Develop strategies for improved cultural safety
4. Evaluate cultural safety strategies
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be evidence that the
candidate has:
 promoted Aboriginal and/or Torres Strait Islander cultural safety in the
context of at least 1 workplace
 researched culture and history, the impact of European settlement, loss
of land and culture and the importance of law and kinship
 evaluated ways to improve communication with Aboriginal and/or Torres
Strait Islander peoples who may be clients or colleagues.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively complete tasks outlined in elements and performance criteria of
this unit, manage tasks and manage contingencies in the context of the
work role. This includes knowledge of:
 concept of Aboriginal and/or Torres Strait Islander cultural safety in
the community services and health context, and its relationship with:
o cultural awareness
o cultural competence
 legislative context for Aboriginal and/or Torres Strait Islander
cultural safety
 the diversity of Aboriginal and/or Torres Strait Islander cultures
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 historical, social, political and economic issues affecting Aboriginal
and/or Torres Strait Islander people and their engagement with
community services and health systems, including:
o impact of European settlement
o loss of land and culture
o racism and discrimination
o past and present power relations
 own culture, western systems and structures and how these impact
on Aboriginal and/or Torres Strait Islander people and their
engagement with services
 factors that contribute to Aboriginal and/or Torres Strait Islander ill
health and common diseases experienced by these groups of people:
o impact of trauma on individuals’ ability for:
 decision-making
 communicating
 understanding
 retaining information
 ways to involve Aboriginal and/or Torres Strait Islander people in the
planning and delivery of services and programs
CHCECE001 Develop cultural competence
This unit describes the skills and knowledge required to work towards cultural
competency and to support participation of all children and families in
children’s services. This support includes contributing to children’s
understanding and acceptance of all cultures.
1. Reflect on own cultural identity and biases
2. Identify and develop cultural competency
3. Research Aboriginal and/or Torres Strait Islander communities
4. Support individual cultural identities
5. Create environments to support children’s cross-cultural understanding
and relationships
6. Support the implementation of inclusive learning experiences
7. Support children in developing confidence and strength in personal and
cultural identity
Performance Evidence
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The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated
evidence that the candidate has completed the following tasks at least once:
 reflected on own cultural identity and biases
 investigated cultural diversity in at least one service and community
 supported children’s and families’ cross-cultural relationships through
the following activities:
o interacting in culturally appropriate ways with children,
families and communities
o consulting with appropriate persons to access local
knowledge of Aboriginal and/or Torres Strait Islander culture
o planning and implementing supportive environments for all
children
o supporting the implementation of experiences that encourage
children to respect all cultures and to celebrate cultural
differences
o embedding examples of diversity and inclusion in daily
practice
o using effective oral communication techniques to liaise between
differing cultural contexts and situations.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively do the task outlined in elements and performance criteria of this
unit, manage the task and manage contingencies in the context of the
identified work role.
This includes knowledge of:
 how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
 how to navigate through framework and standards documents to find
areas relevant to this unit of competency
 cultural competence and diversity as outlined in the approved learning
framework relevant to the workplace
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 impact of colonisation, historical events and issues on Aboriginal and/or
Torres Strait Islander people
 organisational policies and initiatives designed to support participation
 organisational standards, policies and procedures.
Assessment for these units will be assessed through completion of
Workbook Six (6) and Workbook Seven (7) in the section covering
Culture and Community.
CONTEXT FOR ASSESSMENT
To complete the assessment in this workbook, students need to have access to
their learning materials and the internet. The written questions and case
studies may be completed wholly at the student’s home, or chosen place of
study.
The projects may be completed with access to an Aboriginal and/or Torres
Strait Islander community.
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ASSESSMENT METHODS
Assessment for these units will be assessed through completion of
Workbook Six (6) and Workbook Seven (7) in the section covering
Workplace Effectiveness.
Workbook Six will focus on two assessment methods:
1. Written Questions – based on the required knowledge component as
described in the Instructions for Assessment
2. Projects – provide tasks designed to be completed in a practical setting,
to assist completion of relevant tasks addressing underpinning skills
and/or knowledge requirements.
Further Assessments:
Assessment Workbook Seven (7) Skills Workbook – participant must
attend a Vocational Placement.
RESOURCES REQUIRED FOR ASSESSMENT
To complete the assessments in this workbook, the candidates will need
access to:
 Computer with internet access and installed with MS Word, Adobe
Acrobat Reader
 At least one (1) Aboriginal and/or Torres Strait Islander community
representative to act as mentor
 Access to basic art materials, such as art paper, scissors, glue, and
string
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PRESENTATION
Things to Consider:
Only submit your workbook once all activities inside are complete.
Should you have any questions regarding your assessments, or not
understand what is required for you to complete your assessment, please
feel free to ask your trainer.
Keep your answers succinct and make sure you are answering the
question. Re-read the question after you have drafted up your response
just to be sure you have covered all that is needed.
Your final assessment result will either be competent or not yet
competent.
If submitting your assessments please ensure that
1. All assessment tasks within the workbook have been completed
2. You have proof read your assessment
Answering the Questions:
1. If you are using Microsoft Word you will need to click in the
grey area of the box to begin typing your answer.
Assessments may not be processed if the above guidelines are not
adhered to. To ensure your assessment is processed as quickly as
possible, please follow these instructions.
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ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 6
TITLE: Culture and Community
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you
agree to the terms of the declaration sign and date in
the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have been
made aware of my rights and responsibilities as an assessment
candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions
that I can make for each assessment and I am submitting all
documents required to complete this Assessment Workbook.
 I have organised and named the files I am submitting according
to the instructions provided and I am aware that my assessor
will not assess work that cannot be clearly identified and may
request the work be resubmitted according to the correct
process.
 This work is my own and contains no material written by
another person except where due reference is made. I am aware
that a false declaration may lead to the withdrawal of a
qualification or statement of attainment.
I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance or
observable skills. I give my consent to contact these parties for
verification purposes.
Name : Signature: Date:
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KNOWLEDGE ASSESSMENT
1. In your own words, describe the benefits of cultural diversity in the
different aspects of Australian work and life.
Ans- Cultural diversity is very important in an individual’s life,
cultural diversity, interaction with people from different cultures
exposes people to gather knowledge and learn new things, about their
culture. It gives opportunity to see things from the perspective of
people from other culture. Understand the culture of different people
helps in learning things that are unique to their culture. Cultural
interaction helps in getting to know the different point of views.
Guidance: Briefly discuss why having many individuals from different
cultures is good for our society. Include in your discussion the effect
of age, education, language, race, religion, etc. in these aspects.
Include a short discussion of your own cultural identity.
Your own cultural identity:
Torres Islander
Political:
Social:
Economic:
Cultural:
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2. Cultural Influences
a. From the choices below, identify five (5) cultural influences and
changing cultural practices that have shaped the Australia of
today.
b. From the five you have selected, choose two (2) and briefly explain
how you see their influence manifest in Australia today.
a) Select five (5) from these choices:
√ i. Presence of Western culture in Australia
ii. Many Australians have blue eyes
√ iii. The existence of a democratic system of government
√ iv. Dominance of the English language in Australia
v. Population growth
√ vi. The presence of marsupials in Australia
√ vii. Evidence of a significant Anglo-Celtic heritage
viii. The diverse input of Aboriginal and Torres Strait Islander
peoples
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b) How you see this influence is manifested in Australia today:
The democratic state Government has taken many initiatives
towards the development of the lives of the people in Australia. The
social status of the people was improved, infrastructure was
improved and people became more liberal in terms of expressing
their viewpoints.
Dominance of English language has made it possible for the country
to select a medium of communication within the country and
globally. English is a global language and hence the understanding
of English Language has helped the country to represent itself and
communicate at international platforms.
3. Legislation and Childhood Education and Care Services:
a. Identify the piece of legislation related to discrimination against
the features of diversity listed below.
b. Discuss the impact of each piece of legislation on work and social
practices in Early Childhood Education and Care services.
This may be in the form of rights or responsibilities of workers,
employers, or clients.
c. Cite the one (1) consequence of breaching each of these pieces of
legislation.
Relevant
legislation or
regulation
Implications of
this legislation on
work and social
practices
Consequences of
breach
i. Age Age
discrimination act
2004
No citizens
will be
discriminated on
the grounds of
age and all have
If a complaint
is registered and
the accused is
found guilty of age
discrimination
they will have to
pay the damages,
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equal rights. in New South
Wales and
Northern Territory
the damage is
$100,000 and
$40,000
respectively.
ii. Sex Sex
discrimination act
1984
No man or
women will be
discriminated at
work place in
anyway, salary
parity should be
there without
discrimination.
After the
complaint has
been lodged if
found guilty the
accuse will have
to pay fine, in
case of sexual
assault or sexual
harassment case a
legal action is
taken against the
accuse.
iii. Race Racial
discrimination act
1975.
There should
not be any
discrimination on
the basis of race
or colour and all
citizens should be
treated equally.
A fine is
imposed on the
accuse.
iv. Disabilit
y
Disability
discrimination act
1992
Promotion of
community
acceptance of
people with any
kind of disability.
The accuse is
made to pay fine
to recover the
damages.
4. Childcare policies, procedures, and practices:
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a) Identify two (2) nationally recognised governing systems followed
by childcare centres across Australia.
b) Provide two (2) examples of initiatives to support participation of
Aboriginal and/or Torres Strait Islander people within your
service.
Guidance: As answers may vary depending on the childcare centre
policies, procedures, or practices you are using as reference,
provide answers that are generally accepted across different
childcare centres.
a) Nationally Recognised Governing Systems
1. National quality
framework
2. Early Years Learning Framework
b) Examples of Initiatives to support Aboriginal and/or Torres
Strait Islander people within your service:
They appoint local leaders and volunteers from the
Torres strait Islander to assist the people of the community
to follow the childcare policies that fall within the national
quality framework.
Several educational programs are conducted for the aboriginal
community to involve and participate in achieving the
standard set by the Early years learning framework.
5. Review the Sparkling Stars Policies and Procedures. Click on this
logo while pressing the Ctrl key to access the website of Sparkling
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Stars Early Childcare Centre:
Username: learner Password: studyhard
Answer the questions that follow.
a. Bertana is new in your class. She is six years old and of Aboriginal
descent. English is not her first language, and she has trouble
participating in class because she has to remember the English
equivalent of words first before saying them aloud.
Identify one (1) strategy you can employ in Bertana’s case, according
to the Sparkling Stars Access and Equity Policy:
Bertana can be helped by using books of languages other than
English.
b. Suppose you are able to speak French with relative fluency. One of
your students, Sebastien, is French. He has displayed less than
desirable behaviours in your class in a number of instances. You wish
to speak to his parents who do not speak English very well. Should
you speak to Sebastien’s parents in French?
Check either ‘yes’ or ‘no’, then identify the strategy or guideline in the
Sparkling Stars Access and Equity Policy to justify your answer:
√ Yes No
Since the parents of the student do not know English they should
communicate to them in French. According to the access equity
policy of sparkling stars, staffs with language of other languages
apart from English should be hired.
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c. The parents of the students of Sparkling Stars visit the centre
frequently, either to pick up their children or speak to the staff
regarding their child’s progress and other concerns.
Does Sparkling Stars Childcare Centre have the responsibility to
provide a safe environment that caters to the parents’ safety needs?
Select one (1) option from below, then identify the guideline in the
Sparkling Stars Child Protection Policy to justify your answer:
√ Yes, the needs of parents must be taken into account.
No, the centre only caters to the needs of children.
d. Tino is consistently displaying unacceptable behaviour at the centre.
He pushes other children and takes their things against their will.
Refer to the Sparkling Stars policy on Guiding Children’s
Behaviour. Select three (3) procedures below that are acceptable
ways to deal with the child:
√ i. Speak to Tino about his behaviour, making sure he
understands the limits of what is acceptable.
ii. Tell the other children to speak to the Director about the
issue.
iii. Speak to Tino’s parents, so they may punish him at home.
√ iv. Speak to Tino’s parents to ensure that there is no conflict
between the expectations of his behaviour at Sparkling Stars
and at home.
√ v. Design a “Behaviour Management Program” for Tino with
his family.
e. In reference to the Sparkling Stars policy on Guiding Children’s
Behaviour, what is one strategy that can help a child from a different
culture understand what acceptable behaviour is in the centre? Select
one (1).
i. Comparing the child to other children
√ ii.Role modelling acceptable behaviour
iii. Lecturing the child and his parents
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iv. Isolating the child until his behaviour changes
6. Access the National Quality Framework (NQF), the National Quality
Standards (NQS), and the Early Years Learning Framework (EYLF),
and answer the following questions:
a) The NQF and NQS are relatively long documents. Select two (2) ways
you can easily navigate through these resources to find relevant
content easily.
i. Call a friend
ii. Look through the table of contents
√ iii. Use the ‘search’ function (for digital copies)
iv. Refer to other texts
v. Regulation 167
b) Cite one (1) website where you can access each of the following:
You may repeat your answers.
NQF http://www.acecqa.gov.au/national-quality-framework
NQS
http://www.acecqa.gov.au/national-quality-framework/the-
national-quality-standard
EYLF https://www.education.gov.au/early-years-learning-framework
c) Review Chapter 6: Cultural Competence of the Educators’ Guide to
the EYLF. Fill in the blanks:
i. Relationship building is fundamental to cultural competence and
is based on the foundations of understanding each other’s
expectations and attitude , and subsequently building
on the strength of each other’s knowledge, using a wide
range of community members and resources to build on their
understanding.
ii. Trust, Respect, Equity, Fairness, and
social justice are critical to the development of cultural
competence.
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iii. “ Culture can be defined as ‘what we create beyond our
biology. Not given to us, but made by us’”.
iv. As culturally competent educators, we need to think deeply
about how our work can support each child’s developing
identity and self worth.
d) Under the NQS, there are a number of sections relevant to embedding
cultural competence into the workplace. For each of the elements of
the NQS standards below, cite one (1) way that you can uphold this in
the classroom.
S1.1, Element
1.1.2
The current knowledge of the children, their abilities
and interests will be tested and they will be given
opportunity to share their ideas.
S1.1 Element 1.1.5
The children will be motivated to participate in the
programs by designing the programs in such a way that it develops
their interest, use of audio visuals.
S4, Element 4.2.3
Building a positive working relationships and also
creating an atmosphere of openness that is friendly for the
children
e) The Guide to the National Law and National Regulations describes
how a centre should consider the family and cultural values, age,
and physical and intellectual development and abilities of each
child. Which of the National Regulations does it state are relevant
to this? Select two (2).
√ Regulation 154
Regulation 155
√ Regulation 163
Regulation 167
Regulation 168
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f) The Guide to the National Law and National Regulations has a
reference to Child Enrolment Records. Which of the regulations
are relevant to keeping child enrolment records? Select three (3).
Regulation 24
Regulation 99
Regulation 101
Regulation 102
Regulation 125
Regulation 133
Regulation 157
√ Regulation 160
√ Regulation 161
√ Regulation 162
7. True or false. On the spaces provided, write T if the given statements
are true, and F if they are false.
× a) Children from Indigenous families who are being taken away “for
their own good” suffer negative effects in the long term.
√ b) Diversity is present only when people of different races and
ethnicities are involved.
√
c) Aboriginal and Torres Strait Islander families may resist
participation in Early Childhood Education and Care settings
because they want to protect both themselves and their children
from experiencing racism.
√ d) Low expectations of Aboriginal children in schools may come about
as the result of stereotyping and racism from early childhood
workers.
√ e) English is not the first language of many Aboriginal children, so
retaining information taught in the classroom may be difficult.
× f) Aboriginal and Torres Strait Islander people cannot be included in
the national census unless they have homes with land titles.
√
g) Some Aboriginal families may not want to use services that are
seen as catering to families from lower socio-economic groups
because they do not want their own family to be identified with this
group.
√
h) Many Aboriginal and Torres Strait Islander children and families
are reluctant to trust and deal with mainstream services,
particularly those services connected with child welfare agencies,
because of the connection to the history of the Stolen Generations.
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√
i) Aboriginal and Torres Strait Islander children and families are no
longer reluctant to trust and deal with mainstream services,
particularly those services connected with child welfare agencies,
because of the connection to the history of the Stolen Generations.
× j) Forcing children from Indigenous families to learn English is
justified because they are now able to express themselves freely at
school.
√ k) The definition of diversity includes people of different cultural
backgrounds, even if they are from the same race or ethnicity.
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PROJECTS
Project 1
Addressing the Cultural Needs of Aboriginal Families
In the last few months, the Sparkling
Stars Childcare Centre has identified
numerous young Aboriginal families
that have moved into the area, and
approached the centre to provide early
childhood education services.
Unfortunately, they have not returned
to accept the offer of a place.
An investigation by management has determined that these families do
not consider your centre to be culturally appropriate from an Aboriginal
and/or Torres Strait Islander perspective.
You have been given the task of investigating your local Aboriginal
and/or Torres Strait Islander community to identify strategies that will
better meet the cultural needs of these families and the broader
Aboriginal and/or Torres Strait Islander community.
To achieve a satisfactory result in this project, you will need to follow the
steps below. Read through Steps 1 to 8 of this project before
commencing.
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Step 1
Determine the culture of your local indigenous group/s to help improve the
service delivery at Sparkling Stars.
Guidance: If there are no local indigenous groups in your community, you may
describe the local indigenous groups from other areas through learning about them
on the internet. However, make sure that you will be able to contact two (2)
Aboriginal and/or Torres Strait Islander mentors to be able to complete Steps 3 and 8
of this Project.
Provide a brief description of the following key aspects of cultural safety:
 their culture and
customs:
 language groups:
 family structures:
 art:
 religion:
Describe the children in your local indigenous group/s:
(Describe the average age, their general interests, etc.)
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Step 2
Identify resources to assist you in promoting effective partnerships with
Aboriginal and/or Torres Strait Islanders in your community. This will include
indigenous people who can provide cultural advice as well as any websites,
publications, or other resources that can provide information on cultural
practices, issues, and culturally appropriate communication. Identify at least
two (2) from any of the following categories:
indigenous
people:
websites:
publications:
organisations:
others:
You may use these resources to answer the next steps in this project.
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Step 3
Organise a meeting with at least one (1) Aboriginal and/or Torres Strait
Islander mentor who can advise you on developing strategies for integrating the
local culture/s you have identified in Step 1 within the Sparkling Stars
workplace.
Ensure you read this document prior to organising your meeting:
Guide for Engaging respectfully with Aboriginal and Torres Strait Islander
People
You will need to do the following:
• Prepare for your meeting.
• Meet with your mentor/s.
• Follow cultural protocols when engaging with your mentor/s
• Ensure you have an understanding of their culture prior to your visit.
• At your meeting, you need to seek advice on how you can integrate
Aboriginal and/or Torres Strait Islander culture.
• Identify strategies to improve participation, self-determination, and self-
control by Aboriginal and Torres Strait Islander people and communities
in the centre.
• See Step 5, and gather answers to the questions during your
interview.
• Agree on three (3) outcomes you wish to achieve, against which cultural
safety strategies can be measured.
• These outcomes must be specific, and based on the strategies you
have developed. They must have quantifiable components. For
example:
• Children from the childcare centre are familiar with at least
two (2) Aboriginal stores.
• You may also discuss historical issues in relation to Aboriginal and/or
Torres Strait Islander people and your current state or territory. (See
Step 6.)
• Use verbal and non-verbal communication constructively to establish,
develop and maintain effective relationships, mutual trust and
confidence.
Download the form provided in the link below. On the second page of the form,
write down your proposed strategies to:
• Increase participation of Aboriginal and Torres Strait Islander people in
the Early Childhood service
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• Reflect culturally safe and appropriate practice (upholding the different
aspects of cultural safety, as identified in Step 1)
• Encourage self-determination and community control to ensure improved
service delivery
Interview Confirmation Form
Username: learner Password: studyhard
Guidance: Write only a short description of your proposed strategies in the
form, and discuss them in detail with your mentor. Include in your discussion
contingency plans for each strategy you proposed, for potential issues you
might encounter during the implementation of these strategies.
After filling up the information above, print the form and have your mentor fill it
out after your interview to document your successful completion of this task.
Take note that you are required to provide contact information of the Aboriginal
and/or Torres Strait Islander mentor you will be interviewing. Make sure to
inform your Aboriginal and/or Torres Strait Islander mentor that an assessor
might contact them to confirm completion of this task, and that you will have a
second interview. (Set a schedule with them for when you and they are next
available.)
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Step 4
Note: It is acceptable that the strategies you mention in this step are different from
your proposed strategies in Step 3, after taking into account your mentor’s input.
Include contingency plans for each strategy to deal with the potential issues you might
encounter during implementation.
4.1 Describe the strategies that you have developed in consultation with your
Aboriginal and/or Torres Strait Islander mentor to:
a) Increase participation of Aboriginal and Torres Strait Islander people in
the Early Childhood service:
Organizing programs to create their awareness among them.
Providing educational guidance.
b) Reflect culturally safe and appropriate practice:
c) Encourage self-determination and community control to ensure improved
service delivery:
communicating to them the various benefits of the training
and the education programs organized for them. Ensuring that they
do not become victim of racial discrimination so creating
awareness about their cultural significance to the people from
other communities.
4.2 List down three (3) outcomes you and your mentor(s) have agreed
upon, where cultural safety strategies can be measured against.
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Step 5
5.1Identify any issues that may arise during implementation of your
strategies:
Guidance: Analyse the curriculum/teaching plan and the activities you plan
to deliver in the classroom and how these would relate to the Indigenous
children.
• Carefully study the curriculum in different aspects, such as content,
cultural significance, delivery methods, classroom activities, etc.
• What issues might arise from these aspects and why?
Identify at least two (2) issues.
The full participation of the aboriginal might become a major
constraint because they do not trust people from outside their
community.
Finding an efficient volunteer might become a problem because
opinion leaders in these cases have important role to play, they
influence the decision of entire community.
5.2Identify who you would engage to get assistance on any issues that may
arise as you implement your strategies while working with Aboriginal and
Torres Strait Islanders:
(Indicate who specifically you would contact for assistance in each
category.)
5.2.1 interpreters:
5.2.2 health
workers :
5.2.3 colleagues:
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5.3Identify one (1) skill, one (1) attribute, and one (1) piece of knowledge that
you may need to develop to ensure cultural competency.
Skill to be able to mix with people of different
culture
Attitude Have a positive attitude towards
encouraging people
Piece of
Knowledge
knowledge of many languages
5.4Identify ways on how the rest of the community can improve
communication with Aboriginal and/or Torres Strait Islander peoples in
your area.
Cultural events will be organized to help the other communities
mix with Aboriginals.
Encouraging cultural diversity at schools and workplace
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Step 6
6.1 Research on any historical issues (social, political, or economic) in relation
to Aboriginal and/or Torres Strait Islander people and your current state or
territory, including at regional and state levels. Identify two (2) issues –
from famous cases, historical accounts, etc. – from your research:
Guidance: You may include this in your interview with your Aboriginal
and/or Torres Strait Islander mentor in Step 3.
6.2 Reflect on contemporary impacts of the historical issues you identified,
including those relating to Aboriginal and/or Torres Strait Islander people.
Identify two (2) instances, traditions, norms, etc. in your current state or
territory that are the effect of the issues you have identified.
Historical Issue Impact
Colonisation It has a negative impact
on the Torres islander and the
aboriginal people.
Introduction of
democratic Government
a positive impact on the
lives of the people, they
became more liberal in terms
or expressing their views.
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Step 7
7.1 Discuss any significant events in your life that affected the
cultural biases you currently have about different cultures,
particularly in the workplace, prior to starting this subject.
7.2 Define two (2) aspects of your environment which influence your
own cultural identity.
Guidance: Aspects of environment may include community size, size
of population of the same cultural or racial background, distance
from nature or natural environments, community structure, etc.
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7.3 Reflect on the potential impact that your own background may have
on your interactions and relationships with people from other
cultures, particularly the Aboriginals and Torres Strait Islanders.
7.4 Discuss how your personal views on diverse cultures have changed
since taking this subject.
After taking this subject I have understood the significance of
cultural diversity and I have learnt that it makes us able to
understand the perspective of people from different communities
and cultures.
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Step 8
Organise a second meeting with at least one (1) Aboriginal and/or Torres
Strait Islander mentor. If you only interviewed one mentor in Step 3,
interview a second mentor. If you interviewed both mentors in Step
three, meet with at least one of them for this Step.
This meeting must be held at least one (1) week following your previous
interview.
• Discuss the strategies you came up with in Step 4, after your initial
consultation.
• Have your mentor/s evaluate the strategies a second time.
• Revise the strategies accordingly.
• Print another copy of the Interview Confirmation Form and have
your mentor/s answer it again. The strategies you will indicate in the
form must be the revised strategies you indicated in Step 4 of this
project:
Interview Confirmation Form
Username: learner Password: studyhard
Identify two (2) strategies to improve your communication with your
indigenous mentors. Fill up the table below:
Mentor(s)’ comments on how
you communicated during
your initial interview
Ways to improve
communication for the
second interview
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Write down your revised strategies below, after your second interview:
a) Increase participation of Aboriginal and Torres Strait Islander people in
the Early Childhood service:
b) Reflect culturally safe and appropriate practice:
c) Encourage self-determination and community control to ensure improved
service delivery:
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Project 2
Protecting Cultural Safety
For this project, you are to design a short activity for young children that
includes a short story, visual aids, props, and classroom activities. Read
through Steps 1 to 4 before proceeding.
Note: The output of this project will be used in the unit Play and
Development in the Skills Workbook.
Step 1
Write a short story for your class. The story must follow these
guidelines:
a. The story is aimed for children aged 5 to 7 years old.
b. The story uses simple language and imagery.
c. There are at least two major (2) characters from different
cultures.
d. One (1) of the characters must be of Aboriginal or Torres Strait
Islander heritage.
e. The story must be 200 to 300 words long.
f. The story must have a positive message that supports inclusion
and multiculturalism.
Guidance: If you are having difficulty writing your own story, you may get
ideas from existing Aboriginal stories and rewrite it in your own words.
Some Aboriginal stories can be found here:
https://www.didjshop.com/stories/
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Write your short story here:
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Step 2
Make visual aids for your story. Create two (2) pictures that represent
two scenes or events from your story from Step 1. Both pictures must
follow these guidelines:
a. The pictures must be consistent in detail with the story from Step
1.
b. One of the pictures must include Aboriginal or Torres Strait
Islander imagery.
c. The pictures must be simple, without too much detail.
d. The pictures must not portray negative stereotypes of any culture.
e. The pictures may be drawn by hand and scanned or drawn
digitally.
f. Copyrighted materials may not be used or copied, but may serve as
inspiration for creating original artwork.
g. The pictures must be saved in formats that can easily be opened in
most computers, such as .jpg.
h. Save the pictures as:
“CHC30113 – Subject 6 – Project 2 – Step 2 – Picture 1”
“CHC30113 – Subject 6 – Project 2 – Step 2 – Picture 2”
Submit these pictures along with this answered workbook.
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Step 3
Prepare five (5) short questions about the story for a class discussion. All
the questions must follow these guidelines:
a. The questions must relate to or is about the story in Step 1.
b. The questions must encourage cultural diversity.
For example, if your story is about two friends baking a pie, ask
students what their favourite pies are, or if they have tasted pies
from other places.
Another example is to ask students the foreign word for key
words in your story: “What language do you speak with your
family? What is the word ‘friend’ in that language?”
c. At least one (1) of the questions must promote Aboriginal culture.
d. At least one (1) of the questions must promote appreciation for
linguistic diversity.
e. At least one (1) of the questions must present a hypothetical
problem that would encourage children to think of ways to solve.
f. At least one (1) of the questions must promote the cultural beliefs
of your target audience.
g. The questions must be simple enough for your target audience (5 to
6 years old), but challenging enough to make them think.
Write your questions here:
1.
2.
3.
4.
5.
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WORKBOOK CHECKLIST
When you have completed this assessment workbook, review the
candidate’s assessment against the checklist below:
The candidate has completed all the assessments in the
workbook:
Knowledge Assessment
Project1
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
Step 7
Project2
Step 1
Step 2
Step 3
IMPORTANT REMINDER
Candidates must achieve a satisfactory result to ALL assessment tasks
to be awarded COMPETENT for the units relevant to this cluster.
To award the candidate competent in the units relevant to this subject,
the candidate must successfully complete all the requirements listed
above according to the prescribed benchmarks.
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