Culture and Community - Assessment Workbook 6

This Assessment Workbook 6 for the Culture and Community subject covers the basic principles of assessing nationally recognised training, the dimensions of competency, reasonable adjustment, cheating and plagiarism, and the units of competency. It provides essential advice for assessment and includes written questions and a project scenario.

Certificate III in
Early Childhood Education
and Care
Subject 6
Culture and Community
Version 5.2 Produced 9 February 2018
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Compliant Learning Resources.

Version control & document history
Summary of modifications made Version
Version 1 final produced following assessment
validation
1.0
Version 2 final produced following assessment
validation
2.0
Version 3 final produced following assessment
validation
3.0
Version 4 final produced following assessment
validation 4.0
Converted workbook to Inspire cobranded
version. 5.0
Updated link for Guide for engaging
respectfully with Aboriginal and Torres Strait
Islander People – Project 1 Step 3
5.1
Updated Knowledge Question 6c 5.2
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1. TABLE OF CONTENTS
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1.TABLE OF CONTENTS...............................................................3
2.INSTRUCTIONS........................................................................4
3.WHAT IS COMPETENCY BASED ASSESSMENT?..............................5
4.THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING .................................................................................6
The Principles of Assessment...........................................................................6
5.THE DIMENSIONS OF COMPETENCY...........................................7
REASONABLE ADJUSTMENT..........................................................8
6.CHEATING AND PLAGIARISM...................................................10
What is Cheating?..........................................................................................10
What is Plagiarism?........................................................................................10
How do I avoid Plagiarism or Cheating?........................................................10
7.THE UNITS OF COMPETENCY..................................................12
8.CONTEXT FOR ASSESSMENT....................................................18
9.ASSESSMENT METHODS.........................................................19
10.RESOURCES REQUIRED FOR ASSESSMENT...............................19
11.PRESENTATION....................................................................20
12.ASSESSMENT WORKBOOK COVERSHEET.................................21
13.KNOWLEDGE ASSESSMENT...................................................22
14.PROJECTS...........................................................................33
Project 1.........................................................................................................33
Project 2.........................................................................................................47
WORKBOOK CHECKLIST............................................................52
15.FEEDBACK..........................................................................54
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2. 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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3. 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.
4. 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
1. Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
2. Assessment must include the combination of knowledge and skills
with their practical application.
3. 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
1. Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent manner.
2. Assessors must be trained in national competency standards for
assessors to ensure reliability.
 Assessment must be flexible
1. Assessment, where possible, must cover both the on and off-the-job
components of training within a course.
2. Assessment must provide for the recognition of knowledge, skills and
attitudes regardless of how they have been acquired.
3. 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
1. Assessment must be equitable to all groups of learners.
2. Assessment procedures and criteria must be made clear to all
learners before assessment.
3. Assessment must be mutually developed and agreed upon between
assessor and the assessed.
4. 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.
5. 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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6. 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.
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 You must not falsify assessment evidence.
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7. 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.
8. 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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9. 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.
10. 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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11. 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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12. ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 6
TITLE: Culture and
Community
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
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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/evide
nce of parties who
verify my
performance or
observable skills. I
give my consent to
contact these
parties for
verification
purposes.
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Name : Signature: Date:
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13. KNOWLEDGE ASSESSMENT
1. In your own words, describe the benefits of cultural diversity in the
different aspects of Australian work and life.
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:
I belong to Australian indigenous community. My family and
generations have been living in Australia from several years. However
I have closely observed members of Torress strait islander and the
cultural differences in their community as well as ours. The cultural
diversity is greatly beneficial in improving different aspects of
development and growth.
Political:
If political organisations and institutions will have members from only
one type of culture then they will not be able to understand the needs
and problems of other communities. As a result of this one community
may not develop and thus overall growth of the nation may affect. Thus
for uniform development of all citizens and communities political
leaders must have integration and understanding of different cultures.
Social:
The cultural values affect the health, beliefs and values of individual.
Thus it is necessary that social workers must also include people from
different culture so that their social needs, behaviours and health can
be improved. The inclusion of people from diverse cultures is also
necessary to improve the education and social development and to
avoid discriminatory practices in the society.
Economic:
Involving people from diverse cultures is also important for overall
economic development. Different cultures have wide income gap and
thus for providing employment opportunities and economical
development of backward or underdeveloped community. For
formulating more effective economic policies economic aspects of
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different communities must be understand.
Cultural:
Cultural diversity also enhances the diversity of nation and encourages
tourism. The various cultural beliefs encourages people to learn variety
of concepts and beliefs.
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 existence of democratic government in Australia has the major
role in manifestation of present day Australia. The democratic
government gives equal rights and opportunities to each and every
citizen irrespective of their culture. It plays a critical role in
eliminating the cultural and and social discrimination so that
diversified culture can integrate together and present day
Australia can grow.
The population growth is also one of the factor which has strong
influence on Australia growth. With increasing population it has
become mandatory that there must be social and economic
balance in various communities. As a result of this cultural
dimension and policies are also changing in Australia.
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.
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Relevant legislation
or regulation
Implications of
this legislation on
work and social
practices
Consequences of
breach
i. Age Age discrimination
act 2004
The act prohibit
any discrimination
on the basis of
age in education,
employment,
accommodation
and other social
care services.
On breaching the
law respondent
are ordered to pay
damages to
applicant in terms
of financial
penalties. They
may also be
ordered to re-
employ or employ
the applicant and
to perform an act
so that damage
caused to
applicant due to
discrimination can
be addressed.
ii. Sex Sex discrimination
act 1984
The legislation
aims at
establishing
equality among
various genders.
It also eliminate
sexual harassment
and
discrimination on
basis of
pregnancy,
marital status or
sex.
The offenders may
be given
sentencing or
financial penalties.
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iii.
Race
Racial discrimination
act 1975
It prohibit the
discrimination or
insulting behavior
with an individual
or community on
the basis of color,
race and ethnic
origin.
Breaching of this
law result in
disciplinary
actions, legal
proceedings or
financial penalties
against offender.
iv.
Disab
ility
Disability
discrimination act
1992
The legislation
ensure that
individuals are not
discriminated in
education, public
services,
accommodations,
clubs and other
services on the
basis of disability.
Breaches to the
law can have
serious health
implications for
the victim. Thus
offenders may be
given
punishments as
per the severity of
the code of
conduct.
4. Childcare policies, procedures, and practices:
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
National quality framework (NFQ)
The early year learning framework (EYLF)
b) Examples of Initiatives to support Aboriginal and/or Torres
Strait Islander people within your service:
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The aboriginal communities may face difficulties such as
language barriers. Thus there must be appropriate facilities
so that language barriers can be resolved. For this purpose
services must have staff members who are trained to
understand the needs of aboriginals or the Torres strait
islander people.
Specific services needs such as requirements of those people
who are in need of language assistance, wheelchair or other
health and safety needs must be given assistance and
services must be accessible.
5. Review the Sparkling Stars Policies and Procedures. Click on
this logo while pressing the Ctrl key to access the website of
Sparkling 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:
As per access and equity policy Bertana must be encouraged so that
she can utilise her first language. In addition to this a suitable
learning environment must also be developed so that she can
acquire proficiency in dominant language (English). Similarly
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teachers can be provided training of such common aboriginal
languages so that students can be supported with the help. There
must be interpreters or sign boards in the classrooms so that
Bertana can get help.
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
Access and equity policy helps to eliminate the barriers as result
of diversity so that people can easily engage with service
providers or government. Since Sebastien parent's are not well in
English, an interaction with them in English will create less
impact as they may get incomplete understanding. However on
the other hand if French will be used as medium of discussion
then it will encourage the communication in more positive way
and better outcomes will be obtained.
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.
The child protection policy of Sparkling stars childcare is
responsible for taking care the needs of children, staff members
as well as parents. It provides reassurance that health and safety
regulations are followed and implemented at workplace and all
associated individuals are protected and safeguarded.
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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
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
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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.qualityforum.org/About_NQF/
NQS https://www.acecqa.gov.au/nqf/national-quality-
standard
EYLF https://www.education.gov.au/early-years-learning-
framework-0
c) Review Chapter 6: Cultural Competence of the Educators’
Guide to the EYLF. Fill in the blanks:
a.i. Realationship building is fundamental to cultural
competence and is based on the foundations of understanding
each other’s expectations and attitudes, 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.
a.ii. The five principles and the practice of framework are
critical to the development of cultural competence.
a.iii. “Culture can be defined as ‘what we create beyond our
biology. Not given to us, but made by us’”.
a.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 element focuses that current knowledge,
abilities and ideas form the foundation of
program. To uphold this in classroom reflective
practices and planned approach must be used to
analyses the abilities and needs of every child.
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S1.1 Element 1.1.5
The element ensure that every child is supported
in the program. For achieving this classrooms
must have inclusion of various tools and teaching
programs so that children can be supported.
S4, Element 4.2.3
This section emphasis that interactions convey
equity, mutual respect and strengths or skills of
others. This can be upheld in the classroom by
ensuring that no discriminated practices are
followed in the class and all students are given
equal treatment.
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
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.
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T a) Children from Indigenous families who are being taken away “for
their own good” suffer negative effects in the long term.
T b) Diversity is present only when people of different races and
ethnicities are involved.
T
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.
T
d) Low expectations of Aboriginal children in schools may come
about as the result of stereotyping and racism from early
childhood workers.
T e) English is not the first language of many Aboriginal children, so
retaining information taught in the classroom may be difficult.
F 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.
F
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.
T
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.
F
j) Forcing children from Indigenous families to learn English is
justified because they are now able to express themselves freely at
school.
T 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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14. 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:
The culture and spiritual beliefs of
indigenous groups is based upon dream
time. These communities gives respect
to the oral traditions and lands
 language groups: Among these communities there is
wide range of diversity is observed
within language differences. Within
individual cultures there exists tribal
division and language grouping.
 family structures: The family structure of indigenous
communities is more organized and
less flexible. It is often regulated and
controlled by strict social norms and
gender or religion based. Thus the
family roles are mainly defined on the
basis of gender stereotypes.
 art: The artwork of these communities is
based upon use of both traditional and
modern materials. The art is promoted
from several years using landscape and
modern water color techniques.
 religion: The religious practices of these
communities vary significantly from
community to other. Thus modern
western practices may seem
unacceptable to aboriginals. For
promoting cultural safety it is required
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that religious practices of each
community must be respected and
safeguarded and individuals must not
be discriminated on this basis.
Describe the children in your local indigenous group/s:
The general interest of indigenous aboriginal group children vary from
one to other. Some children feel good at school and like receiving
education. However in schools they may face challenges. For instance
due to lack of necessary financial resources some children are able to
go community support schools but in schools they are usually ill or
hungry affecting their educational performance. Further the diverse
teaching methods and learning environment can also make them fearful
and nervous. On the other hand some children are have interest in
playing and spending time with their family because they did not like
the environment of care centers. Their parents also believes that such
service providers are not compatible with their cultural values and thus
children must not participate in them.
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:
The indigenous people can interact with
aboriginals so that they can be made belief
that services or policies of organization are
for their welfare and effective enough to
promote cultural communication.
websites:
publications:
organisations: The education and health care services can
participate in the promotional programs for
providing cultural advises.
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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:
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 Increase participation of Aboriginal and Torres Strait Islander people in
the Early Childhood service
 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:
The aboriginal and Torress strait people must be informed and
convinced that early childhood services are not harmful for their
culture. Instead they will help to grow and develop. The
community members must also be demonstrated that how
childhood services have facilities and services for inclusion
education so that children from all communities get effective
learning environment without any cultural bias.
b) Reflect culturally safe and appropriate practice:
For the culturally safe practices all individuals must be treated
with dignity and respect. Aboriginals and indigenous people may
face challenges in understanding or language barriers. Such
barriers can be overcome by providing suitable training to staff
members and by using all necessary resources to ensure the
equal participation of every individual in care or service setting.
Safe cultural practice will ensure that families and children have
an environment which is emotionally, socially and spiritually safe.
c) Encourage self-determination and community control to ensure
improved service delivery:
The aboriginals must be informed about anti-discriminatory laws
and how these laws can help them to seek equal treatment, rights
and facilities. They must also be trained that how they can
demand for justice if their cultural values are harmed or not
protected.
4.2 List down three (3) outcomes you and your mentor(s) have
agreed upon, where cultural safety strategies can be
measured against.
 Engagement of aboriginals in decision making and
community engagement.
 Respectful relationship for meaningful participation of
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indigenous people with aboriginal or Torres strait islander
community.
 Accessibility or availability of multicultural resources and
information to all members irrespective of language and
cultural barriers.
Step 5
5.1 Identify 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 first issue which may arrive during the implementation
of strategies is that it may be difficult for the teaching
service provider to build a learning environment which can
meet such diverse needs of different communities. For
instance the teaching curriculum may not be able to meet
the diversified needs of all communities. For instance it is
also possible that if teachers uses special tools or
traditional methods for teaching then indigenous people
make fun of it. It can make situation more awkward for the
aboriginal community.
 Inclusion practices for all children may require special
training for all the teachers. Further it may also be difficult
for the teachers to deliver the content in a way such that it
meets the cultural competencies. If teachers will not be
able to provide clear information and proper explanation of
the things then it can create misunderstandings.
5.2 Identify 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.)
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5.2.1 interpreters:
The government departments and
educational and health care service
providers who requires to interact with the
Torres islanders and aboriginal people.
5.2.2 health
workers : Local health care service providers, clinics
5.2.3 colleagues: Teachers, lead educator, supervisor and
center manager
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5.3 Identify one (1) skill, one (1) attribute, and one (1) piece of
knowledge that you may need to develop to ensure cultural competency.
Skill Cross cultural skill
Attitude Positive and acceptance attitude towards
diverse cultural beliefs and practices.
Piece of
Knowledge
Knowledge of different cultures and their
practices
5.4 Identify ways on how the rest of the community can improve
communication with Aboriginal and/or Torres Strait Islander peoples in
your area.
 The rest of the community can adopt various practices for
improving and enhancing the communication with aboriginals.
The community members can use sign language, learning of some
words and practices so that communication channels and strong
relationships can be build.
 It must be assured that safe work practices are implemented
within organisation so that aboriginal communities does not feel
isolated from the indigenous people.
 More gatherings between indigenous and aboriginals must be
conducted so that cross cultural learnings can be improved and
enhanced.
 The schools or child care centres must develop themselves in
more organised manner. In the celebrations and events cultural
traditions of all communities must be included so that every child
feels welcome and integral part of the care centre.
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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.
 Many Torres strait islander and aboriginal children were forcibly
separated from their families. They were raised in foster families
or communities of European background. The children were
prevented from having any kind of communication or contact with
their aboriginal relatives. They were also forced to adopt European
culture and dresses threatening their cultural values, life style,
traditions and religion as well. Earlier these indigenous Australian communities were dependent
on hunter gatherer living style. However they were forced to leave
their land as their lands were seized and captured by other
communities and government. It resulted in huge violence and
social gaps along with poverty.
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
Stolen generations:
Separation of the children
from their families and their
development in foster
institutions.
The issue created huge
psychological impact on the
generations of these
indigenous communities. The
issue made them believe that
such care and education
center are harmful for their
culture and thus still
aboriginal communities does
not have faith on these care
centers. As a result of this
illiteracy and poor health care
outcomes are more vulnerable
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in this community.
Restriction on hunter
gatherer living style lived by
aboriginal and Torres strait
islander.
The event created a significant
issue of unemployment in the
community. The aboriginals
also believes that existing
work cultures will always
remain bias towards them and
thus it remains a challenge for
them to accept the
occupational culture and
safety.
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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.
I used to think that aboriginals lack the knowledge and high
efficiency and thus they are not in the mainstream of society. In
classroom when teachers used to adopt multiple methods of
teaching then I used to think that it is useless. There are very few
aboriginals and thus there is no need of making such additional
efforts for them. However in primary school at once I was
struggling very hard to get pass in one of the subject. At that time
I was very depressed and was not hoping anything good. In that
situation my teacher suggested me to seek help from a student
who was good at that subject. That student was from aboriginal
community so I thought that since he does not belong to my
community he would not be able to help me. I was about to discuss
this with teacher but when I interacted with him I realised that he
was too good at the subject. After his help I was able to score very
good in the exam. The event helped me to gain valuable message
that indigenous communities are also like use but they just need
equal opportunities and respect. We must not make any kind of
stereotypes or beliefs without involving them in the main stream.
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.
My cultural identity is influenced by following two significant
factors.
Community size: My community size is larger and is in majority
thus I feel highly secure in terms of beliefs and practices as
compare to aboriginals.
Natural environment: I does not have any kind of fear related to
cultural threat as experienced by the aboriginals. Thus the natural
environment in which I lives seems to be more secure to me and it
makes me more interactive and comfortable.
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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.
As compare to me my cultural background, cultural aspects of
aboriginals is very different. I find some of the differences hard to
accept, however after learning about the historical issues I have
become more flexible and competent in accepting the diversity. It
had made me more flexible in encouraging interactions with
people from different cultures.
7.4 Discuss how your personal views on diverse cultures have
changed since taking this subject.
After taking this subject I have been able to accept cultural
diversity in more convenient way. I have become more flexible and
open minded at my work place. By implementing the learnings of
this subject I will be able to provide more support to the other
community members.
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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:
Curriculum must be revised and improved so that it includes
various elements from different cultures. It will encourage the
indigenous community to increase their participation.
b) Reflect culturally safe and appropriate practice:
work place and health care practices must protect the traditions
and beliefs of aboriginal people. While providing services to them
their historical background, existing development needs, cultural
aspects and environmental and legislative aspects must be taken
into consideration.
c) Encourage self-determination and community control to ensure
improved service delivery:
Strong service delivery must be assured so that all necessary
development resources are accessible to community members
and they can contribute in the development of their own
economic, social and political development.
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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:
Jack was 10 years old, living with his mother and father and a lovely
small sister. He belongs to aboriginal community who was very
different from the rest of the students of his class. Jack did not liked his
school because in school he was not able to understand the language of
other classmates properly. Thus all other students used to make his fun.
It made him very upset and less attentive in class room. In the lunch
break also Jack used to sit alone because no other students will play
with him. All students used to mock him because he spoke different
language and he looked different from the other students.
In the same routine one day something changed. A beautiful angle
arrived in his school. She looked different from Jack and thus was from
community of other students. The angel came in the classroom instead
of teaching in class she brought different toys and pictures with her in
class. Through picture Jack was able to understand everything.
Gradually with the help of angel Jack was able to perform well in the
class and now every one desired to became friend with him. All
students started liking different look and language of Jack. And thus the
help and love of angel supported in providing friends and happiness to
Jack again.
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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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Assessment Workbook 6Version No.5.2 Produced 9 February 2018
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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.i.a. The questions must relate to or is about the
story in Step 1.
a.i.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?”
a.i.c. At least one (1) of the questions must promote
Aboriginal culture.
a.i.d. At least one (1) of the questions must promote
appreciation for linguistic diversity.
a.i.e. At least one (1) of the questions must present a
hypothetical problem that would encourage
children to think of ways to solve.
a.i.f. At least one (1) of the questions must promote
the cultural beliefs of your target audience.
a.i.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. Do you share your classroom experience with your family?
2. How your teachers teaches you in the class?
3. Do you find any difficulty in understanding language of your
teacher or your classmates?
4. What will you do if are not able to understand lessons in the
class?
5. What you will do if any of your class members is feeling alone or
not able to perform well in the class room?
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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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