CHCDIV001 Work with diverse people- Assessment 1

Assessment 1 Written Questions - Underpinning Knowledge Assessment
Student Details
Student First Name ᅳᅣ
Student Last Name
Trainer Name
Select Qualification: (Tick)
☐ CHC30113 Certificate III in Early Childhood Education and Care
☐ CHC50113 Diploma of Early Childhood Education and Care
MARKING SHEET - UNDERPINNING KNOWLEDGE
CHCDIV001 Work with diverse people
Questions S NS Comment
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Assessment Sign-Off:
Result: (tick one)
Satisfactory Mark is 15/15
Satisfactory Not Satisfactory☐ ☐
Trainer Signature:
Date assessed:
Student Signature:
Date assessed:
Mark Transferred to Unit Summary Results: Yes / No
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CHCDIV001 Work with diverse people

Assessment 1 Written Questions - Underpinning Knowledge Assessment
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.
Application of the Unit
This unit applies to all workers.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation,
Australian/New Zealand standards and industry codes of practice
Notes to the assessor - UNDERPINNING KNOWLEDGE
1. The student has been issued the Learning Manual for this unit as a Pre-Course Reading Task.
2. Assessment 1 Written Questions - Underpinning Knowledge Assessment is given to the students in
class. You will need to schedule the due date and time.
3. This open book task will be completed in the student's own time.
4. Students must answer the questions and their completed answers to be submitted in class.
● Notes, textbooks and computers may be used.
● The Student must complete his / her own work without assistance from other persons:
● On the day of the class, the assessor will provide support to students to ensure all questions
are completed and take steps / make arrangements to ensure Students do not share their
work and / or answers. This will include the completion of a Justice Act Declaration or a
Statutory Declaration or similar that states you have completed the work without assistance.
5. The Student’s answers for this unit of competency are to be assessed according to the CHC
Community Services Training Package
6. The Student’s answers must align with AQF level 3 according to the Australian Qualification
Framework 2013.
7. Assessors should complete the marking guide as soon as possible after the work has been submitted
on the day of the class. Feedback on answers are given in class at the end of the first day of training.
8. The marking guide box provides the opportunity for assessors to detail and explain why aspects of the
Student's work may have been assessed as not yet satisfactory.
9. When assessing the Student's material, use 'S' for Satisfactory and 'NYS' for Not Yet Satisfactory in
the columns provided. Add comments as appropriate.
10. All aspects of this assessment must be assessed as satisfactory in order for the Student to achieve a
satisfactory result for this assessment. Assessors are encouraged to provide feedback and coaching if
required with a view to assisting the Student to achieve competency.
11. Complete the assessment sign off sheet with the Student.
12. Return the completed assessment, all supporting documents and material, and assessment sign off
sheet to the RTO as soon as possible after the completion of the assessment.
This document was modified by MiDel Education for AOT based on materials from Karen Kearns Textbooks,
Smallprint, Aspire Assessment Resources and other reference texts.
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CHCDIV001 Work with diverse people

Assessment 1 Written Questions - Underpinning Knowledge Assessment
CHCDIV001 Work with diverse people
Instructions to the Student:
1. Read all of the questions for this unit of competency.
2. There are 15 questions in this assessment
3. This open book task will be completed in the student's own time.
4. Read the required readings and research and access the resources required for this assessment
listed below
5. Answer all of the requirements of the questions. Keep in mind you are studying a Nationally
Recognised Diploma unit of competency.
6. You can use the Internet, books, magazines and other resources supplied by your trainer/assessor to
help you with your answers.. Be prepared to:
● View www.youtube.com
● Utilise search engines like www.google.com.au
● Research the resources and websites of organisations
o Karen Kearns, 2017, The Big Picture: 4th Edition. Cengage Learning Australia
Chapter 2 Working in Children’s education and care services
Chapter 5 Supporting Cultural Diversity
o Karen Kearns, 2017, The Business of Child Care: 4th Edition. Cengage Learning
Australia
Chapter 8 Managing Diversity
o National Quality Framework for Early Childhood Education and Care,
https://www.acecqa.gov.au/nqf/about
o Guide to the National Quality Standard https://www.acecqa.gov.au/nqf/about/guide
o Approved Learning Framework relevant to your Service
o United Nations Convention on the Rights of the Child
https://www.humanrights.gov.au/our-work/childrens-rights/convention-rights-child
o National Physical Activity Guidelines for Australians
http://www.health.gov.au/internet/main/publishing.nsf/content/health-pubhlth-strateg-phys-
act-guidelines
7. You must complete all your own work without assistance from other persons
8. All aspects of your underpinning knowledge assessment must be assessed as satisfactory in order to
achieve a satisfactory result for this assessment.
9. All questions and tasks must be correct to be assessed as satisfactory. If incorrect answers are
provided, your assessor will identify the gaps in your knowledge and understanding and make
arrangements for reassessment.
10. Complete the assessment sign off sheet with your assessor
Resources required for this assessment
● Learning resources
● The Internet
● It is expected that students have access to a regulated education and care service
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CHCDIV001 Work with diverse people

Assessment 1 Written Questions - Underpinning Knowledge Assessment
Question 1
Name and describe two regulations from the Education and Care Services National Regulations that deal with
the need to cater for different cultural requirements in an early education care setting.
The two regulations from the Education and Care Services National Regulations that deal with the
need to cater for different cultural requirements in an early education care setting are:
1. National Regulations: Regulations 102, 160-162
2. National Regulations: Regulations 155, 168
TRAINER USE ONLY:
S NYS Assessor to indicate how this professional judgement was made:
Question 2
Provide three examples of the role food plays in cultural, social and religious practices and celebrations.
1. Individuals connect to their ethnic group and culture by similar food patterns and often utilise food as
means of retaining cultural identity. Different types of foods are eaten by people with different cultural
background. The method of preparation, ingredients, preservation techniques as well as the type of
food eaten at distinct meals vary as per the cultures. The food likes and dislikes are influenced by
the areas in which individuals live and where their ancestors originated. These preferences of food
outcomes in patterns of food choices within regional or cultural group.
2. The food items themselves have attached a meaning to them. The followers of Jainism, Hinduism
and Buddhism are vegetarian, in part, due to doctrine of nonviolence or non-injury. Abstinence from
eating meat in the religions stems from the need to avoid harming other creatures. The dietary
practices vary broadly even among those individuals who practice similar faith. This variation may be
because of denominations or branches of religious groups, religious adherence or families or
individuals own degree of orthodoxy and national variations.
3. Culture play a significant role in food related etiquette, addiction to affecting food choices. Individuals
in Western societies refer the etiquette associated with food as table manners. Some people eat with
spoons and forks, more people utilise chopsticks or fingers. However, the choice of utensil is
complicated in comparison to choosing fingers, flatware or chopstick. In some Nations, licking the
fingers is considered impolite whereas, some consider it as polite.
TRAINER USE ONLY:
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CHCDIV001 Work with diverse people