Knowledge Questions for CHCDIV001_CHCDIV002_CHCECE001

This assessment covers knowledge questions related to cultural diversity and community. It includes strategies to show respect for cultural diversity, reasons to consider cultural considerations, personal attitudes towards cultural diversity, cultural influences in Australia, legislation related to diversity and discrimination, and childcare policies and practices.

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Unit name: CHCDIV001_CHCDIV002_CHCECE001
Unit Code: Culture and Community
Assignment name: Knoweledge Question
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ASSESSMENT INFORMATION
 You must achieve a satisfactory outcome for each of the required criteria of this assessment to be deemed satisfactory for
this assessment. You must achieve a satisfactory result for the assessments for this unit of competency to achieve a
competent result for the unit. If one or more of the assessment results are not satisfactory, you will be Not Yet Competent for
this unit.
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with:
o the assessment result; or
o the way an assessment was carried out by your trainer; or
o the conditions or structure of the assessment
The student handbook has the steps for reassessment if you receive a Not Yet Competent mark and do not want to appeal.
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Where students have highlighted Language, Literacy and Numeracy issues reasonable adjustment to the assessment can be
made. Should you receive a ‘Not Yet Competent’ or ‘Resubmit’ result for the assessment you will be given the opportunity to re-
submit your assessment work with any amendments requested by your trainer.
The adjustment may include actions such as:
• Student demonstrating knowledge through verbal discussion to identify correct answers

• Student demonstrating knowledge through applied skills
• Allowing additional time relating to disability
• Through consultation amending assessment timeframes
• Assistance in the form of the training location to allow easier access
• Accessing relevant equipment or aids to assist the student
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If a student requests or is identified as requiring reasonable adjustment to the training and assessment process a detailed
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regarding the adjustments must be maintained in the students file.
The RTO Manager must review and authorise any request for ‘reasonable adjustment’ to ensure that any adjustments and
resulting outcomes are not affecting the integrity of the training and assessment process.
Location of and completion timeframes for assessment
The location of the assessment will depend upon the nature of the assessment. Direct observation of student’s skills will be
assessed in the practical commercial kitchens at Academia, the timeframes for these assessments will be related to the scheduled
times of the practical classes. Other assessments such as role plays, in class activities, presentations and written tests will be
conducting in the classroom. The timeframes and due dates for these assessments, as well as any reports, projects, or research
assignments, are documented in the stage outlines. Stage outlines are handed out at the beginning of each term.
1. KNOWLEDGE ASSESSMENT
1. Select three (3) strategies from the options below
that you can use to ensure you show respect for
cultural diversity in all communication and
interactions with clients, colleagues, and co-
workers.
i. Imitate their style of clothing.

ii. Avoid difficult and uncommon words and idiomatic expressions.
iii. Imitate their accent to make them feel like others speak the same way.
iv. Pronounce all words clearly. Avoid slurring your words.
v. Speak slowly, not loudly.
vi. Speak slowly and loudly.
vii. Point out what is different about them.
viii. Always affirm everything they say or do.

2. From the options below, select
four (4) reasons why it is
important to consider cultural
considerations when resolving
differences sensitively.
i. Culture dictates one’s attitude towards others.
ii. Culture influences individual attitudes.
iii. Culture can influence language concepts.
iv. Culture is an excuse to forgive bad behaviour.
v. Culture influences communication styles.
vi. Culture imposes one’s beliefs on others.
vii. Culture influences ideas about respect.
viii. Culture dictates who should be followed when making
decisions.

3. For this task you need to reflect on your own attitudes,
beliefs, and perceptions of cultural diversity. You are to
provide a report using the template provided.
Describe your own cultural background. Identify any
preconceptions you have of other cultures based on your
own upbringing and experiences.
I belong to Italian cultural background, and live
in Italy, that become a country state belatedly in
1861. In the context of other cultures based my
own experience and upbringing, I have clear
preconceptions. As I believe that Indian, Asian
and other cultures are equally respectful. Each
culture is full of traditions and norms that drive
the attention of individual person toward
conducting strategic practices accordingly.
How do your own cultural values affect your personal
behaviour, relationships, and social expectations of
others?
My cultural values affect my personal, relationship,
behaviour and social expectations of others in
positive manner. As according to my cultural value,
individuals prefer to be friendly and generous with
others. I like to take initiative to collaborate and

coordinate with others who belong to different
culture, because of gaining more knowledge in
regard to their differ cultural background.
Individual who belong to Italian culture background
are hospitable, good-humoured, friendly, gentle,
and family oriented that put positive impact on
others.
Describe a social practice that you do that is a direct
result of your cultural upbringing. Has this changed from
the practices of your parents when they were young?
Why/why not?
In Italy people prefer to remove their hats indoor,
instead of out door. I also prefer to conduct this
social practice that is a direct outcome of my
cultural upbringing. This social practice is not
changed from my parents when they were young,
as it is still the same because the action of
removing hat indoor is a long term sign of respect.
How has your own background affected your
communication style in a workplace environment?
My Italian culture background impact my
communication style in a workplace situation, in
positive manner. As the experience cultural
background and perception greatly influence the
way I behave and talk with others who are working
in the same workplace.

If you were in a cultural minority in your workplace, do
you think this would be difficult for you? Why/why not?
If I were in a cultural minority in my workplace, I
think this would be challenging for me to perform
my work effectively as there were I face different
types of challenges such as workplace
discrimination, lack of opportunities and less
recognition from superiors.
Have you had experience, either personally or for someone
else, of needing assistance with communication?
How helpful was this help?
Yes, I had experience, for someone else of needing
assistance with communication at personal level,
that was helpful. I had translated the complex word
to my friend when they talk with other person and
face challenge to understand what they said.
Describe a time when you have witnessed discrimination.
How did this make you feel?
When I am working in the workplace, management
conduct some discriminate practice with a
colleague in form of not recognising their efforts. At
this moment I feel terrible, because it impacts the
way people work and commit to achieve target
aim.

Do you consider yourself to be socially and culturally
aware in the workplace or learning environment? Provide
an example.
I consider myself to be culturally and social aware
in the workplace or a learning environment. For
example, I have all the knowledge that affect the
way a person behave according to the culture in
society or community.
What difficulties do you think you might have when
working with people and family members from different
backgrounds? How will you address this?
I think I might have numbers of difficulties while
working with people & family members from varied
background. These challenges are poor
communication, coordination, and lack of
collaboration. I will attempt to address each
challenge or difficulty in form of using effective
strategies that I would like to implement further
into piratical manner.
What strategies will you use to help you communicate
effectively with all people in a service, including those
with a language barrier?
I will utilise the best strategy to communicate
effectively with all the individual in a service
including with a language barrier, and that is
technology usage. As I would prefer to use
technology in form of language translator that

easily translate the different language into a
specific one that others can understand
appropriately.
4. 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
b. How you see this influence is manifested in Australia today:
Cultural influence and changing cultural practice is manifested in Australia in term of
considering essential aspects that add value in life of Australian people.

5. Identify which of these aspects of human
interaction are affected by cultural practices and
experiences.
a. Personal behaviour
b. Interpersonal relationships
c. Perception of others
d. Social expectations of others
Match these to the given examples of diversity
practices and experiences below:
D
i. Some cultures expect children to move out of their parents’ home when they turn
eighteen years old; while in some cultures, children stay with their parents even
until after they have families of their own.
A ii. A culture provides a set of boundaries relating to personal behaviour that
determine what experiences are acceptable and what are not.
B
iii. In more liberated or modern cultures, it is considered “normal” to be close friends
with someone from the opposite sex; while in more conservative cultures, having
a close relationship with someone of the opposite sex who is not your wife or
husband is considered inappropriate.

C
iv. People from cultures where the women are typically covered in traditional
garments might perceive women who do not cover themselves the same way as
too provocative.

6. a) Complete the table below with information about legislation, diversity, and
discrimination.
Name of legislation Purpose of legislation
Legislation 1 -
Legislation that
relates to racial
discrimination
The Racial
Discrimination Act
1975 (RDA)
It promotes equality
before the law for all
people which is regardless
the race, colour, religion
or ethnic origin.
Legislation 2 -
Legislation that
relates to the
cultural safety of
Aboriginal and/or
Torres Strait
Islander people
The Aboriginal and
Torres Strait
Islander Heritage
Protection Act
The main purpose of this
act is to preserve and
protect form injury of
areas and objects in
Australia.
Legislation 3 -
Legislation that
relates to age
discrimination
The Age
Discrimination Act
2004 (ADA)
This is the act which helps
in prohibiting the
discrimination in the
employment on the basis
of age.
Legislation 4 - The Sex It is a federal law whose

Legislation that
relates to sex
discrimination
Discrimination Act
1984
purpose is to protect the
individual from sex,
pregnancy, marital status
etc.
Legislation 5 -
Legislation that
relates to disability
discrimination
The Disability
Discrimination Act
(DDA)
The purpose is to identify
the discrimination which
is done against the person
in the areas of public life.
b. What are potential consequences of breaches of any of the above legislation?
There are criminal or civil pecuniary penalties of up to $500,000 for
individuals who are not following the legislations. There is infringement
notice penalties of up to $133,200 for publicly listed companies, $13,320 for
corporations and up to $2,664 for individuals.
7. 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 the
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) National Law and Regulation
NQF
b) The two examples of initiatives to support the participation of
Aboriginal and/or Torres Strait Islander people within service are
mentioned as –
 Promoting the cultural events which are related to
Aboriginal and/or Torres Strait Islander.
 Participate in Aboriginal events which helps in
promoting their culture and deliver them appropriate
services.

8. Select three (3) statements that
describe the role of cultural and
language interpreters.
i. A language interpreter speaks on behalf and makes decisions for the party they
represent.
ii. A cultural interpreter bridges the gap between cultures to create a mutual
understanding of facts and what is being communicated between two parties.
iii. A language interpreter must translate all statements in verbatim, regardless of
literal or idiomatic expression, in order to avoid misunderstanding between two
parties.
iv. A language interpreter must understand much more than just a second language.
v. A cultural interpreter must understand the cultural, economic, and political
differences between two cultures in order to create seamless communication
between individuals from vastly different cultures.

9. 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: newusername Password: newpassword)
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 must 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:
Ans – 1) Ensure that the language is used within the verbal and written form and is
gender inclusive.
b. Suppose you can speak French with relative fluency. One of your
students, Sebastien, is French. He has displayed less than desirable
behaviours in your class in several 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
Strategy/guideline in the Sparkling Stars Access and Equity Policy:
The strategy of this policy is that it helps in supporting the language
which is being used and the ethnicity should be followed.
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 considered.
No, the centre only caters to the needs of children.
Guideline in the Sparkling Stars Access and Equity Policy: This is the guideline which helps in
representing the aspects of how the child protection is done and what measures are taken by the parents to
protect them.

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
10. Select two (2) scenarios where
cultural misunderstandings between two
parties might occur.

i. Rinka is a Russian student, studying in Melbourne for a semester due to her
parents’ work. Tanya is a Filipino student who has recently moved to Australia.
Rinka and Tanya attend some classes together. They do not have the same taste
in music.
ii. John, an African American student, is taller than Frederique, a French student.
Sometimes, Frederique asks John for help if he needs to reach something from a
high place.
iii. Amanda, a native of Texas, is outgoing and freely speaks her mind during office
meetings and gatherings. Michi, a native of Tokyo, is more conservative and
thinks one should be more reserved, especially in the office.
iv. During the enrolment of a new child from Southeast Asia, it is the father who
answers every one of the questions about the family and the child. The child’s
mother is quiet and simply nods in agreement. The interviewer finds this
behaviour unusual.
v. Hans removes his shoes whenever he visits the house of Jae, his Korean friend.
Jae does not need to remove his shoes at Hans’ house, so he keeps them on.

11. Among the choices below, select five
(5) approaches one can take to resolve
cultural misunderstandings in a
sensitive way, upholding the rights and
responsibilities of workers, employers,
and clients in a childcare centre.
i. Confront cultural discrimination in the workplace and show no tolerance
for it but do so in a non-violent manner.
ii. Do not assume all disagreements between people of different cultures
have a cultural component.
iii. Assert the fact that people should follow only the culture of the place
that they are in. Their native culture should be left with their native land.
iv. Create opportunities for the parties to validate the concerns of each
other. This includes the recognition and constructive expression of differences.
v. Always give in to the wishes of those who are new or visiting the
country, as they are not used to the culture of the land.
vi. Investigate the cultural norms of the people that are involved in the
dispute. It could be a matter of misunderstanding.

vii. Do not deal with anyone from a different cultural background, to avoid
potential conflicts.
viii. Respect the other person’s point of view.

12. Select five (5) statements below that
explain what cultural competence is.
i. Cultural competence implies getting high marks in History and Geography
classes.
ii. Cultural competence is the ability to effectively interact with people from cultures
different from our own.
iii. Cultural competence involves developing skills for communication and
interaction across cultures foreign to our own.
iv. Cultural competence is knowing important phrases in different languages in order
to travel to foreign countries.
v. Cultural competence includes developing positive attitudes towards different
cultures.
vi. Cultural competence is respecting different ways of knowing, seeing, and living.
vii. Cultural competence is successfully convincing others how important your
culture is.

viii. Cultural competence is gaining knowledge of different cultural practices and
worldviews.

13. For each of the historical issues, match the description of what
happened to demonstrate your understanding.
Event
A British colonisation and power imbalance
B Loss of land and culture
C Stolen generation
D Introduction of alcohol
E Introduction of disease
Event What happened
E
The major epidemic diseases during the early contact stage
were smallpox, syphilis, tuberculosis, influenza, and
measles. Each of these diseases were responsible for
excessive morbidity and mortality.
C
Children of mixed race were forcibly removed from their
families and placed in group homes to be trained in
domestic service or placed with white families and forced to
work.
Although Aboriginal peoples had produced their own form of

D
alcohol from plants prior to colonisation it was the
Europeans that encouraged heavy drinking of alcohol
amongst Aboriginal and Torres Strait islander Peoples.
Many Aboriginal labourers were paid in alcohol or tobacco.
In the early 1800s, a favourite spectator sport of white
people in Sydney was to ply Aboriginal men with alcohol and
encourage them to fight each other, often to the death.
A
Chief protectors were appointed and given wide powers to
control the lives of Aboriginal and Torres Strait Islander
People. These powers included: Managing and controlling
the reserves; The power to remove people from the
reserves; - The power to decide who could (or could not)
marry
B
Aboriginal and/or Torres Strait Islander people were
stripped of their land and self-determination. They were not
recognised as part of the population They were prevented
from speaking their language.
14. For each of the historical issues, match the
description of the impact of this on Aboriginal and
Torres Strait Islander communities today.
Event
A British colonisation and power imbalance
B Loss of land and culture

C Stolen generation
D Introduction of alcohol
E Introduction of disease
Even
t
Impact on Aboriginal and Torres Strait Islander
communities today
C
Continued pain, grief, and feelings of loss as families have lost
their history and family. Mental Illness, Drug and Alcohol
Abuse, Child Protection Issues. High infant mortality rates,
developmentally vulnerable children.
D
Inter-generational substance abuse has meant that life-
expectancy of Aboriginal and Torres Strait Islander peoples is
approximately 10-11 years less than that for other Australians.
E
The gap between the health status of Indigenous and Non-
Indigenous Australians has widened rather than narrowed over
the last one hundred years.
B
Hundreds of languages lost, history and culture lost. Grief and
loss
A
Breaking down of the Kinship system. Feelings of loss of control
and loss of country, history, family, distinct status, and culture.

15. Obtain information from the local council where you live
about Aboriginal people in your community. Find answers
to the questions below.
What is the traditional land of the local area?
The traditional land is in Queensland.
Who are the traditional owners and custodians of this land?
Aboriginal and Torres Strait Islander people.
What is the history of the Aboriginal/Torres Strait Islander
people of the local area?
They are most older people wo are continuing to
live in the world and particularly in Australia.
Since the beginning of colonisation,
Aboriginal/Torres Strait Islander people have
defended their lands and waters and asserted
their rights to their homelands.
If you wished to acknowledge the Aboriginal Country at the
beginning of a meeting, what are the words that you
should use?
Koori', 'Murri', 'Nyoongah.

What are the major issues that Aboriginal/ Torres Strait
Islander children and families face in this region? High levels of poverty, unemployment, violence,
substance abuse, lack of education.
What are the services for Aboriginal/Torres Strait Islander
people? Free telephone advice, free telephone advice and
advocacy services for all carers.
If you wanted to speak to someone about the local
Aboriginal community, who could you contact?
Local Aboriginal Land Council (LALC) or Local
Aboriginal Education Consultative Group (AECG).

16. Research two cultural
celebrations from the First People
of Australia, explain what the
celebration is about and its
relevance to the First People and
consider how it is similar or
different to your own culture.
Cultural Celebration 1 from Aboriginal
group
Cultural Celebration 2
from Torres Strait
Islander group
What is the celebration? The Coming of the Light Yabun Festival
What does the celebration
represent? It marks the adoption of Christianity through
island communities during the late nineteenth
century
The celebration features
a vibrant line-up of
Torres Strait Islander
performers and a range
of arts, community and
cultural activities.
How is it celebrated?
It is celebrated by the people adopting the
criteria of how effectively people are involved
and engaged.
It is celebrated by
analysing effectively how
the people are creating

value and are
collaborating for the
festival.
How could you share this
information with pre-school aged
children?
By applying posters and promoting by visiting
to schools.
By gatherings and social
media posts.
17. What is National Sorry day and what does it represent?
It is one of those Australian events that reminds the colonist-descended individual of the
country to remember the mistreatment of Torres Strait Islander people and Aboriginal.
This event has been held on 26 May in Australia. This day represents acknowledges and
raises awareness of continued and history effect of forced elimination of Aboriginal and
Torres Strait Islander individuals.

18. How can a centre involve the Aboriginal culture without being
tokenistic?
The best way to include Aboriginal culture without being tokenistic, is
to provide fair opportunities to children’s to engage or participate
open-ended celebration activity and their family as well.
19 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 www. acecqa.gov.au
NQS www. acecqa.gov.au
EYLF www.mychild.gov.au
c) Review Chapter 6: Cultural Competence of the Educators’
Guide to the EYLF. Fill in the blanks:
19.i. Relationship 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.
19.ii. The five principles and the practice of the framework are
critical to the development of cultural competence.

19.iii. “Culture can be defined as ‘what we create beyond our
biology. Not given to us, but made by us’”.
19.iv. As culturally competent educators, we need to think deeply
about how our work can support each child’s developing
identify and self-worth.
d) Under the NQS, there are several sections relevant to embedding cultural competence into the
workplace. For each of the element identified below specify the element descriptor and describe in detail
(in your own words), how would you implement and demonstrate those practices in the Early childhood
services.
Standard 1.1, Element 1.1.1 The current standard covers the concept of
approved learning, which aim is to assure that
an approved learning concept guides the
formation of curriculum at an education as
well as care service and support the same
decision-making related to that element as a
continuous cycle of analysing learning,
observation, reflection, etc. I would
implement and demonstrate each practice
that cover under the current standard in the
context of Early childhood service in form of
using appropriate learning concept for
purpose of considering the services
approaches to learn, develop and well-being

and the way in which these direct daily
practice and development of education
system. I would take initiative to engage
children’s in activities that consist with
example for results define in appropriate
learning concepts. An educator will conduct
practice to assure appropriate learning
framework in form of analysing their
effectiveness in case of curriculum
development. I would take approach to
identify children’s needs and expectations
that affect the way I develop curriculum. As it
is important that development of this element
will meet individual need and requirement
appropriately and in systematic manner..
Standard 1.1, Element 1.1.2 The title that cover in standard 1.1, element
1.1.2 is “The educational program enhance
each children’s learning and development.
The aim of this element is to assure that
tutors collect important information on
children’s strengths, abilities, competencies,

ideas, level of knowledge and interest, which
may drive their attention toward taking right
action in child care service. According to this
standard or norm, each children’s current
strength, understanding, abilities and other
aspects are the key foundation of national
quality standard that played vital role in early
childhoods services. I would implement and
effectively demonstrate each practice in Early
childhood service in form of conducting
collaborate practice with family and guardian
of children's who know them better than a
educator. It can be said that learning or
understanding about these useful and
essential aspect of each children and
determination of their strength as well as
effectiveness would help tutors to make
informed and appropriate decision about how
they in the future support each child learning.
I will conduct practice to identify everything
related to children's in form of developing

effective plan to engage with child as well in a
different experience where they are active
engaged and decision makers.
Standard 4.2, Element 4.2.1 According to current element, management,
tutors and staff members with mutual
respect, understanding and in collaboration.
They can take approach to learn varied things
from each other, and consider each others
skills as well as strengths. I would like to take
initiative to create positive working
environment and relationship within the Early
childhoods service that put positive impact on
children's growth. Along with above initiative
in the context of similar concept, I would
prefer to share information related to current
considered approaches and investigations on
care and education among management.

e) The Education and Care Services National Law and National
Regulations (2018) describes how a centre should consider the
family and cultural values, age, and physical and intellectual
development and abilities of each child.
 Access The Education and Care Services National Law and
National Regulations (2018) and briefly describe the importance
of regulation 155 and 168.
Regulation 155 of national regulations needs an approved provider of
children's services to take reasonable actions to assure that the current
service provides learning and care child in a manner. The term is
important because it specifies the elements such as maintain dignity,
rights and self-esteem. Along with current one, regulation 168 that
covers under the same legislation is important because it clarifies the
procedures and policies related to care and education services, that is
essential for educator to take into their consideration appropriately,
significantly and effectively.
f) The Education and Care Services National Law and National
Regulations (2018) has a reference to Child Enrolment Records.
 Access The Education and Care Services National Law and
National Regulations (2018) and briefly describe the importance
of regulation 160,161 and 162

Education and care service national regulation-Reg 160 define child
enrolment record that tutors are accountable to kept by approved
providers and family day care tutors. It is important regulation because
of varied reasons such as covers the concept of parenting order that
mean a parenting order within meaning of section 64B of family
legislation law Act 1975. Regulation 161 is also important as it refers to
offence to operate education and care service without nominated
expert. 162 is also essential as it directs approved provider of care
service and education approach to assure that varied concepts are
present at all the times such as management and control of an care
service.
20.Watch the following videos about trauma, loss, and grief for Aboriginal peoples,
and answer the questions related to them

Trauma, loss, and grief for Aboriginal Children - Parts 1 – 6.
Part 1 - https://www.youtube.com/watch?v=V7roTUe-
iPA&nohtml5=False (3 minutes)
Part 2 - https://www.youtube.com/watch?v=9T9pOhNXsBY (2 minutes)
Part 3 - https://www.youtube.com/watch?v=eXuYGTvSacU (5 minutes)
Part 4 - https://www.youtube.com/watch?v=SsnUyEkDNhg (5 minutes)
Part 5 - https://www.youtube.com/watch?v=UR3fx-I6Lf0 (4 minutes)
Part 6 - https://www.youtube.com/watch?v=RIVidHOIAbw (4 minutes)
True or False Questions – Please highlight your response.
Dr Maggie Walter says that we must refer to “Aboriginal peoples” not
“Aboriginal people” as “Aboriginal Peoples” acknowledges the fact that
there is diversity in Indigenous culture. There are many Countries and
peoples that make up the collective of Aboriginal Peoples throughout
mainland Australian and the Torres Strait Islands. 500 various tribes
and clans across Australia with significant differences in practices.
True False
It is not important to understand about the diversity in Aboriginal and
Torres Strait Islander culture when we are providing services for
Aboriginal and Torres Strait Islander Children?
True False
When loss and grief is not resolved, it has a life-long impact on health
and wellbeing and how adults feel about themselves. This often brings
with it feelings of shame and guilt and if these feelings are left
unresolved people have difficulty “getting on with life”. Grief and loss
impacts parents’ psychological function and can affect their parenting
negatively. The continued impact of these unresolved issues is reduced
life-expectancy and dying younger than the general population.

True False
Exposure to and the extent of grief and loss experienced by Aboriginal
children is no different to that experienced by non-Aboriginal children.
True False
Racist acts that young Aboriginal children might encounter on an
everyday basis could include: Bullying both verbal and physical, racist
taunts, being perceived in a negative way due to Aboriginality,
punished/marginalised by authority figures (teachers, police), not
having cultural practice understood or supported and stereotyping.
True False
Aboriginal and Torres strait Islander children are being failed by the
Australian Education System and Wider Social Systems. The systems
let these children down because they feel that the complex issues of
Aboriginal peoples are too difficult to address and see the issues as
Indigenous problems and not problems of the wider Australian
community, do not recognise the particular needs around cultural
practice.
True False
Long Term cultural trauma does not affect individual’s ability to do
such everyday things as make decisions, communicate, understand
issues, and retain information?
True False

21. Identify whether the following are human needs, human rights, or both. On
the spaces provided, write N if what is indicated is a human need, R if the
item is related to human rights, and the number 2 if it is both. Leave the
space blank if it is neither a need nor a right.
R i. a nationality
2 ii. clean water
N iii. use of mobile devices
R iv. recognition as a person before the law
2 v. education
2 vi. shelter
2 vii. ownership of a house
22. Answer the questions below about the Universal Declaration of Human Rights.

a) What is the purpose of the Universal Declaration of Human Rights (UDHR)?
b) Review the UDHR and state the two articles that specifically mention children,
and what they say.
c) Do human rights necessarily cover all human needs?
a) Universal declaration of human rights simplified the declaration
that human right are universal that individuals to be enjoyed, no
matter who they are or where a person live. The purpose of this
concept is to provide individuals freedom and rights to live where they
want to live and enjoy their lives according to need and specific level
of interest. Under the same term, their aim is to clearly outline
protection of individuals rights that help in growth and quality of life.
b)
Article 1
The current article state information related to children's rights that
they are accountable to consider and act accordingly. It also specify

how are child rights are protected in Australia within education and
care centers.
<https://humanrights.gov.au/our-work/childrens-rights/about-
childrens-rights>
Article 2
This article is also related to children's, as it specify the information to
the committee on right of child on nation's implementation of global
convention on right of children with reference to Australian
government 4th periodic study.
<https://humanrights.gov.au/our-work/legal/information-concerning-
australia-and-convention-rights-child>
c) It can be said that human rights are covered virtually ever area of
human activity, but do not necessarily include all needs that individual
person expect to fulfill. In the recent time many communities only
have some human rights that prevent against certain forms of
discrimination or abuses. Some human needs are basis that do not
need to cover in rights concept and these are foods, water, shelter,
and others.

23. Match the following key areas of diversity with their descriptions. On the spaces provided, write
the number of the corresponding answer.
1 - Culture
2 - Race
3 - Ethnicity
4 - Disability
5 - Religious or spiritual belief
6 - Homosexual
7 - Gender
8 - Transgender
9 - Sexual orientation
10 - Sexual identity
11 - Intersex
12 - Generational
2 i. A division of the human’s race that possesses a specific characteristic
4 ii. A condition, whether physical and/or mental, that limits a person's
movements, senses, and/or activities
5 iii. Individual practice adhering to the idea of a higher being/s
1 iv. Attitudes, behaviours, and practices of a particular social group
11 v. Individuals with anatomies not considered typically male or female
12 vi. A group of people composed of individuals from varying age groups
3 vii. Belonging to a group that has a common national or cultural tradition

9 viii. A person’s sexual identity in relation to whom they are attracted
8 ix. One whose self-identity does not conform to conventional notions of
male or female genders
7 x. The state of being male or female, though not necessarily in the physical
sense
6 xi. A person who is sexually attracted to their own sex; may identify as gay
or lesbian
10 xii. How a person sees oneself as either male or female, and how they
present themselves to others

24. True or false. On the spaces
provided, write T if the given
statements are true, and F if they
are false.
T i. Children from Indigenous families who are being taken away “for their own
good” suffer negative effects in the long term.
F ii. Diversity is present only when people of different races and ethnicities are
involved.
T
iii. 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 iv. Low expectations of Aboriginal children in schools may come about as the result
of stereotyping and racism from early childhood workers.

T v. English is not the first language of many Aboriginal children, so retaining
information taught in the classroom may be difficult.
F vi. Aboriginal and Torres Strait Islander people cannot be included in the national
census unless they have homes with land titles.
T
vii. 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.
T
viii. 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.

F
ix. 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 x. Forcing children from Indigenous families to learn English is justified because
they are now able to express themselves freely at school.
T xi. The definition of diversity includes people of different cultural backgrounds, even
if they are of the same race or ethnicity.

25. Identify the ways early childhood
educators can uphold an Aboriginal or
Torres Strait Islander student’s cultural
safety. Select six (6).
i. Include Aboriginal and Torres Strait Islander books, stories, music, and dance in
the classroom.
ii. Encourage children to learn and, when appropriate, use their native language.
iii. Encourage the child to imitate the other non-Aboriginal or Torres Strait Islander
children, so they would fit in and not be bullied.
iv. Remind the child to wash their hands often because their home is most likely
dirty.
v. Build good relationships with the student’s family.
vi. Remind the child that they should accept the fact that their culture will never be
as rich as it used to be.

vii. Patronise the child so they will not feel the shame of being corrected.
viii. Encourage the children to wear the Aboriginal colours of black, red, and yellow
and to learn more about the Aboriginal culture during NAIDOC week.
ix. Play areas, equipment, toys, and activities are chosen specifically to reflect the
diversity of age and cultural background of the children.
x. Encourage other students to learn some words in the Aboriginal or Torres Strait
Islander language.
26. Select six (6) statements that are
true about cultural safety and human
rights.
i. The Racial Discrimination Act 1975 is
limited to prohibiting adults from
discriminating against other adults.

ii. The Racial Discrimination Act 1975
prohibits Aboriginal children from being
denied of education based on their race.
iii. The Anti-Discrimination Act 1998 prohibits
the discrimination of individuals based on
culture and belief (among others). In effect,
indigenous people need not deny or
otherwise downplay their cultural pride
outside their local areas.
iv. The Anti-Discrimination Act 1998 prohibits
the discrimination of individuals based on
culture and belief (among others). However,
one must still avoid displaying elements of
their own culture (like traditional garments),
as these will cause unease among others
from different backgrounds.
v. The Racial Discrimination Act 1975 and
The Anti-Discrimination Act 1998 can help
indigenous peoples uphold their own
cultures outside of their local communities.

vi. Discrimination based on sex does not apply
to childcare centres, as it is accepted that
women make better carers for children.
vii. There must be policies and procedures in
individual workplaces based on the local
state or territory legislation against the
discrimination of any person.
viii. Equity, inclusion, and diversity underpin the
National Quality Framework.
ix. The National Quality framework only deals
with the quality of the curricula delivered in
educational centres.

x. The United Nations Convention on the
Rights of the Child is one of the documents
that childcare centres must adhere to.
Student is satisfactory for this assessment task: Yes Not Yet
________________________________ ___ / ___ / _____
Trainer’s Signature Date