Assessment Workbook 6 for Certificate III in Early Childhood Education and Care

This assessment workbook covers the underpinning knowledge of the Learner Guide 6 Culture and Community content and concepts for Certificate III in Early Childhood Education and Care. It includes written questions and a project covering a simulated scenario.

Certificate III in
Early Childhood
Education and Care
Subject 6
Culture and Community
Version 5.2 Produced 9 February 2018
Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication
may be reproduced or distributed in any form or by any means, or stored in a database or retrieval
system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the
prior written permission of
Compliant Learning Resources.
Assessment Workbook 6

Version control & document history
Date Summary of modifications made Version
27 November
2013
Version 1 final produced following assessment
validation
1.0
19 November
2014
Version 2 final produced following assessment
validation
2.0
2 February 2015 Version 3 final produced following assessment
validation
3.0
5 July 2016 Version 4 final produced following assessment
validation 4.0
2 September
2016
Converted workbook to Inspire cobranded
version. 5.0
10 March 2017
Updated link for Guide for engaging
respectfully with Aboriginal and Torres Strait
Islander People – Project 1 Step 3
5.1
9 February 2018 Updated Knowledge Question 6c 5.2
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TABLE OF CONTENTS
This is an interactive table of contents. If you are viewing this document in Acrobat,
clicking on a heading will transfer you to that page. If you have this document open in
Word, you will need to hold down the Control key while clicking for this to work.
INSTRUCTIONS........................................................................................... 4
WHAT IS COMPETENCY BASED ASSESSMENT?.................................................5
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING....6
THE DIMENSIONS OF COMPETENCY..............................................................7
REASONABLE ADJUSTMENT...........................................................................8
CHEATING AND PLAGIARISM......................................................................10
THE UNITS OF COMPETENCY......................................................................11
CONTEXT FOR ASSESSMENT.......................................................................17
ASSESSMENT METHODS............................................................................18
RESOURCES REQUIRED FOR ASSESSMENT.....................................................18
PRESENTATION.........................................................................................19
ASSESSMENT WORKBOOK COVERSHEET......................................................20
KNOWLEDGE ASSESSMENT.........................................................................21
PROJECTS................................................................................................ 30
Project 1.........................................................................................................30
Project 2.........................................................................................................43
WORKBOOK CHECKLIST............................................................................47
FEEDBACK............................................................................................... 48
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INSTRUCTIONS
The questions in this workbook are divided into two categories.
The written questions cover underpinning knowledge of the Learner Guide 6
Culture and Community content and concepts. These questions are all in a
short answer format. You must answer all questions using your own
words. However you may reference your learner guide, and other online or
hard copy resources to complete this assessment.
If you are currently working as part of an Early Childhood Education/Child
Care team, you may answer these questions based on your own workplace.
Otherwise consider what you should do if you were working as part of an Early
Childhood Education/Child Care team.
The project includes a simulated scenario which covers required areas not
likely to be encountered in Vocational Placement.
You need to read and respond to this scenario by presenting a report that
covers a series of specified points.
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WHAT IS COMPETENCY BASED ASSESSMENT?
The features of a competency based assessment system are:
 It is focused on what learners can do and whether it meets the criteria
specified by industry as competency standards.
 Assessment should mirror the environment the learner will encounter in
the workplace.
 Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
 Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
 In competency assessment a learner receives one of only two outcomes –
competent or not yet competent.
 The basis of assessment is in applying knowledge for some purpose. In a
competency system, knowledge for the sake of knowledge is seen to be
ineffectual unless it assists a person to perform a task to the level
required in the workplace.
 The emphasis in assessment is on assessable outcomes that are clearly
stated for the trainer and learner. Assessable outcomes are tied to the
relevant industry competency standards where these exist. Where such
competencies do not exist, the outcomes are based upon those identified
in a training needs analysis.
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Definition of Competency
Assessment in this context can be defined as:
 The fair, valid, reliable, and flexible gathering and recording of evidence
to support judgement on whether competence has been achieved. Skills
and knowledge (developed either in a structured learning situation, at
work, or in some other context) are assessed against national standards
of competence required by industry, rather than compared with the
skills and knowledge of other learners.
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducing assessment, in an Australian vocational education
and training context, is founded on a number of basic conventions:
The Principles of Assessment
 Assessment must be valid
o Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
o Assessment must include the combination of knowledge and skills
with their practical application.
o Assessment, where possible, must include judgements based on
evidence drawn from a number of occasions and across a number
of contexts.
 Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards for
assessors to ensure reliability.
 Assessment must be flexible
o Assessment, where possible, must cover both the on and off-the-
job components of training within a course.
o Assessment must provide for the recognition of knowledge, skills
and attitudes regardless of how they have been acquired.
o Assessment must be made accessible to learners though a variety
of delivery modes, so they can proceed through modularised
training packages to gain competencies.
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 Assessment must be fair and equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon between
assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
The rules of evidence (from Training in Australia by M Tovey, D Lawlor)
When collecting evidence there are certain rules that apply to that evidence.
All evidence must be valid, sufficient, authentic and current;
 Valid
o Evidence gathered should meet the requirements of the unit of
competency. This evidence should match or at least reflect the
type of performance that is to be assessed, whether it covers
knowledge, skills or attitudes.
 Sufficient
o This rule relates to the amount of evidence gathered It is
imperative that enough evidence is gathered to satisfy the
requirements that the learner is competent across all aspects of
the unit of competency.
 Authentic
o When evidence is gathered the assessor must be satisfied that
evidence is the learner’s own work.
 Current
o This relates to the recency of the evidence and whether the
evidence relates to current abilities.
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work performance,
and not only narrow task skills. The four dimensions of competency are:
 Task skills
 Task management skills
 Contingency management skills
 Job role and environment skills
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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland VET
Development Centre
Reasonable adjustment in VET is the term applied to modifying the learning
environment or making changes to the training delivered to assist a learner
with a disability. A reasonable adjustment can be as simple as changing
classrooms to be closer to amenities, or installing a particular type of software
on a computer for a person with vision impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a
disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as those
without a disability.
Reasonable adjustment applied to participation in teaching, learning
and assessment activities can include:
 customising resources and assessment activities within the training
package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and during the
course
 monitoring the adjustments to ensure learner needs continue to be
met.
Assistive / Adaptive Technologies
Assistive/adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out daily
activities’ (World Wide Web Consortium - W3C). It includes screen readers,
magnifiers, voice recognition software, alternative keyboards, devices for
grasping, visual alert systems, digital note takers.
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IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence must not
impact on the standard expected by the workplace, as expressed by the relevant
Unit(s) of Competency. E.g. If the assessment was gathering evidence of the
candidates competency in writing, allowing the candidate to complete the assessment
verbally would not be a valid assessment method. The method of assessment used by
any reasonable adjustment must still meet the competency requirements.
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CHEATING AND PLAGIARISM
What is Cheating?
Cheating within the context of the study environment means to dishonestly
present an assessment task or assessment activity as genuinely representing
your own understanding of and/or ability in the subject concerned.
Some examples of cheating are:
 Submitting someone else’s work as your own. Whether you have that
persons consent or not.
 Submitting another author’s work as your own, without proper
acknowledgement of the author.
 To allow someone else to submit your own work as theirs.
 To use any part of someone else’s work without the proper
acknowledgement
There are other forms of cheating not contained in this list. These are merely
given as some examples. If you are unsure about whether any particular
behaviour would constitute plagiarism or cheating, check with your trainer
prior to submitting your assessment work.
What is Plagiarism?
Plagiarism is a form of cheating and includes presenting another person or
organisation’s ideas or expressions as your own. This includes, however is not
limited to: copying written works such as books or journals, data or images,
tables, diagrams, designs, plans, photographs, film, music, formulae, web sites
and computer programs.
How do I avoid Plagiarism or Cheating?
Students are advised to note the following advice to avoid claims of plagiarism
or cheating:
 Always reference other people’s work. You may quote from someone
else's work (for example from websites, textbooks, journals or other
published materials) but you must always indicate the author and source
of the material.
 Always reference your sources. You should name sources for any
graphs, tables or specific data, which you include in your assignment.
 You must not copy someone else's work and present it as your
own.
 You must not falsify assessment evidence.
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THE UNITS OF COMPETENCY
Each unit of competency can be unbundled to reveal two key assessment
components:
1. the performance criteria
o specifying the required level of performance
2. the evidence guide
o Describing the underpinning knowledge and skills that must be
demonstrated to determine competence. It provides essential
advice for assessment of the unit of competency in the form of:
 critical aspects of evidence
 the essential skills
 the essential knowledge
An outline of the units of competency is included below. Note that some skills
that are not able to be observed in the workplace during your Vocational
Placement will be assessed utilising Case Studies and/or projects.
CHCDIV001 Work with diverse people
This unit describes the skills and knowledge required to work respectfully with
people from diverse social and cultural groups and situations, including
Aboriginal and/or Torres Strait Islander people.
1. Reflect on own perspectives
2. Appreciate diversity and inclusiveness, and their benefits
3. Communicate with people from diverse backgrounds and situations
4. Promote understanding across diverse groups
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be evidence that the
candidate has:
 undertaken a structured process to reflect on own perspectives on
diversity
 recognised and respected the needs of people from diverse social and
cultural backgrounds in at least 3 different situations:
o selected and used appropriate verbal and non-verbal
communication
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o recognised situations where misunderstandings may arise from
diversity and formed appropriate responses
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively complete tasks outlined in elements and performance criteria of
this unit, manage tasks and manage contingencies in the context of the work
role. This includes knowledge of:
 concepts of cultural awareness, cultural safety and cultural competence
and how these impact different work roles
 concepts and definitions of diversity
 own culture and the community attitudes, language, policies and
structures of that culture and how they impact on different people and
groups
 features of diversity in Australia and how this impacts different areas of
work and life:
o political
o social
o economic
o cultural
 legal and ethical considerations (international, national, state/territory,
local) for working with diversity, how these impact individual workers,
and the consequences of breaches:
o discrimination:
 age
 disability
 racial
 sex
o human rights:
 Universal declaration of human rights
 relationship between human needs and human rights
 frameworks, approaches and instruments used in the
workplace
o rights and responsibilities of workers, employers and clients,
including appropriate action when rights are being infringed or
responsibilities not being carried out
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 key areas of diversity and their characteristics, including:
o culture, race, ethnicity
o disability
o religious or spiritual beliefs
o gender, including transgender
o intersex
o generational
o sexual orientation/sexual identity - lesbian, gay, bisexual,
heterosexual
 key aspects, and the diversity, of Australia’s Aboriginal and/or Torres
Strait Islander cultures, including:
o social, political and economic issues affecting Aboriginal and/or
Torres Strait Islander people
o own culture, western systems and structures and how these
impact on Aboriginal and/or Torres Strait Islander people and their
engagement with services
 potential needs of marginalised groups, including:
o protective factors
o physical, mental and emotional health issues/care needs
o consideration of impacts of discrimination, trauma, exclusion and
negative attitudes
 resources that support individuals and organisations to embrace and
respond to diversity
o language and cultural interpreters
o imagery
 influences and changing practices in Australia and their impact on the
diverse communities that make up Australian society
 impact of diversity practices and experiences on personal behaviour,
interpersonal relationships, perception and social expectations of others
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CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety
The unit describes the skills and knowledge required to identify Aboriginal
and/or Torres Strait Islander cultural safety issues in the workplace, model
cultural safety in own work practice, and develop strategies to enhance
cultural safety.
1. Identify cultural safety issues in the workplace
2. Model cultural safety in own work
3. Develop strategies for improved cultural safety
4. Evaluate cultural safety strategies
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be evidence that the
candidate has:
 promoted Aboriginal and/or Torres Strait Islander cultural safety in the
context of at least 1 workplace
 researched culture and history, the impact of European settlement, loss
of land and culture and the importance of law and kinship
 evaluated ways to improve communication with Aboriginal and/or Torres
Strait Islander peoples who may be clients or colleagues.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively complete tasks outlined in elements and performance criteria of
this unit, manage tasks and manage contingencies in the context of the
work role. This includes knowledge of:
 concept of Aboriginal and/or Torres Strait Islander cultural safety in
the community services and health context, and its relationship with:
o cultural awareness
o cultural competence
 legislative context for Aboriginal and/or Torres Strait Islander
cultural safety
 the diversity of Aboriginal and/or Torres Strait Islander cultures
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 historical, social, political and economic issues affecting Aboriginal
and/or Torres Strait Islander people and their engagement with
community services and health systems, including:
o impact of European settlement
o loss of land and culture
o racism and discrimination
o past and present power relations
 own culture, western systems and structures and how these impact
on Aboriginal and/or Torres Strait Islander people and their
engagement with services
 factors that contribute to Aboriginal and/or Torres Strait Islander ill
health and common diseases experienced by these groups of people:
o impact of trauma on individuals’ ability for:
 decision-making
 communicating
 understanding
 retaining information
 ways to involve Aboriginal and/or Torres Strait Islander people in the
planning and delivery of services and programs
CHCECE001 Develop cultural competence
This unit describes the skills and knowledge required to work towards cultural
competency and to support participation of all children and families in
children’s services. This support includes contributing to children’s
understanding and acceptance of all cultures.
1. Reflect on own cultural identity and biases
2. Identify and develop cultural competency
3. Research Aboriginal and/or Torres Strait Islander communities
4. Support individual cultural identities
5. Create environments to support children’s cross-cultural understanding
and relationships
6. Support the implementation of inclusive learning experiences
7. Support children in developing confidence and strength in personal and
cultural identity
Performance Evidence
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The candidate must show evidence of the ability to complete tasks outlined in
elements and performance criteria of this unit, manage tasks and manage
contingencies in the context of the job role. There must be demonstrated
evidence that the candidate has completed the following tasks at least once:
 reflected on own cultural identity and biases
 investigated cultural diversity in at least one service and community
 supported children’s and families’ cross-cultural relationships through
the following activities:
o interacting in culturally appropriate ways with children,
families and communities
o consulting with appropriate persons to access local
knowledge of Aboriginal and/or Torres Strait Islander culture
o planning and implementing supportive environments for all
children
o supporting the implementation of experiences that encourage
children to respect all cultures and to celebrate cultural
differences
o embedding examples of diversity and inclusion in daily
practice
o using effective oral communication techniques to liaise between
differing cultural contexts and situations.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to
effectively do the task outlined in elements and performance criteria of this
unit, manage the task and manage contingencies in the context of the
identified work role.
This includes knowledge of:
 how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
 how to navigate through framework and standards documents to find
areas relevant to this unit of competency
 cultural competence and diversity as outlined in the approved learning
framework relevant to the workplace
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 impact of colonisation, historical events and issues on Aboriginal and/or
Torres Strait Islander people
 organisational policies and initiatives designed to support participation
 organisational standards, policies and procedures.
Assessment for these units will be assessed through completion of
Workbook Six (6) and Workbook Seven (7) in the section covering
Culture and Community.
CONTEXT FOR ASSESSMENT
To complete the assessment in this workbook, students need to have access to
their learning materials and the internet. The written questions and case
studies may be completed wholly at the student’s home, or chosen place of
study.
The projects may be completed with access to an Aboriginal and/or Torres
Strait Islander community.
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ASSESSMENT METHODS
Assessment for these units will be assessed through completion of
Workbook Six (6) and Workbook Seven (7) in the section covering
Workplace Effectiveness.
Workbook Six will focus on two assessment methods:
1. Written Questions – based on the required knowledge component as
described in the Instructions for Assessment
2. Projects – provide tasks designed to be completed in a practical setting,
to assist completion of relevant tasks addressing underpinning skills
and/or knowledge requirements.
Further Assessments:
Assessment Workbook Seven (7) Skills Workbook – participant must
attend a Vocational Placement.
RESOURCES REQUIRED FOR ASSESSMENT
To complete the assessments in this workbook, the candidates will need
access to:
 Computer with internet access and installed with MS Word, Adobe
Acrobat Reader
 At least one (1) Aboriginal and/or Torres Strait Islander community
representative to act as mentor
 Access to basic art materials, such as art paper, scissors, glue, and
string
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PRESENTATION
Things to Consider:
Only submit your workbook once all activities inside are complete.
Should you have any questions regarding your assessments, or not
understand what is required for you to complete your assessment, please
feel free to ask your trainer.
Keep your answers succinct and make sure you are answering the
question. Re-read the question after you have drafted up your response
just to be sure you have covered all that is needed.
Your final assessment result will either be competent or not yet
competent.
If submitting your assessments please ensure that
1. All assessment tasks within the workbook have been completed
2. You have proof read your assessment
Answering the Questions:
1. If you are using Microsoft Word you will need to click in the
grey area of the box to begin typing your answer.
Assessments may not be processed if the above guidelines are not
adhered to. To ensure your assessment is processed as quickly as
possible, please follow these instructions.
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ASSESSMENT WORKBOOK COVERSHEET
WORKBOOK: WORKBOOK 6
TITLE: Culture and Community
FIRST AND SURNAME:
PHONE:
EMAIL:
Please read the Candidate Declaration below and if you
agree to the terms of the declaration sign and date in
the space provided.
By submitting this work, I declare that:
 I have been advised of the assessment requirements, have
been made aware of my rights and responsibilities as an
assessment candidate, and choose to be assessed at this time.
 I am aware that there is a limit to the number of submissions
that I can make for each assessment and I am submitting all
documents required to complete this Assessment Workbook.
 I have organised and named the files I am submitting
according to the instructions provided and I am aware that
my assessor will not assess work that cannot be clearly
identified and may request the work be resubmitted according
to the correct process.
 This work is my own and contains no material written by
another person except where due reference is made. I am
aware that a false declaration may lead to the withdrawal of a
qualification or statement of attainment.
I am aware that there is a policy of checking the validity of
qualifications that I submit as evidence as well as the
qualifications/evidence of parties who verify my performance
or observable skills. I give my consent to contact these parties
for verification purposes.
Name : Signature: Date:
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KNOWLEDGE ASSESSMENT
1. In your own words, describe the benefits of cultural diversity in the
different aspects of Australian work and life.
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 am from a middle class white society and surrounded by cultural and
ethnic complexity of Australian's society.
Political:
Rich cultural diversity influences the political landscape as there are
diverse voices and options on different sectors that enrich the political
growth.
Social:
Australia is a unique and diverse in terms of population and culture and
its multicultural and multiracial aspects are reflected in this society.
Economic:
A strong cultural diversity builds the economy as different cultures add
to the skills, sources and equipment that promote economic growth and
strengthen the country.
Cultural:
This diversity of cultural influences creates a lively and vibrant
environment in Australia that is both progressive and innovative.
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2. Cultural Influences
a. From the choices below, identify five (5) cultural influences and
changing cultural practices that have shaped the Australia of
today.
b. From the five you have selected, choose two (2) and briefly
explain how you see their influence manifest in Australia today.
a) Select five (5) from these choices:
i. Presence of Western culture in Australia
ii. Many Australians have blue eyes
iii. The existence of a democratic system of government
iv. Dominance of the English language in Australia
v. Population growth
vi. The presence of marsupials in Australia
vii. Evidence of a significant Anglo-Celtic heritage
viii. The diverse input of Aboriginal and Torres Strait Islander
peoples
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How you see this influence is manifested in Australia today:
Dominance of English language in Australia: The natives
Aboriginals are forced to learn the language because of its
dominance. The non-english speaking migrants are motivated to
learn English in order to assimilate within the culture of western
society.
The diverse input of Aboriginal and Torres Strait Islander peoples -
The indigenous Australian culture civilisation continues to play an
influential role in modern Australian society. Their presence is
increasingly felt in areas like sports, art, music and tourism.
3. Legislation and Childhood Education and Care Services:
a. Identify the piece of legislation related to discrimination against
the features of diversity listed below.
b. Discuss the impact of each piece of legislation on work and social
practices in Early Childhood Education and Care services.
This may be in the form of rights or responsibilities of workers,
employers, or clients.
c. Cite the one (1) consequence of breaching each of these pieces of
legislation.
Relevant
legislation or
regulation
Implications of
this legislation on
work and social
practices
Consequences of
breach
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i. Age Age
Discrimination
Act,2004
no discrimination
on the base of
age.
Compensation or
reinstatement
ii. Sex Sex
Discrimination
Act, 1984
Be sensitive to the
individual
preferred gender.
complain to the Federal
Court of Australia
iii. Race Race Racial
discrimination
Act, 1984.
Promote cultural
sensitivity and
raise awareness
on Anti-racism
Compensation or
reinstatement
iv. Disabilit
y
Disability
Discrimination
Act, 1984
Empower them to
make them active
participants
Compensation or
reinstatement
4. Childcare policies, procedures, and practices:
a) Identify two (2) nationally recognised governing systems followed
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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 Recognized Governing Systems
Belonging, Being and Becoming: The Early Years Learning
Framework for Australia (EYLF)
My Time, Our Place: Framework for School Age Care in Australia
b) Examples of Initiatives to support Aboriginal and/or Torres
Strait Islander people within your service:
Child care professionals hold special classes and programs to
raise awareness on Aboriginal and/or Torres Strait Islander
people at the center
Indigenous artists and performers are invited to the care
center for performances
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:
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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:
Based on Access and Equity Policy, Bertana would be given special
attention and motivation to learn the language and the class and the
teacher would need to show more patience with her.
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
Yes
Speaking to Sebastien’s parents in French would encourage
them and give a recognition and importance in the foreign
culture.
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.
Yes, the needs of parents must be taken into account as they are
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an important part of the Childcare Centre and their interests and
safety cannot be ignored.
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.
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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 https://www.qualityforum.org/home.aspx
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:
d) 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
understandings.
i. The five Principles and the Practice are critical to the
development of cultural competence.
ii. “Culture can be defined as ‘what we create beyond our
biology. Not given to us, but made by us’”.
iii. As culturally competent educators, we need to think deeply
about how our work can support each child’s developing
identity and self-worth.
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e) 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
Each child’s current knowledge, ideas, culture,
abilities and interests are the foundation of the
program.
S1.1 Element 1.1.5 Every child is supported to participate in the program.
S4, Element 4.2.3 Interactions convey mutual respect, equity and
recognition of each other’s strengths and skills.
f) The Guide to the National Law and National Regulations
describes how a centre should consider the family and cultural
values, age, and physical and intellectual development and
abilities of each child. Which of the National Regulations does it
state are relevant to this? Select two (2).
Regulation 154
Regulation 155
Regulation 163
Regulation 167
Regulation 168
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g) 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.
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.
T f) Aboriginal and Torres Strait Islander people cannot be included in
the national census unless they have homes with land titles.
T
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.
T
h) Many Aboriginal and Torres Strait Islander children and families
are reluctant to trust and deal with mainstream services,
particularly those services connected with child welfare agencies,
because of the connection to the history of the Stolen
Generations.
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F
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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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:
Aboriginal and/or Torres Strait
Islander community thrive on strong
generational relationship and kinship
networks.
 language groups: As English is not their first language,
special efforts are required to fulfil
their any language or literacy needs
 family structures: Complex family structures with
extended family relationships with well
designated roles and responsibilities.
 art: traditional Indigenous tools and
artwork
 religion: Religious beliefs are based from a
sense of belonging to the nature and
there is a deep spiritual connection to
land.
Describe the children in your local indigenous group/s:
(Describe the average age, their general interests, etc.)
The children from the local indigenous group at the care centre are dark
in complexion and about three to five years old. They feel out of place with
their new surroundings and cannot speak English. They huddle together in
their own groups and are reluctant to participate in any activities.
However, they are more active outdoors.
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Step 2
Identify resources to assist you in promoting effective partnerships with
Aboriginal and/or Torres Strait Islanders in your community. This will include
indigenous people who can provide cultural advice as well as any websites,
publications, or other resources that can provide information on cultural
practices, issues, and culturally appropriate communication. Identify at least
two (2) from any of the following categories:
indigenous
people:
websites: https://aifs.gov.au/cfca/publications/working-
indigenous-children-families-and-communities
publications:
organisations: Secretariat of National Aboriginal and
Islander child Care Inc ( SNAICC)
others:
You may use these resources to answer the next steps in this project.
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Step 3
Organise a meeting with at least one (1) Aboriginal and/or Torres Strait
Islander mentor who can advise you on developing strategies for integrating
the local culture/s you have identified in Step 1 within the Sparkling Stars
workplace.
Ensure you read this document prior to organising your meeting:
Guide for Engaging respectfully with Aboriginal and Torres Strait Islander
People
You will need to do the following:
• Prepare for your meeting.
• Meet with your mentor/s.
• Follow cultural protocols when engaging with your mentor/s
• Ensure you have an understanding of their culture prior to your visit.
• At your meeting, you need to seek advice on how you can integrate
Aboriginal and/or Torres Strait Islander culture.
• Identify strategies to improve participation, self-determination, and
self-control by Aboriginal and Torres Strait Islander people and
communities in the centre.
• See Step 5, and gather answers to the questions during your
interview.
• Agree on three (3) outcomes you wish to achieve, against which
cultural safety strategies can be measured.
• These outcomes must be specific, and based on the strategies you
have developed. They must have quantifiable components. For
example:
• Children from the childcare centre are familiar with at
least two (2) Aboriginal stores.
• You may also discuss historical issues in relation to Aboriginal and/or
Torres Strait Islander people and your current state or territory. (See
Step 6.)
• Use verbal and non-verbal communication constructively to establish,
develop and maintain effective relationships, mutual trust and
confidence.
Download the form provided in the link below. On the second page of the
form, write down your proposed strategies to:
• Increase participation of Aboriginal and Torres Strait Islander people in
the Early Childhood service
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• Reflect culturally safe and appropriate practice (upholding the different
aspects of cultural safety, as identified in Step 1)
• Encourage self-determination and community control to ensure
improved service delivery
Interview Confirmation Form
Username: learner Password: studyhard
Guidance: Write only a short description of your proposed strategies in the
form, and discuss them in detail with your mentor. Include in your discussion
contingency plans for each strategy you proposed, for potential issues you
might encounter during the implementation of these strategies.
After filling up the information above, print the form and have your mentor fill
it out after your interview to document your successful completion of this
task.
Take note that you are required to provide contact information of the
Aboriginal and/or Torres Strait Islander mentor you will be interviewing.
Make sure to inform your Aboriginal and/or Torres Strait Islander mentor that
an assessor might contact them to confirm completion of this task, and that
you will have a second interview. (Set a schedule with them for when you and
they are next available.)
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Step 4
Note: It is acceptable that the strategies you mention in this step are
different from your proposed strategies in Step 3, after taking into
account your mentor’s input. Include contingency plans for each
strategy to deal with the potential issues you might encounter during
implementation.
4.1 Describe the strategies that you have developed in consultation
with your Aboriginal and/or Torres Strait Islander mentor to:
a) Increase participation of Aboriginal and Torres Strait Islander
people in the Early Childhood service:
Involve Aboriginal and Torres Strait Islander community
members in both planning and implementation of the service.
b) Reflect culturally safe and appropriate practice:
Deliver culturally safe and appropriate services in a creative
manner in response to the changing needs of the community,
focusing on how the services are provided and where they take
place.
c) Encourage self-determination and community control to ensure
improved service delivery:
Consult and involve family and extended kin networks to
encourage community control and involve cultural artefacts in
everyday activities.
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4.2 List down three (3) outcomes you and your mentor(s) have agreed
upon, where cultural safety strategies can be measured against.
Cultural safety strategies can be measured against:
 Active participation and involvement by the indigenous kids
 Higher enrolment of indigenous kids
 Stronger Aboriginal community control and ownership
Step 5
5.1Identify any issues that may arise during implementation of your
strategies:
Guidance: Analyse the curriculum/teaching plan and the activities you
plan to deliver in the classroom and how these would relate to the
Indigenous children.
• Carefully study the curriculum in different aspects, such as content,
cultural significance, delivery methods, classroom activities, etc.
• What issues might arise from these aspects and why?
Identify at least two (2) issues.
Language issues- As the Indigenous children and their parents
have no or limited understanding of English language, it would
be difficult to communicate and share ideas and information.
Offering culturally competent services - Indigenous population
already feels marginalised and it would take time to win their
trust and confidence to deliver culturally competent services .
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5.2Identify who you would engage to get assistance on any issues that may
arise as you implement your strategies while working with Aboriginal
and Torres Strait Islanders:
(Indicate who specifically you would contact for assistance in each
category.)
5.2.1 interpreters: Engage the support of an interpreter to
improved communication.
5.2.2 health
workers :
Aboriginal Health and Medical Research
Council (Australia)
5.2.3 colleagues: Colleagues from indigenous community
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5.3Identify one (1) skill, one (1) attribute, and one (1) piece of knowledge
that you may need to develop to ensure cultural competency.
Skill involvement of cultural awareness and
understanding of Indigenous culture and child
at local level
Attitude engage families and include local elders of the
community to create meaningful environment
Piece of
Knowledge
knowledge and an understanding of
Australian Indigenous history and current
issues
5.4Identify ways on how the rest of the community can improve
communication with Aboriginal and/or Torres Strait Islander peoples in
your area.
One should avoid using complex words and ensure excellent
understanding with non-verbal communication cues to provide
clear and full explanations. Make use of images, pictures,
diagrams, models to explain, instructions and terms. Be polite ,
respectful and patient to improve communication with Aboriginal
and/or Torres Strait Islander peoples.
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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.
Aboriginal and Torres Strait Islander peoples are the First Australians as
they have lived here for more than 40,000 years. It is essential to
understand them
identities and live their lives. However, as these cultures are complex
and extremely diverse, one finds varied and diverse ways of living among
the indigenous populations in rural settings, urban areas and traditional
living. These populations and their cultures are shaped by their own
experiences.
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
Aboriginal and Torres Strait
Islander people were forced
to let go of their traditional
lands
The indigenous populations
resisted the seizure of their
lands and thus resulting in
violence.
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Aboriginal and Torres Strait
Islander people were exposed
to Europeans
Many died due to infectious
diseases brought into the
country by Europeans.
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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 have been brought up in a small country town where family and
community relationships were important. Any religious holidays
and community events were celebrated together. There were few
children from other ethnicity, Hispanics in our school and we
never felt that they were different from us. It was perhaps
because of the helpful and supporting network in our school and
town. I still carry those views and belief systems about different
cultures and am more tolerant towards others.
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.
Two major aspects of my environment that have impacted my cultural
identity include my upbringing in a small country town that had a close
and supportive community network. Another aspect was my early
exposure to different belief systems of other cultures early on in school.
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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.
My background based on my early interactions and relationships
with people from other cultures is sure to have positive impact
when interacting with the Aboriginals and Torres Strait Islanders.
This is because I am now more tolerant and open-minded towards
other cultures. It means I would be a flexible and an easy going
individual without any views and biases at the work place.
7.4 Discuss how your personal views on diverse cultures have
changed since taking this subject.
My personal views on diverse cultures have changed over the
course of time as I have learnt that basically every individual, no
matter from which background, ethnicity or culture, needs space,
understanding and support to grow and develop. However, it is
essential for the child care centre workers to be innovative and
flexible when working with children from other cultural and
linguistic backgrounds.
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Step 8
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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
Has good knowledge base
and understanding
Shows the desired
professional values
Demonstrates potential to
work independently and
confidently
Difficulty in following
instructions in some areas
Use more of nonverbal cues
and give time for information
to be clearly understood.
Write down your revised strategies below, after your second interview:
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a) Increase participation of Aboriginal and Torres Strait Islander
people in the Early Childhood service:
In order to increase participation of Aboriginal and Torres Strait
Islander people, working pairs of Indigenous and non- Indigenous
staff can be promoted to support and learning.
b) Reflect culturally safe and appropriate practice:
Motivate Aboriginal and Torres Strait Islander families to utilize
mainstream services that connects them to culturally safe
and appropriate practices.
c) Encourage self-determination and community control to ensure
improved service delivery:
Connect the Aboriginal and Torres Strait Islander workers with
local community supports and community controlled
organizations and healing programs to ensure improved service
delivery.
Project 2
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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:
Nancy was excited to sit with the new girl in her class, Marjorie. Sure
she looked different and was a bit shy, but Nancy liked her because of
her deep black eyes and soft expression. Marjorie shared her food with
Nancy, and soon the two became good friends. Nancy often went to
Marjorie’s house and enjoyed spending time with her family,
grandfather, and cousins who lived together in one house. Marjorie’s
grandfather always wore a cloak around his shoulders. It was
interesting for Nancy to see how Marjorie’s mom cooked food in an
underground oven called kup-mari.
Soon it was Christmas time. Everybody was busy in school for the
Christmas party and the new dress everybody is going to wear. Nancy
was excited too but noticed that Marjorie was quiet. She shared with
Nancy that she did not want to ask her mom for a new dress as her
family had a tough time making both ends meet.
The days passed, and soon it was Christmas Eve. A colorful Christmas
tree adorned the classroom, and everybody was excited about their
new dress and presents. Nancy too arrived all dressed up in her new
frock, and her eyes looked for her best friend, Marjorie. But she could
not find her. Nancy felt sad without her friend.
Suddenly there was lots of noise and cheery music outside the
classroom. Everyone shouted, “Santa Claus” and ran outside. Nancy
too ran, and to her joy, she saw Santa Claus. When she looked closely,
she was that it was Marjorie’s grandfather who was dressed up as
Santa Claus and was holding Marjorie in her arms. Marjorie looked
radiant in her new frock and had brought presents for the rest of the
class.
Soon, the two girls were busy playing together and enjoyed watching
Santa Claus distributing candies to the rest of the class. It was one of
the best Christmas time ever for Nancy.
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Step 2
Make visual aids for your story. Create two (2) pictures that represent
two scenes or events from your story from Step 1. Both pictures must
follow these guidelines:
a. The pictures must be consistent in detail with the story from Step
1.
b. One of the pictures must include Aboriginal or Torres Strait
Islander imagery.
c. The pictures must be simple, without too much detail.
d. The pictures must not portray negative stereotypes of any
culture.
e. The pictures may be drawn by hand and scanned or drawn
digitally.
f. Copyrighted materials may not be used or copied, but may serve
as inspiration for creating original artwork.
g. The pictures must be saved in formats that can easily be opened
in most computers, such as .jpg.
h. Save the pictures as:
“CHC30113 – Subject 6 – Project 2 – Step 2 – Picture 1”
“CHC30113 – Subject 6 – Project 2 – Step 2 – Picture 2”
Submit these pictures along with this answered workbook.
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Step 3
Prepare five (5) short questions about the story for a class discussion.
All the questions must follow these guidelines:
a. The questions must relate to or is about the story in Step 1.
b. The questions must encourage cultural diversity.
For example, if your story is about two friends baking a pie,
ask students what their favourite pies are, or if they have
tasted pies from other places.
Another example is to ask students the foreign word for key
words in your story: “What language do you speak with your
family? What is the word ‘friend’ in that language?”
c. At least one (1) of the questions must promote Aboriginal culture.
d. At least one (1) of the questions must promote appreciation for
linguistic diversity.
e. At least one (1) of the questions must present a hypothetical
problem that would encourage children to think of ways to solve.
f. At least one (1) of the questions must promote the cultural beliefs
of your target audience.
g. The questions must be simple enough for your target audience (5
to 6 years old), but challenging enough to make them think.
Write your questions here:
1. What is the underground oven called?
2. What is a cloak?
3. What would you do to buy a frock for Marjorie?
4. Would you like to have dinner with your grandparents and all
your cousins every day?
5. Do you think Marjorie’s grandfather made a good Santa Claus?
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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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