Culture and Community Assessment for CHC50113 Diploma Students

This document is a comprehensive assessment workbook for the CHC50113 Diploma of Early Childhood Education and Care, focusing on Culture and Community. It details the assessment process, including competency-based assessment principles, the dimensions of competency, and the importance of reasonable adjustments. The workbook covers key topics such as cheating and plagiarism, the units of competency, and assessment methods. It includes a knowledge assessment with short answer questions and two projects involving simulated scenarios to assess the candidate's ability to work with diverse people and understand cultural contexts. The document emphasizes the importance of authentic, valid, sufficient, and current evidence in assessment and provides guidelines for referencing and avoiding plagiarism. It also outlines the assessment criteria, including performance evidence and knowledge requirements, ensuring a thorough evaluation of the candidate's skills and knowledge in the field of early childhood education.

CHC50113 Diploma
of Early Childhood
Education and Care
Culture and Community
Version 5.5 Produced 15 December 2021

Version control & document history
Summary of modifications
made
Versio
n
Version 1 final produced
following assessment
validation
1.0
Version 2 final produced
following assessment
validation
2.0
Version 3 final produced
following assessment
validation
V3.0
Version 4 final produced
following assessment
validation
4.0
Streamlined for CHC50113 and
CHC30113; updated Intranet
logins; minor wording changes.
5.0
Added url to hyperlink 5.1
Removed guidance from Project
2, Step 1 in page 55. 5.2
Changed “Attitude” to
“Attribute” in the
table for Project 1, Step 5.3.
5.3
Updated the following:
 NQS elementsfor
Knowledge Assessment
Question 15-d
Instructions for Project 1, Step 8
5.4
Removed the Sparkling Stars
links and transferred the
materials in the
Assessment Files folder
 Changed instructions to
accommodate
the changes
V5.5

TABLE OF CONTENTS
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INSTRUCTIONS......................................................................................4
WHAT IS COMPETENCY BASED ASSESSMENT?.............................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED
TRAINING
......................................................................................................
. 5
The Principles of Assessment...........................................................................5
THE DIMENSIONS OF COMPETENCY...................................................6
REASONABLE ADJUSTMENT.................................................7
CHEATING AND PLAGIARISM...............................................................9
What is Cheating?............................................................................................9
What is Plagiarism?..........................................................................................9
How do I avoid Plagiarism or Cheating?..........................................................9
THE UNITS OF COMPETENCY............................................................10
CONTEXT FOR ASSESSMENT.............................................................16
ASSESSMENT METHODS....................................................................16
RESOURCES REQUIRED FOR ASSESSMENT......................................16
PRESENTATION...................................................................................17
ASSESSMENT WORKBOOK COVERSHEET.........................................18
KNOWLEDGE ASSESSMENT...............................................................20
PROJECTS............................................................................................ 43
Project 1.........................................................................................................43
Project 2.........................................................................................................56
WORKBOOK CHECKLIST....................................................................60
SUBMITTING YOUR ASSESSMENT.....................................................61
FEEDBACK........................................................................................... 62

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.
WHAT IS COMPETENCY BASED ASSESSMENT?
The features of a competency based assessment system are:
l It is focused on what learners can do and whether it meets the criteria
specified by industry as competency standards.
l Assessment should mirror the environment the learner will encounter in
the workplace.
l Assessment criteria should be clearly stated to the learner at the
beginning of the learning process.
l Assessment should be holistic. That is it aims to assess as many
elements and/or units of competency as is feasible at one time.
l In competency assessment a learner receives one of only two outcomes –
competent or not yet competent.
l 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.
l 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.

Definition of Competency
Assessment in this context can be defined as:
l 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.
Developing and conducting assessment, in an Australian vocational education
and training context, is founded on a number of basic conventions:
The Principles of Assessment
l 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.
l 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.
l 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.

l 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;
l 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.
l 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.
l Authentic
o When evidence is gathered, the assessor must be satisfied that
evidence is the
learner’s own work.
l 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:
l Task skills
l Task management skills
l Contingency management skills
l Job role and environment skills

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.

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.

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:
l Submitting someone else’s work as your own. Whether you have that
persons
consent or not.
l Submitting another author’s work as your own, without proper
acknowledgement of
the author.
l To allow someone else to submit your own work as theirs.
l 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:
l 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.
l 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.
l You must not falsify assessment evidence.

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:
l undertaken a structured process to reflect on own perspectives on
diversity
l 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
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:
l concepts of cultural awareness, cultural safety and cultural competence
and how these impact different work roles
l concepts and definitions of diversity
l own culture and the community attitudes, language, policies and
structures of that culture and how they impact on different people and
groups
l features of diversity in Australia and how this impacts different areas of
work and life:
o political
o social
o economic
o cultural
l 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
l 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