CHC30113: Culture and Community Assessment Workbook - Early Childhood

This document is an assessment workbook for the Certificate III in Early Childhood Education and Care, specifically focusing on the subject of Culture and Community. It outlines the principles of competency-based assessment, emphasizing the practical application of knowledge and skills in a workplace context. The workbook covers various aspects, including reasonable adjustments for learners with disabilities, and addresses issues such as cheating and plagiarism. It presents the units of competency, performance criteria, and evidence guides. The assessment methods include knowledge assessments and projects, with a focus on working respectfully with diverse people and understanding cultural groups. The document also includes instructions, assessment coversheets, and feedback sections. It is designed to evaluate the candidate's ability to apply knowledge of the curriculum and their ability to interact and work with diverse groups.

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

Assessment Workbook
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Version No.5.2 Produced 9 February
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© Compliant Learning Resources
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
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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.

THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
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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.
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
o recognised situations where misunderstandings may arise from diversity and formed
appropriate responses
Knowledge Evidence

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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
 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

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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
 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

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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
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:

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 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
 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.

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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 belong to Aborigines
Political: the community follows democratic
Social: the aborigines are socially very active and they celebrates many cultural activities
together
Economic: the economy of the community is not much progressed. People belonging to the
community is exempted from many job facilities
Cultural: the culture of the community is much enriched with different art forms. The
people assemble to a particular place and participate in many cultural forms such as singing
and dancing.

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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
b) How you see this influence is manifested in Australia today:
people belonging to the developed communities of Australia are influenced by western
culture and language. The culture the native people is getting suppressed. Their folk art or
speaking language is diminishing due to the external influence.

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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
i. Age Age discrimination act,
2004
The legislation prevents
any sort of discrimination
based on ages.
The person breaching the
legislation will stand
violated against court of
law
ii. Sex Sex discrimination Act,
2004
Prevents gender based
discrimination
The person breaching the
legislation will stand
violated against court of
law
iii. Race Racial discrimination
Act, 1984
Awareness for anti-
racism
Promote empathy
The person breaching the
legislation will stand
violated against court of
law

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iv. Disability Disability discrimination
Act 1984
Declares children with
disabilities to be active
participants
The person breaching the
legislation will stand
violated against court of
law.
4. Childcare policies, procedures, and practices:
a) Identify two (2) nationally recognised governing systems followed by childcare
centres across Australia.
b) Provide two (2) examples of initiatives to support participation of Aboriginal and/or
Torres Strait Islander people within your service.
Guidance: As answers may vary depending on the childcare centre policies,
procedures, or practices you are using as reference, provide answers that are
generally accepted across different childcare centres.
a) Nationally Recognised Governing Systems
 EYLF Early Years Of Learning Framework
b)
 NQF National Quality Framework
Examples of Initiatives to support Aboriginal and/or Torres Strait Islander
people within your service:
 Arrange training programs on different learning activities
 Access several resources that will help them to promote their identity
 Consultation with local council and aboriginal centers
 Playing traditional activities

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5. Review the Sparkling Stars Policies and Procedures. Click on this logo while pressing
the Ctrl key to access the website of Sparkling Stars Early Childcare Centre:
Username: learner Password: studyhard
Answer the questions that follow.
a. Bertana is new in your class. She is six years old and of Aboriginal descent. English is
not her first language, and she has trouble participating in class because she has to
remember the English equivalent of words first before saying them aloud.
Identify one (1) strategy you can employ in Bertana’s case, according to the
Sparkling Stars Access and Equity Policy:
According to the guiding children behavior policy of sparklingstars, Bertana will not be
humiliated in front of the class for not speaking good English. Instead she will be
counseled and helped by various means to learn new things and mix with other
children.
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

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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.
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

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6. Access the National Quality Framework (NQF), the National Quality Standards (NQS),
and the Early Years Learning Framework (EYLF), and answer the following questions:
a) The NQF and NQS are relatively long documents. Select two (2) ways you can easily
navigate through these resources to find relevant content easily.
i. Call a friend
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.
c) Review Chapter 6: Cultural Competence of the Educators’ Guide to the EYLF. Fill
in the blanks:
i. relationship building is fundamental to cultural
competence and is based on the foundations of understanding each other’s
exceptions and attributes, 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
ii. The five principles and the practice of framework are
critical to the development of cultural competence.
iii. “culture can be defined as ‘what we create beyond our biology. Not given to
us, but made by us’”.
iv. As culturally competent educators, we need to think deeply about how our work
can support each child’s developing identity and self-worth .
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

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d) Under the NQS, there are a number of sections relevant to embedding cultural
competence into the workplace. For each of the elements of the NQS standards below,
cite one (1) way that you can uphold this in the classroom.
S1.1, Element 1.1.2
S1.1 Element 1.1.5
S4, Element 4.2.3
e) The Guide to the National Law and National Regulations describes how a
centre should consider the family and cultural values, age, and physical and
intellectual development and abilities of each child. Which of the National
Regulations does it state are relevant to this? Select two (2).
Regulation 154
Regulation 155
Regulation 163
Regulation 167
Regulation 168
f) The Guide to the National Law and National Regulations has a reference to Child
Enrolment Records. Which of the regulations are relevant to keeping child
enrolment records? Select three (3).
Regulation 24 Regulation 133
Regulation 99 Regulation 157
Regulation 101 Regulation 160
Regulation 102 Regulation 161
Regulation 125 Regulation 162
The interests, ideas, culture and knowledge of every child is the
foundation of the program.
All the children are supported to participate in the program.
The educators and coordinators reflect their code of ethics in
everyday practice. Strategies are demonstrated assisting relief and
casual educators, staff members and students to belong as a part
of team (Baptista, 2016).

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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.
F 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.
F d) Low expectations of Aboriginal children in schools may come about as the
result of stereotyping and racism from early childhood workers.
F e) English is not the first language of many Aboriginal children, so retaining
information taught in the classroom may be difficult.
F f) Aboriginal and Torres Strait Islander people cannot be included in the
national census unless they have homes with land titles.
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.
T i) Aboriginal and Torres Strait Islander children and families are no longer
reluctant to trust and deal with mainstream services, particularly those
services connected with child welfare agencies, because of the connection to
the history of the Stolen Generations.
F j) Forcing children from Indigenous families to learn English is justified
because they are now able to express themselves freely at school.
T k) The definition of diversity includes people of different cultural backgrounds,
even if they are from the same race or ethnicity.

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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:
 language groups:
 family structures:
 art:
 religion:
Describe the children in your local indigenous group/s:
(Describe the average age, their general interests, etc.)
The children of the indigenous group belong to the age group of 7-12 years. They are
joyful like any other community children. They are dusky in complexion with other
general features. They have keen interest in learning new things and mostly inclined
towards creativity. They are very much interactive and social they are kind hearted and
welcoming.
The Aborigines believe on the eternality of earth. Their
customs include many rituals that are accessed by natural
belongings (Siraj et al. 2017). They hold a belief of dreamtime
that is a devoted to a particular period of worshiping earth.
The group believes that human beings, animals and nature will
be imbued with same action. They perform ritualized scarring.
The language groups commonly used by the group are
Anjimatana, Alyawarr and Australian Aboriginal English (Ens
et al. 2015).
The Aborigines majorly prefer to stay in groups. There exists a
cohesive force that binds the members together. The family
structure is composed of collaboration of clans consisting of
mother, mother, siblings etc. the head of the family is offered
kinship.
The art works of the community is versatile. It includes
painting and scripting on leaves, carving of woods, rocks,
sculpting, sand. Body painting is also very famous among the
community people. They perform folk song and dance
(Bessarab et al. 2016).
They have no separate religion instead they worship nature.
They worship sun, mood, sea to some extent they engrave
motifs on rock to worship them as god (Livingstone, 2017).

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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:
publications:
organisations:
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 WI thin 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.

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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
• 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:
 Educators will visit to their locality to deliver basic education to the children
 The families will be educated regarding the benefits od early education and
its impact on the future (Pramudya et al. 2015).
b) Reflect culturally safe and appropriate practice:
Initially the learning will start as activity learning through coloring, painting which
is already a part of their tradition. So when their tradition will be given preference,
they will surely come forward to participate.
c) Encourage self-determination and community control to ensure improved service
delivery:
In order to ensure improved service, several resources needs to be researched. New
techniques of education needs to be developed that will be motivating for both the
learner and educator.
4.2 List down three (3) outcomes you and your mentor(s) have agreed upon, where
cultural safety strategies can be measured against.
 Development of understanding of the community groups through different methods
gaining the values and cultures of respective community.
 Introducing flexibility while communicating with multicultural people. The people
should be dealt with empathy so that their beliefs and customs are not hurt (Castles
et al. 2016).

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 Promoting sense of responsibility towards other members of the community by using
culturally appropriate information and language.

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Step 5
5.1 Identify any issues that may arise during implementation of your strategies:
Guidance: Analyse the curriculum/teaching plan and the activities you plan to
deliver in the classroom and how these would relate to the Indigenous children.
• Carefully study the curriculum in different aspects, such as content, cultural
significance, delivery methods, classroom activities, etc.
• What issues might arise from these aspects and why?
Identify at least two (2) issues.
 Inadequate knowledge regarding any particular topic
 Lack of experience in handling indigenous children while educating
5.2 Identify who you would engage to get assistance on any issues that may arise as you
implement your strategies while working with Aboriginal and Torres Strait Islanders:
(Indicate who specifically you would contact for assistance in each category.)
5.2.1 interpreters:
5.2.2 health workers :
5.2.3 colleagues:

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5.3 Identify one (1) skill, one (1) attribute, and one (1) piece of knowledge that you may
need to develop to ensure cultural competency.
5.4 Identify ways on how the rest of the community can improve communication with
Aboriginal and/or Torres Strait Islander peoples in your area.
Skill communication
Attitude Positive interacting
Piece of Knowledge Knowledge regarding their social and cultural aspects
The native people can be brought forward by showcasing their talents. Their artworks can be displayed in
exhibitions.
This will also motivate the other people to show interest on their work and this is how communication will take
place.

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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.
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 Impac
t
Political issue:
Migration of aborigines from their original land.
The aborigines were forced off from their
traditional land. Their hunting gathering life
style was affected for the migration. However a
few aboriginal were confined to their lands
which triggered violence (Dudziak et al. 2015)
Enactment of laws Government of Australia enacted separate laws
for the Aborigines that restricted basic rights of
the community. This approach secluded the
community and the people were devoid of their
basic rights of the society. The Aborigines were
segregated from rest of the Australians with no
self-determination.

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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 was offered a position of child care worker in a small institution run by European
community. After joining the organization I observed the change in behavior of my
colleagues towards me. It took me a long time to understand that this kind of hostility
rose due to cultural difference between them and me despite giving good work
performances.
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.
Size of the population: population size is important because my cultural identity is
influenced by other’s practices. For instance, my eating and dressing habits have
changed slightly than before under the influence.
Distance from nature: distance from the nature also effects on identity. For instance I
live in a different city now, my life style is dependent on the nature of the present
location such as weather, climate etc.

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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.
Since I have researched on the people belonging to Aborigins, I have developed basic
idea on their struggle and historical impacts. So interacting with a person belonging
to the same community becomes easier as I am able to revert back their emotions
and language.
7.4 Discuss how your personal views on diverse cultures have changed since taking this
subject.
Knowledge on diverse culture can bring innovation and creativity. Every culture has some
creative aspects that can be amalgamated to evolve a new inovaton. Diverse culture
attracts new talents that have productive contribution towards society (Pollock et al.
2017). After taking the subjects I realized that students also develop great sense of
unity in diversified learning environments.

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Step 8
Organise a second meeting with at least one (1) Aboriginal and/or Torres Strait
Islander mentor. If you only interviewed one mentor in Step 3, interview a second
mentor. If you interviewed both mentors in Step three, meet with at least one of them
for this Step.
This meeting must be held at least one (1) week following your previous interview.
• Discuss the strategies you came up with in Step 4, after your initial consultation.
• Have your mentor/s evaluate the strategies a second time.
• Revise the strategies accordingly.
• Print another copy of the Interview Confirmation Form and have your mentor/s
answer it again. The strategies you will indicate in the form must be the revised strategies
you indicated in Step 4 of this project:
Interview Confirmation Form
Username: learner Password: studyhard
Identify two (2) strategies to improve your communication with your indigenous
mentors. Fill up the table below:
Mentor(s)’ comments on how you
communicated during your initial
interview
Ways to improve communication
for the second interview
Over all interviews was good. Although
slight difficulty was noticed in
understanding the language
Knowledge of all the language group of
the community should be improved.

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Write down your revised strategies below, after your second interview:
a) Increase participation of Aboriginal and Torres Strait Islander people in the Early
Childhood service:
 Building of child care centers and care homes at their locality
 Providing the children with learning equipment (Hinton et al. 2017)
b) Reflect culturally safe and appropriate practice:
Neither using nor harming stationaries such as pencils, erasers for approaching them
for using. The education practice will be environment friendly with respect towards
traditions of the community.
c) Encourage self-determination and community control to ensure improved service
delivery:
More people will be encouraged to participate in the interactive process in order to
improve the service.

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Project 2
Protecting Cultural Safety
For this project, you are to design a short activity for young children that includes a short
story, visual aids, props, and classroom activities. Read through Steps 1 to 4 before
proceeding.
Note: The output of this project will be used in the unit Play and Development
in the Skills Workbook.
Step 1
Write a short story for your class. The story must follow these guidelines:
a. The story is aimed for children aged 5 to 7 years old.
b. The story uses simple language and imagery.
c. There are at least two major (2) characters from different cultures.
d. One (1) of the characters must be of Aboriginal or Torres Strait Islander heritage.
e. The story must be 200 to 300 words long.
f. The story must have a positive message that supports inclusion and
multiculturalism.
Guidance: If you are having difficulty writing your own story, you may get ideas from
existing Aboriginal stories and rewrite it in your own words. Some Aboriginal stories can
be found here: https://www.didjshop.com/stories/

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Write your short story here:
There were two girls named Lowa and Isla. They belonged to Aborigines and British
community respectively. Both of them were from the same early education center. Apart
from infants and kids there were other children who were aged 5-7 years like
Lowa and Isla. Isla never talked much with Lowa as she was not so fond of her skin
complexion.
Lowa was used to with such attitudes from her mates after they have shifted to this new city
since draught engulfed their village. But the little soul was too young to understand any
reason. One day the educator asked the children draw something of their own as to observe
their creativity. Isla was not so much fond of drawing. She liked more to play and model
motifs with slime. When the other children were busy in reflecting their imaginations, Isla
started crying as she could not make any shapes either. The educator left for the other room
after giving them work by then. Lowa was sitting next to her, wiped her tears and sketched a
beautiful flying bird in Isla’s drawing book.
Teacher entered the class and appraised Isla before the class asking the children to clap for
her. Isla returned to her seat hugged Lowa thanking her for the drawing. From that day
onwards the two girls became best friends.

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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 DID LOWA DO TO
ISLA?
2. WHERE DID THE CHILDREN GO FOR STUDYING?
3. Why did Lowa shift to a different city?
4. What did the teacher do after seeing Isla’s drawing?
5. What is the role of a good friend?

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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 Projec T2
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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