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
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permission of Compliant Learning Resources.
Assessment Workbook

Assessment Workbook
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Version No.5.2 Produced 9 February
2018
© 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