Student Assessment

CHCECE001 Develop cultural competence

CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care Record

of Assessment Outcome
Student Name: Student ID:

Summary of evidence gathering techniques used for this assessment:

O Questioning O Research O Project O Observation in the workplace

The evidence presented is:

O Valid O Sufficient O Authentic O Current

Unit result: Competent O Not Competent O
The student has been provided with feedback and informed of the assessment result and the reason for the
decision.
Assessor name: Date assessed:

Assessor signature:

RTO contact info@scei.edu.au

Student declaration on assessment outcome

I have been provided with feedback on the evidence I have provided. I have been informed of the assessment
result and the reason for the decision.
Student name: Date:

Student signature:

Student Assessment

CHC30113 Certificate III in Early Childhood Education and Care

CHC50113 Diploma of Early Childhood Education and Care
CHCECE001 – Version 4.3 - January 2019
1
 Reasonable Adjustment
Was reasonable adjustment applied to any of the assessment tasks? (please tick) Yes O No O

If yes, tick which assessment task(s) it was applied to.

O Questioning O Research O Project O Observation in the workplace

Provide a description of the adjustment applied and why it was applied.

Name of Assessor: Assessor Signature:

Name of Student: Student Signature:

Student Declaration
ties are associated with it. By signing below, you are declaring that the attached work is entirely your own (or where submitted to mee

sment and submission policy and procedures.

pied from another person.

sted.

ectronically by relevant plagiarism software programs.

........
 ASSESSMENT OUTCOME SUMMARY AND FEEDBACK

Assessment Task 1 – Questioning

Submission No. Result Score Date Assessed Assessor Name Assessor Signature

O First submission OS O NS

O Re-submission 1 OS O NS

O Re-submission 2 OS O NS

S = Satisfactory NS = Not Satisfactory

Feedback to the Student:

Assessment Task 2 –Research

Submission No. Result Score Date Assessed Assessor Name Assessor Signature

O First submission OS O NS

O Re-submission 1 OS O NS

O Re-submission 2 OS O NS

S = Satisfactory NS = Not Satisfactory

Feedback to the Student:
 Assessment Task 3 -Project

Submission No. Result Score Date Assessed Assessor Name Assessor Signature

O First submission OS O NS

O Re-submission 1 OS O NS

O Re-submission 2 OS O NS

S = Satisfactory NS = Not Satisfactory

Feedback to the Student:

Assessment Task 4 – Observation in workplace

Submission No. Result Score Date Assessed Assessor Name Assessor Signature

O First submission (booklet) OS O NS

O Re-submission 1 (booklet) OS O NS

O Re-submission 2 (booklet) OS O NS

S = Satisfactory NS = Not Satisfactory

Date industry work placement completed:
Feedback to the Student:
 ASSESSMENT OBJECTIVES

This is a clustered assessment for the units of competency:

● 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

To achieve competency the following assessment tasks must be successfully completed in the time allocated with
the essential resources. Your trainer/assessor will give you the due date to submit the assessments and provide
you with feedback after assessing your work.

Refer to the table below for the summary of assessment tasks for this unit:
Assessment Task Assessment Type Notes
Number
1 Questioning To be completed by the due date provided by
the trainer/assessor
2 Research To be completed by the due date provided by
the trainer/assessor
3 Project To be completed by the due date provided by
the trainer/assessor
4 Completed in a SCEI approved regulated Early
Observation in the workplace
Childhood Education Centre

1. Students may need to spend some hours outside the class hours without supervision to complete
the assessments
2. All assessment tasks must be satisfactory to achieve competency in the unit
3. All the units of competency must be deemed competent to complete the qualification and obtain a certificate
4. The assessment requirement for this unit are presented clearly in the Assessment Requirements located at
https://training.gov.au/Training/Details/CHCECE001
5. In the student assessment, you must be able to:
o Answer all questions
o Complete all assessment tasks within the required timeframe
o Complete all assessments tasks to a satisfactory standard
6. The following resources are required for this assessment:
o Access to an appropriate workplace where assessment can be conducted or simulation of realistic
workplace setting for assessment
o Computer with internet access
o National Quality Framework for Early Childhood Education and Care
o National Quality Standards for Early Childhood Education and Care
o Belonging, Being and Becoming: Early Years Learning Framework
o Walker, Lorraine & Miller, Shelagh, (author.) (2016). The early childhood educator for Certificate III
(2nd edition). North Ryde, N.S.W. McGraw-Hill Education (Australia)
Reasonable adjustment

For information on reasonable adjustment please refer to PP73 Reasonable Adjustment Policy located at:
http://scei.edu.au/enrolment/policies-procedures-forms

Record of assessment outcome

After all of the assessment evidence has been gathered from the assessment tasks for this unit/cluster of units of
competency the Record of Assessment stating your result will be completed.

Information for the student

If you do not understand any part of the unit or the assessments you are required to undertake, please talk with
your trainer/assessor. It is important that you understand all of the aspects of the learning and assessment
process that you will be undertaking. This will make it easier for you to learn and be successful in your studies.
 ASSESSMENT TASK 1 – QUESTIONING

Conditions of ● You are required to answer all questions correctly in Assessment Task 1 –
Assessment Questioning

Student ● Questions relate to a specific chapter of your student guide

Instructions for ● Responses to the questions can be either typed or handwritten
completion ● Written responses must be legible and in pen NOT pencil
● Use of correct grammar and spelling is required to demonstrate foundation
Task 1 – skills, so please ensure to proof read your answers prior to submission
Questioning ● Use of APA referencing must be used where original sources have been used.
Do not copy and paste text from any of the online sources. SCEI has a strict
plagiarism policy and students who are found guilty of plagiarism, will be
penalised. Please refer to APA referencing guide
http://www.flinders.edu.au/slc_files/Documents/Blue%20Guides/APA%20Refe
rencing.pdf
● Write your name, student ID, the assessment task and the name of the unit
of competency on each piece of paper you attach to this assessment
document
● You are required to submit this assessment to your trainer/assessor by the due
date
Due Date The trainer/assessor will inform you of the due date.

Questioning:

1. a. Describe the term ‘Cultural Competence’?

1. Cultural competence is the acknowledgement of different views and methods by which learning occurs due
to the diversity in terms of upbringing and environment among students and the utilization of the same
employed by an educator to optimize their learning.

b. List three (3) knowledge, skills or attitudes to be developed to ensure us, as educators are
culturally competent.
Cultural competence is not limited to one’s awareness of other cultural identity and views,
it includes developing a positive, and not merely tolerant attitude towards such
different cultural perspective. It also includes developing skills that would enable the
educator to communicate and interact with the students in their own cultural terms to
facilitate learning.
2. Within the service there are children who come from many different cultural Identities, provide a list of
ways we identify these to ensure we are meeting their individual needs?
1. Different cultural backgrounds often produce different worldviews as well as different practices or
ways of doing mundane practices which are easily discernible.
2. The language and accents used by students are also good indicators of their cultural identity.

3. Reflect on your family background and your environment, identify significant events which may have an
influence on your current values, beliefs and attitudes?

1. Growing up as a Filipino, our core values pivot around family and resilience. Moreover, being the eldest
among the siblings, my personality has also developed into one which assumed a predestined
obligation to eventually provide for my family. As such, I have also learned to give high regard to the
value of education since in the Philippines, education is deemed as the only way out of poverty and
the only real chance for a good life.
2. That said, I took my studies seriously and managed to get into the country’s premiere university, the
University of the Philippines, where I graduated as a Bachelor of Science in Biology. Aside from
idolizing my Mom who is a great teacher herself, my experience within the university exposed me to
just what learning, both within the classrooms and those occurring out of it and how it can
fundamentally influence an individual. This experience inspired me to be an educator myself and
pursue a career in the field of education.
3. Being the premiere university in the country, UP, bearing the ‘Honor and Excellence’ credo also
inculcated upon me a certain standard of excellence which must always be accompanied by honor.
From day one within the university and until today, such standard has stayed with me and is evident
in everything that I do. The honor, however difficult it may be to keep, has also forced me to become
a better person knowing that there is no real excellence except with an honest work.
4. Going back to my cultural identity, as a Filipino, our history of being entangled with other foreign
entities has also left me rather culturally competent. From our food to our language, Filipino
experience is characterized by a mixture of cultural influence of other Asian countries as well as
Western ones, particularly, the USA. The connection does not end with cultural influence since
Philippines is also populated and frequented by multiple foreigners. As such, we grew to be culturally
sensitive, a value which I carry up to this day.

4. Identify the potential impact your own background might have on interactions and relationships with
people from other cultures? Explain in 300 words.
1. As I have said, Filipino experience cannot be separated from different cultures. Both our historical
and proximate ties with other nations prepared most of us for this multicultural arena we all are
facing today. While several countries have racism embedded in their society, we Filipinos mostly
worry about how we can bring food to our table and how we can take care of our family.
2. While I would not dare say that I am fully culturally competent, I am proud to say that I do not have
an ounce of prejudice towards any particular cultural group nor did I ever discriminate nor
prejudice anyone for their cultural identity or for any other reason on that regard. Instead, I
espouse a certain degree of respect and even curiosity and interest towards other culture which
gives me the potential to eventually be culturally competent.
3. I developed this respect and curiosity back in college since the same was located in the Cordillera
 region which is the ancestral home of the Igorots, one of the Philippines’ several ethnic groups.
Baguio, the city where my university is located, being one of the country’s most famous tourist
spot, is also a cultural melting pot. That said, most of the locals, as well as the outsiders who
sojourned in the city for a certain period, including me, have developed this implicit respect
towards one another and their culture as well as the manifestations thereof.
5. a. List the National Quality Standard (NQS) Elements you believe support the development of
cultural competence.
1. Elements 1.1.1 and 1.1.2 are both crucial in developing cultural competence both on the educators’
end as well as those of the students’.
b. Choose one and briefly explain how this would be reflected in your organisational policies and
procedures.
Element 1.1.1 is crucial as it structures the curriculum itself. Considering that the students are at
a critical stage of learning and building their world view, exposing them to various cultural
perspectives and providing avenues by which they can express themselves as a member of their
own cultural groups would be crucial in inculcating upon the cultural competence. This can be
done by including several fun, inclusive and artistic activities that would allow the students to
showcase themselves individually and as a member of their cultural group, like drawing
activities for instance where the students will be instructed to draw their family, their
aspirations, what they consider important, etcetera. They may also be asked to perform role
playing activities in which they can explore other aspects of themselves.
Not only will such activities foster cultural competence upon the students by being exposed to
different cultural views in a positive way, these activities will also hone their artistic skills.
Of course, these activities will be subject to constant assessment and shall be amended
accordingly to further improve their strong points and to tweak those which do not seem to
meet the needs of fostering cultural competence among students.

6. Identify five (5) factors that may contribute in maintaining your cultural identity.
1. What I consider as the primary factor which allows me to maintain my cultural identity is simply the feeling
of security I get from the people in my locality. Not once did I feel ashamed nor afraid of being
discriminated or being made fun of when I chose to be myself, a fully pledged Filipino. Neither was
anything from my interaction with my neighbors which indicated that I should be. Instead, I felt
welcomed and accepted outright, despite our physical and other differences.
2. Not only did I feel safe and secure since the first day of my arrival, I actually felt proud having been around
great fellow Filipinos who have been helping me integrate socially. This made me feel proud about my
country. That said, maintaining my cultural identity would not be a problem with these great Filipinos
around me.
3. The way my fellow Filipinos helped me integrate into the general community helped me develop this
affinity towards fellow Filipinos who are also newcomers. This solidarity amongst us Filipinos help me
maintain my cultural identity.
4. What goes around comes around. Perhaps, Filipinos’ reputation of being hospitable benefits me since I
have been hospitably received by my neighbors and workmates since my arrival in Australia. This respect
for a well-known cultural trait makes it easier for me to maintain my cultural identity.
5. My strong Filipino roots also makes it easier for me to maintain my cultural identity. My family back at
home, as well as my friends, help me keep my cultural identity.

7. There are many cultural differences relating to non-verbal communication. Describe two (2) examples of
 nonverbal communication and how interpretation and response might differ between mainstream Anglo
and non-Anglo based cultures.
1. In Anglo cultures, patting a child’s head is a gesture considered friendly. However, in many parts of Asia,
touching someone’s head is considered inappropriate the head being regarded as a sacred part of the
body. Here, the insertion of the concept of what is sacred bears the difference on how the same
gesture is regarded differently between the said cultures.
2. To the Spanish, the Anglo has an uptight, authoritative walk unless he is just ambling. To the Anglo, the
Spanish American male walk looks more like a swagger than a purposeful walk.

8. In the area where you live, identify the appropriate people / services / Educators / service
representatives could contact to obtain knowledge of local cultural groups.
1. In our neighborhood, having a number of locals who have been there for decades certainly comes in
handy. Mere observing them gives you a picture of the norms of the place. If you want to know more,
you can always approach them politely and inquire about the history of the place and the people
there.
2. The business owners also offer a different perspective with respect to their view of the community
compared to that of the village elders. From them, you can grasp the socio-economic profile of the
different cultural groups within the community.
3. The youth also represent an era distinct from their predecessors. That said, it would be interesting to
cross-examine what they have to say in comparison to that of the elders.

9. The Early years Learning Framework (EYLF) (2009) describes cultural competence as ‘the ability to
understand, communicate with, and effectively interact with people across cultures” In relation to the
EYLF document what cultural competence encompasses.
1. Culture is everything man learns as a product of society. It guides him in his daily and hourly
ventures. It gives him a picture of what to expect and what is expected of him. This picture varies
from one culture to another. Cultural competence entails the ability to see beyond the picture
imposed upon him by his cultural background and accommodate what he sees in another by virtue
of their own cultural background. Cultural competence entails respect for another culture and the
empathic connection between members of a different cultural group to another. Cultural
competence acts as a bridge between two persons having two different world views.

10. With reference to the EYLF: Principle 2: Partnership, Principle 4: Respect Diversity Outcome 1: Children
have a strong sense of identity. Comment how educators can acknowledge and support children’s family
and culture?
1. Family should always be in the picture when it comes to children’s learning. As such, every achievement
and in every step towards that must be relayed by the educator to the family of the child. That way,
the classroom will not appear as a venue of learning totally distinct from home considering that the
latter is where most of a child’s learning occurs. This way, the child can easily integrate the learning
that transpires at home and those which transpire at school amounting to a more comprehensive
learning experience. Moreover, since the goal is to make the child culturally competent, his
experience at home is a very good avenue for him to observe what is an otherwise taken-for-granted
aspect of culture – the life at home itself. By doing so, the child does not become a mere participant
but a participant observer.
 2. Theeducator must also be careful in making remarks about stories from home which children tell. The
educator must be sensitive and have a set of ears willing to listen and talk about what the children is
sharing. This way, the educator can build rapport between him/her and the child while also building
the child’s trust and confidence.

11. Colonisation has had several impacts on the Aboriginal and Torre Strait Islander people. Historically
government policies have been identified as contributing to the disadvantage of Aboriginal and Torres
Strait Islander culture past and present.
a. List five (5) impacts that government legislation has had on Aboriginal and Torres Strait
Islander culture.
1. Generally, Indigenous people receive the same level of public benefits as non-Indigenous
people. Individuals do not get extra funding because they are Indigenous. However,
specific government programs, not additional income, have been introduced for Aboriginal
and Torres Strait Islander peoples because they are the most economically and socially
disadvantaged group in Australia. Special programs are necessary to help overcome
disadvantage. As such, many have abandoned traditional way of making ends meet to
accommodate modern government initiatives.
2. Public expenditure on education for Indigenous people is 18% higher per capita than for
non-Indigenous people aged 3-24 years. The higher expenditure is a result of various
factors including location (delivering education in rural and remote locations is more
expensive) and lower than average income for Indigenous people which leads to a greater
average need for assistance to students. Having been given access to education, the
implication is that the indigenous people may abandon several traditions in lieu of a new
one, more compatible with the fruits of a formal education.
3. Public and private expenditure on health services for Indigenous Australians rose by at
least 15% per person between 1995-96 and 1998-99. However, given the comparatively
poor health indicators for Indigenous people, public expenditure on health services for
Indigenous people was similar to that for non-Indigenous people in low income groups.
This may bring a shift from relying heavily on traditional healing methods into modern
medical techniques.
4. The materials used in building a house, how it is built, where and who helped built it is
culturally determined. In 2002-03, the Government said it would spend approximately
$350 million on Indigenous-specific housing and related infrastructure programs. In
addition to Indigenous-specific housing programs, an estimated 22% of Indigenous
households are tenants in mainstream public housing. With this initiative, the changes
brought in the family dynamics of the indigenous people due to its different structure may
significantly impact several cultural and traditional practices of the indigenous people.
5. Federal Government announced the introduction of new arrangements for administering
Indigenous affairs from 1 July 2004. Under these arrangements, the Aboriginal and Torres
Strait Islander Services (ATSIS) and the Aboriginal and Torres Strait Islander Commission
(ATSIC) were abolished (effective from 30 June 2004 and 30 June 2005 respectively) and
responsibility for Indigenous specific programs transferred to mainstream government
departments and agencies.

b. Identify the role of the Aboriginal and Torres Strait Islander Social Justice Commissioner.
 • Under the Australian Human Rights Commission Act 1986, the Aboriginal and Torres Strait
Islander Social Justice Commissioner may report to the Minister on the exercise and
enjoyment of human rights of Indigenous peoples and undertakes social justice education
and promotional activities. This Commissioner may report under the Native Title Act 1993
on the operation of the Act and its effect on the exercise and enjoyment of human rights
of Indigenous peoples. In addition, the Commissioner reports, when requested by the
Minister, on any other matter relating to the rights of Indigenous peoples under this Act.

c. Outline three (3) distinctive rights that Indigenous Australian hold as the original people of
this land
1. Indigenous people have the right to live in freedom, peace and security.
2. They must be free from genocide and other acts of violence including the removal of
their children by force.
3. Indigenous peoples have the right to practice and revitalise their cultural traditions
and customs.

12. Identify a childcare service where you live. For this service, list (5) historical issues which are in relation to
or affect the Aboriginal and / or Torres Strait Islander People of the area.
1.

13. In your own words, explain why it is important to regularly review curriculum, resources and activities to
ensure they are culturally appropriate.

1. Learning is a dynamic process in that there are always new learning techniques being developed, more
inclusive ones, suitable for a more diverse pool of students. Moreover, nowadays, what is considered
to be politically and culturally appropriate varies quickly, hence, it is essential to keep the materials
and methods of teaching in check. As the curriculum evolves, so should the materials to meet the
former’s demands.

14. a. Describe why it is important to ensure all information received about a child and their family is
processed in a culturally sensitive manner.
1. Child rearing, learning and family life differs fundamentally across different cultural groups.
What may be deemed appropriate and conducive to one may be considered detrimental to
another. Hence, it is critical to contextualize every information received from such family in
light of their cultural background to avoid any misconception and to accurately determine the
child and the family’s situation.

b. What supporting processes should be in place in regards to sharing of the sensitive information?
- Crucial is the determination of the cultural identity and background of the family of the child as such will
determine the context by which the information is to be assessed and deliberated. It then goes without
saying that research regarding the cultural background of the family has to be available in order to make
sense of the data taken from the family. The data must also be confidential to avoid any unnecessary
intrusion of the family’s privacy as well as to build rapport between the educational institution and the
family.
15. Identify six (6) ways an educator can ensure a culturally safe environment and celebrating cultural
diversity?
1. Never be afraid to call out an unacceptable behavior especially those relating to racial
insensitivity.
2. Bea role model. People around you respond to how you deal with racism. Treating others fairly
sends the message that no one should be treated differently.
3. Never let a student feel different by reason of his cultural identity or physical attributes.

4. Alwayshave an ear ready to listen in order to encourage children to express themselves and feel
good about themselves.
5. Beready to address any questions children might ask due to cultural differences between them
and answer them in the most appropriate and enlightening manner.
6. Teach children the value of respect and unity amidst diversity, in that their differences is more of
a source of strength than it is of conflict.

16. Provide a list of eight (8) external resources / places etc. where you are able to get further assistance
for your workplace in relation to cultural diversity issues.
1. As a regular church goer, I have always given the wisdom of the church high regard. That said, visiting
one is always on my list in terms of seeking assistance regarding cultural diversity issue.
2. The same can be said towards the elders on our neighborhood whose wisdom and experience
regarding the matter would certainly come in handy.
3. There are few people more qualified to talk about cultural diversity than the indigenous people
themselves.
4. Photographers and other artists who have for their subject indigenous cultures can also shed light into
the beauty of their practices.
5. Civic and political leaders can also talk and inspire us to unite amidst cultural diversity.
6. School staff coming from different cultural backgrounds can also tell their story on how they transcend
beyond their difference and manage to be acquainted.
7. Parents of the children can also be a critical resource person considering that they are their primary
role models.
8. Prominent and successful indigenous people can also share their story of success and show that racial
and cultural barriers are no hindrance to success.

17. Provide an example of an experience that is culturally diverse and supports the development
of relationships between children, educators and other adults.
1. Filipinos are a naturally friendly bunch, and once, a friend hosted a party which was attended
by several guests coming from different cultural backgrounds. Some brought dishes that is
traditional to their culture. There, we get to celebrate with one another without having any
issue regarding our apparent difference in terms of cultural background. Also, we talked a
lot but never about one’s culture, except with regards to the traditional food that they
brought. We treated cultural backgrounds as is, just backgrounds and not one which
overrides one’s personality.
18. In your own words, explain how educators might provide opportunities for children and families to
enhance their experience of cultural diversity.
1. There are several school activities which celebrate cultural diversity wherein parents of the
children are more than welcome to attend. By doing so, not only can they show support to their
children and the school, it also shows their support for the locals and the diversity of cultural
backgrounds in the community. Such activities also provide avenues for direct participation on
the part of the parents where they themselves can express their own cultural background.

19. Briefly explain why children from all cultural backgrounds should be engaged in cultural activities.
1. Cultural background when not expounded can be very limiting. Your world view may limit how
you live your life and experience the world. This may also lead to conflict when one who is only
aware of his world view gets confronted with that of others. This also hinders learning since
one who has an isolated world view may find some things difficult to comprehend and even
accept when it does not fall within his culturally imposed expectations.

20. Identify four (4) types of activities which can assist a child in developing an appreciation for diverse
cultures?
1. Sharing of individual or personal stories which depicts ones cultural background.
2. Conduct other artistic activities such as drawing activities where they can further express
themselves and depict their cultural background.
3. Role playing activities where each get to play, not necessarily themselves, but a member of the
same cultural background to which they belong.
4. Food festivals where each child must bring a dish that is uniquely from their culture which they
shall later indulge on is a very good avenue of exposing one another to each cultural
backgrounds.

21. List four (4) impacts that government legislation has had on Aboriginal and Torres Strait Islander culture?
1. Aboriginal and Torres Strait Islander people were forced off their traditional lands, away from their active
hunter-gatherer lifestyle. Some Aboriginal and Torres Strait Islander groups resisted the seizure of their
lands, resulting in violence.
2. Public expenditure on education for Indigenous people is 18% higher per capita than for non-
Indigenous people aged 3-24 years. The higher expenditure is a result of various factors including
location (delivering education in rural and remote locations is more expensive) and lower than
average income for Indigenous people which leads to a greater average need for assistance to
students. Having been given access to education, the implication is that the indigenous people may
abandon several traditions in lieu of a new one, more compatible with the fruits of a formal
education.
3. Public and private expenditure on health services for Indigenous Australians rose by at least 15% per
person between 1995-96 and 1998-99. However, given the comparatively poor health indicators for
Indigenous people, public expenditure on health services for Indigenous people was similar to that
for non-Indigenous people in low income groups. This may bring a shift from relying heavily on
traditional healing methods into modern medical techniques.
4. The materials used in building a house, how it is built, where and who helped built it is culturally
determined. In 2002-03, the Government said it would spend approximately $350 million on
Indigenous-specific housing and related infrastructure programs. In addition to Indigenous-specific
 housing programs, an estimated 22% of Indigenous households are tenants in mainstream public
housing. With this initiative, the changes brought in the family dynamics of the indigenous people
due to its different structure may significantly impact several cultural and traditional practices of the
indigenous people.

22. List four (4) activities which can be set up in the service to encourage and promote participation by
families of all cultural groups.
1. As mentioned earlier, food festivals where each child gets to showcase their cultural cuisine is an
interactive and fun activity not only for the children but for their parents as well.
2. Role playing activities can also be fun for the whole family watching their kid perform and
represent their own cultural background.
3. Art contests centered on depicting cultural backgrounds can not only develop and hone children’s
artistic talents but also their appreciation for their own as well as other’s cultural background.
4. Each cultural group must be given a week of their own where they can conduct a series of
activities depicting their culture. Since every cultural group will be given opportunity to
represent their own, these activities would be very interesting and educational both for the
children and their parents.

23. Identify five (5) external services / visitors to the service to promote all cultural groups within the service.
1.

24. Give an example of an experience that educators might plan and implement to foster positive attitudes to
inclusiveness and cultural diversity.
1. During the Indigenous People’s month back in the Philippines, my university conducts an annual
program where the IP’s were given the chance to celebrate their culture and share it with others.
There were nights when they perform traditional dances, play their traditional games, and prepare
their traditional meals. While doing this weekly might seem excessive, an educator may require
children to simply bring an item, whatever it is, that represents their cultural background and give
them time and opportunity to explain that particular item to introduce it to those who are unfamiliar
with it. Not only will this expose children to different cultures, it will also widen their repertoire of
knowledge on items they do not normally see.

25. Explain how educators might role model these forms of communication and interactions with all children
and families: PC 5.4 KE 5
a. Open communication
• Educators must initiate sharing personal stories as to show the students that there is no
harm in expressing oneself. He must, however, be careful to observe that no potentially
offensive remark would be raised by the children. He may solicit questions but he must be
ready to answer them in the most appropriate and enlightening manner, that is, not in a
way that would confuse the children.
b. Inclusive communication
• The educator, in order to be inclusive, must be wary of his jargons or terms which may not
be familiar to the children and their parents. These terms may be highly technical or
linguistically exclusive. Basically, the educator must express himself using the simplest
possible terms to ensure that nobody is lagging behind. This is essential considering that
the vocabulary of children is not as broad as that of adults and may result at times with
 the children failing to understand not only lessons but what are being said and taught in
general.
c. Equitable communication
• The educator can espouse an equitable communication style by allowing the input of
children and their parents upon any topic which pokes their interest. Not only will this
method of communication make the discussion more interesting, it can also stimulate
curiosity among the children as well as their parents.
d. Ethical communication
• While there are specific goals which an educator aims to accomplish, he must not do so by
conveying false and misleading information. The educator must, at all times, be honest
and relay only what is factual and truthful as to not mislead both the students and their
parents and not to inculcate upon them false information which may put them in trouble
in days or years to come.

26. Provide an example of an experience that educators might implement in consultation with their
supervisor, that builds on diverse backgrounds of children and their families, or that focuses on events,
customs, and beliefs.
1. There was this time where a boy who cried during class was laughed at by some of his classmates.
Here, we can see how at young age, children have what can only be inferred as a concept of
masculinity. In this case, the boy was laughed at because of the implicit expectation that boys
should not cry. Considering that the concept of masculinity is primarily conditioned upon cultural
expectations upon males, having focused discussions regarding this matter in the context of their
own cultural backgrounds can help them deal with the pressures of such expectations and be more
themselves instead of merely complying with social and cultural expectations from them. This is
crucial since the concept of masculinity is critical in the development and expression of one’s
identity.

27. List at least six strategies that will encourage open-mindedness and inclusion of diversity and difference
within children’s services organisations.
1. An attitude, backed by sanctions which clearly indicates zero tolerance for bigotry and racial
insensitivity is a good way to start.
2.

28. For each of the following standards, provide a description where they have mentioned or detailed any
reference to "the development of cultural competence" in relation to an early childhood education
and care setting.
● The National Quality Framework for Early Childhood Education and Care (NQF)
● The National Quality Standards (in relation to child care) (NQS)
● Early Years Learning Framework (EYLF)

29. Promoting linguistic diversity in your service may be achieved in various ways. Discuss three (3) ways
that this can be demonstrated in an Early Childhood setting.
 ASSESSMENT TASK 2 - RESEARCH

Student ● Undertake research and create a report and submit the trainer/assessor by the
Instructions for due date
completion and ● The report may be typed or handwritten
conditions of ● If handwritten, writing must be legible and in pen (NO pencil)
Assessment ● The report is to be 500 words (+/- 10%)
● The use of graphs, diagrams, tables may be used to support the evidence
Task 2 - ● Use of correct grammar and spelling is required to demonstrate foundational
Research skills
● Use of APA referencing must be used where original sources other than your
own have been used – to avoid plagiarism
● Write your name, student ID, the assessment task and the name of the unit of
competency on each piece of paper you submit for assessment

Due Date The due date for this task is

Research an Aboriginal and or Torres Strait Islander land ownership in the area where you live. You need
to contact an Aboriginal community centre and speak to an appropriate person or elder with wide
knowledge of Aboriginal and or Torres Strait Islander history and issues. If you cannot find one in your
specific area, look wider into the state or territory. Ask the appropriate person about any historical issues
or significance regarding the land. Document your findings. Also mention what historical law lead to the
land being taken away during settlement.

Research 2:
There are many historical factors that have had a contemporary impact on Aboriginal and or Torres Strait
Islander. Consult with an appropriate person or an elder form their community and research two factors.
Factors may include: Legislations and land rights, stolen generation, and health
Document your investigation in a report form.

Research 3:
Access the Early Years Learning Framework Outcome 1.
● Explain four ways you could promote a sense of belonging and connectedness in children’s learning
environment where you role model cultural awareness and equality.
● Access the National Quality Framework and locate the standard that relates to the inclusion of the child’s
culture in the services program.
● Provide an example of how you will demonstrate or reflect this standard in an Early Childhood setting.
 ASSESSMENT TASK 3 - PROJECT

Student ● Read this project assessment task, complete all the requirements and submit to
Instructions for the trainer/assessor by the due date
completion ● You are to work individually
● Presentation will be between 8-10 minutes
Task 3 ● Assessment tasks must be typed (not hand written)
- ● Use of correct grammar and spelling is required to demonstrate
Project foundational skills
● Use of APA referencing must be used where original sources other than
your own have been used – to avoid plagiarism
● Write your name, student ID, the assessment task and the name of the unit
of competency on each piece of paper you submit for assessment

Due Date The due date for this task is

Project One: Learning Experience Plan

● You are to plan and organise an activity or an experience for children (choose an age group) that supports
the curriculum and strengthens the cultural relationships.
● In your planning reflect the materials that are culturally diverse and are age appropriate. Your material
will encourage involvement and participation among children.
● Identify and explain various knowledge and skills and attitude that each individual child will gain and
develop from this learning experience.
● Describe the pedagogy you will use to cater children’s needs and foster learning and development in
children.
● Explain the process on how you will evaluate the outcome of your group plan.
● Define how you will promote sense of identity in every individual child with your proposed learning
experience plan.

Project Two - Presentation

Assume that you have been working in a particular early learning centre for some time. Three new educators,
recently graduated, have recently been appointed. These are people have little previous experience in an early
learning centre other than on work placement during their course.

Your manager has asked you to make a presentation to the new staff members; explaining:
● how cultural diversity should be valued and accommodated
● how to interact in culturally appropriate ways with children, families and communities
● how to embed diversity and inclusion in daily practice
● the methods that might be used to overcome or manage cultural conflicts in such a setting

You will be allocated 8-10 minutes to present one of the three items above to the new staff members (fellow
students and trainer/assessor) including question time.
For submission to your trainer/assessor, your presentation must be supported by a written document that covers
in detail:
● awareness and understanding of cross-cultural factors
● culturally appropriate work practices
● relevance to the Early Years Learning Framework
● issues associated with language barriers
● legislation relating to cultural competence
● methods of developing trust-based relationships
● respecting and accommodating cultural diversity
● prevention of stereotyping, prejudice and bias
● effective communication strategies
● resolving misunderstandings
● creation of a culturally and psychologically safe environment
● access to appropriate advice and assistance within the community
● creating environments that support children’s cross cultural understanding and relationships

Address these issues from the point of view of educator/child/family relationships and of relationships between
educators and other co-workers at the Centre.
ASSESSMENT TASK 4 - OBSERVATION IN THE WORKPLACE

Student ● You are required to undertake industry work placement

Instructions for ● You are required to undertake industry work placement
completion and ● 160 hours- Certificate III in Early Childhood Education and Care
conditions of ● 240 hours- Diploma of Early Childhood Education and Care (Domestic)
Assessment ● 360 hours- Diploma of Early Childhood Education and Care (International)
● You must have been graded successful in your assessments for all units
Task 4 - of competency prior to commencing work placement
Work Placement ● The SCEI work placement coordinator will arrange your work placement to
ensure it is undertaken in a SCEI approved regulated Early Childhood
Education Centre.

Due Date ● The work placement booklet must be submitted to the trainer/assessor within
five days of completion of the work placement

Prior to attending work placement, you will be issued with a work placement booklet. This will outline:
● the roles and responsibilities of you (the student), the SCEI workplace supervisor and host organisation
● the skills you will be observed and assessed performing
● assessment tasks to complete prior to work placement and during work placement

It is expected during the industry work placement the student will consistently demonstrate achievement of the
required skills and knowledge as set out below. Please refer to the work placement booklet for further details of the
work placement and the assessment requirements.

Assessment Criteria
There must be demonstrated evidence that the candidate has completed the following tasks at least once:
● reflected on own cultural identity and biases
● investigated cultural diversity in at least one service and community
● supported children’s and families’ cross-cultural relationships through the following activities:
o interacting in culturally appropriate ways with children, families and communities
o consulting with appropriate persons to access local knowledge of Aboriginal and/or Torres Strait
Islander culture
o planning and implementing supportive environments for all children
o supporting the implementation of experiences that encourage children to respect all cultures and to
celebrate cultural differences
o embedding examples of diversity and inclusion in daily practice
o using effective oral communication techniques to liaise between differing cultural contexts and
situations
It is critical that the candidate demonstrate the ability to effectively do the task outlined in elements and performance
criteria of the unit CHCECE001 this includes the ability to:
● Apply culturally respectful practices in the workplace and to demonstrate respect and inclusiveness of
culturally diverse people in all work practices
● Form effective workplace relationships with co-workers and colleagues of diverse backgrounds and cultures
● Participate in identifying and implementing culturally safe work practices
● Respond respectfully and sensitively to cultural beliefs and practices that may cause harm
● Sensitively and respectfully communicate with persons of diverse backgrounds and cultures
● Use basic conflict resolution and negotiation skills
● Use effective strategies to address and eliminate discrimination and bias in the workplace

Please refer to the work placement book for assessment to be

completed while on placement.