CHCECE001 Develop cultural competence
Assessment
To achieve a competent result for this unit you must satisfactorily complete all the assessments requirements listed below.
Assessments for this unit are as follows:
Assessment Number Type of Assessment Description and location
Assessment 1 Short Questions/Multiple Choice Questions/True or False There are short questions found in this booklet.
You will be given the opportunity to respond to each question in your own words in a written format. In special cases you may respond verbally.
Assessment 2 Case studies/Scenarios There are Case studies/scenarios in this booklet. Read the case studies given and answer the questions that follow. Use your own words in answering these case studies.
Assessment 3
Research Activity There are research activities found in this booklet. You are required to research the topic and respond to each question in your own words in a written format. In special cases you may respond verbally.
Assessment 4 Personal/Reflective Journal Instructions for the journal are in the supervised work placement booklet
Assessment 5 Third Party Observation Will be performed by the workplace supervisor while the student is on Work Placement.
Assessment 6 Work Place Observation Your workplace supervisor observes you in the work place setting demonstrating the practical application of the skills and knowledge that you have gained in relation to these units. Your supervisor is required to observe you performing tasks in the workplace using the checklist provided in the third party report. During the observation your assessor will make a judgment as to whether you have met the required skill level for the qualification, or if further practice is required. Instructions and checklist for work placement are in the supervised work placement booklet. When an assessor is unable to visit the workplace they shall liaise with your workplace supervisor to confirm your ability to perform the tasks as part of the training package.
Assessment 7 Portfolio In your portfolio you should collect information relevant to the unit such as the Children’s Developmental Stages, Playground policies etc.

Instructions to the Student
Please read all the information given to you before you start any assessment task. If you do not understand some or all of the questions, please ask your trainer/assessor for assistance.
Attempt to answer ALL questions in your own words on the assessment paper provided. The questions are designed to assess your understanding of the unit as well as your underpinning knowledge.To satisfactorily complete this assessment task you are required to complete the whole assessment. To do this you will need to answer all questions correctly and demonstrate you have achieved the required knowledge to industry standards. This assessment is intended to be fair and flexible. If you feel that we should change any aspect of this assessment to be fair, equitable or flexible, immediately contact your assessor who will attempt to make alternative arrangements.

Assessment Tasks Outcome
Unit: CHCECE001 Develop cultural competence
Student ID: Click here to enter text.
Student Name: Click here to enter text.
Assessors Feedback
Assessors: Please return this cover sheet to the student with assessment results and feedback. A copy must be supplied to the office and kept in the student’s file with the evidence.
Tasks included in submission
Assessment Tasks Title Satisfactory/ Not yet satisfactory Assessor
Signature Date Re-submission Satisfactory/ Not yet satisfactory
Short Questions Assessment 1

Case Study 1-2 Assessment 2

Research Activity 1 Assessment 3

Satisfactory Not Yet Satisfactory
Assessor Signed: Assessor Name: Date:

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Assessment 1
Short Questions
c. With reference to the EYLF:
Principle 2 Partnerships,
Principle 4 respect and Diversity
Outcome 1 Children have a Strong Sense of Identity
How can Educators acknowledge and support children’s family and culture? Educators can:
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d. How can you access more information on the National Quality Framework and National Quality Standards?
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1. Educators can demonstrate cultural competence by gaining knowledge of the cultural practices and protocols of families using the services.
Give two examples of cultural practices Educators need to consider when communicating with families and community members from diverse cultural backgrounds.
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2. a. Explain why Educators should avoid saying to children ‘We are all the same’?
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b. Provide one example of how Educators can use routine experiences as opportunities to talk about differences and similarities?
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3. Colonisation has had a severe impact on the Aboriginal and Torres Strait Islander culture. Historically government policies have been identified as contributing to the disadvantage of Aboriginal and Torres Strait Islander culture past and present.
a. What are some of the impacts of government legislation on Aboriginal and Torres Strait Islander culture?
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b. What is the role of the Aboriginal and Torres Strait Islander Social Justice Commissioner?
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c. Outline the distinctive rights that Indigenous Australians hold as the original people of this land.
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4. Outline three ways Educators can find out more about the Indigenous cultures within their community
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5. List 2 examples of policies and procedures an educator needs to follow in relation to working with children from a different cultural background.
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6. How can childcare educators interact with children to help them have a strong sense of identity and well being within their world?
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7. How might you obtain information about the cultural identity of families attending a service?
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8. Identify three ways Educators can create a culturally inclusive physical environment?
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9. Identify eight practical tips to consider when working with families where English is a second language.
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Assessment 2
Case Study 1
Read each scenario and using the strategies below identify how the Educator could address the bias.
Strategies
? Address misinformation and stereotypes
? Promote pride in own culture.
? Explore similarities as well as differences
? Intervene; let children know that words can be hurtful. ? Give children factual information
? Broaden children’s knowledge of diversity
? Talk about fairness and empathy (thinking about the needs/feelings of others)

Select three strategies Educators can use to address the bias in this scenario?
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Select 3 strategies Educators can use to address the bias in this scenario?
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Case Study 2
You are to prepare a short presentation (3 minutes in length) in class on your own cultural background.
The areas that you must cover are:
a. What are you able to bring to benefit others from your culture?
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b. How often has your culture influenced you in everyday life? Explain two experiences?
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c. Name 2 things that people have commented on about your culture? (These can be both negative and positive responses).
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Assessment 3
Research Activity 1
This task requires you to investigate and identify cultural groups within your service and/or community, as well as inclusive practices that support and encourage the inclusion of families from diverse cultures. Plan an experience that supports inclusive practices that you could use in the workplace.
Cultural Group:
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Experience:
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Research Activity 1: Culturally Diverse Community
Cultural Identity and Practices
What cultures are represented within your service and local community?
What methods does your service use to collect information about the diverse backgrounds of children and families’ at your service?
How does your service reflect the diverse backgrounds of children and families as well as the broader community (consider policies, procedures, teaching strategies, practices, program, environment)?
Research Activity 1: Culturally Diverse Community
Cultural Experience Plan
Age of Children: Group Size:
?Small ?Large Location: Indoors Outdoors Routine Task Other __________________________
Goal: (how will this experience support the group’s development/learning? What do you want to achieve?)
Performance Indicator/s: (What will you see and hear to demonstrate achievement of the goal?)
Rationale: (How does the experience support the interests/learning/goals of the child/ren?)
Resources:
(List the resources and materials you will use for the experience)

Transition Strategy:
(How will you gather children to the experience? How will you smoothly transition the children to the next experience/routine at the conclusion?)

Description of Experience/Procedure:
(List/describe how you intend to implement the experience with the children from beginning (set up) to end. How will it be set up? What will the children be required to do?)

Teaching Strategies/Adult’s Role
(What role will you play in the experience? How will you facilitate children’s engagement