CHC30113 Subject 6 Culture and Community

2. 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.

3. 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.

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.

4. THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING

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
1. Assessment must include the full range of skills and knowledge needed to demonstrate competency.
2. Assessment must include the combination of knowledge and skills with their practical application.
3. 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
1. Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.
2. Assessors must be trained in national competency standards for assessors to ensure reliability.

• Assessment must be flexible
1. Assessment, where possible, must cover both the on and off-the-job components of training within a course.
2. Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired.
3. Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.

• Assessment must be fair and equitable
1. Assessment must be equitable to all groups of learners.
2. Assessment procedures and criteria must be made clear to all learners before assessment.
3. Assessment must be mutually developed and agreed upon between assessor and the assessed.
4. 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.
5. 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

5. 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, installing a particular type of software on a computer for a person with vision impairment, or even offering tailored support such as economics assignment help to meet individual learning needs.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with a disability have:
• the same learning opportunities as learners without a disability
• the same opportunity to perform and complete assessments as those without a disability.
Reasonable adjustment applied to participation in teaching, learning and assessment activities can include:
• customising resources and assessment activities within the training package or accredited course
• modifying the presentation medium learner support
• use of assistive / adaptive technologies
• making information accessible both prior to enrolment and during the course
• monitoring the adjustments to ensure learner needs continue to be met.
Assistive / Adaptive Technologies
Assistive/adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers.

IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements.

6. 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.

7. 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
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
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

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
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:
• 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.

8. 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.

9. 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.

10. 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

11. 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.

12. ASSESSMENT WORKBOOK COVERSHEET

WORKBOOK: WORKBOOK 6
TITLE: Culture and Community

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:

13. 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 Australian indigenous community. My family and generations have been living in Australia from several years. However I have closely observed members of Torress strait islander and the cultural differences in their community as well as ours. The cultural diversity is greatly beneficial in improving different aspects of development and growth.
Political:
If political organisations and institutions will have members from only one type of culture then they will not be able to understand the needs and problems of other communities. As a result of this one community may not develop and thus overall growth of the nation may affect. Thus for uniform development of all citizens and communities political leaders must have integration and understanding of different cultures.
Social:
The cultural values affect the health, beliefs and values of individual. Thus it is necessary that social workers must also include people from different culture so that their social needs, behaviours and health can be improved. The inclusion of people from diverse cultures is also necessary to improve the education and social development and to avoid discriminatory practices in the society.
Economic:
Involving people from diverse cultures is also important for overall economic development. Different cultures have wide income gap and thus for providing employment opportunities and economical development of backward or underdeveloped community. For formulating more effective economic policies economic aspects of different communities must be understand.
Cultural:
Cultural diversity also enhances the diversity of nation and encourages tourism. The various cultural beliefs encourages people to learn variety of concepts and beliefs.

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:
1
i. Presence of Western culture in Australia
0
ii. Many Australians have blue eyes
1
iii. The existence of a democratic system of government
0
iv. Dominance of the English language in Australia
1
v. Population growth
0
vi. The presence of marsupials in Australia
1
vii. Evidence of a significant Anglo-Celtic heritage
1
viii. The diverse input of Aboriginal and Torres Strait Islander peoples
b) How you see this influence is manifested in Australia today:
The existence of democratic government in Australia has the major role in manifestation of present day Australia. The democratic government gives equal rights and opportunities to each and every citizen irrespective of their culture. It plays a critical role in eliminating the cultural and and social discrimination so that diversified culture can integrate together and present day Australia can grow.
The population growth is also one of the factor which has strong influence on Australia growth. With increasing population it has become mandatory that there must be social and economic balance in various communities. As a result of this cultural dimension and policies are also changing in Australia.

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 act prohibit any discrimination on the basis of age in education, employment, accommodation and other social care services. On breaching the law respondent are ordered to pay damages to applicant in terms of financial penalties. They may also be ordered to re-employ or employ the applicant and to perform an act so that damage caused to applicant due to discrimination can be addressed.
ii. Sex Sex discrimination act 1984 The legislation aims at establishing equality among various genders. It also eliminate sexual harassment and discrimination on basis of pregnancy, marital status or sex. The offenders may be given sentencing or financial penalties.
iii. Race Racial discrimination act 1975 It prohibit the discrimination or insulting behavior with an individual or community on the basis of color, race and ethnic origin. Breaching of this law result in disciplinary actions, legal proceedings or financial penalties against offender.
iv. Disability Disability discrimination act 1992 The legislation ensure that individuals are not discriminated in education, public services, accommodations, clubs and other services on the basis of disability. Breaches to the law can have serious health implications for the victim. Thus offenders may be given punishments as per the severity of the code of conduct.

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
National quality framework (NFQ)
The early year learning framework (EYLF)
b) Examples of Initiatives to support Aboriginal and/or Torres Strait Islander people within your service:
The aboriginal communities may face difficulties such as language barriers. Thus there must be appropriate facilities so that language barriers can be resolved. For this purpose services must have staff members who are trained to understand the needs of aboriginals or the Torres strait islander people.
Specific services needs such as requirements of those people who are in need of language assistance, wheelchair or other health and safety needs must be given assistance and services must be accessible.

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:
As per access and equity policy Bertana must be encouraged so that she can utilise her first language. In addition to this a suitable learning environment must also be developed so that she can acquire proficiency in dominant language (English). Similarly teachers can be provided training of such common aboriginal languages so that students can be supported with the help. There must be interpreters or sign boards in the classrooms so that Bertana can get help.
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:
1 Yes 0 No
Access and equity policy helps to eliminate the barriers as result of diversity so that people can easily engage with service providers or government. Since Sebastien parent's are not well in English, an interaction with them in English will create less impact as they may get incomplete understanding. However on the other hand if French will be used as medium of discussion then it will encourage the communication in more positive way and better outcomes will be obtained.
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:
1 Yes, the needs of parents must be taken into account.
0 No, the centre only caters to the needs of children.
The child protection policy of Sparkling stars childcare is responsible for taking care the needs of children, staff members as well as parents. It provides reassurance that health and safety regulations are followed and implemented at workplace and all associated individuals are protected and safeguarded.
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:
1 i. Speak to Tino about his behaviour, making sure he understands the limits of what is acceptable.
0 ii. Tell the other children to speak to the Director about the issue.
0 iii. Speak to Tino’s parents, so they may punish him at home.
1 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.
1 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).
0 i. Comparing the child to other children
1 ii. Role modelling acceptable behaviour
0 iii. Lecturing the child and his parents
0 iv. Isolating the child until his behaviour changes

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.
0 i. Call a friend
1 ii. Look through the table of contents
1 iii. Use the ‘search’ function (for digital copies)
0 iv. Refer to other texts
0 v. Regulation 167
b) Cite one (1) website where you can access each of the following:
You may repeat your answers.
NQF http://www.qualityforum.org/About_NQF/
NQS https://www.acecqa.gov.au/nqf/national-quality-standard
EYLF https://www.education.gov.au/early-years-learning-framework-0

c) Review Chapter 6: Cultural Competence of the Educators’ Guide to the EYLF. Fill in the blanks:
a.i. Realationship building is fundamental to cultural competence and is based on the foundations of understanding each other’s expectations and attitudes, and subsequently building on the strength of each other’s knowledge, using a wide range of community members and resources to build on their understanding.
a.ii. The five principles and the practice of framework are critical to the development of cultural competence.
a.iii. “Culture can be defined as ‘what we create beyond our biology. Not given to us, but made by us’”.
a.iv. As culturally competent educators, we need to think deeply about how our work can support each child’s developing identity and self worth.
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 The element focuses that current knowledge, abilities and ideas form the foundation of program. To uphold this in classroom reflective practices and planned approach must be used to analyses the abilities and needs of every child.
S1.1 Element 1.1.5 The element ensure that every child is supported in the program. For achieving this classrooms must have inclusion of various tools and teaching programs so that children can be supported.
S4, Element 4.2.3 This section emphasis that interactions convey equity, mutual respect and strengths or skills of others. This can be upheld in the classroom by ensuring that no discriminated practices are followed in the class and all students are given equal treatment.

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).
1 Regulation 154
1 Regulation 155
0 Regulation 163
0 Regulation 167
0 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).
0 Regulation 24
0 Regulation 99
0 Regulation 101
0 Regulation 102
0 Regulation 125
0 Regulation 133
0 Regulation 157
1 Regulation 160
1 Regulation 161
1 Regulation 162

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.
T
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.
T
d) Low expectations of Aboriginal children in schools may come about as the result of stereotyping and racism from early childhood workers.
T
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.

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.
F
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.

Related Samples: Contemporary Society in a Global World

14. 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.

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: The culture and spiritual beliefs of indigenous groups is based upon dream time. These communities gives respect to the oral traditions and lands
• language groups: Among these communities there is wide range of diversity is observed within language differences. Within individual cultures there exists tribal division and language grouping.
• family structures: The family structure of indigenous communities is more organized and less flexible. It is often regulated and controlled by strict social norms and gender or religion based. Thus the family roles are mainly defined on the basis of gender stereotypes.
• art: The artwork of these communities is based upon use of both traditional and modern materials. The art is promoted from several years using landscape and modern water color techniques.
• religion: The religious practices of these communities vary significantly from community to other. Thus modern western practices may seem unacceptable to aboriginals. For promoting cultural safety it is required that religious practices of each community must be respected and safeguarded and individuals must not be discriminated on this basis.

Describe the children in your local indigenous group/s:
The general interest of indigenous Aboriginal group children varies from one to another. Some children feel good at school and enjoy receiving education. However, in schools, they may face challenges. For instance, due to a lack of necessary financial resources, some children are able to attend community support schools, but they are often ill or hungry, affecting their educational performance. Furthermore, diverse teaching methods and learning environments can also make them fearful and nervous. On the other hand, some children prefer playing and spending time with their family because they dislike the environment of care centers. Their parents also believe that such service providers are not compatible with their cultural values, and thus, children should not participate in them. Tools like a thesis statement generator can help highlight these issues in research or academic writing.

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:
1 indigenous people:
The indigenous people can interact with aboriginals so that they can be made belief that services or policies of organization are for their welfare and effective enough to promote cultural communication.
0 websites:

0 publications:

1 organisations:
The education and health care services can participate in the promotional programs for providing cultural advises.
0others:

You may use these resources to answer the next steps in this project.

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 within 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.
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.)

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:
The aboriginal and Torress strait people must be informed and convinced that early childhood services are not harmful for their culture. Instead they will help to grow and develop. The community members must also be demonstrated that how childhood services have facilities and services for inclusion education so that children from all communities get effective learning environment without any cultural bias.
b) Reflect culturally safe and appropriate practice:
For the culturally safe practices all individuals must be treated with dignity and respect. Aboriginals and indigenous people may face challenges in understanding or language barriers. Such barriers can be overcome by providing suitable training to staff members and by using all necessary resources to ensure the equal participation of every individual in care or service setting. Safe cultural practice will ensure that families and children have an environment which is emotionally, socially and spiritually safe.
c) Encourage self-determination and community control to ensure improved service delivery:
The aboriginals must be informed about anti-discriminatory laws and how these laws can help them to seek equal treatment, rights and facilities. They must also be trained that how they can demand for justice if their cultural values are harmed or not protected.
4.2 List down three (3) outcomes you and your mentor(s) have agreed upon, where cultural safety strategies can be measured against.
• Engagement of aboriginals in decision making and community engagement.
• Respectful relationship for meaningful participation of indigenous people with aboriginal or Torres strait islander community.
• Accessibility or availability of multicultural resources and information to all members irrespective of language and cultural barriers.

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.
• The first issue which may arrive during the implementation of strategies is that it may be difficult for the teaching service provider to build a learning environment which can meet such diverse needs of different communities. For instance the teaching curriculum may not be able to meet the diversified needs of all communities. For instance it is also possible that if teachers uses special tools or traditional methods for teaching then indigenous people make fun of it. It can make situation more awkward for the aboriginal community.
• Inclusion practices for all children may require special training for all the teachers. Further it may also be difficult for the teachers to deliver the content in a way such that it meets the cultural competencies. If teachers will not be able to provide clear information and proper explanation of the things then it can create misunderstandings.
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: The government departments and educational and health care service providers who requires to interact with the Torres islanders and aboriginal people.
5.2.2 health workers : Local health care service providers, clinics
5.2.3 colleagues: Teachers, lead educator, supervisor and center manager

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.

Skill Cross cultural skill
Attitude Positive and acceptance attitude towards diverse cultural beliefs and practices.
Piece of Knowledge Knowledge of different cultures and their practices

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.
• The rest of the community can adopt various practices for improving and enhancing the communication with aboriginals. The community members can use sign language, learning of some words and practices so that communication channels and strong relationships can be build.
• It must be assured that safe work practices are implemented within organisation so that aboriginal communities does not feel isolated from the indigenous people.
• More gatherings between indigenous and aboriginals must be conducted so that cross cultural learnings can be improved and enhanced.
• The schools or child care centres must develop themselves in more organised manner. In the celebrations and events cultural traditions of all communities must be included so that every child feels welcome and integral part of the care centre.

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.

• Many Torres strait islander and aboriginal children were forcibly separated from their families. They were raised in foster families or communities of European background. The children were prevented from having any kind of communication or contact with their aboriginal relatives. They were also forced to adopt European culture and dresses threatening their cultural values, life style, traditions and religion as well.

• Earlier these indigenous Australian communities were dependent on hunter gatherer living style. However they were forced to leave their land as their lands were seized and captured by other communities and government. It resulted in huge violence and social gaps along with poverty.

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 Impact
Stolen generations:
Separation of the children from their families and their development in foster institutions. The issue created huge psychological impact on the generations of these indigenous communities. The issue made them believe that such care and education center are harmful for their culture and thus still aboriginal communities does not have faith on these care centers. As a result of this illiteracy and poor health care outcomes are more vulnerable in this community.
Restriction on hunter gatherer living style lived by aboriginal and Torres strait islander. The event created a significant issue of unemployment in the community. The aboriginals also believes that existing work cultures will always remain bias towards them and thus it remains a challenge for them to accept the occupational culture and safety.

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 used to think that aboriginals lack the knowledge and high efficiency and thus they are not in the mainstream of society. In classroom when teachers used to adopt multiple methods of teaching then I used to think that it is useless. There are very few aboriginals and thus there is no need of making such additional efforts for them. However in primary school at once I was struggling very hard to get pass in one of the subject. At that time I was very depressed and was not hoping anything good. In that situation my teacher suggested me to seek help from a student who was good at that subject. That student was from aboriginal community so I thought that since he does not belong to my community he would not be able to help me. I was about to discuss this with teacher but when I interacted with him I realised that he was too good at the subject. After his help I was able to score very good in the exam. The event helped me to gain valuable message that indigenous communities are also like use but they just need equal opportunities and respect. We must not make any kind of stereotypes or beliefs without involving them in the main stream.
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.
My cultural identity is influenced by following two significant factors.
Community size: My community size is larger and is in majority thus I feel highly secure in terms of beliefs and practices as compare to aboriginals.
Natural environment: I does not have any kind of fear related to cultural threat as experienced by the aboriginals. Thus the natural environment in which I lives seems to be more secure to me and it makes me more interactive and comfortable.

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.
As compare to me my cultural background, cultural aspects of aboriginals is very different. I find some of the differences hard to accept, however after learning about the historical issues I have become more flexible and competent in accepting the diversity. It had made me more flexible in encouraging interactions with people from different cultures.
7.4 Discuss how your personal views on diverse cultures have changed since taking this subject.
After taking this subject I have been able to accept cultural diversity in more convenient way. I have become more flexible and open minded at my work place. By implementing the learnings of this subject I will be able to provide more support to the other community members.

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

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:
Curriculum must be revised and improved so that it includes various elements from different cultures. It will encourage the indigenous community to increase their participation.
b) Reflect culturally safe and appropriate practice:
work place and health care practices must protect the traditions and beliefs of aboriginal people. While providing services to them their historical background, existing development needs, cultural aspects and environmental and legislative aspects must be taken into consideration.

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