CHCDIV001StudentAssessment.pdf
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 1
Assessor Guide Student Assessment
CHCDIV001 Work with Diverse People
CHC30113 Certificate III in early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
Student Name: Student ID:
Summary of evidence gathering techniques used for this assessment:
O Research Task O Project Report
O Observation 1 O Observation 2 O Observation 3
O SCEI Work Placement Supervisor Observation and Student’s Own Reflection
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 Assessor Date
Assessor Signature
SCEI Contact: [email protected]
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
CHCDIV001 - Version 3.0 - December 2019 2
Assessor Guide Student Assessment
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 Research Task O Project Report
O Observation 1 O Observation 2 O Observation 3
O SCEI Work Placement Supervisor Observation and Student’s Own Reflection
Provide a description of the adjustment applied and why it was applied.
Assessor Name Assessor Signature
Student Name Student Signature
Student Declaration
Plagiarism constitutes extremely serious academic misconduct and severe penalties are associated with
it. By signing below, you are declaring that the attached work is entirely your own (or where submitted
to meet the requirements of an approved group assessment, is the work of the group).
I certify that
➢ I have read and understood the Southern Cross Education Institute’s PP77
Assessment and submission policy and procedures.
➢ This assessment is all my own work, and no part of this assessment has been copied
from another person.
➢ I have not allowed my work to be copied by another person.
➢ I have a copy of this work and will be able to reproduce within 24 hours if requested.
I give my consent for Southern Cross Education Institute to examine my work electronically by
relevant plagiarism software programs.
Student signature: .......................................................... Date: ......../........../................
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
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Assessor Guide Student Assessment
ASSESSMENT OUTCOME SUMMARY AND FEEDBACK
Assessment Task 1 – Research Task
Submission No Result Date Assessed Assessor Name Assessor Signature
O First submission O S O NS
O Re-submission 1 O S O NS
O Re-submission 2 O S O NS
Feedback to the Student:
Assessment Task 2 – Project Report
Submission No Result Date Assessed Assessor Name Assessor Signature
O First submission O S O NS
O Re-submission 1 O S O NS
O Re-submission 2 O S O NS
Feedback to the Student:
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 4
Assessor Guide Student Assessment
Assessment Task 3 – Observation 1
Submission No Result Date Assessed Assessor Name Assessor Signature
O First submission O S O NS
O Re-submission 1 O S O NS
O Re-submission 2 O S O NS
Feedback to the Student:
Assessment Task 4 – Observation 2
Submission No Result Date Assessed Assessor Name Assessor Signature
O First submission O S O NS
O Re-submission 1 O S O NS
O Re-submission 2 O S O NS
Feedback to the Student:
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 5
Assessor Guide Student Assessment
Assessment Task 5 – Observation 3
Submission No Result Date Assessed Assessor Name Assessor Signature
O First submission O S O NS
O Re-submission 1 O S O NS
O Re-submission 2 O S O NS
Feedback to the Student:
Assessment Task 6 – SCEI Work Placement Supervisor Observation and Student’s
Own Reflection
Submission No Result Date Assessed Assessor
Name
Assessor Signature
O First submission O S O NS
O Re-submission 1 O S O NS
O Re-submission 2 O S O NS
Date industry work placement
completed:
Feedback to the Student:
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 6
Assessor Guide Student Assessment
Table of contents
Introduction 3
Unit Information 3
Assessment Overview 4
Resource Requirements 5
Assessment Task 1: Research Task 11
Assessment Task 2: Project Report 21
Assessment Task 3: Observation 1 25
Assessment Task 4: Observation 2 33
Assessment Task 5: Observation 3 44
Assessment Task 6: SCEI Work Placement Supervisor Observation, 50
Student’s Own Reflection
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
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Assessor Guide Student Assessment
INTRODUCTION
The Student Assessment document outlines the requirements for the assessment of CHCDIV001 Work
with diverse people. This unit is part of CHC50113 Diploma of Early Childhood Education and Care
(Release 4).
CHCDIV001 - Work with diverse 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
Unit Information
This unit can be accessed at training.gov.au at the following link:
CHCDIV001 https://training.gov.au/Training/Details/CHCDIV001
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
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Assessor Guide Student Assessment
Assessment Overview
Assessment
Number
Assessment Method Assessment Description
1. Research Task
This task requires the student to complete a written response
knowledge assessment.
2. Project Report
This task requires the student to undertake a self-assessment on the
tool provided and reflect on their perspectives on diversity and identify
ways to improve their self and social awareness.
3. Observation 1
The student is required to demonstrate supporting Sari, a new
immigrant mother with an Indonesian background who speak very little
English, and her baby,
4. Observation 2
The student is required to overcome and resolve differences with
Carmen that might arise in the workplace due to social and cultural
diversity between them and other co-workers.
5. Observation 3
The student is required to demonstrate supporting Fatima, a strict
religious woman of Islamic faith, who engages in prayer five times per
day.
6.
SCEI Work
Placement Supervisor
Observation and
Student’s Own
Reflection
● Part A - The practical assessment will take place in a regulated
Early Childhood Education and Care centre setting where the
students need to demonstrate a series of practical skills by working
with three co-educators from diverse social and cultural
backgrounds separately in three different situations.
● Part B – In your reflection students are required to address all
questions based on their real work placement experience. Students
are advised to give an accurate reflection of their social and cultural
perspectives
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CHC50113 Diploma of Early Childhood Education and Care
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Assessor Guide Student Assessment
Please note: The Student must demonstrate a satisfactory result in all assessment activities to be assessed
as competent in the unit of competency. Final assessment results are to be recorded on the designated
document.
RESOURCE REQUIREMENT
The following facilities and resources are to be available specifically for the assessment:
Resources
Assessors that satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF’s mandatory
competency requirements for assessors.
The Assessor Instructions and Mapping (this document)
DVD/Videos/Films/Websites/ Documents
Catering to diversity (Early Childhood Australia) (accessed October 2019)
http://www.earlychildhoodaustralia.org.au/our-publications/every-child-magazine/every-child-index/every-
child-vol-17-2-2011/catering-diversity-free-article/
Australian Government Attorney-General’s Department. (2015). Human Rights. (accessed October 2019)
http://www.ag.gov.au/RightsAndProtections/HumanRights/Pages/default.aspx
Horton, D.R. (2012). Unity and diversity: The history and culture of Aboriginal Australia. (accessed October
2019) http://www.abs.gov.au/Ausstats/[email protected]/0/75258e92a5903e75ca2569de0025c188?OpenDocument
Video - Speak First. (2009). Cultural diversity: Tips for communicating with cultural awareness. (accessed
October 2019) https://www.youtube.com/watch?v=ZDvLk7e2Irc&app=desktop
Video Beyond Blue. (2014). ‘The invisible discriminator’ – Stop. Think. Respect (accessed October 2019)
https://www.youtube.com/watch?v=089T-SDfsf0
A time of change and ‘super diversity’ in early childhood education (accessed October 2019)
http://thespoke.earlychildhoodaustralia.org.au/time-change-super-diversity-early-childhood-education/
Diversity in Early Childhood Services Child Care – Early Childhood Education and Care (accessed October
2019)
http://www.child-encyclopedia.com/child-care-early-childhood-education-and-care/according-
experts/diversity-early-childhood-services
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CHC50113 Diploma of Early Childhood Education and Care
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Assessor Guide Student Assessment
Why classroom diversity matters in early childhood (accessed October 2019)
https://www.youtube.com/watch?v=E1QwiWpRJro
Communication within the Workplace (accessed October 2019)
https://trainingindustry.com/blog/performance-management/strategies-for-effective-cross-cultural-
communication-within-the-workplace/
Body Language in the Workplace (accessed October 2019)
https://study.com/academy/lesson/body-language-in-the-workplace.html
Communication and Diversity in the Workplace (accessed October 2019)
https://smallbusiness.chron.com/communication-diversity-workplace-11389.html
Australian Government Attorney-General’s Department. (2015). Human Rights. (accessed October 2019)
http://www.ag.gov.au/RightsAndProtections/HumanRights/Pages/default.aspx
Victorian Government Department of Health. (2015). Diversity Planning and Practice. (accessed October
2019) http://www.health.vic.gov.au/hacc/projects/diversity_framework.htm
Diversity Council of Australia (accessed October 2019)
https://www.dca.org.au/topics/inclusion
Understanding Transgender basics
https://www.youtube.com/watch?v=IOTiPb50R_s
Age Discrimination Act (accessed October 2019)
https://www.legislation.gov.au/Details/C2019C00132
Sex Discrimination Act (accessed October 2019)
https://www.legislation.gov.au/Details/C2018C00499
Racial Discrimination Act (accessed October 2019)
https://www.legislation.gov.au/Details/C2016C00089
Work Placement
Early Childhood Education and Care for work placement
SCEI Simulated Setting
● Childcare Setting: Baby doll, Legos, bristle blocks, lacing boards, beads and laces, picture books,
reference book, picnic basket, old phone, cassette tapes/CDs and player, chalk, coloured pencils
markers, safety scissors, rulers, small plastic cups, popsicle sticks finger paint
● Indonesian Translator
● Prayer room
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
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Assessor Guide Student Assessment
ASSESSMENT TASK 1 – RESEARCH TASK
Condition of
Assessment
● For this assessment, the student will have access to the relevant learning
resources, listed under the learning resource of this document.
● Responses to the questions must be typed.
Student
Instructions for
completion
Assessment
Task 1 –
Research Task
● Students are required to complete a written response to knowledge questions
in Assessment Task 1. The trainer will advise students of the allocated time to
complete this task. Students must answer all questions correctly to
complete this assessment with the satisfactory result and student may utilise
the relevant learning resources related to this assessment.
● The questions within this assessment relate directly to the integrated
knowledge contained within the unit of competencies which are fundamental
for students.
● Use of correct grammar and spelling is required in order to demonstrate
foundation skills, so please ensure that students proofread their answers prior
to submission
● 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%20Refere
ncing.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.
Assessment
Procedure
● Students will be provided a briefing on the assessment and the opportunity to
seek clarification on the conduct of the assessment.
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
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Assessor Guide Student Assessment
● Students may seek clarification at any point in time during the assessment task.
Should students feel they need more time to complete the assessment, they
must negotiate the time needed with the assessor prior to the assessment due
date.
● Following the assessment, responses are to be assessed and marked as
appropriate. Where responses have been assessed in one (1) or more tasks as
unsatisfactory, students will be required to resubmit these tasks. For more
information, detailed information can be found in PP77 Assessment Policy and
Procedure.
Resource
Requirements
● Australian Government Attorney-General’s Department. (2015). Human
Rights.
http://www.ag.gov.au/RightsAndProtections/HumanRights/Pages/default.aspx
● Horton, D.R. (2012). Unity and diversity: The history and culture of Aboriginal
Australia.
http://www.abs.gov.au/Ausstats/[email protected]/0/75258e92a5903e75ca2569de0025c1
88?OpenDocument
● Video - Speak First. (2009). Cultural diversity: Tips for communicating with
cultural awareness.
https://www.youtube.com/watch?v=ZDvLk7e2Irc&app=desktop
● Catering to diversity (Early Childhood Australia)
http://www.earlychildhoodaustralia.org.au/our-publications/every-child-
magazine/every-child-index/every-child-vol-17-2-2011/catering-diversity-free-
article/
Due Date ● The trainer/assessor will inform you of the due date.
The Assessment Task
This task requires the student to complete a written response knowledge assessment involving response
questions. The student is expected to respond to all aspects of each question and case study. In some
cases, direction is provided on the expected length of the response. These assessments will require a
Short, Medium or Long response.
The following is a guide to the expected number of words for each of these categories:
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
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Assessor Guide Student Assessment
Direct Questions/ Definitions/ List Word limit not applicable
Short 40-50+ words
Medium 60-150+ words
Long 150-300+ words
Assessment Task 1: Research Task
1. Provide a definition of the concept of diversity (Short)
2. Diversity means more than just acknowledging and/or tolerating difference. Identify and briefly explain
three (3) characteristics of someone who is implementing the conscious practice of diversity into their
work practices: (Short)
3. Provide a description of the following: (Short)
a. cultural awareness
b. cultural safety
c. cultural competence
4. a. Explain how cultural awareness, cultural safety and cultural competence impact the role of an early
childhood educator when working in the early childhood setting with people (including children,
families, co-workers and external agency staff) from diverse social and cultural backgrounds (Short)
Impact on the Work Environment and the Role of Early Childhood Educator
Cultural
Awareness
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
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Assessor Guide Student Assessment
Cultural Safety
Cultural
Competence
b. How you can improve upon your own self and social awareness? Provide one example for each of the
cultural components in the space provided below:
Ways to Improve Self and Social Awareness
Cultural
Awareness
Cultural Safety
Cultural
Competence
5. Answer the following questions about political and economic diversity in Australia and how this can
impact different areas of work and life. (Medium)
a. How does the Australian Domestic Policy affect the work environment?
b. What impact on the community do political leaders have when making public statements about
diversity in Australia? Particularly when different political figures hold such varying opinions.
c. How has immigration contributed to economic diversity in Australia?
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
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Assessor Guide Student Assessment
6. Answer the following questions about social and cultural diversity in Australia and how this impact
different areas of work and life (Medium)
a. How has immigration changed the cultural makeup of Australia over the past 3 decades?
b. How has population diversity impacted the workforce and care services in Australia?
7. Research Aboriginal and Torres Strait Islander culture and people and answer the following questions.
(Long)
a. Identify two (2) social, two (2) political, and two (2) economic issues affecting Aboriginal and
Torres Strait Islander people. Provide an example of a program and/or project that the
Australian Government or other stakeholder group has implemented to address these issues.
b.
Aspect Issues Program and
Projects (at least
one for each issue)
Social
Political
Economic
c. Read the key aspects of Aboriginal and Torres Strait Islander culture (listed below). Populate
facts about the key aspects of your own culture, then identify the potential impacts on Aboriginal
and Torres Strait Islanders due to these cultural differences:
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
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Assessor Guide Student Assessment
Key aspects of Aboriginal and
Torres Strait Islander People
Key aspects of my
own culture
Potential impacts due to
cultural differences
Language
145 Aboriginal and Torres Strait
Islander languages are spoken in
Australia, however only 18
remain strong (strong meaning
they are spoken by people of all
ages)
Language
Language
Social (Marriage)
Aboriginal people have complex
social and marriage laws, based
on the grouping of people with
their society. Under Aboriginal
law, a person cannot marry
someone else from within their
group. This custom (where a
person has to marry outside their
group) is called exogamy
Social (Marriage)
Social (Marriage)
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
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Assessor Guide Student Assessment
Religion
Aboriginal religion, like other
religions, is characterised by
having a god or gods who created
people and the surrounding
environment during a particular
creation period at the beginning
of time.
Aboriginal people are very
religious and spiritual, but rather
than praying to a single god, each
group generally believes in a
number of different deities. There
is no afterlife in Indigenous
Australian religions, and no
heaven or hell.
Religion
Religion
History
Aboriginal people are the oldest
surviving culture in the world,
having established ways of
managing their land and society
that were sustainable and
ensured good health. They have
occupied Australia for at least
60,000 years
History
History
d. Read the key aspects of Aboriginal and Torres Strait Islander culture (listed below). Populate
facts about the key aspects of Western Systems and Culture, then identify the potential impacts
on Aboriginal and Torres Strait Islanders due to these cultural differences.
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
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Assessor Guide Student Assessment
Key aspects of Aboriginal and
Torres Strait Islander culture
Key aspects of Western
Systems and culture
Potential impacts due
to
cultural differences
Language
145 Aboriginal and Torres Strait
Islander languages are spoken in
Australia, however only 18 remain
strong, meaning they are spoken by
people of all ages
Social (Marriage)
Aboriginal people have complex
social and marriage laws based on
the grouping of people within their
society. Under Aboriginal law, a
person cannot marry someone else
from within their group. This
custom, where a person has to
marry outside their group, is called
exogamy.
Religion
Aboriginal religion, like other
religions, is characterised by having
a god or gods who created people
and the surrounding environment
during a particular creation period
at the beginning of time.
Aboriginal people are very religious
and spiritual, but rather than
praying to a single god, each group
generally believes in a number of
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
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Assessor Guide Student Assessment
different deities. There is no
afterlife in Indigenous Australian
religions and no heaven or hell.
History
Aboriginal people are the oldest
surviving culture in the world,
having established ways of managing
their land and society that were
sustainable while ensuring good
health. They have occupied
Australia for at least 60,000 years.
Lifestyle
Aboriginal or Torres Strait
Islanders were happier and
healthier because they led a simple
life with few disruptions.
If they went out for a walk, it
meant they were walking.
The used to eat real food; food free
from preservatives, artificial
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
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Assessor Guide Student Assessment
sweeteners and genetically modified
ingredients.
Food was seasonal and grown
properly; with fewer pesticides
making it more nutritious.
Better Environment.
Aboriginal or Torres Strait
Islanders use to live in a healthier
environment with less pollution.
They led a more disciplined life.
They ate on time and slept on time.
Their immunity was better as they
inhaled fresh air.
They had fewer distractions and
mainly focused on work and family.
e. Identify four (4) issues that Aboriginal and Torres Strait Islander people face when engaging with
Early Childhood Education and Care Services
8. Take into consideration the legal and ethical context of discrimination and answer the following
questions: (Medium)
a. As an early childhood educator, how do you ensure you do not discriminate against the children,
parents and co-educators?
b. Describe at least three (3) cultural biases or social expectations which may exist when working
with each of the following individuals, the impact on the individual and the relevant Legislations,
Acts or Laws that are proclaimed by governments to help protect them.
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
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Individual Biases and expectations Impact Relevant
Laws/Act/Legislation
Someone of a young
age
Someone of an older
generation
A person with a
disability
A Muslim woman
wearing a hijab
Someone who is
transgender or
intersex
c. See below a list of four (4) Commonwealth Laws which exist to protect people from
discrimination. Research and populate the table with the eight (8) anti-discrimination legistrations
that exist on a state/territory level:
Commonwealth laws State/territory laws
1 Age Discrimination Act 2004
2 Age Discrimination Act 2004
3 Racial Discrimination Act 1975
4 Sex Discrimination Act 1984
5
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
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Assessor Guide Student Assessment
6
7
8
d. What strategies should you adopt (when facilitating a support plan for educators and families) to
ensure that you do not discriminate?
e. What are the consequences to you as an early childhood educator if you discriminate
(intentionally or unintentionally) against a co educator, a child or a parent?
9. Look up the Universal Declaration of Human Rights document and describe what it is, according to the
preamble. Identify four (4) main defining points from the preamble. (Short)
10. What is the relationship between human needs and human rights? Provide a brief explanation. (Medium)
11. How does a person-centred approach in an Early Childhood Education and Care setting relate to human
rights and various alike legislations in Australia?
12. Australia is a party to the seven (7) major human rights treaties (Medium)
a. List these treaties in the Australian Human Rights Frameworks.
b. List three (3) different approaches / instruments used in the workplace that helps ensure people
human rights or needs are being accounted for
13. Answer the following questions regarding the rights and responsibilities of the following parties. List two
(2) rights and two (2) responsibilities for the following stakeholders; (Medium)
a. The Early Childhood Educator
b. The Employer
c. The Parent/s
d. What are the appropriate actions when rights are being infringed or responsibilities not being
carried out by any of the parties listed above?
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CHC50113 Diploma of Early Childhood Education and Care
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14. Provide a description of the characteristics for each of the key areas of diversity (listed below).
Key areas of diversity Characteristics
a. Culture
Race
Ethnicity
b. Disability
c. Religious or spiritual beliefs
d. Gender, including
transgender
e. Intersex
f. Generational
g. Sexual orientation /sexual
identity including
● Lesbian
● Gay
● Bisexual
● Transgender
● Queer
● Questioning
● 2-spirit
● Heterosexual
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
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Assessor Guide Student Assessment
15. In the context of an Early Childhood Education and Care setting, what resources can an organisation
provide to their staff to help embrace diversity? Provide an example for each key area of diversity listed
below:
Key areas of diversity Characteristics
a) Culture
Race
Ethnicity
b) Disability
c) Religious or spiritual beliefs
d) Gender, including transgender
e) Intersex
f) Generational
g) Sexual orientation /sexual identity
including
● Lesbian
● Gay
● Bisexual
● Transgender
● Queer
● Questioning
● 2-spirit
● Heterosexual
16. Answer the following questions about marginalised groups in Australia. (Medium)
a. What are the five (5) domains of disadvantage?
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
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b. What are the indicators of these domains that contribute to marginalisation?
c. What are the potential impacts on an individual who experiences any of the following;
discrimination, trauma, exclusion and negative attitudes
d. When assisting marginalised Australians who have entered care, what addition considerations
need to be taken into account in regard to physical, mental and emotional health issues?
e. Marginalised Australians have specific needs which relate to a sense of security. Name two (2)
protective factors (e.g.: structured access to free education primary education) which assist a
marginalised person in Australia to feel included in Society?
17. Provide two (2) examples of resources that support individuals and organisations to embrace and
respond to diversity
18. Describe how the use of imagery in the workplace, increases an appreciation of diversity?
19. Explain what a language interpreter is and under what circumstances an Early Childhood Education and
Care Service would use one for language and cultural purposes? (Short)
20. Answer the following questions about what impact the increase in population diversity can have on a
person’s personal behaviour, interpersonal relationships, and perception and social expectations of
others in an Early Childhood Education and Care setting: (Short)
a. personal behaviour,
b. interpersonal relationships,
c. perception and social expectations of others in the workplace
21. The following question requires you to read the information provided below, and then complete the
following self-reflection table regarding social/cultural perspectives and biases.
There can be many reasons why you might feel awkward around people in a childcare setting. You may
not be accustomed to being around various groups of people; or you may even have grown up in a
family/school/community that encouraged conflict with people who were different in some way. Spend
some time thinking about how human differences have made you feel uncomfortable in the past.
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
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Sometimes it is difficult to identify these assumptions, because we think of them as true; or we do not
recognise our inherited attitudes. Being objective about your personal biases may not be an easy task, but
it can be valuable to identify any preconceptions you may have about people from other cultural
backgrounds. This will improve your compassion whilst carrying out your role as an Early Childhood
educator. Remember that there are many instances in life where differences can be amicably expressed.
a. After reflecting on your personal biases, describe two (2) types of people/situations that may
make you feel awkward/uncomfortable (due to cultural differences):
Characteristics Example
Type of person / situation you feel uncomfortable
around.
How are they different from you?
Why do you think you feel uncomfortable around
them?
Do you think you feel this way?
a) due to personal experiences or
b) as a result of diversity?
List some similarities between yourself and this
group of people.
b. List at least five (5) ‘Strategies’ that you can act on, or participate in, to improve your social
awareness and reduce your cultural biases. Identify a ‘Short Term’ and ‘Long Term’ improvement for
each strategy that you could implement in order to achieve it.
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Strategies Short Term strategy Long Term strategy
22. In the Early Childhood Education and Care profession, it is likely that you will encounter people of
different race, gender and sexual orientation. It is important to have an understanding of appropriate
terminologies which relate to these differences so that you can accept and understand the diversity of
your clients. Provide a definition for each term listed in the table below: (Medium)
Terminology Definition
Culture race and ethnicity
Disability
Religious or spiritual beliefs
Gender (including transgender)
Intersex
Generational
Sexual orientation (define each of these
lesbian, gay, bisexual, heterosexual)
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23. The western system and structures can impact on Aboriginal and Torres Strait Islander people in both
negative and positive aspects in relation to accessing services in the community (for example, healthcare).
Please discuss the importance of engagement between western system and structure and the impact on
indigenous populations in Australia. (Short)
24. Language barriers are commonly encountered in the Early Childhood profession and it is important to
have strategies to help deal with this. Please describe how imagery may be used to assist a language
barrier? (Short)
25. Please complete the table below regarding Legislative Acts. Provide a description for each of the
following items: (Long)
● Objective of the Act
● Manifestation of Breach (example of the Act being broken)
● Impact on the Victim
● Consequence to the Perpetrators
Act Objective of the Act Manifestation of
Breach
Impact on the
Victim
Consequence to
the Perpetrator
The Racial
Discrimination
Act 1975
The Sex
Discrimination
Act 1984
Australian Human
Rights
Commission Act
1986
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The Disability
Discrimination
Act 1992
Racial Hatred Act
1995
Age
Discrimination
Act 2004
Equal
Opportunity for
Women in the
Workplace 1999
Universal
Declaration of
Human Rights
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ASSESSMENT TASK 2 – PROJECT REPORT
Condition of
Assessment
● The student will have access to the relevant learning resources, listed under
the learning resource of this document, for this assessment.
● Responses to the questions must be typed
Student Instructions
for completion
Assessment Task 2
– Project Report
● Trainer will advise students of the allocated time to complete the task.
Students must answer all the questions correctly in this task and comply with
the instructions above in order to achieve a satisfactory outcome for this
assessment task.
● The questions within this assessment relate directly to the integrated
knowledge contained within the unit of competencies and are fundamental to
the student
● Use of correct grammar and spelling are required to demonstrate foundation
skills, so please ensure to proofread your answers prior to submission
● 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%20
Referencing.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.
Assessment
Procedure
● Students will be provided a briefing on the assessment and the opportunity to
seek clarification on the conduct of the assessment.
● Students may seek clarification at any point in time during the assessment task.
Should students feel they need more time to complete the assessment, they
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must negotiate the time needed with the assessor prior to the assessment due
date.
● Following the assessment, responses are to be assessed and marked as
appropriate. Where responses have been assessed in one (1) or more tasks as
unsatisfactory, students will be required to resubmit these tasks. For more
information, detailed information can be found in PP77 Assessment Policy and
Procedure.
Resource
Requirements
● Australian Government Attorney-General’s Department. (2015). Human
Rights.
http://www.ag.gov.au/RightsAndProtections/HumanRights/Pages/default.aspx
● Horton, D.R. (2012). Unity and diversity: The history and culture of Aboriginal
Australia.
http://www.abs.gov.au/Ausstats/[email protected]/0/75258e92a5903e75ca2569
de0025c188?OpenDocument
● Video - Speak First. (2009). Cultural diversity: Tips for communicating with
cultural awareness.
https://www.youtube.com/watch?v=ZDvLk7e2Irc&app=desktop
● Catering to diversity (Early Childhood Australia)
http://www.earlychildhoodaustralia.org.au/our-publications/every-child-
magazine/every-child-index/every-child-vol-17-2-2011/catering-diversity-free-
article/
Due Date ● The trainer/assessor inform student due date
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The Assessment Task
This task requires the student to undertake a self-assessment on the tool provided and reflect on their
perspectives on diversity and identify ways to improve their self and social awareness.
Self-Assessment Tool
Awareness
Questions / Reflection
Never
Sometimes /
Occasionally
Fairly
Often /
Pretty
Well
Always /
Very
Well
Value
Diversity
I view human difference as
positive and a cause for
celebration
☐ ☐ ☐ ☐
Know myself I have a clear sense of my own
ethnic, cultural and racial
identity
☐ ☐ ☐ ☐
Share my
culture
I am aware that in order to
learn more about others I need
to
understand and be prepared to
share my own culture
☐ ☐ ☐ ☐
Be aware of
areas of
discomfort
I am aware of my discomfort
when I encounter differences in
race, colour, religion, sexual
orientation,
language, and ethnicity.
☐ ☐ ☐ ☐
Check my
assumptions
I am aware of the assumptions
that I hold about people of
cultures different from my own.
☐ ☐ ☐ ☐
Challenge my
stereotypes
I am aware of my stereotypes as
they arise and have developed
personal strategies for reducing
the harm they cause.
☐ ☐ ☐ ☐
Reflect on
how my
culture
I am aware of how my cultural
perspective influences my
judgement about what is
‘appropriate’, ‘normal’, or
☐ ☐ ☐ ☐
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informs my
judgement
‘superior’ behaviours, values,
and communication styles.
Accept
ambiguity
I accept that in cross-cultural
situations there can be
uncertainty and that uncertainty
can make me anxious. It can also
mean that I do
not respond quickly and take
the time needed to get more
information.
☐ ☐ ☐ ☐
Be curious I take any opportunity to put
myself in places where I can
learn about difference and
create
relationships
☐ ☐ ☐ ☐
Aware of my
privilege if I
am
White
If I am a Caucasian working with
an Aboriginal person or
Person of Colour, I understand
that I will likely be perceived as
a person with power and racial
privilege and that I may not be
seen as ‘unbiased’ or as an ally.
☐ ☐ ☐ ☐
*Adapted from La Crosse Medical Health Science Consortium
After undertaking the self-assessment, the student should use these responses to answer the following
questions;
1. Provide a summary of the results from the self-assessment tool.
Never
Sometimes /
Occasionally
Fairly Often /
Pretty Well
Always / Very
Well
Number of responses
2. Do you think this is an accurate reflection of your social and cultural perspectives and biases? Why
or Why not.
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3. Reflect on the statements that were allocated a “Never or Sometimes/Occasionally” response. What
are the themes where your ‘self and social awareness’ may be limited?
4. Identify types of activities you can engage in to improve your own self and social awareness. Your
goal should be to alter your responses from “Never” or “Sometimes/Occasionally” to a “Fairly
often/Pretty Well” or “Always/very well.”
5. How can these strategies improve your ability to respect diversity and work inclusively with an
understanding of others.
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ASSESSMENT TASK 3 – OBSERVATION 1
Condition of
Assessment
● The student must complete this assessment in a SCEI simulated environment
directly observed by their trainer and assessor.
● Students will be provided the role play scenario in class on the day of the
assessment.
● The assessment will typically require a minimum of 15 minutes to complete with
additional 10 minutes for individual student preparation.
Student
Instructions for
completion
Assessment Task
3 – Observation 1
● This task consists of two parts:
o Part 1 – The trainer and assessor will provide students with a role play
and students will be required to be directly observed performing work
tasks with people from diverse social and cultural backgrounds in Early
Childhood Education and Care setting (SCEI simulated work
environment) that provides the same equipment, resources and
operating conditions as a workplace.
o Part 2 - Students will write a reflection of their role play based on the
questions provided in part 2. Student must address all the questions
● To successfully complete this assessment task you must achieve satisfactory
results for both Part 1 and Part 2 of the assessment task and you may utilise the
relevant learning resources related to this assessment.
● Use of correct grammar and spelling is required to demonstrate foundation
skills, so please ensure to proofread your answers prior to submission
● 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
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 36
Assessor Guide Student Assessment
http://www.flinders.edu.au/slc_files/Documents/Blue%20Guides/APA%20fReferen
cing.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.
Assessment
Procedure
● Students will be provided a briefing on the assessment and the opportunity to
seek clarification on the conduct of the assessment.
● Students may seek clarification at any point in time during the assessment task.
Should students feel they need more time to complete the assessment, they
must negotiate the time needed with the assessor prior to the assessment due
date.
● Following the assessment, responses are to be assessed and marked as
appropriate. Where responses have been assessed in one (1) or more tasks as
unsatisfactory, students will be required to resubmit these tasks. For more
information, detailed information can be found in PP77 Assessment Policy and
Procedure.
Resource
Requirements
● Student Instructions
● SCEI simulated work environment.
● Australian Government Attorney-General’s Department. (2015). Human Rights.
http://www.ag.gov.au/RightsAndProtections/HumanRights/Pages/default.aspx
● Horton, D.R. (2012). Unity and diversity: The history and culture of Aboriginal
Australia.
http://www.abs.gov.au/Ausstats/[email protected]/0/75258e92a5903e75ca2569de0025
c188?OpenDocument
● Video - Speak First. (2009). Cultural diversity: Tips for communicating with
cultural awareness.
https://www.youtube.com/watch?v=ZDvLk7e2Irc&app=desktop
● Catering to diversity (Early Childhood Australia)
http://www.earlychildhoodaustralia.org.au/our-publications/every-child-
magazine/every-child-index/every-child-vol-17-2-2011/catering-diversity-free-
article/
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CHC50113 Diploma of Early Childhood Education and Care
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Due Date ● The trainer/assessor inform student due date
Assessment Task 3 Part 1: Role Play Scenario
Sari is a new migrant who is trying to integrate her daughter, Mina, into the Australian education
system and culture, which is very different from that of their own country. Sari is facing some
settlement related (government service) challenges. She does not have a support network of family
and friends in Australia who can make the transition easier.
Sari is a new parent at your service. You personally (an educator at the Early Childhood Service) will
be caring for baby Mina. Sari has informed you that she has very limited English (and only speaks a few
words), however she attends language classes to improve her communication. In a few days, you will
need to provide critical information to Sari on how you will meet Mina’s developmental needs. To
ensure Sari is able to completely understand the important developmental information which concerns
Mina, you will need to organise an interpreter to be present for the meeting. Mina is also experiencing
separation anxiety and fear of strangers, as this is her first time attending child care. Sari’s first
language is Indonesian and she often demonstrates traditional methods of both verbal and non-verbal
greeting from her home country, including:
● Handshaking (which is a common greeting)
● Men and women do not usually touch in public, even for handshaking
● Sari may bow to greet you
● Greetings are not rushed – take the time to coerce her to release her daughter - a longer
exchange
● Sari will be comfortable being addressed by her first name
● Soft voices are expected – loud exclamation might upset or frighten both mother and
daughter
The student is required to demonstrate supporting Sari in her communication barriers (limited English
language skills) by organising an interpreter, and additionally, to provide support / reassurance as she adjusts
to a new culture and environment.
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Instructions for the person playing Sari
● Sari is of Indonesian background and can speak very limited English, however can understand
non-verbal communication efforts.
● Do not respond until the student uses visual cues/ imagery/ non-verbal communication or an
interpreter.
● Do not respond until the student rephrases their sentence so that Sari can better understand
what they are trying to communicate
● Sari is very timid around strangers and doesn’t respond well to them, preferring not to ask for
help and just managing her baby’s needs on her own. She doesn’t ask for assistance, even when
she needs it, until she is offered by someone. Resist assistance until the Early Childhood
Educator (student) uses communication strategies which make Sari feel socially and culturally
safe.
Instructions for the Early Childhood Educator (Student)
● Allow time for a conversational introduction with the interpreter.
● Inform Sari, via the interpreter, the important information about Mina that you have observed
whilst she was in care (she has started demonstrating behaviours that she is ready to start
weaning off breastfeeding)
● Clarify, with the verbal assistance of the interpreter and with non-verbal communication, that
Sari understands the information
● Speak directly to Sari (the interpreter will translate during the conversation) so she feels
respected and culturally safe. Use a variety of appropriate communication strategies (verbal
and non-verbal).
● Give the interpreter time to restructure information in his/her mind and present it in a
culturally and linguistically appropriate manner.
● Respect an interpreter’s judgment that a particular question is culturally inappropriate and
either rephrase the question or ask the interpreter’s help in eliciting the information in a
more appropriate way.
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● Sari uses limited, broken English only - she only understands key words. When you greet Sari,
use various communication strategies to give her mutual trust and confidence in the care
service.
● Speak more slowly, rather than loudly
● Speak at an even pace in relatively short segments.
● Make Sari feel comfortable so that she will give Mina to you.
Instruction for person playing the Interpreter
● Allow the Early Childhood Educator to initiate communication with Sari
● Assist the Early Childhood Educator in recommending how to best communicate with Sari in
consideration of her social and cultural norms - e.g; shaking hands when greeting a person,
Sari may bow to greet you, address Sari by her first name, speak in softer tones.
● Towards the end of the role play, leave the room, once the important information has been
transferred from the Educator to Sari about Mina’s breastfeeding. Allow the Educator to
convince Sari to hand over Mina on her own.
Instructions for the person playing Supervisor (Assessor)
● Be available to the student and, if required, provide suggestions for how they can make Sari
feel socially and culturally safe
The assessor will be looking for the student to demonstrate
a. Demonstrate being respectful towards Sari’s cultural diversity. They are required to recognise Sari’s
overall needs and respect her communication barriers to establish, develop and maintain an effective
relationship, with mutual trust and confidence.
b. Use techniques that ensure everything that is communicated (by Early Childhood Educator /
interpreter / Sari) is clear and/or accurately translated.
c. Communicate effectively, including using respectful verbal and non-verbal communication to
sensitively assist Sari throughout the task.
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d. Ensure that they speak directly to Sari and Mina, despite the fact that there is a need to talk through
an interpreter, to avoid being insensitive (both generally and in a cultural sense). If any
misunderstandings arise throughout the support task, the student must demonstrate an effort to
resolve differences.
e. Use practices which promote a safe environment and seek further assistance when required or
necessary.
Assessment Task 3 Part 1: Role Play Scenario
To be completed by the Trainer and Assessor Only
Assessment Marking Record
Assessment Task 3 Part 1: Role Play Scenario
Criteria Did the student…. Yes No Assessor
Comment or
Observation
a. Recognise Sari’s overall needs and communication barriers by demonstrating
the following:
Assessors are to
record their
observations in
sufficient detail
to demonstrate
their judgement
of the student’s
performance
against the
standard
required.
● Initiate conversation with Sari to identify the depth of
her communication skills (to determine how much
assistance will be required from the interpreter)
☐ ☐
● Have a discussion with the interpreter about Sari’s
communication style prior to engaging with her
☐ ☐
● Use cultural customary greeting/s which Sari is
familiar with
☐ ☐
● Provide verbal support through a face-to-face
interpreter.
☐ ☐
● Allow Sari to instigate the interaction at drop off time ☐ ☐
● Speak in slow and basic language to demonstrate an
understanding of Sari’s limited English skills.
☐ ☐
Establish, develop and maintain an effective relationship, with mutual trust and
confidence.
● Use typical Indonesian greeting methods (shaking
hands when greeting a person, Sari may bow to greet
you, address Sari by her first name, speak in softer
tones) (to be socially-aware)
☐
☐
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● Make multiple attempts (using various communication
strategies) to directly communicate with Sari
☐
☐
b. Use techniques that ensure everything that is communicated (by Early
Childhood Educator / interpreter / Sari) is clear and/or accurately translated.
● Speak more slowly rather than more loudly. ☐ ☐
● Speak at an even pace in relatively short segments. ☐ ☐
● Clarify information with the interpreter and request
that they give an accurate translation
☐ ☐
● Inform Sari about the important information you
have noticed about Mina (signs her daughter is ready
to eat food) through the translator
☐ ☐
● Request that the interpreter inform you of any
potential communication differences that could arise
(to be self-aware)
☐ ☐
● Give the interpreter time to restructure the
translation in their mind (to be socially-aware)
☐ ☐
● During drop off / pick up time, verbally give clear
instructions to Sari regarding routine tasks
☐ ☐
● Respond appropriately to expressed emotions ☐ ☐
● Ask the interpreter which non-verbal communication
methods Sari will find acceptable, such as; gestures,
eye contact and touch (where appropriate) to remain
socially aware
☐ ☐
c. Communicate effectively, including using respectful verbal and non-verbal
communication to sensitively assist Sari throughout the task.
● Greet Sari and Mina respectfully (as per identified
acceptable greeting methods)
☐ ☐
● Patiently wait for a response ☐ ☐
● Clearly state what the handover processes are ☐ ☐
● Ask Sari if she is ready to say goodbye to Mina ☐ ☐
CHC30113 Certificate III in Early Childhood Education and Care
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● Tell Sari what activities Mina will be participating in
for the day
☐ ☐
● When the interpreter is translating, maintain non-
verbal communication directly with Mr Wong to
provide him a sense of trust and comfort
☐ ☐
Use positive non-verbal communication strategies by applying the following
body language cues:
● Use of hands (expression/gestures/imagery) ☐ ☐
● Use of hands (touch, where appropriate) ☐ ☐
● Nodding when Sari is speaking to the interpreter ☐ ☐
● Smiling ☐ ☐
● Position the interpreter behind Sari or slightly off to
the side; always focus on Sari and Mina
☐
☐
● Attentive eye contact with Sari and Mina ☐ ☐
d. Ensure that they speak directly to Sari and Mina, despite the fact that there is a
need to talk through an interpreter, to avoid being insensitive (both generally
and in a cultural sense).
● Ensure to speak directly to Sari and Mina ☐ ☐
● Followed Sari’s non-verbal cues and messages (e.g.
raised eyebrows, frowning face, crossed arms that
might tell Sari’s feeling a little hesitant/unsure) and act
appropriately in response
☐
☐
● Listen to Sari’s attempt to verbally communicate ☐ ☐
● Act to improve your communication with Sari
(through interpreter) asking how you can make her
and Mina feel more comfortable with you and in
leaving Mina in care.
☐ ☐
e. Use practices which promote a safe environment (in the context of diversity) by
using the following:
● Act with a non-judgemental attitude towards Sari’s
communication skills
☐ ☐
● Use visual aids (photos, electronics, books - if the
verbal instructions relate to critical safety concerns
and you are not sure that the messages are fully
understood).
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
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● Accept and praise Sari’s participation / engagement
(nodding, smiling)
☐ ☐
● Talk to Sari (through the interpreter) about what
processes (appropriate to her culture) which make
her feel comfortable when leaving Mina in care
☐ ☐
Assessor’s general Comments/ Observations:
Assessor’s Name: Assessor’
Signature:
Date: Outcome
(Please circle)
S
(Satisfactory)
NS
(Not
Satisfactory)
Assessment Task 3 Part 2: Role Play Reflection Questions
Assessor Marking Guide
Points to be covered in Students’ reflection report:
f. Identify issues that may lead to communication errors, due to lack of linguistic or conceptual
equivalence in other languages.
g. Explain how to respond appropriately to a situation involving misunderstandings and identify when
you should seek assistance.
h. Explain how you can contribute to the development of a professional relationship with Sari (and the
interpreter) based on the appreciation of professionalism, diversity and inclusiveness:
i. In this scenario, an interpreter is present and available, however they are not always available to
assist. Explain what you could do in the absence of an interpreter to continue providing support to
Sari.
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CHC50113 Diploma of Early Childhood Education and Care
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ASSESSMENT TASK 4 – OBSERVATION 2
Condition of
Assessment
● The student must complete this assessment in a SCEI simulated environment
directly observed by their trainer and assessor.
● Students will be provided the role play scenario in class on the day of the
assessment.
● The assessment will typically require a minimum of 20 minutes to complete with
additional 10 minutes for individual student preparation.
Student
Instructions for
completion
Assessment Task
4 – Observation 2
● This task consists of two parts:
o Part 1 – The trainer and assessor will provide students with a role play
and students will be required to be directly observed performing work
tasks with people from diverse social and cultural backgrounds in Early
Childhood Education and Care setting (SCEI simulated work
environment) that provides the same equipment, resources and
operating conditions as a workplace.
o Part 2 - Students will write a reflection of their role play based on the
questions provided in part 2. Student must address all the questions
● To successfully complete this assessment task you must achieve satisfactory
results for both Part 1 and Part 2 of the assessment task and you may utilise the
relevant learning resources related to this assessment.
● Use of correct grammar and spelling is required to demonstrate foundation skills,
so please ensure to proofread your answers prior to submission
● 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%20
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 45
Assessor Guide Student Assessment
Referencing.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.
Assessment
Procedure
● Students will be provided a briefing on the assessment and the opportunity to
seek clarification on the conduct of the assessment.
● Students may seek clarification at any point in time during the assessment task.
Should students feel they need more time to complete the assessment, they must
negotiate the time needed with the assessor prior to the assessment due date.
● Following the assessment, responses are to be assessed and marked as
appropriate. Where responses have been assessed in one (1) or more tasks as
unsatisfactory, students will be required to resubmit these tasks. For more
information, detailed information can be found in PP77 Assessment Policy and
Procedure.
Resource
Requirements
● Student Instructions, Marking Guide
● SCEI simulated work environment.
● Australian Government Attorney-General’s Department. (2015). Human Rights.
http://www.ag.gov.au/RightsAndProtections/HumanRights/Pages/default.aspx
● Horton, D.R. (2012). Unity and diversity: The history and culture of Aboriginal
Australia.
http://www.abs.gov.au/Ausstats/[email protected]/0/75258e92a5903e75ca2569de0025c18
8?OpenDocument
● Video - Speak First. (2009). Cultural diversity: Tips for communicating with
cultural awareness.
https://www.youtube.com/watch?v=ZDvLk7e2Irc&app=desktop
● Catering to diversity (Early Childhood Australia)
http://www.earlychildhoodaustralia.org.au/our-publications/every-child-
magazine/every-child-index/every-child-vol-17-2-2011/catering-diversity-free-
article/
Due Date ● The trainer/assessor inform student due date
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Assessment Task 4 Part 1: Role Play Scenario
Tasha, a Student from Southern Cross Education Institute, is undertaking her practical placement in
the JFZ kinder room. Tasha comes from a family of very strict religious beliefs and values. She is
assigned to a kinder room where the kinder teacher, Carmen, is transgender. Carmen dresses as a
female and Tasha has a lot of apprehensions working with her.
Tasha approaches the Centre Director and asks if she could be moved to another room. She is not
comfortable undertaking her placement in this preschool room, as the teacher has electively changed
her gender, which is not culturally acceptable for Tasha. The Centre Director replied that, as per the
centres’ policy for diversity and inclusion, Tasha will not be moved, as it would be considered a
discriminatory act. Tasha, however, still insists that her family will be disappointed if they were to hear
about this issue. She fears that they may ask her to leave her placement entirely. The Centre Director
acknowledges her concerns and asked Tasha to come and speak to her if this does happen.
Tasha returns to working with Carmen and starts behaving disrespectfully towards her. On this
particular occasion, at lunch time, they both go to the staffroom and Carmen introduces Tasha as ‘my
new Assistant’. Tasha rolls her eyes, as she doesn’t like being associated with Carmen. Another staff
member sees Tasha roll her eyes and lets out a big laugh, causing everyone in the staffroom to turn
around and look at them. Carmen felt humiliated by Tasha’s bias and reported it to the Centre
Director.
Upon returning to work placement the following day, Tasha is called into the Centre Director’s office,
where both Centre Director and Carmen are waiting for her. Tasha feels uncomfortable about the
meeting, but she sits down and the Centre Director tells her how Carmen is feeling. The Centre
Director acknowledges that acceptance of diversity is difficult for Tasha and comforts her accordingly,
however asks her to solve the issue together in the room before going back to teaching for the day.
Identify and demonstrate how Tasha can learn to work with Carmen inclusively and without bias
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The assessor will be looking for the student to demonstrate;
a. Recognise three (3) factors relating to Carmen’s need for social acceptance (and the barriers created
by discriminatory behaviour), making an effort to support her and resolve communication differences
b. Use effective communication strategies to build mutual trust and demonstrate appropriate reaction
to the discrimination, trauma, exclusion and negative attitudes that Carmen could sustain if
marginalised by Tasha or other people.
c. Demonstrate at least three (3) inclusive practices that Tasha, Carmen and the early childhood
education and care service can all implement to make everyone feel safe and not marginalised
against.
d. Identify the communication norms across different aspects of diversity and what practices make
these groups feel included and safe.
e. Identify the ethical responsibilities of individuals in the service and how to prevent their behaviours
from impacting different areas of work and life.
Instructions for the person playing Carmen
● Carmen is a transgender woman who has sustained consequences of Transphobia from different
people. Transphobia is negative attitudes, feelings or actions towards transgender. Carmen
takes any hatred, violence, anger, or discomfort felt or expressed towards her transgender as
Transphobia and strongly condemns it.
● Carmen gets very frustrated and emotional if discriminated. She breaks her communication,
pauses often, and gets frustrated more often than not. Trembling body, sweaty palms and
sometimes the manifestation of ‘shame’ are some of the cues that Carmen indicates if she is
extremely offended.
● Carmen should get visibly upset if she feels her rights to a safe environment, the compliant
options etc. are not observed by the management of the Early Childhood Education Service.
Remain upset and in this state until both Tasha and the Supervisor are able to demonstrate
respect and understanding of her needs.
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● Carmen should get visibly upset if she feels her rights to a safe environment, the compliant
options etc. are not observed by the management of the Early Childhood Education Service.
Remain upset and in this state until both Tasha and the Supervisor are able to demonstrate
respect and understanding of her needs.
Instructions for the person playing Tasha (student)
● Try to calm Carmen down and actively try to resolve your differences through verbal and non-
verbal communication strategies.
● Ask Carmen about her social and cultural norms – find out what behaviours / communication
styles are acceptable for her
● Seek forgiveness for demonstrating disrespect (rolling eyes) in front of other staff
● Seek clarification on how you (as Tasha) can make Carmen feel safe at work
Instructions for the Centre Director (Assessor)
● You are in this scenario to act as a mediator when there is a stalemate in the conversation –
encourage Carmen and Tasha to communicate about their differences but do not give solutions
● Ask Tasha and Carmen to come to a mutual solution
● Encourage Tasha and Carmen to gain a mutual understanding and respect for each other’s social
and cultural values
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Assessment Task 4 Part 1: Role Play Scenario
To be completed by the Trainer and Assessor Only
Assessment Marking Record
Assessment Task 4 Part 1: Role Play Scenario
Criteria Did the student…. Yes No Assessor
Comment or
Observation
a. Recognise Carmen’s need for social acceptance (and the barriers created by
discriminatory behaviour), making an effort to support her and resolve
communication differences with the following:
Assessors are to
record their
observations in
sufficient detail to
demonstrate
their judgement
of the student’s
performance
against the
standard
required.
● Initiate conversation with Carmen for her to express
her perspective of the miscommunication (as a
transgender person)
☐ ☐
● Ask Carmen what her preferred gender pronoun is
(e.g. she, he, they)
☐ ☐
● Use respectful language when responding - e.g. -
Carmen expressing that she feels humiliated by Tasha
- instead of retaliating, Tasha can say “I apologise for
making you feel that way”
☐ ☐
● Ask more Carmen for more information on her
social / cultural norms to avoid future
miscommunication - e.g.: “How can I better
understand you, to make sure we work inclusively in
future?”
☐ ☐
● Tell Carmen about religious requirements (as Tasha)
to ensure a mutual respect exists
☐ ☐
b. Use effective verbal communication strategies to build mutual trust and
demonstrate appropriate reaction to the discrimination, trauma, exclusion and
negative attitudes, by applying the following:
● Use appropriate language when responding to
expressed emotions
☐ ☐
● Ask Carmen to verbalise her feelings ☐ ☐
● Ask Carmen to identify her emotions, feelings and
preferred way of life
☐ ☐
● Follow the cues of Carmen ☐ ☐
● Use respectful language without referencing any
socio economic groups
☐ ☐
Use positive non-verbal communication strategies by applying the following
body language cues:
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● Use of hands (expression/gestures) ☐ ☐
● Use of hands (touch, where appropriate) ☐ ☐
● Nodding ☐ ☐
● Smiling ☐ ☐
● Attentive eye contact ☐ ☐
c. ● Demonstrate inclusive practices that Tasha, Carmen and the Early
Childhood Education Service can all implement to make everyone feel
safe and not marginalised against:
● Ask questions to each other to clarify information -
demonstrating willingness to problem solve
☐ ☐
● Ask Carmen to give feedback / advice on how to
improve Tasha’s (student’s) communications with her
☐ ☐
● Seek assistance from the Director when / if
communication barriers escalate
☐ ☐
● Tell Carmen about Tasha’s (student’s) cultural norms
and religious values to create a mutual respect for
each other’s differences
☐ ☐
● Use positive language to communicate with Carmen ☐ ☐
● Patiently wait for a response before making
assumptions
☐ ☐
● Ask Carmen about her likes and dislikes to find
common ground rather than points of difference
☐ ☐
d. Identify the communication norms across different aspects of diversity and
what practices make these groups feel included and safe by using the following:
● Ask open ended questions ☐ ☐
● Seek clarification from Carmen
● Ask the Director about Carmen’s social norms and
how you (as Tasha) can implement inclusive
communication strategies without bias
☐ ☐
● Identify the communication error and ask Carmen
for guidance on how to rectify the error
☐ ☐
● Display positive behaviour (both verbal and non-
verbal) to make Carmen feel accepted and safe in her
work environment
☐ ☐
e. Identify the ethical responsibilities of individuals in the service and how to
prevent their behaviours from impacting different areas of work and life.
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● Ask the Director for guidance on how you (as Tasha)
can work alongside Carmen without impacting the
children’s engagement with her
☐ ☐
● Ask Carmen if work stresses are impacting her
personal life
☐ ☐
● Ask for clarification on the consequences of
discriminatory behaviour
☐ ☐
● Acknowledge differences verbally and allow an
opportunity to resolve them
☐ ☐
Assessor’s general Comments/ Observations:
Assessor’s Name: Assessor’
Signature:
Date: Outcome
(Please circle)
S
(Satisfactory)
NS
(Not
Satisfactory)
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Assessment Task 4 Part 2: Role Play Reflection Questions
Assessor Marking Guide
Points to be covered in Students’ reflection report:
f. Identify issues that may lead to communication errors due to social and cultural diversity.
g. Explain how to respond appropriately to a situation involving misunderstandings; when should you
seek assistance?
h. Explain how you can contribute to the development of work place and professional relationships
based on appreciation of diversity and inclusiveness, in particular for people who are transgender.
i. What effective strategies did you employ to respectfully communicate in the most efficient way
possible, using both verbal and non-verbal communication?
j. Explain why communication misunderstandings or other difficulties between Tasha and Carmen may
occur and identify what impact they may have on a workplace, work roles and the people it serves.
Why?
Impact:
k. Give examples of the potential impacts on Carmen, who has experienced discrimination, trauma,
exclusion and negative attitudes towards her.
l. Give examples of the protective mechanisms/behaviours Carmen might enact as a result of her
experience:
m. Give examples of ways that Carmen’s physical, mental and emotional health issues (as a staff member
experiencing marginalisation) can be minimised:
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ASSESSMENT TASK 5 – OBSERVATION 3
Condition of
Assessment
● The student must complete this assessment in a SCEI simulated environment
directly observed by their trainer and assessor.
● Students will be provided the role play scenario in class on the day of the
assessment.
● The assessment will typically require a minimum of 15 minutes to complete
with additional 10 minutes for individual student preparation
Student
Instructions for
completion
Assessment Task 5
– Observation 3
● This task consists of two parts:
o Part 1 – The trainer and assessor will provide students with a role
play and students will be required to be directly observed performing
work tasks with people from diverse social and cultural backgrounds
in Early Childhood Education and Care setting (SCEI simulated work
environment) that provides the same equipment, resources and
operating conditions as a workplace.
o Part 2 - Students will write a reflection of their role play based on
the questions provided in part 2. Student must address all the
questions
● To successfully complete this assessment task you must achieve satisfactory
results for both Part 1 and Part 2 of the assessment task and you may utilise
the relevant learning resources related to this assessment.
● Use of correct grammar and spelling is required to demonstrate foundation
skills, so please ensure to proofread your answers prior to submission
● 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
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refer to APA referencing guide
http://www.flinders.edu.au/slc_files/Documents/Blue%20Guides/APA%20
Referencing.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.
Assessment
Procedure
● Students will be provided a briefing on the assessment and the opportunity to
seek clarification on the conduct of the assessment.
● Students may seek clarification at any point in time during the assessment task.
Should students feel they need more time to complete the assessment, they
must negotiate the time needed with the assessor prior to the assessment due
date.
● Following the assessment, responses are to be assessed and marked as
appropriate. Where responses have been assessed in one (1) or more tasks as
unsatisfactory, students will be required to resubmit these tasks. For more
information, detailed information can be found in PP77 Assessment Policy and
Procedure.
Resource
Requirements
● Student Instructions
● SCEI simulated work environment.
● Australian Government Attorney-General’s Department. (2015). Human
Rights.
http://www.ag.gov.au/RightsAndProtections/HumanRights/Pages/default.aspx
● Horton, D.R. (2012). Unity and diversity: The history and culture of Aboriginal
Australia.
http://www.abs.gov.au/Ausstats/[email protected]/0/75258e92a5903e75ca2569de0025
c188?OpenDocument
● Video - Speak First. (2009). Cultural diversity: Tips for communicating with
cultural awareness.
https://www.youtube.com/watch?v=ZDvLk7e2Irc&app=desktop
● Catering to diversity (Early Childhood Australia)
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http://www.earlychildhoodaustralia.org.au/our-publications/every-child-
magazine/every-child-index/every-child-vol-17-2-2011/catering-diversity-free-
article/
Due Date ● The trainer/assessor inform student due date
Assessment Task 5 Part 1: Role Play Scenario
Fatima is a permanent part-time Early Childhood Educator who is new to the service.
Fatima works in the toddler’s room as an Assistant to the other two Educators. As part of her role,
she assists specific children who speak the same language as her. This makes the children feel
welcomed, accepted and comfortable. Fatima is from the Middle East and is of Islamic faith.
Fatima is unhappy due to an incident which occurred as a result of Alex’s actions (the main Educator).
Earlier in the week, Alex prevented her from participating in her prayers due to a schedule conflict – it
was the children’s mealtime. Fatima is not fluent with her communication skills, however can be
understood when she communicates with gestures and body language. Fatima approaches Lucy
(Centre Director) politely, to communicate her concerns about her religious requirements. Further,
she asks staff to take her cultural values and beliefs seriously.
On the same day, the centre calls for an emergency meeting with all staff to discuss the needs of every
educator, in relation to their beliefs and practice their faith. Lucy identifies to the team that Fatima has
raised her issues and concerns about her prayer routine and should be given respect in the time that
she needs to pray. Even though he is involved in the meeting, Alex remains sceptical that he can follow
this instruction.
The assessor will be looking for the student to demonstrate;
a. Recognising and respecting the needs of Fatima, including any communication barriers that exist between
the other staff and Fatima.
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b. Use effective strategies to communicate in the most efficient way possible, including using respectful
verbal and non-verbal communication.
c. Establish, develop and maintain effective relationships, mutual trust and confidence.
d. Try to sensitively resolve communication differences between Alex and Fatima as they arise throughout
the role play.
e. Use work practices that make environments safe for all and seek assistance when required.
The skills within this assessment relate directly to the integrated knowledge contained within the units of
competency and are fundamental to the student’s ability to perform workplace tasks correctly. The
assessment will be directly supervised by the assessor and typically require a minimum of 15 minutes to
complete. The student must demonstrate all skills to satisfactorily complete this assessment.
Instructions for the person playing Fatima
● Fatima is agitated and will start off very non-compliant. The student (who is playing the role of
the Director) will need to attempt to calm Fatima down before trying to sort out the staff
roster to accommodate her prayers
● Fatima uses broken English only, she also only understands key words. Make the student (who
is playing the role of the Director), use visual cues and rephrase their sentences before
understanding what they are trying to communicate.
Instructions for the student playing Lucy (the Centre Director)
● Fatima will come to you very agitated and upset that Alex has not let her go to prayers. You
need to calm her with verbal/non-verbal communication strategies, without belittling her
emotions.
● Find out about Fatima’s religious requirements by asking what she needs to fulfil them
● Hold an amicable meeting between Fatima and Alex to encourage mutual respect and
understanding
Instructions for the person playing Alex
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● Remain noncompliant at the start of the meeting – you feel like Fatima’s prayers interrupt your
care schedule
● Ask the Centre Director to explain why it is so important that Fatima goes to prayers.
● At the end of the discussion, accept that inclusivity is important and agree to accommodate
Fatima’s religious requirements.
Assessment Task 5 Part 1: Role Play Scenario
To be completed by the Trainer and Assessor Only
Assessment Marking Record
Assessment Task 5 Part 1: Role Play Scenario
Criteria Did the student…. Yes No Assessor
Comment or
Observation
a. Recognise Fatima’s overall needs including communication barriers (English as a
second language) and make an effort to support with the following:
Assessors are to
record their
observations in
sufficient detail
to demonstrate
their judgement
of the student’s
performance
against the
standard
required.
● Initiate conversation with Fatima to identify at which
times does she need to attend prayers
☐
☐
● Speak slowly and clearly, using short and simple
sentences
☐
☐
● Use a variety of language and gestures when
communicating with Fatima
☐
☐
● Address Fatima’s right to complain - e.g. - “Is there
anything you would like to talk to me about?”
☐
☐
● Where available, engage an interpreter or use an
online translation service where appropriate
☐
☐
b. ● Use verbal communication strategies by applying all of the following:
● Use short and simple sentences ☐ ☐
● Speak more slowly rather than more loudly ☐ ☐
● Use reasonable volume and tone ☐ ☐
● Use different words to express the same idea ☐ ☐
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● Respond appropriately to expressed emotions ☐ ☐
● Offer the use of an interpreter/language aide ☐ ☐
Use positive non-verbal communication strategies by applying all of the
following body language cues:
● Use of hands (expression/gestures) ☐ ☐
● Use of hands (touch, where appropriate) ☐ ☐
● Nodding ☐ ☐
● Smiling ☐ ☐
● Attentive eye contact ☐ ☐
c. Establish, develop and maintain an effective relationship, mutual trust and
confidence by demonstrating all of the following:
● Listen to Fatima’s concerns and respond respectfully ☐ ☐
● Clearly state when you will accommodate for Fatima
to attend prayer times
☐
☐
● Ask Alex (in Fatima’s presence) to allow her to
attend prayers
☐
☐
● Ask Fatima how she is feeling now that the issue is
resolved
☐
☐
● Ask Fatima if there are any other religious
requirements that you should be aware of
☐
☐
d. ● Resolve communication differences by using all of the following:
● Asking Alex to listen to Fatima’s feelings and religious
requirements
☐ ☐
● Identify Fatima’s non-verbal messages e.g. “I can see
from your crossed arms that you might be feeling a
little hesitant about Alex’s response”
☐ ☐
● Use a different set of words (which have the same
meaning) to clarify that you understand what Fatima
is trying to communicate
☐ ☐
● Ask Alex how you can support him during Fatima’s
prayer times
☐ ☐
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● Use positive non-verbal communication (e.g. touch,
eye contact, smiling) to reassure that both Fatima and
Alex are entitled to their own perspective
☐ ☐
e. ● Use practices which promoted a safe environment (in the context of
diversity) by using all of the following:
● Use a non-judgemental attitude and language towards
Fatima’s communication attempts, e.g. – “Take your
time to explain”.
☐
☐
● Acknowledge Fatima’s privacy – e.g. – “I understand
prayers are personal, but is there anything I can assist
with to help you prepare?”
☐
☐
● Ask Fatima if there are any structural or governance
improvements that should be made to the childcare
centre to ensure that she feels culturally accepted
☐
☐
● Ask Alex to act inclusively as a matter of workplace
health and safety
☐
☐
Assessor’s general Comments/ Observations:
Assessor’s Name: Assessor’s Signature:
Date: Outcome
(Please circle)
S
(Satisfactory)
NS
(Not
Satisfactory)
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Assessment Task 5 Part 2: Role Play Reflection Questions
Points to be covered in Students’ reflection report:
f. Identify issues that may lead to communication errors due to social and cultural diversity.
g. Explain how to respond appropriately to a situation involving misunderstandings; when should you
seek assistance?
h. Explain how you can contribute to the development of workplace and professional relationships
based on appreciation of diversity and inclusiveness, in particular for people with English as a second
language or unable to speak much English.
i. If the communication need warrants assistance from an interpreter, but one is not available, explain
what you could do to continue to provide support.
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ASSESSMENT TASK 6 – SCEI WORK PLACEMENT
SUPERVISOR OBSERVATION AND STUDENT’S
OWN REFLECTION
Condition of
Assessment
● This practical assessment will take place in a regulated Early Childhood Education
and Care as a part of student 360 hrs work placement requirement. The student
will need to demonstrate a series of practical skills
● SCEI Work Placement Supervisor would provide an objective evaluation of
student's work placement performance.
● Student will submit a written reflection based on the questions provided in Part B.
Student
Instructions for
completion
Assessment Task
6 – SCEI Work
Placement
Supervisor
Observation and
Student’s own
Reflection
● This task consists of three parts:
● Part A - This task requires the student to be observed providing support
to a minimum of three (3) clients from diverse social and cultural
backgrounds. During these observations, the students will need to
demonstrate a range of skills related to recognizing and respecting the
needs of clients.
● Part B – In student’s own reflection, they are required to address all
questions based on their real work placement experience. Students are
advised to give an accurate reflection of their social and cultural
perspectives and biases that they observed during their work placement. To
successfully complete Part B, students may utilise the relevant learning
resources related to writing reflection.
● Use of correct grammar and spelling is required to demonstrate foundation skills, so
please ensure to proofread your answers prior to submission
● 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
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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%20
Referencing.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
Assessment
Procedure
● Students will be provided a briefing on the assessment and the opportunity to seek
clarification on the conduct of the assessment.
● Students may seek clarification at any point in time during the assessment task.
Should students feel they need more time to complete the assessment, they must
negotiate the time needed with the assessor prior to the assessment due date.
● Following the assessment, responses are to be assessed and marked as appropriate.
Where responses have been assessed in one (1) or more tasks as unsatisfactory,
students will be required to resubmit these tasks. For more information, detailed
information can be found in PP77 Assessment Policy and Procedure.
Resource
Requirements
● Australian Government Attorney-General’s Department. (2015). Human Rights.
http://www.ag.gov.au/RightsAndProtections/HumanRights/Pages/default.aspx
● Horton, D.R. (2012). Unity and diversity: The history and culture of Aboriginal
Australia
http://www.abs.gov.au/Ausstats/[email protected]/0/75258e92a5903e75ca2569de0025
c188?OpenDocument
● Video - Speak First. (2009). Cultural diversity: Tips for communicating with cultural
awareness.
https://www.youtube.com/watch?v=ZDvLk7e2Irc&app=desktop
● Catering to diversity (Early Childhood Australia)
http://www.earlychildhoodaustralia.org.au/our-publications/
every-child-magazine/every-child-index/every-child-vol-17-2-2011/catering-diversity-
free-article/
Due Date ● The trainer/assessor inform student due date
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Assessment Task 6 Part A: SCEI Work Placement Supervisor Observation
Observation Procedure
This practical assessment will take place in a regulated Early Childhood Education and Care Service where
the students need to demonstrate a series of practical skills by working with three (3) co-educators / families
from diverse social and cultural backgrounds separately in three (3) different situations.
During this observation, students need to demonstrate a range of skills related to recognizing and respecting
the importance of diversity and inclusion in an Early Childhood Education and Care environment. Moreover,
students will be observed how they can establish, develop and maintain effective relationships, mutual trust
and confidence particularly with its co-educators, parents and babies at large.
Note: though Part A of student’s task focus on co-educators, they are strongly encouraged to engage with
babies and their families (subject to the Early Childhood Education and Care Centre’s policy). Assessors
need to observe students’ performance when communicating and interacting with parents and babies.
The learners will be required to contribute positively to the environment (Early Childhood Education and
Care Service) and work as directed by their supervisor.
In addition, they need to be observed undertaking appropriate verbal and non-verbal communication when
dealing with co-educators, supervisors, parents and babies.
Furthermore, students will need to be able to recognise situations where misunderstandings may arise from
co-educators with diverse backgrounds and work with them to clarify these misunderstandings on timely
manner.
The student will also be observed in the work placement in the skills listed in the observation checklist,
which covers the following criteria:
1. Appreciate diversity and inclusiveness and their benefits for the people and the environment in a
regulated Early Childhood Education and Care Service.
2. Communicate appropriately with people from diverse backgrounds and situations in a regulated Early
Childhood Education and Care Service.
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 64
Assessor Guide Student Assessment
3. Demonstrate skills and commitment to promote understanding across diverse groups in a regulated
Early Childhood Education and Care Service.
Assessment Task 6 Part A: SCEI Work Placement Supervisor Observation Checklist (1 of 3)
Instruction to Assessor: The assessor must observe the student interact with a minimum of three (3) co-
educators from diverse social and cultural backgrounds separately.
This practical assessment will take place in a regulated Early Childhood Education and Care Centre where
the students need to demonstrate a series of practical skills in three (3) different situations.
Note: though Part A of student’s task focuses on co-educators, they are strongly encouraged to engage with
babies and families. Assessors need to observe students’ performance when communicating and interacting
with parents and babies.
Furthermore, students will need to be able to recognise situations where misunderstandings may arise from
patients with diverse backgrounds and work with them to clarify these misunderstandings.
The practical observation checklist skills consist of not just the observation but also the expected skills linked
to these observations that the student should demonstrate. The details below are for the assessor to utilise
in order to determine if the student is competent in demonstrating the skills outlined in the checklist.
The assessor will stop the assessment if the student’s actions are unsafe, impractical or
threatens the dignity of the educators, parents and children.
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 65
Assessor Guide Student Assessment
Assessment Task 6 Part A: SCEI Work Placement Supervisor Observation Checklist (1 of 3)
To be complete by the SCEI Work Placement Supervisor
Assessment Marking Record
The following Skills lists should be observed by the assessor in a regulated Early Childhood Education and
Care environment during work placement.
Elements:
1. Appreciate diversity and inclusiveness and their benefits for the people and the environment in a
regulated Early Childhood Education and Care Service.
2. Communicate appropriately with people from diverse backgrounds using verbal and non-verbal
communication in a regulated Early Childhood Education and Care Service.
3. Demonstrate skills and commitment to promote understanding across diverse groups in a regulated
Early Childhood Education and Care Service.
The assessor will be looking to see if the student;
Assessment Task 6 Part A: SCEI Work Placement Supervisor Observation (1 of 3)
Criteria During placement, the student must demonstrate all of
the following:
Yes No Observation –
Examples of what to
look for:
1. Appreciate diversity and inclusiveness and their benefits, for the people and the
environment:
Assessors are to
record their
observations in
sufficient detail to
demonstrate their
judgement of the
student’s
performance against
the standard
required.
Greet co-educator / parent / child respectfully (regardless
of race, colour, religion, sexual preference or culture)
☐ ☐
Use culturally/socially appropriate responses to emotions
expressed by the client;
(e.g. accepting that they may not want to be touched, or
that they may not want to make direct eye contact)
☐ ☐
Invite all children and their families to participate in
organised activities: for example:
● Would you like to come and join in the music
experience with the children?
● Would you like to help with our multicultural
day?
☐
☐
Ask the co-educator / parent / child what their cultural
preferences and needs are, in order to provide a
customised environment for them
☐
☐
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 66
Assessor Guide Student Assessment
Ask supervisor for clarification on workplace policies
surrounding diversity and inclusiveness
☐ ☐
2. Communicate appropriately with people from diverse backgrounds and
situations:
Verbally identify language barriers by asking questions, for
example:
● Do you understand what I am asking?
● Do you speak English?
☐ ☐
Identify any communication needs of the client (for e.g.
speech impediment, interpretation, braille) then seek
assistance from supervisor / co-workers / client’s family /
interpreter
☐ ☐
● Use facial expressions that are pleasant and
welcoming
● Smiling
● Nodding
● Attentive eye contact as appropriate
☐ ☐
Use imagery techniques when required, for example:
● pictures to show things which are familiar
(bathroom, lockers, hat box etc.)
● use of words to describe familiar things
(bathroom, lockers, hat box etc.)
☐ ☐
● Speak slowly and clearly ☐ ☐
Listen to parents / child carefully and attentively and seek
clarification (repeat what client has said to clarify
understanding, nodding)
☐ ☐
Use appropriate gestures (touch, pointing, guiding)
☐ ☐
● Maintaining appropriate eye contact ☐ ☐
Use appropriate body language (relaxed, calm, be at the
same eye level as parent / child)
☐ ☐
Ask the co-educator / parent / child to voice their
grievances if a conflict occurs and acknowledge their
concerns
☐ ☐
3. Demonstrate skills and commitment, to promote communication and
understanding across diverse groups:
● Remain professional (dress in appropriate
clothing; no singlet tops, shorts, thongs, etc.) and
respectful (acknowledge the client as you enter
the room)
☐ ☐
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 67
Assessor Guide Student Assessment
Remain calm (use soft tones when talking, steady voice)
express empathy (acknowledge their feelings - I know you
are upset, how can I help you?)
☐ ☐
Engage in conversations with staff to ensure
miscommunications do not occur and behaviours of
concern do not arise in parents (through lack of staff
communication)
☐ ☐
Use neutral language such as ‘I understand your
perspective’ when miscommunication occurs
☐ ☐
Talk with staff and get their insight as to what may cause
misunderstandings across different cultural/social groups
☐ ☐
Ask for advice (from supervisor) regarding how to speak
to different social/cultural groups
☐ ☐
Ask supervisor how the specific parent / child / co-
educator at hand prefers to be communicated with and
what their social/cultural norms are
☐ ☐
Assessor’s general Comments/ Observations:
Assessor’s Name: Assessor’ Signature:
Date: Outcome
(Please circle)
S
(Satisfactory)
NS
(Not
Satisfactory)
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 68
Assessor Guide Student Assessment
Assessment Task 6 Part A: SCEI Work Placement Supervisor Observation Checklist (2 of 3)
Instruction to Assessor: The assessor must observe the student interact with a minimum of three (3) co-
educators / families from diverse social and cultural backgrounds separately.
This practical assessment will take place in a regulated Early Childhood Education and Care Service where
the students need to demonstrate a series of practical skills in three (3) different situations.
Note: though Part A of student’s task focuses on co-educators, they are strongly encouraged to engage with
babies and families. Assessors need to observe students’ performance when communicating and interacting
with parents and babies.
Furthermore, students will need to be able to recognise situations where misunderstandings may arise from
patients with diverse backgrounds and work with them to clarify these misunderstandings.
The practical observation checklist skills consist of not just the observation but also the expected skills linked
to these observations that the student should demonstrate. The details below are for the assessor to utilise
in order to determine if the student is competent in demonstrating the skills outlined in the checklist.
The assessor will stop the assessment if the student’s actions are unsafe, impractical or
threatens the dignity of the educators, parents and children.
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 69
Assessor Guide Student Assessment
Assessment Task 6 Part A: SCEI Work Placement Supervisor Observation Checklist (2 of 3)
To be completed by the SCEI Work Placement Supervisor
Assessment Marking Record
The following Skills lists should be observed by the assessor in a regulated Early Childhood Education and
Care environment during work placement.
Elements:
1. Appreciate diversity and inclusiveness and their benefits for the people and the environment in a
regulated Early Childhood Education and Care Service.
2. Communicate appropriately with people from diverse backgrounds using verbal and non-verbal
communication in a regulated Early Childhood Education and Care Service.
3. Demonstrate skills and commitment to promote understanding across diverse groups in a regulated
Early Childhood Education and Care Service.
The assessor will be looking to see if the student;
Assessment Task 6 Part A: SCEI Work Placement Supervisor Observation (2 of 3)
Criteria During placement, the student must demonstrate all of
the following:
Yes No Observation –
Examples of what to
look for:
1. Appreciate diversity and inclusiveness and their benefits, for the people and the
environment:
Assessors are to
record their
observations in
sufficient detail to
demonstrate their
judgement of the
student’s
performance
against the
standard required.
Greet co-educator / parent / child respectfully (regardless
of race, colour, religion, sexual preference or culture)
☐ ☐
Use culturally/socially appropriate responses to emotions
expressed by the client;
(e.g. accepting that they may not want to be touched, or
that they may not want to make direct eye contact)
☐ ☐
Invite all children and their families to participate in
organised activities: for example:
● Would you like to come and join in the music
experience with the children?
● Would you like to help with our multicultural
day?
☐ ☐
Ask the co-educator / parent / child what their cultural
preferences and needs are, in order to provide a
customised environment for them
☐ ☐
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 70
Assessor Guide Student Assessment
Ask supervisor for clarification on workplace policies
surrounding diversity and inclusiveness
☐ ☐
2. Communicate appropriately with people from diverse backgrounds and
situations:
Verbally identify language barriers by asking questions, for
example:
● Do you understand what I am asking?
● Do you speak English?
☐ ☐
Identify any communication needs of the client (for e.g.
speech impediment, interpretation, braille) then seek
assistance from supervisor / co-workers / client’s family /
interpreter
☐ ☐
Use facial expressions that are pleasant and welcoming
● Smiling
● Nodding
● Attentive eye contact as appropriate
☐ ☐
Use imagery techniques when required, for example:
● pictures to show things which are familiar
(bathroom, lockers, hat box etc.)
● use of words to describe familiar things
(bathroom, lockers, hat box etc.)
☐ ☐
● Speak slowly and clearly ☐ ☐
Listen to parents / child carefully and attentively and seek
clarification (repeat what client has said to clarify
understanding, nodding)
☐ ☐
Use appropriate gestures (touch, pointing, guiding)
☐ ☐
● Maintaining appropriate eye contact ☐ ☐
Use appropriate body language (relaxed, calm, be at the
same eye level as parent / child)
☐ ☐
Ask the co-educator / parent / child to voice their
grievances if a conflict occurs and acknowledge their
concerns
☐ ☐
3. Demonstrate skills and commitment, to promote communication and
understanding across diverse groups:
● Remain professional (dress in appropriate
clothing; no singlet tops, shorts, thongs, etc) and
respectful (acknowledge the client as you enter
the room)
☐ ☐
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 71
Assessor Guide Student Assessment
Remain calm (use soft tones when talking, steady voice)
express empathy (acknowledge their feelings - I know you
are upset, how can I help you?)
☐ ☐
Engage in conversations with staff to ensure
miscommunications do not occur and behaviours of
concern do not arise in parents (through lack of staff
communication)
☐ ☐
Use neutral language such as ‘I understand your
perspective’ when miscommunication occurs
☐ ☐
Talk with staff and get their insight as to what may cause
misunderstandings across different cultural/social groups
☐ ☐
Ask for advice (from supervisor) regarding how to speak
to different social/cultural groups
☐ ☐
Ask supervisor how the specific parent / child / co-
educator at hand prefers to be communicated with and
what their social/cultural norms are
☐ ☐
Assessor’s general Comments/ Observations:
Assessor’s Name: Assessor’ Signature:
Date: Outcome
(Please circle)
S
(Satisfactory)
NS
(Not
Satisfactory)
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 72
Assessor Guide Student Assessment
Assessment Task 6 Part A: SCEI Work Placement Supervisor Observation Checklist (3 of 3)
Instruction to Assessor: The assessor must observe the student interact with a minimum of three (3) co-
educators from diverse social and cultural backgrounds separately.
This practical assessment will take place in a regulated Early Childhood Education and Care Centre where
the students need to demonstrate a series of practical skills in three (3) different situations.
Note: though Part A of student’s task focuses on co-educators, they are strongly encouraged to engage with
babies and families. Assessors need to observe students’ performance when communicating and interacting
with parents and babies.
Furthermore, students will need to be able to recognise situations where misunderstandings may arise from
patients with diverse backgrounds and work with them to clarify these misunderstandings.
The practical observation checklist skills consist of not just the observation but also the expected skills linked
to these observations that the student should demonstrate. The details below are for the assessor to utilise
in order to determine if the student is competent in demonstrating the skills outlined in the checklist.
The assessor will stop the assessment if the student’s actions are unsafe, impractical or
threatens the dignity of the clients.
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 73
Assessor Guide Student Assessment
Assessment Task 6 Part A: SCEI Work Placement Supervisor Observation Checklist (3 of 3)
To be completed by the SCEI Work Placement Supervisor
Assessment Marking Record
The following Skills lists should be observed by the assessor in a regulated Early Childhood Education and
Care environment during work placement.
Elements:
1. Appreciate diversity and inclusiveness and their benefits for the people and the environment in a
regulated Early Childhood Education and Care Service.
2. Communicate appropriately with people from diverse backgrounds using verbal and non-verbal
communication in a regulated Early Childhood Education and Care Service.
3. Demonstrate skills and commitment to promote understanding across diverse groups in a regulated
Early Childhood Education and Care Service.
The assessor will be looking to see if the student;
Assessment Task 6 Part A: SCEI Work Placement Supervisor Observation (3 of 3)
Criteria During placement, the student must demonstrate all of
the following:
Yes No Observation –
Examples of what to
look for:
1. Appreciate diversity and inclusiveness and their benefits, for the people and the
environment:
Assessors are to
record their
observations in
sufficient detail to
demonstrate their
judgement of the
student’s
performance against
the standard
required.
Greet co-educator / parent / child respectfully (regardless
of race, colour, religion, sexual preference or culture)
☐ ☐
Use culturally/socially appropriate responses to emotions
expressed by the client;
(e.g. accepting that they may not want to be touched, or
that they may not want to make direct eye contact)
☐ ☐
Invite all children and their families to participate in
organised activities: for example:
● Would you like to come and join in the music
experience with the children?
● Would you like to help with our multicultural
day?
☐
☐
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 74
Assessor Guide Student Assessment
Ask the co-educator / parent / child what their cultural
preferences and needs are, in order to provide a
customised environment for them
☐
☐
Ask supervisor for clarification on workplace policies
surrounding diversity and inclusiveness
☐ ☐
2. Communicate appropriately with people from diverse backgrounds and
situations:
Verbally identify language barriers by asking questions, for
example:
● Do you understand what I am asking?
● Do you speak English?
☐ ☐
Identify any communication needs of the client (for e.g.
speech impediment, interpretation, braille) then seek
assistance from supervisor / co-workers / client’s family /
interpreter
☐ ☐
Use facial expressions that are pleasant and welcoming
● Smiling
● Nodding
● Attentive eye contact as appropriate
☐ ☐
Use imagery techniques when required, for example:
● pictures to show things which are familiar
(bathroom, lockers, hat box etc.)
● use of words to describe familiar things
(bathroom, lockers, hat box etc.)
☐ ☐
Speak slowly and clearly ☐ ☐
Listen to parents / child carefully and attentively and seek
clarification (repeat what client has said to clarify
understanding, nodding)
☐ ☐
Use appropriate gestures (touch, pointing, guiding)
☐ ☐
Maintaining appropriate eye contact ☐ ☐
Use appropriate body language (relaxed, calm, be at the
same eye level as parent / child)
☐ ☐
Ask the co-educator / parent / child to voice their
grievances if a conflict occurs and acknowledge their
concerns
☐ ☐
3. Demonstrate skills and commitment, to promote communication and
understanding across diverse groups:
Remain professional (dress in appropriate clothing; no
singlet tops, shorts, thongs, etc) and respectful
(acknowledge the client as you enter the room)
☐ ☐
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 75
Assessor Guide Student Assessment
Remain calm (use soft tones when talking, steady voice)
express empathy (acknowledge their feelings - I know you
are upset, how can I help you?)
☐ ☐
Engage in conversations with staff to ensure
miscommunications do not occur and behaviours of
concern do not arise in parents (through lack of staff
communication)
☐ ☐
Use neutral language such as ‘I understand your
perspective’ when miscommunication occurs
☐ ☐
Talk with staff and get their insight as to what may cause
misunderstandings across different cultural/social groups
☐ ☐
Ask for advice (from supervisor) regarding how to speak
to different social/cultural groups
☐ ☐
Ask supervisor how the specific parent / child / co-
educator at hand prefers to be communicated with and
what their social/cultural norms are
☐ ☐
Assessor’s general Comments/ Observations:
Assessor’s Name: Assessor’ Signature:
Date: Outcome
(Please circle)
S
(Satisfactory)
NS
(Not
Satisfactory)
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 76
Assessor Guide Student Assessment
Assessment Task 6 Part B: Student Own Reflection
1. Consider three (3) situations where misunderstandings arose due to differences in culture. Identify these
three (3) situations and explain how you recognised and respected the specific cultural needs of others,
making an effort to sensitively respond. (100-150 words)
2. Considering the above identified situations, reflect on what verbal and non-verbal communication
strategies you utilised when communicating with people from diverse social or cultural backgrounds.
Describe and reflect on how these strategies assist in establishing, developing and maintaining effective
relationships, mutual trust and confidence. In this reflective question, you must reflect on all three (3)
situations individually (200-300 words)
3. Reflect on a time where you needed or did utilise assistance from an interpreter / translator and identify
how this reduced / could have reduced communication differences. If there was no interpreter available,
identify how you resolved communication differences (30-70 words).
4. Reflect on your workplace experience. Explain how worked within your scope of practice, followed your
roles and responsibilities and followed the policies and procedures of the Service (25-50 words)
5. Reflect on your own perspectives of diversity. You are to undertake a structured process and reflect on
all the following points in a paragraph: (70-150 words)
● Describe your own perspectives of diversity.
● How might your social and cultural views positively impact people from diverse cultures?
● How might your social and cultural views negatively impact people from diverse cultures and how
can you prevent this from occurring?
6. Reflect on (and give one (1) example of) how you contributed to the development of your workplace
practice and professional relationships based on an appreciation of diversity and inclusiveness. (25-50
words)
7. Reflect on your work placement experience and explain some examples/types of
discrimination/marginalisation that can occur in a regulated Early Childhood Education and Care
● Types of discrimination
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 77
Assessor Guide Student Assessment
8. List at least three (3) protective mechanisms or strategies that can minimise the mental, physical and
emotional impacts on people with diverse social and cultural backgrounds, that could occur due to
discrimination by others. (25-50 words)
● Protective mechanisms or strategies that can minimise the mental, physical and emotional
impacts on people with diverse social and cultural backgrounds:
9. During your placement, you interacted with three (3) different co-educator / parents / children of varying
cultural backgrounds. Reflect on your experiences with them to identify the differences between their
culture and your own culture, and provide ways you can act to improve your communications with the
respective demographic.
Client One
Social/Cultural
Aspects
Own Culture
(Australian)
Client’s Culture
(Chinese)
Strategies to improve
my communication with
this cultural group
Language
Food and food
manners
Social
Religion
Client Two
Social/Cultural
Aspects
Own Culture
(Australian)
Client’s Culture
(Egyptian - Muslim)
Strategies to improve
my communication
with this cultural group
CHC30113 Certificate III in Early Childhood Education and Care
CHC50113 Diploma of Early Childhood Education and Care
CHCDIV001 - Version 3.0 - December 2019 78
Assessor Guide Student Assessment
Language
Food
Social
Religion
Client Three
Social/Cultural
Aspects
Own Culture
(Australian)
Client’s Culture
(Aboriginal and / or
Torres Strait Islander)
Strategies to improve
my communication with
this cultural group
Language
Food
Social
Religion
