Understanding Culture Assignments

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Australian Catholic University *

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CHCECE001

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Sociology

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Apr 3, 2024

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ASSESSMENT REQUIREMENTS Please read all assessment instructions to ensure you fully understand the requirements outlined in each task. To achieve competence in the unit/s a learner must meet requirements for all as- sessment tasks listed before a result of competency can be awarded. Where competency is not achieved your assessor will provide feedback and request fur- ther evidence as needed. If this course is undertaken at a Diploma level or above you must first be as- sessed as competent in the required unit/s. Only once you have achieved compe- tence can the assessor award you a grade or mark against the entire unit/s. It is important that you clearly understand all the requirements of assessment. If you have difficulty with the assessment terms or the steps to follow please speak to your Assessor/Instructor prior to commencing the task/s. Your Assessor will provide additional information to ensure all aspects of the tasks are clear. RE-ASSESSMENT If you do not achieve the required standard to achieve competence, you will be given the opportunity to be re-assessed by the assessor and the requirement for additional evidence will be outlined. Arrangements will be made on an individual basis to ensure the process is valid, fair and reliable. ASSESSMENT APPEALS A student who is dissatisfied with the outcome of his/her assessment should first discuss their concerns with the teacher/assessor and/or program coordinator in the associated business area. If the issue is not resolved, the student may appeal the decision(s) by following the Complaints and Appeals process as outlined in the Chisholm Student Guide. ASSESSMENT METHODS You will be required to undertake a range of assessment tasks to establish com- petence for the unit/s you are undertaking. It is important to understand the types of assessment you may be required to complete as part of the evidence gathering process. Please see below the range of assessment methods that are used at Chisholm to ensure competency is appropriately measured and valid, reliable and fair assess- ment judgements are made. Assessor Guide - Copyright © Chisholm 2018 2 CHC50113 Diploma of Early Childhood Education and Care CULTURE CHCECE001 Develop cultural competence CHCDIV002 Promote Aboriginal and/or Torres Strait Islander culture safety

The assessor will provide all required information about the assessment process and conditions prior to the assessment taking place. 1. Questioning: Scenario 2. Project: Work Placement Task 3. Portfolio: Work Placement Logbook Please note, where additional questioning has taken place to determine compe- tency and understanding this must be recorded as evidence to support the as- sessment judgement. ASSESSMENTS The following assessments will be used to collect evidence of the knowledge and skills you have gained from your Learning Program. You will be required to demonstrate your ability to perform to the standard required in the workplace, as specified within the identified unit/s of competency. The table below indicates the methods of assessment that will be used to estab- lish competence for this unit/s and the expected timeline. Assessment Tasks Week / Session / Block of Assessment 1. Questioning: Scenario One week after last session 2. Project – Practical Placement Task One week after completion of placement 3. Portfolio: Work Placement Logbook When your visit- ing teacher comes for the fi- nal P1 work placement as- sessment visit Assessor Guide - Copyright © Chisholm 2018 3

1. QUESTIONING: – SCENARIO 1 (50%) STUDENT INSTRUCTIONS You will be provided with a series of questions related to the unit of competency undertaken in your course. The questions are used to assess your level of knowl- edge in relation to various aspects of the unit/s. It is important that you read each question carefully prior to starting the assess- ment and seek clarification if any question is unclear. Please note your assessor can only provide more information to clarify the intent of the question, not pro- vide details of the required answer. Assessor Guide - Copyright © Chisholm 2018 4

Assessment 1 – Questioning: Scenario UNIT/S OF COMPETENCY – Code CHCECE001 CHCDIV002 Title Develop Cultural Competence Promote Aboriginal &/or Tor- res Strait Islander culture safety Student Name Mikaela Williams Student Number 201362995 Student Signature Mikaela Williams Assessment Date 29/06/20 Assessment Location Zoom Assessment Time/ Duration SCENARIO 1 Paula and her father Allunga have visited the Mundroola Child Care centre with Paula’s twin 4 year old boys Blake and Callum, to find out about enrolling her sons in the Kinder garten program. Paula informed the Director Nora that members of her community have recommended the centre. Paula explains that maintaining connections with other local Aboriginal families is extremely important for her boys. Q1: What cultural factors could impact on Paula, her family and Aboriginal and Torres Strait Islander people using the service? MR FER The culture factors that could impact on Paula and her family and the Aboriginal and Torres Strait Islander family communities. They need to have a sense of belonging and inclusive and support from the educators in the service, if they don’t receive that sense of belonging they could just leave the service and won’t highly recommend the service to their families and friends. You will need to learn about their cultures, languages and tribes to make sure you un- derstand everything when you are teaching the children. The Aboriginal and Torres Strait Is- lander families only speak their language and they are trying to learn English, it is hard for people to learn a new language especially trying to learn English. We as educators have to make sure we give Aboriginal and Torres Strait Islander families confidence they deserve in the service. As educators we have to be aware of the different barriers and different ways on how to com- municate with Aboriginal and Torres Strait Islander families. Make sure you know how to talk and approach them and use the correct wording. Q2: How would you ensure that Paula and her families’ culture is embedded throughout your program and your service? What would you need to consider? MR FER Assessor Guide - Copyright © Chisholm 2018 5

To ensure Paula and her families culture is embedded through my problem I would; 1. I would display different flags of the different cultures and countries. 2. I would get the children in the service to do some Aboriginal activities and hang up some of the art work they have done. Examples: Making boomerangs, colouring in Aboriginal and Torres Strait Islander flags and Listen to Aboriginal music. 3.Get the children to bring something from home that represents their culture or their coun- try their parents have come from. 4.Get the staff to make different welcoming signs in different languages. 5. Get the staff from the service to bring in a Local Elder into the service to talk to the children about Aboriginal culture. Q3: Develop a list of ideas and activities to support the delivery of your program and in- crease participation of your Indigenous children and their families. (One idea can be imple- mented on placement for your assessment task 2) MR FER 1. Make Boomerangs. 2. Colour in the Aboriginal flag and the Torres Strait Islander flag. 3. Make Nature Bracelets out of leafs, sticks, seeds and more. 4. Make the Aboriginal and Torres Strait Islander out of Crepe Paper. 5. Invite an elder to the service and talk to the children about the important parts of the his- tory. 6. Listen to Aboriginal Music and learn some Aboriginal Dances. Q4: What practices should you be aware of when communicating with Aboriginal and Tor- res Strait Islander people? MR FER With some cultures it is really inappropriate or challenging to have direct eye contact. When you are speaking to someone who is from a different culture it is advised to have your eyes down facing the ground. Looking down may be a sign of respect. In some other cultures it is highly inappropriate to touch the child on the head or anywhere. In some cultures it is appro- priate to speak to the mother about the child not the father, just be aware that the father is the decision maker in the family. When I’m working in the childcare service I should be aware of the different children’s reli- gions and different cultural foods, different cultural backgrounds and cultural clothing. Q5: Who could you consult with to ensure that you are modelling cultural safety in your work, to know that communication techniques and work practices show respect for Aborig- inal and Torres Strait Islander people? MR FER 1. You could visit your Local Council. 2. Aboriginal and Cultural Centres. 3. Aboriginal Community Liaison Officers. 4. You could talk to the Local Elders. Assessor Guide - Copyright © Chisholm 2018 6

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