Identify work practices occurring in your service that promote cultural awareness between families, educators and others

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What is the purpose of anti-discrimination legislation?


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Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once:

  • worked collaboratively with at least one other educator to implement an approved learning framework within an approved education and care service, including:
  • investigating and documenting at least two examples of how the learning framework is demonstrated in the service
  • researching and documenting at least one example of how each principle of the learning framework is reflected in the service
  • working closely with others and under supervision to help implement the framework
  • reflecting on and discussing practice with supervisor and others
  • investigated and documented their own involvement in at least three examples of pedagogical practices in the service.


Knowledge Evidence

1.The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the work role. These include knowledge of: to access:

  • Belonging, Being and Becoming: The Early Years Learning Framework for Australia
  • My Time, My Place: Framework for School Age Care in Australia
  • the relevant approved learning framework used in the service if different from those above
  • how to navigate through framework documents to find areas relevant to this unit of competency
  • United Nations Convention on the Rights of the Child
  • key participants in the implementation of the relevant approved learning framework
  • organisational standards, policies and procedures.


Assessment Conditions

Skills must be demonstrated in a regulated education and care service.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessment must ensure use of:

  • National Quality Framework for Early Childhood Education and Care
  • the relevant approved learning framework under the National Quality Framework for Early Childhood Education and Care.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.


Foundation Skills

The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.

Reading – in order to interpret and apply relevant approved learning frameworks in the context of own work role.

The remaining foundation skills essential to performance are explicit in the performance criteria of this unit.


Assessment task 1: Identify learning frameworks

1.Knowledge Task

 This activity will enable you to demonstrate your ability to identify learning frameworks and demonstrate your ability to access the information contained within the framework document.  Complete the following activity. You can research your answers using your workbook, the framework documents and use the Internet but your answers must be in your own words

1.Access the following frameworks and discuss the similarities and differences you can identify within the documents.

  • Belonging, being & becoming: the Early Years Learning Framework for Australia
  • My Time, Our Place – Framework for School Age Care in Australia

2.In this activity you will be required to read and discuss the case study with your class and trainer and answer the questions below.  You can conduct group research using your workbook or the Internet to assist you with the discussion but you answer must be in your own words.  Each of your responses must be answered as indicated by the guide each question.

A special activity has been organised for the preschoolers at Cheeky Cherubs Preschool.

Baby chickens have been brought in for the children to hold and touch, under supervision of the educator. The activity takes place after morning tea and before lunch, in the playground.

Jenny (4) is very excited about the baby chickens, and as she lives on a farm which has some chickens, she is confident handling them. She tells the other children about where chickens come from, and how the mother hen lays eggs. One of the other children, Jamal (5), is sitting off to the side. He doesn’t attempt to participate. When the educator asks if he would like to sit a bit closer and perhaps hold a baby chicken. He tells the educator he doesn’t like animals. Nisha (4) has never seen a chicken before in real life. She grabs one a little too strongly, and the educator, Robyn, needs to guide Nisha and show her the safe way to hold the baby chickens.

After handling the chicks, the educator helps the children wash their hands, to avoid spread of infection.

1.Identify which principles of the EYLF are demonstrated in the case study, and how they have been applied.

2.Identify which outcomes of the EYLF are demonstrated in the case study, and how they have been applied.

3.Identify any other applicable learning frameworks that are relevant to the case study.

4.Locate the United Nations Convention on the Rights of the Child. Identify which rights are exercised in the case study, and how they are illustrated in the case study.

5.Discuss how the educator could apply EYLF Principle 3: High expectations and equity when guiding this activity.

6.Discuss how this activity could help children reach EYLF Outcome 3: Children have a strong sense of wellbeing.

7.How can educators develop EYLF Practice 4: Intentional Teaching during and after this activity?

8.List at least two organisational standards, policies and procedures that relate to this activity.

1.How could the cultural factors has been respected to make the workplace or situation more culturally and psychologically safe?

2.How could these environments have reviewed and modify their practices in consultation with each person.


Assessment task 2: Apply a learning framework

1.Group discussion and knowledge questions

Kamil and Cameron (both 4 years) are working at the collage table. They are chatting as they select different materials to cut and paste. Antonella (also 4 years) has been standing at the table watching and listening for five minutes.

This case study describes one point of evidence that an educator may notice, that is: children are communicating

2.use of language and social interactions

3Which of the five (5) ELYF principles apply?

4.Which of the eight (8) practices apply?

5.Which EYLF learning outcome applies?

6.What subcategory applies?



This unit describes the skills and knowledge required to deal with the cultural awareness required for effective communication and cooperation with persons of diverse cultures. The purpose of this assessment is to establish candidates’ knowledge required to effectively do the task outlined in elements and performance criteria of this unit, and manage the task, including any contingencies in the context of the identified work role. This workplace practical assessment will take place in an actual work environment.  It is important that you follow your organisations workplace policies and procedures whilst undertaking the assessments.




The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes knowledge of:

1.Availability of resources and assistance within and external to the organisation in relation to cultural diversity issues

2.Own cultural conceptions and pre-conceptions and perspective of diverse cultures

3.Recognition of cultural diversity in Australian society with many individuals living in many cultures

4.Recognition of cultural influences and changing cultural practices in Australia and its impact on diverse communities that make up Australian society

5.Recognition of culture as a dynamic social phenomenon

6.Recognition of culture as a range of social practices and beliefs evolving over time

7.Recognition of impact of cultural practices and experiences on personal behaviour, interpersonal relationships, perception and social expectations of others

8.Recognition of the unique way individuals may experience a culture and respond to past experiences

9.Recognition that the word ‘normal’ is a value-laden, excluding concept that often precludes acknowledgment of the diversity of people, their life experiences and situations

10.The principles of equal employment opportunity, sex, race, disability, anti-discrimination and similar legislation and the implications for work and social practices

11.The role and use of language and cultural interpreters



It is critical that the candidate demonstrate the ability to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes the ability to:

1.Apply culturally respectful practices in the workplace and to demonstrate respect and inclusiveness of culturally diverse people in all work practices

2.Form effective workplace relationships with co-workers and colleagues of diverse backgrounds and cultures

3.Participate in identifying and implementing culturally safe work practices

4.Respond respectfully and sensitively to cultural beliefs and practices that may cause harm

5.Sensitively and respectfully communicate with persons of diverse backgrounds and cultures

6.Use basic conflict resolution and negotiation skills

7.Use effective strategies to address and eliminate discrimination and bias in the workplace



1.The individual being assessed must provide evidence of specified essential knowledge as well as skills

2.This unit is most appropriately assessed in the workplace or a simulated workplace environment under the normal range of work conditions

3.Assessment should be conducted on more than one occasion to cover a variety of circumstances to establish consistency

4.Holistic assessment of this competency unit is encouraged, to ensure application of these skills in conjunction with specific work functions but the unit may be delivered and assessed independently


Foundation Skills

The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.


Assessment task 2: Embracing cultural diversity

1.Knowledge Questions:

1.List the cultural backgrounds of the families and educators in your service.

2.List some cultural backgrounds or differences that are not represented in your service.

3.Choose one of the backgrounds or differences that are not identified in your service and tell us which one you have chosen

4.What activities would you implement to encourage the children to develop an understanding and acceptance of this background or difference?

5.Describe three (3) ways you can show respect for cultural diversity in your communication and interactions with the children.

6.Why is developing workplace and professional relationships based on the acceptance of cultural diversity important?


2.Group Activity

Multicultural Program Checklist


Does the centre feel welcoming?

Are resources available in community languages

Do you hear the children using any non-English words?

Do you provide posters and resources that show people from different backgrounds and abilities?

Do you collect background information from families?

De educators represent a range of cultural backgrounds?

Does your program include aspects of a variety of cultures?

Are the cultures of the children incorporated in the program?

Do you encourage parents to become involved in the program?

Do you celebrate a range of cultural occasions and celebrations?

Are you aware of how to access the interpreter service and is this service available/accessible for parents if required?

Are parents informed of your philosophy, policies and programmed activities?


Assessment task 5: Workplace activity

1.Workplace Project

Identify 3 different cultures in your workplace.  Using the internet, library or resources already available at your service research the cultures and identify key areas for each i.e. cultural or traditional practices, observances, language, diet, music/songs etc.  Write a report for each culture.

Once you have completed your research, please complete the tasks below.

1.Prepare a range of materials that could be displayed in the service to encourage others to understand the cultures you have identified in your service. Attach photographs of your displays.

2.Write down the discussion you could have with your colleague to ensure that they work effectively with culturally diverse clients.

3.During your practicum, choose an existing or plan an activity for your room and when completed prepare a learning story (if you are unsure about a learning story, ask your colleagues or workplace supervisor) that the children could give to their parents and families to show them they did.  Utilise photographs and the children’s home language as well as English to explain the activity for the family.


You need to observe your workplace policies and procedures implemented for the following tasks. Strategies will be in place to monitor the workplace to ensure consistency of practices and compliance with policies. First you need to observe and monitor the workplace to answer each question. Later, if required they can work with the Director/ Room Leader to help them answer each question.


1.Questions and Answers

1.Identify work practices occurring in your service that promote cultural awareness between families, educators and others.

2.Describe a strategy that you have used in the workplace that assisted a child with disabilities or whose first language is not English to feel safe and secure.

3.Discuss reasons why a service should promote an inclusive and culturally diverse workplace.

4.Discuss effective communication techniques you would use where language barriers exist.

5.Describe the strategies you would use to integrate as a new member of a team where the other team members and clients came from a diverse range of cultural backgrounds.

6.Describe how misunderstandings and problems regarding cross-cultural issues would be resolved in the service.

7.Identify four strategies that you could use to help eliminate bias and discrimination within the workplace.

8.Discuss how you could develop your understanding of the cultural beliefs and rituals regarding managing the behaviour of a child?

9.What methods would you use to build and maintain trust and confidence in your relationship with children and families in your service?

10.In addition to professional interpreter services, what help might be available to you to assist you to communicate with families and others?

11.Describe an experience where you have had to resolve a cross-cultural misunderstanding. You should identify the issue, the impact of cultural differences, the process you followed and any additional assistance you sought.

12.Discuss the types of issues a child from a family that has been granted political asylum face may experience?

13.Discuss why is it important for a person to reflect on and challenge any stereotypical views that they hold?

14.What is the purpose of anti-discrimination legislation?



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