Assessment Details
Qualification Code/Title Click or tap here to enter text.
Assessment Type Time allowed
Due Date Location Term / Year
Unit of Competency
National Code/Title CHCECE030 Support inclusion and diversity
Student Details
Student Name Student ID IIE
Student Declaration: I declare that the work submitted is my own, Signature:
and has not been copied or plagiarised from any person or source.
Date:
Assessor’s Name
RESULTS (Please Circle) ☐SATISFACTORY ☐NOT SATISFACTORY
Feedback to student:
Assessor Declaration
*If Student is Not Satisfactory Assessor Declaration: I declare that I have conducted a fair,
Reassessment Required ☐ Yes ☐ No valid, reliable and flexible assessment with this student, and I
have provided appropriate feedback.
Is This Theory Only Task ☐ Yes ☐ No
Signature:
Have student already completed practical/ Vocational Placement Date:
Component? ☐ Yes ☐ No
Instructions to the Candidates
This assessment is to be completed according to the instructions given below in this document.
Should you not answer the tasks correctly, you will be given feedback on the results and gaps in knowledge. You will be
entitled to one (1) resubmit in showing your competence with this unit.
If you are not sure about any aspect of this assessment, please ask for clarification from your assessor.
Please refer to the College re-submission and re-sit policy for more information.
If you have questions and other concerns that may affect your performance in the Assessment, please inform the assessor
immediately.
Please read the Tasks carefully then complete all Tasks.
To be deemed competent for this unit you must achieve a satisfactory result with tasks of this Assessment along with a
satisfactory result for another Assessment.
This is an Open book assessment which you will do in your own time but complete in the time designated by your
assessor. Remember, that it must be your own work and if you use other sources then you must reference these
appropriately
Submitted document must follow the given criteria. Font must be Times New Roman, Font size need to be 12, line spacing
has to be Single line and Footer of submitted document must include Student ID, Student Name and Page Number.
Document must be printed double sided.
This is Individual Assessments. Once you have completed the assessment, please provide the Hard copy of the
Assessments to your Trainer/ Assessor.
Plagiarism is copying someone else’s work and submitting it as your own. Any Plagiarism will result in a mark of Not
Satisfactory.
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Assessment Task 1
Assessment Task 1: Knowledge questions
Information for students
Knowledge questions are designed to help you demonstrate the knowledge which you have acquired during the
learning phase of this unit. Ensure that you:
review the advice to students regarding answering knowledge questions in the Early Childhood Education
and Care Student User Guide
comply with the due date for assessment which your assessor will provide
adhere with your RTO’s submission guidelines
answer all questions completely and correctly
submit work which is original and, where necessary, properly referenced
submit a completed cover sheet with your work
avoid sharing your answers with other students.
i
Assessment information
Information about how you should complete this assessment can be found in Appendix A of the
Early Childhood Education and Care Student User Guide. Refer to the appendix for information
on:
where this task should be completed
the maximum time allowed for completing this assessment task
whether or not this task is open-book.
Note: You must complete and submit an assessment cover sheet with your work. A template is
provided in Appendix C of the Student User Guide. However, if your RTO has provided you with
an assessment cover sheet, please ensure that you use that.
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Assessment Task 1
Questions
Provide answers to all of the questions below:
1. Fill in the table to demonstrate your knowledge of the following National Quality Standards: 1, 5 and 6.
Quality Quality Standard Name Requirements/Overall objective
Standard
number
a) 1 Educational program and To ensure that the educational practise and
practise. programs are stimulating and engaging children.
b) 5 Relationship with children To promote relationship with children
To promote children sense of security and
belonging
c) 6 Collaborate partnership with To achieve quality outcomes for children
families
2. What is the key purpose of the National Law?
National law means the law of the state in which the person entitled their rights including the
rules and regulations. National law is the law that has been established in the nation. It exist in the
particular nation. N.R. Madhava Menon is the father of the national law. National law means the law
relating to the whole world.
The key purpose of national laws are listed below:
a. Education and care service national law
Educational and care service national law support the national law act provides the detail of
arrangement of required education care services. It helps to establish education and services for
children.
b. Education and care services national regulations
Education and care service national regulations creates jointly governed and integrated
national approach to the regulation and quality assessment of education.
3. What is the key purpose of the National Regulations?
The key purpose of National Regulations are listed below:
a. It provides detail about the operational required for the education.
b. It provides the detail about the rules including application process.
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Assessment Task 1
c. It ensure the interaction of development of children encouragement
4. Provide an example of how inclusion and diversity is reflected in Belonging, Being and Becoming: The Early
Years Learning Framework for Australia (EYLF).
Ans: Within the Early Year Learning Framework, there are three basic concept that the children’s lives are
belonging, being and becoming. This refers to how a child is linked with their families from early stage.
Through this, a child develops the habit of learning and improving. The three concept belonging, being and
becoming refers to the live throughout the EYLF.
a. Belonging: Feeling that you are the part of the group, you must have feeling of you are the part of
family. A child’s sense of belonging can be referred to the relationship with th family members.
When the child has the sense of belonging, they feel safe and comfort and develop the
confidence. Show mutual respect towards the children. For example you belong in your house
with your family.
b. Being: Appreciate the children skill and knowledge. Let children understand that they are
accepted who they are and how they are. We should grow the feeling that we belong to them. A
child’s sense of being can be relate how child care show respect and care to each individual
through greeting, conversation and actions. They build and maintain relationship with others. For
example: if you want to be mermaid you can imagine.
c. Becoming: A child’s sense of becoming refers to the changes they experience as they grow, learn
and develop. It focus on child’s positivity. It changes over time as they gain more knowledge. This
enables a child to participate actively in the society. It enables children to be self-confidence. For
example: when you keep planting plant, you become a gardener.
5. Provide an example of how inclusion and diversity is reflected in My Time, Our Place: Framework for School
Age Care in Australia.
Ans: it represented Australian first national framework for school age care to be used by the school age care
educators. In school age care, educator collaborate with the children to provide them play time in the school.
It support their wellbeing, learning and development process. School age care pays attention in the interests
of the children. They have choice and control over their children. They collaborate with educators to extend
their skill and knowledge.
From early stage children are connected with family, community and society. Families are the first
educator of the children. As children take part in everyday life, they develop interest on different activities to
understand the world. They try to develop their own identities. In school age care setting, children’s
competent their learning at school and at home. All children learn and enjoy meaningful learning through
different activities. Children learning is dynamic and complex.
6. Answer the following questions to demonstrate your knowledge of the National Quality Standard and related
regulations and laws applicable to this unit:
a) On page 28 of the Law, The guiding principle of the national education
section three (3) outlines and care services quality are inclusive, diversity
the guiding principles of and equity.
the national education and
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Assessment Task 1
care services quality National quality framework refers to Aboriginal
framework. What principle and Torres Strait islander cultures.
refers to Aboriginal and
Torres Strait islander
cultures?
b) In the National Quality Sustainability practise and environmental
Standards Quality Area 1- responsibility
Educational Program and
It enhances children learning and development.
Practise, what element
would relate to exposing
children to Aboriginal and
Torres Strait Islander
culture fall under?
c) On page 27 of the Law, Children are competent and successful learner.
section three (3) outlines
The role of the parents and family are respected
the guiding principles of
and supported.
the national education and
care services quality The principle of equity, diversity and inclusion are
framework. What principle underpin.
refers to physical
It promotes equity, Access opportunity and rights of the
environments and
children.
inclusion?
d) What element in the Responsiveness and meaningful interaction
National Quality Standards
- Quality Area 5 relates to
engaging and supporting
each child to feel secure
and included in the
program?
7. How does Early Childhood Australia’s Code of Ethics promote and support diversity? Complete the table
below by writing down the one bullet point relevant for each section included below.
a) In relation to children, I Ensure that children are not discriminated according to age,
will: gender, family status etc
b) In relation to Acknowledge and experiences of collegues to build
colleagues, I will: professional knowledge and understanding skill
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Assessment Task 1
c) In relation to families, I Partnership with families increase children learning,
will: development and well being.
8. Complete the table below to demonstrate your knowledge of inclusion, diversity and cultural safety in an
early childhood setting and the importance of it.
Term Definition Application in an early Why is this important?
childhood setting
Provide an example of the
role that it plays in shaping
children’s viewpoints
a) Inclusion It is approved Understanding inclusive It helps to solve problems `
learning practise
framework. It is
educating and It helps to increase self-
caring the confidence and increase
children. children awareness
b) Diversity It is used to Cultural diversity Awareness campaign
describe the
It maximize children
policies and
achievement
program that
promote the
representation of
entity.
c) Cultural It means Work place environment It helps to recognize the
safety providing high difference in gender.
Workplace attitudes
education and
care to diverse
learners.
9. Complete the table to demonstrate your awareness of the impact that your own behaviour can have on
others.
Area Provide an example of how you What impact can this have
may display this (perhaps on a person?
without even realising it)
a) Bias Self-awareness It adversely affect the people. It
cause to make wrong decision.
Lack of opportunity when looking at
something.
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Assessment Task 1
Area Provide an example of how you What impact can this have
may display this (perhaps on a person?
without even realising it)
b) Discrimination Unfair treatment of people and It effects people wellbeing and
group opportunities.
c) Inclusion Make people to participate in It impacts on earning and
resources group family status
d) Ethics Engage with the children It impacts on people’s
wellbeing and on decision
Promote ethical behaviour
10. Complete the table below to demonstrate your understanding of the below areas.
Area Examples of characteristics How can this affect an
individual in their daily life?
a) Cultural It helps to develop It teaches about the culture and
background understanding of different values
culture
It helps to build up respect and
empathy for other people.
b) Race/ethnicity Cultural traits There is racial discrimination
Sense of community
c) Disability Problems learning new things This affect individual in daily life
by adversely affecting outcomes
Reductions in the people’s
like less education, poor
ability
d) Gender/gender It identify person internal and Men are given most important
identification individual experience than women.it affect behaviour
like study, ambition
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Assessment Task 1
Area Examples of characteristics How can this affect an
individual in their daily life?
e) Intergenerational Disadvantage induced by the It affect individual in term of
disadvantage attitude of the person poverty, labour force
f) Family types It helps to interact and It helps individual to cope with
communicate with the stress and cope with healthy
members of the family environment
g) Sexual Teaches about sex education
orientation/sexual
identity
h) Socioeconomic
circumstance
11. Provide an example of a technique that can be used to model and support open, respectful, inclusive and
ethical interactions in children for each of the following:
a) How to show awareness By asking question and showing curiosity
of and respect for
individual culture, values
and beliefs
b) How to acknowledge both By creating diversity
similarities and
By conversation
differences
Teaching children about empathy
c) How to demonstrate By avoiding negative thinking
positive attitudes to
By creating positive thought that makes children happier
differences
d) How to use cross-cultural By speaking politely
communication skills
By taking time to talk
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Assessment Task 1
12. Complete the table below to demonstrate your knowledge of marginalised groups and those requiring
additional support.
Marginalised Protective factors Physical health Mental/emotional
groups needs health needs
a) Aboriginal and It enables people to medication Connection with
Torres Strait be strong and people
Islander people resilient
Sense of belonging
b) Children with Exercise Taking care of children
autism
attention Show connection
c) Children with Clothing or hair style Offer support
gender identity
Social behaviour Encourage them to
issues
explore in the world
d) Children who Social emotional well Growth and Helping them with food
are refugees being nutrition and clothes
13. What is reflective practise?
Ans: Reflective practise is the ability to reflect on one’s action so as to engage in a process of continuous
learning. Reflective practise is a dynamic and active set of skill placed in a real time and dealing to real,
complex and difficult situation. Reflective practise is an ongoing process.
Reflective practise is more than self-awareness process. It is the process of analysis, questioning and
reframing events for purposeful learning. The importance of reflective practise are
It helps to make changes and improvement to our practises.
It makes us good educator and helps to increase children learning.
14. How can educators practise critical reflection?
Ans: Critical reflection means identifying and exploring our own thoughts, feeling and experiences. By
following the steps below educator can practise critical reflection:
a. Looking in detail and creatively
b. Thinking about practise and program decision
c. Exploring multiple prospective
d. Making a link between theory and practise
e. Making purposeful changes
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Assessment Task 1
15. Why do educators need to practise critical reflection?
Ans: Critical reflection helps us to make changes and improvements in practise. It helps to identify and
appreciate positive experiences. It is the crucial part of learning and improvement. It makes us better
educator.
16. How can you make sure your critical reflection is meaningful?
Ans: To make critical reflection meaningful, we can to create question, practise lifelong learning skill
and learn about one self. It involves the learning from everyday situations.
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Assessment Task 1
Assessment Task 1: Checklist
Student’s name:
Did the student provide a Completed
sufficient and clear answer successfully? Comments
that addresses the
suggested answer for the
Yes No
following?
Question 1a
Question 1b
Question 1c
Question 2
Question 3
Question 4
Question 5
Question 6a
Question 6b
Question 6c
Question 6d
Question 7a
Question 7b
Question 7c
Question 8a
Question 8b
Question 8c
Question 9a
Question 9b
Question 9c
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Assessment Task 1
Question 9d
Question 10a
Question 10b
Question 10c
Question 10d
Question 10e
Question 10f
Question 10g
Question 10h
Question 11a
Question 11b
Question 11c
Question 11d
Question 12a
Question 12b
Question 12c
Question 12d
Question 13
Question 14
Question 15
Question 16
Task outcome: Satisfactory Not satisfactory
Assessor signature:
Assessor name:
Date:
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Assessment Task 1
