CHCECE001 Learner Workbook V2.0

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Australian Institute of Business *

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CHCECE011

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CHCECE001 Learner Workbook V2.0 Page 0 of 44 CHCECE001 Develop cultural competence Learner Workbook
Table of Contents Table of Contents ..................................................................................................................... 1 Instructions to students: .......................................................................................................... 3 Assessment instructions .................................................................................................... 3 Assessment Task ............................................................................................................... 3 Assessment requirements ................................................................................................. 3 Competency outcome ........................................................................................................ 4 Assessment appeals process ............................................................................................. 5 Special needs ...................................................................................................................... 5 Additional evidence ........................................................................................................... 5 Confidentiality ................................................................................................................... 5 Academic misconduct ....................................................................................................... 5 LEARNER ACTIVITY ........................................................................................................... 9 Activity 1A- ........................................................................................................................ 9 Activity 1B ........................................................................................................................ 10 Activity 1C ........................................................................................................................... 12 Activity 2A ........................................................................................................................... 13 Activity 2B ........................................................................................................................... 14 Activity 2C ........................................................................................................................... 16 Activity 3A ........................................................................................................................... 17 Activity 4A ........................................................................................................................... 18 Activity 4B ........................................................................................................................... 19 Learner activities 1A – 4B checklist – for assessor .......................................................... 21 Activity 5A ........................................................................................................................... 22 Activity 5B ........................................................................................................................... 23 Activity 5C ........................................................................................................................... 24 Activity 5D ........................................................................................................................... 25 Activity 5E ............................................................................................................................ 26 Activity 6A ........................................................................................................................... 27 Activity 6B ........................................................................................................................... 29 Activity 6C ........................................................................................................................... 30 Activity 6D ........................................................................................................................... 31 Learner activities 5A – 6D checklist – for assessor .......................................................... 33 Summative Assessments ........................................................................................................ 34 Summative Assessments: Section B checklist .................................................................. 36 CHCECE001 Learner Workbook V2.0 Page 1 of 44
Section C: Performance Activity ...................................................................................... 37 Summative Assessments: Section C checklist .................................................................. 38 Supplementary Oral Questions (optional) – for assessor ................................................... 39 CHCECE001 Learner Workbook V2.0 Page 2 of 44
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Instructions to students: Assessment instructions Overview The purpose of this learner workbook, assessment workbook, simulation diary or logbook is to provide a guide of instruction and information in relation to the relevant assessment tasks. As a learner, you will be provided with information relating to your assessment, including how they are to be completed and submitted. Therefore, it is important that you fully understand the assessment instructions given by your trainer to avoid issues such as academic misconduct, submitting past the due date and providing incomplete assessments, which you will be required to resubmit. If you fail to understand or need more clarification on the assessments, you are required to contact your trainer/assessor for further information. Assessment Task The aim of assessments is to test your knowledge, skills and understanding in relation to the topics being taught within a given course. This will be done by using an assessment criterion which shows what you need to do to achieve the appropriate level of competency. For the purpose of completing a written assessment, you are required to: Complete each question, including any sub-questions; Provide in-depth research on the topic, using appropriate primary and secondary sources; Respond using a clear structure (e.g. Introduction, points of argument or fact, conclusion), including references to the sources used. All assessments required to be completed are compulsory as it is a required condition of your enrolment. Assessment requirements The assessments within this document can be completed through several approaches such as: Observation of real, indisputable actions as they occur; Written or oral task such as reports, role play, work samples etc; Portfolios; Questions, or third-party evidence, in which the relevant document (observation document is to be completed by the agreed third party. All documents relating the third-party observation is to be provided to your trainer/assessor as this will be used in determining your level of competency. Third-party evidence can be obtained from supervisors (e.g., from the workplace), or clients/customers. CHCECE001 Learner Workbook V2.0 Page 3 of 44
Please be informed that all assessments are to be typed up. Any handwritten assessments will not be permitted unless approved by the trainer/assessor. You must also comply with assessment policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/ . Simulation diary (if required): You will do the simulation tasks as a part of your course in the designated simulated environment. During the simulation session, the student is required to meet the following requirements: Follow the dress standards -enclosed shoes, appropriate clothing (no shorts or skirts) Be aware of relevant procedures in case of accident, emergencies, evacuation Follow the start and finish times, breaks, work routines, etc. Follow the policies on personal phone calls and personal emails. The attendance for simulation sessions will be monitored as per ‘AIBTGlobal’s Monitoring Student Attendance and Academic Progression policy and procedure.’ Students should follow the standards of behaviour and comply with ‘AIBTGlobal’s Student Conduct Rules’. Students should come prepared for the planned activities for simulation. Observation/demonstration/simulation (if required): You may be required to perform tasks/works/assessments through observations, simulation, or demonstrations. Your trainer/assessor will provide you with a list of demonstrations, logbooks, simulation diary or any other related documents for tasks/works/assessments. The observation, simulation or demonstration can occur in the workplace, or the training environment such as workshop, or simulation labs. During observation, demonstration or simulation, you will be provided with necessary information (e.g., timeframe) and equipment and/or materials to complete the task. You are required to perform the work, task or assessment in accordance with the required instructions. Competency outcome Upon completing the following assessments, your trainer will either mark the assessment indicating S for satisfactory or NS for not satisfactory (requires more training). If you, as a learner/trainee, receive satisfactory marks for all assessments within this module, you will be graded a “C” for ‘Competent’. In vice versa, “NYC” for ‘Not yet Competent’, in which your trainer will provide adequate feedback and give you a chance to resubmit. If your second submission of assessments is still NS, you may be required to (i) resubmit assessments on the third attempt or (ii) redo the course unit again, which requires re-enrolment. Please be aware that the third attempt of resubmission or re-enrolment to the course can result in additional costs/fees. CHCECE001 Learner Workbook V2.0 Page 4 of 44
Assessment appeals process As a learner, you have a right to appeal a decision or outcome of an assessment if you feel like it was made unfairly. However, this complaint must first be resolved with the trainer/assessor before lodging an appeal. If you are still dissatisfied with the outcome, then a written application of the appeal can be made to the course coordinator, outlining the grounds for the appeal in accordance with the complaints and appeals policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/ . Special needs Learning adjustments can be made for any candidate who has special needs (e.g., a student with a disability). However, the trainer/assessor must be well informed about this so they can immediately implement the necessary adjustments and have it ready before commencement. Additional evidence If at any event during or after the assessment process, the trainer/assessor requests you to provide additional information or an alternative submission to establish your level of competency, then you are required to do so. However, you must do so in a way that avoids any issues of privacy or confidentiality. Confidentiality All information provided to us regarding your job, workplace and employer will be kept confidential in accordance with the relevant law. However, it is your responsibility to check that all information provided to us does not involve details unrelated or not agreed upon for disclosure. For example, information about your employer, colleagues and other related third parties who might be involved. Although we may require information about these other parties, it is your responsibility to check that valid consent has been given from these individuals before providing us with the requested information. This process of obtaining information from the relevant parties must also be done in accordance with the relevant law. Recognised prior learning Any candidate may apply for credit transfer which they wish to count towards their course credit following the application and assessment process of the credit transfer policy and procedure. Academic misconduct Academic Misconduct includes plagiarism, cheating and/or collusion, or any act or omission by a student which attempts to circumvent or defeat the integrity of the College’s assessment process. Without limiting the scope of the definition of academic misconduct, examples of plagiarism, cheating and collusion are provided below: Plagiarism is defined as taking someone else’s work or ideas and submitting it as their own. This may include acts such as, but not limited to: Copying the direct words of a sentence or paragraph presented in a source, without referencing it or giving it proper acknowledgement. This also extends to any structure used in completing the assignment; and CHCECE001 Learner Workbook V2.0 Page 5 of 44
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Submitting the same assignment as another learner who either is currently or has previously completed it and presenting it as their own work. Cheating occurs when you behave dishonestly in an attempt to obtain an unfair advantage in any form of assessment. Examples of cheating include: Failing to adhere to examination conditions, for example, speaking or communicating with other candidates in an examination, bringing unauthorised material into the examination room, reading or attempting to read other students' answers, leaving the examination or test answer papers exposed to another student’s view; Impersonating another student or arranging for someone to impersonate a student in any assessment task; Purchasing assessment items from a contract cheating or ghost-writing service and presenting them as the student’s own work; Allowing others to complete any assessment task and/or submit an assessment task which is not the student’s own work; Fraudulent representation of any required documentation, for example, prior qualifications, or medical certificates. Collusion is defined where a learner collaborates with another learner currently enrolled or graduated to produce an assessment which is submitted as their own. This may involve two or more learners working together to produce the content of an assessment before submission. Plagiarism, cheating and/or collusion is a behaviour that is strictly prohibited, therefore, prior to completing your assessment it is advised that you refer to our Academic Misconduct policy and procedure at https://aibtglobal.edu.au/support/student-forms/policies/ to ensure relevant compliance. If you are found committing any of these acts, you will be investigated in which the appropriate disciplinary action will be taken. As a result, it is important that you raise any questions regarding plagiarism, cheating and collusion with your trainer before submitting the final assessment. CHCECE001 Learner Workbook V2.0 Page 6 of 44
Student Details Student ID: _____________________________________________________________ Name: _____________________________________________________________ Phone: _____________________________________________________________ Email: _____________________________________________________________ Declaration I declare that The content in this document is my own work, based on my own study and research and no part of it has been copied from any other source, except where acknowledgement/reference has been made. The content in this document is my own work and no part of the work has been copied from any other student who is currently studying or was graduated from the college. I have read and understood all instructions and requirements for the work, task, or assessment that is assessed by my trainers and/or assessors. The understanding includes the submission date and time. I will keep a copy of my submitted work (e.g., logbook, or assessment). I have read and understood the assessment policy and procedures, and academic misconduct policy and procedures: I will perform my work to the best of my ability. I will not commit academic misconduct stated in academic misconduct policy and procedures. Academic misconduct behaviour may result in ‘not competent’ result of the unit of competency. I understand if I receive not satisfactory for my work/assessment/task, it will result in not competent result for the unit of competency. This can result in work/assessment/task resubmission and re- enrolment of the unit of competency which can incur additional costs/fees to me. I understand that any assessment/task/work deemed unsatisfactory will require me to undergo reassessment which may be different to the one originally submitted. I give permission for my assessment/task/work to be reproduced, communicated, compared, and archived for the purposes of detecting academic misconduct and to fulfil any related College’s policy and procedures I am aware that if I disagree with the assessment/task/work result, I have the right to appeal the result. I will follow the complaints and appeals policy and procedures at https://aibtglobal.edu.au/support/student-forms/policies/ . I take full responsibility for the correct submission of this assessment/task/work in the required place/channel with the correct cover sheet. Student Signature: ____________________________________________________________ Date: _____________________________________________________________ CHCECE001 Learner Workbook V2.0 Page 7 of 44
ONLY If assessment/task/work is required to be completed as part of a group or in pairs, details of the learners involved should be provided below: If you are NOT instructed to complete the assessment, work, or task in a group or in pairs, you or any other student will NOT fill or sign this section below and MUST NOT work in a group or in pairs. Failure to comply will result in not satisfactory result of required work, assessment, or task. The content of this work/task/assessment is completed by the students named below. All students acknowledge that the assessment, work, or task must be completed by everyone’s equal contribution and in accordance with the requirements. All students declare that no part of this assessment, task, or work is taken from or completed by any other student. If the assessment, work, or task cites or paraphrases information from other sources, reference and acknowledgement of those sources must be provided. Student 1: Student ID: ____________________________________________________________ Student Name: ____________________________________________________________ Student Signature: ____________________________________________________________ Student 2: Student ID: ____________________________________________________________ Student Name: ____________________________________________________________ Student Signature: ____________________________________________________________ Student 3: Student ID: ____________________________________________________________ Student Name: ____________________________________________________________ Student Signature: ____________________________________________________________ Student 4: Student ID: ____________________________________________________________ Student Name: ____________________________________________________________ Student Signature: ____________________________________________________________ CHCECE001 Learner Workbook V2.0 Page 8 of 44
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LEARNER ACTIVITY Activity 1A- Estimated Time 40 Minutes Objective 1.1 To provide you with an opportunity to define aspects of the environment which influence own cultural identity. 1. Draw a map in a wide paper that describe the environment of your upbringing. Use conventions, colours, drawings and symbols to represent the context in which you grew up. Include the following items: Physical: man-made and natural environment Beliefs Raring practices Traditions Customs, folklore. Include your child’s point of view Attach a picture of your work Activity 1B Estimated Time 20 Minutes CHCECE001 Learner Workbook V2.0 Page 9 of 44
Objective 1.2 To provide you with an opportunity to identify significant events in own family background or history which may influence current values, beliefs and attitudes. 1.3 To provide you with an opportunity to reflect on potential impact own background may have on interactions and relationships with people from other cultures. 1. After completing your map in activity 1A, fill up the below table regarding how the environment of your upbringing. Describe the influence of this environment in your current values, beliefs, and attitudes. Then reflect on your current perspective of the world and your interactions with people form cultures different that yours. Question Reflection List the values, beliefs and attitudes you currently have as a result of the environment you grew up Values Beliefs Attitudes Describe how the environment of your upbringing affected the way you see the world and your interactions with others. Describe how this environment affected he way you interact with people from other cultures. How positive or negative was that influence in who you are now CHCECE001 Learner Workbook V2.0 Page 10 of 44
CHCECE001 Learner Workbook V2.0 Page 11 of 44
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Activity 1C Estimated Time 30 Minutes Objective 1.4, 2.3 To provide you with an opportunity to identify skills, attributes or knowledge that may need to be developed to ensure cultural competency. 1. Access page 16 of the Early Years Learning Framework, Belonging, Being and Becoming, section: Cultural Competence, and the Educator’s guide to the EYLF pages 21 -29 to support your answer in the table below. Cultural competence in ECEC Question Answer Define cultural competence List five skills of a cultural competent educator List the three elements underpinning successful cultural competence. Describe the three levels in which cultural competence needs to be applied CHCECE001 Learner Workbook V2.0 Page 12 of 44
CHCECE001 Learner Workbook V2.0 Page 13 of 44
Activity 2A Estimated Time 25 Minutes Objective 4.3 To provide you with an opportunity to process information in a culturally sensitive way including identification of how and with whom information can be shared. Fill up the below table regarding educators applying cultural competence when handling information about children and families culture. Managing information List two types of information related to children and family culture and provide an example of how educators can manage it in a culturally competent way. Information Example 1. 2. CHCECE001 Learner Workbook V2.0 Page 14 of 44
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Activity 2B Estimated Time 30 Minutes Objective 2.1 To provide you with an opportunity to identify the cultural identities of the children within the service, their families and the local community. Research and provide cultural identities details from two children at your service. You may refer to other children that you have had previous experience with (E.g. Family, friends or the community) Child N. 1 records Child’s name Age Date of birth Place of birth Place of residence Cultural background Religious beliefs Significant situations in family history that might affect the child positively or negatively. Child N. 2 records Child’s name Age Date of birth Place of birth Place of residence Cultural background Religious beliefs Significant CHCECE001 Learner Workbook V2.0 Page 15 of 44
situations in family history that might affect the child positively or negatively. CHCECE001 Learner Workbook V2.0 Page 16 of 44
Activity 2C Estimated Time 30 Minutes Objective 2.2 To provide you with an opportunity to critically analyse relationships, curriculum and activities. Provide three examples of learning experiences for children of varying ages and explain how this experiences promote cultural engagement for children, staff members, families and/or the community. Learning experience N. 1 Children age: 1-2 years Learning experience title How to promote cultural engagement Learning experience N. 2 Children age: 2-3 years Learning experience title How to promote cultural engagement Learning experience N. 3 Children age: 3-5 years Learning experience title How to promote cultural engagement CHCECE001 Learner Workbook V2.0 Page 17 of 44
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Activity 3A Estimated Time 15 Minutes Objective 4.4 To provide you with an opportunity to provide families with opportunities to share their context and cultural knowledge. 4.5 To provide you with an opportunity to give children and families a chance to enhance their experience of cultural diversity. Give four examples of strategies that may be implemented for the purpose of engaging children and families in sharing their context, cultural knowledge and diversity in the service. Engaging families Strategy 1: Strategy 2: Strategy 3: Strategy 4: CHCECE001 Learner Workbook V2.0 Page 18 of 44
Activity 4A Estimated Time 20 Minutes Objective 5.1 To provide you with an opportunity to plan and implement experiences that foster positive attitudes to inclusion. 5.5 To provide you with an opportunity to observe children’s interactions and participation to identify the need for additional cultural support and cross- cultural understanding. Case scenario: Part A In the kindy room you have children from different cultural backgrounds. You notice that children tend to relate and play more with children from their same or similar cultural background (same language, accent, customs) and physical treats (skin colour, type of hair, eyes shape). One day a small group of children were playing in the construction area, Jessie (4.0) wanted to join them, but they did not welcome his attempt to play. Jessie returned to the playground area by himself looking sad. 1. How would you handle the situation between the small group and Jessie? Number the steps you would follow. 2. Identify three strategies to foster positive attitudes towards inclusion within the kindy group. Strategy N. 1 Strategy N. 2 Strategy N. 3 Overall results you expect to achieve with the above strategies. CHCECE001 Learner Workbook V2.0 Page 19 of 44
Activity 4B Estimated Time 40 Minutes Objective 5.2 To provide you with an opportunity to explore with children the culture, heritage, backgrounds and traditions of each child within the context of their community. 6.1 To provide you with an opportunity to implement experiences that build on the diverse backgrounds of children and families within the service, broaden children’s perspectives and encourage appreciation of diversity. 6.2 To provide you with an opportunity to plan and implement experiences that focus on events, customs and beliefs that are relevant to the service’s children and families. Case scenario: Part B After observing the positive results you achieved with the kindy group (activity 4A), the director of the service asks you to have a leading role in planning an ongoing strategy for the service. This strategy aims to allow children to explore the heritage, events, customs, beliefs and traditions of themselves and others within the context of their community. You are required to work along with other educators to create a written plan featuring four activities/experiences that can be implemented in the whole service, for the purposes of exploring children and families diverse cultural backgrounds. The plan can be developed weekly, monthly or quarterly. Exploring our cultural diversity General description of plan (Shortly describe what do you want to achieve with this plan, refer to the directions given in the case) Leading educator Collaborators EYLF learning outcomes to promote CHCECE001 Learner Workbook V2.0 Page 20 of 44
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Week/Month/Term 1 Activity/experience description Materials required Spaces/ areas of the service to use Week/Month/Term 2 Activity/experience description Materials required Spaces/ areas of the service to use Week/Month/Term 3 Activity/experience description Materials required Spaces/ areas of the service to use Week/Month/Term 4 Activity/experience description Materials required Spaces/ areas of the service to use CHCECE001 Learner Workbook V2.0 Page 21 of 44
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CHCECE001 Learner Workbook V2.0 Page 22 of 44
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Learner activities 1A – 4B checklist – for assessor This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learner’s name Assessor’s name Unit of Competence (Code and Title) Date(s) of assessment Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No (Please circle) Has sufficient evidence and information been provided by the learner for the activity? Yes No (Please circle) Comments Provide your comments here: The learner’s performance was: Not yet satisfactory Satisfactory If not yet satisfactory, date for reassessment: Feedback to learner: Learner’s signature Assessor’s signature CHCECE001 Learner Workbook V2.0 Page 23 of 44
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Activity 5A Estimated Time 30 Minutes Objective 5.3 To provide you with an opportunity to promote establishment of constructive relationships with all children and families based on trusting relationships, respectful interactions, understandings of alternate world views and celebration of diversity. 1. Identify three ways of demonstrating trust in your relationships with children and families. 2. Identify three ways of demonstrating respect in your relationships with children and families. 3. Provide two examples of situations which it would be necessary to demonstrate understanding of alternate world views. CHCECE001 Learner Workbook V2.0 Page 24 of 44
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Activity 5B Estimated Time 20 Minutes Objective 7.1 To provide you with an opportunity to support experiences and environments where secure, respectful and reciprocal relationships between children, families and other adults can be established. 1. Access page N.12 of the Early Years Learning Framework for Australia EYLF Belonging, Being and Becoming. Then identify four ways of establishing secure, respectful and reciprocal relationships between children, families and other adults. CHCECE001 Learner Workbook V2.0 Page 25 of 44
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Activity 5C Estimated Time 20 Minutes Objective 5.4 To provide you with an opportunity to use oral communication skills to role-model open, inclusive, ethical interactions with all children, families and colleagues. Research and provide three (3) Positive oral communication skills and explain how they benefit children, families and colleagues within a service? Communication skills Skill Benefit CHCECE001 Learner Workbook V2.0 Page 26 of 44
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Activity 5D Estimated Time 20 Minutes Objective T4.6 To provide you with an opportunity to demonstrate respect for all home languages and expose children to different language and dialects, and encourage appreciation of linguistic diversity. 1. Identify four strategies that may be implemented for the purpose of overcoming language barriers. 2. Identify three ways of encouraging children’s appreciation of linguistic diversity. CHCECE001 Learner Workbook V2.0 Page 27 of 44
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Activity 5E Estimated Time 30 Minutes Objective 7.2 To provide you with an opportunity to communicate and interact with children to help them work towards a strong sense of identity, wellbeing and of being connected with and contributing to their world. 7.3 To provide you with an opportunity to implement group activities to allow children to use collaborative processes to solve problems. Fill up the below table providing one example per each component on how would you promote positive relationships with children. Use the EYLF learning outcomes as a reference for your examples. EYLF learning outcomes: Children have a strong sense of identity Children have a strong sense of wellbeing Children are connected with and contribute to their world Children are effective communicators. Children are confident and involved learners Promoting positive relationships Component Examples of experiences, situations or activities Learning outcome (chose one from the above list) Promoting positive interactions between children and with educators. Learning outcome (chose one from the above list) Promoting Positive communication Learning outcome (chose one from the above list) Promoting CHCECE001 Learner Workbook V2.0 Page 28 of 44
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collaborative problem solving Activity 6A Estimated Time 40 Minutes Objective 3.1 To provide you with an opportunity to identify any historical issues in relation to Aboriginal and/or Torres Strait Islander people and the land that the service is on, including at regional and state levels. 3.2 To provide you with an opportunity to reflect on contemporary impacts of historical issues including those relating to Aboriginal and/or Torres Strait Islander people. Fill up the below table regarding Aboriginal and/or Torres Strait Islander people historical issues and their impact in the present of the culture. Also, include descriptions on how ECEC services can promote the inclusion and celebration of Aboriginal children, families and communities. Valuing Aboriginal and/or Torres Strait Islander culture 1. Write a paragraph detailing European colonisation to Australian land. CHCECE001 Learner Workbook V2.0 Page 29 of 44
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2. Describe how historical issues have impacted Aboriginal and/or Torres Strait Islander people. (List at least three issues) 3. Identify three impacts of government policies resulting in negative treatment of indigenous communities. 4. Describe three ways on how ECEC services can promote the inclusion and celebration of Aboriginal and/or Torres Strait Islander children, families and communities. Activity 6B CHCECE001 Learner Workbook V2.0 Page 30 of 44
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Estimated Time 30 Minutes Objective 7.5 To provide you with an opportunity to follow community protocols when engaging with community members. 1. Give five examples of community protocols that might have to be followed when engaging with members of the Aboriginal and/or Torres Strait Islander community. Protocols to engage with Aboriginal and/or Torres Strait Islander community. Protocol Description Activity 6C CHCECE001 Learner Workbook V2.0 Page 31 of 44
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Estimated Time 30 Minutes Objective 7.4 To provide you with an opportunity to engage with peers, mentors or others to support individual children with specific cultural needs as appropriate. Case Study: Supporting Aboriginal and/or Torres Strait Islander children and families Kia (3.5) is one of the children under your care, she belongs to the Torres Strait Islander culture and attends the service 3 days per week. You want to support Kia’s learning an development in the best way possible. For that purpose, you need to create a cultural support plan including three strategies to recognise, value and integrate Kia’s culture into the curriculum. Fill up the below cultural support plan with Kia’s details and research relevant documents and websites relating to support Aboriginal and/or Torres Strait Islander children and families in their engaging with ECEC services. Suggested websites and documents: https://www.ecrh.edu.au/aboriginal-and-torres-strait-islander-focus http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/ 2012/05/including_aboriginal_australia.pdf Cultural support plan Child name Age Group Educator Days attending the service Areas of support (Cognitive, communicative, physical, emotional and/or social) Strategy N. 1 Strategy N. 2 Strategy N. 3 CHCECE001 Learner Workbook V2.0 Page 32 of 44
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Your expectations with the above strategies Activity 6D Estimated Time 30 Minutes Objective 4.1 To provide you with an opportunity to identify and consult with appropriate persons to obtain knowledge of local cultural groups. 4.2 To provide you with an opportunity to support activities within the service CHCECE001 Learner Workbook V2.0 Page 33 of 44
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to encourage and promote participation by all cultural groups. 1. Provide four examples of services and organisations that could provide support encouraging the participation of all cultural groups in the life of the service. Support organisations Organisation name Type of support 2. Provide three examples of appropriate persons who should be consulted when attempting to obtain knowledge of cultural groups within the service’s community. Support persons Person role Type of support Learner activities 5A – 6D checklist – for assessor This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the unit activity. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. CHCECE001 Learner Workbook V2.0 Page 34 of 44
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Learner’s name Assessor’s name Unit of Competence (Code and Title) Date(s) of assessment Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No (Please circle) Has sufficient evidence and information been provided by the learner for the activity? Yes No (Please circle) Comments Provide your comments here: The learner’s performance was: Not yet satisfactory Satisfactory If not yet satisfactory, date for reassessment: Feedback to learner: Learner’s signature Assessor’s signature Summative Assessments Section B: Knowledge Activity (Q & A) CHCECE001 Learner Workbook V2.0 Page 35 of 44
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Objective: To provide you with an opportunity to show you have the required knowledge for this unit. The answers to the following questions will enable you to demonstrate your knowledge of: How to access: o the National Quality Framework o the National Quality Standards o the relevant approved learning framework How to navigate through framework and standards documents to find areas relevant to this unit of competency Cultural competence and diversity as outlined in the approved learning framework relevant to the workplace Impact of colonisation, historical events and issues on Aboriginal and/or Torres Strait Islander people Organisational policies and initiatives designed to support participation Organisational standards, policies and procedures. Answer each question in as much detail as possible, considering your organisational requirements for each one. 1. Describe how quality areas 1 and 5 form the National Quality Standard address the integration of children culture in the practice of ECEC services. Access the guide to the National Quality Framework, last updated October 2018 to support your answer. – NQS and children’s culture Quality area How the area addresses culture Quality Area 1 Title Quality area 6 Title 2. Identify five impacts of the stolen generations for Aboriginal and Torres Strait Islander communities. 3. Identify five ways in which educators can ensure that children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation. Access the Educator’s guide to the EYLF pages 21 -29 to support your answer. 4. Provide an example of a policy and/or procedure that enhances the importance of cultural diversity in your service. Alternative find one example online. CHCECE001 Learner Workbook V2.0 Page 36 of 44
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CHCECE001 Learner Workbook V2.0 Page 37 of 44
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Summative Assessments: Section B checklist This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learner’s name Assessor’s name Unit of Competence (Code and Title) Date(s) of assessment Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No (Please circle) Has sufficient evidence and information been provided by the learner for the activity? Yes No (Please circle) Comments Provide your comments here: The learner’s performance was: Not yet satisfactory Satisfactory If not yet satisfactory, date for reassessment: Feedback to learner: Learner’s signature Assessor’s signature CHCECE001 Learner Workbook V2.0 Page 38 of 44
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Section C: Performance Activity Objective: To provide you with an opportunity to demonstrate the required performance elements for this unit. A signed observation by either an approved third party or the assessor will need to be included in this activity as proof of completion. This activity will enable you to demonstrate the following performance evidence: Reflected on own cultural identity and biases Investigated cultural diversity in at least one service and community Supported children’s and families’ cross-cultural relationships Answer the activity in as much detail as possible, considering your organisational requirements. 1. Reflect and identify at list six aspects of cultural identity and biases that you believe could have an impact on your relationships with children, families, and colleagues. 2. Investigate and produce a written report about cultural diversity in at least one community of your choosing. Include the following details in your report: Cultural identities of children, families, and community members Historical issues which have impacted on the local people Opportunities for children and families to enhance their experience of cultural diversity 3. Over an extended period within your educational or child care setting support children’s and families’ cross-cultural relationships through the following activities: Interacting in culturally appropriate ways with children, families and communities Consulting with appropriate persons to access local knowledge of Aboriginal and/or Torres Strait Islander culture Planning and implementing supportive environments for all children Supporting the implementation of experiences that encourage children to respect all cultures and to celebrate cultural differences Embedding examples of diversity and inclusion in daily practice Using effective oral communication techniques to liaise between differing cultural contexts and situations This activity will need to be observed, and a signed record of this observation (completed by the assessor or third party) should be attached in your answer. It should detail what was done, when it was done, the time it was completed in, the completed actions and the overall outcome of the tasks. CHCECE001 Learner Workbook V2.0 Page 39 of 44
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Summative Assessments: Section C checklist This should be used by the trainer/assessor to document the learner’s skills, knowledge and performance as relevant to the summative assessment. Indicate in the table below if the learner is deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required. Learner’s name Assessor’s name Unit of Competence (Code and Title) Date(s) of assessment Has the activity been answered and performed fully, as required to assess the competency of the learner? Yes No (Please circle) Has sufficient evidence and information been provided by the learner for the activity? Yes No (Please circle) Comments Provide your comments here: The learner’s performance was: Not yet satisfactory Satisfactory If not yet satisfactory, date for reassessment: Feedback to learner: Learner’s signature Assessor’s signature CHCECE001 Learner Workbook V2.0 Page 40 of 44
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Supplementary Oral Questions (optional) – for assessor The below table is for you to document any supplementary verbal questions you have asked the learner to determine their competency. For example, if you are unsure of their answer to a question in the Learner Workbook, you may choose to ask them a supplementary question to clarify their understanding of the relevant criteria. Learner’s name Assessor’s name Unit of Competence (Code and Title) Date of assessment Question: Learner answer: Assessor judgement: Satisfactory Not Satisfactory Question: Learner answer: Assessor judgement: Satisfactory Not Satisfactory CHCECE001 Learner Workbook V2.0 Page 41 of 44
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Question: Learner answer: Assessor judgement: Satisfactory Not Satisfactory Question: Learner answer: Assessor judgement: Satisfactory Not Satisfactory Question: Learner answer: Assessor judgement: Satisfactory Not Satisfactory CHCECE001 Learner Workbook V2.0 Page 42 of 44
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Feedback for the learner I have read, understood, and am satisfied with the feedback provided by the assessor. Learner’s name Learner’s signature Assessor’s name Assessor’s signature CHCECE001 Learner Workbook V2.0 Page 43 of 44
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Ch. 18 - Managerial Accounting - x Bb 2193514 + i learn-us-east-1-prod-fleet02-xythos.content.blackboardcdn.com/5f7ce11c673e5/2193514?X-Blackboard-Expiration=1648004400000&X-Blackboard-Signature=DUHfBVC7kn6FU8gu... * O w WordCounter - Co... y! Yahoo A Regions Bank | Che.. Welcome, Justin – B. * eBooks, Textbooks... O Jefferson State Co... Electronics, Cars, Fa... C Home | Chegg.com 2193514 1 / 1 100% + | 2. Prepare On Company's statement of cost of goods manufactured for December. 3. Prepare On Company's income statement for December. PR 18-5B Statement of cost of goods manufactured and income statement for a manufacturing company OBJ. 2, 3 V1. Cost of goods manufactured, $367,510 The following information is available for Shanika Company for 2014: January 1 $ 77,350 December 31 Inventories $ 95,550 Materials SPREADSHEET Work in process 109,200 96,200 9volgm 100,100 1 Finished goods 113,750 o quise nois $ 68,250 Advertising expense 22,750 Depreciation expense-office equipment…
3b Co X > Bb Co X W Chapi x W Chapi x W Chapi x W Chap x W Chap x W Chap x education.wiley.com/was/ui/v2/assessment-player/index.html?launchld%3ff329a0a-ec1c-44aa-9e4d-92d7043beb6e ework F21 Question 1 of 20 View Policies Current Attempt in Progress If a company overstates its closing inventory, it will O understate income but the balance sheet will appear stronger. O overstate income but the balance sheet will appear weaker. O understate income and the balance sheet will appear weaker. O overstate income and the balance sheet will appear stronger. eTextbook and Media Save for Later
E Chapter 10 Homework - FINANC X O NWP Assessment Player UI Appli x A Player + i education.wiley.com/player/#/res;url=https:%2F%2Feducation.wiley.com%2Fcontent%2FKieso_Intermediate_Accounting 17e%2Febook%2Fepub%2F9781119503682%2FOPS%2FC10.xht.. E10.1 (LO 1) (Acquisition Costs of Realty) The following expenditures and receipts are related to land, land improvements, and buildings acquired for use in a business enterprise. The receipts are enclosed in parentheses. a. Money borrowed to pay building contractor (signed a note) $(275,000) b. Payment for construction from note proceeds 275,000 c. Cost of land fill and clearing 8,000 d. Delinquent real estate taxes on property assumed by purchaser 7,000 e. Premium on 6-month insurance policy during construction 6,000 f. Refund of 1-month insurance premium because construction completed early (1,000) g. Architect's fee on building 22,000 h. Cost of real estate purchased as a plant site (land $200,000 and building $50,000) 250,000 i. Commission…
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P MindTap HW 1 - Spring 2021 - Fi X * MindTap - Cengage Learning b Details | bartleby ô https://ng.cengage.com/static/nb/ui/evo/index.html?deploymentld=590512258542108435051542&elSBN=9780357114582&id=1062944983... Chelsea v CENGAGE MINDTAP Q Search this course A My Home HW 1 Courses Back to Assignment O Catalog and Study Tools Attempts: Average: / 1 A-Z Partner Offers 7. Problem 3.05 (MVA) EE Rental Options dOffice eBook College Success Tips Harper Industries has $400 million of common equity on its balance sheet; its stock price is $70 per share; and its market value added (MVA) is $90 million. How many common shares are currently outstanding? Write out your answer completely. For example, 5 million shares should be entered as 5,000,000. Round your answer to the nearest whole number, if necessary. Career Success Tips common shares You are eligible for a FREE 7- day trial of Cengage Unlimited or Cengage Unlimited eTextbooks Grade it Now Save & Continue Try for Free Continue without…
P MindTap HW 1 - Spring 2021 - Fi X * MindTap - Cengage Learning b Details | bartleby ô https://ng.cengage.com/static/nb/ui/evo/index.html?deploymentld=590512258542108435051542&elSBN=9780357114582&id=1062944983... Chelsea v CENGAGE MINDTAP Q Search this course A My Home HW 1 Courses Back to Assignment O Catalog and Study Tools Attempts: Average: / 1 A-Z Partner Offers 6. Problem 3.04 (Statement of Stockholders Equity) EE Rental Options dOffice eBook College Success Tips In its most recent financial statements, Nessler Inc. reported $35 million of net income and $420 million of retained earnings. The previous retained earnings were $391 million. How much in Career Success Tips dividends were paid to shareho during the year? Assume dividends declared were actually paid. Write out your answer completely. For example, 25 mill be entered as 25,000,000. Round your answer to the nearest dollar, if necessary. $ You are eligible for a FREE 7- day trial of Cengage Unlimited or Cengage Unlimited…
P MindTap HW 1 - Spring 2021 - Fi X * MindTap - Cengage Learning b Details | bartleby ô https://ng.cengage.com/static/nb/ui/evo/index.html?deploymentld=590512258542108435051542&elSBN=9780357114582&id=1062944983... Chelsea v CENGAGE MINDTAP Q Search this course A My Home HW 1 Courses Back to Assignment O Catalog and Study Tools Attempts: Average: / 1 A-Z Partner Offers 10. Problem 3.07 (EVA) EE Rental Options dOffice eBook College Success Tips Barton Industries has operating income for the year of $3,500,000 and a 37% tax rate. Its total invested capital is $20,000,000 and its after-tax percentage cost of capital is 8%. What is the firm's EVA? Round your answer to the nearest dollar, if necessary. Career Success Tips $ You are eligible for a FREE 7- day trial of Cengage Unlimited or Cengage Unlimited eTextbooks Grade it Now Save & Continue Try for Free Continue without saving Learn more ? Help O Give Feedback 8:17 PM O Type here to search 日 w 1/24/2021
合日 Document1 Q. Search in Document Home Insert Draw Design Layout References Mailings Review View + Share a A. A- E -E - E , E E Times New R... - AaBbCcDc AaBbCcDdEe AaBb( AabbCcDdEe AaBbCcDdEe AaBbCcDdEe AgBbCcDdEe AgBbCcDdEe Paste в I U - abe X, x2 Normal Heading 1 Subtle Emph.. Emphasis Styles Pane No Spacing Heading 2 Title Subtitle You are considering opening your own restaurant. To do so, you will have to quit your current job, which pays $46k per year, and cash in your life savings of $200k, which have been in a certificate of deposit paying 6% per year. You will need this $200k to purchase equipment for your restaurant operations. You estimate that you will have to spend $4k during the year to maintain the equipment so as to preserve its market value at $200k. Fortunately, you own a building suitable for the restaurant. You currently rent out this building on a month-by-month basis for $2,500 per month. You anticipate that you will spend $50k for food, $40k for extra help, and…
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P MindTap HW 9 - Spring 2021 - Fi X MindTap - Cengage Learning b My Questions | bartleby Ô https://ng.cengage.com/static/nb/ui/evo/index.html?deploymentld=590512258542108435051542&elSBN=9780357114582&id=1062963581... Chelsea v CENGAGE MINDTAP Q Search this course A My Home HW 9 Courses Back to Assignment O Catalog and Study Tools Attempts Keep the Highest / 1 A-Z Partner Offers 11. Problem 11.04 (Payback Period) EE Rental Options dofice eBook College Success Tips Project L costs $65,000, its expected cash inflows are $8,000 per year for 9 years, and its WACC is 9%. What is the project's payback? Round your answer to two decimal places. Career Success Tips years You are eligible for a FREE 7- day trial of Cengage Unlimited or Cengage Unlimited eTextbooks Grade it Now Save & Continue Continue without saving Try for Free Learn more ? Help O Give Feedback javascript:jumpTo(leavePageLink); 11:49 AM O Type here to search 日 4/18/2021
Accounting Question
lem Set: Modx * CengageNOWv2 | Onl X * Cengage Learning B Milestone Two Guideli x G module ow.com/ilrn/takeAssignment/takeAssignmentMain.do?invoker=&takeAssignmentSessionLocator=.. eBook Show Me How Quick ratio Adieu Company reported the following current assets and current liabilities for two recent years: Dec. 31, 20Y4 Dec. 31, 20Y3 Cash $830 $1,090 Temporary investments 1,200 1,500 Accounts receivable 820 910 Inventory 2,100 2,500 Accounts payable 1,900 2,500 a. Compute the quick ratio on December 31 for each year. Round to one decimal place. 20Υ4 20Υ3 Quick Ratio b. Is the quick ratio improving or declining? Check My Work 56°F Mostly 39
ogle Sheets G american association of peop x w Chapter 5 Homework NWP Assessment Player UI A x - Wiley Course Resources A education.wiley.com/was/ui/v2/assessment-player/index.html?launchld=49c81008-809a-4bc8-914e-9ab92d5bfb7f#/question/0 W Desmos Google Keep O Dashboard e Welcome- Liferay 9 MLA Citation Gener ACC201-01 TWSU Wsu O YouTube Goldlink Music 101-06 er 5 Homework Question 1 of 8 > -/6 E View Policies Current Attempt in Progress Presented here are the components in Carla Vista Co's income statement. Determine the missing amounts. Sales Revenue Cost of Goods Sold Gross Profit Oper Year $76.020 2$ (b) $ 32,200 %24 Year $112,800 $70,200 2$ (c) 24 %24 2 Year (a) $74,460 $115,930 3 eTextbook and Media Assistance Used Save for Later Attempts: 0 of 3 used Submit Answer hp F2 F3- F4 F5 F6 4) F7 FA F9 F10 F11 F12 Print Screen Pause Break %23 & 2. 5
G me Insert Design Layout References Management Accounitng-1 Student Activity-Word 6 Mailings Review View Tell me what you want to do... Sign in Shan bri (Body) -11AA Aa E-E-S-3811 Iu・axxx ・ツ・A・ミョ AA = Find- AaBbCcDc AaBbCcDc AaBbC AaBbCcl Replace ·田 1 Normal No Spac... Heading 1 Heading 2 Select- Font Paragraph 2 Styles GI Editing Assignment Problem Anand Kalaimani Al Harthi SAOG located in Muscat Sultanate of Oman involved in manufacturing of Drugs and Pharmaceutical Industry from 1981 to till now. The SAOG Company has provided the following information for the months of September, October, November and December 2023. Month Sales Material Wages Postage Electrical Other September Expense Expense 10,000 6,000 350 1,200 1,000 5,000 October 12,500 7,500 550 2,400 2,000 6,000 November 13,600 8,200 850 3,600 3,000 5,500 December 19,400 9,000 950 4,800 4,000 3,200 Additional information: a) Cash Balance on 1/10/2023 is RO X000000 b) Sales 25 per cent is for Cash in the same month. 50 per…
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5 X100 ry https://ng.cengage.com/static/nb/ui/evo/index.html?deploymentld-5829202317504197666520360810&eISBN=97... A S CENGAGE | MINDTAP I Chapter 4 Assignment Maria is a divorce attorney who practices law in San Francisco. She wants to join the American Divorce Lawyers Association (ADLA), a professional organization for divorce attorneys. The membership dues for the ADLA are $500 per year and must be paid at the beginning of each year. For instance, membership dues for the first year are paid today, and dues for the second year are payable one year from today. However, the ADLA also has an option for members to buy a lifetime membership today for $4,500 and never have to pay annual membership dues. Obviously, the lifetime membership isn't a good deal if you only remain a member for a couple of years, but if you remain a member for 40 years, it it's a great deal. Suppose that the appropriate annual interest rate is 8.5%. O 13 years O 15 years What is the minimum number of years that…
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%23 McGraw-Hill Connect 5Question 2- Learning Unit 3 Proj X CA 2019 CHO7 Project01 Exam x p.mheducation.com/ext/map/index.html?_con3con&external_browser%-D0&launchUrl=https%253A%252F%252FIms.mheducation.com%252Fmghmiddl pogleDOCS Next Next: BM Wor. 3 Project i es For each of the following separate situations, determine how much revenue is recognized in December (using accrual basis accounting). a. On December 7, Oklahoma City Thunder sold a $124 ticket to a basketball game to be played in March. b. Tesla sold and delivered a $92,000 car on December 25. The customer will not pay until February. c. Deloitte signs a contract on December 1 to provide 40 days of advisory services with receipt of $44,000 due at the end of the contract. On December 31, 75% of the services have been completed. Situations Revenue recognized a. Sale of a ticket to a basketball game b. Sale of a car on credit c. Contract to provide advisory services SAMSUNG YA %24 V % 3.
Center x |心 * My Home X. * MindTap - Cengage Learning CengageNOWv2| Online teachin x v2.cengagenow.com/ilrn/takeAssignment/takeAssignmentMain.do?invoker=&takeAssignmentSessionLocator=&inprogress=false Bookmarks F2101 HasMenu 6 NY STATE ONLINE P... Co. New York Small Bus... 6 The New York Times Sample Job Search... O About.com: http://.. Other bookmarks >> RE-TEST blem #1 of 18 The inventory records of Spiro Company indicate that $62,500 of merchandise should be on hand at the end of the month. The physical inventory indicates that $58,800 is actually on hand. The journal entry to adjust inventory shrinkage will include O a. a credit to Cash for $3,700. Ob. O b. a credit to Merchandise Inventory for $3,700. O c. a debit to Merchandise Inventory for $3,700. Od. a credit to Cost of Merchandise Sold for $3,700. Save and Exit us Assignmanc for Gradin You must finish your in-progress quiz take before you can submit your assignment for gradin Cengage Learning | Cengage Technical Support a 3/2…
ent II - Chapter 5 Saved Help Save & E 13 1.46853 0.68095 14 1.51259 0.66112 15 1.55797 0.64186 16 1.60471 0.62317 15.6178 10.63496 16.0863 10.95400 17.0863 11.29607 18.5989 11.93794 17.5989 11.63496 19.1569 12.29607 20.1569 12.56110 20.7616 12.93794 Monica wants to sell her share of an investment to Barney for $140,000 in 4 years. If money is wOrth 6% compounded semiannually, what would Monica accept today? Multiple Choice 110,517 $ 109.263 ( Prev 7 of 15 Next>
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: View History Bookmarks Window Help A education.wiley.com cam 1 WP NWP Assessment Player UI Application DAXMED WALI FURINLE B Question 37 of 42 View Policies Current Attempt in Progress Retained earnings at the end of the period is equal to assets plus liabilities. net income. retained earnings at the beginning of the period plus net income minus dividends. retained earnings at the beginning of the period plus net income minus liabilities. Atte Save for Later
II- Chapter 4 Saved Excerpts from Hulkster Company's December 31, 2021 and 2020, financial statements are presented below: 2021 2020 ACcounts receivable Merchandise inventory Net sales Cost of goods sold $78,000 47,000 $55,000 73,000 300, 000 127, 000 305,900 152, 000 424,000 244,000 Total assets 463,000 Total shareholders' equity 278,000 61,000 Net income 47,000 Hulkster's 2021 receivables turnover is: (Round your answer to 2 decimal places.) Multiple Choice 1.95. 11 of 15 Next > < Prev
E Chapter 5 Homework - FINANCIA X O NWP Assessment Player UI Appli X b Answered: The accountant of Lati x M Inbox - dhyani11141999@gmail. X b My Questions | bartleby + i assessment.education.wiley.com/was/ui/v2/assessment-player/index.html?launchld3D1d52287e-dfd8-4d2a-80c9-4cbf51a01297#/question/0 E Chapter 5 Homework Question 1 of 6 > -/ 1 View Policies Current Attempt in Progress Koch Corporation's adjusted trial balance contained the following asset accounts at December 31, 2020: Cash $7,000, Land $40,000, Patents $12,500, Accounts Receivable $90,000, Prepaid Insurance $5,200, Inventory $30,000, Allowance for Doubtful Accounts $4,000, and Equity Investments (to be sold in the next quarter) $11,000. Prepare the current assets section of the balance sheet. (List Current Assets in order of liquidity.) КОСН СORPORATION Balance Sheet (Partial) 2$ 2$ 1:37 PM O Type here to search 9/24/2020 2 ..
NSPIRON متوقف مؤقتا elearn.squ.edu.om/mod/quiz/review.php?attempt=D16687 G... Obs -Jblicyl .lyI all zihll Go SQU E-LEARNING SYSTEM (ACADEMIC) E-LEARNING SERVICES SQU LIBRARIES SQU PORTALATTENDANCE The correct answer is: OMR 35,200 Question 10 Company XYZ is currently producing AND selling 10,000 units of product A. At this level, the total product cost was $60,000. This included $10,000 direct materials, $20,000 direct labor and $30,000 manufacturing overhead cost, which included 20% variable manufacturing overhead cost. The selling and administrative expenses were $100,000, which included $60,000 variable selling and administrative costs. Assume that the selling price per unit $20, how much was the total contribution margin? Theorrect Mark0.00 out of 2.00 Flag question a. $134,000 b. None of the given answers C. $40,000 d. $104,000 e. $194,000 The correct answer is: $104,000 Windows Finish review ENG II ...
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