Children's Education and Care - Draft 3 Validation

CHCECE030_Support inclusion and diversity Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCECE030

UNIT TITLE

Support inclusion and diversity

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to reflect on and understand the impact of own values and biases, demonstrate respect for inclusion and diversity and support children’s understanding of inclusive principles and behaviours.

 

This unit applies to all educators who work according to established policies and procedures in regulated children’s education and care services in Australia.

 

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

PREREQUISITE UNIT

Nil

COMPETENCY FIELD

Early Childhood Education and Care

 

UNIT SECTOR

Children’s Education and Care

1 Comments

Unit Feedback

"In general we can see our draft 2 concerns have been addressed in this draft which is encouraging. "

ECTARC Training Services 11.09.2020 01.46PM

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Reflect on values and biases.
    1. Identify aspects of own life experiences or history which may influence current values, beliefs and attitudes.
    2. Identify potential impact of own life experiences on interactions and relationships with people from different backgrounds using a process of reflection.
    3. Identify and act on ways to develop self-awareness and how own behaviours may contribute to inclusive practice.
  1. Demonstrate respect for inclusion and diversity.
    1. Identify and describe aspects of diversity and inclusion.
    2. Use communication skills that model open, inclusive, ethical interactions with children, families and colleagues.
    3. Use and support opportunities that encourage and promote participation by all individuals and groups.
    4. Use inclusive work practices that support cultural, gender, ability and other forms of safety.
  1. Support children’s understanding of inclusion and diversity.
    1. Identify and use opportunities that build on the diverse backgrounds of children and families in the service.
    2. Identify and consult with community members and follow community protocols to obtain or share knowledge of local cultural, ethnic, gender and other diverse groups.
    3. Provide children with opportunities to learn about similarities and differences in the world around them.
    4. Engage children in collaborative discussions about respectful and equal relations.
    5. Observe children’s interactions and participation and identify and communicate any needs for additional support to improve inclusive relationships.
    6. Engage with peers, mentors or others to support individual children with specific needs.

3 Comments

Elements and performance criteria

"Element 2.4 2.4. Use inclusive work practices that support cultural safety-This term cultural safety has a significant back-story that should be included in the new aboriginal unit CHCECE054 which it currently does not . Suggest remove the word safety from here and have this apply to culture more generally . Include cultural safety in the CHCECE054 See suggestion in that unit . 3.4.3.4. Engage children in collaborative discussions about respectful and equal relations-3.4 This is quite high level for Cert III consider removing this and possibly Including in Dip Unit CHCECEO47 . "

Tatjana Krulic-Withall 09.09.2020 05.47PM

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2 Replies

"I completely agree with the comment's above."

Alisa Katz 10.09.2020 11.15AM

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"I also agree with the above comments"

Heather Baldwin 10.09.2020 02.32PM

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Foundation skills

FOUNDATION SKILLS

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.

SKILLS

DESCRIPTION

Reading skills to:

  • Interpret unfamiliar information of varying complexity.

Writing skills to:

  • Complete observation records.

Oral communication skills to:

  • Share information with appropriate personnel.

Problem-solving skills to:

  • Respond to challenging situations in a positive manner.

Initiative and enterprise skills to:

  • Identify and use appropriate opportunities to support inclusion and diversity.
  • Facilitate understanding of cross-cultural issues and beliefs.

UNIT MAPPING INFORMATION

Pending

 

LINKS

Companion Volume Implementation Guide

0 Comments

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Performance evidence

TITLE

Assessment Requirements for CHCECE030 Support inclusion and diversity

PERFORMANCE EVIDENCE

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • use a process of reflection to explore impact of own values and biases in relation to practises with families and children, and discuss the reflection process with a workplace or learning supervisor on two occasions
  • identify and use three different opportunities to support inclusion and diversity with children in daily practice, including routine and play experiences.

3 Comments

Learning Supervisor?

"Does the 'Learning Supervisor' include a teacher/trainer from the RTO?"

Early Education and Care Dept. on behalf - Canberra Institute of Technology 10.09.2020 02.42PM

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1 Reply

"Agreed. This terminology is confusing so clarification or alternate wording would be helpful"

ECTARC Training Services 11.09.2020 01.44PM

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Cert III?

"Recognising and understanding our own values and biases can be difficult for many people, having to then reflect on these in relation to practices with families and children is a high expectation at Certificate III level."

Melanie Mayfield 10.09.2020 02.17PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

 

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • requirements of the National Quality Standard and related regulations and laws applicable to this unit including:
    • relationships with children
    • partnerships with families and community
    • educational program and practice
  • relevant approved learning frameworks
  • Early Childhood Australia Code of Ethics
  • the concepts of inclusion diversity and cultural safety:
    • definition of terms and their application in a children’s education and care context
    • their role and importance in children’s education and care work
  • aspects of identity and culture that may affect an individual’s perspectives about inclusion and diversity
  • awareness of the impact of own behaviours in regard to:
    • inclusion
    • bias
    • discrimination
  • areas of diversity in society, their characteristics and how individuals may be affected in living their daily lives:
    • culture
    • race, ethnicity
    • disability
    • gender and gender identification
    • intergenerational disadvantage
    • family types
    • sexual orientation and sexual identity
    • socioeconomic circumstances
  • service policies and initiatives that support inclusion and diversity:
    • engagement with local communities
    • sharing of cultural knowledge
    • experiencing diversity through activities and interactions
    • building on diverse backgrounds of children
  • techniques used by educators to model and support open, respectful, inclusive and ethical interactions in children:
    • showing awareness of and respect for individual culture, values and beliefs
    • acknowledging both similarities and differences
    • demonstrating positive attitudes to differences
    • using cross-cultural communication skills
  • reflective practice:
    • what is reflection
    • why and how educators use reflection
    • what is meaningful reflection
  • potential needs of marginalised groups or individuals requiring support:
    • protective factors
    • physical, mental and emotional health and care needs.

1 Comments

KE feedback

"Picky things would be to use the word 'experiences' rather than 'activities' in the KE - 8th dot point and wonder whether there is a missing comma in KE - 4th dot point between inclusion and diversity?"

ECTARC Training Services 11.09.2020 01.47PM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in a regulated children’s education and care service in Australia:

  • the following aspects of the performance evidence must be directly observed by the assessor on one occasion:
    • supporting inclusion and diversity with children in daily practice
  • remaining performance evidence may be collected through authenticated third-party reports
  • observation and third-party reports must be supplemented by other forms of evidence
  • interactions with children must be supervised by an approved early childhood educator.

 

Skills related to reflection and research may be demonstrated outside of the service.

 

Assessment must ensure access to:

  • National Quality Framework:
    • National Quality Standard
    • the relevant approved learning framework
  • Early Childhood Australia Code of Ethics
  • service standards, policies and procedures for:
    • staffing arrangements
    • relationships with children
    • partnerships with families and communities
    • inclusion
  • children in a regulated education and care service in Australia.

 

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

LINKS

Companion Volume Implementation Guide

8 Comments

Assessment conditions

"Assessment must ensure access to -service standards... relationships with children - should be modified -This is one of the NQF mandated polices - now called Interaction with children – see reg 168."

Tatjana Krulic-Withall 09.09.2020 05.57PM

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2 Replies

"I agree with the comments above."

Alisa Katz 10.09.2020 11.17AM

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"I agree with the above comments"

Heather Baldwin 10.09.2020 02.33PM

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Direct Observation

"Why can't this unit be observed by a supervisor - third party report observations? rather than the assessor"

Lare Stanton 09.09.2020 02.16PM

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3 Replies

"Agree - evidence of students completing this can be obtained without direct observation by an assessor. Student can provide photographic, video and audio evidence along with third party observation or verification."

Melanie Mayfield 10.09.2020 02.19PM

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"I feel it needs to be observed by an assessor rather than 3rd party "

Heather Baldwin 10.09.2020 02.35PM

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"Agree Heather!"

Early Education and Care Dept. on behalf - Canberra Institute of Technology 10.09.2020 02.47PM

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Direct observation modification

"Direct observation actually sits in ASQA's fact sheet named Direct Evidence. The term being used as Direct Observation needs to be changed to Direct Evidence where ASQA give options of what can collected in the event that direct observation can not be used for some reason. Being able to collect direct evidence also protects the rights of the child, the service and the student."

Nicola Johnston 28.08.2020 06.25PM

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