Children's Education and Care - Draft 3 Validation

CHCECE054_Encourage understanding of Aboriginal Torres Strait Islander Peoples cultures Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCECE054

UNIT TITLE

Encourage understanding of Aboriginal and/or Torres Strait Islander Peoples cultures

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to identify different perspectives on Aboriginal and/or Torres Strait Islander Peoples cultures, investigate the local and broader cultural context, and use the identified information to embed culturally appropriate experiences, interactions, behaviours and physical environments into daily practice with children.

 

This unit applies to educators who work in children’s education and care services and schools in Australia, including those who identify as Aboriginal and/or Torres Strait Islander and educators from other cultural backgrounds.

 

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

 

UNIT SECTOR

Children’s Education and Care

1 Comments

Unit title incorrect

"The unit title refers to 'understanding' but the description and proceeding content overcomplicates and overdevelops this to something way beyond 'understanding culture'. This feels like a political and ideological statement more than a unit that helps educators to learn how to perform the tasks expected of them in the workplace. A unit that helps a student to learn and 'understand' culture is fine by me but it should not be highjacked by politcal agendas. Go back to the drawing board - remember the reason for this unit and what educators do in the field - get rid of the garbage that has been added for bureaucratic reasons. This unit is the equivalent of 3-4 units and needs reducing and simplifying. Also there is a grammatical error in the title (missing apostrophe)"

Adam Green 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. Identify perspectives on Aboriginal and/or Torres Strait Islander Peoples cultures.
    1. Identify and reflect on perspectives about Aboriginal and/or Torres Strait Islander Peoples cultures and the experiences that have informed them.
    2. Identify and implement ways to improve awareness of Aboriginal and/or Torres Strait Islander Peoples cultures.
  1. Investigate the local context for Aboriginal and/or Torres Strait Islander Peoples cultures.

 

    1. Source and access credible sources of information about local Aboriginal and/or Torres Strait Islander Peoples cultures and history.
    2. Reflect on the contemporary impacts of historical issues in the local context.
    3. Handle information in a culturally sensitive way taking account of how and with whom information can be shared.
  1. Contribute ideas for embedding Aboriginal and/or Torres Strait Islander Peoples culture in daily practice.
    1. Identify opportunities for the embedding of Aboriginal and/or Torres Strait Islander Peoples cultures in routines and learning experiences consistent with the approved learning framework, curriculum or community cultural protocols.
    2. Evaluate and apply opportunities to promote children’s understanding of Aboriginal and/or Torres Strait Islander Peoples cultures and languages.
    3. Develop and communicate ideas to promote children’s understanding of Aboriginal and/or Torres Strait Islander Peoples cultures and languages through collaboration with others in culturally safe and sensitive ways.
  1. Support children’s understanding and respect.

 

 

    1. Facilitate children’s experiences that value and positively engage Aboriginal and/or Torres Strait Islander Peoples cultures and languages.
    2. Model language and interactions that show respect for Aboriginal and/or Torres Strait Islander Peoples cultural knowledge.
    3. Develop an understanding of Aboriginal and/or Torres Strait Peoples ways of learning.
    4. Use opportunities to encourage children to reflect on and engage with different Aboriginal and/or Torres Strait Islander Peoples ways of learning.

3 Comments

Question

"What exactly is "Aboriginal and/or Torres Strait Islander Peoples ways of learning" and what assumptions does this make... Should also be "people's...""

Adam Green 11.09.2020 01.30PM

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Elements and performance criteria

"Element 2 Consider making this element 1 and current element 1 to be 2 . Element 3. Contribute ideas for embedding Aboriginal and/or Torres Strait Islander culture in daily practice. - This is a significant gap We either need to include a new Element &PC on Cultural Safety or Add to Element 3- Using principles of Cultural Safety & include PC in Element 3 - Addition to performance and knowledge evidence will also be required . see links below to assist https://www.supportingcarers.snaicc.org.au/connecting-to-culture/cultural-safety/ https://ccyp.vic.gov.au/assets/resources/tipsheet-cultural-safety-aboriginal-children.pdf https://humanrights.gov.au/our-work/childrens-rights/child-safe-organisations-and-cultural-safety https://www.ecrh.edu.au/aboriginal-and-torres-strait-islander-focus/working-with-aboriginal-and-torres-strait-islander-children "

Tatjana Krulic-Withall 09.09.2020 06.36PM

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1 Reply

"I strongly agree with the comments above."

Alisa Katz 10.09.2020 11.22AM

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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 the learning framework or curriculum.

Oral communication skills to:

  • ask open and closed questions and actively listen to seek information and confirm understanding.
  • interact with and engage children and community members to build rapport.

Learning skills to:

  • develop own knowledge of local Aboriginal and/or Torres Strait Islander Peoples culture.

Initiative and enterprise skills to:

  • determine methods of relaying information in a culturally appropriate manner.
  • facilitate understanding of cross-cultural issues and beliefs.

Technology skills to:

  • document experience plans using digital media.

UNIT MAPPING INFORMATION

Pending

 

LINKS

Companion Volume Implementation Guide

2 Comments

Foundation skills

"Oral communication skills to :...to build rapport - consider adding -culturally sensitive manner ."

Tatjana Krulic-Withall 09.09.2020 06.42PM

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1 Reply

"Agree"

Melanie Mayfield 10.09.2020 02.29PM

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Performance evidence

TITLE

Assessment Requirements for CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander Peoples cultures

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 reflection to identify own perspectives on Aboriginal and/or Torres Strait Islander Peoples cultures and discuss the reflection process and outcome with a workplace or learning supervisor on one occasion
  • source information and collaborate to develop and report on three ideas about how local Aboriginal and/or Torres Strait Islander Peoples cultures could be embedded into daily practice in culturally safe and sensitive ways
  • support one experience with a group of children that integrates local Aboriginal and/or Torres Strait Islander Peoples cultures.

3 Comments

PE2 and PE3

"agree re tokenism and / or white privelege - collaborate with whom? Many schools in my area have no members of the community who identify as Aboriginal too. "

Jennifer Kenny 14.09.2020 03.33PM

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Performance evidence

"Source information and collaborate -Collaborate with whom? How do we ensure this is culturally safe and respectful of community representatives?"

Tatjana Krulic-Withall 09.09.2020 06.44PM

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PE 2 vs PE 3

"PE 2 is so much more appropriate and genuine when compared to PE 3 which reeks of tokenism."

Vonna H 03.09.2020 02.44AM

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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 following National Quality Standard and related regulations and laws applicable to this unit including:
    • educational program and practice
    • relationships with children
    • collaborative partnerships with families and communities including direct relationships with First Nations families and communities
  • relevant Aboriginal and Torres Strait Islander Peoples led organisations and peak agencies
  • the educator role in promoting children’s understanding of, and respect for, Aboriginal and/or Torres Strait Islander Peoples history and cultures
  • purpose and significance of Reconciliation Action Plans
  • Aboriginal and/or Torres Strait Islander Peoples perspectives on early childhood learning and development
  • aspects of Aboriginal and/or Torres Strait Islander Peoples ways of learning:
    • mathematics
    • music
    • art
    • science
  • how to use a process of reflection in relation to:
    • different perspectives on Aboriginal and/or Torres Strait Islander Peoples cultures
    • evaluating information found in investigation
  • reflective practice:
    • what is reflection
    • why and how educators use reflection
    • what is meaningful reflection
  • sources of information on Aboriginal and/or Torres Strait Islander Peoples history and cultures and how to determine what makes a credible source
  • impact of colonisation, historical events and issues on Aboriginal and/or Torres Strait Islander people in the local and broader Australian context
    • inter-generational effects of forced separation
    • inter-generational trauma and disadvantage
  • protocols for researching and sharing information about Aboriginal and/or Torres Strait Islander Peoples history and cultures
    • permissions for sharing information
    • awareness around appropriation of Aboriginal and/or Torres Strait Islander Peoples culture
    • awareness around languages when being re-learned
  • ways in which Aboriginal and/or Torres Strait Islander Peoples cultures may be embedded in routines and learning experiences.

15 Comments

SAEC Students Options

"meeting "including direct relationships with First Nations families and communities" is difficult, many services require payment for information and is culturally insensitive to seek information. "

Andrea Green 11.09.2020 05.59PM

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protocols

"Remove section about protocols as info is publicly available online - they are not doing sensitive research in the field with closed communities or anything like that."

Adam Green 11.09.2020 01.52PM

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Reduce

"This is way too much, well above the AQF level, way to complex and way too abstract - this has moved away from the unit description completely. Stick to what workers need to be able to do in their daily practice to implement ATSI-related curriculum. This is written in a very bureaucratic manner and doesn't help educators to deliver better services. This unit needs a massive rewrite that focuses on what workers do (eg should be around finding resources, planning an activity, delivering an activity and reflecting on said activity). In other words it should be similar to the literacy or small group unit in EDU with an ATSI focus and less nonsense. Given how difficult developers have mode this unit, it should not be a core unit in any course."

Adam Green 11.09.2020 01.35PM

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Aspects of learning

""aspects of Aboriginal and/or Torres Strait Islander Peoples ways of learning: mathematics music art science" This and other parts of the KE aren't relevant for SAEC and makes this unit impossible to achieve for SAEC students. "

Bernadette Frawley 11.09.2020 08.47AM

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1 Reply

"Agree with comment and support"

Andrea Green 11.09.2020 05.57PM

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protocols for researching and sharing information about Aboriginal and/or Torres Strait Islander Peo

"In practice, RTOs are still sending learners out to Aboriginal community members and interviewing them on sensitive issues such as stolen gen. This is not demonstrating cultural competency. It is NOT appropriate to be approaching Aboriginal and/or Torres Strait Islander people expecting them to have the time and energy to share culturally sensitive information with no contribution to their community in return. There are a plethora of resources students should be accessing that does not involve putting pressure on Aboriginal and Torres Strait Islander community members. "

Shannon McLeod 10.09.2020 04.26PM

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3 Replies

"Strongly Agree"

Melanie Mayfield 10.09.2020 04.33PM

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"Strongly agree and support."

Andrea Green 11.09.2020 05.57PM

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"Absolutely. I strongly agree with this."

Katherine Hussar 30.09.2020 04.34PM

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Knowledge evidence

"reflective practice - In all other Cert III units appears as reflection – why critical reflection in this unit ?"

Tatjana Krulic-Withall 09.09.2020 06.45PM

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2 Replies

"I agree with this comment and wonder why does it appear as a critical reflection in this unit?"

Alisa Katz 10.09.2020 11.20AM

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"Agree"

Melanie Mayfield 10.09.2020 02.31PM

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8 Aboriginal ways of learning??

"Is anyone able to help, in KE, where to go to for information on the following? aspects of Aboriginal and/or Torres Strait Islander Peoples ways of learning: mathematics music art science. There is a lot of information on the 8 Aboriginal ways of learning but this seems to be different?"

Sarah Cook 17.08.2020 03.05PM

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2 Replies

"Following, also interested in how this information will be authentic if not taught by or in consultation with Aboriginal and Torres Strait Islander people. Can i get more clarity on the point below? Assessment must ensure access to: ◾sources of information on local Aboriginal and/or Torres Strait Islander Peoples history and culture Thanks "

Anna Hamilton 19.08.2020 12.11PM

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"Agree Anna, this point needs to be clarified"

Melanie Mayfield 10.09.2020 02.32PM

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Assessment conditions

ASSESSMENT CONDITIONS

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

  • interactions with children must be supervised by an approved early childhood educator or teacher.

 

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

 

Assessment must ensure access to:

  • curriculum from the regulated service or school
  • sources of information on local Aboriginal and/or Torres Strait Islander Peoples history and culture
  • service standards, policies and procedures for:
    • educational program and practice
    • relationships with children
    • collaborative partnerships with families and communities including direct relationships with First Nations families and communities
  • National Quality Framework:
    • National Quality Standard
    • the relevant approved learning framework
  • other educators for collaboration activities
  • children in an education and care service or school.

 

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

LINKS

Companion Volume Implementation Guide

8 Comments

Delete

"Delete any reference to childcare learning frameworks given that this unit is to apply to schools as well (description)"

Adam Green 11.09.2020 01.50PM

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Delete

"Not relevant and non-existant in many cases as a subheading of policies/procedures: collaborative partnerships with families and communities including direct relationships with First Nations families and communities"

Adam Green 11.09.2020 01.49PM

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To be clarified

"What would be considered and accepted as "sources of information on local Aboriginal and/or Torres Strait Islander Peoples history and culture"? "

Melanie Mayfield 10.09.2020 02.36PM

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Assessment conditions

"Assessment must ensure access to : Add :Reconciliation Action Plan from the Regulated service or school."

Tatjana Krulic-Withall 09.09.2020 06.48PM

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1 Reply

"Agree to comment above."

Alisa Katz 10.09.2020 11.21AM

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Assessment

"collaborative partnerships with families and communities including direct relationships with First Nations families and communities"-What happens if the Service doesn't have this policy and procedure-it says they must have access to this?"

Anne Parker 25.08.2020 11.37AM

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2 Replies

"I agree Anne, this assessment condition cannot always be met."

Bernadette Frawley 11.09.2020 08.43AM

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"agree and fully support"

Andrea Green 11.09.2020 06.00PM

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