Early Childhood Education and Care - Draft 2 Validation

CHCECE054_Promote understanding of Aboriginal Torres Strait Islander cultures Draft 2

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Unit application and prerequisites

UNIT CODE

CHCECE054

UNIT TITLE

Promote understanding of Aboriginal and/or Torres Strait Islander cultures

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to identify different perspectives on Aboriginal and/or Torres Strait Islander cultures, research the local cultural context, and use that research to develop ideas about embedding cultural activities into daily practice with children.

 

This unit applies to all educators who work in children’s education and care services, 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/New Zealand standards and industry codes of practice.

PREREQUISTE UNIT

Nil

COMPETENCY FIELD

Early Childhood Education and Care

 

UNIT SECTOR

Children’s Education and Care

1 Comments

CHCECE054

"The word promote needs consideration. Demonstrate may be a useful alternative. The unit content needs to support the importance of understanding Indigenous communities and developing relationships of trust. The word research should be taken out as it is not appropriate to 'research' communities and ethical issues would need to be considered for 'research'. The learners need to understand their roles and responsibilities in communities to develop genuine long term relationships and partnerships within the community they work in."

Sara Griffiths 14.12.2018 12.51PM

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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 cultures.
    1. Identify and critically reflect on perspectives about Aboriginal and/or Torres Strait Islander cultures and the experiences that have informed them.
    2. Identify and act on ways to improve awareness of Aboriginal and/or Torres Strait Islander cultures.
  1. Research the local context for Aboriginal and/or Torres Strait Islander cultures.

 

    1. Source and access credible sources of information about local Aboriginal and/or Torres Strait Islander 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 culture in daily practice.
    1. Evaluate and use information from research as the basis for ideas in promoting children’s understanding.
    2. Investigate opportunities for the embedding of Aboriginal and/or Torres Strait Islander cultures in practical routines and learning experiences consistent with the approved learning framework or community cultural protocols.
    3. Develop and communicate ideas through collaboration with others.
  1. Support children’s understanding and respect.
    1. Facilitate children’s experiences that acknowledge Aboriginal and/or Torres Strait Islander cultures
    2. Model language and interactions that show respect for Aboriginal and/or Torres Strait Islander ways of knowing and communication
    3. Use opportunities to encourage children to reflect on and engage with different aspects of Aboriginal and/or Torres Strait Islander cultures.

4 Comments

Application and outcomes

"There is a mismatch between application and the learning outcome 3. 2. The word 'research' should be removed and replaced by develop connections in the local context. 3. Alternative opening "Collaborate to enhance ideas... 3.1 alternative "Evaluate and Apply ideas from collaborations as a basis for... 4.1 "...Acknowledge and promote connections with..."

Sara Griffiths 14.12.2018 01.09PM

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Unit requirements

"Great to see that the wording in this unit is relevant to the knowledge and skills that an Educator requires. Previous competencies gave unrealistic expectations for knowledge and performance in this area. "

Ashleigh Smith 14.12.2018 12.43PM

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PC 3.2

""Investigate" also sounds above this level (cert. III), so "Identify' would be a better word"

christine tulleau 05.12.2018 03.34PM

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PC 3.1

"Not sure about the word "Evaluate" at this level (cert.III). "Identify' might be a better word"

christine tulleau 05.12.2018 03.32PM

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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 the learning framework.

Writing skills to:

  •  

Oral communication skills to:

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Numeracy skills to:

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Learning skills to:

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Problem-solving skills to:

  •  

Initiative and enterprise skills to:

  •  

Teamwork skills to:

  •  

Planning and organising skills to:

  •  

Self-management skills to:

  •  

Technology skills to:

  •  

UNIT MAPPING INFORMATION

No equivalent unit.

 

LINKS

 

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Performance evidence

TITLE

Assessment Requirements for CHCECE054 Promote understanding of Aboriginal and/or Torres Strait Islander 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 critical reflection to identify perspectives on Aboriginal and/or Torres Strait Islander cultures and discuss the reflection process and outcome with a workplace or learning supervisor on one occasion
  • use research and collaboration to develop and report on three ideas about how local Aboriginal and/or Torres Strait Islander cultures could be embedded into daily practice
  • support one experience with a group of children that integrates local Aboriginal and/or Torres Strait Islander cultures.

1 Comments

performance evidence

"remove the word research and replace with investigations..."

Sara Griffiths 14.12.2018 01.10PM

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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(s) and related regulations and laws applicable to this unit including:
    • educational program and practice
    • relationships with children
  • the educator role in promoting children’s understanding of, and respect for, Aboriginal and/or Torres Strait Islander history and cultures
  • Aboriginal and/or Torres Strait Islander perspectives on early childhood learning and development
  • how to use a process of critical reflection in relation to:
    • different perspectives on Aboriginal and/or Torres Strait Islander cultures
    • evaluating information found in research
  • reflective practice:
    • what is critical reflection
    • why and how educators use critical reflection
    • what is meaningful reflection
  • sources of information on Aboriginal and/or Torres Strait Islander 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 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 history and cultures
    • permissions for sharing information
    • awareness around appropriation of Aboriginal and/or culture
    • awareness around languages when being re-learned
  • ways in which Aboriginal and/or Torres Strait Islander history and cultures may be embedded in practical routines and learning experiences.

1 Comments

the word 'research and researching'

"replace this with "investigation, investigations""

Sara Griffiths 14.12.2018 01.12PM

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Assessment conditions

ASSESSMENT CONDITIONS

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

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

 

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

 

Assessment must ensure access to:

  • curriculum from the regulated service
  • sources of information on local Aboriginal and/or Torres Strait Islander history and culture
  • service standards, policies and procedures for:
    • educational program and practice
    • relationships with children
  • National Quality Framework for Early Childhood Education and Care
    • National Quality Standard
    • the relevant approved national learning framework
  • other educators for collaboration activities
  • children in an education and care service.

 

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

LINKS

 

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