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

7 Comments

Application

"Appreciate the emphasis on 'local' cultural context not generic Indigenous context."

Susan Werner 19.03.2019 09.28AM

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1 Reply

"Yes I agree they need to focus on "local" as often information used by students is related to other states and not reflective of "local" community and protocols. "

Lisa Langdon 30.04.2019 02.13PM

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Unit application description

"Suggest changing ‘use that research’ to ‘use the identified information’ in application description."

Lorraine Walker 21.02.2019 02.51PM

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skills and knowledge required to identify different perspectives on Aboriginal and/or Torres Strait

"Agree with Sara and Melissa also add Cert III Educator role to is to have skills and knowledge at a level they can support, assist and contribute."

Deb Rowe 14.02.2019 02.10PM

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CHCECE054

"I agree with Sara Griffiths comments. Demonstrate would be a better term than promote. Also, research isn't appropriate as Sara also states, I don't think that it encourages people to actually learn/take on board the information. Maybe instead of research it could be 'develop knowledge/understanding' ?"

melissa wicks 30.01.2019 10.15AM

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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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1 Reply

"Agreed"

Susan Werner 19.03.2019 09.26AM

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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.

13 Comments

To filfill the Elements and performance criteria

"With all the criteria that the students need to fulfill why is there no collaboration that assessment must involve persons approved of by relevant local community elders to ensure what the student is learning is correct for that country. "

Tania Rue 20.05.2019 02.21PM

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Cultural safety

"The terminology and concept of cultural safety is missing within the elements and performance criteria. Interesting when the terminology is present in CHCECE030. Cultural safety presents a process that guides appropriate practice in working with Aboriginal and Torres Strait Islander people, cultures, knowledge and resources and is very important to understand."

Susan Werner 19.03.2019 09.32AM

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Elements and performance criteria

"1.1: ‘Use a process of reflection’ instead of ‘critically reflect’. 1.2 is an improvement on Draft 1. 3.1 ‘Use previously identified information’ instead of ‘use information from research.’ "

Lorraine Walker 21.02.2019 02.51PM

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1 Reply

"Agreed, critical reflection is functioned at a higher level of qual"

Susan Werner 19.03.2019 09.29AM

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Identify and act on ways to improve awareness

"A number of Directors/Employers highlighted to me this statement is not reflective of Cert III Educator Role to be doing alone and instead needs rewording. Support or contribute to or assist with"

Deb Rowe 14.02.2019 02.06PM

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Research the local context

"Again this Cert III Educator is not expected to research alone, only to collaborate or contribute to the Research undertaken by the service as a whole."

Deb Rowe 14.02.2019 02.01PM

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Evaluate and use information from research as the basis for ideas in promoting children’s understand

"Directors have commented that they are not expecting it part of the Cert III Educators role to evaluate the research individually, their role would be to contribute to the evaluation of research as state in PC 3. This PC 3.1 needs rewording."

Deb Rowe 14.02.2019 01.57PM

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Language

"How does an RTO go about assessing ‘act on’ or ‘handle’?"

Karen Kearns 31.01.2019 04.32PM

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P.C 2

"Remove the word research and replace with develop understanding/knowledge or similar Good to see more focus on actually embedded perspectives into the program which was missing from previous unit. "

melissa wicks 30.01.2019 10.18AM

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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:

  •  

Numeracy skills to:

  •  

Learning skills to:

  •  

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

 

2 Comments

foundation skills

"Why is team work not listed as a foundation skill? PC 3 has aspects that require learner demonstrate teamwork."

melissa wicks 30.01.2019 10.22AM

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foundation skills

"How come there is no requirement for oral communication? Aboriginal and Torres Strait Islander people communicate this way and have for centuries as they have an oral history. Learners should be required to have a certain level of oral communication to be able to form relationships with Aboriginal and Torres Strait Islander communities."

melissa wicks 30.01.2019 10.21AM

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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.

12 Comments

performance evidence

"◾support one experience with a group of children that integrates local Aboriginal and/or Torres Strait Islander cultures. Without knowledge from the local Aboriginal and/or Torres Strait Islander community on which land the student is on placement how would the student know what was from the local culture to promote an understanding if not approved or had consultations with the local community Elders who know more than dot painting and is dot painting really from that area. Once again why does it not state assessment must involve persons approved of by relevant local community elders. "

Tania Rue 20.05.2019 02.38PM

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2 Replies

"Hi Tania, I agree that this is vital, but, how do we make this reasonable on the Aboriginal and/or Torres Strait Islander community/Elders, who are already struggling to support children and educators through funded programs and through their own commitment to their country? They become inundated with students trying to gain local information."

Debbie Conway 20.05.2019 02.51PM

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"Hi Tania Your comment is a valid one. However our RTO experience has been that the local community Elders have been overwhelmed by the number of students seeking information and have not been able to respond to this demand. I can appreciate the need to consult but when the it’s a few Elders trying to respond to so many students it seems unfair to the Elders. Karen Kearns"

Karen Kearns 20.05.2019 03.40PM

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Performance evidence

"Bullet point 1: ‘Use a process of reflection’ instead of ‘critical reflection’. Bullet point 2: ‘use identified information’ instead of ‘use research’. "

Lorraine Walker 21.02.2019 02.52PM

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2 Replies

"Agreed"

Susan Werner 19.03.2019 09.33AM

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"I agree Lorraine and we also need to remember that Australia is made up of more than 1 country and when the word local is used we need to make sure that the student is reflecting on that local country not on the whole of Australia. How can the unit identify the correct way from that land to embed into the daily practice without consultation from local Elders "

Tania Rue 20.05.2019 02.50PM

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"Critical Relfection ?"

"This term is used again in this unit. As mentioned in other comments it is just Reflection that it should be changed to for Cert III. Especially in knowledge evidence the whole dot point + what is critical reflection needs removing."

Deb Rowe 14.02.2019 01.38PM

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2 Replies

"yes"

Debbie Conway 14.02.2019 02.33PM

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"I agree with all other points made regards Critical reflection at this level. "

Lisa Langdon 30.04.2019 02.23PM

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Critical reflection

"Critical reflection is not appropriate at AQF 3"

Karen Kearns 31.01.2019 04.27PM

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Performance evidence

"Again, remove the word research. "

melissa wicks 30.01.2019 10.23AM

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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.

9 Comments

Knowledge evidence

"Generally an improvement but Draft 1’s version of the first point was more comprehensive: ‘the National Quality Standard(s) applicable to this unit: what it is / they are; the outcomes that contribute to the standard(s) being achieved; the link to the relevant approved learning framework.’ Plus, suggest replacing ‘a process of critical reflection’ with a ‘process of reflection’ and adapting the listed reflective practice criteria to one similar to CHCECE009 (i.e. reflection: what is a process of reflection, why and how do educators use a process of reflection, and what makes for meaningful reflection)."

Lorraine Walker 21.02.2019 02.52PM

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Ways in which Aboriginal and/or Torres Strait Islander history

"History needs to be removed from the sentence as it is not the history that is to be included in practical routines/experiences. Knowledge of History is already included in previous dot points."

Deb Rowe 14.02.2019 01.48PM

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Protocols for researching and sharing information

"This whole section is also above AQF 3 levels, but also in speaking to Directors/Employers they have clarified that they are not expecting an Educator at this level to research or share this information as it is done at a Service level by higher qualified staff. This feedback included a FDC Coordinator"

Deb Rowe 14.02.2019 01.43PM

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2 Replies

"Hi Deb I believe that almost the whole of Draft 2 of the Cert 3 does not reflect AQF specifications as required. However, when I asked about this I was accused of wanting to dumb down the qual. One member of SkIlls IQ constantly attacked or dismissed questions/comments. It was appalling and oh so unprpfessional!"

Karen Kearns 14.02.2019 05.35PM

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"I have to agree. This whole qualification is written for Diploma level and definitely does not take into account VET in schools or how performance knowledge will take place."

Sandra Yelen 21.02.2019 01.54PM

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Critical reflection

"Why is this sitting in this unit?"

Karen Kearns 31.01.2019 04.28PM

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1 Reply

"Needs to be removed, it does not belong here at all."

Susan Werner 19.03.2019 09.35AM

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the word 'research and researching'

"replace this with "investigation, investigations""

Sara Griffiths 14.12.2018 01.12PM

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1 Reply

"I agree"

melissa wicks 30.01.2019 10.25AM

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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

 

2 Comments

Assessment conditions

"how can the assessment ensure that the history and cultural source of information is from the local Aboriginal and/or Torres Strait Islander clan without consultation or involvement from relevant local community or Elders "

Tania Rue 20.05.2019 03.01PM

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1 Reply

"From the trainer delivering this unit (we have trainers from local group) or through accurate research if the RTO delivers across Australia. The RTO Assessor is responsible for checking the accuracy of the research whether learning activities , environments and resources are applicable for the situation. I agree with one of the other respondents, often our Elders are ground down by the continual requests from students, businesses etc. Most of the time its unpaid too."

Anne Parker 20.05.2019 03.25PM

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