CHCIC302A - Support Aboriginal and/or Torres Strait Islander families to participate in children's services
Assessor Resource
CHCIC302A Support Aboriginal and/or Torres Strait Islander families to participate in children's services
Assessment tool
Version 1.0 Issue Date: May 2024
This unit is intended for children services workers to encourage and promote understanding and acceptance of inclusion of Aboriginal and/or Torres Strait Islander people in environments where they may or may not work directly with Aboriginal and/or Torres Strait Islander children and families
This unit describes the skills and knowledge required to support participation of Aboriginal and/or Torres Strait Islander children and families in children's services
This support includes contributing to other children's understanding and acceptance of Aboriginal and/or Torres Strait Islander culture and history and removal of potential barriers to their participation in children's services
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not Applicable
Employability Skills
This unit contains Employability Skills
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions
Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place
Access to:
organisation's policies, procedures and definition of workplace diversity
current Aboriginal and/or Torres Strait Islander children's profile and information, where appropriate
current information on organisation's diversity
current information on the diversity of immediate community
Method of assessment:
Assessment may include observation, questioning and evidence gathered from a workplace environment
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
This describes the essential skills and knowledge and their level required for this unit.
Essential knowledge:
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role
These include knowledge of:
Impact of colonisation on Aboriginal and/or Torres Strait Islander people
Equity and diversity principles
Difference between cultural groups
Organisation policies and initiatives designed to support participation for Aboriginal and/or Torres Strait Islander children and families
Anti-discrimination and stereotyping
Information sources for local Aboriginal and/or Torres Strait Islander people, where appropriate
Local protocols for interacting with Aboriginal and/or Torres Strait Islander community, where appropriate
Essential skills:
It is critical that the candidate demonstrate the ability to:
Interact in culturally appropriate ways with Aboriginal and/or Torres Strait Islander people
Use a range of inclusive strategies that encourage engagement of Aboriginal and/or Torres Strait Islander people and celebrate diversity
Use a range of strategies, in consultation with the supervisor, that encourage all children to develop cross-cultural understanding and respect and that support and build self-esteem of Aboriginal and Torres Strait Islander children and their families
In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role
These include the ability to:
Use observation skills to be able to identify any additional approaches that may be provided to support participation
Communicate effectively to liaise between differing cultural contexts
Use a range of communication styles to suit differing audiences and purposes
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Significant events may include:
Schooling experience
Divorce
Family composition
Migration
Health
Financial factors
Housing arrangements
Death of a family member
Attendance, high mobility between child care centres and long absences in between
Aspects of the environment may include:
Weather
Political circumstances
Government policy
Religious freedom
Education opportunity
Freedom of speech
Dominant/minority groups
Equal rights
Media
Songs
Ceremony
Cultural identity refers to the relationship with:
Place
People
Environment
Belief system
History
Tradition
Society
Aboriginal and/or Torres Strait Islander historical issues may include:
Stolen generation
Invasion and colonisation
Healthcare
Education
White Australia Policy
Diversity may include:
Population
Language
Law
Ceremonies
Literacy
Employment
Living conditions
Lifestyles
Customs
Beliefs
Information may include:
Languages spoken
Attendance records
Health status
Learning performance
Family situations
Name of traditional custodians of the land
Names of elders and local families
Cultural diversity refers to:
The range of knowledge, skills and experiences brought to a situation by all members of a group
The range of perspectives, responses and ideas possible within a diverse group
Languages may include:
Aboriginal languages and dialects
Torres Strait Islander languages and dialects
Torres Strait Creoles, Yumpla tok
Aboriginal English
Kriol and other Australian creoles
Approaches to student support outside of the childcare environment may include:
Aboriginal Community Controlled Health Organisations
Cultural groups
Sporting groups
Parent support groups
Community resources may include:
Elders
Tradition
Oral histories
Artefacts
Music and dance
Paintings and artwork
Land and 'country'
Places
Strictures
Community members
Organisations
Culturally appropriate refers to:
Local context
Social norms of the cultural group
In the context of 'Country'
Kinship structures
Verbal and on verbal communications protocols
Gender specific issues
Language
Use of information
Beliefs systems
Protocols may include:
Talking to the right people
Land ownership
Family/kinship/clan/group
Community members may include:
Elders
Family and relatives
Organisations
Others in the community
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice
Yes
No
Comments/feedback
Identify significant events in own family history which may influence own current beliefs and values
Identify aspects of the environment which influence own cultural identity
Examine aspects of family history and personal cultural identity for impact on personal values and potential impact on interactions with Aboriginal and/or Torres Strait Islander children and families
Identify and analyse Aboriginal and/or Torres Strait Islander historical issues of current workplace at local, regional and state levels
Identify contemporary impacts of historical issues on Aboriginal and/or Torres Strait Islander people
Research the diversity of Aboriginal and/or Torres Strait Islander populations in community and children's services organisation
Identify and consult with appropriate persons to obtain knowledge of local Aboriginal and/or Torres Strait Islander groups
Obtain knowledge about the cultural identity of any Aboriginal and/or Torres Strait Islander children and families currently involved in or receiving services from the children's services organisation
Process information in a culturally sensitive way including identification of how and with whom information can be shared
Provide opportunities for Aboriginal and/or Torres Strait Islander children and families to share context and cultural knowledge
Provide opportunities for children and families to enhance their experience of cultural diversity
Demonstrate respect for Aboriginal and/or Torres Strait Islander languages in the workplace context
Plan and implement experiences that foster positive attitudes to inclusiveness and cultural diversity
Encourage all children to be aware of and to respect Aboriginal and/or Torres Strait Islander culture and history
Promote establishment of constructive relationships with Aboriginal and/or Torres Strait Islander children and their families based on mutual respect, trust and celebration of diversity
Role model open, inclusive, equitable and ethical communication and interactions with all children and families
Promote the need to support involvement of Aboriginal and/or Torres Strait Islander families and communities in all aspects of children's participation in the organisation
Observe children's interactions and participation to identify the need for additional cultural support and cross-cultural understanding
Gather information about children and their families to guide implementation of learning experiences to meet children's cultural needs and cross-cultural understanding
Review experiences and resources to ensure they accurately represent different cultures and are not discriminatory
In consultation with supervisor, plan and implement experiences that build on diverse backgrounds of students and their families
In consultation with supervisor, plan and implement experiences that focus on events, customs, belief that are relevant to Aboriginal and/or Torres Strait Islander communities
Support experiences and environments where relationships between children, workers and other adults can be established
Communicate and interact with children to build their confidence, self-esteem, self image and self efficacy
Implement group activities in consultation with the supervisor to allow children to use collaborative processes to solve problems
Engage with Aboriginal and/or Torres Strait Islander peers, mentors or other staff to support individual children where appropriate
Follow community protocols when engaging with community members
Forms
Assessment Cover Sheet
CHCIC302A - Support Aboriginal and/or Torres Strait Islander families to participate in children's services
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
CHCIC302A - Support Aboriginal and/or Torres Strait Islander families to participate in children's services
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent