Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCECE001 Mapping and Delivery Guide
Develop cultural competence

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCECE001 - Develop cultural competence
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to work towards cultural competency and to support participation of all children and families in children’s services. This support includes contributing to children’s understanding and acceptance of all cultures.This unit applies to educators working in a range of education and care services.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.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Elements define the essential outcomes.
       
Element: Reflect on own cultural identity and biases
  • Identify significant events in own family background or history which may influence current values, beliefs and attitudes
  • Define aspects of the environment which influence own cultural identity
  • Reflect on potential impact own background may have on interactions and relationships with people from other cultures
  • Identify any knowledge, attitudes or skills to be developed to ensure cultural competency
       
Element: Identify and develop cultural competency
  • Identify the cultural identities of the children within the
       
Element: service, their families and the local community
  • Critically analyse relationships, curriculum and
       
Element: activities
  • Identify skills, attributes or knowledge that may need to
       
Element: be developed to ensure cultural competency
       
Element: Research Aboriginal and/or Torres Strait Islander communities
  • Identify any historical issues in relation to Aboriginal and/or Torres Strait Islander people and the land that the service is on, including at regional and state levels
  • Reflect on contemporary impacts of historical issues including those relating to Aboriginal and/or Torres Strait Islander people
       
Element: Support individual cultural identities
  • Identify and consult with appropriate persons to obtain knowledge of local cultural groups
  • Support activities within the service to encourage and promote participation by all cultural groups
  • Process information in a culturally sensitive way including identification of how and with whom information can be shared
  • Provide opportunities for all families to share their context and cultural knowledge
  • Provide opportunities for children and families to enhance their experience of cultural diversity
  • Demonstrate respect for all home languages and expose children to different language and dialects, and encourage appreciation of linguistic diversity
       
Element: Create environments to support children’s cross-cultural understanding and relationships
  • Plan and implement experiences that foster positive attitudes to inclusion
  • Explore with children the culture, heritage, backgrounds and traditions of each child within the context of their community
  • Promote establishment of constructive relationships with all children and families based on trusting relationships, respectful interactions, understandings of alternate world views and celebration of diversity
  • Use oral communication skills to role-model open, inclusive, ethical interactions with all children, families and colleagues
  • Observe children’s interactions and participation to identify the need for additional cultural support and cross-cultural understanding
       
Element: Support the implementation of inclusive learning experiences
  • Implement experiences that build on the diverse backgrounds of children and families within the service, broaden children’s perspectives and encourage appreciation of diversity
  • Plan and implement experiences that focus on events, customs and beliefs that are relevant to the service’s children and families
       
Element: Support children in developing confidence and strength in personal and cultural identity
  • Support experiences and environments where secure, respectful and reciprocal relationships between children, families and other adults can be established
  • Communicate and interact with children to help them work towards a strong sense of identity, wellbeing and of being connected with and contributing to their world
  • Implement group activities to allow children to use collaborative processes to solve problems
  • Engage with peers, mentors or others to support individual children with specific cultural needs as appropriate
  • Follow community protocols when engaging with community members
       
Element: Create environments to support children’s cross-cultural understanding and relationships
  • Plan and implement experiences that foster positive attitudes to inclusion
  • Explore with children the culture, heritage, backgrounds and traditions of each child within the context of their community
  • Promote establishment of constructive relationships with all children and families based on trusting relationships, respectful interactions, understandings of alternate world views and celebration of diversity
  • Use oral communication skills to role-model open, inclusive, ethical interactions with all children, families and colleagues
  • Observe children’s interactions and participation to identify the need for additional cultural support and cross-cultural understanding
       


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.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Reflect on own cultural identity and biases

1.1 Identify significant events in own family background or history which may influence current values, beliefs and attitudes

1.2 Define aspects of the environment which influence own cultural identity

1.3 Reflect on potential impact own background may have on interactions and relationships with people from other cultures

1.4 Identify any knowledge, attitudes or skills to be developed to ensure cultural competency

2. Identify and develop cultural competency

2.1 Identify the cultural identities of the children within the

service, their families and the local community

2.2 Critically analyse relationships, curriculum and

activities

2.3 Identify skills, attributes or knowledge that may need to

be developed to ensure cultural competency

3. Research Aboriginal and/or Torres Strait Islander communities

3.1 Identify any historical issues in relation to Aboriginal and/or Torres Strait Islander people and the land that the service is on, including at regional and state levels

3.2 Reflect on contemporary impacts of historical issues including those relating to Aboriginal and/or Torres Strait Islander people

4. Support individual cultural identities

4.1 Identify and consult with appropriate persons to obtain knowledge of local cultural groups

4.2 Support activities within the service to encourage and promote participation by all cultural groups

4.3 Process information in a culturally sensitive way including identification of how and with whom information can be shared

4.4 Provide opportunities for all families to share their context and cultural knowledge

4.5 Provide opportunities for children and families to enhance their experience of cultural diversity

4.6 Demonstrate respect for all home languages and expose children to different language and dialects, and encourage appreciation of linguistic diversity

5. Create environments to support children’s cross-cultural understanding and relationships

5.1 Plan and implement experiences that foster positive attitudes to inclusion

5.2 Explore with children the culture, heritage, backgrounds and traditions of each child within the context of their community

5.3 Promote establishment of constructive relationships with all children and families based on trusting relationships, respectful interactions, understandings of alternate world views and celebration of diversity

5.4 Use oral communication skills to role-model open, inclusive, ethical interactions with all children, families and colleagues

5.5 Observe children’s interactions and participation to identify the need for additional cultural support and cross-cultural understanding

6. Support the implementation of inclusive learning experiences

6.1 Implement experiences that build on the diverse backgrounds of children and families within the service, broaden children’s perspectives and encourage appreciation of diversity

6.2 Plan and implement experiences that focus on events, customs and beliefs that are relevant to the service’s children and families

7. Support children in developing confidence and strength in personal and cultural identity

7.1 Support experiences and environments where secure, respectful and reciprocal relationships between children, families and other adults can be established

7.2 Communicate and interact with children to help them work towards a strong sense of identity, wellbeing and of being connected with and contributing to their world

7.3 Implement group activities to allow children to use collaborative processes to solve problems

7.4 Engage with peers, mentors or others to support individual children with specific cultural needs as appropriate

7.5 Follow community protocols when engaging with community members

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Reflect on own cultural identity and biases

1.1 Identify significant events in own family background or history which may influence current values, beliefs and attitudes

1.2 Define aspects of the environment which influence own cultural identity

1.3 Reflect on potential impact own background may have on interactions and relationships with people from other cultures

1.4 Identify any knowledge, attitudes or skills to be developed to ensure cultural competency

2. Identify and develop cultural competency

2.1 Identify the cultural identities of the children within the

service, their families and the local community

2.2 Critically analyse relationships, curriculum and

activities

2.3 Identify skills, attributes or knowledge that may need to

be developed to ensure cultural competency

3. Research Aboriginal and/or Torres Strait Islander communities

3.1 Identify any historical issues in relation to Aboriginal and/or Torres Strait Islander people and the land that the service is on, including at regional and state levels

3.2 Reflect on contemporary impacts of historical issues including those relating to Aboriginal and/or Torres Strait Islander people

4. Support individual cultural identities

4.1 Identify and consult with appropriate persons to obtain knowledge of local cultural groups

4.2 Support activities within the service to encourage and promote participation by all cultural groups

4.3 Process information in a culturally sensitive way including identification of how and with whom information can be shared

4.4 Provide opportunities for all families to share their context and cultural knowledge

4.5 Provide opportunities for children and families to enhance their experience of cultural diversity

4.6 Demonstrate respect for all home languages and expose children to different language and dialects, and encourage appreciation of linguistic diversity

5. Create environments to support children’s cross-cultural understanding and relationships

5.1 Plan and implement experiences that foster positive attitudes to inclusion

5.2 Explore with children the culture, heritage, backgrounds and traditions of each child within the context of their community

5.3 Promote establishment of constructive relationships with all children and families based on trusting relationships, respectful interactions, understandings of alternate world views and celebration of diversity

5.4 Use oral communication skills to role-model open, inclusive, ethical interactions with all children, families and colleagues

5.5 Observe children’s interactions and participation to identify the need for additional cultural support and cross-cultural understanding

6. Support the implementation of inclusive learning experiences

6.1 Implement experiences that build on the diverse backgrounds of children and families within the service, broaden children’s perspectives and encourage appreciation of diversity

6.2 Plan and implement experiences that focus on events, customs and beliefs that are relevant to the service’s children and families

7. Support children in developing confidence and strength in personal and cultural identity

7.1 Support experiences and environments where secure, respectful and reciprocal relationships between children, families and other adults can be established

7.2 Communicate and interact with children to help them work towards a strong sense of identity, wellbeing and of being connected with and contributing to their world

7.3 Implement group activities to allow children to use collaborative processes to solve problems

7.4 Engage with peers, mentors or others to support individual children with specific cultural needs as appropriate

7.5 Follow community protocols when engaging with community members

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 background or history which may influence current values, beliefs and attitudes 
Define aspects of the environment which influence own cultural identity 
Reflect on potential impact own background may have on interactions and relationships with people from other cultures 
Identify any knowledge, attitudes or skills to be developed to ensure cultural competency 
Identify the cultural identities of the children within the 
Critically analyse relationships, curriculum and 
Identify skills, attributes or knowledge that may need to 
 
Identify any historical issues in relation to Aboriginal and/or Torres Strait Islander people and the land that the service is on, including at regional and state levels 
Reflect on contemporary impacts of historical issues including those relating to Aboriginal and/or Torres Strait Islander people 
Identify and consult with appropriate persons to obtain knowledge of local cultural groups 
Support activities within the service to encourage and promote participation by all cultural groups 
Process information in a culturally sensitive way including identification of how and with whom information can be shared 
Provide opportunities for all families to share their context and cultural knowledge 
Provide opportunities for children and families to enhance their experience of cultural diversity 
Demonstrate respect for all home languages and expose children to different language and dialects, and encourage appreciation of linguistic diversity 
Plan and implement experiences that foster positive attitudes to inclusion 
Explore with children the culture, heritage, backgrounds and traditions of each child within the context of their community 
Promote establishment of constructive relationships with all children and families based on trusting relationships, respectful interactions, understandings of alternate world views and celebration of diversity 
Use oral communication skills to role-model open, inclusive, ethical interactions with all children, families and colleagues 
Observe children’s interactions and participation to identify the need for additional cultural support and cross-cultural understanding 
Implement experiences that build on the diverse backgrounds of children and families within the service, broaden children’s perspectives and encourage appreciation of diversity 
Plan and implement experiences that focus on events, customs and beliefs that are relevant to the service’s children and families 
Support experiences and environments where secure, respectful and reciprocal relationships between children, families and other adults can be established 
Communicate and interact with children to help them work towards a strong sense of identity, wellbeing and of being connected with and contributing to their world 
Implement group activities to allow children to use collaborative processes to solve problems 
Engage with peers, mentors or others to support individual children with specific cultural needs as appropriate 
Follow community protocols when engaging with community members 
Plan and implement experiences that foster positive attitudes to inclusion 
Explore with children the culture, heritage, backgrounds and traditions of each child within the context of their community 
Promote establishment of constructive relationships with all children and families based on trusting relationships, respectful interactions, understandings of alternate world views and celebration of diversity 
Use oral communication skills to role-model open, inclusive, ethical interactions with all children, families and colleagues 
Observe children’s interactions and participation to identify the need for additional cultural support and cross-cultural understanding 

Forms

Assessment Cover Sheet

CHCECE001 - Develop cultural competence
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

CHCECE001 - Develop cultural competence

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

Assessor name:

Signature:

Date:

Student signature:

Date: