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

ELEMENT

PERFORMANCE CRITERIA

1. Identify influence of own cultural identity on interactions with Aboriginal and/or Torres Strait Islander people and communities

1.1 Identify significant events in own family history which may influence own current beliefs and values

1.2 Identify aspects of the environment which influence own cultural identity

1.3 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

2. Apply understanding of impacts of colonisation on Aboriginal and/or Torres Strait Islander people and communities

2.1 Identify and analyse Aboriginal and/or Torres Strait Islander historical issues of current workplace at local, regional and state levels

2.2 Identify contemporary impacts of historical issues on Aboriginal and/or Torres Strait Islander people

2.3 Research the diversity of Aboriginal and/or Torres Strait Islander populations in community and children's services organisation

3. Support the cultural identity of Aboriginal and/or Torres Strait Islander children and families

3.1 Identify and consult with appropriate persons to obtain knowledge of local Aboriginal and/or Torres Strait Islander groups

3.2 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

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

3.4 Provide opportunities for Aboriginal and/or Torres Strait Islander children and families to share context and cultural knowledge

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

3.6 Demonstrate respect for Aboriginal and/or Torres Strait Islander languages in the workplace context

4. Create environments to support children's cross-cultural understanding and relationships

4.1 Plan and implement experiences that foster positive attitudes to inclusiveness and cultural diversity

4.2 Encourage all children to be aware of and to respect Aboriginal and/or Torres Strait Islander culture and history

4.3 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

4.4 Role model open, inclusive, equitable and ethical communication and interactions with all children and families

4.5 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

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

5. Support the implementation of experiences that are inclusive and recognise and celebrate difference

5.1 Gather information about children and their families to guide implementation of learning experiences to meet children's cultural needs and cross-cultural understanding

5.2 Review experiences and resources to ensure they accurately represent different cultures and are not discriminatory

5.3 In consultation with supervisor, plan and implement experiences that build on diverse backgrounds of students and their families

5.4 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

6. Support children in developing personal identity, self-esteem and positive self image

6.1 Support experiences and environments where relationships between children, workers and other adults can be established

6.2 Communicate and interact with children to build their confidence, self-esteem, self image and self efficacy

6.3 Implement group activities in consultation with the supervisor to allow children to use collaborative processes to solve problems

6.4 Engage with Aboriginal and/or Torres Strait Islander peers, mentors or other staff to support individual children where appropriate

6.5 Follow community protocols when engaging with community members

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 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

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

This unit contains Employability Skills