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Evidence Guide: CHCECE001 - Develop cultural competence

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCECE001 - Develop cultural competence

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on own cultural identity and biases

  1. Identify significant events in own family background or history which may influence current values, beliefs and attitudes
  2. Define aspects of the environment which influence own cultural identity
  3. Reflect on potential impact own background may have on interactions and relationships with people from other cultures
  4. Identify any knowledge, attitudes or skills to be developed to ensure cultural competency
Identify significant events in own family background or history which may influence current values, beliefs and attitudes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define aspects of the environment which influence own cultural identity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and develop cultural competency

  1. Identify the cultural identities of the children within the
Identify the cultural identities of the children within the

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

service, their families and the local community

  1. Critically analyse relationships, curriculum and
Critically analyse relationships, curriculum and

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

activities

  1. Identify skills, attributes or knowledge that may need to
Identify skills, attributes or knowledge that may need to

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

be developed to ensure cultural competency

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research Aboriginal and/or Torres Strait Islander communities

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support individual cultural identities

  1. Identify and consult with appropriate persons to obtain knowledge of local cultural groups
  2. Support activities within the service to encourage and promote participation by all cultural groups
  3. Process information in a culturally sensitive way including identification of how and with whom information can be shared
  4. Provide opportunities for all families to share their context and cultural knowledge
  5. Provide opportunities for children and families to enhance their experience of cultural diversity
  6. Demonstrate respect for all home languages and expose children to different language and dialects, and encourage appreciation of linguistic diversity
Identify and consult with appropriate persons to obtain knowledge of local cultural groups

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

  1. Plan and implement experiences that foster positive attitudes to inclusion
  2. Explore with children the culture, heritage, backgrounds and traditions of each child within the context of their community
  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
  4. Use oral communication skills to role-model open, inclusive, ethical interactions with all children, families and colleagues
  5. Observe children’s interactions and participation to identify the need for additional cultural support and cross-cultural understanding
Plan and implement experiences that foster positive attitudes to inclusion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the implementation of inclusive learning experiences

  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
  2. Plan and implement experiences that focus on events, customs and beliefs that are relevant to the service’s children and families
Implement experiences that build on the diverse backgrounds of children and families within the service, broaden children’s perspectives and encourage appreciation of diversity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

  1. Support experiences and environments where secure, respectful and reciprocal relationships between children, families and other adults can be established
  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
  3. Implement group activities to allow children to use collaborative processes to solve problems
  4. Engage with peers, mentors or others to support individual children with specific cultural needs as appropriate
  5. Follow community protocols when engaging with community members
Support experiences and environments where secure, respectful and reciprocal relationships between children, families and other adults can be established

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow community protocols when engaging with community members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

  1. Plan and implement experiences that foster positive attitudes to inclusion
  2. Explore with children the culture, heritage, backgrounds and traditions of each child within the context of their community
  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
  4. Use oral communication skills to role-model open, inclusive, ethical interactions with all children, families and colleagues
  5. Observe children’s interactions and participation to identify the need for additional cultural support and cross-cultural understanding
Plan and implement experiences that foster positive attitudes to inclusion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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