Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCECE001, 'Develop cultural competence'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Develop cultural competence' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and 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
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 childrenâ€™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 childrenâ€™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 childrenâ€™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 serviceâ€™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