Unit of competency details
CHCECE054 - Encourage understanding of Aboriginal and/or Torres Strait Islander peoples' cultures (Release 1)
Summary
Usage recommendation:
Current
Releases:
| 1 1 (this release) |
20/Jul/2021 |
Companion volumes:
Unit of competency
Assessment requirements
Training packages that include this unit
Qualifications that include this unit
Accredited courses that have this unit in the completion mapping
Classifications
Classification history
| ASCED Module/Unit of Competency Field of Education Identifier | 090311 | Indigenous Studies | 15/Sep/2021 | |
The content being displayed has been produced by a third party, while all attempts have been made to make this content as accessible as possible it cannot be guaranteed. If you are encountering issues following the content on this page please consider downloading the content in its original form
Unit of competency
Modification History
Release 1. CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures. New unit. No equivalent unit.
Application
This unit describes the performance outcomes, skills and knowledge required to identify different perspectives on Aboriginal and/or Torres Strait Islander peoples’ cultures, develop an understanding of the local and broader cultural contexts, and use the identified information to embed culturally appropriate experiences, interactions, behaviours and physical environments into daily practice with children.
This unit applies to educators who work in regulated children’s education and care services or schools in Australia, including those who identify as Aboriginal and/or Torres Strait Islander and educators from other cultural backgrounds.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
Pre-requisite Unit
Nil
Competency Field
Early Childhood Education and Care
Unit Sector
Children’s Education and Care
Elements and Performance Criteria
|
ELEMENTS
|
PERFORMANCE CRITERIA
|
|
Elements describe the essential outcomes
|
Performance criteria describe the performance needed to demonstrate achievement of the element.
|
|
1. Identify perspectives on Aboriginal and/or Torres Strait Islander peoples’ cultures.
|
1.1. Identify and reflect on perspectives about Aboriginal and/or Torres Strait Islander peoples’ cultures and the experiences that have informed them.
1.2. Identify and implement ways to improve awareness of Aboriginal and/or Torres Strait Islander peoples’ cultures.
|
|
2. Investigate the local context for Aboriginal and/or Torres Strait Islander peoples’ cultures.
|
2.1. Source and access credible sources of information about local Aboriginal and/or Torres Strait Islander peoples’ cultures and history.
2.2. Reflect on the contemporary impacts of historical issues in the local context.
2.3. Handle information in a culturally sensitive way taking account of how and with whom information can be shared.
|
|
3. Contribute ideas for embedding Aboriginal and/or Torres Strait Islander peoples’ cultures in daily practice.
|
3.1. Identify opportunities for the embedding of Aboriginal and/or Torres Strait Islander peoples’ cultures in routines and learning experiences consistent with the community’s cultural protocols, the approved learning framework and the curriculum.
3.2. Evaluate and use opportunities to promote children’s understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures and languages.
3.3. Develop and communicate ideas to promote children’s understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures and languages through collaboration with others in culturally safe and sensitive ways.
|
|
4. Support children’s understanding and respect.
|
4.1. Facilitate children’s experiences in meaningful and culturally appropriate ways that model respect, values and positively portray Aboriginal and/or Torres Strait Islander peoples’ cultures and languages.
4.2. Model language and interactions that show respect for Aboriginal and/or Torres Strait Islander peoples’ cultural knowledge.
4.3. Develop an understanding of Aboriginal and/or Torres Strait peoples’ ways of learning.
4.4. Use opportunities to encourage children to reflect on and engage with different Aboriginal and/or Torres Strait Islander peoples’ ways of learning.
|
Foundation Skills
|
Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.
|
|
SKILLS
|
DESCRIPTION
|
|
Reading skills to:
|
- interpret the learning framework or curriculum.
|
|
Oral communication skills to:
|
- ask open and closed questions and actively listen to seek information and confirm understanding
- interact and engage with children and community members to build a genuine, trusting rapport in a culturally sensitive manner.
|
|
Learning skills to:
|
- develop own knowledge of local Aboriginal and/or Torres Strait Islander peoples’ cultures.
|
|
Initiative and enterprise skills to:
|
- determine methods of relaying information in a culturally appropriate manner
- facilitate understanding of cross-cultural issues and beliefs.
|
Unit Mapping Information
Release 1. CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures. New unit. No equivalent unit.
Links
Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53
Assessment requirements
Modification History
Release 1. CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander peoples’ cultures. New unit. No equivalent unit.
Performance Evidence
Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:
- use reflection to identify own perspectives on Aboriginal and/or Torres Strait Islander peoples’ cultures and discuss the reflection process and outcome with a workplace or learning supervisor on one occassion
- source information and collaborate to develop and report on three ideas about how local Aboriginal and/or Torres Strait Islander peoples’ cultures could be embedded into daily practice in culturally safe and sensitive ways
- support one experience with a group of children that encourages their understanding of local Aboriginal and/or Torres Strait Islander peoples’ cultures.
Knowledge Evidence
Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:
- requirements of the following National Quality Standard and related regulations and laws applicable to this unit including:
- collaborative partnerships with families and communities including direct relationships with First Nations families and communities
- educational program and practice
- relationships with children
- relevant Aboriginal and/or Torres Strait Islander peoples’ led organisations and peak agencies
- the educator role in promoting children’s understanding of, and respect for, Aboriginal and/or Torres Strait Islander peoples’ history and cultures
- purpose and significance of Reconciliation Action Plans
- Aboriginal and/or Torres Strait Islander peoples’ perspectives on early childhood learning and development
- aspects of Aboriginal and/or Torres Strait Islander peoples’ ways of learning:
- mathematics
- music
- art
- science
- how to use a process of reflection in relation to:
- different perspectives on Aboriginal and/or Torres Strait Islander peoples’ cultures
- evaluating information found in investigation
- what is reflection
- why and how educators use reflection
- what is meaningful reflection
- sources of information on Aboriginal and/or Torres Strait Islander peoples’ histories and cultures and how to determine what makes a credible source
- impact of colonisation, historical events and issues on Aboriginal and/or Torres Strait Islander people in the local and broader Australian contexts
- inter-generational effects of forced separation
- inter-generational trauma and disadvantage
- protocols for researching and sharing information about Aboriginal and/or Torres Strait Islander peoples’ histories and cultures:
- relevant codes of ethics
- permissions for sharing information
- awareness around appropriation of Aboriginal and/or Torres Strait Islander peoples’ cultures
- awareness around languages when being re-learned
- ways in which Aboriginal and/or Torres Strait Islander peoples’ cultures may be appropriately embedded in routines and learning experiences.
Assessment Conditions
Skills must be demonstrated in a regulated children’s education and care service or school in Australia:
- interactions with children must be supervised by an approved early childhood educator or teacher.
Skills related to collaboration, reflection and research may be demonstrated outside of the service but must be based on work in a regulated children’s education and care service or school in Australia.
Assessment must ensure access to:
- curriculum from the regulated service or school
- sources of information on local Aboriginal and/or Torres Strait Islander peoples’ histories and cultures
- service standards, policies and procedures for:
- collaborative partnerships with families and communities including direct relationships with First Nations families and communities
- educational program and practice
- relationships with children
- National Quality Framework:
- National Quality Standard
- the relevant approved learning framework
- educators for collaboration
- children in an education and care service or school.
Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.
Links
Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53
