CHC Community Services training package release 3 CHC30113 Certificate III in Early Childhood Education and Care CHCECE001 Develop Cultural Competence STUDENT GUIDE DEVELOP CULTURAL COMPETENCE...

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CHC Community Services training package release 3 CHC30113 Certificate III in Early Childhood Education and Care CHCECE001 Develop Cultural Competence STUDENT GUIDE DEVELOP CULTURAL COMPETENCE CHCECE001 STUDENT NAME: (full name as registered under USI) CLASS CODE: STUDENT GUIDE EMAILED TO: ☐ Anne Jandula ☐ Tina Trajanovski ☐ Jelena Bunjevac ☐ Cristina Garotti SUBMISSION DATE: (day/month/year) Please read the following assessment terms (to agree please () each box) ☐ I agree that I have received the assessment task for this unit and understand that to achieve competency, I must submit the assessment to my trainer by the agreed due date. ☐ I verify that the submitted assessment has been wholly completed by me. I understand the repercussions of submitting work that is not my own CHC Community Services training package release 3 CHC30113 Certificate III in Early Childhood Education and Care CHCECE001 Develop Cultural Competence \\SERVER1\Public\Documents\BACK UP OF SERVER 30 MARCH 2015\EARLY CHILDHOOD EDUCATION AND CARE\MGH UNITS\CHCECE001\CHCECE001 Student Guide v.21.05.2020.Docx1 INSTRUCTIONS FOR STUDENT CHCECE001 – Develop cultural competence Please read the Performance, Assessment and Knowledge requirements of the unit being assessed within this Student Guide. Information can be viewed on the following website: https://training.gov.au/Training/Details/CHCECE001 To be assessed as Competent for this unit you must be assessed as Satisfactory in the following: · Assessment Activity 1 - Written · Assessment Activity 2 - Written · Assessment Activity 3 - Written · Assessment Activity 4 – Written · Assessment Activity 5 - Written · Assessment Activity 6 - Written · Assessment Activity 7 - Written · Assessment Activity 8 - Written · Assessment Activity 9 - Written · Assessment Activity 10 - Written · Assessment Activity 11 - Written · Assessment Activity 12 - Written · Assessment Activity 13 - Written · Assessment Activity 14 - Written · Assessment Activity 15 - Written · Assessment Activity 16 - Written · Assessment Activity 17 – Written · Knowledge Questions · Practical Placement (refer to Practical Placement Guide) · Skills Assessment (conducted by the trainer/assessor) Assessments are to be completed outside of the class and will require reference to the following resources: · The Early Childhood Educator for Certificate III – Chapter 3 · National Quality Framework · National Quality Standards · Belonging, Being & Becoming: Early Years Learning Framework Suzan Johnston Australia recognises the need to make reasonable adjustments within our assessments and learning environment to meet individual needs. Examples of reasonable adjustments that Suzan Johnston Australia might make include providing: · Note-taking support · Course material in alternate formats—electronic/large print · Extra time or extensions for assessments · Use of assistive technology · Other adjustments that allow the student to meet the fundamental requirements of the assessment If you have any individual needs or special consideration, please discuss this directly with your trainer/assessor to determine the most appropriate support to assist you with completing this assessment. Please refer to your course schedule for due dates. Please note if you fail to submit your first submission by the due date as specified in your course schedule and have not requested an extension from your trainer/assessor (48 hours’ notice prior to the due date) you will only be permitted to submit your assessment once (your opportunity for a second resubmission will be denied). On submission of your assessment, should you then fail to meet the criteria of the assessment your individual circumstances will be discussed with you and appropriate action will be determined. This may result in an assessment fee of $50.00 being paid prior to the next submission. Any student found guilty of plagiarism, collusion or cheating will have that ASSESSMENT CANCELLED IMMEDIATELY. Further reoccurrence will lead to the student being required to re-sit the unit of competency at an additional cost, or in some cases expulsion. For more details, please refer to our Cheating, Collusion and Plagiarism Policy as outlined in the Student Handbook. To be assessed as Satisfactory in the Written Assessments, you must answer all the questions correctly and the trainer/assessor must be satisfied that the work submitted is your original work. If an assessment has been deemed Unsatisfactory, the trainer / assessor will provide appropriate feedback so you understand what is required to be assessed as Satisfactory. Assessments can only be submitted two times during the course. Further resubmissions will either incur a $50.00 assessment fee (paid prior to the work being re-assessed) or may involve re-sitting the unit of competency with a different class for an administration fee of $50.00. If you are unsatisfied with a decision that your trainer/assessor has made we encourage you to raise this directly with the trainer/assessor concerned. For more details, please refer to our Student Complaints and Appeals Policy as outlined in the Student Handbook. Process for resubmissions: · You will receive feedback from your trainer/assessor in relation to questions/tasks that are required for a resubmission · You will have one week to resubmit the assessment Before emailing your assessment to the trainer/assessor, please ensure on the front page you have: · Entered your full name as registered under the USI · Included the date that you are submitting the assessment. Please ensure the date is expressed as day/month/year · Read and agreed to the assessment terms SECTION 1: REFLECT ON OWN CULTURAL IDENTITY AND BIASES ASSESSMENT ACTIVITY 1 Question 1 Element The following is a list of common dominant values in Australian society. Tick the values that apply to you based on significant events in your life, then select the 10 values that are most important to you and rank them from one (most important) to ten (least important). 1.1 Value Applies to me Rank order Value Applies to me Rank order Being independent ☐ Being health conscious ☐ Being glamorous ☐ Being financially secure ☐ Being powerful ☐ Being there for family ☐ Being my own boss ☐ Being there for friends ☐ Being a leader ☐ Being confident ☐ Being a follower ☐ Being a good parent ☐ Being recognised as an expert ☐ Being a good partner ☐ Doing what is expected of me ☐ Having a good income ☐ Helping others ☐ Being optimistic ☐ Being liked by others ☐ Working in a team ☐ Working for social justice ☐ Always learning ☐ Promoting understanding ☐ Accepting people as they are ☐ Working for women’s rights ☐ Standing up for what I believe in ☐ Protecting the rights of children ☐ Doing a good job ☐ Protecting the rights of disadvantaged groups ☐ Fitting in to the group ☐ Working to change society ☐ Developing inner peace and personal harmony ☐ Other: Question 2 Element Describe your values and beliefs about: 1.1 a. School attendance and participation 1.1 b. Divorce 1.1 c. Personal health 1.1 d. Financial factors 1.1 SECTION 1: REFLECT ON OWN CULTURAL IDENTITY AND BIASES ASSESSMENT ACTIVITY 2 Question 1 Element In your own words, define environmental influences. 1.2 Question 2 Element Identify aspects of your environment that could influence your own cultural identity. 1.2 SECTION 1: REFLECT ON OWN CULTURAL IDENTITY AND BIASES ASSESSMENT ACTIVITY 3 Question 1 Element Cultural competence is much more than the awareness of cultural differences. Explain what cultural competence means. 2.3 Question 2 Element Identify an event in the media that could affect your behaviour and interactions with people from other cultures. 1.3 Question 3 Element What has created your own cultural identity and how do you plan to manage any biases you have when working as an educator in a service? 1.1 – 1.4 SECTION 2: IDENTIFY AND DEVELOP CULTURAL COMPETENCY ASSESSMENT ACTIVITY 4 Question 1 Element How would you investigate children and their families’ cultural diversity in an education and care service? 2.1 Question 2 Element Research on the internet your own council/community and provide the main cultural groups. Provide five services you can draw on to obtain knowledge in your centre. 2.1 4.1 1 2 3 4 5 SECTION 2: IDENTIFY AND DEVELOP CULTURAL COMPETENCY ASSESSMENT ACTIVITY 5 Question 1 Element Explain why it is important to regularly evaluate the service environment in relation to cultural competency. 2.2 Question 2 Element Develop a short survey for families to complete to find out their opinions on the service’s workplace relationships, curriculum and activities in relation to cultural competency. 2.2 SECTION 3: RESEARCH ABORIGINAL AND/OR TORRES STRAIT ISLANDER COMMUNITIES ASSESSMENT ACTIVITY 6 Question 1 Element List four historical events that impact on Aboriginal and Torres Strait Islanders and their contemporary impact. Give a brief overview. 3.1 3.2 1 2 3 4 Question 2 Element How would you interact in culturally appropriate ways with Indigenous children, families and communities within the centre? K.E. Question 3 Element Who would be the appropriate person to consult with to access local knowledge of historical and contemporary Aboriginal culture? 4.1 SECTION 4: SUPPORT INDIVIDUAL CULTURAL IDENTITIES ASSESSMENT ACTIVITY 7 Question 1 Element a. List ten resources that can help to discover different cultures. 4.1 4.2 1 2 3 4 5 6 7 8 9 10 b. Choose three resources and state how you could use them in your Service. 4.1 4.2 1 2 3 SECTION 4: SUPPORT INDIVIDUAL CULTURAL IDENTITIES ASSESSMENT ACTIVITY 8 Question 1 Element In what sorts of activities can all cultural groups participate? List three. 4.2 1 2 3 Question 2 Element What types of activities can families be involved in for children and their families to develop an appreciation for diverse cultures? 4.4 4.5 SECTION 4: SUPPORT INDIVIDUAL CULTURAL IDENTITIES ASSESSMENT ACTIVITY 9 Question 1 Element How can educators obtain knowledge about the cultural identity of children and families currently involved in or receiving services from the children’s services organisation? 4.1 Question 2 Element What kind of information might be collected? Provide four examples. 4.1 1 2 3 4 Question 3 Element a. How can information be processed in a culturally sensitive way? 4.3 b. How and with whom can the information be shared? 4.3 Question 4 Element How can educators demonstrate respect for a child’s home language? 4.6 Question 5 Element How can educators expose children to different language and dialects to encourage an appreciation of linguistic diversity? Provide three examples. 4.6 1 2 3 SECTION 4: SUPPORT INDIVIDUAL CULTURAL IDENTITIES ASSESSMENT ACTIVITY 10 Question 1 Element Explain how educators might provide opportunities for children and families to enhance their experience of cultural diversity. 4.4 4.5 SECTION 5: CREATE ENVIRONMENTS TO SUPPORT CHILDREN’S CROSS-CULTURAL UNDERSTANDING AND RELATIONSHIPS ASSESSMENT ACTIVITY 11 Question 1 Element Give an example of an experience that educators might plan and implement to foster positive attitudes to inclusiveness and cultural diversity. 5.1 Question 2 Element How might educators explore with and encourage all children to be aware of and to respect different cultures, heritage, backgrounds and traditions within their room? 5.2 Question 3 Element What are the characteristics of diversity? 5.3 Question 4 Element Provide two scenarios of constructive