Unit of competency Outline
Date retreived
23/07/2026 3:40 AM AWST
23/07/2026 3:40 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Implement and promote inclusive policies and practices in children's services
Implement and promote inclusive policies and practices in children's services
Unit of competency
National Code
CHCIC511A
CHCIC511A
State Code
D2559
D2559
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
11/09/2009
Field of Education
090103 - Policy Studies
Original Release Date
11/09/2009
Nominal Hours
40
Description
DescriptorThis unit describes the knowledge and skills required for workers to implement and promote inclusive policies and practices in children's services work
Notes
Elements and Performance Criteria
1. Support the development of inclusive policies
- 1.1 Conduct discussion on contemporary literature in regard to inclusive policies and practices
- 1.2 Review service philosophy, policies and procedures to incorporate inclusive policies and practices
2. Demonstrate inclusive practices
- 2.1 Ensure language used does not convey bias
- 2.2 Discuss potential negative impacts of comments that are unfair or biased
- 2.3 Ensure own interactions respond to all children in the service
- 2.4 Explore options for children to participate in their community
- 2.5 Where appropriate, if children appear to have experienced exclusion, sensitively seek to obtain information about the nature of those experiences
- 2.6 Provide positive experiences to support children who may have experienced exclusion
3. Support the development of inclusive practices in the service
- 3.1 Plan and implement programs that reflect inclusive principles and value diversity
- 3.2 Develop and implement anti-bias philosophy, policies and procedures
- 3.3 Construct the environment to convey images of diversity among children and families
- 3.4 Use information about the range of different abilities, cultural values, beliefs and child rearing practices to guide child care practices
- 3.5 Provide information to others about inclusive principles
- 3.6 Regularly identify, evaluate and develop inclusive practices
- 3.7 Identify any current practices which allow bias and develop strategies to address bias
4. Support the development of inclusive resources
- 4.1 Review current resources and modify or discard if inconsistent with inclusive principles
- 4.2 Ensure characters portrayed in selected material are realistic and non stereotypical
- 4.3 Ensure selected resource materials do not distort or omit key areas of information about people
5. Promote respect for diversity among children
- 5.1 Talk about differences as a positive resource
- 5.2 Challenge or restate communications that promote superiority or prejudice to encourage the child's learning about diversity
- 5.3 Provide opportunities for children to develop understanding of different experiences and perspectives
RANGE STATEMENT
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.
Language used avoids any reference that is:
Racist
Sexist
Discriminatory
Stereotyping
Cause for distress or offence in particular cultural contexts
Provide information to others may include:
Workers
Parents
Families
Children
Communities
Experienced exclusion may include but are not limited to:
Exclusion from education
Peer exclusion
Community exclusion
Migration or refugee experiences
Racism
Diversity among children may include:
Cultural and ethnic
Linguistic
Gender
Socioeconomic
Family lifestyle
Abilities, disabilities and health status
Personality
Appearance
Interests
Experiences of torture and trauma
Experiences of dislocation and re settlement
Environment to convey images of diversitymay include:
Resources from different cultures
Physical adaptations to the environment e.g. ramps
Working consistently in a culturally safe manner
Opportunities to explore, experiences and promote diversity of ability, culture, spirit and experience
Opportunities for children to develop understanding of different experiences and perspectives may include:
Puppets
Stories
Role playing, simulations
Discussion
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.
Language used avoids any reference that is:
Racist
Sexist
Discriminatory
Stereotyping
Cause for distress or offence in particular cultural contexts
Provide information to others may include:
Workers
Parents
Families
Children
Communities
Experienced exclusion may include but are not limited to:
Exclusion from education
Peer exclusion
Community exclusion
Migration or refugee experiences
Racism
Diversity among children may include:
Cultural and ethnic
Linguistic
Gender
Socioeconomic
Family lifestyle
Abilities, disabilities and health status
Personality
Appearance
Interests
Experiences of torture and trauma
Experiences of dislocation and re settlement
Environment to convey images of diversitymay include:
Resources from different cultures
Physical adaptations to the environment e.g. ramps
Working consistently in a culturally safe manner
Opportunities to explore, experiences and promote diversity of ability, culture, spirit and experience
Opportunities for children to develop understanding of different experiences and perspectives may include:
Puppets
Stories
Role playing, simulations
Discussion
EVIDENCE GUIDE
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 could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups, a range of conditions, over a number of assessment situations
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 of this unit include access to a range of opportunities defined in the Range Statement, including:
a childcare workplace
children's services, resources and equipment
the local environment
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
Related units:
This unit is to be assessed in conjunction with related unit:
CHCPR510A Design, implement and evaluate programs and care routines for children
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 could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups, a range of conditions, over a number of assessment situations
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 of this unit include access to a range of opportunities defined in the Range Statement, including:
a childcare workplace
children's services, resources and equipment
the local environment
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
Related units:
This unit is to be assessed in conjunction with related unit:
CHCPR510A Design, implement and evaluate programs and care routines for children
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| S3163 | CHCIC11B | Implement and promote inclusive policies and practices | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D328 | CHC60208 | Advanced Diploma of Children's Services | Qualification |
| D313 | CHC50908 | Diploma of Children's Services (Early childhood education and care) | Qualification |
| D314 | CHC51008 | Diploma of Children's Services (Outside school hours care) | Qualification |