Unit of competency Outline

Date retreived
24/07/2026 1:46 AM AWST

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Support Aboriginal and/or Torres Strait Islander families to participate in children's services

Support Aboriginal and/or Torres Strait Islander families to participate in children's services

Unit of competency
National Code
CHCIC302A
State Code
D2555
TGA Status
Deleted
DTWD Status
Deleted
Current Release Number
1.00
Current Release Date
25/03/2011
View on TGA
State Implementation and Classification
Approved Date
24/07/2012
Field of Education
090311 - Indigenous Studies
Original Release Date
24/07/2012
Nominal Hours
40
Description
DescriptorThis unit describes the skills and knowledge required to support participation of Aboriginal and/or Torres Strait Islander children and families in children's servicesThis support includes contributing to other children's understanding and acceptance of Aboriginal and/or Torres Strait Islander culture and history and removal of potential barriers to their participation in children's services
Notes
Elements and Performance Criteria
1. Identify influence of own cultural identity on interactions with Aboriginal and/or Torres Strait Islander people and communities
  • 1.1 Identify significant events in own family history which may influence own current beliefs and values
  • 1.2 Identify aspects of the environment which influence own cultural identity
  • 1.3 Examine aspects of family history and personal cultural identity for impact on personal values and potential impact on interactions with Aboriginal and/or Torres Strait Islander children and families
2. Apply understanding of impacts of colonisation on Aboriginal and/or Torres Strait Islander people and communities
  • 2.1 Identify and analyse Aboriginal and/or Torres Strait Islander historical issues of current workplace at local, regional and state levels
  • 2.2 Identify contemporary impacts of historical issues on Aboriginal and/or Torres Strait Islander people
  • 2.3 Research the diversity of Aboriginal and/or Torres Strait Islander populations in community and children's services organisation
3. Support the cultural identity of Aboriginal and/or Torres Strait Islander children and families
  • 3.1 Identify and consult with appropriate persons to obtain knowledge of local Aboriginal and/or Torres Strait Islander groups
  • 3.2 Obtain knowledge about the cultural identity of any Aboriginal and/or Torres Strait Islander children and families currently involved in or receiving services from the children's services organisation
  • 3.3 Process information in a culturally sensitive way including identification of how and with whom information can be shared
  • 3.4 Provide opportunities for Aboriginal and/or Torres Strait Islander children and families to share context and cultural knowledge
  • 3.5 Provide opportunities for children and families to enhance their experience of cultural diversity
  • 3.6 Demonstrate respect for Aboriginal and/or Torres Strait Islander languages in the workplace context
4. Create environments to support children's cross-cultural understanding and relationships
  • 4.1 Plan and implement experiences that foster positive attitudes to inclusiveness and cultural diversity
  • 4.2 Encourage all children to be aware of and to respect Aboriginal and/or Torres Strait Islander culture and history
  • 4.3 Promote establishment of constructive relationships with Aboriginal and/or Torres Strait Islander children and their families based on mutual respect, trust and celebration of diversity
  • 4.4 Role model open, inclusive, equitable and ethical communication and interactions with all children and families
  • 4.5 Promote the need to support involvement of Aboriginal and/or Torres Strait Islander families and communities in all aspects of children's participation in the organisation
  • 4.6 Observe children's interactions and participation to identify the need for additional cultural support and cross-cultural understanding
5. Support the implementation of experiences that are inclusive and recognise and celebrate difference
  • 5.1 Gather information about children and their families to guide implementation of learning experiences to meet children's cultural needs and cross-cultural understanding
  • 5.2 Review experiences and resources to ensure they accurately represent different cultures and are not discriminatory
  • 5.3 In consultation with supervisor, plan and implement experiences that build on diverse backgrounds of students and their families
  • 5.4 In consultation with supervisor, plan and implement experiences that focus on events, customs, belief that are relevant to Aboriginal and/or Torres Strait Islander communities
6. Support children in developing personal identity, self-esteem and positive self image
  • 6.1 Support experiences and environments where relationships between children, workers and other adults can be established
  • 6.2 Communicate and interact with children to build their confidence, self-esteem, self image and self efficacy
  • 6.3 Implement group activities in consultation with the supervisor to allow children to use collaborative processes to solve problems
  • 6.4 Engage with Aboriginal and/or Torres Strait Islander peers, mentors or other staff to support individual children where appropriate
  • 6.5 Follow community protocols when engaging with community members
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.


Significant events may include:
Schooling experience
Divorce
Family composition
Migration
Health
Financial factors
Housing arrangements
Death of a family member
Attendance, high mobility between child care centres and long absences in between


Aspects of the environment may include:
Weather
Political circumstances
Government policy
Religious freedom
Education opportunity
Freedom of speech
Dominant/minority groups
Equal rights
Media
Songs
Ceremony


Cultural identity refers to the relationship with:
Place
People
Environment
Belief system
History
Tradition
Society


Aboriginal and/or Torres Strait Islander historical issues may include:
Stolen generation
Invasion and colonisation
Healthcare
Education
White Australia Policy


Diversity may include:
Population
Language
Law
Ceremonies
Literacy
Employment
Living conditions
Lifestyles
Customs
Beliefs


Information may include:
Languages spoken
Attendance records
Health status
Learning performance
Family situations
Name of traditional custodians of the land
Names of elders and local families


Cultural diversity refers to:
The range of knowledge, skills and experiences brought to a situation by all members of a group
The range of perspectives, responses and ideas possible within a diverse group


Languages may include:
Aboriginal languages and dialects
Torres Strait Islander languages and dialects
Torres Strait Creoles, Yumpla tok
Aboriginal English
Kriol and other Australian creoles


Approaches to student support outside of the childcare environment may include:
Aboriginal Community Controlled Health Organisations
Cultural groups
Sporting groups
Parent support groups


Community resources may include:
Elders
Tradition
Oral histories
Artefacts
Music and dance
Paintings and artwork
Land and 'country'
Places
Strictures
Community members
Organisations


Culturally appropriate refers to:
Local context
Social norms of the cultural group
In the context of 'Country'
Kinship structures
Verbal and on verbal communications protocols
Gender specific issues
Language
Use of information
Beliefs systems


Protocols may include:
Talking to the right people
Land ownership
Family/kinship/clan/group


Community members may include:
Elders
Family and relatives
Organisations
Others in the community
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 is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions
Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency


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 include access to relevant workplace or simulated realistic workplace setting where assessment may take place
Access to:
organisation's policies, procedures and definition of workplace diversity
current Aboriginal and/or Torres Strait Islander children's profile and information, where appropriate
current information on organisation's diversity
current information on the diversity of immediate community


Method of assessment:
Assessment may include observation, questioning and evidence gathered from a workplace environment
No information