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CHCECE001 Develop cultural competence

CHCECE001 Develop cultural competence
CHCECE001 Develop cultural competence
File naming
Once you feel confident that you have covered the learning materials for this unit, you are ready to attempt this assessment.
To help Open Colleges manage your assessment, please use the following file-naming convention: [student number]_[assessment]_[assessment number].doc for example 12345678_21850a_01.doc.
Assessment submission
When you are ready to submit your assessments, upload the files in OpenSpace using the Assessment Upload links in the relevant Moduleof your course. If you need further assistance, the Student Lounge provides a ‘Quick Guide to Uploading Assessments’. Uploading assessments in OpenSpace will enable Open Colleges to provide you with the fastest feedback and grading for your assessment.
Ensure that you upload each assessment task separately. Each assessment can be identified by the unique Open Colleges Code, for example, Part A Short Answer Questions can be identified by the code 31861/01. 
It is important that you keep a copy of all electronic assessments submitted to Open Colleges.
Getting started
The assessment activities in this booklet have been designed to allow you to provide evidence that demonstrates your competence in the unit CHCECE001 Develop cultural competence. 
Your trainer will:
answer any questions that you might have about the assessment
assess your competence as required by the unit of competency, by making judgments about the evidence you have presented in line with the rules of evidence: validity, authenticity, currency and sufficiency
provide feedback on the outcomes of the assessment process.
You are required to complete two separate assessment activities for CHCECE001 Develop cultural competence. 
In completing the final assessments, you will show evidence of your ability to:
Reflect on own cultural identity and biases
Identify and develop cultural competency
Research Aboriginal and/or Torres Strait Islander communities
Support individual cultural identities
Create environments to support children’s cross-cultural understanding and relationships
Support the implementation of inclusive learning experiences
Support children in developing confidence and strength in personal and cultural identity
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31861/02 Part B Project
Research Aboriginal and/or Torres Strait Islander communities
a) Student instructions

b) Using the Web or local library research Aboriginal and/or Torres Strait Islander communities in the area where you work, or are undertaking your work placement.

c) As part of your research, consult with appropriate persons to access local knowledge of Aboriginal/or Torres Strait Islander cultures.
Identify any significant 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.

e) Reflect on and document the contemporary impacts of historical issues including those relating to Aboriginal and/or Torres Strait Islander people, such as the impact of colonisation, historical events and issues on Aboriginal and/or Torres Strait Islander people.

f) Write a short report (approximately 500 words) summarising your findings, and explaining how this information can be taken into account when implementing the curriculum, including activities, experiences, customs and events within the service and promoting inclusive behaviours.
Cultural competence induction kit
Student instructions
Prepare an induction kit for new educators and staff in an education and care setting to help them understand cultural competence as described in the EYLF.
Your kit should be based around applicable guidelines applicable to the early childhood sector, supporting documents available to help educators successfully implement the EYLF and other relevant resources from early childhood agencies and/or reliable websites that will equip new employees with the knowledge required to enact culturally competency.  

Refer to relevant policies and procedures in relation to:
equal opportunity
diversity and inclusion
enrolment and orientation
partnership and communicating with families to name a few.

Outline in your kit:
relevant  legislation and Government requirements that relate to cultural competence, specifically for educators in early childhood settings. 
how to deal with racism and stereotypes.
a culturally safe environment and what it means.
the resources (at least 8) available to support educators incorporate cultural competence into practice and policy, for example interpreters, advisory bodies or others that can support individual children with specific cultural needs.
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