The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!
From the Wiki University
What evidence can you provide to prove your understanding of each of the following citeria?
Elements define the essential outcomes. |
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Completed |
Evidence:
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Reflect on own cultural identity and biases
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Identify significant events in own family background or history which may influence current values, beliefs and attitudes Completed |
Evidence:
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Define aspects of the environment which influence own cultural identity Completed |
Evidence:
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Reflect on potential impact own background may have on interactions and relationships with people from other cultures Completed |
Evidence:
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Identify any knowledge, attitudes or skills to be developed to ensure cultural competency Completed |
Evidence:
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Identify and develop cultural competency
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Identify the cultural identities of the children within the Completed |
Evidence:
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service, their families and the local community
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Critically analyse relationships, curriculum and Completed |
Evidence:
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activities
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Identify skills, attributes or knowledge that may need to Completed |
Evidence:
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be developed to ensure cultural competency |
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Completed |
Evidence:
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Research Aboriginal and/or Torres Strait Islander communities
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Identify any 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 Completed |
Evidence:
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Reflect on contemporary impacts of historical issues including those relating to Aboriginal and/or Torres Strait Islander people Completed |
Evidence:
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Support individual cultural identities
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Identify and consult with appropriate persons to obtain knowledge of local cultural groups Completed |
Evidence:
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Support activities within the service to encourage and promote participation by all cultural groups Completed |
Evidence:
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Process information in a culturally sensitive way including identification of how and with whom information can be shared Completed |
Evidence:
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Provide opportunities for all families to share their context and cultural knowledge Completed |
Evidence:
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Provide opportunities for children and families to enhance their experience of cultural diversity Completed |
Evidence:
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Demonstrate respect for all home languages and expose children to different language and dialects, and encourage appreciation of linguistic diversity Completed |
Evidence:
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Create environments to support children’s cross-cultural understanding and relationships
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Plan and implement experiences that foster positive attitudes to inclusion Completed |
Evidence:
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Explore with children the culture, heritage, backgrounds and traditions of each child within the context of their community Completed |
Evidence:
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Promote establishment of constructive relationships with all children and families based on trusting relationships, respectful interactions, understandings of alternate world views and celebration of diversity Completed |
Evidence:
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Use oral communication skills to role-model open, inclusive, ethical interactions with all children, families and colleagues Completed |
Evidence:
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Observe children’s interactions and participation to identify the need for additional cultural support and cross-cultural understanding Completed |
Evidence:
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Support the implementation of inclusive learning experiences
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Implement experiences that build on the diverse backgrounds of children and families within the service, broaden children’s perspectives and encourage appreciation of diversity Completed |
Evidence:
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Plan and implement experiences that focus on events, customs and beliefs that are relevant to the service’s children and families Completed |
Evidence:
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Support children in developing confidence and strength in personal and cultural identity
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Support experiences and environments where secure, respectful and reciprocal relationships between children, families and other adults can be established Completed |
Evidence:
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Communicate and interact with children to help them work towards a strong sense of identity, wellbeing and of being connected with and contributing to their world Completed |
Evidence:
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Implement group activities to allow children to use collaborative processes to solve problems Completed |
Evidence:
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Engage with peers, mentors or others to support individual children with specific cultural needs as appropriate Completed |
Evidence:
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Follow community protocols when engaging with community members Completed |
Evidence:
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Create environments to support children’s cross-cultural understanding and relationships
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Plan and implement experiences that foster positive attitudes to inclusion Completed |
Evidence:
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Explore with children the culture, heritage, backgrounds and traditions of each child within the context of their community Completed |
Evidence:
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Promote establishment of constructive relationships with all children and families based on trusting relationships, respectful interactions, understandings of alternate world views and celebration of diversity Completed |
Evidence:
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Use oral communication skills to role-model open, inclusive, ethical interactions with all children, families and colleagues Completed |
Evidence:
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Observe children’s interactions and participation to identify the need for additional cultural support and cross-cultural understanding Completed |
Evidence:
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