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?
Identify influence of own cultural identity on interactions with Aboriginal and/or Torres Strait Islander people and communities
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Identify significant events in own family history which may influence own current beliefs and values Completed |
Evidence:
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Identify aspects of the environment which influence own cultural identity Completed |
Evidence:
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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 Completed |
Evidence:
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Apply understanding of impacts of colonisation on Aboriginal and/or Torres Strait Islander people and communities
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Identify and analyse Aboriginal and/or Torres Strait Islander historical issues of current workplace at local, regional and state levels Completed |
Evidence:
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Identify contemporary impacts of historical issues on Aboriginal and/or Torres Strait Islander people Completed |
Evidence:
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Research the diversity of Aboriginal and/or Torres Strait Islander populations in community and children's services organisation Completed |
Evidence:
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Support the cultural identity of Aboriginal and/or Torres Strait Islander children and families
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Identify and consult with appropriate persons to obtain knowledge of local Aboriginal and/or Torres Strait Islander groups Completed |
Evidence:
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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 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 Aboriginal and/or Torres Strait Islander children and families to share 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 Aboriginal and/or Torres Strait Islander languages in the workplace context 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 inclusiveness and cultural diversity Completed |
Evidence:
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Encourage all children to be aware of and to respect Aboriginal and/or Torres Strait Islander culture and history Completed |
Evidence:
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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 Completed |
Evidence:
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Role model open, inclusive, equitable and ethical communication and interactions with all children and families Completed |
Evidence:
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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 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 experiences that are inclusive and recognise and celebrate difference
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Gather information about children and their families to guide implementation of learning experiences to meet children's cultural needs and cross-cultural understanding Completed |
Evidence:
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Review experiences and resources to ensure they accurately represent different cultures and are not discriminatory Completed |
Evidence:
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In consultation with supervisor, plan and implement experiences that build on diverse backgrounds of students and their families Completed |
Evidence:
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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 Completed |
Evidence:
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Support children in developing personal identity, self-esteem and positive self image
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Support experiences and environments where relationships between children, workers and other adults can be established Completed |
Evidence:
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Communicate and interact with children to build their confidence, self-esteem, self image and self efficacy Completed |
Evidence:
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Implement group activities in consultation with the supervisor to allow children to use collaborative processes to solve problems Completed |
Evidence:
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Engage with Aboriginal and/or Torres Strait Islander peers, mentors or other staff to support individual children where appropriate Completed |
Evidence:
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Follow community protocols when engaging with community members Completed |
Evidence:
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