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Evidence Guide: CHCIC511A - Implement and promote inclusive policies and practices in children's services

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

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

 

CHCIC511A - Implement and promote inclusive policies and practices in children's services

What evidence can you provide to prove your understanding of each of the following citeria?

Support the development of inclusive policies

  1. Conduct discussion on contemporary literature in regard to inclusive policies and practices
  2. Review service philosophy, policies and procedures to incorporate inclusive policies and practices
Conduct discussion on contemporary literature in regard to inclusive policies and practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review service philosophy, policies and procedures to incorporate inclusive policies and practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate inclusive practices

  1. Ensure language used does not convey bias
  2. Discuss potential negative impacts of comments that are unfair or biased
  3. Ensure own interactions respond to all children in the service
  4. Explore options for children to participate in their community
  5. Where appropriate, if children appear to have experienced exclusion, sensitively seek to obtain information about the nature of those experiences
  6. Provide positive experiences to support children who may have experienced exclusion
Ensure language used does not convey bias

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss potential negative impacts of comments that are unfair or biased

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure own interactions respond to all children in the service

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore options for children to participate in their community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where appropriate, if children appear to have experienced exclusion, sensitively seek to obtain information about the nature of those experiences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide positive experiences to support children who may have experienced exclusion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the development of inclusive practices in the service

  1. Plan and implement programs that reflect inclusive principles and value diversity
  2. Develop and implement anti-bias philosophy, policies and procedures
  3. Construct the environment to convey images of diversity among children and families
  4. Use information about the range of different abilities, cultural values, beliefs and child rearing practices to guide child care practices
  5. Provide information to others about inclusive principles
  6. Regularly identify, evaluate and develop inclusive practices
  7. Identify any current practices which allow bias and develop strategies to address bias
Plan and implement programs that reflect inclusive principles and value diversity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and implement anti-bias philosophy, policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Construct the environment to convey images of diversity among children and families

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use information about the range of different abilities, cultural values, beliefs and child rearing practices to guide child care practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information to others about inclusive principles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Regularly identify, evaluate and develop inclusive practices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify any current practices which allow bias and develop strategies to address bias

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the development of inclusive resources

  1. Review current resources and modify or discard if inconsistent with inclusive principles
  2. Ensure characters portrayed in selected material are realistic and non stereotypical
  3. Ensure selected resource materials do not distort or omit key areas of information about people
Review current resources and modify or discard if inconsistent with inclusive principles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure characters portrayed in selected material are realistic and non stereotypical

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure selected resource materials do not distort or omit key areas of information about people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote respect for diversity among children

  1. Talk about differences as a positive resource
  2. Challenge or restate communications that promote superiority or prejudice to encourage the child's learning about diversity
  3. Provide opportunities for children to develop understanding of different experiences and perspectives
Talk about differences as a positive resource

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Challenge or restate communications that promote superiority or prejudice to encourage the child's learning about diversity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide opportunities for children to develop understanding of different experiences and perspectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

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

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Cultural practices, beliefs and expectations and impact on child care delivery

Emerging issues and inclusive practices related to cultural diversity and worker cultural competence

Demonstrated understanding of diverse family and social structures and experiences that impact on practices required to ensure inclusiveness in the workplace:

Organisation standards, policies and procedures

Services providing support to families from diverse cultural backgrounds including:

services for migrant and refugee status

relevant Aboriginal and/or Torres Strait Islander programs and services

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate acceptance and respect for children and families irrespective of their socioeconomic status, culture, gender, colour of skin, race, ability, family type, belief system or lifestyle

Demonstrate challenge of own biases/stereotyped expectations of children and families and reflection on practice and specific ways of interacting with a child who has a different experience, etc

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Apply interpersonal skills with a range of groups

Develop appropriate educational activities

Use effective language, literacy and numeracy skills as required for the work role, including those required to develop, implement, review and promote programs, resources and activities to support inclusion

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