Develop Cultural Competence and Work Effectively with Aboriginal and/or Torres Strait Islander People

CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Workplace Tasks
001 Self Identity
CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal
and/or Torres Strait Islander cultural safety
CHCECE001 Develop Cultural Competence
Element 2 Identify and develop cultural competency
Element 4 Support individual cultural identities
Element 5 Create environments to support children’s cross-cultural understanding and relationships
Element 6 Support the implementation of inclusive learning experiences
Element 7 Support children in developing confidence and strength in personal and cultural identity
Performance Evidence
Knowledge Evidence
Part 1
Inclusive practices recognise and celebrate difference, encourage children to ask questions, explore ideas
and be assisted to address bias in a non-threatening and supportive manner.
For this task you are required to plan an experience for a small group of children aged 2 – 6 years that
focuses on self-identity. The children are required to create a self-portrait.
Where possible offer the children a wide variety of resources – felt pens, collage, paint etc. to create their
self-portrait.
To introduce the concept of a self-portrait you may like to show the children examples of self-portraits. You
may also like to provide each child with a photo of themselves (or a hand-held mirror) as they work on their
self-portrait.
When the portraits are completed tell the children that they are going to be displayed on a wall.
Use the planning template provided to document your plan including the resources that you will use.
Once you have completed your plan and gathered your resources, discuss your plan with your Workplace
Supervisor.
You will then need to:
 Implement your planned experience.
 Reflect on its implementation and whether the learning goals were achieved.
 Reflect on your role during the experience.
Document your planning and reflection on the attached ‘Self-Identity’ template.
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Workplace Tasks
Workplace Task 001
Self-Identity
Number of children in group:
4
Age range: 2-3 years Date: 8th of July,2019
Experience Outcome: The
children will learn about self-
identity and what makes them
unique.
Link to EYLF Outcome/s:
 LO1: Children have a strong
sense of identity
 LO3: Children have a strong
sense of wellbeing
Link to the NQF Standard:
1.1.2 Each child’s current
knowledge, ideas, culture,
abilities and interests are the
foundation of the program.
5.1.3 Each child is supported to
feel secure, confident and
included.
Time: Location:  Indoors  Outdoors
Resources to be used: (E.g. photos, pictures, mirrors etc.)
Resources to be used are mirrors, pencils, erasers, papers, slates, cardboards, paper clips and photos.
Description of Experience: (What will you do/ what will the children do?)
I will make all the 4 children (Hannah, Sultan, Mason and Leah) to draw a picture of them using a mirror or
their own photos.
Workplace Task 001
Self-Identity
Reflection of Experience Goal: (How did the children respond? How did the children use the resources? Comment on what
the children noticed about similarities and differences. Did the children respond as you anticipated? How did the children
interact/communicate? In your observations of the children did you identify any child who needs additional information/support to build
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CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety. Workplace Tasks
their cultural understanding? If yes what did you do? How will you follow-up?)
Listening to the activity, all the four children got excited because they had to draw a picture of their own.
Hannah and Leah used the mirror to draw her own picture. Sultan and Mason used their own photos to
draw their own picture. While drawing the picture the children were focusing on themselves, they were
introspecting their features like eyes, lips and other body parts, in order to draw the best picture of
themselves. Yes, the children responded as I anticipated because I wanted the children to observe their own
identity and they were doing so. It was quite surprising that the children did not communicate while
drawing, because they were too busy to focus on themselves rather than peeking at others drawing. We all
know that the Chinese people have very small and stretched eyes, thus while drawing, Leah had some
difficulty in drawing her eyes, so I helped her out so that she could draw proper Chinese eyes. After helping
her out, I checked up on Hannah, if she also needed help with the eyes, but when I went to her, she had
already completed with her eyes and was approaching towards neck. She seemed pretty under control.
Reflection on Your Role: (Think about: your interactions with the children/how you supported the children/ how you managed
the experience/what you did well/what you could work on for your own professional development/anything you might change/any
unexpected outcomes/problems etc. Also think about: tone of voice/supervision /awareness of any safety issues etc. Reflect on your
own cultural identity and biases and what this experience has identified for you )
Being an Australian, helping others is in my genes. Therefore, before I started the activity, I politely
introduced myself to the children, and allowed them to call me by my first name. In order to make the
children comfortable I held the activity in the games room, where there were many toys and games. At first,
I allowed them to play for a while and then I played some music to relax and soothe them and then I
offered them some beverage and snacks. Doing all this helped me to control the activity all by myself.
Although I wished if there would have been any assistance the experience would have been further great
because I would have conducted other activities as well. During the period of activity, the important thing,
which helped me in gracefully conducting the activity, was to use soothing and cheerful voice, smiling
while talking to them, caring about them and meeting their specific needs. Since childhood, I have been
brought up in a very cheerful and happy environment; I think that immensely helped me in conducting the
activity.
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CHCECE001 Develop cultural competence and HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people. Workplace Tasks: Trainer
002 Me and My Family
CHCECE001 Develop cultural competence and CHCDIV002 Promote Aboriginal
and/or Torres Strait Islander cultural safety
CHCECE001 Develop Cultural Competence
Element 2 Identify and develop cultural competency
Element 4 Support individual cultural identities
Performance Evidence
Knowledge Evidence
Part 2
Inclusive practices recognise and celebrate difference, encourage children to ask questions, explore ideas
and be assisted to address bias in a non-threatening and supportive manner.
For this task you are required to plan an experience for the same small group of children who participated
in Task 001. Gather information for discussion with staff and families.
When you have collected this information, you are required to plan a small group discussion. Each child can
be invited to talk about their family – some children may need assistance to do this. For example, you might
say, “Yarnie, I can see you have a mum, dad, brother and sisters. At home your family speak English and
....”
You are then required to place these underneath each child’s self-portrait. (The children may like to assist).
You will need to give thought as to how you are going to introduce this small group discussion so that the
children can focus on again exploring similarities and differences. Once you have completed your plan you
should discuss it with your Workplace Supervisor.
You will then need to:
 Implement your planned experience.
 Reflect on its implementation and whether the learning goals were achieved.
 Reflect on your role during the experience.
Document your planning and reflection on the attached ‘Me and My Family’ template.
Workplace Task 002
Me and My Family
My Name is: Leah I am 3 years old
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