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 and 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

Assessment requires access to a range of opportunities defined in the range Statement, including:

appropriate workplace where assessment can take place

simulation of realistic workplace environment for assessment

relevant school/centre policy, protocols and procedures

educational materials

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

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:

Traditional culture related to language group governing protocols of language use within a community

How to access significant people within a language group

Code of ethics of Aboriginal and/or Torres Strait Islander Education Worker

Role and responsibilities of an Aboriginal or Torres Strait Islander education worker and specific understanding of own work role and responsibilities

Basic knowledge of school's/centre's policies and procedures

Structure of education system

Safe working practices

Relevant code /s of ethics

Cultural and linguistic backgrounds of students and families

Developmental milestones of children/ young people (cognitive, physical, language, social/emotional)

Child management techniques

Positive behaviour guidance strategies

An understanding of own culture, western systems and structures and how this impacts on Aboriginal and /or Torres Strait Islander culture

Impacts of cultural, sub-cultural, social, religious, gender, age, language issues etc. on attitudes towards education

Availability of resources and assistance within and external to the school/centre

Community health issues

Impact on learning

Knowledge of learning and development to implement role and responsibilities in an educational environment

Essential skills:

It is critical that the candidate demonstrate the ability to:

Identify the capabilities of individual children

Use and respond to non-verbal communication and cues of children

Apply knowledge of learning and development to implement role and responsibilities appropriately in an education environment

Adhere to own work role and responsibilities

Follow school/centre policies and procedures

Communicate effectively with other adults in the work environment

Liaise with relevant personnel

Communicate verbally and non-verbally and to set and apply appropriate limits, taking into account the student's age, development, language, culture and needs

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:

Work effectively as a member of a team

Employ basic conflict resolution and negotiation skills

Respond effectively to behaviours of concern

Respond effectively to health issues

Demonstrate effective application of skills in:

communication/interpersonal skills of questioning, informing, listening and discussing

organisation planning, administrative support skills

time management skills

active listening

study skills

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.

Work diary may include but is not limited to:

List contact details for:

students

families

significant contacts within education sector

references for assistance

Calendar for:

planning work

making appointments

recording times of work

Competing demands may include but are not limited to:

Family responsibilities

Community responsibilities

Personal health

Timing of appointments

Role model refers to:

A person looked to by others in Aboriginal and/or Torres Strait Islander education work as an example to be followed in areas such as:

respect for elders and culture

respect for Australian values

personal behaviour

reliability

Personal and professional integrity refers to:

Being honest

Showing consistency

Following code of ethics

Unbiased

Organisation's policies and procedures may include:

Child protection legislation

Anti-discrimination policy

State education legislation

Education environment may include:

Government school (pre-primary, primary ad secondary)

Private /non-government school (pre-primary, primary and secondary)

Education centre

Kindergarten

Special education centre

Community education centre