|
|
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. |
| |
A positive education environment provides: | A safe, supportive education environment which may include opportunities for tutorial support Relevance to the cultural context of student learning Community engagement and participation Aboriginal and/or Torres Strait Islander teachers and support personnel where available Opportunities for students to actively engage in learning Flexibility Inclusivity Values Diversity Holistic learning opportunities Social justice |
| |
Policies and legislation may include: | Federal/state and territory legislation relating to anti-discrimination, occupational health and safety (OHS), disability environmental issues and industrial relations affecting education environments |
| |
Diversity may include: | Age Cultural background Disability Educational level Ethnicity Expertise Family responsibilities Family structure Gender Language Learning styles Life experiences Marital status Religious belief Socioeconomic background Thinking styles Working styles Sexual orientation Political orientation Physical capacity |
| |
Interactions with students may include: | Classroom support Informal conversations Shred humour Outside school encounters Transactional exchanges Giving directions Active listening Sports Play based learning activities |
| |
Appropriate persons may include: | Members of student families/kinship networks Local elders Other staff members Students |
| |
Aboriginal and/or Torres Strait Islander context may include: | History Spirituality Relationships to land and animals Family relationships Social and emotional well being Music Song Dance Values |
| |
Community resources and personnel may refer to any of the following: | Elders Traditions Oral histories Artefacts Music and dance Paintings and artwork Land and 'Country' Places Structures Persons |
| |
Pastoral care initiatives may include: | Provision of Aboriginal and/or Torres Strait Islander adult role models in the school Visits by community members Access to community education counsellors Classroom practice built on relationship building Involvement of local Aboriginal and/or Torres Strait Islander people on school committees Working collaboratively with other agencies Home visits by appropriate personnel Cultural awareness training for staff |
| |
Appropriate personnel may include: | Teachers Heads of departments Principal Guidance officer Community Education Counsellor Collaborative partnerships with community agencies Police (child and youth focused initiatives like adopt a cop) Health education staff |
| |
Cultural identity refers to relationships with: | Place People Environment/land Belief systems History Tradition Society |
| |
Culturally appropriate refers to: | Within the local context Social norms of the cultural group In the context of 'Country' Kinship structures Verbal and non-verbal communication protocols Gender specific issues Language Use of information Belief systems |
| |
Cultural diversity refers to: | The range of knowledge, skills and experience brought to a situation by all members of the group The range of perspectives, responses and ideas possible within a diverse group |
| |
Contextualise may include: | Relating materials to specific localities, times, histories Relating materials to students current understanding and knowledge base |
| |
Delivery strategies may include: | Classroom teaching Formal and informal learning Self directed learning Play based learning Flexible learning Supported learning E learning Individual and group work Third party delivery External studies Local contextualisation Meaningful learning Culturally appropriate learning Strategies devised with the teachers to improve a student's access to learning Use of appropriate resources |
| |
Barriers to learning may include: | Cultural barriers Communication methods Physical, social, emotional, intellectual disability Socioeconomic barriers Language barriers Literacy and numeracy skills Self-esteem Self confidence Family circumstances Health and safety Self efficacy Attendance |
| |