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 is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions

Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency

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 include access to relevant workplace or simulated realistic workplace setting where assessment may take place

Method of assessment:

Assessment may include observation, questioning and evidence gathered from a workplace environment

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:

Differences between cultural groups

Requirements of anti-discrimination legislation

Benefits of diversity to the school community

Principles and practices of cultural awareness and cross cultural communication

Local Aboriginal and/or Torres Strait Islander culture

Education policies and initiatives designed to support learning outcomes for Aboriginal and/or Torres Strait Islander people

Information sources for local Aboriginal and/or Torres Strait Islander people

Awareness of differing social contexts

Range of suitable teaching and learning strategies

Essential skills:

It is critical that the candidate demonstrate the ability to:

Attempt to acquire knowledge of local Aboriginal and/or Torres Strait Islander culture

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:

Use literacy skills to interpret and support the learning program and interact with colleagues within an educational organisation

Use assertiveness to influence planning to include Aboriginal and/or Torres Strait Islander perspectives

Use a range of communication skills to effectively interact with and liaise between differing cultural contexts

Relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities in a positive way

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, work health and safety (WHS), 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