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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.

Oral, written and non-verbal communication in and on behalf of the education organisation may occur with:	Representatives of groups or organisations Members of the public Supervisors in own and other education organisations Peers in own and other education organisation Teaching and non teaching staff Private organisations Academic organisations Public sector agencies Colleagues in different locations Networks Other work areas of the education organisation

Oral communication may include:	Answering questions Asking questions to elicit carious responses (especially from students) Conveying descriptions, explanations and instructions Consulting and advising within the scope of responsibilities Formal and informal presentations to different audiences Leading discussions amongst staff and/or students Negotiating Charing and participating in meetings Conflict resolution Coaching advocacy On the job training

Appropriate instructions are delivered using suitable language, in a respectful way and may include:	Instructions to students using vocabulary suited to the age group, special needs, task and/or circumstances Providing directions to visitors using gestures and identifiable landmarks then checking to ensure understanding Showing a colleague how to use equipment that may involve staffed directions Explaining a process or procedure to a parent, volunteer or colleague

Adjustments to communication methods refers to:	Squatting or bending down to speak to small children at their own level Waiting to be involved to speak Sensing whether humour is appropriate or not Body positioning e.g ensuring you do not take up a stance that might be intimidating or threatening Using forms of address to suit an individual's cultural mores Providing a suitable introduction Using pictures or diagrams where there are language barriers Use an interpreter Knowing when it is appropriate to use information and communications technology

Interpret complex information may include:	Simplifying the information to the most important messages Providing examples to clarify points Relating the information to an individual's circumstances Rendering the information in a different form Re reading information with appropriate emphasis and intonation

Special communication needs may include:	Audiences not available when information is regularly disseminated Alternate formats for written information Hearing needs participants may need to position themselves to read a speakers' lips People with hearing disability may need a signer to interpret for them Speech/language needs Intellectual disability Varying levels of literacy Technical inability Requirements for a translator Need for headphones Teleconference facilities Videoconference facilities

Communication channels may include:	Faced to face conversations Newsletters delivered to students Noticeboards Community newspapers Emails Meetings Electronic newsletters Telephone calls Written information by mail Procedural channels e.g. grievance procedure Use of technology

Effective listening skills may include:	Focused attention on the speaker Reflecting to confirm understanding Questioning for clarification or further information Acknowledging the speakers point of view Eye contact positioning Gesturing Voice inflections Sounds Posture and facial expression Use of space and time

Formal discussions are usually recorded and may include:	Staff meetings Interviews Planning meetings Parent/carer committee meetings OHS committee meetings Negotiations for supply/provision of resources or facilities

Informal discussions are not usually recorded and may include:	Conversations about an issue prior to formal discussions Unplanned conversations Unplanned sharing of ideas with colleagues Conversations with parents about issues not requiring professional judgement

Effective questioning may include:	Using open-ended questions Using closed questions Using probing questions Using direct questions

Written material may be both handwritten and typed using computer equipment and may include:	Minutes of meetings Routine and complex reports Proposals, project plans and spreadsheets Briefing notes General internal and external correspondence Speeches, articles and marketing materials Instructions, procedures and policies

Current standards for written materials in educational organisations will usually require accurate use of:	Grammar Spelling Specific genres Sentence structure Formatting Vocabulary Punctuation Organisation templates Correspondence guidelines

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CHCEDS411A - Use high-level communication skills in the education workplace

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement