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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. |
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Oral, written and non-verbal communication in and on behalf of the education organisation may occur with: | Representatives of groups or organisationsMembers of the publicSupervisors in own and other education organisationsPeers in own and other education organisationTeaching and non teaching staffPrivate organisationsAcademic organisationsPublic sector agenciesColleagues in different locationsNetworksOther work areas of the education organisation |
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Oral communication may include: | Answering questionsAsking questions to elicit carious responses (especially from students)Conveying descriptions, explanations and instructionsConsulting and advising within the scope of responsibilitiesFormal and informal presentations to different audiencesLeading discussions amongst staff and/or studentsNegotiatingCharing and participating in meetingsConflict resolutionCoaching advocacyOn the job training |
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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 circumstancesProviding directions to visitors using gestures and identifiable landmarks then checking to ensure understandingShowing a colleague how to use equipment that may involve staffed directionsExplaining a process or procedure to a parent, volunteer or colleague |
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Adjustments to communication methods refers to: | Squatting or bending down to speak to small children at their own levelWaiting to be involved to speakSensing whether humour is appropriate or notBody positioning e.g ensuring you do not take up a stance that might be intimidating or threateningUsing forms of address to suit an individual's cultural moresProviding a suitable introductionUsing pictures or diagrams where there are language barriersUse an interpreterKnowing when it is appropriate to use information and communications technology |
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Interpret complex information may include: | Simplifying the information to the most important messagesProviding examples to clarify pointsRelating the information to an individual's circumstancesRendering the information in a different formRe reading information with appropriate emphasis and intonation |
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Special communication needs may include: | Audiences not available when information is regularly disseminatedAlternate formats for written informationHearing needs participants may need to position themselves to read a speakers' lipsPeople with hearing disability may need a signer to interpret for themSpeech/language needsIntellectual disabilityVarying levels of literacyTechnical inabilityRequirements for a translatorNeed for headphonesTeleconference facilitiesVideoconference facilities |
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Communication channels may include: | Faced to face conversationsNewsletters delivered to studentsNoticeboardsCommunity newspapersEmailsMeetingsElectronic newslettersTelephone callsWritten information by mailProcedural channels e.g. grievance procedureUse of technology |
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Effective listening skills may include: | Focused attention on the speakerReflecting to confirm understandingQuestioning for clarification or further informationAcknowledging the speakers point of viewEye contact positioningGesturingVoice inflectionsSoundsPosture and facial expressionUse of space and time |
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Formal discussions are usually recorded and may include: | Staff meetingsInterviewsPlanning meetingsParent/carer committee meetingsWHS committee meetingsNegotiations for supply/provision of resources or facilities |
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Informal discussions are not usually recorded and may include: | Conversations about an issue prior to formal discussionsUnplanned conversationsUnplanned sharing of ideas with colleaguesConversations with parents about issues not requiring professional judgement |
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Effective questioning may include: | Using open-ended questions Using closed questionsUsing probing questionsUsing direct questions |
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Written material may be both handwritten and typed using computer equipment and may include: | Minutes of meetingsRoutine and complex reportsProposals, project plans and spreadsheetsBriefing notesGeneral internal and external correspondenceSpeeches, articles and marketing materialsInstructions, procedures and policies |
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Current standards for written materials in educational organisations will usually require accurate use of: | GrammarSpellingSpecific genresSentence structureFormattingVocabularyPunctuationOrganisation templatesCorrespondence guidelines |