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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 andor 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

Range Statement



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

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CHCEDS416B - Use educational strategies to support Aboriginal and-or Torres Strait Islander education

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement