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

Impact of colonisation on Aboriginal andor Torres Strait Islander Australians

Equity and diversity principles

Awareness of differences between cultural groups

Education policies and initiatives designed to support learning outcomes for Aboriginal andor Torres Strait Islander peoples

Information sources for local Aboriginal andor Torres Strait Islander peoples

A variety of appropriate teaching and learning strategies for use with Aboriginal andor Torres Strait Islander students

Factors affecting facilitation of individual and group learning

Antidiscrimination and stereotyping

Local protocols for interacting with Aboriginal andor Torres Strait Islander community members

Essential skills

It is critical that the candidate demonstrate the ability to

Analyse and document impacts of colonisation on Aboriginal andor Torres Strait Islander Australians

Reference documentation of research using the American Psychological Association standards APA

Interact in a culturally appropriate way with Aboriginal andor Torres Strait Islander community members

Interact appropriately with studentsstaff from diverse cultural backgrounds

Use a range of inclusive learning strategies that encourage engagement of Aboriginal andor Torres Strait Islander learners

Work in consultation with the teacher to use a range of inclusive learning and teaching strategies that celebrate diversity and build student selfesteem

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

Undertake research and written analysis

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

Use communication skills to effectively liaise between differing cultural contexts

Undertake trainingcoaching

Use demonstration and facilitation

Use a range of communication styles to suit different audiences and purposes

Access and read formal documents such as legislation and policies related to educational work environments and Australian history

Use problem solvinglogistical skills

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 can be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

The candidate is required to address the elements and performance criteria in a range of at least three contexts or occasions over a period of time

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

Assessment requires access to a range of opportunities defined in the range Statement including

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered within an educational context

research material on the impact of colonisation on Aboriginal andor Torres Strait Islander Australians

legislation regulations policies procedures protocols and guidelines

definition and benefits of workplace diversity

organisations values and codes of conduct

current Aboriginal andor Torres Strait Islander students profile and academic information

current information on organisation diversity profile

current information on diversity within the wider community

Aboriginal andor Torres Strait Islander students and colleagues in an educational organisation

Aboriginal andor Torres Strait Islander community members

variety of learning resources as would be expected in an educational environment

Method of assessment

Assessment methods suitable for valid and reliable assessment of this competency may include but are not limited to a combination of two or more of

case studies

demonstration

observation

questioning oral and written

scenarios simulation or role plays

workplace projects

authenticated evidence from the workplace andor training courses

Assessment methods should reflect work demands such as literacy and the needs of particular groups such as

people with disabilities

people from culturally and linguistically diverse backgrounds

women

young people

older people

people in rural and remote locations

Cultural identity refers to relationships with:

Significant events may include:

Aspects of the environment may include:

Colonisation is:

Aboriginal and/or Torres Strait Islander historical issues are varied and numerous
The identification and analysis of three Aboriginal and/or Torres Strait Islander historical issues will suffice the requirements for this element
These may include but are not limited to:

Diversity may include:

Appropriate persons may include:

Skills and knowledge which enable supportive interactions are the same factors for Aboriginal and/or Torres Strait Islander and non-Indigenous groups
They may include skills and knowledge of :

Information may include:

Cultural diversity refers to:

Aboriginal and/or Torres Strait Islander languages (or components of languages) may include:

Community members may include:

Approaches to student support in areas that are outside of educational programs may include:

Community resources may include:

Culturally appropriate refers to:

Standard Australian English is:

Policies and procedures on pastoral care may include:

Pastoral care may include

Protocols may include: