Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCEDS403B Mapping and Delivery Guide
Promote and implement Aboriginal and-or Torres Strait Islander language and culture programs

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCEDS403B - Promote and implement Aboriginal and-or Torres Strait Islander language and culture programs
Description This unit deals with the skills and knowledge required for an education worker to liaise effectively with Aboriginal and/or Torres Strait Islander students in relation to education programsThe education worker supports Aboriginal and/or Torres Strait Islander students to use educational programs more effectively and to increase their understanding of the multi-cultural nature of the learning environmentIt requires sensitivity and an understanding of cultural protocols, including appropriate interpersonal and networking skills
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit applies to education support work in a variety of contexts and work is to be undertaken with appropriate guidance, support and supervision by nominated teacher
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Support the teacher in the effective delivery of the education program to Aboriginal and/or Torres Strait Islander students
  • Provide relevant information and advice to the teacher during planning and delivery of lessons
  • Prepare charts and displays on Aboriginal and/or Torres strait Islander culture as required
  • Support induction of teachers unfamiliar with the local Aboriginal and/or Torres Strait Islander culture
  • Use discussion and relevant procedures to foster cultural awareness of staff
  • Apply knowledge and understanding of appropriate behavioural and developmental characteristics to activities
  • Raise and explain cultural issues affecting learning or relationships to the teacher when appropriate
       
Element: Interpret for the teacher when there is a communication difficulty between teacher and the student
  • Use knowledge of Aboriginal and/or Torres Strait Islander families, the community, and its culture to assist communication
  • Provide mediation between students, staff and others to promote mutual understanding according to direction
  • Provide students with lesson guidance, as required
       
Element: Teach aspects of Aboriginal and/or Torres Strait Islander culture
  • Support language programs through a team teaching approach and in collaboration with the community
  • Promote and support Aboriginal and/or Torres Strait Islander studies under the supervision of the teacher
  • Provide knowledge and understanding of the history, language and culture that promotes respect, understanding and harmony in the classroom
       
Element: Advise on Aboriginal and/or Torres Strait Islander studies and programs
  • Provide advice on the cultural suitability of an education program and its resource materials
  • Source and access people to assist with classes in Aboriginal and/or Torres Strait Islander culture in consultation with teacher
  • Plan and organise visits to the school/centre by Aboriginal and/or Torres Strait Islander role models in liaison with teachers and according to school/centre protocol
  • Compile and develop resource lists which promote Aboriginal and/or Torres Strait Islander studies and culture
       
Element: Facilitate support for Aboriginal and/or Torres Strait Islander students on matters which affect their education
  • Offer support to Aboriginal and/or Torres Strait Islander students through positive role modelling, classroom strategies, promotion of regular attendance and conduct of support groups
  • Arrange tutoring for students during the transition from one phase to the next or as required
  • Support relevant teaching staff in explaining career pathways and opportunities
  • Contribute to reviews or case conferences of Aboriginal and/or Torres Strait Islander students as required
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 could 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

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 culturally and linguistically diverse (CALD) environments

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

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

appropriate workplace where assessment can take place

simulation of realistic workplace environment for assessment

relevant school/centre policy, protocols and procedures

educational materials

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competency will usually include observation of processes and procedures, oral and/or written questioning on essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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:

Education system's policies and procedures

Structure of the education system

Curriculum and curriculum framework

School/centre's policies and procedures

Duty of care responsibilities

Safe working practises

Potential hazards and risks for students

State/territory and Federal legislative and regulatory requirements

Industrial awards and duty statements

Relevant code/s of ethics

Cultural and linguistic background of students and families

Developmental milestones of children/young people (e.g cognitive, physical, language, social and emotional)

Child management techniques

Positive behaviour guidance strategies

Contextual factors which influence the child's emotional and psychological development

Factors that enhance the development of self-esteem and self-identity

Own cultural conceptions and pre-conceptions and basic understanding and awareness of the differences between cultures, particularly the cultures of Aboriginal and/or Torres Strait Islander people and others

Availability of resources and assistance within and external to the organisation in relation to cultural diversity issues

The role and use of language and cultural interpreters

Own work role and responsibilities

Essential skills:

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:

Demonstrate effective application of skills in:

communication/interpersonal skills of questioning, informing, listening and discussing

organisation planning and administrative support skills

time-management skills

active listening

study skills

Identify the capabilities of individual children

Use and respond to non-verbal communication and cues of children

Employ culturally respectful practises

Sensitively and respectfully communicate with persons of diverse backgrounds and cultures

Work effectively as a member of a team

Employ basic conflict resolution and negotiation skills

Show respect and inclusiveness towards culturally diverse people in all work practices

Communicate effectively with culturally diverse persons

Apply knowledge of learning and development to implement role and responsibilities appropriately in an education environment

Adhere to own work role and responsibilities

Follow school/centre policies and procedures

Communicate effectively with other adults in the work environment

Liaise with and report to relevant personnel

Communicate verbally and non-verbally and to set and apply appropriate limits, taking into account the child/young person's age, development, culture and needs

Respond effectively to behaviour of concern

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.

Educational environment may include:

Government school (pre-primary, primary and secondary)

Private/non-government school (pre-primary, primary and secondary)

Education centre

Kindergarten

Special education centre

Community education centre

Relevant procedures, guidelines, protocols, policies will address:

Education system's (government or non-government) policies and procedures

School's and / or centre's policies and procedures

Relevant legislation from all levels of government that affects the school/centre's operation, especially in regard to work health and safety (WHS) and environmental issues, equal opportunity, industrial relations and anti-discrimination

Cultural differences may include:

Interpersonal approach

Thinking/learning styles

Expectations

Responsibilities

Priority setting

Cultural obligations

Factors affecting Aboriginal and/or Torres Strait Islander education may include:

History of European/Aboriginal and/or Torres Strait Islander contact

Loss of culture, land, identity and Indigenous law

Family links

Geographical remoteness

Lack of relevant and culturally appropriate education

Feelings of isolation and vulnerability and being culturally unsafe

Violence

Student education requirements will vary according to such variables as:

Students with a disability or disabilities

Students who are learning English as their second or later language

Students with special social, emotional, health and / or psychological needs

Age and ability of students

Personal characteristics of students

Individual learning styles of students

Education programs may include:

Literacy and numeracy

Remediation skills

Life skills

Communication and speech

Individual and class social skills

Arts

English

Health and physical education

Languages other than English

Mathematics

Science

Society and environment

Technology and enterprise

Classroom strategies may include:

Peer tutoring

Multi-level teaching

Cross-curricular teaching

'Buddy' support systems

Small group

1:1 instructional tutoring

Vertical grouping

Peer modelling

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Provide relevant information and advice to the teacher during planning and delivery of lessons 
Prepare charts and displays on Aboriginal and/or Torres strait Islander culture as required 
Support induction of teachers unfamiliar with the local Aboriginal and/or Torres Strait Islander culture 
Use discussion and relevant procedures to foster cultural awareness of staff 
Apply knowledge and understanding of appropriate behavioural and developmental characteristics to activities 
Raise and explain cultural issues affecting learning or relationships to the teacher when appropriate 
Use knowledge of Aboriginal and/or Torres Strait Islander families, the community, and its culture to assist communication 
Provide mediation between students, staff and others to promote mutual understanding according to direction 
Provide students with lesson guidance, as required 
Support language programs through a team teaching approach and in collaboration with the community 
Promote and support Aboriginal and/or Torres Strait Islander studies under the supervision of the teacher 
Provide knowledge and understanding of the history, language and culture that promotes respect, understanding and harmony in the classroom 
Provide advice on the cultural suitability of an education program and its resource materials 
Source and access people to assist with classes in Aboriginal and/or Torres Strait Islander culture in consultation with teacher 
Plan and organise visits to the school/centre by Aboriginal and/or Torres Strait Islander role models in liaison with teachers and according to school/centre protocol 
Compile and develop resource lists which promote Aboriginal and/or Torres Strait Islander studies and culture 
Offer support to Aboriginal and/or Torres Strait Islander students through positive role modelling, classroom strategies, promotion of regular attendance and conduct of support groups 
Arrange tutoring for students during the transition from one phase to the next or as required 
Support relevant teaching staff in explaining career pathways and opportunities 
Contribute to reviews or case conferences of Aboriginal and/or Torres Strait Islander students as required 

Forms

Assessment Cover Sheet

CHCEDS403B - Promote and implement Aboriginal and-or Torres Strait Islander language and culture programs
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCEDS403B - Promote and implement Aboriginal and-or Torres Strait Islander language and culture programs

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: