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

CHCEDS505A Mapping and Delivery Guide
Work effectively with Aboriginal and/or Torres Strait Islander students

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCEDS505A - Work effectively with Aboriginal and/or Torres Strait Islander students
Description This unit deals with the skills and knowledge required by education support workers to support, contribute to and coordinate education opportunities for Aboriginal and/or Torres Strait Islander students
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit is intended for education support workers in environments where they will be providing support to Aboriginal and/or Torres Strait Islander people students with appropriate guidance, support and supervision by a nominated teacher or other education professional
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: Identify personal cultural identity and its influence on interactions with Aboriginal and/or Torres Strait Islander students
  • Identify significant events in own family's history which may influence own current beliefs and values
  • Identify aspects of the environment which influence own cultural identity
  • Examine aspects of family history and personal cultural identity for impact on personal values and interactions with Aboriginal and/or Torres Strait Islander students
       
Element: Research and document some of the impacts of colonisation on Aboriginal and/or Torres Strait Islander Australians
  • Identify some Aboriginal and/or Torres Strait Islander historical issues for own district/state
  • Analyse the impact of some Aboriginal and/or Torres Strait Islander historical issues in own district/state
  • Identify some contemporary impacts of Aboriginal and/or Torres Strait Islander historical issues on Aboriginal and/or Torres Strait Islander people today
  • Research the diversity of Aboriginal and/or Torres Strait Islander populations in own educational organisation and the wider community
       
Element: Support cultural identity of Aboriginal and/or Torres Strait Islander students
  • Identify and consult with appropriate persons to obtain knowledge of local Aboriginal and/or Torres Strait Islander groups
  • Identify and consult with colleagues to obtain knowledge about the cultural identity of Aboriginal and/or Torres Strait Islander students in the educational organisation
  • Develop skills and knowledge which enable supportive interactions with Aboriginal and/or Torres Strait Islander students
  • Handle information in a culturally appropriate way at all times including identification of how and with whom information can be shared
  • Provide opportunities for students to share local context and cultural knowledge
  • Use cultural diversity to enhance educational opportunities for all students
  • Incorporate recognition of and respect for Aboriginal and/or Torres Strait Islander languages into the learning context in consultation with the teacher
       
Element: Create safe learning environments and provide social support for student achievement
  • In consultation with the teacher, plan and implement learning experiences that foster positive attitudes to learning and student achievement
  • Establish constructive relationships with students based on mutual trust and respect
  • Communicate and interact with students in an open, inclusive, equitable and ethical manner
  • Encourage involvement of family and community members in all aspects of the student's learning
  • Negotiate with community members any approaches to student support in areas that are outside of educational programs
       
Element: Contribute to the design and implementation of inclusive learning experiences
  • Gather accurate and reliable information about students and their families from the teacher/ supervisor and use to identify student needs and design learning experiences
  • Evaluate learning and assessment resources to ensure they accurately represent different cultures, are not discriminatory and do not reinforce stereotypes
  • Provide classroom teacher with written and verbal reports on student performance
  • Plan and implement learning experiences that build on the diverse backgrounds of students and their families in consultation with the teacher/supervisor
  • Plan and implement learning experiences that focus on events, customs and beliefs relevant to Aboriginal and/or Torres Strait Islander communities in consultation with the teacher/supervisor
  • Access community resources that focus on events, customs and beliefs relevant to Aboriginal and/or Torres Strait Islander communities and, in consultation with the teacher/ supervisor, plan and use them in a culturally appropriate manner
  • Discuss with teacher/supervisor support for students whose skills in reading/writing Standard Australian English (SAE) (or equivalent) and numeracy are below conventional levels
       
Element: Actively support students in developing personal identity, self-esteem and a positive self-image
  • Foster learning environments where relationships between students, teachers and other adults are based on trust and mutual respect
  • Communicate and interact with students to foster their confidence, self-esteem, self-image and self-efficacy
  • Plan, implement and evaluate group activities in consultation with the teacher, so that students use collaborative processes to set and achieve goals and solve problems
  • Follow the organisation's policies and procedures on pastoral care
  • Identify Aboriginal and/or Torres Strait Islander peers, mentors or members of staff to support individual students
  • Follow relevant protocols in working with Aboriginal and/or Torres Strait Islander community members
       


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 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 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:

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 and/or Torres Strait Islander Australians

legislation, regulations, policies, procedures, protocols and guidelines

definition and benefits of workplace diversity

organisation's values and codes of conduct

current Aboriginal and/or Torres Strait Islander student's profile and academic information

current information on organisation diversity profile

current information on diversity within the wider community

Aboriginal and/or Torres Strait Islander students and colleagues in an educational organisation

Aboriginal and/or 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 and/or 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

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:

Impact of colonisation on Aboriginal and/or 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 and/or Torres Strait Islander peoples

Information sources for local Aboriginal and/or Torres Strait Islander peoples

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

Factors affecting facilitation of individual and group learning

Anti-discrimination and stereotyping

Local protocols for interacting with Aboriginal and/or 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 and/or Torres Strait Islander Australians

Reference documentation of research using the American Psychological Association standards (APA)

Interact in a culturally appropriate way with Aboriginal and/or Torres Strait Islander community members

Interact appropriately with students/staff from diverse cultural backgrounds

Use a range of inclusive learning strategies that encourage engagement of Aboriginal and/or 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 self-esteem

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 training/coaching

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 solving/logistical skills

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.

Cultural identity refers to relationships with:

Place

People

The environment

Belief systems

History

Tradition

Society

Significant events may include:

Schooling experience

Divorce

Family composition

Migration

Health

Financial factors

Housing arrangements

Death of a family member

Attendance, high mobility between schools and long absences in between

Aspects of the environment may include:

Weather

Political circumstance

Government policy

Religious freedom

Educational opportunity

Freedom of speech

Dominant/minority groups

Equal rights

Media

Songs

Colonisation is:

The process of settling or inhabiting another country

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:

Education

Health care

Stolen generation

Missions and reserves

Restriction legislation/policies

Reconciliation initiatives and a way forward

Assimilation

Constitution

Citizenship

White Australia Policy

Diversity may include:

Population

Language

Law

Ceremonies

Literacy

Employment

Living conditions

Lifestyles

Appropriate persons may include:

Management of the educational organisation

Colleagues in the educational organisation

Elders

Aboriginal and/or Torres Strait Islander organisations

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 :

Language groups

Learning styles

Building relationships

Speaking a few words from the student's native tongue

Strategies which encourage involvement

Facilitating individual and group work

Working at the individual student's level of understanding

Student's life experience to draw upon

Matching work and expectations to developmental level of the student

Information may include:

Languages spoken

Attendance record

Health status

Learning performance

Family situation

Family/relatives at the school

Name of traditional Aboriginal and/or Torres Strait Islander custodians of the land

Extent of their land

Neighbouring peoples

Use of Aboriginal and/or Torres Strait Islander names for local features e.g. areas, street

Main historical events associated with the arrival of non-Indigenous peoples

Names of the main local families today

The main local Aboriginal or Torres Strait Islander organisations

Cultural diversity refers to:

The range of knowledge, skills and experiences brought to a situation by all members of a group

The range of perspectives, responses and ideas possible within a diverse group

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

Aboriginal languages and dialects

Torres Strait Islander languages and dialects

Torres Strait creoles, Yumpla tok

Aboriginal English

Kriol and other Australian creoles

Community members may include:

Elders

Family and relations

Aboriginal and/or Torres Strait Islander organisations

School community

Other community organisations

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

Homework group

Breakfast group

Cultural programs

Community resources may include:

Elders

Traditions

Oral histories

Artefacts

Music and dance

Paintings and artworks

Land and 'country'

Places

Structures

Personnel

Aboriginal and/or Torres Strait Islander organisations

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 communications protocols

Gender specific issues

Language

Use of information

Beliefs systems

Standard Australian English is:

The language in which fluency is required for participation in mainstream society

Policies and procedures on pastoral care may include:

Acknowledgement of the role of Elders

Provision of Aboriginal and/or Torres Strait Islander adult role models in the school

Visits by/to 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/institute committees

Working collaboratively with other agencies

Home visits by appropriate personnel

Cultural awareness training for all staff

Pastoral care may include

Programs which support the physical, social, emotional, psychological and spiritual care of the individual

Protocols may include:

Talking to the right people e.g. community elders

Land ownership

Family/kinship/clan

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
Identify significant events in own family's history which may influence own current beliefs and values 
Identify aspects of the environment which influence own cultural identity 
Examine aspects of family history and personal cultural identity for impact on personal values and interactions with Aboriginal and/or Torres Strait Islander students 
Identify some Aboriginal and/or Torres Strait Islander historical issues for own district/state 
Analyse the impact of some Aboriginal and/or Torres Strait Islander historical issues in own district/state 
Identify some contemporary impacts of Aboriginal and/or Torres Strait Islander historical issues on Aboriginal and/or Torres Strait Islander people today 
Research the diversity of Aboriginal and/or Torres Strait Islander populations in own educational organisation and the wider community 
Identify and consult with appropriate persons to obtain knowledge of local Aboriginal and/or Torres Strait Islander groups 
Identify and consult with colleagues to obtain knowledge about the cultural identity of Aboriginal and/or Torres Strait Islander students in the educational organisation 
Develop skills and knowledge which enable supportive interactions with Aboriginal and/or Torres Strait Islander students 
Handle information in a culturally appropriate way at all times including identification of how and with whom information can be shared 
Provide opportunities for students to share local context and cultural knowledge 
Use cultural diversity to enhance educational opportunities for all students 
Incorporate recognition of and respect for Aboriginal and/or Torres Strait Islander languages into the learning context in consultation with the teacher 
In consultation with the teacher, plan and implement learning experiences that foster positive attitudes to learning and student achievement 
Establish constructive relationships with students based on mutual trust and respect 
Communicate and interact with students in an open, inclusive, equitable and ethical manner 
Encourage involvement of family and community members in all aspects of the student's learning 
Negotiate with community members any approaches to student support in areas that are outside of educational programs 
Gather accurate and reliable information about students and their families from the teacher/ supervisor and use to identify student needs and design learning experiences 
Evaluate learning and assessment resources to ensure they accurately represent different cultures, are not discriminatory and do not reinforce stereotypes 
Provide classroom teacher with written and verbal reports on student performance 
Plan and implement learning experiences that build on the diverse backgrounds of students and their families in consultation with the teacher/supervisor 
Plan and implement learning experiences that focus on events, customs and beliefs relevant to Aboriginal and/or Torres Strait Islander communities in consultation with the teacher/supervisor 
Access community resources that focus on events, customs and beliefs relevant to Aboriginal and/or Torres Strait Islander communities and, in consultation with the teacher/ supervisor, plan and use them in a culturally appropriate manner 
Discuss with teacher/supervisor support for students whose skills in reading/writing Standard Australian English (SAE) (or equivalent) and numeracy are below conventional levels 
Foster learning environments where relationships between students, teachers and other adults are based on trust and mutual respect 
Communicate and interact with students to foster their confidence, self-esteem, self-image and self-efficacy 
Plan, implement and evaluate group activities in consultation with the teacher, so that students use collaborative processes to set and achieve goals and solve problems 
Follow the organisation's policies and procedures on pastoral care 
Identify Aboriginal and/or Torres Strait Islander peers, mentors or members of staff to support individual students 
Follow relevant protocols in working with Aboriginal and/or Torres Strait Islander community members 

Forms

Assessment Cover Sheet

CHCEDS505A - Work effectively with Aboriginal and/or Torres Strait Islander students
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

CHCEDS505A - Work effectively with Aboriginal and/or Torres Strait Islander students

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: