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 |
Not Applicable
ELEMENT | PERFORMANCE CRITERIA |
1. Identify personal cultural identity and its influence on interactions with Aboriginal and/or Torres Strait Islander students | 1.1 Identify significant events in own family's history which may influence own current beliefs and values 1.2 Identify aspects of the environment which influence own cultural identity 1.3 Examine aspects of family history and personal cultural identity for impact on personal values and interactions with Aboriginal and/or Torres Strait Islander students |
2. Research and document some of the impacts of colonisation on Aboriginal and/or Torres Strait Islander Australians | 2.1 Identify some Aboriginal and/or Torres Strait Islander historical issues for own district/state 2.2 Analyse the impact of some Aboriginal and/or Torres Strait Islander historical issues in own district/state 2.3 Identify some contemporary impacts of Aboriginal and/or Torres Strait Islander historical issues on Aboriginal and/or Torres Strait Islander people today 2.4 Research the diversity of Aboriginal and/or Torres Strait Islander populations in own educational organisation and the wider community |
3. Support cultural identity of Aboriginal and/or Torres Strait Islander students | 3.1 Identify and consult with appropriate persons to obtain knowledge of local Aboriginal and/or Torres Strait Islander groups 3.2 Identify and consult with colleagues to obtain knowledge about the cultural identity of Aboriginal and/or Torres Strait Islander students in the educational organisation 3.3 Develop skills and knowledge which enable supportive interactions with Aboriginal and/or Torres Strait Islander students 3.4 Handle information in a culturally appropriate way at all times including identification of how and with whom information can be shared 3.5 Provide opportunities for students to share local context and cultural knowledge 3.6 Use cultural diversity to enhance educational opportunities for all students 3.7 Incorporate recognition of and respect for Aboriginal and/or Torres Strait Islander languages into the learning context in consultation with the teacher |
4. Create safe learning environments and provide social support for student achievement | 4.1 In consultation with the teacher, plan and implement learning experiences that foster positive attitudes to learning and student achievement 4.2 Establish constructive relationships with students based on mutual trust and respect 4.3 Communicate and interact with students in an open, inclusive, equitable and ethical manner 4.4 Encourage involvement of family and community members in all aspects of the student's learning 4.5 Negotiate with community members any approaches to student support in areas that are outside of educational programs |
5. Contribute to the design and implementation of inclusive learning experiences | 5.1 Gather accurate and reliable information about students and their families from the teacher/ supervisor and use to identify student needs and design learning experiences 5.2 Evaluate learning and assessment resources to ensure they accurately represent different cultures, are not discriminatory and do not reinforce stereotypes 5.3 Provide classroom teacher with written and verbal reports on student performance 5.4 Plan and implement learning experiences that build on the diverse backgrounds of students and their families in consultation with the teacher/supervisor 5.5 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 5.6 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 5.7 Discuss with teacher/supervisor support for students whose skills in reading/writing Standard Australian English (SAE) (or equivalent) and numeracy are below conventional levels |
6. Actively support students in developing personal identity, self-esteem and a positive self-image | 6.1 Foster learning environments where relationships between students, teachers and other adults are based on trust and mutual respect 6.2 Communicate and interact with students to foster their confidence, self-esteem, self-image and self-efficacy 6.3 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 6.4 Follow the organisation's policies and procedures on pastoral care 6.5 Identify Aboriginal and/or Torres Strait Islander peers, mentors or members of staff to support individual students 6.6 Follow relevant protocols in working with Aboriginal and/or Torres Strait Islander community members |
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 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 |
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 | 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 | 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 |
Not Applicable
This unit contains Employability Skills |
Not Applicable