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Evidence Guide: CHCEDS428A - Assist teacher to develop Aboriginal and/or Torres Strait Islander language and culture lessons

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCEDS428A - Assist teacher to develop Aboriginal and/or Torres Strait Islander language and culture lessons

What evidence can you provide to prove your understanding of each of the following citeria?

Develop knowledge of local languages and cultures

  1. Identify and research local Aboriginal and/or Torres Strait Islander languages
  2. Identify and research local Aboriginal and/or Torres Strait Islander cultures
Identify and research local Aboriginal and/or Torres Strait Islander languages

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and research local Aboriginal and/or Torres Strait Islander cultures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist teacher to plan a series of lessons in Aboriginal and/or Torres Strait Islander language and culture

  1. Assist teacher to identify curriculum requirementsfor Aboriginal and/or Torres Strait Islander languages and culture
  2. Apply understanding of the features of effective language and culture activities
  3. Assist teacher to develop a plan for a sequence of effective language and culture lessons
  4. Assist teacher to develop assessment and evaluation criteria for a sequence of lessons
  5. Assist teacher to deliver and evaluate a sequence of lessons
  6. Gather and evaluate assessment data for further planning
Assist teacher to identify curriculum requirementsfor Aboriginal and/or Torres Strait Islander languages and culture

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply understanding of the features of effective language and culture activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist teacher to develop a plan for a sequence of effective language and culture lessons

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist teacher to develop assessment and evaluation criteria for a sequence of lessons

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist teacher to deliver and evaluate a sequence of lessons

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather and evaluate assessment data for further planning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage with students in extensive language and literacy learning

  1. Identify context for learning an Aboriginal or Torres Strait Islander language
  2. Assist teacher to plan language learning activities to address identified context for language learning
  3. Implement language learning activities in consultation with teacher
Identify context for learning an Aboriginal or Torres Strait Islander language

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist teacher to plan language learning activities to address identified context for language learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement language learning activities in consultation with teacher

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

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:

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 competence 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

Required Skills and Knowledge

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:

Local cultures and languages

School policies and programs relating to the promotion of language and culture in the school

Aboriginal and/or Torres Strait Islander languages and cultures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Assist teacher to plan, teach, assess and evaluate lessons

Actively engage in learning process

Plan and sustain own language

Demonstrate a significant increase in language and/or literacy levels of students in their own Aboriginal or Torres Strait Islander language

Identify and implement a language learning situation

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:

Communicate with local custodians and speakers

Conduct interviews to obtain and clarify understanding of language

Study languages and cultures

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.

Identify and research language and culture includes:

Naming of languages and cultures

Mapping of languages and cultures

Collection and/or creation of resources relating to local languages and culture

List of local contacts, custodians and speakers

Negotiation with local custodians

Description and summary of local language and culture

Curriculum requirements for Aboriginal and/or Torres Strait Islander languages and culture refers to:

Culture

language maintenance

language revitalisation

Learning an Aboriginal or Torres Strait Islander language may refer to:

Language maintenance

Language revitalisation

Language reclamation