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