Education Support Draft 2 Validation

CHCEDS038_Communicate in an Aboriginal or Torres Strait Islander language Draft 2 Aug 19

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Unit application and prerequisites

UNIT CODE

CHCEDS038

UNIT TITLE

Communicate in an Aboriginal or Torres Strait Islander language

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to use Aboriginal and/or Torres Strait Islander languages and traditional knowledge to communicate with people in an educational environment.

 

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly in classroom settings in schools, with students aged between five and 18 years, but may also work in other education settings within the community.

 

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

PREREQUISITE UNIT

Nil

COMPETENCY FIELD

Education Support

UNIT SECTOR

Children’s Education and Care

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Converse with others in an Aboriginal and/or Torres Strait Islander language.
    1. Listen to and speak in an Aboriginal and/or Torres Strait Islander language using language conventions.
    2. Participate in sustained transactions using appropriate vocabulary and grammar for the purpose of gathering or providing information.
  1. Establish rapport and relationships to facilitate effective communication.
    1. Clarify own role in professional relationship with students, parents and colleagues.
    2. Establish, maintain and develop relationships by explaining issues or solving problems using appropriate and respectful language.
    3. Build rapport with others through use of appropriate language.
  1. Relay Aboriginal and/or Torres Strait Islander experiences and concepts to other professionals.
    1. Identify and provide illustrations or examples of Aboriginal and/or Torres Strait Islander customs or concepts.
    2. Use analogies that enhance meaning of cultural practices where there is no direct vocabulary available.

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Foundation skills

FOUNDATION SKILLS

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.

SKILLS

DESCRIPTION

Initiative and enterprise skills to:

  • Determine methods of relaying information in a culturally appropriate manner

Teamwork skills to:

  • Share information to provide support in line with organisational policies and procedures.

UNIT MAPPING INFORMATION

CHCEDS009 Communicate with parents, students and colleagues in Aboriginal or Torres Strait Islander language

LINKS

 

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Performance evidence

TITLE

Assessment Requirements for CHCEDS038 Communicate in an Aboriginal or Torres Strait Islander language.

PERFORMANCE EVIDENCE

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and

  • use an Aboriginal and/or Torres Strait Islander language on at least two separate occasions in communications that individually or cumulatively include all of the following:
    • students
    • parents
    • colleagues
    • exchange of information
    • use of language that builds rapport.

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Knowledge evidence

KNOWLEDGE EVIDENCE

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • role and responsibilities of an education worker and specific understanding of own work role and responsibilities
  • organisational policies and procedures as they apply to the work role
  • an Aboriginal or Torres Strait Islander language and its conventions including correct use of
    • vocabulary and grammar
    • register
    • stress and intonation patterns
    • gesture to support language
  • types of communications where capacity to switch between an Aboriginal and/or Torres Strait Islander language and English is required
    • questions and answers
    • gathering or providing information
    • negotiating agreement on points of view
  • traditional culture related to language group governing protocols of language use within a community
  • cultural and linguistic backgrounds of students and families
  • own culture, western systems and structures and how this impacts on Aboriginal and/or Torres Strait Islander culture
  • impacts of cultural, sub-cultural, social, religious, gender, age and language issues on attitudes towards education.

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in the workplace:

  • communication in the Aboriginal or Torres Strait Islander language must be directly observed by the assessor on at least one occasion
  • remaining performance evidence may be collected through authenticated third-party reports
  • observation and third-party reports must be supplemented by other forms of evidence.

 

Interactions with students must be supervised by a teacher or other educational professional.

 

Assessment must ensure access to:

  • students and their families in an educational organisation
  • colleagues for guidance and collaboration.

 

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

LINKS

 

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