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CHCEDS039_Work effectively as an Aboriginal or Torres Strait Islander education worker Draft 2 Aug 19
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UNIT CODE
CHCEDS039
UNIT TITLE
Work effectively as an Aboriginal or Torres Strait Islander education worker
APPLICATION
This unit describes the performance outcomes skills and knowledge required for an Aboriginal and/or Torres Strait Islander education worker to manage their work performance in a range of education environments.
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.
An Aboriginal and/or Torres Strait Islander education worker is generally drawn from local communities because of their fluency in a specific language, kinship relationships within the community, a level of knowledge of and respect for traditional culture, and capacity to interact in the wider 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
ELEMENTS
PERFORMANCE CRITERIA
Elements describe the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
FOUNDATION SKILLS
Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.
SKILLS
DESCRIPTION
Reading skills to:
Writing skills to:
Oral communication skills to:
Numeracy skills to:
Problem-solving skills to:
Self-management skills to:
UNIT MAPPING INFORMATION
CHCEDS010 Work effectively as an Aboriginal or Torres Strait Islander education worker
LINKS
TITLE
Assessment Requirements for CHCEDS039 Work effectively as an Aboriginal or Torres Strait Islander education worker.
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:
KNOWLEDGE EVIDENCE
Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:
ASSESSMENT CONDITIONS
Skills must be demonstrated in the workplace:
Interactions with students must be supervised by a teacher or other educational professional.
Assessment must ensure access to:
Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.