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CHCEDS050_ Support Aboriginal and or Torres Strait Islander education Draft 2 Aug 19
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UNIT CODE
CHCEDS050
UNIT TITLE
Support Aboriginal and/or Torres Strait Islander education
APPLICATION
This unit describes the performance outcomes, skills and knowledge required to support, contribute to and coordinate education opportunities for students, including those from Aboriginal and/or Torres Strait Islander backgrounds. It addresses inclusion of community members in school activities, demonstration that everyone is valued in day-to-day interactions and support for students’ development of their self-concept.
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
Content of CHCEDS050
"I feel that (only) one Aboriginal focussed unit should be in the core units. Sensitivity and understanding of Aboriginal culture is essential and on every RAP. Other aspects of diversity should included elsewhere."
Maureen Toyn 21.08.2019 03.12PM
Electuve
"This unit should be made an elective and not a core unit. RTOs can then determine if the unit is relevant to them and their clients."
Adam Green 20.08.2019 05.51PM
Minority groups
"As a former teacher of aboriginal students in rural areas, I also spend a lot of time with minorities from other communities such as sudanese. Can this unit be changes to be "students at educational risk" or "Disadvantaged and minority groups" then RTOs can customise to their clients."
Adam Green 20.08.2019 05.46PM
"It is difficult to fully evaluate this unit without access to possible changes in CHCDIV002. However, I believe either one will suffer without the prior learning gained from the unit “Work with Diverse People” which is no longer a proposed core unit. This provided the opportunity for students to build a solid base of understanding in cultural competency that meets needs of all learners that can also be applied to ATSI learners. In the new course proposal there is no capacity to do this and ignores the focus on inclusivity in schools. "
Jacqui Rumble 23.08.2019 04.05PM
"I totally agree Jacqui. An understanding of the wider Australian context of diverse cultures, genders, ethnic backgrounds and values etc. together with self reflection is essential in a workplace, especially an education environment. This would provide a basis of understanding before then studying an Aboriginal and Torres Strait Islander unit. I think two units should be included in the cores: a Diversity unit and an Aboriginal unit. "
Maureen Toyn 26.08.2019 10.54AM
ELEMENTS
PERFORMANCE CRITERIA
Elements describe the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
Element requirements
"The requirements of each element can not be directly demonstrated in many of the placement schools in metropolitan areas. 1. Many schools to not have Aboriginal students 2. If they do it would be insensitive and culturally inappropriate to single them out 3. Industry feedback collected recently, indicated that it would not be desirable for a student EA to initiate community involvement as this may interfere with the relationship the school had spent a long time fostering with families. "
Maureen Toyn 21.08.2019 03.22PM
"Yes, Maureen I agree. Element 2, PC 2.2 and 2.3 particularly are not reasonable for a trainee Education Support worker to do. The Schools will have a relationship with Community and protocols and processes in place. It is not reasonable nor desirable that the trainee interferes nor should there be such expectations of them. "
Robyn Blaikie 09.09.2019 01.06AM
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:
Oral communication skills to:
Learning skills to:
Initiative and enterprise skills to:
UNIT MAPPING INFORMATION
CHCEDS024 Use educational strategies to support Aboriginal and/or Torres Strait Islander education
LINKS
Oral Communication Skills
"It is a good idea to assess sensitive communication strategies however to complete this is the workplace would be very difficult if there were no Aboriginal students in the class/school. "
Maureen Toyn 21.08.2019 03.25PM
TITLE
Assessment Requirements for CHCEDS050 Support Aboriginal and/or Torres Strait Islander education.
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:
Support community engagement.
"2.1 access in respectful ways may in fact mean that the ESS making overtures of invitations and negotiation is not appropriate. If the ESS is also a cultural broker or community representative this would be appropriate but many ESS may not have the level of cultural safety needed to make these overtures appropriately."
Susan Werner 22.08.2019 11.44AM
"I agree with Susan."
Rita Hermansen 03.09.2019 11.30AM
issue
""communicate in culturally appropriate ways with members of the Aboriginal and/or Torres Strait Islander community on three separate occasions" -> reduce from 3 to 1 so that interaction is less rushed - quality or quantity. I think this has issues for schools with no ATSI students - practically speaking how will this work? Students will need to be singled out which isn't that 'inclusive and can lead to bullying. If a TA was in a class, with no ATSI students (being <2% of the population) to be assessed they have to go to another classroom and work with an ATSI student plus an assessor for the purposes of assessment. I think this unit is discriminatory."
Adam Green 20.08.2019 05.57PM
"I agree. One observation would be sufficient. However not necessarily in a school setting as there may be no Aboriginal students/staff/families in their placement school. "
Maureen Toyn 21.08.2019 03.46PM
"Agreed; this unit works well in communities with strong Aboriginal and/or Torres Strait Islander representation, in communities were representation is limited performance needs the potential of simulation. Reduce number of contacts required to support this"
Susan Werner 22.08.2019 11.41AM
"The terminology is problematic. Certainly, students can learn how to access and clarify policies and legislation around ATSI education but, there are definitely limitations to their accessing relevant personnel, particularly if their supervising teacher/school is not engaged with local Koori community and or networks. Having to ‘consult with’ ‘invite’ and ‘negotiate’ are unrealistic expectations for a training ESW. Feedback from students already indicates limited teacher confidence in and knowledge of ATSI education. The suggested volume of evidence is also unrealistic, especially if they need to be directly observed by their assessor."
Jacqui Rumble 23.08.2019 04.07PM
"Yes!!! Agree with Jacqui"
"Yes!!! Very much agree with Jacqui. The PE 'at least 3 separate occasions' is very difficult to achieve for many students and very difficult to assess."
Robyn Blaikie 09.09.2019 01.16AM
KNOWLEDGE EVIDENCE
Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:
Knowledge of Aboriginal culture and historical context
"Some aspects (not all) of CHCDIV002 could be incorporated here. Then removing that unit from the cores."
Maureen Toyn 21.08.2019 03.28PM
ASSESSMENT CONDITIONS
Skills must be demonstrated in the workplace:
Skills related to adaptation of resources may be demonstrated through simulation.
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.
Communication with Aboriginal people
"Communication with Aboriginal people can be directly observed in other locations eg TAFE however where there are no Aboriginal children or staff in the placement school this criteria could not be met. "
Maureen Toyn 21.08.2019 03.41PM
Assessment Conditions
"These conditions are impossible to meet in many metropolitan schools where there are no Aboriginal students. "
Maureen Toyn 21.08.2019 03.33PM
Issue
""communication with Aboriginal and / or Torres Strait Islander people must be directly observed by the assessor on at least one occasion" and the "access to" ATSI people further down....I understand the idea but how is that possible in all circumstances? How can an Islamic school achieve this? How about schools in Tasmania where there are very few people that 'look' aboriginal - I taught in Tasi for many years and we were never aware of who was and who wasn't Aboriginal. Are we to ask them and single them out - that isn't very inclusive. But at the same time, we ignore all other cultures, communities and ethnicities such as African and various Asian cultures. This unit should be more broad and changed to be about minority groups, or removed as a core altogether so RTOs can get back to teaching TAs to be TAs."
Adam Green 20.08.2019 06.03PM
"Assessment must ensure access to: Aboriginal and/or Torres Strait Islander people Apart from the obvious difficulties for many people to achieve the above for a range of reasons (and many have been mentioned), the statement just sounds insensitive. "
Robyn Blaikie 09.09.2019 01.22AM