Education Support Draft 2 Validation

CHCEDS050_ Support Aboriginal and or Torres Strait Islander education Draft 2 Aug 19

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Unit application and prerequisites

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

5 Comments

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

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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

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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

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2 Replies

"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

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"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

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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. Contribute to a positive education environment.
    1. Access and clarify organisational policies and legislation relating to Aboriginal and/or Torres Strait Islander education with relevant personnel.
    2. Build positive relationships that value diversity through all interactions with students.
    3. Identify and consult with appropriate persons to obtain knowledge of local region and cultural identity.
    4. Contribute to the planning and inclusion of Aboriginal and/or Torres Strait Islander contexts in education programs and the learning environment using acquired local knowledge.
  1. Support community engagement.
    1. Access community resources and personnel in ways that show respect for local culture and customs.
    2. Invite community members to contribute personally and/or through provision of resources to education programs.
    3. Negotiate with community members regarding approaches to provision of pastoral care initiatives ensuring the inclusion of appropriate personnel.
  1. Support the cultural identity of Aboriginal and/or Torres Strait Islander students.

 

 

    1. Develop own skills and knowledge to enhance interactions with Aboriginal and/or Torres Strait Islander students.
    2. Support the management of information in a culturally appropriate manner, taking account of how and with whom information can be shared.
    3. Provide opportunities for Aboriginal and/or Torres Strait Islander students to share local context and cultural knowledge.
    4. Use cultural diversity to enhance education opportunities for all students.
  1. Adapt literacy and numeracy strategies.
    1. Select and contextualise literacy and numeracy resources to create meaningful learning experiences based on specific needs in consultation with the teacher.
    2. Support the management of literacy and numeracy program resources and personnel using cultural knowledge and skills.
    3. Select delivery and communication strategies that suit individual needs in consultation with the teacher.
    4. Obtain advice to identify barriers to learning and to develop strategies that match the students’ learning needs.

2 Comments

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

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1 Reply

"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

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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

Reading skills to:

  • Interpret legislation and organisational policies and procedures.

Oral communication skills to:

  • Interact with an engage students and community members to build rapport.
  • Use listening and questioning to seek information and confirm understanding.

Learning skills to:

  • Develop own knowledge of local Aboriginal and/or Torres Strait Islander culture.

Initiative and enterprise skills to:

  • Determine methods of relaying information in a culturally appropriate manner.
  • Use appropriate support strategies when opportunities arise.

UNIT MAPPING INFORMATION

CHCEDS024 Use educational strategies to support Aboriginal and/or Torres Strait Islander education

LINKS

 

1 Comments

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

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Performance evidence

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:

  • communicate in culturally appropriate ways with members of the Aboriginal and/or Torres Strait Islander community on three separate occasions
  • contribute to the planning and inclusion of Aboriginal and/or Torres Strait Islander contexts in education in three different ways
  • adapt two different literacy resources for Aboriginal and/or Torres Strait Islander learners.

8 Comments

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

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1 Reply

"I agree with Susan."

Rita Hermansen 03.09.2019 11.30AM

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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

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5 Replies

"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

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"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

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"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

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"Yes!!! Agree with Jacqui"

Rita Hermansen 03.09.2019 11.30AM

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"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

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Knowledge evidence

KNOWLEDGE EVIDENCE

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

  • benefits of diversity to the school community
  • principles and practices of cultural awareness and cross-cultural communication in an Aboriginal and/or Torres Strait Islander context
  • local Aboriginal and/or Torres Strait Islander cultures and differences between cultural groups
  • appropriate people from whom to seek information about local Aboriginal and/or Torres Strait Islander community and culture
  • education policies and initiatives designed to support learning outcomes for Aboriginal and/or Torres Strait Islander people
  • information sources used by local Aboriginal and/or Torres Strait Islander people
  • teaching and learning strategies that are effective for Aboriginal and/or Torres Strait Islander people.

1 Comments

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

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in the workplace:

  • communication with Aboriginal and / or Torres Strait Islander people 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.

 

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:

  • Aboriginal and/or Torres Strait Islander people
  • students in an educational organisation
  • colleagues for guidance and collaboration.

 

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

LINKS

 

4 Comments

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

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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

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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

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1 Reply

"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

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