Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

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

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCEDS009 - Communicate with parents, students and colleagues in Aboriginal or Torres Strait Islander language
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to use Aboriginal and/or Torres Strait Islander languages and traditional knowledge to communicate with people in an educational environment.This unit applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Elements define the essential outcomes.
       
Element: Use a specified language to communicate with students, parents and other colleagues
  • Listen to and speak in a specified Aboriginal and/or Torres Strait Islander language with students, parents and colleagues
  • Participate in sustained transactions using appropriate vocabulary and grammar for the purpose of gathering or providing information
       
Element: Establish rapport and relationships to facilitate effective communication
  • Establish, maintain and develop relationships by explaining issues or solving problems using appropriate and respectful language
  • Build rapport with Aboriginal and/or Torres Strait Islander students, parents or colleagues
  • Clarify own role in professional relationship with students, parents and colleagues
       
Element: Relay Aboriginal and/or Torres Strait Islander experiences and concepts to other professionals
  • Provide illustrations or examples of Aboriginal and/or Torres Strait Islander customs or concepts
  • Use analogies to enhance meaning of cultural practices where there is no direct vocabulary available
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Use a specified language to communicate with students, parents and other colleagues

1.1 Listen to and speak in a specified Aboriginal and/or Torres Strait Islander language with students, parents and colleagues

1.2 Participate in sustained transactions using appropriate vocabulary and grammar for the purpose of gathering or providing information

2. Establish rapport and relationships to facilitate effective communication

2.1 Establish, maintain and develop relationships by explaining issues or solving problems using appropriate and respectful language

2.2 Build rapport with Aboriginal and/or Torres Strait Islander students, parents or colleagues

2.3 Clarify own role in professional relationship with students, parents and colleagues

3. Relay Aboriginal and/or Torres Strait Islander experiences and concepts to other professionals

3.1 Provide illustrations or examples of Aboriginal and/or Torres Strait Islander customs or concepts

3.2 Use analogies to enhance meaning of cultural practices where there is no direct vocabulary available

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Use a specified language to communicate with students, parents and other colleagues

1.1 Listen to and speak in a specified Aboriginal and/or Torres Strait Islander language with students, parents and colleagues

1.2 Participate in sustained transactions using appropriate vocabulary and grammar for the purpose of gathering or providing information

2. Establish rapport and relationships to facilitate effective communication

2.1 Establish, maintain and develop relationships by explaining issues or solving problems using appropriate and respectful language

2.2 Build rapport with Aboriginal and/or Torres Strait Islander students, parents or colleagues

2.3 Clarify own role in professional relationship with students, parents and colleagues

3. Relay Aboriginal and/or Torres Strait Islander experiences and concepts to other professionals

3.1 Provide illustrations or examples of Aboriginal and/or Torres Strait Islander customs or concepts

3.2 Use analogies to enhance meaning of cultural practices where there is no direct vocabulary available

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
 
Listen to and speak in a specified Aboriginal and/or Torres Strait Islander language with students, parents and colleagues 
Participate in sustained transactions using appropriate vocabulary and grammar for the purpose of gathering or providing information 
Establish, maintain and develop relationships by explaining issues or solving problems using appropriate and respectful language 
Build rapport with Aboriginal and/or Torres Strait Islander students, parents or colleagues 
Clarify own role in professional relationship with students, parents and colleagues 
Provide illustrations or examples of Aboriginal and/or Torres Strait Islander customs or concepts 
Use analogies to enhance meaning of cultural practices where there is no direct vocabulary available 

Forms

Assessment Cover Sheet

CHCEDS009 - Communicate with parents, students and colleagues in Aboriginal or Torres Strait Islander language
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

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

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: