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

CHCEDS010 Mapping and Delivery Guide
Work effectively as an Aboriginal or Torres Strait Islander education worker

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCEDS010 - Work effectively as an Aboriginal or Torres Strait Islander education worker
Description
Employability Skills
Learning Outcomes and Application This unit describes the 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.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.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: Manage personal work tasks
  • Maintain work diary to timetable appointments and document liaison with Aboriginal and/or Torres Strait Islander students, families and others as required
  • Prioritise tasks/jobs in accordance with organisation goals
  • Assess and organise competing demands within time constraints to provide an effective and responsive service
       
Element: Model high standards of personal performance, ethics and integrity
  • Serve as a role model for Aboriginal and/or Torres Strait Islander students and community in accordance with performance standards
  • Demonstrate personal and professional integrity to engender confidence and respect
  • Commit to organisation’s policies and procedures
       
Element: Assist and support other personnel
  • Provide informative and constructive feedback to other personnel in a positive manner
  • Interact with others to promote a productive and harmonious education environment
  • Provide encouragement, support and advice to personnel as required
       


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. Manage personal work tasks

1.1 Maintain work diary to timetable appointments and document liaison with Aboriginal and/or Torres Strait Islander students, families and others as required

1.2 Prioritise tasks/jobs in accordance with organisation goals

1.3 Assess and organise competing demands within time constraints to provide an effective and responsive service

2. Model high standards of personal performance, ethics and integrity

2.1 Serve as a role model for Aboriginal and/or Torres Strait Islander students and community in accordance with performance standards

2.2 Demonstrate personal and professional integrity to engender confidence and respect

2.3 Commit to organisation’s policies and procedures

3. Assist and support other personnel

3.1 Provide informative and constructive feedback to other personnel in a positive manner

3.2 Interact with others to promote a productive and harmonious education environment

3.3 Provide encouragement, support and advice to personnel as required

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. Manage personal work tasks

1.1 Maintain work diary to timetable appointments and document liaison with Aboriginal and/or Torres Strait Islander students, families and others as required

1.2 Prioritise tasks/jobs in accordance with organisation goals

1.3 Assess and organise competing demands within time constraints to provide an effective and responsive service

2. Model high standards of personal performance, ethics and integrity

2.1 Serve as a role model for Aboriginal and/or Torres Strait Islander students and community in accordance with performance standards

2.2 Demonstrate personal and professional integrity to engender confidence and respect

2.3 Commit to organisation’s policies and procedures

3. Assist and support other personnel

3.1 Provide informative and constructive feedback to other personnel in a positive manner

3.2 Interact with others to promote a productive and harmonious education environment

3.3 Provide encouragement, support and advice to personnel as required

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment.

Role model refers to:

a person looked to by others in Aboriginal and/or Torres Strait Islander education work as an example to be followed in areas such as:

respect for Elders and culture

respect for Australian values

personal behaviour

reliability

Personal and professional integrity refers to:

being honest

showing consistency

following codes of ethics

being unbiased

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
 
Maintain work diary to timetable appointments and document liaison with Aboriginal and/or Torres Strait Islander students, families and others as required 
Prioritise tasks/jobs in accordance with organisation goals 
Assess and organise competing demands within time constraints to provide an effective and responsive service 
Serve as a role model for Aboriginal and/or Torres Strait Islander students and community in accordance with performance standards 
Demonstrate personal and professional integrity to engender confidence and respect 
Commit to organisation’s policies and procedures 
Provide informative and constructive feedback to other personnel in a positive manner 
Interact with others to promote a productive and harmonious education environment 
Provide encouragement, support and advice to personnel as required 

Forms

Assessment Cover Sheet

CHCEDS010 - Work effectively as an Aboriginal or Torres Strait Islander education worker
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

CHCEDS010 - Work effectively as an Aboriginal or Torres Strait Islander education worker

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: