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

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

Version 1.0
Issue Date: October 2018


Qualification -
Unit of Competency CHCEDS024 - Use educational strategies to support Aboriginal and/or Torres Strait Islander education
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to support, contribute to and coordinate education opportunities for students, including those from Aboriginal and/or Torres Strait Islander backgrounds.This unit applies to work undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.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 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: Contribute to a positive education environment
  • Access and clarify organisation policies and legislation relating to Aboriginal and/or Torres Strait Islander education with relevant personnel
  • Build positive relationships that value diversity through all interactions with students
  • Identify and consult with appropriate persons to obtain knowledge of local region and cultural identity
  • Contribute to the planning and inclusion of Aboriginal and/or Torres Strait Islander contexts in education programs and the learning environment
       
Element: Support community engagement
  • Access community resources and personnel in a culturally appropriate way which shows respect for local culture and customs
  • Invite community members to contribute personally and/or through provision of resources to education programs
  • Negotiate with community members regarding approaches to provision of pastoral care initiatives ensuring the inclusion of appropriate personnel
       
Element: Support the cultural identity of Aboriginal and/or Torres Strait Islander students
  • Develop own skills and knowledge to enhance interactions with Aboriginal and/or Torres Strait Islander students
  • Support the management of information in a culturally appropriate manner, including identification of how and with whom information can be shared
  • Provide opportunities for Aboriginal and/or Torres Strait Islander students to share local context and cultural knowledge
  • Use cultural diversity to enhance education opportunities for all students
       
Element: Support literacy and numeracy strategies
  • Select and where necessary contextualise literacy and numeracy resources to create meaningful learning experiences in consultation with the teacher
  • Support the management of literacy and numeracy program resources and personnel
  • Select delivery and communication strategies in consultation with the teacher
  • Obtain advice to identify barriers to learning and to develop strategies that match the students’ learning needs
       


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. Contribute to a positive education environment

1.1 Access and clarify organisation policies and legislation relating to Aboriginal and/or Torres Strait Islander education with relevant personnel

1.2 Build positive relationships that value diversity through all interactions with students

1.3 Identify and consult with appropriate persons to obtain knowledge of local region and cultural identity

1.4 Contribute to the planning and inclusion of Aboriginal and/or Torres Strait Islander contexts in education programs and the learning environment

2. Support community engagement

2.1 Access community resources and personnel in a culturally appropriate way which shows respect for local culture and customs

2.2 Invite community members to contribute personally and/or through provision of resources to education programs

2.3 Negotiate with community members regarding approaches to provision of pastoral care initiatives ensuring the inclusion of appropriate personnel

3. Support the cultural identity of Aboriginal and/or Torres Strait Islander students

3.1 Develop own skills and knowledge to enhance interactions with Aboriginal and/or Torres Strait Islander students

3.2 Support the management of information in a culturally appropriate manner, including identification of how and with whom information can be shared

3.3 Provide opportunities for Aboriginal and/or Torres Strait Islander students to share local context and cultural knowledge

3.4 Use cultural diversity to enhance education opportunities for all students

4. Support literacy and numeracy strategies

4.1 Select and where necessary contextualise literacy and numeracy resources to create meaningful learning experiences in consultation with the teacher

4.2 Support the management of literacy and numeracy program resources and personnel

4.3 Select delivery and communication strategies in consultation with the teacher

4.4 Obtain advice to identify barriers to learning and to develop strategies that match the students’ learning needs


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. Contribute to a positive education environment

1.1 Access and clarify organisation policies and legislation relating to Aboriginal and/or Torres Strait Islander education with relevant personnel

1.2 Build positive relationships that value diversity through all interactions with students

1.3 Identify and consult with appropriate persons to obtain knowledge of local region and cultural identity

1.4 Contribute to the planning and inclusion of Aboriginal and/or Torres Strait Islander contexts in education programs and the learning environment

2. Support community engagement

2.1 Access community resources and personnel in a culturally appropriate way which shows respect for local culture and customs

2.2 Invite community members to contribute personally and/or through provision of resources to education programs

2.3 Negotiate with community members regarding approaches to provision of pastoral care initiatives ensuring the inclusion of appropriate personnel

3. Support the cultural identity of Aboriginal and/or Torres Strait Islander students

3.1 Develop own skills and knowledge to enhance interactions with Aboriginal and/or Torres Strait Islander students

3.2 Support the management of information in a culturally appropriate manner, including identification of how and with whom information can be shared

3.3 Provide opportunities for Aboriginal and/or Torres Strait Islander students to share local context and cultural knowledge

3.4 Use cultural diversity to enhance education opportunities for all students

4. Support literacy and numeracy strategies

4.1 Select and where necessary contextualise literacy and numeracy resources to create meaningful learning experiences in consultation with the teacher

4.2 Support the management of literacy and numeracy program resources and personnel

4.3 Select delivery and communication strategies in consultation with the teacher

4.4 Obtain advice to identify barriers to learning and to develop strategies that match the students’ learning needs

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
 
Access and clarify organisation policies and legislation relating to Aboriginal and/or Torres Strait Islander education with relevant personnel 
Build positive relationships that value diversity through all interactions with students 
Identify and consult with appropriate persons to obtain knowledge of local region and cultural identity 
Contribute to the planning and inclusion of Aboriginal and/or Torres Strait Islander contexts in education programs and the learning environment 
Access community resources and personnel in a culturally appropriate way which shows respect for local culture and customs 
Invite community members to contribute personally and/or through provision of resources to education programs 
Negotiate with community members regarding approaches to provision of pastoral care initiatives ensuring the inclusion of appropriate personnel 
Develop own skills and knowledge to enhance interactions with Aboriginal and/or Torres Strait Islander students 
Support the management of information in a culturally appropriate manner, including identification of how and with whom information can be shared 
Provide opportunities for Aboriginal and/or Torres Strait Islander students to share local context and cultural knowledge 
Use cultural diversity to enhance education opportunities for all students 
Select and where necessary contextualise literacy and numeracy resources to create meaningful learning experiences in consultation with the teacher 
Support the management of literacy and numeracy program resources and personnel 
Select delivery and communication strategies in consultation with the teacher 
Obtain advice to identify barriers to learning and to develop strategies that match the students’ learning needs 

Forms

Assessment Cover Sheet

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

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

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: