Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CHCEDS416A Mapping and Delivery Guide
Use educational strategies to support Aboriginal and/or Torres Strait Islander education
Version 1.0
Issue Date: May 2024
Qualification | - |
Unit of Competency | CHCEDS416A - Use educational strategies to support Aboriginal and/or Torres Strait Islander education |
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Description | This unit deals with the skills and knowledge required to support, contribute to and coordinate education opportunities for students including those from Aboriginal and/or Torres Strait backgrounds | ||
Employability Skills | This unit contains Employability Skills | ||
Learning Outcomes and Application | This unit is intended for addressing areas of support for Aboriginal and/or Torres Strait Islander students learningIt addresses inclusion of community members in school activities, demonstration that everyone is valued in day to day interactions and support for student development of their self conceptThese strategies are applicable to all students however the unit focuses specifically on approaches that address the needs of Aboriginal and/or Torres Strait Islander studentsThis unit applies to work undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | Not Applicable | ||
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 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Contribute to a positive education environment |
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Element: Support community engagement |
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Element: Support the cultural identity of Aboriginal and/or Torres Strait Islander students |
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Element: Support literacy strategies |
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Element: Support numeracy strategies |
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