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.
Elements and Performance Criteria
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 |
Foundation Skills
The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance. |
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency. |