This unit applies to education support work in a variety of contexts and work is to be undertaken with appropriate guidance, support and supervision by nominated teacher

ELEMENT

PERFORMANCE CRITERIA

1. Support the teacher in the effective delivery of the education program to Aboriginal and/or Torres Strait Islander students

1.1 Provide relevant information and advice to the teacher during planning and delivery of lessons

1.2 Prepare charts and displays on Aboriginal and/or Torres strait Islander culture as required

1.3 Support induction of teachers unfamiliar with the local Aboriginal and/or Torres Strait Islander culture

1.4 Use discussion and relevant procedures to foster cultural awareness of staff

1.5 Apply knowledge and understanding of appropriate behavioural and developmental characteristics to activities

1.6 Raise and explain cultural issues affecting learning or relationships to the teacher when appropriate

2. Interpret for the teacher when there is a communication difficulty between teacher and the student

2.1 Use knowledge of Aboriginal and/or Torres Strait Islander families, the community, and its culture to assist communication

2.2 Provide mediation between students, staff and others to promote mutual understanding according to direction

2.3 Provide students with lesson guidance as required

3. Teach aspects of Aboriginal and/or Torres Strait Islander culture

3.1 Support language programs through a team teaching approach and in collaboration with the community

3.2 Promote and support Aboriginal and/or Torres Strait Islander studies under the supervision of the teacher

3.3 Provide knowledge and understanding of the history, language and culture that promotes respect, understanding and harmony in the classroom

4. Advise on Aboriginal and/or Torres Strait Islander studies and programs

4.1 Provide advice on the cultural suitability of an education program and its resource materials

4.2 Source and access people to assist with classes in Aboriginal and/or Torres Strait Islander culture in consultation with teacher

4.3 Plan and organise visits to the school/centre by Aboriginal and/or Torres Strait Islander role models in liaison with teachers and according to school/centre protocol

4.4 Compile and develop resource lists which promote Aboriginal and/or Torres Strait Islander studies and culture

5. Facilitate support for Aboriginal and/or Torres Strait Islander students on matters which affect their education

5.1 Offer support to Aboriginal and/or Torres Strait Islander students through positive role modelling, classroom strategies, promotion of regular attendance and conduct of support groups

5.2 Arrange tutoring for students during the transition from one phase to the next or as required

5.3 Support relevant teaching staff in explaining career pathways and opportunities

5.4 Contribute to reviews or case conferences of Aboriginal and/or Torres Strait Islander students as required

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Education system's policies and procedures

Structure of the education system

Curriculum and curriculum framework

School/centre's policies and procedures

Duty of care responsibilities

Safe working practises

Potential hazards and risks for students

State and Federal legislative and regulatory requirements

Industrial awards and duty statements

Relevant code/s of ethics

Cultural and linguistic background of students and families

Developmental milestones of children/young people (cognitive, physical, language, social, emotional)

Child management techniques

Positive behaviour guidance strategies

Contextual factors which influence the child's emotional and psychological development

Factors that enhance the development of self-esteem and self identity

Own cultural conceptions and pre-conceptions and basic understanding and awareness of the differences between cultures, particularly the cultures of Aboriginal and/or Torres Strait Islander people and others

Availability of resources and assistance within and external to the organisation in relation to cultural diversity issues

The role and use of language and cultural interpreters

Own work role and responsibilities

Essential skills:

The candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Demonstrate effective application of skills in:

communication/interpersonal skills of questioning, informing, listening and discussing

organisation planning, administrative support skills

time management skills

active listening

study skills

Identify the capabilities of individual children

Use and respond to non-verbal communication and cues of children

Employ culturally respectful practises

Sensitively and respectfully communicate with persons of diverse backgrounds and cultures

Work effectively as a member of a team

Employ basic conflict resolution and negotiation skills

Show respect and inclusiveness towards culturally diverse people in all work practices

Communicate effectively with culturally diverse persons

Apply knowledge of learning and development to implement role and responsibilities appropriately in an education environment

Adhere to own work role and responsibilities

Follow school/centre policies and procedures

Communicate effectively with other adults in the work environment

Liaise with and report to relevant personnel

Communicate verbally and non-verbally and to set and apply appropriate limits, taking into account the child/young person's age, development, culture and needs

Respond effectively to challenging behaviours

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Assessment requires access to a range of opportunities defined in the Range Statement, including:

appropriate workplace where assessment can take place

simulation of realistic workplace environment for assessment

relevant school/centre policy, protocols and procedures

educational materials

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Educational environment may include:

Government school (pre-primary, primary and secondary)

Private/non-government school (pre-primary, primary and secondary)

Education centre

Kindergarten

Special education centre

Community education centre

Relevant procedures, guidelines, protocols, policies will address:

Education system's (government or non-government) policies and procedures

School's and / or centre's policies and procedures

Relevant legislation from all levels of government that affects the school/centre's operation, especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

Cultural differences may include:

Interpersonal approach

Thinking/learning styles

Expectations

Responsibilities

Priority setting

Cultural obligations

Factors affecting Aboriginal and/or Torres Strait Islander education may include:

History of European/Aboriginal and/or Torres Strait Islander contact

Loss of culture, land, identity and indigenous law

Family links

Geographical remoteness

Lack of relevant and culturally appropriate education

Feelings of isolation and vulnerability and being culturally unsafe

Violence

Student education requirements will vary according to such variables as:

Students with a disability or disabilities

Students who are learning English as their second or later language

Students with special social, emotional, health and / or psychological needs

Age and ability of students

Personal Characteristics of students

Individual learning styles of students

Education programs may include:

Literacy and numeracy

Remediation skills

Life skills

Communication and speech

Individual and class social skills

Arts

English

Health and physical education

Languages other than English

Mathematics

Science

Society and environment

Technology and enterprise

Classroom strategies may include:

Peer tutoring

Multi-level teaching

Cross-curricular teaching

'Buddy' support systems

Small group

1:1 instructional tutoring

Vertical grouping

Peer modelling

This unit contains Employability Skills