Application
This unit is intended for addressing areas of support for Aboriginal and/or Torres Strait Islander students learning It 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 concept These strategies are applicable to all students however the unit focuses specifically on approaches that address the needs of Aboriginal and/or Torres Strait Islander students This unit applies to work undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional |
Prerequisites
Not Applicable
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
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 Demonstrate through own behaviours that diversity is valued and respected 1.3 Build positive relationships through interactions with students 1.4 Identify and consult with appropriate persons to obtain knowledge of local region and cultural identity 1.5 Contribute to the planning and inclusion of Aboriginal and/or Torres Strait Islander context 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 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 skills and knowledge to enhance interactions with Aboriginal and/or Torres Strait Islander students 3.2 Manage 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 strategies | 4.1 Select and where necessary contextualise literacy resources to create meaningful learning experiences in consultation with the teacher 4.2 Manage sensitively, the resources and personnel who support the literacy programs 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 |
5. Support numeracy strategies | 5.1 Select and where necessary contextualise numeracy resources to create meaningful learning experiences in consultation with the teacher 5.2 Select delivery strategies in consultation with the teacher 5.3 Manage sensitively, the resources and personnel who support the literacy programs 5.4 Obtain advice to identify barriers to learning and to develop strategies that match students' learning needs |
Required Skills
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: Differences between cultural groups Requirements of anti-discrimination legislation Benefits of diversity to the school community Principles and practices of cultural awareness and cross cultural communication Local Aboriginal and/or Torres Strait Islander culture Education policies and initiatives designed to support learning outcomes for Aboriginal and/or Torres Strait Islander people Information sources for local Aboriginal and/or Torres Strait Islander people Awareness of differing social contexts Range of suitable teaching and learning strategies |
Essential skills: It is critical that the candidate demonstrate the ability to: Attempt to acquire knowledge of local Aboriginal and/or Torres Strait Islander culture In addition, 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: Use literacy skills to interpret and support the learning program and interact with colleagues within an educational organisation Use assertiveness to influence planning to include Aboriginal and/or Torres Strait Islander perspectives Use a range of communication skills to effectively interact with and liaise between differing cultural contexts Relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities in a positive way |
Evidence Required
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 is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency |
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 Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place |
Method of assessment: | Assessment may include observation, questioning and evidence gathered from a workplace environment |
Range Statement
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. | |
A positive education environment provides: | A safe, supportive education environment which may include opportunities for tutorial support Relevance to the cultural context of student learning Community engagement and participation Aboriginal and/or Torres Strait Islander teachers and support personnel where available Opportunities for students to actively engage in learning Flexibility Inclusivity Values Diversity Holistic learning opportunities Social justice |
Policies and legislation may include: | Federal/state and territory legislation relating to anti-discrimination, occupational health and safety (OHS), disability environmental issues and industrial relations affecting education environments |
Diversity may include: | Age Cultural background Disability Educational level Ethnicity Expertise Family responsibilities Family structure Gender Language Learning styles Life experiences Marital status Religious belief Socioeconomic background Thinking styles Working styles Sexual orientation Political orientation Physical capacity |
Interactions with students may include: | Classroom support Informal conversations Shred humour Outside school encounters Transactional exchanges Giving directions Active listening Sports Play based learning activities |
Appropriate persons may include: | Members of student families/kinship networks Local elders Other staff members Students |
Aboriginal and/or Torres Strait Islander context may include: | History Spirituality Relationships to land and animals Family relationships Social and emotional well being Music Song Dance Values |
Community resources and personnel may refer to any of the following: | Elders Traditions Oral histories Artefacts Music and dance Paintings and artwork Land and 'Country' Places Structures Persons |
Pastoral care initiatives may include: | Provision of Aboriginal and/or Torres Strait Islander adult role models in the school Visits by community members Access to community education counsellors Classroom practice built on relationship building Involvement of local Aboriginal and/or Torres Strait Islander people on school committees Working collaboratively with other agencies Home visits by appropriate personnel Cultural awareness training for staff |
Appropriate personnel may include: | Teachers Heads of departments Principal Guidance officer Community Education Counsellor Collaborative partnerships with community agencies Police (child and youth focused initiatives like adopt a cop) Health education staff |
Cultural identity refers to relationships with: | Place People Environment/land Belief systems History Tradition Society |
Culturally appropriate refers to: | Within the local context Social norms of the cultural group In the context of 'Country' Kinship structures Verbal and non-verbal communication protocols Gender specific issues Language Use of information Belief systems |
Cultural diversity refers to: | The range of knowledge, skills and experience brought to a situation by all members of the group The range of perspectives, responses and ideas possible within a diverse group |
Contextualise may include: | Relating materials to specific localities, times, histories Relating materials to students current understanding and knowledge base |
Delivery strategies may include: | Classroom teaching Formal and informal learning Self directed learning Play based learning Flexible learning Supported learning E learning Individual and group work Third party delivery External studies Local contextualisation Meaningful learning Culturally appropriate learning Strategies devised with the teachers to improve a student's access to learning Use of appropriate resources |
Barriers to learning may include: | Cultural barriers Communication methods Physical, social, emotional, intellectual disability Socioeconomic barriers Language barriers Literacy and numeracy skills Self-esteem Self confidence Family circumstances Health and safety Self efficacy Attendance |
Sectors
Not Applicable
Employability Skills
This unit contains Employability Skills |
Licensing Information
Not Applicable