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Evidence Guide: CHCEDS009 - Communicate with parents, students and colleagues in Aboriginal or Torres Strait Islander language

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCEDS009 - Communicate with parents, students and colleagues in Aboriginal or Torres Strait Islander language

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a specified language to communicate with students, parents and other colleagues

  1. Listen to and speak in a specified Aboriginal and/or Torres Strait Islander language with students, parents and colleagues
  2. Participate in sustained transactions using appropriate vocabulary and grammar for the purpose of gathering or providing information
Listen to and speak in a specified Aboriginal and/or Torres Strait Islander language with students, parents and colleagues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in sustained transactions using appropriate vocabulary and grammar for the purpose of gathering or providing information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish rapport and relationships to facilitate effective communication

  1. Establish, maintain and develop relationships by explaining issues or solving problems using appropriate and respectful language
  2. Build rapport with Aboriginal and/or Torres Strait Islander students, parents or colleagues
  3. Clarify own role in professional relationship with students, parents and colleagues
Establish, maintain and develop relationships by explaining issues or solving problems using appropriate and respectful language

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Build rapport with Aboriginal and/or Torres Strait Islander students, parents or colleagues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify own role in professional relationship with students, parents and colleagues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relay Aboriginal and/or Torres Strait Islander experiences and concepts to other professionals

  1. Provide illustrations or examples of Aboriginal and/or Torres Strait Islander customs or concepts
  2. Use analogies to enhance meaning of cultural practices where there is no direct vocabulary available
Provide illustrations or examples of Aboriginal and/or Torres Strait Islander customs or concepts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use analogies to enhance meaning of cultural practices where there is no direct vocabulary available

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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