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Evidence Guide: CHCEDS024 - Use educational strategies to support Aboriginal and/or Torres Strait Islander education

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

 

CHCEDS024 - Use educational strategies to support Aboriginal and/or Torres Strait Islander education

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

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to a positive education environment

  1. Access and clarify organisation policies and legislation relating to Aboriginal and/or Torres Strait Islander education with relevant personnel
  2. Build positive relationships that value diversity through all interactions with students
  3. Identify and consult with appropriate persons to obtain knowledge of local region and cultural identity
  4. Contribute to the planning and inclusion of Aboriginal and/or Torres Strait Islander contexts in education programs and the learning environment
Access and clarify organisation policies and legislation relating to Aboriginal and/or Torres Strait Islander education with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Build positive relationships that value diversity through all interactions with students

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and consult with appropriate persons to obtain knowledge of local region and cultural identity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to the planning and inclusion of Aboriginal and/or Torres Strait Islander contexts in education programs and the learning environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support community engagement

  1. Access community resources and personnel in a culturally appropriate way which shows respect for local culture and customs
  2. Invite community members to contribute personally and/or through provision of resources to education programs
  3. Negotiate with community members regarding approaches to provision of pastoral care initiatives ensuring the inclusion of appropriate personnel
Access community resources and personnel in a culturally appropriate way which shows respect for local culture and customs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Invite community members to contribute personally and/or through provision of resources to education programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Negotiate with community members regarding approaches to provision of pastoral care initiatives ensuring the inclusion of appropriate personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the cultural identity of Aboriginal and/or Torres Strait Islander students

  1. Develop own skills and knowledge to enhance interactions with Aboriginal and/or Torres Strait Islander students
  2. Support the management of information in a culturally appropriate manner, including identification of how and with whom information can be shared
  3. Provide opportunities for Aboriginal and/or Torres Strait Islander students to share local context and cultural knowledge
  4. Use cultural diversity to enhance education opportunities for all students
Develop own skills and knowledge to enhance interactions with Aboriginal and/or Torres Strait Islander students

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the management of information in a culturally appropriate manner, including identification of how and with whom information can be shared

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide opportunities for Aboriginal and/or Torres Strait Islander students to share local context and cultural knowledge

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use cultural diversity to enhance education opportunities for all students

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support literacy and numeracy strategies

  1. Select and where necessary contextualise literacy and numeracy resources to create meaningful learning experiences in consultation with the teacher
  2. Support the management of literacy and numeracy program resources and personnel
  3. Select delivery and communication strategies in consultation with the teacher
  4. Obtain advice to identify barriers to learning and to develop strategies that match the students’ learning needs
Select and where necessary contextualise literacy and numeracy resources to create meaningful learning experiences in consultation with the teacher

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the management of literacy and numeracy program resources and personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select delivery and communication strategies in consultation with the teacher

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain advice to identify barriers to learning and to develop strategies that match the students’ learning needs

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. 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 Build positive relationships that value diversity through all interactions with students

1.3 Identify and consult with appropriate persons to obtain knowledge of local region and cultural identity

1.4 Contribute to the planning and inclusion of Aboriginal and/or Torres Strait Islander contexts 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 regarding 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 own skills and knowledge to enhance interactions with Aboriginal and/or Torres Strait Islander students

3.2 Support the management of 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 and numeracy strategies

4.1 Select and where necessary contextualise literacy and numeracy resources to create meaningful learning experiences in consultation with the teacher

4.2 Support the management of literacy and numeracy program resources and personnel

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

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. 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 Build positive relationships that value diversity through all interactions with students

1.3 Identify and consult with appropriate persons to obtain knowledge of local region and cultural identity

1.4 Contribute to the planning and inclusion of Aboriginal and/or Torres Strait Islander contexts 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 regarding 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 own skills and knowledge to enhance interactions with Aboriginal and/or Torres Strait Islander students

3.2 Support the management of 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 and numeracy strategies

4.1 Select and where necessary contextualise literacy and numeracy resources to create meaningful learning experiences in consultation with the teacher

4.2 Support the management of literacy and numeracy program resources and personnel

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