Modification History
Not Applicable
Unit Descriptor
Descriptor |
This unit deals with the skills and knowledge required for an education worker, under direction of teacher, to liaise effectively between the school/centre and parents and community about development of an education program that is relevant to both educational and cultural needs The education worker assists Aboriginal and Torres Strait Islander students, particularly those at risk, through mentoring and pastoral care to support their participation and achievement in the school/centre environment It requires sensitivity and an understanding of diverse cultural protocols and practices, including appropriate interpersonal and networking skills |
Application of the Unit
Application |
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 |
Licensing/Regulatory Information
Not Applicable
Pre-Requisites
Not Applicable
Employability Skills Information
Employability Skills |
This unit contains Employability Skills |
Elements and Performance Criteria Pre-Content
Elements define the essential outcomes of a unit of competency. |
The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Liaise with Aboriginal and/or Torres Strait Islander parents/community members on education issues under supervision of a teacher |
1.1 Explain difficulties in understanding aspects of the education program by parents/guardians according to the teacher's instructions and school policy and procedures 1.2 Convene liaison meetings between teachers and Aboriginal and/or Torres Strait Islander parents/ guardians and community as requested by school/ centre staff or Aboriginal and/or Torres Strait Islander groups 1.3 Facilitate community contributions to adapt school/centre policies to meet education needs of Aboriginal and/or Torres Strait Islander students 1.4 Encourage parental involvement in meetings, assemblies and events 1.5 Provide interpretation and translation for parents when there is a communication difficulty between parents and school/centre 1.6 Assist parents with forms, vouchers and documents according to school/centre administration procedures 1.7 Consult parents and Aboriginal and/or Torres Strait Islander elders in the community on sensitive issues of culture and language and the educational needs of Aboriginal and/or Torres Strait Islander students 1.8 Prepare and submit specific items for school/centre newsletters and community newspapers for final approval 1.9 Provide mediation between the school/centre and parents or community, according to teacher/school/centre direction 1.10 Represent the school/centre or system of schools (Department, Catholic or Independent schools) at community meetings as required 1.11 Contribute appropriately at meetings held to discuss issues raised by the school/centre or community |
2. Identify and represent the educational needs of Aboriginal and/or Torres Strait Islander students |
2.1 Identify and convey educational needs of student/s to the relevant teacher 2.2 Encourage parents to identify and convey educational needs of students to the relevant teachers 2.3 Offer appropriate suggestions to the relevant teacher on making the classroom environment supportive to Aboriginal and/or Torres Strait Islander students 2.4 Provide a first-point-of-contact between parents/community and teachers/staff when necessary 2.5 Provide appropriate liaison and communication links between parents and the school/centre or department or system as required |
3. Liaise with other agencies to further the educational welfare of Aboriginal and/or Torres Strait Islander students |
3.1 Maintain links with agencies for further education and training, according to the school/centre protocol 3.2 Source and compile information on other services and agencies such as family and community health and welfare and access in consultation with teacher 3.3 Provide assistance in coordination of work experience programs for Aboriginal and/or Torres Strait Islander students |
4. Conduct interviews or home liaison visits to discuss the academic progress and or social development of students |
4.1 Inform students and parents/guardians of the time and purposes of the planned visit/liaison 4.2 Discuss the academic and social progress of the student/s in a manner that is linguistically and culturally acceptable to the students and parents/guardians 4.3 Use appropriate interpersonal skills to allow accurate and relevant exchange of information 4.4 Carry out visits punctually and professionally 4.5 Undertake record-keeping and reporting in accordance with school/centre standards and procedures 4.6 Inform teacher/s and relevant staff of the date and nature of the visits |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
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:
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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:
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Evidence Guide
EVIDENCE GUIDE |
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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. |
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Critical aspects for assessment and evidence required to demonstrate this unit of competency : |
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Access and equity considerations : |
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Context of and specific resources for assessment : |
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Method of assessment : |
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Range Statement
RANGE STATEMENT |
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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. |
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Educational environment may include : |
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Student education requirements will vary according to such variables as : |
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Education program may include : |
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Relevant procedures , guidelines , protocols , policies will address : |
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Cultural differences may include : |
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Factors affecting Aboriginal and Torres Strait Islander education may include : |
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Unit Sector(s)
Not Applicable