Unit of competency
Modification History
Release 1. CHCEDS039 Work effectively as an Aboriginal and/or Torres Strait Islander education worker supersedes and is not equivalent to CHCEDS010 Work effectively as an Aboriginal or Torres Strait Islander education worker.
Application
This unit describes the performance outcomes, skills and knowledge required for an Aboriginal and/or Torres Strait Islander education support worker to manage their work performance in a school.
The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.
An Aboriginal and/or Torres Strait Islander education worker is generally drawn from the local community because of their fluency in a specific language, kinship relationships within the community, a level of knowledge of and respect for traditional culture, and capacity to interact in the wider community.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.
No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.
Pre-requisite Unit
Nil
Competency Field
Education Support
Unit Sector
Children’s Education and Care
Elements and Performance Criteria
ELEMENTS |
PERFORMANCE CRITERIA |
Elements describe the essential outcomes |
Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Manage personal work tasks. |
1.1. Maintain work diary to timetable appointments and document liaison with Aboriginal and/or Torres Strait Islander students, families and others as required. 1.2. Prioritise tasks according to organisation’s goals. 1.3. Assess and organise competing demands within time and resource constraints to provide an effective and responsive service. |
2. Model high standards of personal performance, ethics and integrity. |
2.1. Serve as a role model for Aboriginal and/or Torres Strait Islander students and community according to performance standards. 2.2. Demonstrate personal and professional integrity to engender confidence and respect. 2.3. Follow organisational policies and procedures. |
3. Assist and support other personnel. |
3.1. Interact with others to promote a productive and harmonious school environment. 3.2. Provide encouragement, support and advice to colleagues. 3.3. Provide informative and constructive feedback to other personnel in a positive manner. 3.4. Seek feedback on own work performance from supervisors or colleagues. |
Foundation Skills
Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below. |
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SKILLS |
DESCRIPTION |
Reading skills to: |
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Writing skills to: |
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Oral communication skills to: |
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Numeracy skills to: |
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Problem-solving skills to: |
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Self-management skills to: |
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Unit Mapping Information
Release 1. CHCEDS039 Work effectively as an Aboriginal and/or Torres Strait Islander education worker supersedes and is not equivalent to CHCEDS010 Work effectively as an Aboriginal or Torres Strait Islander education worker.
Links
Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53