Modification History
CHC08 Version 3 |
CHC08 Version 4 |
Comments |
CHCEDS317A Communicate with parents, students and colleagues in Aboriginal or Torres Strait Islander language |
CHCEDS317B Communicate with parents, students and colleagues in Aboriginal or Torres Strait Islander language |
Unit updated in V4. Updated terminology 'challenging behaviour' to 'behaviours of concern'. No change to competency outcome. |
Unit Descriptor
Descriptor |
This unit deals with the skills and knowledge required to use Aboriginal and/or Torres Strait Islander languages and traditional knowledge to communicate with people in an educational environment |
Application of the Unit
Application |
This unit applies to education support work in variety of contexts and covers the fluency and authority to use an Aboriginal and/or Torres Strait Islander language in a formal educational setting to ensure that information between service providers and Aboriginal and/or Torres Strait Islander people is relayed and understood This work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional |
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. Use a specified language in communication with students, parents and other colleagues |
1.1 Listen to, and speak in, a specified Aboriginal or Torres Strait Islander language as an interlocutor with students, parents and colleagues 1.2 Participate in sustained transactions using appropriate vocabulary and grammar for the purpose of gathering or providing information 1.3 Demonstrate appropriate use of register and a range of interactional strategies to establish, maintain and develop relationships, explain issues or solve problems |
2. Establish rapport and relationships to facilitate effective communication |
2.1 Establish rapport with Aboriginal and/or Torres Strait Islander students, parents or colleagues 2.2 Clarify role of participants in professional relationships with students, parents and colleagues 2.3 Establish and maintain effective communication with Aboriginal and/or Torres Strait Islander students, parents or 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
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: It is critical that the candidate demonstrate the ability to:
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:
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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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Sustained transactions may include but are not limited to: |
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Appropriate vocabulary and grammar includes but is not limited to: |
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Professional relationships refers to: |
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Unit Sector(s)
Not Applicable