Modification History
CHC08 Version 3 |
CHC08 Version 4 |
Comments |
CHCEDS318A Work effectively as an Aboriginal or Torres Strait Islander education worker |
CHCEDS318B Work effectively as an Aboriginal or Torres Strait Islander education worker |
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 for an Aboriginal or Torres Strait Islander education worker to manage their work performance in a range of education environments An Aboriginal or Torres Strait Islander education worker is generally drawn from local communities 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 |
Application of the Unit
Application |
This unit covers the personal and professional performance of work as an Aboriginal and/or Torres Strait Islander Education Worker This work is to be undertaken with appropriate guidance, support and supervision by a 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. 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/jobs in accordance with organisation goals 1.3 Assess and organise competing demands within time 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 in accordance with performance standards 2.2 Demonstrate personal and professional integrity to engender confidence and respect 2.3 Commit to organisation's policies and procedures |
3. Assist and support other personnel |
3.1 Provide informative and constructive feedback to other personnel in a positive manner 3.2 Interact with others to promote a productive and harmonious education environment 3.3 Provide encouragement, support and advice to personnel as required |
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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Work diary may include but is not limited to: |
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Competing demands may include but are not limited to: |
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Role model refers to: |
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Personal and professional integrity refers to: |
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Organisation's policies and procedures may include: |
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Education environment may include: |
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Unit Sector(s)
Not Applicable