Unit of competency

Modification History

Not applicable.

Application

This unit describes the performance outcomes, skills and knowledge required to understand and use routine education terminology in two languages, sufficient to interpret between the two languages in general dialogue or monologue settings in educational contexts.

This unit applies to those working as interpreters in a range of educational, training and children’s education services contexts. The interpreter may be required to interact with students and their families, principals, teachers, administrators and pastoral care staff.

General settings are those in which the context is broad and routine, the content or complexity of the situation can usually be predicted and planned for, and there are opportunities for error correction. Interpreting may be completed onsite or remotely. The elements of the setting permit the interpreter to manage the interaction to ensure that utterances are suitable for retention and recall. Miscommunication or consequences of errors in communicative intent that may occur in this setting are readily managed through consultation and preparation.

The skills in this unit must be applied in accordance with Commonwealth and State or 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.

Competency Field

Translating and Interpreting

Elements and Performance Criteria

Foundation Skills

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

Supersedes and is not equivalent to PSPTIS046 Use routine education terminology in interpreting (LOTE-English).

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623

Assessment requirements

Modification History

Not applicable.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

• use routine education terminology in two languages on at least two occasions, one in each language direction, including:

• using social, cultural and professional conventions applicable to the languages being used in a routine educational setting, including:

• customs, protocols and taboos
• language varieties
• idiom and colloquialisms
• consistent use of forms of address.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

• basic principles of education and learning
• purpose and structure of education and training institutions
• effective working relationships between interpreters and teachers, educators and teacher aides
• techniques for working with learners with diverse linguistic and cultural backgrounds
• information sources for increasing routine educational knowledge and vocabulary and expressions
• role and responsibility of interpreters and others in educational setting
• key roles and institutions relevant to public and private education systems
• relevant legislation and government policies
• security, confidentiality and duty of care
• nature and structure of interpersonal and institutional dynamics relevant to educational contexts
• Work Health and Safety (WHS) relevant to working in routine educational contexts.

Assessment Conditions

Skills must be demonstrated in a workplace or simulated environment that reflects workplace conditions.

Assessment must ensure access to:

• scenarios, case studies, experiences or examples of interactions with colleagues and clients that require diverse skills and strategies for interpreting.

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=bebbece7-ff48-4d2c-8876-405679019623