CHCEDS050

Application

This unit describes the performance outcomes, skills and knowledge required to support, contribute to and coordinate education opportunities for students who identify as Aboriginal and/or Torres Strait Islander. It addresses inclusion of community members in school activities, demonstration that everyone is valued in day-to-day interactions and support for students’ development of their self-concept.

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 and secondary schools, as defined by State/Territory legislation.

Unit mapping information

CHCEDS024 Use educational strategies to support Aboriginal and/or Torres Strait Islander education

Licensing, legislative, regulatory or certification requirements

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.

Foundation skills

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

Unit sector or competency field

Education Support: Children’s Education and Care

Prerequisite, co-requisite or interdependent assessment of units

Not applicable

Assessment conditions

Skills must be demonstrated in the workplace:

• communication with Aboriginal and / or Torres Strait Islander people must be directly observed by the assessor on at least one occasion
• remaining performance evidence may be collected through authenticated third-party reports
• observation and third-party reports must be supplemented by other forms of evidence

Skills related to adaptation of resources may be demonstrated outside of the workplace, but must be based on work in a primary or secondary school in Australia.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

• literacy and numeracy resources for adaptation
• organisational policies for Aboriginal and/or Torres Strait Islander education
• Aboriginal and/or Torres Strait Islander people
• students in a school
• colleagues for guidance and collaboration.

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