Unit of competency Outline
Date retreived
22/07/2026 11:26 PM AWST
22/07/2026 11:26 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Promote and implement Aboriginal and-or Torres Strait Islander language and culture programs
Promote and implement Aboriginal and-or Torres Strait Islander language and culture programs
Unit of competency
National Code
CHCEDS403B
CHCEDS403B
State Code
WC898
WC898
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
13/03/2014
Field of Education
090311 - Indigenous Studies
Original Release Date
13/03/2014
Nominal Hours
40
Description
DescriptorThis unit deals with the skills and knowledge required for an education worker to liaise effectively with Aboriginal and/or Torres Strait Islander students in relation to education programsThe education worker supports Aboriginal and/or Torres Strait Islander students to use educational programs more effectively and to increase their understanding of the multi-cultural nature of the learning environmentIt requires sensitivity and an understanding of cultural protocols, including appropriate interpersonal and networking skills
Notes
Elements and Performance Criteria
1. Support the teacher in the effective delivery of the education program to Aboriginal and/or Torres Strait Islander students
- 1.1 Provide relevant information and advice to the teacher during planning and delivery of lessons
- 1.2 Prepare charts and displays on Aboriginal and/or Torres strait Islander culture as required
- 1.3 Support induction of teachers unfamiliar with the local Aboriginal and/or Torres Strait Islander culture
- 1.4 Use discussion and relevant procedures to foster cultural awareness of staff
- 1.5 Apply knowledge and understanding of appropriate behavioural and developmental characteristics to activities
- 1.6 Raise and explain cultural issues affecting learning or relationships to the teacher when appropriate
2. Interpret for the teacher when there is a communication difficulty between teacher and the student
- 2.1 Use knowledge of Aboriginal and/or Torres Strait Islander families, the community, and its culture to assist communication
- 2.2 Provide mediation between students, staff and others to promote mutual understanding according to direction
- 2.3 Provide students with lesson guidance, as required
3. Teach aspects of Aboriginal and/or Torres Strait Islander culture
- 3.1 Support language programs through a team teaching approach and in collaboration with the community
- 3.2 Promote and support Aboriginal and/or Torres Strait Islander studies under the supervision of the teacher
- 3.3 Provide knowledge and understanding of the history, language and culture that promotes respect, understanding and harmony in the classroom
4. Advise on Aboriginal and/or Torres Strait Islander studies and programs
- 4.1 Provide advice on the cultural suitability of an education program and its resource materials
- 4.2 Source and access people to assist with classes in Aboriginal and/or Torres Strait Islander culture in consultation with teacher
- 4.3 Plan and organise visits to the school/centre by Aboriginal and/or Torres Strait Islander role models in liaison with teachers and according to school/centre protocol
- 4.4 Compile and develop resource lists which promote Aboriginal and/or Torres Strait Islander studies and culture
5. Facilitate support for Aboriginal and/or Torres Strait Islander students on matters which affect their education
- 5.1 Offer support to Aboriginal and/or Torres Strait Islander students through positive role modelling, classroom strategies, promotion of regular attendance and conduct of support groups
- 5.2 Arrange tutoring for students during the transition from one phase to the next or as required
- 5.3 Support relevant teaching staff in explaining career pathways and opportunities
- 5.4 Contribute to reviews or case conferences of Aboriginal and/or Torres Strait Islander students as required
RANGE STATEMENT
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.
Educational environment may include:
Government school (pre-primary, primary and secondary)
Private/non-government school (pre-primary, primary and secondary)
Education centre
Kindergarten
Special education centre
Community education centre
Relevant procedures, guidelines, protocols, policies will address:
Education system's (government or non-government) policies and procedures
School's and / or centre's policies and procedures
Relevant legislation from all levels of government that affects the school/centre's operation, especially in regard to work health and safety (WHS) and environmental issues, equal opportunity, industrial relations and anti-discrimination
Cultural differences may include:
Interpersonal approach
Thinking/learning styles
Expectations
Responsibilities
Priority setting
Cultural obligations
Factors affecting Aboriginal and/or Torres Strait Islander education may include:
History of European/Aboriginal and/or Torres Strait Islander contact
Loss of culture, land, identity and Indigenous law
Family links
Geographical remoteness
Lack of relevant and culturally appropriate education
Feelings of isolation and vulnerability and being culturally unsafe
Violence
Student education requirements will vary according to such variables as:
Students with a disability or disabilities
Students who are learning English as their second or later language
Students with special social, emotional, health and / or psychological needs
Age and ability of students
Personal characteristics of students
Individual learning styles of students
Education programs may include:
Literacy and numeracy
Remediation skills
Life skills
Communication and speech
Individual and class social skills
Arts
English
Health and physical education
Languages other than English
Mathematics
Science
Society and environment
Technology and enterprise
Classroom strategies may include:
Peer tutoring
Multi-level teaching
Cross-curricular teaching
'Buddy' support systems
Small group
1:1 instructional tutoring
Vertical grouping
Peer modelling
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.
Educational environment may include:
Government school (pre-primary, primary and secondary)
Private/non-government school (pre-primary, primary and secondary)
Education centre
Kindergarten
Special education centre
Community education centre
Relevant procedures, guidelines, protocols, policies will address:
Education system's (government or non-government) policies and procedures
School's and / or centre's policies and procedures
Relevant legislation from all levels of government that affects the school/centre's operation, especially in regard to work health and safety (WHS) and environmental issues, equal opportunity, industrial relations and anti-discrimination
Cultural differences may include:
Interpersonal approach
Thinking/learning styles
Expectations
Responsibilities
Priority setting
Cultural obligations
Factors affecting Aboriginal and/or Torres Strait Islander education may include:
History of European/Aboriginal and/or Torres Strait Islander contact
Loss of culture, land, identity and Indigenous law
Family links
Geographical remoteness
Lack of relevant and culturally appropriate education
Feelings of isolation and vulnerability and being culturally unsafe
Violence
Student education requirements will vary according to such variables as:
Students with a disability or disabilities
Students who are learning English as their second or later language
Students with special social, emotional, health and / or psychological needs
Age and ability of students
Personal characteristics of students
Individual learning styles of students
Education programs may include:
Literacy and numeracy
Remediation skills
Life skills
Communication and speech
Individual and class social skills
Arts
English
Health and physical education
Languages other than English
Mathematics
Science
Society and environment
Technology and enterprise
Classroom strategies may include:
Peer tutoring
Multi-level teaching
Cross-curricular teaching
'Buddy' support systems
Small group
1:1 instructional tutoring
Vertical grouping
Peer modelling
EVIDENCE GUIDE
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.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in culturally and linguistically diverse (CALD) environments
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Assessment requires access to a range of opportunities defined in the Range Statement, including:
appropriate workplace where assessment can take place
simulation of realistic workplace environment for assessment
relevant school/centre policy, protocols and procedures
educational materials
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competency will usually include observation of processes and procedures, oral and/or written questioning on essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
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.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in culturally and linguistically diverse (CALD) environments
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged
Assessment requires access to a range of opportunities defined in the Range Statement, including:
appropriate workplace where assessment can take place
simulation of realistic workplace environment for assessment
relevant school/centre policy, protocols and procedures
educational materials
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competency will usually include observation of processes and procedures, oral and/or written questioning on essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D2439 | CHCEDS403A | Promote and implement Aboriginal and/or Torres Strait Islander language and culture programs | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| 5207 | 52597WA | Certificate III in Two-Way Aboriginal Liaison | Accredited course |