Unit of competency Outline
Date retreived
23/07/2026 6:53 AM AWST
23/07/2026 6:53 AM 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.
Work effectively with Aboriginal and/or Torres Strait Islander students
Work effectively with Aboriginal and/or Torres Strait Islander students
Unit of competency
National Code
CHCEDS505A
CHCEDS505A
State Code
D2467
D2467
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
23/10/2009
Field of Education
070199 - Teacher Education, N.e.c.
Original Release Date
23/10/2009
Nominal Hours
50
Description
DescriptorThis unit deals with the skills and knowledge required by education support workers to support, contribute to and coordinate education opportunities for Aboriginal and/or Torres Strait Islander students
Notes
Elements and Performance Criteria
1. Identify personal cultural identity and its influence on interactions with Aboriginal and/or Torres Strait Islander students
- 1.1 Identify significant events in own family's history which may influence own current beliefs and values
- 1.2 Identify aspects of the environment which influence own cultural identity
- 1.3 Examine aspects of family history and personal cultural identity for impact on personal values and interactions with Aboriginal and/or Torres Strait Islander students
2. Research and document some of the impacts of colonisation on Aboriginal and/or Torres Strait Islander Australians
- 2.1 Identify some Aboriginal and/or Torres Strait Islander historical issues for own district/state
- 2.2 Analyse the impact of some Aboriginal and/or Torres Strait Islander historical issues in own district/state
- 2.3 Identify some contemporary impacts of Aboriginal and/or Torres Strait Islander historical issues on Aboriginal and/or Torres Strait Islander people today
- 2.4 Research the diversity of Aboriginal and/or Torres Strait Islander populations in own educational organisation and the wider community
3. Support cultural identity of Aboriginal and/or Torres Strait Islander students
- 3.1 Identify and consult with appropriate persons to obtain knowledge of local Aboriginal and/or Torres Strait Islander groups
- 3.2 Identify and consult with colleagues to obtain knowledge about the cultural identity of Aboriginal and/or Torres Strait Islander students in the educational organisation
- 3.3 Develop skills and knowledge which enable supportive interactions with Aboriginal and/or Torres Strait Islander students
- 3.4 Handle information in a culturally appropriate way at all times including identification of how and with whom information can be shared
- 3.5 Provide opportunities for students to share local context and cultural knowledge
- 3.6 Use cultural diversity to enhance educational opportunities for all students
- 3.7 Incorporate recognition of and respect for Aboriginal and/or Torres Strait Islander languages into the learning context in consultation with the teacher
4. Create safe learning environments and provide social support for student achievement
- 4.1 In consultation with the teacher, plan and implement learning experiences that foster positive attitudes to learning and student achievement
- 4.2 Establish constructive relationships with students based on mutual trust and respect
- 4.3 Communicate and interact with students in an open, inclusive, equitable and ethical manner
- 4.4 Encourage involvement of family and community members in all aspects of the student's learning
- 4.5 Negotiate with community members any approaches to student support in areas that are outside of educational programs
5. Contribute to the design and implementation of inclusive learning experiences
- 5.1 Gather accurate and reliable information about students and their families from the teacher/ supervisor and use to identify student needs and design learning experiences
- 5.2 Evaluate learning and assessment resources to ensure they accurately represent different cultures, are not discriminatory and do not reinforce stereotypes
- 5.3 Provide classroom teacher with written and verbal reports on student performance
- 5.4 Plan and implement learning experiences that build on the diverse backgrounds of students and their families in consultation with the teacher/supervisor
- 5.5 Plan and implement learning experiences that focus on events, customs and beliefs relevant to Aboriginal and/or Torres Strait Islander communities in consultation with the teacher/supervisor
- 5.6 Access community resources that focus on events, customs and beliefs relevant to Aboriginal and/or Torres Strait Islander communities and, in consultation with the teacher/ supervisor, plan and use them in a culturally appropriate manner
- 5.7 Discuss with teacher/supervisor support for students whose skills in reading/writing Standard Australian English (SAE) (or equivalent) and numeracy are below conventional levels
6. Actively support students in developing personal identity, self-esteem and a positive self-image
- 6.1 Foster learning environments where relationships between students, teachers and other adults are based on trust and mutual respect
- 6.2 Communicate and interact with students to foster their confidence, self-esteem, self-image and self-efficacy
- 6.3 Plan, implement and evaluate group activities in consultation with the teacher, so that students use collaborative processes to set and achieve goals and solve problems
- 6.4 Follow the organisation's policies and procedures on pastoral care
- 6.5 Identify Aboriginal and/or Torres Strait Islander peers, mentors or members of staff to support individual students
- 6.6 Follow relevant protocols in working with Aboriginal and/or Torres Strait Islander community members
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.
Cultural identity refers to relationships with:
Place
People
The environment
Belief systems
History
Tradition
Society
Significant events may include:
Schooling experience
Divorce
Family composition
Migration
Health
Financial factors
Housing arrangements
Death of a family member
Attendance, high mobility between schools and long absences in between
Aspects of the environment may include:
Weather
Political circumstance
Government policy
Religious freedom
Educational opportunity
Freedom of speech
Dominant/minority groups
Equal rights
Media
Songs
Colonisation is:
The process of settling or inhabiting another country
Aboriginal and/or Torres Strait Islander historical issues are varied and numerousThe identification and analysis of three Aboriginal and/or Torres Strait Islander historical issues will suffice the requirements for this elementThese may include but are not limited to:
Education
Health care
Stolen generation
Missions and reserves
Restriction legislation/policies
Reconciliation initiatives and a way forward
Assimilation
Constitution
Citizenship
White Australia Policy
Diversity may include:
Population
Language
Law
Ceremonies
Literacy
Employment
Living conditions
Lifestyles
Appropriate persons may include:
Management of the educational organisation
Colleagues in the educational organisation
Elders
Aboriginal and/or Torres Strait Islander organisations
Skills and knowledge which enable supportive interactions are the same factors for Aboriginal and/or Torres Strait Islander and non-Indigenous groupsThey may include skills and knowledge of :
Language groups
Learning styles
Building relationships
Speaking a few words from the student's native tongue
Strategies which encourage involvement
Facilitating individual and group work
Working at the individual student's level of understanding
Student's life experience to draw upon
Matching work and expectations to developmental level of the student
Information may include:
Languages spoken
Attendance record
Health status
Learning performance
Family situation
Family/relatives at the school
Name of traditional Aboriginal and/or Torres Strait Islander custodians of the land
Extent of their land
Neighbouring peoples
Use of Aboriginal and/or Torres Strait Islander names for local features e.g. areas, street
Main historical events associated with the arrival of non-Indigenous peoples
Names of the main local families today
The main local Aboriginal or Torres Strait Islander organisations
Cultural diversity refers to:
The range of knowledge, skills and experiences brought to a situation by all members of a group
The range of perspectives, responses and ideas possible within a diverse group
Aboriginal and/or Torres Strait Islander languages (or components of languages) may include:
Aboriginal languages and dialects
Torres Strait Islander languages and dialects
Torres Strait creoles, Yumpla tok
Aboriginal English
Kriol and other Australian creoles
Community members may include:
Elders
Family and relations
Aboriginal and/or Torres Strait Islander organisations
School community
Other community organisations
Approaches to student support in areas that are outside of educational programs may include:
Homework group
Breakfast group
Cultural programs
Community resources may include:
Elders
Traditions
Oral histories
Artefacts
Music and dance
Paintings and artworks
Land and 'country'
Places
Structures
Personnel
Aboriginal and/or Torres Strait Islander organisations
Culturally appropriate refers to:
Within the local context
Social norms of the cultural group
In the context of 'country'
Kinship structures
Verbal and non-verbal communications protocols
Gender specific issues
Language
Use of information
Beliefs systems
Standard Australian English is:
The language in which fluency is required for participation in mainstream society
Policies and procedures on pastoral care may include:
Acknowledgement of the role of Elders
Provision of Aboriginal and/or Torres Strait Islander adult role models in the school
Visits by/to community members
Access to Community Education Counsellors
Classroom practice built on relationship building
Involvement of local Aboriginal and/or Torres Strait Islander people on school/institute committees
Working collaboratively with other agencies
Home visits by appropriate personnel
Cultural awareness training for all staff
Pastoral care may include
Programs which support the physical, social, emotional, psychological and spiritual care of the individual
Protocols may include:
Talking to the right people e.g. community elders
Land ownership
Family/kinship/clan
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.
Cultural identity refers to relationships with:
Place
People
The environment
Belief systems
History
Tradition
Society
Significant events may include:
Schooling experience
Divorce
Family composition
Migration
Health
Financial factors
Housing arrangements
Death of a family member
Attendance, high mobility between schools and long absences in between
Aspects of the environment may include:
Weather
Political circumstance
Government policy
Religious freedom
Educational opportunity
Freedom of speech
Dominant/minority groups
Equal rights
Media
Songs
Colonisation is:
The process of settling or inhabiting another country
Aboriginal and/or Torres Strait Islander historical issues are varied and numerousThe identification and analysis of three Aboriginal and/or Torres Strait Islander historical issues will suffice the requirements for this elementThese may include but are not limited to:
Education
Health care
Stolen generation
Missions and reserves
Restriction legislation/policies
Reconciliation initiatives and a way forward
Assimilation
Constitution
Citizenship
White Australia Policy
Diversity may include:
Population
Language
Law
Ceremonies
Literacy
Employment
Living conditions
Lifestyles
Appropriate persons may include:
Management of the educational organisation
Colleagues in the educational organisation
Elders
Aboriginal and/or Torres Strait Islander organisations
Skills and knowledge which enable supportive interactions are the same factors for Aboriginal and/or Torres Strait Islander and non-Indigenous groupsThey may include skills and knowledge of :
Language groups
Learning styles
Building relationships
Speaking a few words from the student's native tongue
Strategies which encourage involvement
Facilitating individual and group work
Working at the individual student's level of understanding
Student's life experience to draw upon
Matching work and expectations to developmental level of the student
Information may include:
Languages spoken
Attendance record
Health status
Learning performance
Family situation
Family/relatives at the school
Name of traditional Aboriginal and/or Torres Strait Islander custodians of the land
Extent of their land
Neighbouring peoples
Use of Aboriginal and/or Torres Strait Islander names for local features e.g. areas, street
Main historical events associated with the arrival of non-Indigenous peoples
Names of the main local families today
The main local Aboriginal or Torres Strait Islander organisations
Cultural diversity refers to:
The range of knowledge, skills and experiences brought to a situation by all members of a group
The range of perspectives, responses and ideas possible within a diverse group
Aboriginal and/or Torres Strait Islander languages (or components of languages) may include:
Aboriginal languages and dialects
Torres Strait Islander languages and dialects
Torres Strait creoles, Yumpla tok
Aboriginal English
Kriol and other Australian creoles
Community members may include:
Elders
Family and relations
Aboriginal and/or Torres Strait Islander organisations
School community
Other community organisations
Approaches to student support in areas that are outside of educational programs may include:
Homework group
Breakfast group
Cultural programs
Community resources may include:
Elders
Traditions
Oral histories
Artefacts
Music and dance
Paintings and artworks
Land and 'country'
Places
Structures
Personnel
Aboriginal and/or Torres Strait Islander organisations
Culturally appropriate refers to:
Within the local context
Social norms of the cultural group
In the context of 'country'
Kinship structures
Verbal and non-verbal communications protocols
Gender specific issues
Language
Use of information
Beliefs systems
Standard Australian English is:
The language in which fluency is required for participation in mainstream society
Policies and procedures on pastoral care may include:
Acknowledgement of the role of Elders
Provision of Aboriginal and/or Torres Strait Islander adult role models in the school
Visits by/to community members
Access to Community Education Counsellors
Classroom practice built on relationship building
Involvement of local Aboriginal and/or Torres Strait Islander people on school/institute committees
Working collaboratively with other agencies
Home visits by appropriate personnel
Cultural awareness training for all staff
Pastoral care may include
Programs which support the physical, social, emotional, psychological and spiritual care of the individual
Protocols may include:
Talking to the right people e.g. community elders
Land ownership
Family/kinship/clan
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 can 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
The candidate is required to address the elements and performance criteria in a range of at least three contexts or occasions, over a period of time
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 a culturally diverse environment
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:
a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered within an educational context
research material on the impact of colonisation on Aboriginal and/or Torres Strait Islander Australians
legislation, regulations, policies, procedures, protocols and guidelines
definition and benefits of workplace diversity
organisation's values and codes of conduct
current Aboriginal and/or Torres Strait Islander student's profile and academic information
current information on organisation diversity profile
current information on diversity within the wider community
Aboriginal and/or Torres Strait Islander students and colleagues in an educational organisation
Aboriginal and/or Torres Strait Islander community members
variety of learning resources as would be expected in an educational environment
Method of assessment:
Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of two or more of:
case studies
demonstration
observation
questioning - oral and written
scenarios, simulation or role plays
workplace projects
authenticated evidence from the workplace and/or training courses
Assessment methods should reflect work demands, such as literacy, and the needs of particular groups, such as:
people with disabilities
people from culturally and linguistically diverse backgrounds
women
young people
older people
people in rural and remote locations
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 can 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
The candidate is required to address the elements and performance criteria in a range of at least three contexts or occasions, over a period of time
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 a culturally diverse environment
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:
a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered within an educational context
research material on the impact of colonisation on Aboriginal and/or Torres Strait Islander Australians
legislation, regulations, policies, procedures, protocols and guidelines
definition and benefits of workplace diversity
organisation's values and codes of conduct
current Aboriginal and/or Torres Strait Islander student's profile and academic information
current information on organisation diversity profile
current information on diversity within the wider community
Aboriginal and/or Torres Strait Islander students and colleagues in an educational organisation
Aboriginal and/or Torres Strait Islander community members
variety of learning resources as would be expected in an educational environment
Method of assessment:
Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of two or more of:
case studies
demonstration
observation
questioning - oral and written
scenarios, simulation or role plays
workplace projects
authenticated evidence from the workplace and/or training courses
Assessment methods should reflect work demands, such as literacy, and the needs of particular groups, such as:
people with disabilities
people from culturally and linguistically diverse backgrounds
women
young people
older people
people in rural and remote locations
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| D2476 | CHCES311A | Work effectively in employment services | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D328 | CHC60208 | Advanced Diploma of Children's Services | Qualification |