Unit of competency Outline
Information current as of
21/10/2026 12:11 AM AWST
21/10/2026 12:11 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.
Liaise with Aboriginal or Torres Strait Islander community re education program
Liaise with Aboriginal or Torres Strait Islander community re education program
Unit of competency
National Code
CHCEDS404A
CHCEDS404A
State Code
D2440
D2440
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
28/01/2010
Original Release Date
25/03/2011
Nominal Hours
50
Field of Education
090311 - Indigenous Studies
Description
DescriptorThis unit deals with the skills and knowledge required for an education worker, under direction of teacher, to liaise effectively between the school/centre and parents and community about development of an education program that is relevant to both educational and cultural needsThe education worker assists Aboriginal and Torres Strait Islander students, particularly those at risk, through mentoring and pastoral care to support their participation and achievement in the school/centre environmentIt requires sensitivity and an understanding of diverse cultural protocols and practices, including appropriate interpersonal and networking skills
General notes
N/A
Elements and Performance Criteria
1. Liaise with Aboriginal and/or Torres Strait Islander parents/community members on education issues under supervision of a teacher
- 1.1 Explain difficulties in understanding aspects of the education program by parents/guardians according to the teacher's instructions and school policy and procedures
- 1.2 Convene liaison meetings between teachers and Aboriginal and/or Torres Strait Islander parents/ guardians and community as requested by school/ centre staff or Aboriginal and/or Torres Strait Islander groups
- 1.3 Facilitate community contributions to adapt school/centre policies to meet education needs of Aboriginal and/or Torres Strait Islander students
- 1.4 Encourage parental involvement in meetings, assemblies and events
- 1.5 Provide interpretation and translation for parents when there is a communication difficulty between parents and school/centre
- 1.6 Assist parents with forms, vouchers and documents according to school/centre administration procedures
- 1.7 Consult parents and Aboriginal and/or Torres Strait Islander elders in the community on sensitive issues of culture and language and the educational needs of Aboriginal and/or Torres Strait Islander students
- 1.8 Prepare and submit specific items for school/centre newsletters and community newspapers for final approval
- 1.9 Provide mediation between the school/centre and parents or community, according to teacher/school/centre direction
- 1.10 Represent the school/centre or system of schools (Department, Catholic or Independent schools) at community meetings as required
- 1.11 Contribute appropriately at meetings held to discuss issues raised by the school/centre or community
2. Identify and represent the educational needs of Aboriginal and/or Torres Strait Islander students
- 2.1 Identify and convey educational needs of student/s to the relevant teacher
- 2.2 Encourage parents to identify and convey educational needs of students to the relevant teachers
- 2.3 Offer appropriate suggestions to the relevant teacher on making the classroom environment supportive to Aboriginal and/or Torres Strait Islander students
- 2.4 Provide a first-point-of-contact between parents/community and teachers/staff when necessary
- 2.5 Provide appropriate liaison and communication links between parents and the school/centre or department or system as required
3. Liaise with other agencies to further the educational welfare of Aboriginal and/or Torres Strait Islander students
- 3.1 Maintain links with agencies for further education and training, according to the school/centre protocol
- 3.2 Source and compile information on other services and agencies such as family and community health and welfare and access in consultation with teacher
- 3.3 Provide assistance in coordination of work experience programs for Aboriginal and/or Torres Strait Islander students
4. Conduct interviews or home liaison visits to discuss the academic progress and or social development of students
- 4.1 Inform students and parents/guardians of the time and purposes of the planned visit/liaison
- 4.2 Discuss the academic and social progress of the student/s in a manner that is linguistically and culturally acceptable to the students and parents/guardians
- 4.3 Use appropriate interpersonal skills to allow accurate and relevant exchange of information
- 4.4 Carry out visits punctually and professionally
- 4.5 Undertake record-keeping and reporting in accordance with school/centre standards and procedures
- 4.6 Inform teacher/s and relevant staff of the date and nature of the visits
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
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 program 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
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 occupational health and safety 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 Torres Strait Islander education may include:
History of European/ Aboriginal and 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
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
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 program 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
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 occupational health and safety 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 Torres Strait Islander education may include:
History of European/ Aboriginal and 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
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 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:
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 competence 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 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:
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 competence 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
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