Unit of competency Outline
Date retreived
23/07/2026 12:01 AM AWST
23/07/2026 12:01 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.
Use high-level communication skills in the education workplace
Use high-level communication skills in the education workplace
Unit of competency
National Code
CHCEDS411B
CHCEDS411B
State Code
WC899
WC899
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
08/08/2012
Field of Education
120505 - Work Practices Programmes
Original Release Date
08/08/2012
Nominal Hours
40
Description
DescriptorThis unit deals with the skills and knowledge required to for education support workers to communicate effectively with education professionals, colleagues, students, parents and community representatives
Notes
Elements and Performance Criteria
1. Use clear oral andwritten communication
- 1.1 Ensure instructions are clear and concise for the intended audience and task
- 1.2 Adjust communication methods and style to cater for individual and cultural difference
- 1.3 Seek and provide clarification of communications when necessary
- 1.4 Interpret complex information to make it meaningful to others
2. Contribute to the development of effective communication within the education organisation
- 2.1 Consider special communication needs in developing strategies to avoid discrimination
- 2.2 Evaluate and revise communication skills to ensure they are effective
- 2.3 Use a variety of communication channels to inform staff, students, parents and external audiences of relevant information under direction of teacher
- 2.4 Promote the use of effective listening skills in within the education community
3. Represent the education organisation to an audience as directed by teacher
- 3.1 Select, prepare and present information to promote the education organisation in an accurate way
- 3.2 Deliver presentations in a clear and sequential manner, within time constraints
- 3.3 Use electronic and other media to enhance presentations
- 3.4 Invite participation from the audience to enhance the presentation where appropriate
- 3.5 Express ideas clearly and concisely, with language adjusted to meet audience needs
- 3.6 Match body language and verbal messages
- 3.7 Respect and consider differences of opinion in a manner that encourages and values the contributions of others
4. Facilitate formal and informal discussions and meetings as directed by teacher
- 4.1 Adhere to agreed venue and times when conducting formal discussions
- 4.2 Set and follow agendas/objectives for meetings and discussions
- 4.3 Provide relevant information in advance to participants to facilitate meeting outcomes
- 4.4 Identify and acknowledge contributions from all participants
- 4.5 Use effective questioning, speaking, listening and non-verbal communication techniques
- 4.6 Identify and cater for specific communication needs of participants
5. Produce quality written material
- 5.1 Present written documents in a logical and sequential way that matches the audience and purpose
- 5.2 Write documents in a clear and succinct manner
- 5.3 Write materials to conform to the education organisation standards
- 5.4 Construct documents using current organisation templates, guidelines and terminology
- 5.5 Present alternative views, approaches, and options for consideration by the reader
- 5.6 Formulate conclusions based on facts contained within documents
- 5.7 Align recommendations with presented information
- 5.8 Acknowledge references using the recognised reference standard of the education organisation
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.
Oral, written and non-verbal communication in and on behalf of the education organisation may occur with:
Representatives of groups or organisations
Members of the public
Supervisors in own and other education organisations
Peers in own and other education organisation
Teaching and non teaching staff
Private organisations
Academic organisations
Public sector agencies
Colleagues in different locations
Networks
Other work areas of the education organisation
Oral communication may include:
Answering questions
Asking questions to elicit carious responses (especially from students)
Conveying descriptions, explanations and instructions
Consulting and advising within the scope of responsibilities
Formal and informal presentations to different audiences
Leading discussions amongst staff and/or students
Negotiating
Charing and participating in meetings
Conflict resolution
Coaching advocacy
On the job training
Appropriate instructions are delivered using suitable language, in a respectful way and may include:
Instructions to students using vocabulary suited to the age group, special needs, task and/or circumstances
Providing directions to visitors using gestures and identifiable landmarks then checking to ensure understanding
Showing a colleague how to use equipment that may involve staffed directions
Explaining a process or procedure to a parent, volunteer or colleague
Adjustments to communication methods refers to:
Squatting or bending down to speak to small children at their own level
Waiting to be involved to speak
Sensing whether humour is appropriate or not
Body positioning e.g ensuring you do not take up a stance that might be intimidating or threatening
Using forms of address to suit an individual's cultural mores
Providing a suitable introduction
Using pictures or diagrams where there are language barriers
Use an interpreter
Knowing when it is appropriate to use information and communications technology
Interpret complex information may include:
Simplifying the information to the most important messages
Providing examples to clarify points
Relating the information to an individual's circumstances
Rendering the information in a different form
Re reading information with appropriate emphasis and intonation
Special communication needs may include:
Audiences not available when information is regularly disseminated
Alternate formats for written information
Hearing needs participants may need to position themselves to read a speakers' lips
People with hearing disability may need a signer to interpret for them
Speech/language needs
Intellectual disability
Varying levels of literacy
Technical inability
Requirements for a translator
Need for headphones
Teleconference facilities
Videoconference facilities
Communication channels may include:
Faced to face conversations
Newsletters delivered to students
Noticeboards
Community newspapers
Emails
Meetings
Electronic newsletters
Telephone calls
Written information by mail
Procedural channels e.g. grievance procedure
Use of technology
Effective listening skills may include:
Focused attention on the speaker
Reflecting to confirm understanding
Questioning for clarification or further information
Acknowledging the speakers point of view
Eye contact positioning
Gesturing
Voice inflections
Sounds
Posture and facial expression
Use of space and time
Formal discussions are usually recorded and may include:
Staff meetings
Interviews
Planning meetings
Parent/carer committee meetings
WHS committee meetings
Negotiations for supply/provision of resources or facilities
Informal discussions are not usually recorded and may include:
Conversations about an issue prior to formal discussions
Unplanned conversations
Unplanned sharing of ideas with colleagues
Conversations with parents about issues not requiring professional judgement
Effective questioning may include:
Using open-ended questions
Using closed questions
Using probing questions
Using direct questions
Written material may be both handwritten and typed using computer equipment and may include:
Minutes of meetings
Routine and complex reports
Proposals, project plans and spreadsheets
Briefing notes
General internal and external correspondence
Speeches, articles and marketing materials
Instructions, procedures and policies
Current standards for written materials in educational organisations will usually require accurate use of:
Grammar
Spelling
Specific genres
Sentence structure
Formatting
Vocabulary
Punctuation
Organisation templates
Correspondence guidelines
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.
Oral, written and non-verbal communication in and on behalf of the education organisation may occur with:
Representatives of groups or organisations
Members of the public
Supervisors in own and other education organisations
Peers in own and other education organisation
Teaching and non teaching staff
Private organisations
Academic organisations
Public sector agencies
Colleagues in different locations
Networks
Other work areas of the education organisation
Oral communication may include:
Answering questions
Asking questions to elicit carious responses (especially from students)
Conveying descriptions, explanations and instructions
Consulting and advising within the scope of responsibilities
Formal and informal presentations to different audiences
Leading discussions amongst staff and/or students
Negotiating
Charing and participating in meetings
Conflict resolution
Coaching advocacy
On the job training
Appropriate instructions are delivered using suitable language, in a respectful way and may include:
Instructions to students using vocabulary suited to the age group, special needs, task and/or circumstances
Providing directions to visitors using gestures and identifiable landmarks then checking to ensure understanding
Showing a colleague how to use equipment that may involve staffed directions
Explaining a process or procedure to a parent, volunteer or colleague
Adjustments to communication methods refers to:
Squatting or bending down to speak to small children at their own level
Waiting to be involved to speak
Sensing whether humour is appropriate or not
Body positioning e.g ensuring you do not take up a stance that might be intimidating or threatening
Using forms of address to suit an individual's cultural mores
Providing a suitable introduction
Using pictures or diagrams where there are language barriers
Use an interpreter
Knowing when it is appropriate to use information and communications technology
Interpret complex information may include:
Simplifying the information to the most important messages
Providing examples to clarify points
Relating the information to an individual's circumstances
Rendering the information in a different form
Re reading information with appropriate emphasis and intonation
Special communication needs may include:
Audiences not available when information is regularly disseminated
Alternate formats for written information
Hearing needs participants may need to position themselves to read a speakers' lips
People with hearing disability may need a signer to interpret for them
Speech/language needs
Intellectual disability
Varying levels of literacy
Technical inability
Requirements for a translator
Need for headphones
Teleconference facilities
Videoconference facilities
Communication channels may include:
Faced to face conversations
Newsletters delivered to students
Noticeboards
Community newspapers
Emails
Meetings
Electronic newsletters
Telephone calls
Written information by mail
Procedural channels e.g. grievance procedure
Use of technology
Effective listening skills may include:
Focused attention on the speaker
Reflecting to confirm understanding
Questioning for clarification or further information
Acknowledging the speakers point of view
Eye contact positioning
Gesturing
Voice inflections
Sounds
Posture and facial expression
Use of space and time
Formal discussions are usually recorded and may include:
Staff meetings
Interviews
Planning meetings
Parent/carer committee meetings
WHS committee meetings
Negotiations for supply/provision of resources or facilities
Informal discussions are not usually recorded and may include:
Conversations about an issue prior to formal discussions
Unplanned conversations
Unplanned sharing of ideas with colleagues
Conversations with parents about issues not requiring professional judgement
Effective questioning may include:
Using open-ended questions
Using closed questions
Using probing questions
Using direct questions
Written material may be both handwritten and typed using computer equipment and may include:
Minutes of meetings
Routine and complex reports
Proposals, project plans and spreadsheets
Briefing notes
General internal and external correspondence
Speeches, articles and marketing materials
Instructions, procedures and policies
Current standards for written materials in educational organisations will usually require accurate use of:
Grammar
Spelling
Specific genres
Sentence structure
Formatting
Vocabulary
Punctuation
Organisation templates
Correspondence guidelines
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 is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions
Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency
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
Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place
Method of assessment:
Assessment may include observation, questioning and evidence gathered from a workplace environment
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 is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions
Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency
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
Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place
Method of assessment:
Assessment may include observation, questioning and evidence gathered from a workplace environment
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D2445 | CHCEDS411A | Use high-level communication skills in the education workplace | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J023 | CHC41712 | Certificate IV in Education Support | Qualification |