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CHCEDS039 — Work effectively as an Aboriginal and/or Torres Strait Islander education worker

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What an assessment for CHCEDS039 must cover

43 assessable components: 3 elements (10 performance criteria), 6 performance evidence and 21 knowledge evidence requirements, plus 6 foundation skills. An audit-defensible tool maps every question and task back to these — that mapping is the coverage matrix Auditori generates alongside the assessment.

Elements & performance criteria

1 Manage personal work tasks.

  • 1.1Maintain work diary to timetable appointments and document liaison with Aboriginal and/or Torres Strait Islander students, families and others as required.
  • 1.2Prioritise tasks according to organisation’s goals.
  • 1.3Assess and organise competing demands within time and resource constraints to provide an effective and responsive service.

2 Model high standards of personal performance, ethics and integrity.

  • 2.1Serve as a role model for Aboriginal and/or Torres Strait Islander students and community according to performance standards.
  • 2.2Demonstrate personal and professional integrity to engender confidence and respect.
  • 2.3Follow organisational policies and procedures.

3 Assist and support other personnel.

  • 3.1Interact with others to promote a productive and harmonious school environment.
  • 3.2Provide encouragement, support and advice to colleagues.
  • 3.3Provide informative and constructive feedback to other personnel in a positive manner.
  • 3.4Seek feedback on own work performance from supervisors or colleagues.

Performance evidence

  • Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:
  • follow organisational policies and procedures to schedule and complete three workplace tasks, including:
  • identifying own responsibilities and their links to organisational requirements
  • identifying and sourcing required resources and assistance
  • identifying and addressing issues that may impact ability to complete task
  • identifying any opportunities for improvement upon completion.

Knowledge evidence

  • Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:
  • role and responsibilities of an Aboriginal and/or Torres Strait Islander education worker and specific understanding of own work role and responsibilities
  • organisational policies and procedures as they apply to the work role
  • relationship between own work goals and plans and the organisation’s goals and plans
  • key features of the learning and development process and how this relates to own work role
  • features of personal and professional integrity:
  • honesty
  • showing consistency
  • following relevant codes of ethics
  • being unbiased
  • characteristics of a role model:
  • a person looked to by others in Aboriginal and/or Torres Strait Islander education work as an example to be followed in areas including:
  • respect for Elders and culture
  • respect for Australian values
  • high standards of personal behaviour
  • reliability
  • community health issues and their potential impact on learning
  • traditional culture related to language group governing protocols of language use within a community
  • impacts of cultural, sub-cultural, social, religious, gender, age and language issues on attitudes towards education
  • cultural and linguistic backgrounds of students and families
  • availability of resources and assistance within, and external to, the organisation.

Foundation skills

  • Reading skills: interpret organisational policies and procedures.
  • Writing skills: record details of own work according to organisational policies and procedures.
  • Oral communication skills: use listening and questioning to seek information and confirm understanding.
  • Numeracy skills: interpret numerical information in relation to timeframes.
  • Problem-solving skills: identify issues in relation to scheduling and prioritising tasks and determine actions to address them.
  • Self-management skills: organise work to ensure deadlines and objectives are met.

Unit content sourced from training.gov.au — © Commonwealth of Australia, licensed under CC BY 4.0. Auditori is not affiliated with the Department of Employment and Workplace Relations.

See what you get before you start

Real, unedited Auditori output (RIIHAN201E shown), branded for a sample RTO:

Questions about assessing CHCEDS039

What does an assessment tool for CHCEDS039 need to cover?

To satisfy the Principles of Assessment and Rules of Evidence, an assessment for CHCEDS039 needs to address all 43 unit components: 3 elements with 10 performance criteria, 6 performance evidence requirements, 21 knowledge evidence requirements, and the foundation skills. A coverage matrix mapping each question and task to these components is what an auditor looks for.

How does Auditori generate an assessment tool for CHCEDS039?

Auditori pulls the current release of CHCEDS039 from training.gov.au and generates a complete package: candidate assessment, assessor guide with model answers and observation criteria, and a coverage matrix mapping every component. A suitably qualified person then reviews and approves the draft in a built-in workflow — consistent with ASQA's guidance on AI use in VET — before export as branded PDF and editable Word.

Is the first assessment tool really free?

Yes. Every new account includes one free credit — enough to generate the complete assessment tool for CHCEDS039 — with no card and no subscription required. After that it's pay-as-you-go per unit.

Can I check my existing CHCEDS039 assessment instead of generating a new one?

Yes — upload your existing assessment or learner guide and Auditori maps it against every element, performance criterion, PE and KE of CHCEDS039, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.

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