Children's Education and Care - Draft 3 Validation

CHC40220 Certificate IV in School Based Education Support Draft 3.2

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Qualification description & entry requirements

QUALIFICATION CODE

CHC40220

QUALIFICATION TITLE

Certificate IV in School Based Education Support

QUALIFICATION DESCRIPTION

This qualification reflects the role of workers who assist teachers and support student learning in a range of classroom settings, under the guidance of a teacher or other educational professional. At this level, workers may be involved in both formal and informal facilitation of learning, including for those students in need of additional support. In these roles, the education support worker sources and analyses information from diverse sources, may work with limited direct supervision and could provide guidance to other workers.

 

Education support workers work mainly with students in classroom settings in primary and secondary schools, as defined by state and territory legislation.

 

No licensing, legislative or certification requirements apply to this qualification at the time of publication.

ENTRY REQUIREMENTS

There are no entry requirements for this qualification.

6 Comments

Title and range of learners

"I'm having an issue with the title change and the terms 'school based'. Education support has worked up to now, however why not consider 'Cert IV in Education Support for Learners' ?? Also, is there a reason why the scope of support has been narrowed? This new package is removing all levels of education to include only primary and secondary students? Are children in the early foundational years not diagnosed with additional needs? Research supports early years intervention and support for lifelong learning and future success. What about adult learners in higher education? Or vulnerable students in TAFE? Why remove support available at either end of the formal education years? A learner is learner. They are not necessarily diagnosed after 5 years of age. Nor do they stop needing support after 18, the condition does not just go away... If the age range is to stay from 5 to 18 years as outlined in the package, focusing only on primary and secondary years, then a skills set may need to be considered for the early years and higher education sectors "

Mena Antonopoulos 11.09.2020 01.27PM

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Wording

"I don't know what 'formal and informal' means exactly. This isn't the terminology used in the sector. Consider 'range of instructional groupings' (which means individual, pair, small group etc.) or something different."

Adam Green 11.09.2020 10.53AM

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I agree with Robyn. It should be 'primary and/or secondary'

"Doing both sectors is not possible for RTOs and students as it is highly unlikely to get work placement for all students in both sector. Also, auditors are very literal in their reading and expectation of documents and will request both primary and secondary to be included in all assessments if it is not changed to and/or. "

Soosan Kian 09.09.2020 04.42PM

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1 Reply

"Agree"

Adam Green 11.09.2020 10.51AM

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Should say primary and/or secondary, not just 'and'

"It must be 'primary and/or secondary' otherwise audit and quality people read literally and say students must do work in classroom settings in both sectors. This is not possible. "

Robyn Blaikie 08.09.2020 03.38PM

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1 Reply

"Strongly agree - must be changed or there will be serious repercusions"

Adam Green 11.09.2020 10.52AM

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Packaging rules

PACKAGING RULES

Total number of units = 17

  • 13 core units
  • 4 elective units, consisting of:
    • at least 2 units from the list below
    • up to 2 units from the list below, elsewhere in the CHC Training Package, or any other current Training Package or accredited course.

 

To achieve this qualification, the individual must have completed a total of least 100 hours of work in a classroom environment catering to primary and secondary school students, within at least one school in Australia. The total number of hours may be applied cumulatively across all units of competency that include the requirement for workplace hours.

 

The selection of electives chosen must be guided by the job outcome sought, local sector requirements and the complexity of skills appropriate to the AQF level of this qualification.

5 Comments

Electives

"Suggest providing RTOs with the ability to choose their own electives and removing 'at least 2 units from the list below'"

Adam Green 11.09.2020 10.58AM

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Sorry, this is also confusing?

"How do you work in primary and secondary, in at least one school? It needs to be 'and/or'. 'To achieve this qualification, the individual must have completed a total of least 100 hours of work in a classroom environment catering to primary and secondary school students, within at least one school in Australia. '"

Robyn Blaikie 09.09.2020 03.56PM

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Needs to be 'and/or' - 'catering to primary and/or secondary'

""It must be 'catering to primary and/or secondary' otherwise audit and quality people read literally and say students must do work in classroom environment in both sectors. This is not possible. ""

Robyn Blaikie 08.09.2020 07.59PM

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"I have concerns that the adult learning environment isnt included here. The VET sector is a significant employer of education support staff. i think this should be included. "

Sue Wyatt 04.09.2020 04.15PM

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1 Reply

"Disagree - I have not heard of the VET sector employing teacher aides. That is a legitimate concern for the TAE training package which has no andragogical or instructional content, but not for this course which is specific to pedagogical (children) skills and knowledge. From a placement POV, we want students to be mentored by qualified and registered teachers not VET trainers who have done a Cert IV."

Adam Green 11.09.2020 10.57AM

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Core units

CORE UNITS

 

 

 

 

 

 

 

 

 

 

Core Units

CHCDIV001

Work with diverse people

CHCECE054

Encourage understanding of Aboriginal and/or Torres Strait Islander Peoples cultures

CHCEDS033

Meet legal and ethical obligations in an education environment

CHCEDS045

Support student mathematics learning

CHCEDS059

Contribute to the health, safety and wellbeing of students

CHCEDS046

Support student literacy learning

CHCEDS047

Assist in facilitation of student learning

CHCEDS048

Work with students in need of additional learning support

CHCEDS051

Facilitate learning for students with disabilities

CHCEDS056

Provide support to students with autism spectrum disorder

CHCEDS058

Support the implementation of behaviour plans

CHCPRP003

Reflect on and improve own professional practice

CHCPRT001

Identify and respond to children and young people at risk

 

6 Comments

Grammar

"CHCEDS045 Support student mathematics learning should be "students' mathematics""

Adam Green 11.09.2020 11.14AM

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Unit selection

""

Adam Green 11.09.2020 11.10AM

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General Comment

"Within a number of units it requires students to have 'student information' and 'interpret' student plans. This may lead to teachers supervising students to be put in a difficult position as they are bound by confidentiality. Perhaps consider 'discuss support strategies' rather than 'student information'. Instead of using 'interpret plans' 'discuss requirements of plan'. "

Kathy Adams 26.08.2020 09.31PM

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"I think I have the comment below wrong. Sorry. So is the ECE054 a core unit and EDS054 an elective?"

Amanda Young 26.08.2020 02.21PM

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Wrong code/name for Aboriginal unit in Cert IV Ed Support

"Replace CHCECE054_Encourage understanding of Aboriginal Torres Strait Islander Peoples cultures with CHCEDS054_Contribute to teaching of Aboriginal and/or Torres Strait Islander language and culture"

Amanda Young 26.08.2020 01.00PM

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1 Reply

"I recommend "Encourage understanding" unit as it is a cognitive unit and is easier for RTOs in areas/schools where there are very few ATSI students in the school or are willing to work with prac students."

Adam Green 11.09.2020 11.23AM

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ELECTIVE UNITS

Elective Units

CHCCDE004

Implement participation and engagement strategies

CHCDIS004

Communicate using augmentative and alternative communication strategies

CHCDIS009

Facilitate ongoing skills development using a person-centred approach

CHCEDS038

Communicate with students, parents and colleagues in an Aboriginal or Torres Strait Islander language

CHCEDS039

Work effectively as an Aboriginal or Torres Strait Islander education worker

CHCEDS042

Provide support for e-learning

CHCEDS049

Supervise students outside the classroom

CHCEDS050

Support Aboriginal and/or Torres Strait Islander education

CHCEDS052

Deliver elements of teaching and learning programs

CHCEDS053

Assist in production of language resources

CHCEDS054

Contribute to teaching of Aboriginal and/or Torres Strait Islander language and culture

CHCEDS055

Coordinate e-learning programs

CHCPRP001

Develop and maintain networks and collaborative partnerships

HLTAID004

Provide an emergency first aid response in an education and care setting

HLTWHS001

Participate in workplace health and safety

 

QUALIFICATION MAPPING INFORMATION

Pending. 

LINKS

Companion Volume Implementation Guide

1 Comments

Replce core unit

"The core unit: CHCECE054 Encourage understanding of Aboriginal and/or Torres Strait Islander Peoples cultures Should be replaced with: CHCEDS052 Deliver elements of teaching and learning program, because it is much more relevant to every TA in the country plus there is already a DIV core unit as well as a reflection unit that covers much of the elements in the CHCECE054 making this unit largely redundant. Also, every TA spends 4-5 hours per day 'delivering elements' of programs in one-on-one and small groups so this is a very critical unit. I also like the 'supervise outside unit' as another possible inclusion as a core unit. ECE054 is also based on an early childhood framework and many aspects are way outside the direct scope of TAs even when working with ATSI students (which is covered in the DIV unit anyway). It is also impossible to assess in many schools as schools and teachers don't like students to be targeted and singled out - this has a negative effect on students' learning as the student is segregated from their peers due to the isolating effect TAs have, and the instruction of their teacher is substantially reduced due to the loitering presence of the TA (see the DISS report in UK which is the largest report on TAs ever done in the world which also shows that TAs often have a negative effect on student learning - they identify these and other issues that should not be ignored. Given that there are only about 1.3% of students who identify as ATSI, they will be overwhelmed with constant streams of strangers separating them from their peers and the expert instruction of the teacher who tend to stop providing as much support to students who are provided a TA). Hence I suggest the broader unit which can then be applied and contextualised as needed by the RTO."

Adam Green 18.09.2020 01.28PM

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