Children's Education and Care - Draft 3 Validation

CHCEDS035_Contribute to student's education in all developmental domains Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCEDS035

UNIT TITLE

Contribute to student’s education in all developmental domains

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to support the physical, social, emotional, cognitive and language development of students with a focus on the inclusion of all students.

 

This unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional, to support student education according to established curriculum. They work mainly with students in classroom settings in primary and secondary schools, as defined by state and territory legislation.

 

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

PREREQUISITE UNIT

Nil

COMPETENCY FIELD

Education Support

UNIT SECTOR

Children’s Education and Care

3 Comments

Grammar

"should be "students' ..."

Adam Green 11.09.2020 11.39AM

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wording

"can the criteria be changed so rather than identify, it is support the development .... against the current curriculum. This is more in line with what they do. Knowledge of curriculum will cover developmental stages."

Kaye Iversen 19.08.2020 03.45PM

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1 Reply

"I am not sure I agree with add curriculum as social, emotional, language and cognitive domain can be developed incidentally throughout the school day both formally and informally."

Kathy Adams 20.08.2020 01.22PM

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Contribute to the inclusion of all students.

 

 

    1. Use positive communication that encourages students to recognise and affirm differences in personal learning styles and abilities.
    2. Identify special requirements based on work with individual students and collaborate with others to facilitate access.
    3. Support students from culturally or linguistically diverse backgrounds with orientation and learning using appropriate communication.
    4. Recognise and respond to diverse approaches to study and learning with appropriate choice of support strategies.
  1. Support physical development of students.
    1. Identify the stages of physical development in relation to each phase of development in the current curriculum.
    2. Use strategies, materials and resources that support physical development according to the school policy and procedures.
    3. Identify and report concerns about a student’s physical development to the teacher according to the school policy and procedures.
  1. Support the social and emotional development of students.

 

 

      

 

 

    1. Identify the stages of social and emotional development in relation to each phase of development in the current curriculum.
    2. Use strategies, materials and resources that support social and emotional development according to the school policy and procedures.
    3. Identify and report concerns about a student’s social and/or emotional development to the teacher according to the school policy and procedures.
  1. Support the cognitive development of students.

 

 

    1. Identify the stages of cognitive development in relation to each phase of development in the current curriculum.
    2. Use strategies, materials and resources that support cognitive development according to the school policy and procedures.
    3. Identify and report student’s cognitive developmental progress to the teacher according to school procedures.
  1. Support the language development of students.
    1. Identify the stages of language development in relation to each phase of development in the current curriculum.
    2. Use strategies, materials and resources that support language development according to the school policy and procedures.
    3. Identify and report student’s language developmental progress to the teacher according to school procedures.

1 Comments

grammar

"4.3 should be "students' ""

Adam Green 11.09.2020 11.40AM

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Foundation skills

FOUNDATION SKILLS

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.

SKILLS

DESCRIPTION

Reading skills to:

  • Comprehend the content of curriculum documents.

Writing skills to:

  • Produce reports according to organisational procedures.

Oral communication skills to:

  • Interact with and engage students to build rapport.

UNIT MAPPING INFORMATION

Pending

LINKS

 

1 Comments

???

""produce reports" -> this is not appropriate for TAs generally speaking."

Adam Green 11.09.2020 11.41AM

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Performance evidence

TITLE

Assessment Requirements for CHCEDS035 Contribute to student’s education in all developmental domains.

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:

  • implement strategies to support two students with different developmental support needs
  • assist students in activities that individually or cumulatively support learning in the following areas:
    • physical
    • cognitive
    • language
    • social and emotional domains
  • perform the activities outlined in the performance criteria of this unit during a period of at least 100 hours in a classroom environment catering to students between the ages of five and 18 years, within at least one school in Australia.

2 Comments

Age range of students

"Many prep students in Qld start aged 4. This means that placement of trainees in a prep class are not going to have acceptable experiences but the development of domains forms the fundamental learning at this level."

Tamara Tennant 08.09.2020 10.39AM

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1 Reply

"Agree hence the specificity of primary and secondary which allows assessment of various units with students working at suitable levels. In other words, students should do placement in a 1-12 not prep in my view."

Adam Green 11.09.2020 11.43AM

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Knowledge evidence

KNOWLEDGE EVIDENCE

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • role and responsibilities of an education support worker and specific understanding of own work role and responsibilities
  • organisational policies and procedures as they apply to the work role
  • broad developmental stages of students in the following domains and how they interrelate:
    • physical
    • cognitive
    • language
    • social and emotional domains
  • curriculum planning cycle and process and how it is based on child development
  • curriculum and curriculum framework as it relates to all developmental areas
  • strategies, materials and resources that support the stages of development in each domain
  • cultural, linguistic and ability background of students and families and its impact on student development
  • strategies and communication that support inclusion of students
  • importance of confidentiality as it relates to information about children.

2 Comments

Learning styles/approaches

"Learning styles and approaches have not been mentioned in this unit."

Kathy Adams 20.08.2020 01.26PM

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1 Reply

"Research shows that learning styles are a myth other than as 'preferred' ways of learning."

Adam Green 11.09.2020 11.45AM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in the workplace:

  • implementation of support strategies must be directly observed by the assessor on at least one occasion
  • remaining performance evidence may be collected through authenticated third-party reports
  • observation and third-party reports must be supplemented by other forms of evidence.

 

Interactions with students must be supervised by a teacher or other educational professional.

 

Assessment must ensure access to:

  • student information to inform planning
  • curriculum information
  • teaching and learning resources
  • organisational policies and procedures
  • students in a school
  • colleagues for guidance and collaboration.

 

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

LINKS

 

1 Comments

strengthen

""implementation of support strategies must be directly observed by the assessor on at least one occasion" Should be strengthened to "implementation of support strategies must be directly observed by the assessor who physically attends the school on at least one occasion""

Adam Green 11.09.2020 11.47AM

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