Children's Education and Care - Draft 3 Validation

CHCEDS041_Set up and sustain learning areas Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCEDS041

UNIT TITLE

Set up and sustain learning areas

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to create, maintain and monitor individual and/or small group learning environments. This may include a learning activity area in a classroom, library or home-based learning environment or a virtual learning environment.

 

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. 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

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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. Create a positive learning space.

 

    1. Construct a learning space within resource constraints under the guidance of the teacher or supervisor.
    2. Select and prepare equipment and materials suitable for learning activities in collaboration with the teacher or supervisor.
    3. Identify and respond to age requirements and mix, based on individual situation needs.
    4. Facilitate learning using techniques that make the environment positive and stimulating.
  1. Organise learning resources.
    1. Organise learning resources that are suitable for the student and the education support worker.
    2. Establish systems and processes to access learning resources.
    3. Instruct students on how to use the resource organisation system.
  1. Prepare to provide education support to students.
    1. Prepare activities and daily requirements in advance to support individual student needs.
    2. Establish and accurately document daily routines for students.
    3. Clarify and confirm understanding of teacher requirements and ensure consistent interpretation and application.
    4. Review progress regularly and identify future requirements.
  1. Manage a learning timetable.
    1. Implement learning activities as directed by teachers.
    2. Coordinate content of learning activities to maintain an appropriate timetable structure.
    3. Respond to interruptions and contingencies with minimum disruption to learning.

1 Comments

Order of elements: are they logical?

"I feel a more logical order, for the elements, could be 1.prepare, 2.organise, 3. create, 4.implement"

Kathy Adams 20.08.2020 09.28PM

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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:

  • Interpret educational program information and curriculum documentation.

Oral communication skills to:

  • Ask open and closed questions and actively listen to seek information from teacher and confirm understanding.

Numeracy skills to:

  • Interpret numerical information in relation to timeframes.

Technology skills to:

  • Access and record activities, routines and schedules according to organisational policies and procedures.

UNIT MAPPING INFORMATION

Pending

LINKS

 

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Performance evidence

TITLE

Assessment Requirements for CHCEDS041 Set up and sustain learning areas.

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:

  • create two positive learning spaces:
    • one for an individual
    • one for a small group
  • demonstrate use of at least three different techniques to create a positive and stimulating learning environment for each of the above spaces.

1 Comments

One individual and one small group space

"Consider not specifying setting up one individual and one small group learning space. Perhaps two small group or individual learning spaces."

Kathy Adams 24.08.2020 09.24PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

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

  • different types of customised learning spaces, both physical and virtual
  • what constitutes a positive and stimulating environment for learning for primary and secondary students
  • features, techniques and equipment required to create different learning environments
  • resources available for the support of individual or group learning
  • learning technologies.

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in the workplace:

  • performance evidence may be collected through authenticated third-party reports, and 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:

  • learning activities for which spaces are created
  • a resource organisation system
  • equipment and materials for creation of the space
  • students for whom spaces are created
  • colleagues for guidance and collaboration.

 

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

LINKS

 

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