Children's Education and Care - Draft 3 Validation

CHCEDS058_Support the implementation of behaviour plans Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCEDS058

UNIT TITLE

Support the implementation of behaviour plans

APPLICATION

This unit describes the skills and knowledge required by an education support worker to support the implementation of behaviour plans within a school. It includes developing an understanding of relevant legislation and organisational policies and procedures.

 

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. Research and document legislative and organisation policy requirements.
    1. Access legislation and organisational policies that impact on behaviour support and planning.
    2. Identify and confirm essential requirements of relevant legislation and organisational policies.
    3. Review work practices in accordance with requirements of legislation and organisational policies.
  1. Create safe learning environments to socially support student learning.
    1. Establish constructive relationships with students based on mutual trust and respect.
    2. Ensure communication with students is inclusive and in the best interests of the student at all times.
    3. Establish strategies for promoting collaborative relationships between students.
  1. Support implementation of behaviour plans.

 

 

 

 

 

 

    1. Work in consultation with the teacher to identify behaviour management strategies which support students to take responsibility for their own behaviour.
    2. Maintain learning environments that assist students to work collaboratively.
    3. Implement strategies for assisting students to monitor and review their own behaviour.
    4. Create learning experiences for students to develop effective communication skills and appropriate social and learning behaviours.
    5. Follow support processes for individual students requiring specific skills in developing and maintaining behaviours.
    6. Take appropriate steps, if required, to maintain personal safety of self and others.
  1. Review and Evaluate.
    1. Implement strategies for providing regular feedback and reinforcement to students.
    2. Monitor classroom behaviour plan outcomes for effectiveness.
    3. Evaluate and implement strategies for improving professional practice in consultation with the supervising teacher.

1 Comments

1.1

"TAs do not need to access, work within, interpret etc. legislation. School policies, teacher processes and routines yes. "

Adam Green 11.09.2020 12.59PM

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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 legislation and organisational policies and procedures.

Writing skills to:

  • Record information and observations according to organisational procedures.

Oral communication skills to:

  • Interact with and engage students to build rapport.

Initiative and enterprise skills to:

  • Anticipate the need for assistance or intervention in order to support positive student behaviour.

UNIT MAPPING INFORMATION

Pending 

LINKS

 

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Performance evidence

TITLE

Assessment Requirements for CHCEDS058 Support the implementation of behaviour plans.

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:

  • identify and document aspects of behaviour plans that provide appropriate support for students in one primary and one secondary class, including:
    • using a range of appropriate behaviour support strategies
    • using student self-management strategies
    • using group and individual behaviour support strategies
  • implement one behaviour plan for either of the above classes, including:
    • supporting student behaviour
    • collecting feedback on plan outcomes
    • evaluating effectiveness of behaviour plan and making recommendations for improvements
  • reflect on own skills in behaviour support and identify opportunities for improvement in discussion with teacher or supervisor.

8 Comments

Assessment requirements

"Performance criteria for assessment requirements has mentions "Identify and document aspects of behaviour plans of one primary and secondary.........."it would be challenging to identify in both the settings. It recommend it should be primary or secondary"

Shikha Bhatnagar 11.09.2020 01.04PM

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identify and document aspects

""identify and document aspects" -> So they are documenting documents? They only need to 'work within teacher developed plans' and most never see any planning documents."

Adam Green 11.09.2020 01.03PM

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Needs to be 'primary and/or secondary'.

"It is not feasible to expect all students to secure placement in both primary and secondary settings. It is difficult enough securing one work placement in one sector. The expectation to complete the amount of work within the 100 hours and also find two work placements is not realistic. It would also be very difficult for the RTO to assist all students in securing two work placements within the 100 hours. "

Robyn Blaikie 08.09.2020 09.38PM

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primary and secondary behaviour plans

"It is not feasible for a student to complete a vocational placement in both levels of schooling as separate insurance policies would need to be set up for just this one unit. Some teacher aides are employed full time while studying and would not be able to leave their school to complete time in another. "

Tamara Tennant 08.09.2020 11.27AM

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Primary or Secondary?

"A little more clarification is required regarding the wording and expectations of the following: • identify and document aspects of behaviour plans that provide appropriate support for students in one primary and one secondary class. As the assessment conditions allow for a simulated environment does this mean a scenario situation for either the primary or secondary school will suffice? Expecting students to access BMP’s from both areas is not an easy thing to do, especially for students on placement. (Confidentiality reasons) Why does it have to be primary and secondary? Can it not be primary or secondary? BM skills are transferrable, and this can be covered in the knowledge evidence. "

Bernadette McMullan 19.08.2020 05.31PM

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3 Replies

"To add to Bernadette's comments, which are very relevant, the logistics' of a student accessing both a primary and secondary school in 100 hours of placement would be very difficult. Additionally, it may be said, it is not appropriate for under 21's to be supporting high school students due to the closeness in age. Consider changing the PE to 'two students of different ages'."

Kathy Adams 20.08.2020 05.07PM

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"Agree with Bernadette and Kathy. It may be difficult for a student to secure placement in two different settings with the performance evidence to be completed within 100 hours. Same with students under the age 21, high school settings may not be an appropriate environment to support school students close in age. In addition, what if the student is an existing worker in a primary school setting, how would they be able to demonstrate the secondary class requirements? "

Nikki Bouris 27.08.2020 12.22PM

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" I agree with Bernadette and Kathy it is not appropriate for students under 21 years of age to do placement in a high school setting supporting peers close to their own age. Secondly, agree that BM skills are transferable across different year levels. Thirdly, concerned that students will have difficulties finding placement in two different schools, sometimes finding one can be challenging."

Sam Lodge 27.08.2020 12.36PM

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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 and education support worker and own job role
  • requirements of relevant legislation and organisational policies and procedures in relation to behaviour support
  • typical (and atypical) behaviours encountered in the school environment
  • at least three key theories of child and adolescent development at an overview level
  • differing philosophical approaches to behaviour support
  • strategies for supporting student behaviour:
    • individual students
    • groups of students
    • student self-management
  • factors that may affect behaviour of students and their impact on student learning:
    • cultural considerations
    • environment
    • family circumstances
    • language or communication difficulties
    • learning difficulties
    • health issues
      • physical
      • mental
    • mood and personality
    • social issues
  • importance of the student’s self-esteem in the learning process
  • factors to promote or diminish the student’s intrinsic motivation
  • communication techniques that support positive behaviour:
    • verbal
    • non-verbal
    • active listening
    • questioning
    • appropriate use of volume and tone
  • positive support strategies to redirect behaviour and defuse situations
  • available professional support services and resources
  • negotiation and conflict resolution techniques
  • how to recognise situations where further support or intervention may be required
  • practices and strategies for non-violent crisis prevention and intervention
  • when and how to implement consequences for inappropriate behaviour
  • organisational policies and procedures for risk management.

6 Comments

"available professional support services and resources -> irrelevant. negotiation and conflict resolution techniques -> irrelevant. practices and strategies for non-violent crisis prevention and intervention -> irrelevant organisational policies and procedures for risk management. -> irrelevant. how about listing main principles such as proactive vs reactive strategies, identifying the root cause, managing off-taskers, managing attention seekers, behavioural exitinction, functional assessments to identify reasons for behaviour, and specific CBM techniques such as minimal necessary force, low-key responses, proximity and positioning, overcorrection, precorrections, reprimands, natural consequences etc. etc,"

Adam Green 11.09.2020 01.09PM

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grammar

"importance of the students' self-esteem "

Adam Green 11.09.2020 01.05PM

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atypical

"There is no such thing as 'atypical' in a school environment. "

Adam Green 11.09.2020 01.04PM

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Where do the two KE listed below map to the Elements and PC?

"-at least three key theories of child and adolescent development at an overview level - differing philosophical approaches to behaviour support"

Robyn Blaikie 09.09.2020 03.45PM

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Confusing?

"role and responsibilities of and education support worker and own job role"

Robyn Blaikie 09.09.2020 03.40PM

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""

Bernadette McMullan 19.08.2020 05.28PM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions:

  • provision of support to students 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.

 

Simulated assessment environments must simulate the real-life working environment where the skills and knowledge within this unit would be utilised, with all the relevant equipment and resources of that working environment.

 

Skills related to documentation and evaluation may be demonstrated outside of the workplace.

 

Skills related to reflection may be demonstrated outside of the workplace.

 

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

 

Assessment must ensure access to:

  • 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

 

2 Comments

Technical error

"This unit is about behaviour so contextualise to: "provision of behaviour management strategies must be directly observed by the assessor who attends the school in-person and on at least one occasion""

Adam Green 11.09.2020 01.13PM

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Conflicting requirements

"AR requires direct observation but then defines simulation? If simulation is premitted, it should not be ti replace direct observation and hence could say 'simulation may be used in addition to direct observation' "

Adam Green 11.09.2020 01.12PM

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