Children's Education and Care - Draft 3 Validation

CHCEDS060_Work effectively with students and colleagues Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCEDS060

UNIT TITLE

Work effectively with students and colleagues

APPLICATION

This unit describes the skills and knowledge required by an education support worker to generate positive, respectful and effective interactions with students and colleagues.

 

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. Interact positively with students.
    1. Use positive and respectful communication styles with students in all situations.
    2. Use active-listening techniques to explore students’ interests and concerns through conversation where appropriate.
    3. Use communication strategies that are developmentally appropriate for effective interaction and problem-solving with students.
    4. Adapt communication technique to accommodate different cultural values, practices and sensitivities.
    5. Consider the needs of the student in all actions and decisions.
  1. Respect and support students.
    1. Support the integrity of individual student rights, self-determination and personal dignity.
    2. Show genuine interest in, understanding of and respect for all students.
    3. Acknowledge the efforts and achievements of students and provide encouragement to build confidence.
    4. Role-model calm behaviour and respond appropriately to students displaying signs of distress, frustration or anger.
    5. Support students to make own choices and experience natural consequences in a safe and secure environment.
    6. Identify situations where students require assistance and provide support within scope of own job role.
  1. Work effectively with diverse students and colleagues.

 

    1. Use a range of communication styles that show respect and reflect the diversity of the school community.
    2. Use collaborative problem-solving skills when working with colleagues and students.
    3. Reflect on own biases and use work practices that are inclusive and benefit educational outcomes.
    4. Work collaboratively and share information to provide effective educational support in line with organisational policies and procedures.
    5. Seek and act on feedback from colleagues and supervisors to continuously improve personal effectiveness in working with diversity.

8 Comments

diversity overlap

"Is this best left to the core unit on diversity and make Element 3 about interactions with other adults"

Kaye Iversen 20.08.2020 08.44AM

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2 Replies

"Yes I think this is a relevant point. One of the frustrating things about the course is the double up students find as they work their way through. The focus should be on effective interaction with students and colleagues and leave the diverse aspect to that particular unit. "

Bernadette McMullan 21.08.2020 05.34PM

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"Agree, unit is overlapping."

Nikki Bouris 27.08.2020 12.36PM

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2.5

"Unsure of what this is implying. 'safe and secure' indicates a level of risk. I can not think of a level of risk an SSO would take in the classroom. Is it possible to make this point more obvious."

Kaye Iversen 20.08.2020 08.38AM

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1 Reply

"Perhaps consider the working be 'safe and supportive'"

Kathy Adams 20.08.2020 02.23PM

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double up

"to me 2.1 is a part of 2.2 - show understanding and show respect covers 2.1. Perhaps omit 2.1 and split 2.2"

Kaye Iversen 20.08.2020 08.34AM

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wording

"hard to see 'consider' in the workplace - 1.5. Perhaps 'show consideration for the needs' or 'support the needs'"

Kaye Iversen 20.08.2020 08.27AM

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1 Reply

"'consider' could be observed if worded as 'discuss what you considered'....or discuss/identify considerations'..."

Kathy Adams 20.08.2020 02.55PM

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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

Initiative and enterprise skills to:

  • Anticipate the need for assistance or intervention in order to support students and colleagues.

Self-management skills to:

  • Interpret information from written and/or verbal directions and action appropriately.

UNIT MAPPING INFORMATION

Pending

LINKS

 

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Performance evidence

TITLE

Assessment Requirements for CHCEDS060 Work effectively with students and 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:

  • interact positively with two students and one colleague, including:
    • communicating effectively
    • demonstrating respect for diversity of individuals
    • using active listening skills to clarify information
    • recognising non-verbal cues
    • varying style to suit individual needs of student or colleague as appropriate
    • providing appropriate support as required.

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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
  • legislation, its purpose and key requirements relating to:
    • anti-discrimination
    • child protection and child safety
    • confidentiality and privacy
    • duty of care
  • organisational policies and procedures relating to interacting with others, including students and colleagues
  • communication techniques that generate positive interpersonal interactions:
    • verbal
    • non-verbal
    • active listening
    • questioning
    • appropriate use of volume and tone
  • negotiation and conflict resolution techniques
  • stages of child development in relation to communication
  • communication strategies that support inclusion
  • how to recognise situations where further support or intervention may be required
  • support strategies for ensuring the participation of students.

1 Comments

Legislation

"TAs do not need to know about legislation"

Adam Green 11.09.2020 01.18PM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in the workplace:

  • positive interaction with 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.

 

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

simulation

"Not all performance aspects can be gained in the workplace, what are the conditions for simulated performance?"

Kaye Iversen 22.08.2020 12.39PM

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1 Reply

"If simulation is added, ensure it does not replace direct + face to face observation."

Adam Green 11.09.2020 01.19PM

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