Children's Education and Care - Draft 3 Validation

CHCEDS061_Support responsible student behaviour Draft 3.2

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Unit application and prerequisites




Support responsible student behaviour


This unit describes the skills and knowledge required by an education support worker to support and guide responsible and positive behaviour of students.


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.




Education Support


Children’s Education and Care


A very important unit


Kathy Adams 24.08.2020 09.16PM

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Elements and performance criteria



Elements describe the essential outcomes

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

  1. Contribute to a safe and supportive environment.
    1. Use positive and respectful communication styles with students in all situations.
    2. Recognise any additional needs of students’ that may have impacts on behaviour.
    3. Identify contributing environmental factors that may influence student behaviour.
  1. Use positive behaviour support techniques.
    1. Establish expectations for behaviour in consultation with teacher.
    2. Communicate expectations and instructions to students in a manner appropriate their needs and context of the activity.
    3. Use appropriate positive reinforcement and clear verbal and non-verbal communication strategies to acknowledge responsible behaviour.
    4. Identify behaviours requiring support and follow organisational policies and procedures to minimise effects on others.
    5. Employ appropriate strategies to redirect behaviour and defuse situations of conflict or stress.
    6. Observe the frequency, intensity and duration of behaviours requiring support and report to teacher.
    7. Take appropriate steps to maintain personal safety of self and others.
  1. Implement and monitor strategies to support student behaviour.





    1. Implement strategies to support student behaviour as directed by teacher.
    2. Identify areas of concern and discuss with teacher.
    3. Monitor outcomes of strategies and record responses of students in accordance with organisational policy and procedures.
    4. Provide feedback on outcomes to teacher to modify future behaviour support strategies.


Definition of behaviour

"I agree with Adam in removing the statement of personal safety as it is repeated in other units of competency. I feel strongly that behaviour needs to be defined, and the types of behaviour need to be explored before any type of strategy can be identified and implemented into subsequent behavior management plan in other units of competency "

Mena Antonopoulos 11.09.2020 03.02PM

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"At this level, "Take appropriate steps to maintain personal safety of self and others." is not relevant particularly in a behaviour unit (already in WHS unit)"

Adam Green 11.09.2020 01.21PM

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Foundation skills


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



Reading skills to:

  • Interpret organisational policies and procedures.

Writing skills to:

  • Record information and observations according to organisational procedures.

Oral communication skills to:

  • Interact with and engage students and teachers to build rapport
  • Provide accurate detail of observations to colleagues and supervisors.

Initiative and enterprise skills to:

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






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Performance evidence


Assessment Requirements for CHCEDS061 Support responsible student behaviour.


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 behaviour support strategies for two individual students, including:
    • establishing expectations for behaviour and communicating effectively to students
    • guiding behaviour using positive support techniques
    • identifying any behaviours in need of support
    • observing and reporting to teacher on outcomes of support strategies used.


guiding behaviour

"guiding behaviour is early childhood talk - not used in schools. Classroom behaviour management techniques and strategies is more apt a term."

Adam Green 11.09.2020 01.22PM

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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
    • confidentiality and privacy
    • duty of care
  • organisation policies and procedures relating to supporting behaviour of students
  • factors that may affect behaviour of students:
    • cultural considerations
    • environment
    • family circumstances
    • language or communication difficulties
    • learning difficulties
    • health issues
      • physical
      • mental
    • mood and personality
    • social issues
  • principles of trauma-informed practice
  • 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
  • negotiation and conflict resolution techniques
  • how to recognise situations where further support or intervention may be required.



"TAs do not need to study legislation."

Adam Green 11.09.2020 01.23PM

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Assessment conditions



Skills must be demonstrated in the workplace:

  • support activities 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.





""support activities with students must be directly observed by the assessor on at least one occasion" change to contextualise and guide assessment "the use of positive classroom behaviour management techniques and strategies must be directly observed by the assessor who attends the classroom on at least one occasion""

Adam Green 11.09.2020 01.24PM

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"I have just noted that the assessment conditions do not state anything about simulated assessment. Behaviour of children can not be predicted and some of the requirements are about extreme behaviours needing intervention. What has happened about simulated assessment? Did I not pick this up in other units?"

Kaye Iversen 20.08.2020 08.58AM

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