Education Support Draft 2 Validation

CHC40219 Certificate IV in Education Support Draft 2 August 19

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Qualification description & entry requirements

QUALIFICATION CODE

CHC40219

QUALIFICATION TITLE

Certificate IV in Education Support

QUALIFICATION DESCRIPTION

This qualification reflects the role of workers who assist teachers and support student learning in a range of classroom settings, under the guidance of a teacher or other educational professional. At this level, workers may be involved in both formal and informal facilitation of learning, including for those students in need of additional support. In these roles, the education support worker sources and analyses information from diverse sources, may work with limited direct supervision and could provide guidance to other workers.

 

Education support workers work mainly in classroom settings in schools with children aged between five and 18 years, but may also work in other education settings within the community.

 

No licensing, legislative or certification requirements apply to this qualification at the time of publication.

ENTRY REQUIREMENTS

There are no entry requirements for this qualification.

11 Comments

Prereq

"We always interview prospective students and view c3 as entry level and c4 as more for those working in the industry already. A logical progression rather than a mandatory pre-requisite. Also agree with the c4 being more applicable for supporting students with disability, so students should be able to proceed to it directly if they have the necessary skills to complete a c4."

Amanda McCrabb 04.09.2019 03.04PM

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Entry Requirements

"The majority of my Cert IV students are mature age with children, however they have very little experience of working in a school, or supporting children with additional or special needs. Many have English as an additional language and come from overseas : with little knowledge or practical experience of the Australian education system. They would definitely be more skilled and workplace ready if they had first completed a Cert III. After completing their Cert IV my students have given written feedback that they would have preferred to have had more time in a mainstream setting. Requiring Cert III as a prerequisite would give them this addition knowledge and experience. Any student who was already experienced could always RPL units in Cert III. "

Maureen Toyn 21.08.2019 10.29AM

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Do not add entry requirements

"The average education support student in 37 and many come from industry including as volunteers. Many students come from other related caring sectors, have decades of experience raising children or from other industries meaning they have more than sufficient study skills. Note that the majority of students in education support are adult learners not high school graduates. It should be up to the RTO to determine if the students is capable at that level as per the Standards for RTOs. There has been no issues with this in the past (like there has been with early childhood) so there is no need to make this change now. Also note that the ES4 is known by industry as the special needs qualification and special needs services ask for this qualification for those working with disabilities - this means students who have those jobs in mind can go straight into it and get suitably qualified at a level that is appriate for them. ES3 and ES4 do not build on each other like in child care, ES3 = general classroom, ES4 = special needs and has the ES3 content nested inside it anyway so even if a student goes straight to ES4 they still cover 99.99% of ES3 but with an emphasis on special needs - that is how industry sees it and applies it in all of Australia."

Adam Green 20.08.2019 12.04PM

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Entry requirements

"I agree with both comments below (Kim 9/8 and Emma 12/8). There is definitely pre-requisite knowledge and experience required to enable a student to participate at the CIV level. Especially when we can see that the min VPC hours are the same. I'm not sure how this pre-requisite knowledge and skills can be defined in a fair way. We wouldn’t want a pre-requisite that was too exclusive or too onerous in its determination. Perhaps the CIV could be required to complete more VPC hours as a minimum (than the CIII) to allow them to build the experience and apply the knowledge in the workplace at the CIV level. This may be a workable alternative to having pre-requisite requirements. I can see Emma (12/8) has made the same point about the VPC hours and the time required to build the skills in the workplace."

Brigette Hall 13.08.2019 01.40PM

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1 Reply

"I agree that this is fraught with danger and we should not fix something that isn't broken. Trainers should be free to make the decision. For example, we get many students who are former teachers or who have completed qualifications as teachers in the UK - some have masters degrees. I think we could consider something that requires RTOs the check that the higher level is suitable but the standards do that anyway."

Adam Green 20.08.2019 12.28PM

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Pre-requisite

"When I was training Ed Support, I came across a number of students enrolling in Cert IV. I personally believe the Cert III should be considered as a pre-req for the Cert IV. The content is much more advanced and extremely difficult for students with no prior experience or education in this area, or do not work in this environment - it is very difficult to achieve a cert IV on the minimum hours of practical placement as much of the content relies on the student building relationships with students, parents, school staff before they are able to meet the criteria."

Emma Rosier 12.08.2019 03.59PM

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2 Replies

"My experience with this is not as you have described Emma. The content in the units is not much more difficult than ES3 but is applied to special needs. Many students are more than capable at that level and it would be a dis-service to force them to complete a lower qualification simply to repeat the same content at a high level with the addition of the disability lens."

Adam Green 20.08.2019 12.30PM

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"I agree with Emma in that Cert III should be a prerequisite but for a different reason. It’s not their capability in question it’s their practical experience in a mainstream environment supporting the basics eg reading, writing and numeracy. This provides the strong foundation for working with children who have special and often complex needs required in Cert IV. "

Maureen Toyn 22.08.2019 10.42AM

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Entry requirements

"I don't believe that a Cert III should be an entry requirement for Cert IV. However, I do feel that previous experience in the school setting is important."

Kim Ninneman 09.08.2019 02.08PM

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2 Replies

"I don't want to see any entry requirements as RTOs should have the say in who enters it directly. I think something that is wider may be acceptable such as "RTOs need to ensure that students entering the qualification are likely to be successful at this level' would suffice and cover those who don't have experience such as those who finished a diploma in ECEC."

Adam Green 20.08.2019 12.33PM

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"Totally agree with Adam here. I believe RTO's should be taking the time to talk with students and ascertaining they have the learning skills and experience to ensure they are suitable candidates for the Cert 4. I also think a number of units should cross from one to the other to allow for advanced standing of some units. "

Rita Hermansen 03.09.2019 11.45AM

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Packaging rules

PACKAGING RULES

Total number of units = 17

  • 13 core units
  • 4 elective units, consisting of:
    • at least 2 units from the list below
    • up to 2 units from the list below, elsewhere in the CHC Training Package, or any other current Training Package or accredited course.

 

To achieve this qualification, the individual must have completed a total of least 100 hours of work in a classroom environment catering to children between the ages of five and 18 years, within at least one educational organisation in Australia. The total number of hours may be applied collectively across all units of competency that include the requirement for workplace hours.

 

The selection of electives chosen must be guided by the job outcome sought, local industry requirements and the complexity of skills appropriate to the AQF level of this qualification.

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Core units

CORE UNITS

 

 

 

 

 

 

 

Core Units

CHCDIV002

Promote Aboriginal and/or Torres Strait Islander cultural safety

CHCEDS033

Meet legal and ethical obligations in an education environment

CHCEDS059

Contribute to the health, safety and wellbeing of students

CHCEDS045

Support student mathematics learning

CHCEDS046

Support student literacy learning

CHCEDS047

Assist in facilitation of student learning

CHCEDS048

Work with students in need of additional learning support

CHCEDS050

Support Aboriginal and/or Torres Strait Islander education

CHCEDS051

Facilitate learning for students with disabilities

CHCEDS056

Provide support to students with autism spectrum disorder

CHCEDS58

Support the implementation of behaviour plans

CHCPRP003

Reflect on and improve own professional practice

CHCPRT001

Identify and respond to children and young people at risk

 

14 Comments

Work Place Assessment

"Many rural areas deliver both CIII & CIV through Blended Delivery resulting in students studying in areas spread across hundreds of Kilometres. Many of these RTO's do not have Assessors therefore Teachers would have to perform these direct observations. Teachers would be traveling vast distances for long periods of time having no one to teach the rest of their class. This combined with Performance Evidence being more Assessor direct observation would make it impossible to Assess the Course in line with the amount of proposed direct assessor observation in all units. Much of the Performance Evidence and Evidence Knowledge in all Units could be Assessed by Written Responses, research and Portfolio items. Third Party Reports and Observation Checklists signed by the Supervising Teacher should be authentic enough to meet the Unit requirements"

Andrew Wales 04.09.2019 10.07AM

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2 Replies

"Agree with Andrew :) "

Rita Hermansen 09.09.2019 11.32AM

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"I agree with Andrew here."

Rita Hermansen 09.09.2019 11.33AM

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Amount of Third Party Evidence

"The amount of third party evidence required for authentic assessment would put a HUGE amount of extra work on the Supervising Teacher. It is hard enough at the moment to find schools who will take our students. Especially in rural areas."

Andrew Wales 04.09.2019 10.04AM

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1 Reply

"I agree with Andrew."

Rita Hermansen 09.09.2019 11.33AM

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CHCDIV002

"This unit has been contextualised to the health and community services industries and is not appropriate as a core unit in an education qualification. There are references to “clients” and “health systems” which do not apply to an EA’s role. Whilst I agree that the historical context of Aboriginal people is important for EAs to know, and to demonstrate cultural sensitivity is essential, both could be included in a modified CHCEDS050. I would therefore remove this CHCDIV002 unit from the cores. "

Maureen Toyn 21.08.2019 03.06PM

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First aid

"In response to the first aid question as a unit - certainly as an elective but not a core. Similar to aged care, most schools do not want qualified first aid support workers to be administering first aid to students as this can open a whole heap of legal issues. There are nurses at many schools or teachers who are paid to be the designated first aid responder. Whenever there are excursions, first aid is planned for and a person with advanced first aid or bronze medallion is made available. Finally, this unit can be argued to be applicable to every VET course in Australia for one reason for another - I think we should not lose sight of the fact that support workers' primary role, as per the research and what industry consistently says, is behaviour, disability, numeracy and literacy, as well as pedagogy/facilitation skills. Finally, most RTOs such as happens in ECEC, outsource this unit, which will make the course much more expensive - please remember that students in this area are 99% female and most already pay more than they can afford - many are single parents and are unemployed or underemployed. Schools are also happy to pay for staff that they select and want to hold first aid qualifications to attend a course through their preferred provider."

Adam Green 20.08.2019 01.09PM

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CHCPRT001 Identify and respond to children and young people at risk

"This unit should also be an elective. In reality, schools provide mandatory reporting training to all staff on a regular basis and is not needed. Also, support workers refer in all instances to their teacher who they work under direct supervision of (as per the course description). There is some of this covered in the safety units which is more than adequate (types of abuse, disclosure, reporting to teacher). While there has been lots of media coverage about abuse and neglect lately, we have to be careful not to overreact and remember the role of the support worker is that of a 'support' worker and they answer to the teacher."

Adam Green 20.08.2019 01.04PM

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ASD

"In response to the question of whether the Autism unit should become a core unit, my believe is that it should not be a core unit but certainly updated and included in the electives. Personally, I think the whole course is way too controlled by government and RTOs should be provided with more freedom to choose their structure like some BSB courses that have 1-2 core units and all else is chosen by the RTO based on the industry needs for that RTO's clientele. In fact I would be happy to see one more elective (18) but fewer core except for behaviour, literacy, numeracy, disability and one of the facilitation/pedagogical type units. Everything else is not as relevant."

Adam Green 20.08.2019 12.59PM

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Aboriginal units

"Being a former teacher in remote schools with a high population of aboriginal students: There is no need for 2 ATSI units especially given that both of these units are excessively large with more content that many of the other units put together. I would prefer to see both units as electives and the number of electives hence increased. Research by academics in Australia (1) an across the world (2), consistently show that the key competency areas are behaviour, literacy, numeracy and disability. Adding in other units distracts from the core competencies required by industry. The ATSI units while useful to some RTOs, never rank high when we conduct industry consultation and students commonly comment that they prefer to concentrate on core skills such as teaching strategies. Industry recently said "we don't treat students based on whether they are aboriginal or not - we just see Jack and then help Jack, we just see Sue and then do what we need to do to support Sue." I believe this unit is at diploma or higher level in terms of the AQF especially the definition of AQF level 4. Also, all of the pedagogical decisions provided for in the remaining units (literacy etc.) are applicable to all students. Also what about schools that have no ATSI students? What about Islamic schools? We should also remember that ATSI students make up less than 2% of the school population. (1) https://www.tandfonline.com/doi/abs/10.1080/13603116.2017.1362478 (2) https://www.tandfonline.com/doi/abs/10.1080/13603116.2010.509818"

Adam Green 20.08.2019 12.49PM

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3 Replies

"I agree with Adam in relation to the Aboriginal units."

Kim Ninneman 21.08.2019 10.43AM

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"I agree with Adam in relation to the Aboriginal units as well. "

Rhianon Walters 28.08.2019 11.39AM

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"Some great points Adam. I agree too. Many of the schools in our area don't have any aboriginal students - it becomes very contrived if you have to seek out students/schools specifically for an academic exercise."

Sandra Bushby 28.08.2019 09.11PM

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""

Kerri Henderson 10.08.2019 10.21AM

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ELECTIVE UNITS

Elective Units

CHCCDE004

Implement participation and engagement strategies

CHCDIS004

Communicate using augmentative and alternative communication strategies

CHCDIS009

Facilitate ongoing skills development using a person-centred approach

CHCEDS038

Communicate in an Aboriginal or Torres Strait Islander language

CHCEDS039

Work effectively as an Aboriginal or Torres Strait Islander education worker

CHCEDS042

Use an e-learning management system

CHCEDS049

Supervise students outside the classroom

CHCEDS052

Deliver elements of teaching and learning programs

CHCEDS053

Assist in production of language resources

CHCEDS054

Contribute to teaching of Aboriginal and/or Torres Strait Islander language and culture

CHCEDS055

Coordinate e-learning programs

CHCPRP001

Develop and maintain networks and collaborative partnerships

HLTAID004

Provide an emergency first aid response in an education and care setting

HLTWHS001

Participate in workplace health and safety

 

QUALIFICATION MAPPING INFORMATION

No equivalent qualification.

LINKS

Companion Volume Implementation Guide:

10 Comments

Work Place Assessment

"Many rural areas deliver both CIII & CIV through Blended Delivery resulting in students studying in areas spread across hundreds of Kilometres. Many of these RTO's do not have Assessors therefore Teachers would have to perform these direct observations. Teachers would be traveling vast distances for long periods of time having no one to teach the rest of their class. This combined with Performance Evidence being more Assessor direct observation would make it impossible to Assess the Course in line with the amount of proposed direct assessor observation in all units. Much of the Performance Evidence and Evidence Knowledge in all Units could be Assessed by Written Responses, research and Portfolio items. Third Party Reports and Observation Checklists signed by the Supervising Teacher should be authentic enough to meet the Unit requirements"

Andrew Wales 04.09.2019 10.07AM

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2 Replies

"I agree with you Andrew! The travelling vast distances for rural students is a major concern."

Rita Hermansen 09.09.2019 11.31AM

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"Yes!!!"

Rita Hermansen 09.09.2019 11.33AM

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Amount of Third Party Evidence

"The amount of third party evidence required for authentic assessment would put a HUGE amount of extra work on the Supervising Teacher. It is hard enough at the moment to find schools who will take our students. Especially in rural areas."

Andrew Wales 04.09.2019 10.05AM

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3 Replies

"This is a very big issue for rural areas and I agree with Andrew. We are struggling to find schools (and teachers) who are willing to take on our students. Many of the schools are saying they are too busy to host students and consequently we are trying our hardest to minimise workload on supervising teachers. However with the ever increasing evidence that is required "in the workplace" and the fact that here in rural NSW I have at least one or two hours drive between schools for observation, it is becoming a difficult, costly and time consuming process for our small college. "

Sandra Bushby 04.09.2019 02.32PM

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"Observations can be done via FaceTime or Skype and where internet is an issue, video evidence of the learner working with the students should be reliable evidence."

Kim Ninneman 04.09.2019 02.42PM

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"The concern I have with this extra pressure to assess for the Supervising Teacher - could this deter schools etc from taking on students?"

Rita Hermansen 09.09.2019 11.32AM

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Implementation guides

"The implementaton guides need updating to ensure the interpretation of 'directly assessed' is not abused by RTOs. For example, it should say directly assessed means the assessor attending, in person, the school or classroom for a reasonable period of time."

Adam Green 20.08.2019 01.11PM

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1 Reply

"100% agree"

Aliesha Hill 28.08.2019 09.18AM

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CHCEDS042

"Cert III and IV have the same code, but different titles: Cert III - CHCEDS042 Provide support for e-learning Cert IV - CHCEDS042 Use and e-learning management system"

Kim Ninneman 09.08.2019 02.13PM

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