Education Support Draft 2 Validation

CHCEDS035_Contribute to student education in all developmental domains Draft 2 Aug 19

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Unit application and prerequisites

UNIT CODE

CHCEDS035

UNIT TITLE

Contribute to student education in all developmental domains

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to support the physical, social, emotional, cognitive and language development of students with a focus on the inclusion of all students.

 

This unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional, to support student education according to established curriculum. They work mainly in classroom settings in schools, with students aged between five and 18 years, but may also work in other education settings within the community.

 

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

1 Comments

Inclusion

"Why is 'inclusion' being added to this unit. It is more appropriate to health and well-being and diversity units. Cognition and language are separate domains. Condensing them devalues the potential learning for SLSOs / TAs."

Amanda McCrabb 04.09.2019 02.23PM

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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. Support physical development of students.
    1. Identify the stages of physical development required for each phase of development in the current curriculum.
    2. Use strategies, materials and resources that support physical development according to the school policy and procedures.
    3. Identify and report concerns about a student’s physical development to the teacher according to the school policy and procedures.
  1. Support the social and emotional development of students.
    1. Identify the stages of social and emotional development required for each phase of development in the current curriculum.
    2. Use strategies, materials and resources that support social and emotional development according to the school policy and procedures.
    3. Identify and report concerns about a student’s social and/or emotional development to the teacher according to the school policy and procedures.
  1. Support the cognitive and language development of students.
    1. Identify the stages of cognitive and language development required for each phase of development in the current curriculum.
    2. Use strategies, materials and resources that support cognitive and language development according to the school policy and procedures.
    3. Identify and report concerns about a child’s cognitive and/or language development to the teacher according to school procedures.
  1. Contribute to the inclusion of all students.

 

 

    1. Use positive communication that encourages students to recognise and affirm differences in personal learning styles and abilities.
    2. Identify special requirements based on work with individual students and collaborate with others to facilitate access.
    3. Support students from culturally or linguistically diverse backgrounds with orientation and learning using appropriate communication.
    4. Recognise and respond to diverse approaches to study and learning with appropriate choice of support strategies.

3 Comments

Domains

"I like the simple structure here of each PC in each element. However the domains are as follows: 1. Physical, 2. Social/emotional 3. Cognitive 4. Language Cognitive and language are not grouped."

Adam Green 20.08.2019 02.07PM

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Element 4

"I don't see the relationship between element 4 and this unit - domains are not related to diversity/inclusion and this is already covered in about 6 other units and the diversity unit. "

Adam Green 20.08.2019 02.05PM

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1 Reply

"I agree, where is the reasoning behind this?"

Juanita Nanos 05.09.2019 09.20AM

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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:

  • Comprehend the content of curriculum documents.

Writing skills to:

  • Produce reports according to organisational procedures.

Oral communication skills to:

  • Interact with and engage students to build rapport.

UNIT MAPPING INFORMATION

CHCEDS003 Contribute to student education in all developmental domains

LINKS

 

1 Comments

Writing skills

"Not sure that ◾Produce reports according to organisational procedures. is necessary for this unit."

Amanda McCrabb 04.09.2019 02.32PM

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Performance evidence

TITLE

Assessment Requirements for CHCEDS035 Contribute to student education in all developmental domains.

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:

  • implement strategies to support two students with different developmental support needs
  • assist students in activities that individually or cumulatively support in the following areas:
    • physical
    • cognitive and language
    • social and emotional domains
  • perform the activities outlined in the performance criteria of this unit during a period of at least 100 hours in classroom environment catering to children between the ages of five and 18 years, within at least one educational organisation in Australia.

0 Comments

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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 an education support worker and specific understanding of own work role and responsibilities
  • organisational policies and procedures as they apply to the work role
  • broad developmental stages of children/young people in the following domains and how they interrelate:
    • physical
    • cognitive and language
    • social and emotional domains
  • curriculum planning cycle and process and how it is based on child development
  • curriculum and curriculum framework as it relates to all developmental areas
  • strategies, materials and resources that support the stages of development in each domain
  • cultural, linguistic and ability background of students and families
  • strategies and communication that support inclusion
  • importance of confidentiality as it relates to information about children.

5 Comments

Remove

"Remove these three KW points as they are found elsewhere on many occassions and not relevant to domains: 1. cultural, linguistic and ability background of students and families (not relevant, found in other units such as diversity unit) 2. strategies and communication that support inclusion (how about that support students!) 3. importance of confidentiality as it relates to information about children. (ethical/legal unit and not related to any tasks in the PC)."

Adam Green 20.08.2019 02.11PM

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4 Replies

"Agree"

Amanda McCrabb 04.09.2019 02.32PM

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"Agree"

Amanda McCrabb 04.09.2019 02.32PM

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"Adam has made valid points here."

Juanita Nanos 05.09.2019 09.22AM

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"The first two points about understanding work role are generalized and this unit should focus on work role related to developmental domains rather than organisational policies."

Robyn White 05.09.2019 01.20PM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in the workplace:

  • implementation of support strategies 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:

  • student information to inform planning
  • curriculum information
  • teaching and learning resources
  • organisational policies and procedures
  • students in an educational organisation
  • colleagues for guidance and collaboration

 

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

LINKS

 

11 Comments

Addition

""must be directly observed by the assessor on at least one occasion" could be modified to "must be directly observed by the assessor who physically attends the classroom, on at least one occasion""

Adam Green 20.08.2019 02.12PM

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10 Replies

"Why limit to direct observations in classrooms?? Schools are now utilising software to deliver live session, I am aware of a School in Tasmania that has multiple campuses and delivers subjects via video conference. I see no reason why this cannot be implemented in the delivery of this Unit, Technology exists today that can be used so an assessor can view a Student studying this course through real time viewing."

Lucas Bendt 22.08.2019 12.59PM

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"Using a VC to observe an actual classroom and students would be a compliance minefield. Child Protection legislation in particular."

Andrew Wales 02.09.2019 02.23PM

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"Directly observing students is a real issue for rural students as the distances are vast."

Cathy Martin 03.09.2019 10.30AM

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"I'm with you Andrew. We need to be careful we are considering Child Protection with regards to this. Some parents and schools may be very concerned about this too."

Rita Hermansen 03.09.2019 10.31AM

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"Yes, agree with Cathy!!"

Rita Hermansen 03.09.2019 10.32AM

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"Training organisations cannot avoid cost or responsibilities owed to their distance students simply due to their location. If they are not willing to have a trainer attend an onsite assessment, then logically they would not enrol distance students. These students particularly need and benefit from the feedback and direction of an onsite trainer face to face. In my opinion, on these occasions more attention must be given due to their isolation. If a trainer cannot get the full picture of a student’s skills and knowledge in the local area via a recording or a photo, that certainly will not change because they are a distance student. Andrew gives weight to the discussion about growing concerns and legislation limiting photos or recordings in a school environment. I am experiencing a growing number of schools that forbid photos or recordings, with no exceptions to the rule. I expect this attitude to develop further over time, which will create a conundrum for RTO’s. True, there are live sessions and webinars that are a platform for distance learning, however I am sure that you would agree that learning information is quite different from assessing application. "

Juanita Nanos 05.09.2019 09.59AM

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"I fear the reality is that most RTOs accept enrolments from rural and remote students and attempt to support them at distance, via the technologies available with minimal personal visits. Costs are reality and certainly a limitation of face to face time. Vocational training is essential for non-metro areas and needs to be creatively delivered and assessed. "

Robyn White 05.09.2019 01.30PM

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"Yes, totally agree with Lucas. Also, direct observing students is a real issue for rural students. We need to think outside the box and use technological methods to assess students. "

Anna Hannouche 11.09.2019 10.28AM

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"Totally agree Cathy. "

Anna Hannouche 11.09.2019 10.28AM

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"Why do assessors need to physically attend the classroom to observe students? There are many technological methods that can be used instead. We need to consider rural students as well as the cost of an assessor visiting students multiple times. This needs to considered or the cost of courses will be prohibitive."

Anna Hannouche 11.09.2019 10.56AM

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