Education Support Draft 2 Validation

CHCEDS047_Assist in facilitation of student learning Draft 2 Aug 19

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Unit application and prerequisites

UNIT CODE

CHCEDS047

UNIT TITLE

Assist in facilitation of student learning

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to facilitate and monitor student learning according to principles of practice used in an education organisation.

 

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. 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

0 Comments

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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. Establish an environment conducive to student learning.
    1. Confirm the teaching and learning approach and its principles of practice with teacher.
    2. Identify and confirm learning requirements for the specified activity through correct interpretation of the learning program.
    3. Meet specified needs of identified students in planning and preparation phase and confirm relevant principles of practice with teacher.
    4. Select and modify required resources that support the learning approach prior to the activity.
    5. Establish a positive, mutually respectful relationship with students using communication and interpersonal skills that match the student/group.
  1. Facilitate the learning process.
    1. Interact with students in ways that reflect and support principles of practice in accordance with student learning styles.
    2. Conduct each activity according to provided programs and directions.
    3. Take opportunities to enhance learning activities within the scope of the endorsed principles of practice.
  1. Support and monitor student learning.

 

 

 

 

    1. Monitor, document and report student progress to supervising teacher to ensure learning outcomes are being achieved.
    2. Adjust and modify delivery strategies to meet emerging needs and unanticipated situations.
    3. Encourage students to reflect on personal learning achievements and learning experiences.
    4. Manage student interactions to ensure effective participation occurs and effective relationships are maintained.
    5. Use established and agreed techniques to manage behaviour of concern.
    6. Maintain, store and secure student records in accordance with organisation requirements.

3 Comments

3.6

"TAs don't manage or store student records."

Adam Green 20.08.2019 03.42PM

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1 Reply

"Managing student records - This could create some concerns regarding confidentiality in schools. "

Rita Hermansen 03.09.2019 11.26AM

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3.1

"remove 'document' TAs don't really document that much like we do in VET (except when trainers and course developers ask them to in an artificial manner)."

Adam Green 20.08.2019 03.41PM

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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 content of teacher planning documents.

Writing skills to:

  • Record information and observations according to organisational procedures.

Oral communication skills to:

  • Interact with students to build rapport
  • Use listening and questioning skills to seek information and confirm understanding.

Initiative and enterprise skills to:

  • Use appropriate support strategies when opportunities arise.

Technology skills to:

  • Use computers and digital media to record, monitor and report on student progress according to organisational procedures.

UNIT MAPPING INFORMATION

CHCEDS021 Assist in facilitation of student learning

LINKS

 

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Performance evidence

TITLE

Assessment Requirements for CHCEDS047 Assist in facilitation of student learning.

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:

  • establish a learning environment and facilitate the learning process for each of the following on two occasions:
    • a small group
    • an individual
  • respond appropriately to behaviours of concern on at least two occasions
  • report on the progress of two students
  • perform the activities outlined in the performance criteria of this unit during a period of at least 100 hours within at least one education provider.

1 Comments

provider

"maybe change one education provider to school? unless you are intending to allow this unit to be assessed in RPL for example via child care, creche etc."

Adam Green 20.08.2019 03.44PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • the different responsibilities of teachers and education support workers for student learning outcomes
  • education system’s policies and procedures
  • organisational policies and procedures
  • interpersonal skills that influence positive student and staff interactions
  • reading, writing, language and numeracy competence required to perform effectively in an education support role
  • contemporary theories of learning:
    • direct teaching
    • use of games and activities
    • use of technologies
    • provision of opportunities for students to apply their learning on their own or in groups
    • provision of opportunities for students to reflect on and reinforce their own learning
  • principles of practice for the identified education environment:
    • underpinning elements that reflect the theory of learning being used
    • teaching and learning approaches of teachers
  • student learning styles and how they influence learning outcomes:
    • aural
    • kinaesthetic
    • visual
  • learning process
  • features and formats of curriculum documentation:
    • how to interpret
    • how they are used in the classroom
  • organisation’s process and procedures for working with students and supporting behaviour
  • legislation, its purpose and key requirements that impact individual workers facilitating learning relating to:
    • anti-discrimination
    • child protection
    • confidentiality and privacy
    • duty of care responsibilities applicable to non-teaching staff
    • work health and safety.

1 Comments

delete

"Starting at the line "features and formats of curriculum documentation:" and all below should be deleted as they are not relevant to this unit, found elsewhere etc. The qualification is already swamped with 'policies', 'procedures' and other non-essential buzz words like privacy and confidentiality. These are important and are hence found in the legal and ethics or safety unit and therefore are not required to be repeated again and again as a filler."

Adam Green 20.08.2019 03.47PM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in the workplace:

  • facilitation of the learning process 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.

 

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

 

Skills related to behaviours of concern may be demonstrated through simulation.

 

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
  • principles of practice
  • 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

 

4 Comments

add

""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 02.19PM

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3 Replies

"Again per my previous comment, 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. If we as teachers are encouraging school age students to utilise technology in schools, why are we limiting those that are going to be working with school aged children to the good old pen and paper. We need to adapt to what is relevant today."

Lucas Bendt 22.08.2019 01.04PM

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"Assessors shouldn't need to directly observe students in the classroom (face to face). Observations can be completed using technological methods. Direct observing is a real issue for rural students. "

Anna Hannouche 11.09.2019 10.42AM

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"Totally agree- move with the times. "

Anna Hannouche 11.09.2019 10.43AM

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