Education Support Draft 2 Validation

CHCEDS049_Supervise students outside the classroom Draft 2 Aug 19

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Unit application and prerequisites




Supervise students outside the classroom


This unit describes the performance outcomes, skills and knowledge required to supervise students in school grounds, community settings, and other non-classroom environments.


The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional, with students aged between five and 18 years. The unit applies to education support work with students in sporting, recreational and other activities outside the classroom environment.


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


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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. Identify potential risks.
    1. Assess the environment for physical hazards and impediments to the active supervision of students.
    2. Identify physical, psychological and logistical risks to be considered in the risk evaluation.
    3. Use planning strategies and organisational policies and procedures to address identified risks and hazards in activities.
    4. Access information about additional needs of students to inform the supervisory process.
    5. Review information about student’s health and medical needs and use to inform decisions.
  1. Use positive student management techniques.
    1. Establish expectations for student behaviour in advance of the activity according to the organisation’s positive behaviour support plan.
    2. Model positive interactions with students and other adults at all times.
    3. Use verbal and non-verbal techniques that acknowledge and influence student behaviour.
    4. Supervise and monitor area of responsibility and students and respond to situations in a timely manner.
    5. Use planned strategies in a timely manner to prevent escalation of incidents.
  1. Maintain calm and confident demeanour.




    1. Monitor and control personal stress levels through use of recognised techniques.
    2. Articulate verbal directions in a clear and moderate tone and repeat this where necessary.
    3. Assess situations and determine suitable action based on situation severity.
    4. Summon assistance when necessary using the organisation’s planned methods of communication.
    5. Follow the organisation’s debriefing and reporting processes.
  1. Review and reflect on the effectiveness of strategies and performance.
    1. Evaluate the effectiveness of strategies through collaboration with other members of the education team.
    2. Reflect on own performance and identify strengths, weaknesses and opportunities for improvement.
    3. Identify potential for changed approaches and follow organisational policies and procedures for revision.


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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 information on student needs.
  • Interpret organisational strategies, policies and procedures.

Writing skills to:

  • Produce reports according to organisational procedures.

Initiative and enterprise skills to:

  • Use appropriate support strategies when opportunities arise.


CHCEDS023 Supervise students outside the classroom




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Performance evidence


Assessment Requirements for CHCEDS049 Supervise students outside the classroom.


Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • conduct a risk analysis for two different types of activities, each one taking place in a different location
  • supervise two different groups of students outside the classroom (minimum group size of ten)
  • use positive behaviour support techniques in situations that individually or cumulatively include:
    • physical play
    • conflict between students
    • transition between different locations.



"I am happy with ten as all schools have at least 10 students who have lunch/recess etc. which could be used here. However I don't see the need for 2 risk assessments also given the emphasis in other units on risk/safety etc. Once is enough. Same with the 'two different groups' given the requirement for 10 that means 20 students in total which means considering the behaviour of 20 students. Anything being assessed 20 times is way more than sufficient. Reduce to 5 and only once is enough. TA's generally do not supervise large groups of 10 on their own without teacher support and even then it is very rare such as on excursion and the group is separated - even then there are likely to be multiple staff."

Adam Green 20.08.2019 03.53PM

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2 Replies

"Agreed, numbers to be supervised seems to exceed the current role expectations"

Susan Werner 22.08.2019 11.35AM

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"Agreed with Adam."

Rita Hermansen 03.09.2019 11.28AM

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Mandated student numbers

"some remote schools may have difficulty providing a "minimum group size of ten" in the performance evidence of this unit"

Kerri Henderson 10.08.2019 10.27AM

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1 Reply

"Yes, agreed. Especially small, rural schools."

Rita Hermansen 03.09.2019 11.28AM

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Knowledge evidence


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

  • responsibilities of the education support worker when supervising students in non-classroom environments
  • principles of active supervision
    • awareness of environment
    • positioning
    • interaction with students and adults
    • scanning and listening
    • awareness of group and individual dynamics
  • supportive behaviour and communication techniques appropriate to the education environment and students
  • verbal and non-verbal techniques used to influence student behaviour:
    • short clear and consistent instructions
    • firm, calm tone of voice
    • encouraging through body language and gestures
    • defusing
    • eye contact\positioning of self and student
    • facial expressions
  • the factors that influence student behaviour
  • sources of additional information about students to be supervised
  • potential risks and hazards
    • logistical
    • psychological
    • physical
  • organisational policies and procedures for:
    • risk-management
    • behaviour expectations
    • incident and emergency reporting.


Supervision outside must be observed by assessor

"Assessment condition mandate that the "supervision of student must be directly observed by the assessor on at least one occasion" however this is not logistically practical, as there is no guarantee that the minimum group of 10 students will be undertaking a supervised activity with the candidate at the time that the assessor is present at placement"

Kerri Henderson 10.08.2019 10.31AM

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Assessment conditions


Skills must be demonstrated in the workplace:

  • supervision of 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.


Skills related to risk analysis may be demonstrated outside of the workplace.


Skills related to managing conflict between students may be demonstrated through simulation.


Interactions with students must be supervised by a teacher or other educational professional.


Assessment must ensure access to:

  • location for activity
  • activity and student information to inform risk analysis
  • organisational policies and procedures:
    • behaviour guidelines
  • students in an educational organisation
  • colleagues for guidance and collaboration


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





""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 02.20PM

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1 Reply

"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 12.02PM

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