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CHCEDS058_Support the implementation of behaviour plans Draft 2 Aug 19
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UNIT CODE
CHCEDS058
UNIT TITLE
Support the implementation of behaviour plans
APPLICATION
This unit describes the skills and knowledge required by an education support worker to support the implementation of behaviour plans within an education organisation. It includes developing an understanding of relevant legislation and organisational policies and procedures.
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 within 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
ELEMENTS
PERFORMANCE CRITERIA
Elements describe the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
Create learning experiences for students to develop effective communication skills and appropriate s
"Students may have difficulty applying this in a workplace where the role of the ESS is to follow instructions of the teacher rather than create their own experiences"
Susan Werner 22.08.2019 11.24AM
one issue
"I only have issue with the first element as there isn't any legislative framework or policy in regards to behaviour plans. There are some policies in regards to behaviour but not plans, which is what is specified here. I think this is confusing this sector with aged care for example that has rules around restraint and things of that nature. From the TAs perspective, there are departmental policies about behaviour which are broad, then the teacher does the plan. The TA helps implements it, occassionally meets and offers feedback. So while there is a legislation that we could argue is related (disability etc.) this part is largely not relevant to TAs in any way."
Adam Green 20.08.2019 04.30PM
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:
Writing skills to:
Oral communication skills to:
Initiative and enterprise skills to:
UNIT MAPPING INFORMATION
No equivalent unit.
LINKS
TITLE
Assessment Requirements for CHCEDS058 Support the implementation of behaviour plans.
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:
KNOWLEDGE EVIDENCE
Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:
""child and adolescent development theories" are not relevant here and is well beyond a single knowledge point as well as beyond AQF3 or 4. This could be a unit to itself but not something that can be assessed as a short answer question or two. Also note coverage in the domains unit."
Adam Green 20.08.2019 04.34PM
ASSESSMENT CONDITIONS
Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.
In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.
Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.
Skills related to reflection may be demonstrated outside of the workplace.
Interactions with students must be supervised by a teacher or other educational professional.
Assessment must ensure access to:
Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.
direct assessment
"This unit is one of the most important to be assessed directly by an assessor who visit the classroom. Behaviour management cannot be assessed via video effectively (and schools are less inclined to allow video these days if at all). The nuances of body language, tone, class dynamics, stress etc. can only be carefully considered by the experienced assessor face to face, and then advice provided. "
Adam Green 20.08.2019 04.36PM
"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 12.04PM