Education Support Draft 2 Validation

CHCEDS059_Contribute to the health and safety of students Draft 2 Aug 19

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Unit application and prerequisites

UNIT CODE

CHCEDS059

UNIT TITLE

Contribute to the health, safety and wellbeing of students

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to implement work health and safety policies and procedures to support the health, safety and wellbeing of students in an educational environment.

 

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 children 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.

PREREQUISTE UNIT

Nil

COMPETENCY FIELD

Education Support

UNIT SECTOR

Children’s Education and Care

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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. Maintain a safe environment.
    1. Provide guidance and support to students on the safe use and care of equipment and resources.
    2. Maintain classroom displays according to work safety regulations and organisational policies and procedures.
    3. Support student protection programs as appropriate.
    4. Take appropriate steps, if required, to maintain personal safety of self and others.
    5. Recognise common hazards and report to appropriate personnel in accordance with organisational policies and procedures.
    6. Follow organisational policies and procedures for dealing with hazards, within the scope of own job role.
  1. Maintain a hygienic and healthy environment.
    1. Maintain the classroom in a clean and tidy condition.
    2. Respond appropriately to students who require assistance with personal care or hygiene.
    3. Clean soiled student clothing and areas according to organisational policies and procedures.
  1. Supervise students in conjunction with teacher.
    1. Undertake supervision of students according to teacher direction and school policy and procedures.
    2. Supervise students outside the classroom according to teacher direction and school policy and procedures.
  1. Deal with emergency situations.
    1. Contribute to planning for emergency and potential emergency situations.
    2. Recognise emergency and potential emergency situations promptly and take required actions within the scope of own job role.
    3. Follow emergency procedures correctly in accordance with school procedures.
    4. Seek assistance promptly from colleagues and/or other authorities where appropriate.
    5. Report details of emergency situations accurately in accordance with school policy, including accurate completion of accident and incident report forms.
  1. Support the health and wellbeing of students.
    1. Assist students in need of minor first aid according to organisational policies and procedures.
    2. Provide assistance with the general care and wellbeing of students and attend to students with minor illnesses according to organisational policies and procedures.
    3. Identify health issues in the student community and their impact on student learning.
    4. Assist in the provision of health promotion programs.
    5. Ensure confidentiality of student health information.
    6. Use professional language when liaising with health professionals and families under the guidance of the teacher.

10 Comments

Big issue with 5

"All of 5 I have issues with and should be deleted or replaced completely as it isn’t relevant to the majority of TAs in my experience in schools: 1. Assist students in need of minor first aid according to organisational policies and procedures. (most TAs are not permitted to do FA of any kind) 2. Provide assistance with the general care and wellbeing of students and attend to students with minor illnesses according to organisational policies and procedures. (most TAs do not assist students with illnesses – this is not child care) 3. Identify health issues in the student community and their impact on student learning. (How is this a relevant task to TAs?) 4. Assist in the provision of health promotion programs. (Most TAs do not do this, most schools do not do this in fact). 5. Ensure confidentiality of student health information. (covered in about 5 other units) 6. Use professional language when liaising with health professionals and families under the guidance of the teacher. (TAs Never EVER speak with ‘health professionals” and very rarely families and certainly not about medial information which often teachers don’t even get told about). "

Adam Green 20.08.2019 04.26PM

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1 Reply

"In response to your claim that 'it isn’t relevant to the majority of TAs'...... The purpose of the training package is to cover varied scenarios across a range of learning contexts...... It is essential that this unit is available for SLSOs. Many SLSOs work with students with disabilities. They distribute medicine, assist students with hoists, work with students with cerebral palsy and autism etc. To say, 'this is not child care' undermines the role of the SLSO and fails to cater for students with additional needs."

Franki Ford 21.08.2019 09.38AM

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4.1

"TAs don't "Contribute to planning for emergency and potential emergency situations." teachers don't do that either. Principals do it. They may discuss with the teacher some issues such as a student with a severe allergy but not 'contribute to planning' per se."

Adam Green 20.08.2019 04.22PM

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2 Replies

"All SLSOs and teachers are actively involved with the planning and implementation of evacuation drills. It is essential that they have a role in guiding students to an evacuation point, ticking of lists of student's name etc. in preparation for emergency and potential emergency situations."

Franki Ford 21.08.2019 09.50AM

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"That is not my experience having worked in schools for decades in 2 states."

Adam Green 21.08.2019 10.00AM

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2.2 nd 2.3

"2.2 nd 2.3 are not relevant to all TAs such as those in high school or senior school programs. Most TAs don't deal with toileting (although a lot do). Replace with 'biological hazards' or something different as these 2 are very child care / lower primary and need to be more industry broad."

Adam Green 20.08.2019 04.20PM

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Edit

""Support student protection programs as appropriate." not relevant to all TAs (not high school). what does 'as appropriate mean'? schools dont actively teach this all of the time. Best to remove."

Adam Green 20.08.2019 04.18PM

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3 Replies

"Student protection programs extend into high schools including, drug awareness and e-safety to name a few. A TA needs to have an understanding of these topics and content in order to continue the conversation with students as the needs arise. Using the same language and focus as these programs provides a consistent message to students. "

Susan Davison 21.08.2019 09.51AM

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"A valid point - thank you"

Franki Ford 21.08.2019 10.07AM

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"True true now that I think about it!"

Adam Green 21.08.2019 10.15AM

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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 organisational policies and procedures relating to work health and safety.

Writing skills to:

  • Record information according to organisational policies and procedures.

UNIT MAPPING INFORMATION

CHCEDS017 Contribute to the health and safety of students

LINKS

 

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Performance evidence

TITLE

Assessment Requirements for CHCEDS059 Contribute to the health, safety and wellbeing of students.

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:

  • provided health, safety and wellbeing information to two different students
  • followed hazard identification and reporting process on two different occasions, each for a different type of hazard
  • followed organisational policies and procedures for one simulated emergency situation.

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Knowledge evidence

KNOWLEDGE EVIDENCE

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

  • relevant state/territory legislation, its purpose and key requirements that impact the role of education support workers relating to:
    • work, health and safety
    • child protection
    • confidentiality and privacy
    • duty of care responsibilities applicable to non-teaching staff
    • anti-discrimination
    • infection control
  • organisational policies and procedures related to work, health and safety
  • the role education support workers in supporting health, safety and wellbeing of students
  • hazard identification, including:
    • definition and procedure for identification of a hazard
    • common hazards within the school environment
      • infection control risks
      • personal or student safety risks
    • strategies to minimise risk
  • first aid kit content and use
  • student protection programs
  • supervision planning, set up and implementation requirements and considerations for different:
    • age groups
    • areas
    • activities
  • organisational emergency procedures and own role in the event of an emergency
    • communication procedures
    • evacuation procedures.

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in the workplace:

  • provision of health safety and wellbeing information to 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.

 

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

 

Assessment must ensure access to:

  • relevant work, health and safety regulations
  • organisational policies and procedures
  • first aid kit
  • students in an educational organisation
  • colleagues for guidance and collaboration.

 

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

LINKS

 

3 Comments

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

Adam Green 20.08.2019 02.23PM

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2 Replies

"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 12.05PM

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"Anna, almost all schools do not allow you to film or take images of children so I don't see how you can possibly assess your students in the many and various activities required by the units in this course. Students, schools, teachers all expect at least one site visit as a minimum and they are invaluable for so many reasons. You can't carry out authentic and valid assessments via case studies or simulations. The RTO's business model isn't the number one priority - we should develop courses in the best interests of students and the industry - who all expect placement visits. Also, despite the issue of not meeting the unit requirements adequately, what happens if there are issues and you need a trainer to visit the school - this happens all too often and you need boots on the ground. Even the TAFE providers in regional areas visit every student at some point."

Adam Green 11.09.2019 12.52PM

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