Education Support Draft 2 Validation

CHCEDS061_Support responsible student behaviour Draft 2 Aug 19

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Unit application and prerequisites

UNIT CODE

CHCEDS061

UNIT TITLE

Support responsible student behaviour

APPLICATION

This unit describes the skills and knowledge required by an education support worker to support and guide responsible and positive behaviour of students.

 

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

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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. Contribute to a safe and supportive environment.
    1. Use positive and respectful communication styles with students in all situations.
    2. Recognise any additional needs of students’ that may have impacts on behaviour.
    3. Identify contributing environmental factors that may influence student behaviour.
  1. Use positive behaviour support techniques.
    1. Establish expectations for behaviour in consultation with teacher.
    2. Communicate expectations and instructions to students in a manner appropriate their needs and context of the activity.
    3. Use appropriate positive reinforcement and clear verbal and non-verbal communication strategies to acknowledge responsible behaviour.
    4. Identify behaviours requiring support and follow organisational policies and procedures to minimise effects on others.
    5. Employ appropriate strategies to redirect behaviour and defuse situations of conflict or stress.
    6. Observe the frequency, intensity and duration of behaviours requiring support and report to teacher.
    7. Take appropriate steps to maintain personal safety of self and others.
  1. Implement and monitor strategies to support student behaviour.
    1. Implement strategies to support student behaviour as directed by teacher.
    2. Identify areas of concern and discuss with teacher.
    3. Monitor outcomes of strategies and record responses of students in accordance with organisational policy and procedures.
    4. Provide feedback on outcomes to teacher to modify future behaviour support strategies.

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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:

  • Interpret organisational policies and procedures.

Writing skills to:

  • Record information and observations according to organisational procedures.

Oral communication skills to:

  • Interact with and engage students to build rapport.

Initiative and enterprise skills to:

  • Anticipate the need for assistance or intervention in order to support positive student behaviour.

UNIT MAPPING INFORMATION

No equivalent unit.

LINKS

 

1 Comments

Communication SKills

"Again, students should demonstrate their ability to communicate clear evidence based observations to the teacher/supervisor. And build rapport with the teacher/supervisor "

Sue McElroy 09.08.2019 11.36AM

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Performance evidence

TITLE

Assessment Requirements for CHCEDS061 Support responsible student behaviour.

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:

  • implemented behaviour support strategies for two individual students, including:
    • establishing expectations for behaviour and communicating effectively to students
    • guiding behaviour using positive support techniques
    • identifying any behaviours in need of support
    • observing and reporting to teacher on outcomes of support strategies used.

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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 and education support worker and own job role
  • legislation, its purpose and key requirements relating to:
    • anti-discrimination
    • child protection
    • confidentiality and privacy
    • duty of care
  • organisation policies and procedures relating to supporting behaviour of students
  • factors that may affect behaviour of students:
    • cultural considerations
    • environment
    • family circumstances
    • language or communication difficulties
    • learning difficulties
    • health issues
      • physical
      • mental
    • mood and personality
    • social issues
  • communication techniques that support positive behaviour:
    • verbal
    • non-verbal
    • active listening
    • questioning
    • appropriate use of volume and tone
  • positive support strategies to redirect behaviour and defuse situations
  • negotiation and conflict resolution techniques
  • how to recognise situations where further support or intervention may be required.

4 Comments

Knowledge evidence

"I am surprised in this day and age, that Trauma experiences (Adverse Childhood Experiences) is not included in Knowledge evidence for reasons for behaviour. Trauma informed practices is a big part of positive behaviour management and includes strategies for when things get very difficult, and it can be implemented as whole school, classroom settings - under the instruction of a teacher."

Sue McElroy 09.08.2019 11.02AM

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3 Replies

"Yes, I think trauma would sit in the list of factors that may affect behaviour of students. "

Brigette Hall 12.08.2019 10.07AM

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"Sure! and in my experience as a teacher - food and drink! students drink 2 litres of coke and then go crazy, or they haven't eaten for days. Sounds silly but is the number 1 factor. Also medications, lack of sleep, stress and anxiety, disability/disorder, lack of motivation, lack of rapport, bullying...the list goes on -> this is why i think the units are over designed and should go back to basics so us in the industry can design courses based on our knowledge and understanding of what industry wants. Suggest also removing the ever present 'organisatoin policies' line and the repetitive legislation which is just so irrelevant in the real world in my opinion."

Adam Green 20.08.2019 04.05PM

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"Absolutely agree - trauma can have a major impact on behaviour. I realise that it is implicit in "factors that may affect students behaviour". However given the significance of trauma on behaviour and the number of students likely to be affected it should be explicitly mentioned."

Fiona Taylor 28.08.2019 03.55PM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in the workplace.

  • support activities with 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:

  • 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

 

5 Comments

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""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 02.24PM

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3 Replies

"I would remove "physically attends" the classroom as we deliver online and I have videos of students in the classroom as well as FaceTime sessions where I am able to observe the students as they support responsible behaviour. "

Kim Ninneman 21.08.2019 10.54AM

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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 10.34AM

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"Totally agree. 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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Assessment condition

"Yes, this should definitely be observed at least once in a classroom by the assessor."

Sue McElroy 09.08.2019 11.38AM

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