protection, duty of care, emergency management, inclusion, OSH, behaviour management trowel. Question 2 – Explain your understanding of your JDF, including your role and responsibilities. Key points to be addressed by the candidate Support inclusive learning under the direction of the class teacher. Use of computers and ICT. Resource collection and administrative duties. Follow health and hygiene. Work with others including specialist support staff. Monitor, maintains stock. Assessor’s Question 3 – Explain your relationship with the teachers you support. How do you make sure you are communicating effectively and fulfilling your role? Key points to be addressed by the candidate Communication, teamwork, collaboration, mentoring, meetings, performance management. Conflict management, interpersonal skills, organisation, time management. Assessor’s notes Question 4 – Explain the procedure for completing, storing and accessing documents in your workplace. Key points to be addressed by the candidate Assessor’s notes
Question 12 – Explain the difference between a hazard and a risk, the process for identifying and reporting them and any potential hazards in your workplace. Key points to be addressed by the candidate Risk – probability and consequences of injury from exposure to hazard. Hazard – source/situation with potential for harm health, injury, damage to property or combination. Location of incident reports, hazard checklists, how these are followed up. Assessor’s notes Question 13 – Discuss your school’s evacuation plan and your role in the plan. Key points to be addressed by the candidate Range of emergencies – fires, hazards, bomb threat, hazardous substances, chemical spills, natural disasters, security issues. Evacuation plan and muster point, duty of care. Assessor’s notes Question 14 – Explain any key safety signs and their meaning in your workplace and how to use any relevant personal protective equipment (PPE). Key points to be addressed by the candidate Manual handling, appropriate footwear, use of gloves, safety glasses, ear protection, aprons. Assessor’s
Demonstration/Observation Checklist Skill Set 3 – Communicating and diversity Task 6 – Parent/Carer information Candidate’s name During the demonstration or observation of skills, did the candidate do the following? Regulations Standards and Industry requirements Is behaviour observed? Assessor’s Yes Demonstrate effective communication skills Inclusion policy Demonstrate an awareness of cultural differences Create an appropriate presentation using ICT effectively Demonstrate support of culturally diverse students and their families
Demonstration/Observation Checklist Skill Set 3 – Communicating and diversity Task 7 – Use of technology Candidate’s name During the demonstration or observation of skills, did the candidate do the following? Regulations Standards and Industry requirements Is behaviour observed? Assessor’s Notes Yes Demonstrate a of support resources developed using a computer Copyright Demonstrate the ability to operate a of computer programs Use of digital images Demonstrate the ability to use a number of software applications Privacy Act Demonstrate appropriate storage of computer Demonstrate appropriate access and use of digital images
Page intentionally blank Candidate’s Self-Evaluation Skill Set 3 – Communicating and diversity Candidate’s name Date completed of competency CHCEDS312A Work with diversity in the education environment CHCEDS313A Communicate with students Units of competency CHCEDS322A Support students with English as a second language CHCCS312A Use electronic learning materials Set 3 I have performed these tasks Evidence to support claim
1.3 Identify links between mathematical/numeracy processes and maths support strategies. Q5, 6, 8 10, 11, 12, 24 1.4 Apply learning models and language to meet student needs. Q5, 6, 8 Task 3 10, 11, 12 Element 2 – Implement a numeracy support program 2.1 Provide a numeracy support program as directed by the teacher, to meet the individual needs of students whilst taking into account their preferred learning styles. Q5, 6, 8 6, 10, 11, 12, 13, 14, 16, 17 2.2 Select and implement activities to support understanding of numbers, use of number computations, measurement and numerical data. Q5, 6, 8 10, 11, 12 2.3 Record students’ development in accordance with program/school guidelines. Q10 Task 3 6, 15 2.4 Maintain student confidentiality at all times. Q10 Task 3 6, 15 Element 3 – Support student numeracy programs 3.1 Determine support strategies to accommodate student’s ability according to education guidelines and teacher requirements. Q6 Task 3 5, 10, 11, 13, 24, 26, 28 CHCEDS307A Support the development of numeracy skills 3.2 Evaluate student’s numeracy ability with the teacher according to program guidelines and the outcomes of the approved formative and diagnostic assessment processes. Q6, 8, 9, 10 5, 14, 19, 24, 26, 28 3.3 Implement support procedures for numeracy students in accordance with developed program specifications and teacher/school’s guidelines. Q5, 6 Task 3 10, 11, 12
instruments relating to the job role 3.3 Clarify award conditions with appropriate personnel as required. Q1, 2, 3 Task 5 1, 2, 10 Critical aspects of evidence The individual being assessed must provide evidence of specified essential knowledge as well as skills. This unit be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations. Essential knowledge Understand and adhere to own work role and responsibilities. Q1, 2 Task 5 2, 10 Legislation relating to the education sector, the education support workers role and key requirements of each. Q1 Task 5 1, 2, 10 Integration of legislation to form legislative framework for the education environment. Q1 Task 5 1, 2, 10 Curriculum and Curriculum Framework. Q1, 2 Task 5 1, 2, 10 Organisations policies and procedures for responding to legislative issues. Q1, 2 Task 5 1, 2, 3 Duty of care responsibilities as applies to non teaching Q1, 2 Task 5 1 Safe working practices. Q1, 11, 12, 13, 14 Task 5 1, 30 CHCEDS301A Comply with legislative, policy and industrial requirements in the education environment Essential knowledge (continued) Potential hazards and for students resulting from breaches of relevant legislation or policy. Q1 Task 5 1, 30, 31, 32 Key requirements of Industrial awards. Q1 Task 5 1 Relevant code/s of ethics. Q1 Task 5 1
4.4 Provide input to development and implementation of control measures, with reference to the hierarchy of control. 11, 12, 13, 14, Task 4 30, 31, 32, 33, 34 Element 5 – Participate in the control of emergency situations 5.1 Identify emergency signals and alarms and responded to them appropriately. 11, 12, 13, 14, 30, 34 5.2 Take initial action to control/confine emergency according to organisation procedures, and taking account of the nature and scope of the emergency. Q11, 12, 13, 14, 30, 31, 32, 33, 34, 35, 36, 37 5.3 Implement emergency response procedures within of training and competence. Q11, 12, 13, 14, 30, 31, 32, 33, 34, 35, 36, 37 Critical aspects of evidence To demonstrate competence in this unit, a candidate must be able to provide evidence of contribution to OHS processes in the workplace. This includes: addressing their own health safety addressing that of others who may be affected by their actions supporting members of the workgroup who may be less experienced in the workplace in regard to OHS matters taking some initiative to address hazards and manage risks at a systemic level. Q11, 12, 13, 14 Task 4 30, 31, 32, 33, 34, 35, 36, 37 HLTOHS300A Contribute to OHS processes Critical aspects of evidence (continued) Evidence gathered by an Assessor to determine competence will include practical demonstration of competence, including: workplace demonstration, simulation exercise, scenario or role play Q11, 12, 13, 14 Task 4 30, 31, 32, 33, 34, 35, 36, 37
Essential skills Use appropriate supportive behaviour techniques, in cooperation with staff and others. Q5, 6 Task 9 1, 2, 3, 4, 5, 6, 7, 8 Communicate to give clear directions, communicate issues, negotiate solutions use body language and tone of voice to best effect. Q5, 6, 7 Task 9 1, 2, 3, 4, 5, 6, 7, 8 Maintain equilibrium in the management of inappropriate behaviour. Q5, 6, 7 Task 9 4, 5, 6, 7, 8 Use teamwork to confer with and be guided by staff and other relevant personnel. Q7 9, 10, 11, 12 Make accurate observation and recording of interactions of children and/or young people. Q7 Task 9 10, 11, 12, 13, 14 Use judgement to determine when to involve other staff for supported intervention. Q5, 6, 7 Task 9 14, 15, 16 Dimensions of competency The candidate must be able to demonstrate essential knowledge required to effectively perform task skills; task management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit In addition, the candidate must be able to demonstrate relevant task skills; task management skills; contingency management skills and job/role environment skills CHCCHILD301A Support behaviour of children and young people Dimensions of competency (continued) These include the ability to demonstrate the application of skills in: data collection. 7 10, 11, 16
management skills; contingency management skills and job/role environment skills as outlined in elements and performance criteria of this unit Employability skills Communication, teamwork, problem solving, initiative and enterprise, planning and organising, self-management, learning, technology All All CHCEDS315B Support students with additional needs in the classroom Element 1 – Work with others to support students with additional 1.1 Demonstrate understanding of own role and responsibilities in relation to students and a of additional needs. Q10 18, 19 1.2 Identify roles and responsibilities of others involved. Q10 18, 19, 20 1.3 Cooperate with others in support of students. Q10 18, 19, 20, 1.4 Share information with others to facilitate student support and does this is accordance with relevant procedures, guidelines and protocols. Q10 18, 19, 20, 31 CHCEDS315B Support students with additional in the classroom Element 2 – Support individual students with additional needs 2.1 Show respect, empathy, acceptance for individual differences in dealings with students. Q6, 8, 12 Tasks 8,9,10 2, 3, 4, 5, 6, 2.2 Encourage students in ways promote their positive self concept and esteem. Q6 Tasks 8,9,10 3, 4, 18, 21, 22 2.3 Use language, equipment, materials and strategies suited to the student. Q6 Tasks 8,9,10 26, 27, 28, 29 2.4 Apply simple task analysis as necessary to assist students with additional needs. Q6 8,10 1, 10, 11, 12, 13, 14