Assessor Resource

CHCEDS023
Supervise students outside the classroom

Assessment tool

Version 1.0
Issue Date: May 2024


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

The unit applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Identify potential risks associated with an activity in cooperation with relevant personnel

1.1 Assess the environment for physical hazards and impediments to the active supervision of students

1.2 Identify physical, psychological and logistical risks to be considered in the risk evaluation

1.3 Use planning strategies to address identified risks and hazards in activities

1.4 Access information about additional needs of students to inform the supervisory process

1.5 Review information about children’s health and medical needs prior to out-of-class activity

2. Use positive student management techniques

2.1 Establish expectations for student behaviour in advance of the activity in accordance with the organisation’s positive behaviour support plan

2.2 Model positive interactions with students and other adults at all times

2.3 Use verbal and non-verbal techniques to acknowledge and influence student behaviour

2.4 Supervise and monitor area of responsibility and students in order to respond to situations in a timely manner

2.5 Use timely interventions to prevent escalation of incidents

3. Maintain calm and confident demeanour

3.1 Monitor and control personal stress levels

3.2 Articulate verbal directions in a clear and moderate tone and repeat this where necessary

3.3 Assess situations and determine suitable action

3.4 Use planned strategies to defuse stressful situations before they escalate

3.5 Summon assistance when necessary using the organisations planned methods of communication

3.6 Follow the organisation’s debriefing processes

4. Review and reflect on the effectiveness of strategies and performance

4.1 Evaluate the effectiveness of strategies with other members of the education team

4.2 Revise strategies when necessary

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Identify potential risks associated with an activity in cooperation with relevant personnel

1.1 Assess the environment for physical hazards and impediments to the active supervision of students

1.2 Identify physical, psychological and logistical risks to be considered in the risk evaluation

1.3 Use planning strategies to address identified risks and hazards in activities

1.4 Access information about additional needs of students to inform the supervisory process

1.5 Review information about children’s health and medical needs prior to out-of-class activity

2. Use positive student management techniques

2.1 Establish expectations for student behaviour in advance of the activity in accordance with the organisation’s positive behaviour support plan

2.2 Model positive interactions with students and other adults at all times

2.3 Use verbal and non-verbal techniques to acknowledge and influence student behaviour

2.4 Supervise and monitor area of responsibility and students in order to respond to situations in a timely manner

2.5 Use timely interventions to prevent escalation of incidents

3. Maintain calm and confident demeanour

3.1 Monitor and control personal stress levels

3.2 Articulate verbal directions in a clear and moderate tone and repeat this where necessary

3.3 Assess situations and determine suitable action

3.4 Use planned strategies to defuse stressful situations before they escalate

3.5 Summon assistance when necessary using the organisations planned methods of communication

3.6 Follow the organisation’s debriefing processes

4. Review and reflect on the effectiveness of strategies and performance

4.1 Evaluate the effectiveness of strategies with other members of the education team

4.2 Revise strategies when necessary

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
 
Assess the environment for physical hazards and impediments to the active supervision of students 
Identify physical, psychological and logistical risks to be considered in the risk evaluation 
Use planning strategies to address identified risks and hazards in activities 
Access information about additional needs of students to inform the supervisory process 
Review information about children’s health and medical needs prior to out-of-class activity 
Establish expectations for student behaviour in advance of the activity in accordance with the organisation’s positive behaviour support plan 
Model positive interactions with students and other adults at all times 
Use verbal and non-verbal techniques to acknowledge and influence student behaviour 
Supervise and monitor area of responsibility and students in order to respond to situations in a timely manner 
Use timely interventions to prevent escalation of incidents 
Monitor and control personal stress levels 
Articulate verbal directions in a clear and moderate tone and repeat this where necessary 
Assess situations and determine suitable action 
Use planned strategies to defuse stressful situations before they escalate 
Summon assistance when necessary using the organisations planned methods of communication 
Follow the organisation’s debriefing processes 
Evaluate the effectiveness of strategies with other members of the education team 
Revise strategies when necessary 

Forms

Assessment Cover Sheet

CHCEDS023 - Supervise students outside the classroom
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCEDS023 - Supervise students outside the classroom

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: