Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCEDS007 Mapping and Delivery Guide
Work effectively with students and colleagues

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCEDS007 - Work effectively with students and colleagues
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to effectively communicate with students and colleagues.This 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.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Elements define the essential outcomes.
       
Element: Communicate effectively with students
  • Use positive and respectful communication styles with students in all situations
  • Use active-listening techniques
  • Explore students’ interests and concerns through conversation where appropriate
  • Consider non-verbal cues when interacting with students
  • Use communication strategies that are developmentally appropriate for effective interaction and problem-solving with students
       
Element: Use current, recognised good practice techniques of communication
  • Communicate with students to maintain the integrity of individual rights, self-determination and personal dignity
  • Adapt style and language to accommodate different cultural values, practices and cultural sensitivities
  • Use verbal and non-verbal skills to interact with young people in a positive manner
       
Element: Work effectively with diverse students and colleagues
  • Use a range of communication styles to respect and reflect the diversity of the school
  • Engage in work practices that are inclusive and benefit educational outcomes
  • Seek and act on feedback from colleagues and supervisors to continuously improve personal effectiveness in working with diversity
       


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. Communicate effectively with students

1.1 Use positive and respectful communication styles with students in all situations

1.2 Use active-listening techniques

1.3 Explore students’ interests and concerns through conversation where appropriate

1.4 Consider non-verbal cues when interacting with students

1.5 Use communication strategies that are developmentally appropriate for effective interaction and problem-solving with students

2. Use current, recognised good practice techniques of communication

2.1 Communicate with students to maintain the integrity of individual rights, self-determination and personal dignity

2.2 Adapt style and language to accommodate different cultural values, practices and cultural sensitivities

2.3 Use verbal and non-verbal skills to interact with young people in a positive manner

3. Work effectively with diverse students and colleagues

3.1 Use a range of communication styles to respect and reflect the diversity of the school

3.2 Engage in work practices that are inclusive and benefit educational outcomes

3.3 Seek and act on feedback from colleagues and supervisors to continuously improve personal effectiveness in working with diversity

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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. Communicate effectively with students

1.1 Use positive and respectful communication styles with students in all situations

1.2 Use active-listening techniques

1.3 Explore students’ interests and concerns through conversation where appropriate

1.4 Consider non-verbal cues when interacting with students

1.5 Use communication strategies that are developmentally appropriate for effective interaction and problem-solving with students

2. Use current, recognised good practice techniques of communication

2.1 Communicate with students to maintain the integrity of individual rights, self-determination and personal dignity

2.2 Adapt style and language to accommodate different cultural values, practices and cultural sensitivities

2.3 Use verbal and non-verbal skills to interact with young people in a positive manner

3. Work effectively with diverse students and colleagues

3.1 Use a range of communication styles to respect and reflect the diversity of the school

3.2 Engage in work practices that are inclusive and benefit educational outcomes

3.3 Seek and act on feedback from colleagues and supervisors to continuously improve personal effectiveness in working with diversity

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
 
Use positive and respectful communication styles with students in all situations 
Use active-listening techniques 
Explore students’ interests and concerns through conversation where appropriate 
Consider non-verbal cues when interacting with students 
Use communication strategies that are developmentally appropriate for effective interaction and problem-solving with students 
Communicate with students to maintain the integrity of individual rights, self-determination and personal dignity 
Adapt style and language to accommodate different cultural values, practices and cultural sensitivities 
Use verbal and non-verbal skills to interact with young people in a positive manner 
Use a range of communication styles to respect and reflect the diversity of the school 
Engage in work practices that are inclusive and benefit educational outcomes 
Seek and act on feedback from colleagues and supervisors to continuously improve personal effectiveness in working with diversity 

Forms

Assessment Cover Sheet

CHCEDS007 - Work effectively with students and colleagues
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

CHCEDS007 - Work effectively with students and colleagues

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: