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

CHCEDS021 Mapping and Delivery Guide
Assist in facilitation of student learning

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCEDS021 - Assist in facilitation of student learning
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to understand and apply a range of principles and processes to facilitate student learning, either for individuals or for small groups.This unit applies to education support workers in a range of education environments who are responsible for aligning support strategies with teacher facilitation strategies to assist student learning.This 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: Apply understanding of current education approaches relevant to the education environment
  • In consultation with teacher or other education professional, identify teaching and learning approaches applicable to the relevant education environment
  • Confirm the teaching and learning approach and its principles of practice with the supervisor
  • Select resources to support the learning approach
  • Work with teacher to plan learning activities and classroom supervision of student interactions
  • Conduct the learning activities and supervision of student interactions
  • Demonstrate principles of practice in the learning environment that reflect specified learning approaches
       
Element: Establish an environment conducive to student learning
  • Identify and confirm learning requirements for the specified activity by interpretation of the learning program, in consultation with the teacher
  • Meet specified needs of identified students in planning and preparation phase with the teacher
  • Assemble and, where necessary, modify required resources prior to the activity
  • Reflect the appropriate principles of practice in the planning and delivery of the activity
  • Establish a positive, mutually respectful relationship with students using communication and interpersonal skills to match the student/group
       
Element: Facilitate the learning process
  • Interact with students to reflect application of principles of practice in accordance with student learning styles
  • Conduct each activity in accordance with provided programs and directions
  • Take opportunities to enhance learning activities within the scope of the endorsed principles of practice
       
Element: Support and monitor student learning
  • Monitor, document and report student progress to supervising staff to ensure learning outcomes are being achieved
  • Adjust and modify delivery strategies to meet emergent needs and unanticipated situations
  • Encourage students to reflect on personal learning achievements and learning experiences
  • Manage student interactions to ensure effective participation occurs and effective relationships are maintained
  • Use a range of established and agreed techniques to manage behaviour of concern
  • Maintain, store and secure student records in accordance with organisation requirements
       


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. Apply understanding of current education approaches relevant to the education environment

1.1 In consultation with teacher or other education professional, identify teaching and learning approaches applicable to the relevant education environment

1.2 Confirm the teaching and learning approach and its principles of practice with the supervisor

1.3 Select resources to support the learning approach

1.4 Work with teacher to plan learning activities and classroom supervision of student interactions

1.5 Conduct the learning activities and supervision of student interactions

1.6 Demonstrate principles of practice in the learning environment that reflect specified learning approaches

2. Establish an environment conducive to student learning

2.1 Identify and confirm learning requirements for the specified activity by interpretation of the learning program, in consultation with the teacher

2.2 Meet specified needs of identified students in planning and preparation phase with the teacher

2.3 Assemble and, where necessary, modify required resources prior to the activity

2.4 Reflect the appropriate principles of practice in the planning and delivery of the activity

2.5 Establish a positive, mutually respectful relationship with students using communication and interpersonal skills to match the student/group

3. Facilitate the learning process

3.1 Interact with students to reflect application of principles of practice in accordance with student learning styles

3.2 Conduct each activity in accordance with provided programs and directions

3.3 Take opportunities to enhance learning activities within the scope of the endorsed principles of practice

4. Support and monitor student learning

4.1 Monitor, document and report student progress to supervising staff to ensure learning outcomes are being achieved

4.2 Adjust and modify delivery strategies to meet emergent needs and unanticipated situations

4.3 Encourage students to reflect on personal learning achievements and learning experiences

4.4 Manage student interactions to ensure effective participation occurs and effective relationships are maintained

4.5 Use a range of established and agreed techniques to manage behaviour of concern

4.6 Maintain, store and secure student records in accordance with organisation requirements

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. Apply understanding of current education approaches relevant to the education environment

1.1 In consultation with teacher or other education professional, identify teaching and learning approaches applicable to the relevant education environment

1.2 Confirm the teaching and learning approach and its principles of practice with the supervisor

1.3 Select resources to support the learning approach

1.4 Work with teacher to plan learning activities and classroom supervision of student interactions

1.5 Conduct the learning activities and supervision of student interactions

1.6 Demonstrate principles of practice in the learning environment that reflect specified learning approaches

2. Establish an environment conducive to student learning

2.1 Identify and confirm learning requirements for the specified activity by interpretation of the learning program, in consultation with the teacher

2.2 Meet specified needs of identified students in planning and preparation phase with the teacher

2.3 Assemble and, where necessary, modify required resources prior to the activity

2.4 Reflect the appropriate principles of practice in the planning and delivery of the activity

2.5 Establish a positive, mutually respectful relationship with students using communication and interpersonal skills to match the student/group

3. Facilitate the learning process

3.1 Interact with students to reflect application of principles of practice in accordance with student learning styles

3.2 Conduct each activity in accordance with provided programs and directions

3.3 Take opportunities to enhance learning activities within the scope of the endorsed principles of practice

4. Support and monitor student learning

4.1 Monitor, document and report student progress to supervising staff to ensure learning outcomes are being achieved

4.2 Adjust and modify delivery strategies to meet emergent needs and unanticipated situations

4.3 Encourage students to reflect on personal learning achievements and learning experiences

4.4 Manage student interactions to ensure effective participation occurs and effective relationships are maintained

4.5 Use a range of established and agreed techniques to manage behaviour of concern

4.6 Maintain, store and secure student records in accordance with organisation requirements

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
 
In consultation with teacher or other education professional, identify teaching and learning approaches applicable to the relevant education environment 
Confirm the teaching and learning approach and its principles of practice with the supervisor 
Select resources to support the learning approach 
Work with teacher to plan learning activities and classroom supervision of student interactions 
Conduct the learning activities and supervision of student interactions 
Demonstrate principles of practice in the learning environment that reflect specified learning approaches 
Identify and confirm learning requirements for the specified activity by interpretation of the learning program, in consultation with the teacher 
Meet specified needs of identified students in planning and preparation phase with the teacher 
Assemble and, where necessary, modify required resources prior to the activity 
Reflect the appropriate principles of practice in the planning and delivery of the activity 
Establish a positive, mutually respectful relationship with students using communication and interpersonal skills to match the student/group 
Interact with students to reflect application of principles of practice in accordance with student learning styles 
Conduct each activity in accordance with provided programs and directions 
Take opportunities to enhance learning activities within the scope of the endorsed principles of practice 
Monitor, document and report student progress to supervising staff to ensure learning outcomes are being achieved 
Adjust and modify delivery strategies to meet emergent needs and unanticipated situations 
Encourage students to reflect on personal learning achievements and learning experiences 
Manage student interactions to ensure effective participation occurs and effective relationships are maintained 
Use a range of established and agreed techniques to manage behaviour of concern 
Maintain, store and secure student records in accordance with organisation requirements 

Forms

Assessment Cover Sheet

CHCEDS021 - Assist in facilitation of student learning
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

CHCEDS021 - Assist in facilitation of student learning

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: