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

CHCEDS502B Mapping and Delivery Guide
Foster and support an effective learning environment

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCEDS502B - Foster and support an effective learning environment
Description This unit deals with the skills and knowledge required by education support workers to independently establish a learning environment for students
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit is intended for education support workers to facilitate a framework of education support within the education context and with appropriate guidance, support and supervision by a nominated teacher or other education professional
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
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: Establish learning context and delivery arrangements
  • Establish, analyse and organise the physical learning environment to meet organisation compliance and facilitate learning
  • Identify and assess risks and constraints for learning delivery
  • Access information from teachers, others, documentation or records on the individual learning needs of students
  • Confirm responsibilities and role with relevant staff, to establish, deliver and review learning
  • Plan to reflect inclusivity and diversity principles in the learning environment
       
Element: Identify, interpret and document learning styles
  • In conjunction with teacher, analyse and assess a broad range of learning theories and styles for relevance and application to the individual/group of students
  • In conjunction with teacher, implement a range of learning strategies, analyse them for effectiveness and modify where necessary
  • Provide planning documentation to relevant staff for approval ensuring the plan reflects a variety of learning styles
       
Element: Manage the learning environment
  • In conjunction with teacher, establish the learning environment to meet the agreed goals and to reflect inclusive processes and practices
  • Facilitate learning to include diversity of student needs
  • Use communication and interpersonal skills to establish learning environment and motivate students
  • Identify barriers to learning and make adjustments where necessary to the learning environment
  • Create learning experiences using learning theories, principles and inclusive practice
       
Element: Assess situations requiring interventions
  • Gather information from relevant sources and identify the immediate and long term consequences of the situation
  • Identify major issue of concern, factors which are maintaining the situation and frequency of the problem occurring
  • Observe and investigate interaction patterns
  • Identify and make decisions about the impact of the problem on people involved and need for urgent action
  • Assess the likely intent of the student central to the problem
       
Element: In conjunction with teacher, develop, implement and review behaviour support strategies
  • Under teacher supervision, develop clear goals to meet students needs and development stage and obtain required resources to implement strategies
  • Where possible develop strategies with student and implement in the least obtrusive way, under teacher supervision
  • Design strategies in consultation with other staff that create opportunities for students to interact with others
  • Under teacher supervision, regularly review strategies which are achievable within available resources
  • Complete incident report forms as required by organisation
       
Element: Reflect on own professional practice
  • Facilitate and plan learning to meet ethical principles of practice
  • Monitor and review own practice as a learning facilitator with supervisor
  • Analyse facilitation practice to identify professional development needs
  • Incorporate continual improvement practices in planning and facilitation practices
       


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.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions

Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place

Method of assessment:

Assessment may include observation, questioning and evidence gathered from a workplace environment

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.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Relationship between legislation and agency policy and procedures

Principles of duty of care

Relevant standards and code of behaviour in the workplaces

Rights and responsibilities of students and workers

Principles and practices of confidentiality

Importance of ethics in practice

School policies

Learner needs to be learner focused

Learning styles, strategies and theories

Availability and type of resources

Principles of diversity and inclusivity

Emergency procedures

Essential skills:

It is critical that the candidate demonstrate the ability to:

Identify and integrate legislative responsibilities and policies and procedures into routine activities

Interpret and analyse the legislative framework

Make decisions according to legal, ethical and organisation policy

Interpret and analyse the legislative framework

Work within the ethical frameworks underpinning an education setting

Integrate diversity into planned activities

Plan, organise and facilitate learning activities

Develop and implement behaviour support strategies in consultation with the teacher

Undertake self reflection and improvement process

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Communicate and use interpersonal skills

Problem solve logistics

Plan and organise activities

Use literacy to the required level

Deliver in a range of methodologies

Reflect, observe and demonstrate facilitation

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Opportunities for physical development may include:

Fine motor and gross motor activities

Eye-hand/foot coordination

Balance

Active games

Sports

Physical environment - constraints and potential

Level of support

Frequency and regularity

Socio-dramatic play

Art/craft activities

Physical learning environment may include:

Classroom

Library

Workshop

School support centre

Learning support centre

Special education units

Special school

Pre school

Behaviour support units

Excursions

Vocational education environment

Learning environment may include:

Physical setting

Routines

Procedures

Mood/tone/climate

Resources

Appropriate language

Tailoring to the individual interests and learning style

Risks and constraints may include:

Work health and safety (WHS)

Age

Time

Space

Group size

External risks

Appropriate groupings of students to meet their learning needs

Environmental factors, weather, location

Linguistic, cultural or ethnic differences

Inadequate resources

Learning needs may include:

English language, literacy and numeracy

Behaviour support

Learning support

Socio-emotional

Culturally appropriate

Physical and/or intellectual disability

Relevant persons may include:

Teachers

Principles

Heads of department

Curriculum coordinators

Parents/carers

Specialist support staff

Inclusivity and diversity principles may include:

Age

Cultural background

Disability

Education level and experience

Ethnicity

Gender

Interests

Language

Learning styles

Life experiences

Thinking styles

Responding to individuals with particular needs

Demonstrating probity in all areas of responsibility

Modelling organisation code of conduct

Reinforcing ethical conduct in transaction with and between people

Demonstrating sensitivity to the circumstances and background of others

Learning theories may include:

Behaviour and cognitive learning theory

Social constructivist theory

Learning styles may include:

Aural

Visual

Verbal

Kinaesthetic

Logical

Social

Solitary

Global/analytical

Theoretical

Activists

Pragmatic

Reflective

Learning strategies may include:

Role plays

Written activities

Discussion

Group work

Scaffold learning

Debating

E learning

Case studies

Demonstration

Games

Project work

Agreed goals may include:

Behaviour outcomes

Literacy outcomes

Numeracy outcomes

Self expression

Social outcomes

Curriculum outcomes

Organisation outcomes

Communication and interpersonal skills may include:

Congruence between verbal an non-verbal communication

Written

One on one instruction

Critical listening an questioning

Constructive feedback

Age and culturally appropriate language

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
Establish, analyse and organise the physical learning environment to meet organisation compliance and facilitate learning 
Identify and assess risks and constraints for learning delivery 
Access information from teachers, others, documentation or records on the individual learning needs of students 
Confirm responsibilities and role with relevant staff, to establish, deliver and review learning 
Plan to reflect inclusivity and diversity principles in the learning environment 
In conjunction with teacher, analyse and assess a broad range of learning theories and styles for relevance and application to the individual/group of students 
In conjunction with teacher, implement a range of learning strategies, analyse them for effectiveness and modify where necessary 
Provide planning documentation to relevant staff for approval ensuring the plan reflects a variety of learning styles 
In conjunction with teacher, establish the learning environment to meet the agreed goals and to reflect inclusive processes and practices 
Facilitate learning to include diversity of student needs 
Use communication and interpersonal skills to establish learning environment and motivate students 
Identify barriers to learning and make adjustments where necessary to the learning environment 
Create learning experiences using learning theories, principles and inclusive practice 
Gather information from relevant sources and identify the immediate and long term consequences of the situation 
Identify major issue of concern, factors which are maintaining the situation and frequency of the problem occurring 
Observe and investigate interaction patterns 
Identify and make decisions about the impact of the problem on people involved and need for urgent action 
Assess the likely intent of the student central to the problem 
Under teacher supervision, develop clear goals to meet students needs and development stage and obtain required resources to implement strategies 
Where possible develop strategies with student and implement in the least obtrusive way, under teacher supervision 
Design strategies in consultation with other staff that create opportunities for students to interact with others 
Under teacher supervision, regularly review strategies which are achievable within available resources 
Complete incident report forms as required by organisation 
Facilitate and plan learning to meet ethical principles of practice 
Monitor and review own practice as a learning facilitator with supervisor 
Analyse facilitation practice to identify professional development needs 
Incorporate continual improvement practices in planning and facilitation practices 

Forms

Assessment Cover Sheet

CHCEDS502B - Foster and support an effective learning environment
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

CHCEDS502B - Foster and support an effective learning environment

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: