Application
This unit applies to education support work in a variety of contexts and work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional |
Prerequisites
Not Applicable
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Maintain a safe environment | 1.1 Recognise routine job-related hazards whilst under direct supervision 1.2 Follow procedures and instructions for dealing with hazards, within the scope of responsibilities and competencies 1.3 Provide guidance and support to students on the safe use and care of equipment and resources 1.4 Maintain classroom displays according to occupational health and safety (OHS) regulations and school/centre procedures and guidelines 1.5 Support student protection programs such as stranger danger, safe houses, circle concept (for some students with a disability) 1.6 Report to appropriate personnel when hazards arise in accordance with school/centre procedures 1.7 Take appropriate steps, if required, to maintain personal safety of self and others |
2. Maintain a hygienic and healthy environment | 2.1 Maintain the classroom/centre in a clean and tidy condition 2.2 Respond appropriately to student/s who require assistance with personal care or hygiene (undressing, bathing, dressing, toileting) 2.3 Clean soiled student clothing and areas as required 2.4 Provide assistance with the general care and well being of students, including attending to students with minor illnesses e.g. colds 2.5 Assist students in need of minor first aid |
3. Prepare and distribute food for students | 3.1 Provide assistance to the teacher in the preparation and distribution of food for students 3.2 Assist students, as necessary, with food preparation, eating and feeding 3.3 Ensure safe and hygienic storage and handling of foodstuffs and food preparation utensils |
4. Supervise students in conjunction with teacher | 4.1 Undertake supervision of students according to teacher direction and school / centre policy and procedures 4.2 Supervise students that are out of the room according to teacher direction and school / centre policy and procedure |
5. Deal with emergency situations | 5.1 Contribute to planning for emergency and potential emergency situations 5.2 Recognise emergency and potential emergency situations promptly and take required actions within the scope of individual responsibility 5.3 Follow emergency procedures correctly in accordance with school/centre procedures 5.4 Seek assistance promptly from colleagues and/or other authorities where appropriate 5.5 Report details of emergency situations accurately in accordance with school/centre policy |
6. Support the health and well being of students | 6.1 Identify health issues in the student community and their causes 6.2 Identify the impact that health issues have on student's learning 6.3 Act as a resource for families, school and the community with regard to health issue 6.4 Work with families to support individual health needs 6.5 Identify and utilise agencies within and outside the school to support student's health 6.6 Assist in the provision of health promotion programs |
Required Skills
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: Aboriginal health issues Cultural and linguistic background of students and families Curriculum and curriculum framework Duty of care responsibilities Educations system's policies and procedures Hygienic food preparation Industrial awards and duty statements Potential hazards and risks for students Risk management Safe working practices School/centre's policies and procedures State and Federal legislative and regulatory requirements, particularly OHS legislation Structure of the education system Understand own work role and responsibilities |
Essential skills: 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: Adhere to own work role and responsibilities Communicate effectively with other adults in the working environment Demonstrate effective application of skills in: active listening communication / interpersonal skills of questioning, informing, listening and discussing negotiation organisation planning, administrative support skills safe work practices team work time management skills Follow school/centre policies and procedures Implement safe and hygienic practises Liaise with and report to relevant personnel Respond appropriately to emergency situations |
Evidence Required
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 could 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 |
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 Assessment requires access to a range of opportunities defined in the Range Statement, including: appropriate workplace where assessment can take place simulation of realistic workplace environment for assessment relevant school/centre policy, protocols and procedures |
Method of assessment: | In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons |
Range Statement
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. | |
Environment may include: | Community education centre Education centre Government school (pre-primary, primary and secondary) Kindergarten Private/non-government school (pre-primary, primary and secondary) Special education centre |
Relevant procedures, guidelines, protocols, policies will address: | Duty of care, supervision of students, workers compensation Education system's (government and non-government) policies and procedures Relevant legislation from all levels of government that affects the school/centre's operation, especially in regard to OHS and environmental issues, equal opportunity, industrial relations and anti-discrimination School's and / or centre's policies and procedures |
Hazard / safety procedures may include: | Emergency, fire and accident procedures Hazard identification and issue resolution procedures Hazard policies and procedures Job procedures and instructions Procedures for maintenance of gardens, animal cages and environs Procedures for the use of personnel clothing and equipment |
Hazards may include: | Body fluids Fire Infections Manual handling Toxic substances Workplace stress |
Cleaning duties may include: | Dusting Sweeping Vacuuming Washing/showering |
Types of cleaning equipment may include: | Brooms Buckets Cleaning agents Hoses Mops, dusters/dusting and washing cloths Vacuum cleaners |
Food preparation may involve use of equipment such as: | Food processors, blenders and mixers Knives, cleavers and utensils Large (fixed) equipment such as fridges Slicers, |
Individual needs of students will vary based on: | Age and ability of student Cultural and/or linguistic background of students Personal characteristics of students Physical capability or disability Students' documented medical conditions Students' special needs with social, emotional and/or psychological problems |
Emergency situations may include: | Bomb threats or civil disorder Environmental (severe storms, earthquakes, floods) Fire Hazardous releases and uncontrollable processes Medical emergencies Other natural or man-made disasters Smoke spread Specific emergencies occurring during participation in / conduct of sport and recreation activities |
Health issues may include: | Alcohol and other drug abuse Child neglect Diabetes Domestic violence Hearing Loss Infant mortality Infectious Disease Kidney disease Nutrition Petrol sniffing Teenage pregnancy |
Causes of health issues may include: | Child maltreatment Domestic violence Inadequate housing Lack of education Lack of support and resources Poverty Unemployment |
Impact that health issues have on student's learning may include: | Absences from school Changes in behaviour Inability to concentrate Restrictions in ability to participate |
Liaison may include: | Community representatives Medical or other professionals Other school/centres Other teacher assistants Parents Special education teacher Specialist organisations |
Sectors
Not Applicable
Employability Skills
This unit contains Employability Skills |
Licensing Information
Not Applicable