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Evidence Guide: CHCEDS003 - Contribute to student education in all developmental domains

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCEDS003 - Contribute to student education in all developmental domains

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the physical development of students

  1. Identify the stages of physical development required for each phase of the current curriculum framework
  2. Use appropriate strategies, materials and resources to support physical development according to the school/centre policy and procedures
  3. Report concerns about a child’s physical development to the teacher in accordance with the school/centre policy and procedures
Identify the stages of physical development required for each phase of the current curriculum framework

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate strategies, materials and resources to support physical development according to the school/centre policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report concerns about a child’s physical development to the teacher in accordance with the school/centre policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the social and emotional development of students

  1. Identify the stages of social and emotional development required for each phase of development in the current curriculum
  2. Use appropriate strategies, materials and resources to support social and emotional development
  3. Report concerns about a child’s social and/or emotional development to the teacher in accordance to the school/centre policy and procedures
Identify the stages of social and emotional development required for each phase of development in the current curriculum

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate strategies, materials and resources to support social and emotional development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report concerns about a child’s social and/or emotional development to the teacher in accordance to the school/centre policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the cognitive and language development of students

  1. Identify the stages of cognitive and language development required for each phase of development in the current curriculum
  2. Use appropriate strategies, materials and resources to support cognitive and language development
  3. Report concerns about a child’s cognitive and/or language development to the teacher according to school/centre procedures
Identify the stages of cognitive and language development required for each phase of development in the current curriculum

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate strategies, materials and resources to support cognitive and language development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report concerns about a child’s cognitive and/or language development to the teacher according to school/centre procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to the inclusion of all students in the classroom and community

  1. Encourage students to recognise and affirm differences in personal learning styles and abilities according to established guidelines
  2. Liaise effectively with the teacher or other appropriate person concerning special requirements for an individual student
  3. Assist students from culturally or linguistically diverse backgrounds in orientating themselves to formal and informal school/centre structures
  4. Implement language programs for students from linguistically diverse backgrounds
  5. Identify various approaches to study and learning by culturally diverse students and those with different abilities
Encourage students to recognise and affirm differences in personal learning styles and abilities according to established guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Liaise effectively with the teacher or other appropriate person concerning special requirements for an individual student

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist students from culturally or linguistically diverse backgrounds in orientating themselves to formal and informal school/centre structures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement language programs for students from linguistically diverse backgrounds

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify various approaches to study and learning by culturally diverse students and those with different abilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

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

1. Support the physical development of students

1.1 Identify the stages of physical development required for each phase of the current curriculum framework

1.2 Use appropriate strategies, materials and resources to support physical development according to the school/centre policy and procedures

1.3 Report concerns about a child’s physical development to the teacher in accordance with the school/centre policy and procedures

2. Support the social and emotional development of students

2.1 Identify the stages of social and emotional development required for each phase of development in the current curriculum

2.2 Use appropriate strategies, materials and resources to support social and emotional development

2.3 Report concerns about a child’s social and/or emotional development to the teacher in accordance to the school/centre policy and procedures

3. Support the cognitive and language development of students

3.1 Identify the stages of cognitive and language development required for each phase of development in the current curriculum

3.2 Use appropriate strategies, materials and resources to support cognitive and language development

3.3 Report concerns about a child’s cognitive and/or language development to the teacher according to school/centre procedures

4. Contribute to the inclusion of all students in the classroom and community

4.1 Encourage students to recognise and affirm differences in personal learning styles and abilities according to established guidelines

4.2 Liaise effectively with the teacher or other appropriate person concerning special requirements for an individual student

4.3 Assist students from culturally or linguistically diverse backgrounds in orientating themselves to formal and informal school/centre structures

4.4 Implement language programs for students from linguistically diverse backgrounds

4.5 Identify various approaches to study and learning by culturally diverse students and those with different abilities

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

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

1. Support the physical development of students

1.1 Identify the stages of physical development required for each phase of the current curriculum framework

1.2 Use appropriate strategies, materials and resources to support physical development according to the school/centre policy and procedures

1.3 Report concerns about a child’s physical development to the teacher in accordance with the school/centre policy and procedures

2. Support the social and emotional development of students

2.1 Identify the stages of social and emotional development required for each phase of development in the current curriculum

2.2 Use appropriate strategies, materials and resources to support social and emotional development

2.3 Report concerns about a child’s social and/or emotional development to the teacher in accordance to the school/centre policy and procedures

3. Support the cognitive and language development of students

3.1 Identify the stages of cognitive and language development required for each phase of development in the current curriculum

3.2 Use appropriate strategies, materials and resources to support cognitive and language development

3.3 Report concerns about a child’s cognitive and/or language development to the teacher according to school/centre procedures

4. Contribute to the inclusion of all students in the classroom and community

4.1 Encourage students to recognise and affirm differences in personal learning styles and abilities according to established guidelines

4.2 Liaise effectively with the teacher or other appropriate person concerning special requirements for an individual student

4.3 Assist students from culturally or linguistically diverse backgrounds in orientating themselves to formal and informal school/centre structures

4.4 Implement language programs for students from linguistically diverse backgrounds

4.5 Identify various approaches to study and learning by culturally diverse students and those with different abilities

Range Statement

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

Range is restricted to essential operating conditions and any other variables essential to the work environment.

Education environments may include:

Government school (pre-primary, primary and secondary)

Private/non-government school (pre-primary, primary and secondary)

Education centre

Kindergarten

Special educational centre

Community educational centre