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Evidence Guide: CHCEDS023 - Supervise students outside the classroom

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

 

CHCEDS023 - Supervise students outside the classroom

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

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential risks associated with an activity in cooperation with relevant personnel

  1. Assess the environment for physical hazards and impediments to the active supervision of students
  2. Identify physical, psychological and logistical risks to be considered in the risk evaluation
  3. Use planning strategies to address identified risks and hazards in activities
  4. Access information about additional needs of students to inform the supervisory process
  5. Review information about children’s health and medical needs prior to out-of-class activity
Assess the environment for physical hazards and impediments to the active supervision of students

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify physical, psychological and logistical risks to be considered in the risk evaluation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use planning strategies to address identified risks and hazards in activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access information about additional needs of students to inform the supervisory process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review information about children’s health and medical needs prior to out-of-class activity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use positive student management techniques

  1. Establish expectations for student behaviour in advance of the activity in accordance with the organisation’s positive behaviour support plan
  2. Model positive interactions with students and other adults at all times
  3. Use verbal and non-verbal techniques to acknowledge and influence student behaviour
  4. Supervise and monitor area of responsibility and students in order to respond to situations in a timely manner
  5. Use timely interventions to prevent escalation of incidents
Establish expectations for student behaviour in advance of the activity in accordance with the organisation’s positive behaviour support plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Model positive interactions with students and other adults at all times

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use verbal and non-verbal techniques to acknowledge and influence student behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Supervise and monitor area of responsibility and students in order to respond to situations in a timely manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use timely interventions to prevent escalation of incidents

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain calm and confident demeanour

  1. Monitor and control personal stress levels
  2. Articulate verbal directions in a clear and moderate tone and repeat this where necessary
  3. Assess situations and determine suitable action
  4. Use planned strategies to defuse stressful situations before they escalate
  5. Summon assistance when necessary using the organisations planned methods of communication
  6. Follow the organisation’s debriefing processes
Monitor and control personal stress levels

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Articulate verbal directions in a clear and moderate tone and repeat this where necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess situations and determine suitable action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use planned strategies to defuse stressful situations before they escalate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Summon assistance when necessary using the organisations planned methods of communication

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow the organisation’s debriefing processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review and reflect on the effectiveness of strategies and performance

  1. Evaluate the effectiveness of strategies with other members of the education team
  2. Revise strategies when necessary
Evaluate the effectiveness of strategies with other members of the education team

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Revise strategies when necessary

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. Identify potential risks associated with an activity in cooperation with relevant personnel

1.1 Assess the environment for physical hazards and impediments to the active supervision of students

1.2 Identify physical, psychological and logistical risks to be considered in the risk evaluation

1.3 Use planning strategies to address identified risks and hazards in activities

1.4 Access information about additional needs of students to inform the supervisory process

1.5 Review information about children’s health and medical needs prior to out-of-class activity

2. Use positive student management techniques

2.1 Establish expectations for student behaviour in advance of the activity in accordance with the organisation’s positive behaviour support plan

2.2 Model positive interactions with students and other adults at all times

2.3 Use verbal and non-verbal techniques to acknowledge and influence student behaviour

2.4 Supervise and monitor area of responsibility and students in order to respond to situations in a timely manner

2.5 Use timely interventions to prevent escalation of incidents

3. Maintain calm and confident demeanour

3.1 Monitor and control personal stress levels

3.2 Articulate verbal directions in a clear and moderate tone and repeat this where necessary

3.3 Assess situations and determine suitable action

3.4 Use planned strategies to defuse stressful situations before they escalate

3.5 Summon assistance when necessary using the organisations planned methods of communication

3.6 Follow the organisation’s debriefing processes

4. Review and reflect on the effectiveness of strategies and performance

4.1 Evaluate the effectiveness of strategies with other members of the education team

4.2 Revise strategies when necessary

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. Identify potential risks associated with an activity in cooperation with relevant personnel

1.1 Assess the environment for physical hazards and impediments to the active supervision of students

1.2 Identify physical, psychological and logistical risks to be considered in the risk evaluation

1.3 Use planning strategies to address identified risks and hazards in activities

1.4 Access information about additional needs of students to inform the supervisory process

1.5 Review information about children’s health and medical needs prior to out-of-class activity

2. Use positive student management techniques

2.1 Establish expectations for student behaviour in advance of the activity in accordance with the organisation’s positive behaviour support plan

2.2 Model positive interactions with students and other adults at all times

2.3 Use verbal and non-verbal techniques to acknowledge and influence student behaviour

2.4 Supervise and monitor area of responsibility and students in order to respond to situations in a timely manner

2.5 Use timely interventions to prevent escalation of incidents

3. Maintain calm and confident demeanour

3.1 Monitor and control personal stress levels

3.2 Articulate verbal directions in a clear and moderate tone and repeat this where necessary

3.3 Assess situations and determine suitable action

3.4 Use planned strategies to defuse stressful situations before they escalate

3.5 Summon assistance when necessary using the organisations planned methods of communication

3.6 Follow the organisation’s debriefing processes

4. Review and reflect on the effectiveness of strategies and performance

4.1 Evaluate the effectiveness of strategies with other members of the education team

4.2 Revise strategies when necessary