Foster and support an effective learning environment Evidence Guide

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Evidence Guide: CHCEDS502B - Foster and support an effective learning environment

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

CHCEDS502B - Foster and support an effective learning environment

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

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

Establish, analyse and organise the physical learning environment to meet organisation compliance and facilitate learning

Completed
Date:

Teacher:

Evidence:

Identify and assess risks and constraints for learning delivery

Completed
Date:

Teacher:

Evidence:

Access information from teachers, others, documentation or records on the individual learning needs of students

Completed
Date:

Teacher:

Evidence:

Confirm responsibilities and role with relevant staff, to establish, deliver and review learning

Completed
Date:

Teacher:

Evidence:

Plan to reflect inclusivity and diversity principles in the learning environment

Completed
Date:

Teacher:

Evidence:

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

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

Completed
Date:

Teacher:

Evidence:

In conjunction with teacher, implement a range of learning strategies, analyse them for effectiveness and modify where necessary

Completed
Date:

Teacher:

Evidence:

Provide planning documentation to relevant staff for approval ensuring the plan reflects a variety of learning styles

Completed
Date:

Teacher:

Evidence:

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

In conjunction with teacher, establish the learning environment to meet the agreed goals and to reflect inclusive processes and practices

Completed
Date:

Teacher:

Evidence:

Facilitate learning to include diversity of student needs

Completed
Date:

Teacher:

Evidence:

Use communication and interpersonal skills to establish learning environment and motivate students

Completed
Date:

Teacher:

Evidence:

Identify barriers to learning and make adjustments where necessary to the learning environment

Completed
Date:

Teacher:

Evidence:

Create learning experiences using learning theories, principles and inclusive practice

Completed
Date:

Teacher:

Evidence:

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

Gather information from relevant sources and identify the immediate and long term consequences of the situation

Completed
Date:

Teacher:

Evidence:

Identify major issue of concern, factors which are maintaining the situation and frequency of the problem occurring

Completed
Date:

Teacher:

Evidence:

Observe and investigate interaction patterns

Completed
Date:

Teacher:

Evidence:

Identify and make decisions about the impact of the problem on people involved and need for urgent action

Completed
Date:

Teacher:

Evidence:

Assess the likely intent of the student central to the problem

Completed
Date:

Teacher:

Evidence:

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

Under teacher supervision, develop clear goals to meet students needs and development stage and obtain required resources to implement strategies

Completed
Date:

Teacher:

Evidence:

Where possible develop strategies with student and implement in the least obtrusive way, under teacher supervision

Completed
Date:

Teacher:

Evidence:

Design strategies in consultation with other staff that create opportunities for students to interact with others

Completed
Date:

Teacher:

Evidence:

Under teacher supervision, regularly review strategies which are achievable within available resources

Completed
Date:

Teacher:

Evidence:

Complete incident report forms as required by organisation

Completed
Date:

Teacher:

Evidence:

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

Facilitate and plan learning to meet ethical principles of practice

Completed
Date:

Teacher:

Evidence:

Monitor and review own practice as a learning facilitator with supervisor

Completed
Date:

Teacher:

Evidence:

Analyse facilitation practice to identify professional development needs

Completed
Date:

Teacher:

Evidence:

Incorporate continual improvement practices in planning and facilitation practices

Completed
Date:

Teacher:

Evidence:

Assessed

Teacher: ___________________________ Date: _

Signature: ________________________________________________

Comments:

Instructions to Assessors

Evidence Guide



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

Required Skills and Knowledge

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

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.

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

NTISthis.com

Evidence Guide: CHCEDS502B - Foster and support an effective learning environment

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CHCEDS502B - Foster and support an effective learning environment

Establish learning context and delivery arrangements

Identify, interpret and document learning styles

Manage the learning environment

Assess situations requiring interventions

In conjunction with teacher, develop, implement and review behaviour support strategies

Reflect on own professional practice

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _