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CHC30213 Certificate III in Education Support | Workplacement Record Book 2020

Contents TAFE NSW RTO No: 90003 of 85

CHC30213 | Certificate III in Education Support2020

Workplacement Record Book


Contents Contents...............................................................................................................................................................2

Introduction..........................................................................................................................................................3

Workplacement details.........................................................................................................................................4

Workplacement Information................................................................................................................................5

Workplacement policy and procedures............................................................................................................5

Workplacement LEarning..................................................................................................................................6

Workplacement units of competency...............................................................................................................7

Units that relate to workplacement Cluster 1:....................................................................................................7

Marking criteria................................................................................................................................................8

Attendance records..........................................................................................................................................8

Daily Attendance Record...............................................................................................................................9

Assessment Information and Assessment Events...............................................................................................19

CHCEDS002 | Assist in implementation of planned educational programs................................................28

CHCEDS003 | Contribute to student education in all developmental domains..........................................28

CHCPRT001 | Identify and respond to children and young people at risk..................................................34

CHCEDS001 | Comply with legislative and industrial requirements in the.................................................35

CHCEDS017 | Contribute to the health and safety of students...................................................................35

CHCEDS005 | Support the development of literacy and oral language skills..............................................37

CHCDIV001 | Work with diverse people.....................................................................................................46

CHCDIV002 | Promote Aboriginal and/or Torres Strait Islander cultural safety..........................................46

CHCEDS007 | Work effectively with students and colleagues....................................................................46

CHCEDS004| Contribute to organisation and management of classroom or centre...................................48

CHCEDS006 | Support the development of numeracy skills.......................................................................54

CHCEDS018 | Support students with additional needs in the classroom environment..............................61

CHCEDS025 | Facilitate learning for students with disabilities...................................................................61

Verification of workplace hours......................................................................................................................78

Contents TAFE NSW RTO No: 90003 of 85


IntroductionThis is your Workplacement Record Book which you, your TAFE Assessor, and your Workplace Supervisor will complete to show evidence of your skills, knowledge and hours of participation during your work placement.

Complete your workplacement details on the next page.

Follow the guidelines given by your TAFE Teacher to contact your school before your workplacement commences.

Ensure that you understand the policies and procedures required for workplacement by referring to your copy as discussed in class with your TAFE Teacher.

Check with your teachers if you are unsure of any requirements or assessment tasks. Always seek advice if you have any concerns.

Your specific unit assessment tasks that will need to be completed on workplacement are available for you to download from your learning platform (iTAFE).

Where this is relevant to a specific unit, Third Party Reports (completed by your workplace supervisor) are included in this Workplace Record Book at the end of the booklet. Please make sure you have these completed as scheduled on your class timetable.

Most of all enjoy this valuable time on your workplacement

Introduction TAFE NSW RTO No: 90003 of 85


Workplacement detailsLearner’s name:

Contact phone number:TAFE Head Teacher:

Contact details:

Jan Ferry

E| [email protected]

P| 02 4979 1413 (to leave a message)

TAFE assessor:

Contact details:

School Workplace Supervisor:

Contact details:

School name:

Address:

Telephone:

Workplacement Arrangements:(e.g. planned days and times of attendance)



Workplacement InformationWORKPLACEMENT POLICY AND PROCEDURES

Before you can attend workplacement you need to:

Have your Working with Children Check (and Criminal History Check if required)

Have met with your school’s Principal or delegate

Have completed any induction activities and paperwork as required by the school (e.g. mandatory training, WHS, orientation)

Obtain from the school a letter of confirmation (on a school letterhead) of your workplacement, to notify TAFE of the school’s agreement to accept a you as a volunteer on workplacement (to be given to your TAFE teacher)

Read and understand the requirements of the Workplacement Policy and Procedures Manual: Learner Guide

Sign for receipt of the Learner Code of Conduct and understand its requirements

Sign the Declaration of Intention in Regards to Adhering to the Privacy Amendment (Private Sector) Act 2000.

Sign the Acknowledgement of Workplacement Requirements

As you can see there are a number of procedures that you need to follow. This is because your behaviour and interactions while on workplacement can impact on many people including vulnerable children.

These policies and procedures are important to protect yourself and others by keeping everyone safe and by acting in an ethical manner.

If you have any concerns or worries while on workplacement that cannot wait until your next visit by your TAFE Assessor you should ring 02 4979 1413 as soon as possible so that they can forward your query to the appropriate person for support and guidance.



WORKPLACEMENT LEARNINGOne of the main outcomes of your workplacement is the opportunity to ‘learn on the job’. This can be a very rewarding experience for both you and the staff at the school that you attend.

You will have the opportunity to consolidate and extend your off-the-job learning. You will have many opportunities to practise and develop your skills. As you participate in these experiences you need to reflect on your level of skill, areas that you can further develop and what you have learned.

Some strategies that other learners have found useful are listed below.

Take every opportunity to participate as a member of staff. Watch carefully what the staff do and how the routines of the school work so that you can

demonstrate initiative by helping out without being asked. If you are unsure about how to complete a task ask your Workplace Supervisor. Let your Workplace Supervisor know that you are keen to get feedback to improve your skills. When feedback is given, including constructive criticism, take responsibility and act upon it. Thank

the person for taking the time to provide you with the feedback. Look for opportunities to practice what you have learned so far and reflect on your own skills and

ways to improve. Work at building relationships with the staff, students and families at the school. A positive attitude, good organisation and initiating conversations with others at appropriate times

will help develop a good impression.

The list below details examples of how you should contribute to the school in order to maximise your workplacement learning.

Reading and implementing the school’s policies and procedures Identifying the location of the First Aid kit, fire hydrants and evacuation assembly points Viewing the school’s accident forms, etc. Participating in keeping the school hygienic and safe Practising WHS procedures View a copy of the school’s newsletter and note any other types of communication that the

school has with parents Interacting effectively with the students Interacting effectively with staff Attending staff meetings if applicable Initiating appropriate conversations with parents Scanning and supervising small and large groups of students Observing students and documenting information correctly Setting up environments Providing support to students



WORKPLACEMENT UNITS OF COMPETENCYThe units of competency that you are studying have workplacement assessment tasks to complete as part of their assessment requirements. Refer to the Student Assessment Guides that are available on iTAFE.

You are required to complete the tasks for the units that are listed below. This evidence will be used to assess your competency.

Units that relate to Workplacement:

Unit Code Unit Title

CHCECE006 Support behaviour of children and young people

CHCEDS002

CHCEDS003

Assist in the implementation of planned educational programs

Contribute to student education in all developmental domains

CHCPRT001 Identify and respond to children and young people at risk

CHCEDS001

CHCEDS017

Comply with legislative, policy and industrial requirements in the education environment

Contribute to the health and safety of students

CHCEDS005 Support the development of literacy and oral language skills

CHCEDS004 Contribute to organisation and management of classroom or centre

CHCEDS007

CHCDIV001

CHCDIV002

Work effectively with students and colleagues

Work with diverse people

Promote Aboriginal and/or Torres Strait Islander cultural safety

CHCEDS006 Support the development of numeracy skills

CHCEDS018

CHCEDS025

CHCEDS031

Support students with additional needs in the classroom environment

Facilitate learning for students with disabilities

Provide support to students with Autism Spectrum Disorder

Workplacement Information TAFE NSW RTO No: 90003 of 85


MARKING CRITERIAThe marking criteria will be used by your TAFE Assessor for each unit of competency. Read over each unit marking criteria so that you are familiar with what evidence is required by your Assessor.

ATTENDANCE RECORDSYou are required to attend a minimum of 100 hours working with students as part of your qualification, and some units cannot be completed until we have been given evidence that you have met this requirement.

Note: You may need to attend more than the 100 hours to competently complete all tasks. You must accurately record your attendance and have it confirmed by your Workplace Supervisor. The attendance record on the following pages show 5 days of attendance per page. You will need enough copies to record your full attendance, including any make-up days (if required – e.g. sick, jury duty) over the duration of the course.

Workplacement Information TAFE NSW RTO No: 90003 of 85


Daily Attendance Record – Page 1

Name: School:

Day Day Day Day Day

Date:

Arrival Time:

Departure Time:

Daily Hours:

Workplace Supervisor verification of hours:

Total Weekly Hours:

(student to complete attendance hours in an on-going manner, and transfer balances to the Workplacement Summary Table on Page 19)

Learner: has meet workplace expectations has not meet workplace expectation

Comments:

Supervisor Name: Signature: Date:

TAFE Assessor Name: Signature: Date Sighted:

Daily Attendance Record TAFE NSW RTO No: 90003 of 85



Name: School:

Day Day Day Day Day

Date:

Arrival Time:

Departure Time:

Daily Hours:


Total Weekly Hours:

(student to complete attendance hours in an on-going manner and transfer balances to the Workplacement Summary Table on Page 19)


Comments:






Name: School:

Day Day Day Day Day

Date:

Arrival Time:

Departure Time:

Daily Hours:


Total Weekly Hours:



Comments:






Name: School:

Day Day Day Day Day

Date:

Arrival Time:

Departure Time:

Daily Hours:


Total Weekly Hours:



Comments:



Daily Attendance Record TAFE NSW RTO No: 90003



Name: School:

Day Day Day Day Day

Date:

Arrival Time:

Departure Time:

Daily Hours:


Total Weekly Hours:



Comments:






Name: School:

Day Day Day Day Day

Date:

Arrival Time:

Departure Time:

Daily Hours:


Total Weekly Hours:


Learner: has consistently met workplace expectations has not met workplace expectation

Comments:





Summary of Workplacement HoursStudent Name Student Number

Workplacement Attendance TAFE NSW RTO No: 90003 of 85

Attendance Page Hours Completed Total Hours (running tally)

1

2

3

4

5

6

7

8

9

10


Assessment Information and Assessment EventsBelow is a summary of the units and assessment events that you will be assessed on during Workplacement throughout your course. You can access the specific assessment event tasks in iTAFE.

Unit/s Unit Title Assessment Event

CHCEDS002

CHCEDS003

Assist in implementation of planned educational programs


Supporting Children’s Development

Workplace Performance | Third Party Report**

CHCECE006 Support behaviour of children and young people Work placement reflective journal


Workplace Performance | Third Party Report

CHCEDS001

CHCEDS017

Comply with legislative and industrial requirements in the education environment


Workplace Investigation


CHCEDS005 Support the development of literacy and oral language skills

Workplace literacy support


Work placement reflective journal


CHCDIV001

CHCDIV002

CHCEDS007




Workplace Practices Task


CHCEDS006 Support the development of numeracy skills Workplace Numeracy Support Plan

CHCEDS018

CHCEDS025

CHCEDS031

Support students with additional needs in the classroom environment


Provide support to students with Autism Spectrum Disorder


Note: All third party reports are included at the end of your Workplacement Record Book.

**Please note- the CHCEDS002 / CHCEDS003 Workplace Performance | Third Party Report will not be signed off until the completion of 100 hours or workplacement.

Assessment Information TAFE NSW RTO No: 90003 of 85


CHCECE006 | Support behaviour of children and young people

Unit code CHCECE006

Unit name Support behaviour of children and young people

Unit purpose This unit describes the skills and knowledge required to enable educators to provide children with opportunities to maximise their potential and develop a foundation for future success.

This unit applies to educators working in a range of education and care services.

Assessment events Assessment 2 | Workplacement reflective journal

CHCECE006 TAFE NSW RTO No: 90003 of 85


CHCECE006 | Template 2 – Reflective Journal Template

Student Name: Student Number:

Child’s Initials: Age:

Date:

1. What are the student’s needs?(discuss with classroom teacher and describe, including whether learning difficulties. developmental issues or mental health issues are contributing to behaviours and how the behaviours are impacting on student learning)

2. What current behaviour support strategies are being used with the student?(discuss with classroom teacher)

CHCECE006 Workplacement Reflective Journal TAFE NSW RTO No: 90003 of 85



3. Evidence of behaviours of concern/disruptive behaviours

Observe the student and write down detailed observations of the student displaying disruptive behaviours or behaviours of concern.Ensure you document frequency, intensity and the duration of behaviours. There must be at least four (4) observations. They can relate to one behaviour or a number of behaviours.

Behaviour type Observation (must equate to 4)

Dates observed Frequency, duration and intensity of each observation




4. After discussion with your workplace supervisor, identify two (2) positive support strategies that you will use when working with the student and implement the strategies over 1 week or several sessions (preferably these should be strategies that are already in place for this student).

Strategy 1 –

Strategy 2 -

5. How well do you think the strategies used have helped to guide the student’s behaviour?




6. What outcomes were met? What did the student say or do?

7. Describe how you changed your use of the strategy based on the needs or response of the student

8. What feedback would you give to the teacher in relation to the strategies used?

9. How did you comply with organisational procedures, the school’s existing behaviour management policy and classroom/playground expectations?




Workplace Supervisor / Classroom Teacher Signature

I confirm that the TAFE student has used positive behaviour support strategies with at least two students and has used judgement to determine when to involve other staff for supported intervention.

Learner: ☐ has consistently met workplace expectations ☐ has not met workplace expectation

Name: Signature: Date:



CHCECE006 | Marking Criteria -Assessment event 2 of 2

Marking Criteria

Reflective journal template completed for the student

Students’ needs identified through collaboration with workplace supervisor/classroom teacher

Current support strategies identified through collaboration with workplace supervisor/classroom teacher

Four detailed observations completed, identifying evidence of student displaying disruptive behaviours or behaviours of concern including frequency, intensity and the duration of behaviours

Identification of 2 appropriate positive support strategies to use with the student

Identifies the effectiveness of the strategies to guide the student’s behaviour.

Identifies outcomes met and student’s response

Identification of how you changed your use of the strategy based on the needs or response of the student

Identification of feedback you would give to the teacher in relation to the strategies used

An explanation of how you complied with organisational procedures, the school’s existing behaviour management policy and existing classroom expectations

Workplace Supervisor signature, confirming that the TAFE student has used positive behaviour support strategies with at least two students and has used judgement to determine when to involve other staff for supported intervention and has consistently met workplacement expectations

CHCECE006 Marking Criteria TAFE NSW RTO No: 90003 of 85


CHCEDS002 | Assist in implementation of planned educational programsCHCEDS003 | Contribute to student education in all developmental domains

Unit code CHCEDS002

CHCEDS003

Unit name Assist in implementation of planned educational programs


Unit purpose CHCEDS002 In this unit you will develop the skills and knowledge required to support the teacher/s in delivering planned education programs. Classroom-level support is provided to ensure the learning environment is inclusive and relevant, and appropriately resourced and maintained.

This unit applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.

CHCEDS003 This unit describes the knowledge and skills required to support students with different developmental issues to participate in classroom and other school activities.


No licensing, legislative or certification requirements apply to this unit at the time of publication.

Assessment events Assessment 2 | Supporting Children’s Development

Assessment 3 | Workplace Performance | Third Party Report ***

***found in the Workplace Performance | Third Party Report Section of the Workplacement Book

***Please note- the CHCEDS002 / CHCEDS003 Workplace Performance | Third Party Report will not be signed off until the completion of 100 hours or workplacement.

CHCEDS002 CHCEDS003 TAFE NSW RTO No: 90003 of 85


CHCEDS002 CHCEDS003 Template 3 | Student


Student: Initials: ___________________________ Age: ________________

1. Cultural/linguistic background of child:

2. Adjustments required for the child as highlighted by the teacher:

3. Physical development Social and emotional development Cognitive and language development

Skills/ knowledge observed Skills/ knowledge observed Skills/ knowledge observed

CHCECE002 003 Student Observation Journal TAFE NSW RTO No: 90003 of 85



4. Is this student meeting age appropriate child/adolescent developmental milestones? Explain your response.

5. Physical development Social and emotional development Cognitive and language development

a) Strategy to support physical development and the child’s learning style;

b) Materials to use to support identified strategy;

a) Strategy to support social/emotional development and the child’s learning style;


a) Strategy to support cognitive/language development and the child’s learning style;





c) Safety issues to consider

d) Identify the Subject, Stage/Year and outcome that this strategy would support (include outcome curriculum code)





6. Explain why you think each of these strategies are appropriate for the child.





1. Implement the strategies and reflect on the effectiveness of the strategies.

2. Describe the schools process for reporting concerns re: milestones, identifying appropriate school policies or procedures with reference to all stakeholders i.e. student, parents, specialists etc.


CHCEDS002 CHCEDS003 | Marking Criteria - Assessment event 2 of 3

Marking Criteria

Identifies the cultural and linguistic background of the student and any adjustments required

Identifies any special requirements/adjustments as highlighted by the teacher

Identifies student’s physical development skills and knowledge

Identifies student’s social/emotional development skills and knowledge

Identifies student’s cognitive/language development skills and knowledge

Identifies if student is meeting age appropriate child/adolescent developmental milestones with reference to supporting documents

Provides one appropriate strategy to support the physical developmental domain

Identifies materials, resources and safety issues which may need addressing when undertaking the strategy

Provides one appropriate strategy to support the social/emotional developmental domain


Provides one appropriate strategy to support the cognitive/language developmental domain


For each strategy described, identifies the Subject, Stage/Year and outcome (including curriculum code) that the strategy supports

Describes why identified strategies are appropriate for student

Implements identified strategies and provides a reflection on what occurred for the student and future changes if required

Describe the procedure for reporting concerns about developmental milestones for your school. Name at least one policy that this procedure supports or is linked to.

CHCECE002 003 Marking Criteria TAFE NSW RTO No: 90003 of 85


CHCPRT001 | Identify and respond to children and young people at risk

Unit code CHCPRT001

Unit name Identify and respond to children and young people at risk

Unit purpose CHCPRT001 - This unit describes the skills and knowledge required to support and protect children and young people who are at risk of harm. This work occurs within legislative and policy frameworks and carries a duty of care responsibility.

This unit applies to workers in a range of job roles providing services to children and young people including in community services and health contexts.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Assessment events Assessment 3 | Workplace Performance | Third Party Report ***


CHCPRT001 TAFE NSW RTO No: 90003 of 85


CHCEDS001 | Comply with legislative and industrial requirements in the education environment

CHCEDS017 | Contribute to the health and safety of students

Unit code CHCEDS001

CHCEDS017

Unit name Comply with legislative and industrial requirements in the education environment


Unit purpose CHCEDS001 -This unit covers the skills and knowledge required to maintain compliance with legislation, policy and industrial instruments that relate to the education support worker role.

The unit applies to education support job roles in a variety of education contexts including schools and other educational settings.

CHCEDS017 - This unit describes skills and knowledge required for teacher assistants to contribute effectively to the health and safety of students. The education support worker implements workplace health and safety instructions and procedures within his or her scope of responsibility and according to direction.

This work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other educational professional

Assessment events Assessment 2 |Workplace Investigation





CHCEDS001 CHCEDS017 | Marking Criteria - Assessment event 2 of 3

Marking Criteria

Provides diagram or map indicating direction of class in emergency evacuation

Indicates location of emergency equipment in room or nearby

Identifies method of moving students to a safe location

Identifies roles of staff

Identifies own role

Identifies methods to provide feedback on evacuation procedures

Identifies frequency of evacuation practice

Outlines other types of emergency situations and the role of the education support worker

Lists 3 hazards in job role

Identifies procedures/instructions for dealing with hazards

Outlines reporting procedure to appropriate personnel



CHCEDS005 | Support the development of literacy and oral language skills

Unit code CHCEDS005

Unit name Support the development of literacy and oral language skills

Unit purpose This unit describes the skills and knowledge required in providing assistance to students who need additional support with their reading, writing and oral language skills.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Assessment events Assessment 2 | Workplace literacy support

CHCEDS005 TAFE NSW RTO No: 90003 of 85



a) Identify the schools current literacy program (include a copy of it or link to it)

b) Identify the correct procedure for storage and retrieval of confidential student literacy records in the classroom.

Student 1:

c) In consultation with the classroom teacher, describe the student’s literacy needs.

CHCEDS005 Student Observation Journal 1 TAFE NSW RTO No: 90003 of 85



Student 1:

d) Describe a sequence of 3 (three) literacy tasks the teacher has instructed you to implement with the student.

Identify the task Identify the goal of the task Identify the outcome of each task

Literacy Task 1:Goal:

Outcome:


Outcome:


Outcome:

e) For one of the literacy tasks above, identify the strategies you used with the student to support them with reading, writing and/or oral language

Literacy Task Strategies:




Student 1:

f) For the literacy task identified in e above, list the resources you used. Explain how/why the resource was selected and provide examples of any modifications you needed to make whilst implementing the task.

Literacy Task Resources: (Explain how/why the resource was selected and provide examples of any modifications you needed to make whilst implementing the task)

g) Explain how you encouraged and supported the student to become an independent learner. Give examples of feedback you gave the student.

h) Describe the information you would provide to the teacher on the strategies used, child’s progress and literacy outcomes. How would you provide this information?

i) Reflect on your work with the students. Comment on;

how well you think you understood the directions of the teacher to support the child

how well you managed the time allocated to you and any changes you would make in supporting the child




b) Identify the schools current literacy program (include a copy of it or link to it)

c) Identify the correct procedure for storage and retrieval of confidential student literacy records in the classroom.

Student 2:

d) In consultation with the classroom teacher, describe the student’s literacy needs.




Student 2:

e) Describe a sequence of 3 (three) literacy tasks the teacher has instructed you to implement with the student.

Identify the task Identify the goal of the task Identify the outcome of each task


Outcome:


Outcome:


Outcome:

f) For one of the literacy tasks above, identify the strategies you used with the student to support them with reading, writing and/or oral language

Literacy Task Strategies:




Student 2:

g) For the literacy task identified in e above, list the resources you used. Explain how/why the resource was selected and provide examples of any modifications you needed to make whilst implementing the task.

Literacy Task Resources: (Explain how/why the resource was selected and provide examples of any modifications you needed to make whilst implementing the task)

j) Explain how you encouraged and supported the student to become an independent learner. Give examples of feedback you gave the student.

k) Describe the information you would provide to the teacher on the strategies used, child’s progress and literacy outcomes. How would you provide this information?

l) Reflect on your work with the students. Comment on;

how well you think you understood the directions of the teacher to support the child

how well you managed the time allocated to you and

any changes you would make in supporting the child




Workplace Supervisor / Classroom Verification

I confirm that the TAFE student has:

Implemented reading, writing and oral language support strategies for at least 2 students under teacher direction Provided feedback on students’ progress to the teacher





CHCEDS005 | Marking Criteria - Assessment event 2 of 2

Marking Criteria

Identifies current literacy programs/curriculum

Identifies the correct storage and retrieval of confidential records in your workplace

Use agreed recording systems for student’s skills in literacy as directed by the teacher

Worked within the structure and guidelines of a literacy program as directed by the teacher

Describes the students literacy needs

Describes a sequence of 3 (three) literacy tasks the teacher instructed to implement with the student, identifying goals and outcomes

Identifies the strategies used to support the student in one of the literacy tasks

Identifies the resources used and justification provided on how/why the resource was selected and any modifications implemented with examples provided for the literacy task

Demonstrated an understanding of how to encourage and support students to become independent learners

Describes the method and information to provide the teacher addressing strategies, child’s progress and literacy outcomes

Appropriate reflection addressing

understanding of teacher directions

time management

any changes you would make in supporting the child

Verification from workplace supervisor / classroom teacher that the student has

Implemented reading, writing and oral language support strategies for at least 2 students under teacher direction

Provided feedback on students’ progress to the teacher

CHCDIV001 DIV002 CHCEDS007 TAFE NSW RTO No: 90003 of 85


CHCDIV001 | Work with diverse peopleCHCDIV002 | Promote Aboriginal and/or Torres Strait Islander cultural safety CHCEDS007 | Work effectively with students and colleagues

Unit code CHCDIV001

CHCDIV002

CHCEDS007

Unit name Work with diverse people



Unit purpose CHCDIV001: This unit describes the skills and knowledge required to work respectfully with people from diverse social and cultural groups and situations, including Aboriginal and/or Torres Strait Islander people.

CHCDIV002: This unit describes the communication and work practice skills and knowledge required to work with Aboriginal and Torres Strait Islander people in the health industry context. It deals specifically with cross – cultural awareness and issues involving working with Aboriginal and Torres Strait Islander individuals, organisations and communities.

CHCEDS007: This unit describes the skills and knowledge required to effectively communicate with students and colleagues

Assessment events Assessment 2 | Workplace Practices Task





CHCDIV001 CHCDIV002 CHCEDS007 | Marking Criteria - Assessment event

2 of 3

Marking Criteria

Provide 2 appropriate examples of how the service encourages participation of Aboriginal and Torres Strait Islander cultures

Provides one appropriate strategy/action for encouraging participation of Aboriginal and Torres Strait Islander cultures. Explains the benefit of suggestion.

Identifies two appropriate verbal comments that role model open, inclusive and ethical interactions

Provide 2 appropriate examples of how the service encourages participation of another culture.

Provides one appropriate strategy/action for encouraging participation of another culture.Explains the benefit of suggestion.

Identifies two appropriate verbal that role model open, inclusive and ethical interactions

Provide 2 appropriate examples of how the events, customs, beliefs and languages that are relevant to children and families attending the service were represented and celebrated within the school.

Provides one appropriate strategy/action for encouraging participation of all cultures.

Explains the benefit of suggestion.

Two appropriate documents identified that support inclusion

Identifies consequences of breaches in legislation/policy



CHCEDS004| Contribute to organisation and management of classroom or centre

Unit code CHCEDS004

Unit name Contribute to organisation and management of classroom or centre

Unit purpose This unit describes the skills and knowledge required to support the effective functioning of a classroom or other learning environment. It deals with practical issues such as administration, equipment, teaching aids and other supplies.

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 educational professional.

Assessment events Assessment 1 | Reflective Practice Entries



CHCEDS004 Reflective Practice Journal TAFE NSW RTO No: 90003 of 85


Reflective Practice Entry 1:

Describe one piece of technological equipment you have used for a student with a particular need.a) Name the equipment you usedb) Describe the purpose of the equipmentc) Describe the instructions you were required to follow to ensure the safe use, storage and

maintenance of the equipment.d) Who would you notify if the equipment was not working properly?






Describe a task where you had to prepare and maintain either a teaching aid, classroom materials or resources.

a) Name the teaching aid, classroom material or resources that you had to prepare and maintain.

b) Describe the purpose of the teaching aid, classroom materials or resources.c) Identify instructions you were given in preparing and maintaining the teaching aid,

classroom materials or resourcesd) How did you ensure that you had adequate quantities of resources to complete the task?e) If you did not have enough resources or materials to prepare the task who would you

notify and how?f) How did you know that the teaching aid, classroom materials or resources achieved the

intended purpose?g) On completion of the preparation of the teaching aid, classroom material or resources,

what clean up duties were required?





Describe a task where you had to record, maintain or file student’s documents or records.a) Name the documents or records you had to record, maintain or file.b) Describe the process of recording, maintaining or filing the student’s documents or

records.c) How did you ensure confidentiality was maintained when undertaking this task?




Describe a situation where you were required to supervise students, as directed by the teacher, during out of class activities (playground, working outside the classroom, working in a reading or break-out room, before or after school, lunch or break times etc.)

a) Name the activity you were asked to supervise.b) What instructions were given to you by the classroom teacher for this out of class activity?c) What equipment, materials and resources did you require to implement the out of class

activity?d) Identify 1 school policy and procedure that you would needed to follow when

implementing the out of class activity.




CHCEDS004 | Marking Criteria -Assessment event 1 of 2

Marking Criteria

Reflective Practice Entry 1

Identifies and describes the purpose of the technological equipment

Identifies instructions to follow when using, storing and maintaining the technological equipment

Identifies appropriate person to notify if equipment not working properly


Identifies and describes the purpose of the teaching aid, classroom resource or material

Identifies instructions to follow in the preparation and maintenance of the teaching aid, classroom resource or material

Describes process to ensure adequate supplies

Identifies who to notify if inadequate supplies

Describes how the teaching aid, classroom resource or material achieved intended purpose

Identifies clean up duties


Identifies student records to maintain or file

Describes the process for recording, maintaining and filing student documents or records

Describes how confidentiality was maintained


Identifies out of class activity to supervise

Identifies instructions given by classroom teacher

Identifies equipment, materials and resources required to implement activity

Identifies appropriate school policy and procedure to follow when implementing the out of class activity

CHCEDS004 Marking Guide TAFE NSW RTO No: 90003 of 85


CHCEDS006 | Support the development of numeracy skills

Unit code CHCEDS006

Unit name Support the development of numeracy skills

Unit purpose This unit describes the skills and knowledge required to implement numeracy programs as identified by the teacher to assist students requiring additional numeracy support.


The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice

Assessment events Assessment 2 | Numeracy Support Plan (under supervision)

CHCEDS006 TAFE NSW RTO No: 90003 of 85


CHCEDS006 | Template 3Numeracy Support Program (under supervision)Student Name: Student Number:

Complete sections 1- 9 in consultation with classroom teacher.

1 Year of schooling/class:

2 Stage of learning (as per curriculum document)

3 The student’s individual requirements and preferred learning style.

4 Describe current adjustments/strategies teacher and support staff are using to support this student's engagement in maths and numeracy experiences:

5 Identify the topic/strand (sub-strand) of the mathematics syllabus the student will be working on during the lesson you are supporting.

6 Identify the following; Numeracy outcome Numeracy skills Numeracy knowledge

That the student be working towards during the lesson?

Numeracy outcome

Numeracy skill/s

Numeracy knowledge

CHCEDS006 Student Observation TAFE NSW RTO No: 90003 of 85


7 Identify and provide definitions of any mathematical concepts/terms involved in the lesson

8 What activities will the student be doing during the lesson to support the outcome, skills, and knowledge identified above?

9 How are the activities you are using appropriate for the maths/numeracy the student is learning?

10 Identify 2 support strategies you will implement to develop this student’s maths/numeracy skills in the planned outcome?




11 Describe the communication strategies you will use to support the students engagement in their numeracy learning

12 List the questions you may ask to encourage the student’s critical thinking.

13 How will the student’s numeracy learning in the lesson be evaluated/assessed?

14 How will you record the student’s progress and who will you share it with?

15 How did the student perform in the lesson? Identify the students’ progress towards identified outcomes, knowledge and skills you identified in part 6 of the Numeracy Support Program.




16 How did the student respond to your strategies you identified in part 10 of the Numeracy Support Program? Did these strategies support the students learning?

17 How did the student respond to your communication skills you identified in part 11 of the Numeracy Support Program?How did your communication skills support learning?

18 What feedback did you provide the student to develop independent numeracy skills?

19 How could you improve the support you provide this student in the future?





Workplace Supervisor / Classroom Verification

I confirm that the TAFE student has:

analysed what two students are doing when working mathematically and applied an appropriate model of learning to develop the students’ numeracy skills

implemented numeracy support programs to support at least two students, as directed by the teacher





CHCEDS006 | Marking Criteria - Assessment event 2 of 2

Marking Criteria

Evidence of consultation with class teacher

Identifies year and stage of student’s learning

Identifies individual requirements and preferred learning style

Describes current adjustments and strategies to support student’s engagement in numeracy experiences

Identifies topic/strand (sub-strand) of mathematics syllabus student is working on

Identifies numeracy outcomes, skills and knowledge the student is developing in the lesson

Identifies and provides definitions of any mathematical concepts/terms involved in the lesson

Identifies what activities the student will be doing during the lesson to support the identified outcome, skills, and knowledge

Identifies how the activities are appropriate for the maths/numeracy the student is learning

Identifies 2 support strategies to develop this student’s maths/numeracy skills in the planned outcome

Describes the communication strategies to support the students engagement in their numeracy learning

Identifies appropriate questions to encourage the student’s critical thinking

Identifies how students’ learning will be evaluated

Records student progress in accordance with program/school guidelines

Identifies how the student performed in the lesson and progress towards identified outcomes, knowledge and skills

Identifies the effectiveness of the identified strategies

Identifies the effectiveness of the identified communication skills

Identifies feedback provided to the student to develop independent numeracy skills

Identifies future improvement to support the student

Verification from workplace supervisor / classroom teacher that the TAFE student has

analysed what two students are doing when working mathematically and applied an appropriate model of learning to develop the students’ numeracy skills

implemented numeracy support programs to support at least two students, as directed by the teacher

CHCEDS006 Marking Guide TAFE NSW RTO No: 90003 of 85


CHCEDS018 | Support students with additional needs in the classroom environmentCHCEDS025 | Facilitate learning for students with disabilitiesCHCEDS031 | Provide support to students with autism spectrum disorder

Unit code CHCEDS018

CHCEDS025

CHCEDS031

Unit name Support students with additional needs in the classroom environment


Provide support to students with autism spectrum disorder

Unit purpose CHCEDS018 - This unit describes the skills and knowledge required by an education support worker to support students with additional needs in classrooms where there are students with a mix of abilities and needs.

CHCEDS025 - This unit describes the skills and knowledge required by education support workers to effectively contribute to learning experiences for students with a range of disabilities.

CHCEDS031 - This unit describes the skills and knowledge to provide support to students who have education needs associated with an autism spectrum disorder (ASD).

Assessment events Assessment 3 | Workplace Performance | Third Party Report ***


CHCEDS018 025 031 TAFE NSW RTO No: 90003 of 85


Workplace Performances | Third Party ReportsPurpose: To observe your educator practices in relation to specific performance criteria

This task will be completed in the workplace.

Present this report to the workplace supervisor / classroom teacher during your initial meeting. Have them and/or your TAFE Assessor complete the following in relation to your performance in this area.

Your overall performance in the workplace will be assessed by a TAFE Assessor. Your assessor will use the following performance checklist for recording judgements made about your performance on the job. When using the performance checklists the assessor must determine whether a characteristic is or is not present or whether something was or was not done to a competent level.

The assessor may need to ask you questions during or after a task or work sequence in order to:

clarify aspects of your work performance

assess your ability to listen, interpret and communicate information and ideas

assess essential knowledge and skills.

The assessor will also:

read through any written tasks to further assess your competence.

talk to staff members who are supervising or working with you in order to get feedback about your performance on a day-to-day basis.

This Workplace Performance | Third Party Report provides evidence for the following units;

CHCEDS002 CHCEDS003

CHCPRT001

CHCEDS001 CHCEDS017

CHCEDS004

CHCDIV001 CHCDIV002 CHCEDS007

CHCEDS018 CHCEDS025 CHCEDS031

CHCEDS018 025 031 Workplace Performance TAFE NSW RTO No: 90003 of 85

Certificate III in Education Support | Workplacement Record Book 2020

Assessment Event Feedback

Assessment Event Feedback Sheet/s must be retained by TAFE NSW as evidence of the assessment decision.

Unit Code: CHCECE006 Unit Name: Support behaviour of children and young people

This form can be completed by the classroom teacher and in consultation with the TAFE assessor. We appreciate any feedback the classroom teacher can provide to the student


Marking criteria

Workplace Supervisor | Classroom Teacher TAFE Assessor

Satisfactory

Yes / No

(please circle)

Feedback (optional)

Satisfactory

Yes / No

(please circle)

Feedback

(Must be provided for student)

The learner has demonstrated;

1

Accurately recorded observations of two school students and identified behaviours requiring support using two different observation methods.

Observations Reviewed (Task 1a) ☐ Behaviour Chart Reviewed (Task 2a) ☐

Yes

No

Yes

No

2 Has engaged in discussion with the workplace supervisor about observations.

Identified reasons why Student 1 andStudent 2 may be displaying these behaviours

☐ Established one expectation of

behaviour for each student ☐ Collaborated some positive strategies

that could be used to support eachstudent ☐

Reflection entry reviewed and

Yes

No

Yes

No

CHCECE006 Assessment Event Feedback TAFE NSW RTO No: 90003 of 85



Marking criteria


Satisfactory

Yes / No

(please circle)

Feedback (optional)

Satisfactory

Yes / No

(please circle)

Feedback


The learner has demonstrated;accurately recorded the discussion (Task 1b, 1c; Task 2b, 2c) ☐ Yes

No

Yes

No

3 Implemented positive support techniques with a student

Yes

No

Yes

No

4 Used words appropriate to the student in relevant context to environment and activity

Yes

No

Yes

No

5

Used positive reinforcement and clear verbal and non-verbal communication strategies to acknowledge responsible behaviour

Yes

No

Yes

No

6

Implemented one of the planned strategies

Reflection entry reviewed and accurately recorded the strategy used, include the student’s response (Task 1d(i); Task 2d (i))☐

Yes

No

Yes

No

7 Used appropriate strategies to redirect behaviour and defuse the situation

Yes

No

Yes

No




Marking criteria


Satisfactory

Yes / No

(please circle)

Feedback (optional)

Satisfactory

Yes / No

(please circle)

Feedback



8 Adjusted the level of support required based on need and response of the student

Yes

No

Yes

No

9

Sought strategy implementation support from another educator

Reflection entry reviewed and accurately recorded the support sought (Task 1d(ii); Task 2d (ii)) ☐

Yes

No

Yes

No

10

Consulted and discussed with the workplace supervisor:

How the strategies are working and communicating any issues and negotiating solutions ☐

Communicated any issues and negotiated solutions ☐

Reflection entry reviewed and accurately recorded the discussion (Task 1d (iii); Task 2d (iii)) ☐

Yes

No

Yes

No




Event result / Assessment event 3 of 3Satisfactory (S)

Not Satisfactory (NS)

1

Assessor record of the conversation with Third-Party Referee(comments in this section will record general conversation feedback and details of any clarification required)

2. Assessor grading:Note: Assessment outcome determination is based on the detailed criteria set out for Assessors by NSW TAFE

TAFE Assessor Details

I confirm I have provided the above feedback to the student. Date:

Name: Signature:



Assessment Event Feedback

Assessment Event Feedback Sheet/s must be retained by TAFE NSW as evidence of the assessment decision.

Unit Code: CHCEDS002

CHCEDS003

Unit Name: Assist in implementation of planned educational programs




Marking criteria


Satisfactory

Yes / No

(please circle)

Feedback (optional)

Satisfactory

Yes / No

(please circle)

Feedback



1The learner has successfully completed a minimum of 100 hours within at least one education provider

Yes

No

Yes ***

No

*** to be marked off at end of 100 hour placement

2

Implemented strategies to guide or assist at least 2 students with differing developmental needs on at least 3 occasions

Yes

No

Yes

No

3Prepares, maintains and distributes educational resources to support program delivery

Yes

No

Yes

No

CHCEDS002 CHCEDS003Assessment Event Feedback TAFE NSW RTO No: 90003 of 85



Marking criteria


Satisfactory

Yes / No

(please circle)

Feedback (optional)

Satisfactory

Yes / No

(please circle)

Feedback


4Guided students in the location and use of relevant materials needed to participate in the lesson or activity

Yes

No

Yes

No

5 Provided assistance with general whole class activities

Yes

No

Yes

No

6 Clarified requirements and implement classroom routines appropriately

Yes

No

Yes

No

7Undertaken responsibilities and duties in a positive manner to promote cooperation and good relationships

Yes

No

Yes

No

8Identified possible environmental modifications to suit the individual needs of the student

Yes

No

Yes

No

9Sought and acted on feedback to improve personal effectiveness in supporting diverse students and for self-improvement

Yes

No

Yes

No




Marking criteria


Satisfactory

Yes / No

(please circle)

Feedback (optional)

Satisfactory

Yes / No

(please circle)

Feedback


10 Assisted students using digital technologies in an education program

Yes

No

Yes

No

11 Understands confidentiality in relation to information about children

Yes

No

Yes

No

Overall Feedback:

Classroom teacher (optional)

TAFE Assessor:





Event result / Assessment event 3 of 3 Yes / No

1.

Was reasonable adjustment in place for this student?

If yes, explain the arrangements and the Disability Consultant involved.

2. Has this assessment event been successfully completed?

3.

Is the student required to re-submit?

If yes, explain arrangements.

TAFE Assessor Details


Name: Signature:



Assessment Event FeedbackAssessment Event Feedback Sheet/s must be retained by TAFE NSW as evidence of the assessment decision.

Unit code: CHCEDS001

CHCEDS017

Unit name: Comply with legislative and industrial requirements in the education environment Contribute to the health and safety of students

CHCDIV001

CHCDIV002

CHCEDS007


Promote Aboriginal and Torres Strait Islander cultural safety




Marking criteria


Satisfactory

Yes / No

(please circle)

Feedback (optional)

Satisfactory

Yes / No

(please circle)

Feedback


CHCEDS001 CHCEDS017 Assessment event 3 of 3

The learner demonstrated;

1Provides guidance and support to students on the safe use and care of equipment and resources

Yes

No

Yes

No

2 Maintains the classrooms used in a clean and tidy condition (including displays) and provides assistance with maintaining

Yes

No

Yes

No

CHCEDS001 017 007 CHCDIV001 DIV002 Assessment Event Feedback TAFE NSW RTO No: 90003 of 85



Marking criteria


Satisfactory

Yes / No

(please circle)

Feedback (optional)

Satisfactory

Yes / No

(please circle)

Feedback


a hygienic environment according to work/safety regulations and the school’s procedures and guidelines

3

Undertakes supervision of students according to teacher direction and school policy and procedures including when students are out of the classroom

Yes

No

Yes

No

4 Communicated effectively with students and colleagues

Yes

No

Yes

No

CHCDIV001 CHCDIV002 CHCEDS007 Assessment event 3 of 3


1. Communicated effectively with at least 2 students and 1 adult

Yes

No

Yes

No





Satisfactory

Yes / No

(please circle)

Feedback (optional)

Satisfactory

Yes / No

(please circle)

Feedback


2

Used positive developmentally appropriate effective verbal and non-verbal communication skills with diverse students and colleagues to communicate and meet needs, clarify information and problem solve

Yes

No

Yes

No

3

Displayed meaningful interactions with all students including maintaining confidentiality and respecting rights, dignity and opinions

Yes

No

Yes

No

4

Sought and acted on feedback from colleagues to improve personal effectiveness in working with diversity and self-improvement in supporting students

Yes

No

Yes

No




Overall Feedback:


TAFE Assessor:





Event result / Assessment

CHCEDS001 CHCEDS017 Assessment Event 3 of 3

CHCDIV001 CHCDIV002 CHCEDS007 Assessment Event 3 of 3

Yes / No

1.




3.



Assessor details


Name: Signature:



Assessment Event FeedbackAssessment Event Feedback Sheet/s must be retained by TAFE NSW as evidence of the assessment decision.

Unit code: CHCEDS018

CHCEDS025

CHCEDS031

Unit name: Support students with additional needs in the classroom environment


Provide support to students with autism spectrum disorder





Marking criteria


Satisfactory

Yes / No

(please circle)

Feedback (optional)

Satisfactory

Yes / No

(please circle)

Feedback


CHCEDS018 CHCEDS025 CHCEDS031 Assessment event 3 of 3


1

Follow individual education program for at least two students, including recommending amendments or giving feedback to the teacher

Yes

No

Yes

No

2 Provide support in relation to the additional needs of two students, at least

Yes Yes

CHCEDS004 018 025 031 CHCPRT001 Assessment Event Feedback TAFE NSW RTO No: 90003 of 85



Marking criteria


Satisfactory

Yes / No

(please circle)

Feedback (optional)

Satisfactory

Yes / No

(please circle)

Feedback


one of whom has a disability No No

3 Assisted with whole class activities as directed by teacher

Yes

No

Yes

No

4 Take appropriate steps to maintain personal safety of self and others

Yes

No

Yes

No

5Use behaviour management strategies and techniques appropriate to the students and as directed by teacher and others.

Yes

No

Yes

No

6 Contribute to planning and support for students with ASD on at least one occasion

Yes

No

Yes

No

7

Provide support to one or more students with ASD by:

selecting and using suitable resources

implementing educational programs

supporting positive social interactions

Yes

No

Yes

No

8 Use professional language and Yes Yes




Marking criteria


Satisfactory

Yes / No

(please circle)

Feedback (optional)

Satisfactory

Yes / No

(please circle)

Feedback


demonstrate the importance of confidentiality in talking with teachers and other professionals.

No No

9 Include all students in group activitiesYes

No

Yes

No

10

Displayed meaningful interaction and communications with at least 2 students including maintaining confidentiality, respecting rights, dignity and opinions and providing students with feedback

Yes

No

Yes

No

11 Gather and record data as required by the teacher

Yes

No

Yes

No

12Understands organisation processes for provision of support to students with disabilities

Yes

No

Yes

No




Marking criteria


Satisfactory

Yes / No

(please circle)

Feedback (optional)

Satisfactory

Yes / No

(please circle)

Feedback (optional)

CHCEDS004 Assessment event 2 of 2


1Managed day to day duties and tasks within established timeframes and communicated progress of task

Yes

No

Yes

No

2

Used positive and effective non-verbal communication with diverse students and colleagues to communicate and meet needs, clarify information and problem solve.

Yes

No

Yes

No

3 Operates classroom equipment as per intended manufacturers use

Yes

No

Yes

No

CHCPRT001 Assessment event 3 of 3The learner demonstrated;

1Implements child-focused work practices to uphold the rights of the child and encourages them to participate in age-appropriate decision-making

Yes

No

Yes

No

2 Communicates with children in accordance with current recognised good practice

Yes

No

Yes

No

3 Implements ethical and nurturing practices Yes Yes




Marking criteria


Satisfactory

Yes / No

(please circle)

Feedback (optional)

Satisfactory

Yes / No

(please circle)

Feedback (optional)

and observe professional boundaries when working with children and young people

No No

Overall Feedback:


TAFE Assessor:





Event result / Assessment

CHCEDS018 CHCEDS025 CHCEDS031 Assessment Event 3 of 3

CHCEDS004 Assessment Event 2 of 2

CHCPRT001 Assessment Event 3 of 3

Yes / No

1.




3.



Assessor details


Name: Signature:



VERIFICATION OF WORKPLACE HOURS

CHC30213 | Certificate III in Education Support

TAFE Workplace Assessor to complete:

Student Name:

I verify that the learner has completed hours in the education environment.

School Details:

School Contact:

Assessor Name:

Signature: Date:

Verification of Workplacement Hours TAFE NSW RTO No: 90003 of 85

Verification of Workplacement Hours TAFE NSW RTO No: 90003 of 85

TAFE NSW | Glendale

Early Childhood and Education Support

Frederick Street GLENDALE 2285

www.tafensw.edu.au

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