Release 

Comments 

Release 3

Updated:

• assessor requirements statement
• foundation skills lead in statement
• licensing statement
• modification history to reflect 2012 standards

Equivalent outcome.

Release 2

Minor corrections to formatting to improve readability. Corrections to errors and metadata.

Release 1

This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Significant changes to elements and performance criteria.

New evidence requirements for assessment, including volume and frequency requirements.

ELEMENT 

PERFORMANCE CRITERIA 

Elements define the essential outcomes.

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

1. Manage self in classroom

1.1 Manage day-to-day duties and tasks within established timeframe and according to school or centre procedures and policies

1.2 Use effective communication strategies to prevent misunderstandings

1.3 Communicate progress of task as required and seek feedback on work performance

1.4 Seek assistance from relevant colleague when difficulties arise in achieving allocated tasks

2. Select and utilise equipment effectively

2.1 Identify and access required equipment to complete task, following instructions if required

2.2 Check equipment in accordance with manufacturer’s instructions

2.3 Operate equipment in accordance with manufacturer’s instructions

2.4 Use and maintain specialist equipment for students with particular needs

2.5 Identify equipment faults and take action to ensure equipment is repaired in accordance with manufacturer’s instructions

2.6 Report repairs outside of education support worker’s responsibility to the appropriate person/s

3. Prepare and maintain teaching aids, materials and resources

3.1 Prepare and maintain materials and resources for use in classes, displays and demonstrations

3.2 Estimate the quantities and resources to complete the task

3.3 Design and produce teaching aids as directed

3.4 Ensure correct and efficient use of supplies

3.5 Perform clean-up duties as required according to set procedures

4. Monitor classroom supplies

4.1 Monitor stock levels and place orders when required

4.2 Obtain information on appropriate equipment or supplies required for lessons and activities

4.3 Report discrepancies in supply stock to the appropriate person/s

5. Process and maintain information (documents and records)

5.1 Process information/documentation in accordance with defined timeframes, guidelines and procedures

5.2 Observe school/centre security and confidentiality procedures for handling information

6. Operate computers, printers and current technological equipment used in classroom activities

6.1 Utilise computers, printers, and current technological equipment in accordance with school/centre procedures and policy and manufacturer’s instructions

6.2 Use software in accordance with school/centre procedures and policy, and the manufacturer’s/author’s instructions

6.3 Identify basic functions and features using system information

7. Contribute to the organisation and coordination of school/centre activities

7.1 Support school/centre-related activities in accordance with teacher direction, safety and legal requirements, school/centre policy and procedures and job role

7.2 Supervise students as directed by teacher during out-of-class activities

7.3 Organise equipment, materials and resources for out-of-class activities in accordance with teacher direction and school/centre policy and procedures

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

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 environment may include:

• Government school (pre-primary, primary and secondary)
• Private/non-government school (pre-primary, primary and secondary)
• Education centre
• Kindergarten
• Special education centre
• Community education centre

Release 

Comments 

Release 3

Updated:

• assessor requirements statement
• foundation skills lead in statement
• licensing statement
• modification history to reflect 2012 standards

Equivalent outcome.

Release 2

Minor corrections to formatting to improve readability. Corrections to errors and metadata.

Release 1

This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the 2012 Standards for Training Packages.

Significant changes to elements and performance criteria.

New evidence requirements for assessment, including volume and frequency requirements.

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once:

• managed duties and tasks in specified timeframes
• effectively communicated with colleagues, preventing misunderstandings
• prepared and maintained resources
• used equipment and teaching aids, including computers and other current technology, effectively
• selected, utilised and maintained equipment according to instructions and job role

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 work role. These include knowledge of:

• school/centre’s policies and procedures
• duty of care responsibilities
• types of equipment and technology used in school/centres
• processes for reordering supplies
• communication strategies
• equipment operation.

Skills must be demonstrated in the workplace.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessment must ensure use of:

• educational equipment and teaching aids.

Additionally, it must involve:

• supervising teacher and/or other colleagues.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.