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

Correction to numbering in Element 3.

Equivalent outcome.

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. Work with others to support students with additional needs

1.1 Identify own roles and responsibilities and those of others involved

1.2 Cooperate with others in support of students

1.3 Share information with others to facilitate student support in accordance with relevant procedures, guidelines and protocols

2. Support individual students with additional needs

2.1 Show respect, empathy and acceptance for individual differences in dealings with students

2.2 Encourage students in ways which promote their positive self-concept and self-esteem

2.3 Use language, equipment, materials and strategies suited to the student

2.4 Apply simple task analysis as necessary to assist students with additional needs

2.5 Identify the role, purposes and content of individual education programs to address additional needs

2.6 Follow individual education programs planned by teachers for particular students, and recommend amendments as appropriate

3. Assist with classroom programs to support students with additional needs

3.1 Identify and follow classroom strategies and programs used to support particular students

3.2 Assist with the modification of general activities to meet particular needs where necessary

3.3 Help with whole class activities as directed by teacher

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

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

4. Contribute to learning opportunities

4.1 Identify strategies used by teachers to encourage problem-solving by students and support strategies appropriately, as required of teacher aide

4.2 Identify strategies used by teachers to assist development of independence and social skills in students and support strategies appropriately, as required of teacher aide

4.3 Notice and take opportunities to encourage and support incidental learning by students

4.4 Provide constructive advice and feedback to students

4.5 Where appropriate, provide suggestions to teachers or other members to improve learning opportunities of students

The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.

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

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

Correction to numbering in Element 3.

Equivalent outcome.

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:

• provided support in relation to at least two main areas of additional needs
• cooperated and shared information with others to facilitate student support
• used language, equipment, materials and strategies suited to the individual needs of at least two students
• followed individual education programs planned by the teacher for at least two students
• assisted in the modification of general activities to meet particular student needs
• assisted with whole class activities as directed by the teacher
• used behaviour management strategies and techniques
• provided at least two students with constructive advice and feedback.

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:

• a wide range of additional needs and their implications for students’ learning
• individual education programs.

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.

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