^

 
 

Unit of competency details

CHCEDS058 - Support the implementation of behaviour plans (Release 1)

Summary

Usage recommendation:
Current
Mapping:
MappingNotesDate
Supersedes CHCEDS032 - Support learning and implementation of responsible behaviourSignificant changes to unit content and assessment requirements to reflect sector requirements. 19/Jul/2021

Release Status:
Current
Releases:
ReleaseRelease date
1 1 (this release) 20/Jul/2021


Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 070199 Teacher Education, N.e.c.  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 070199 Teacher Education, N.e.c.  15/Sep/2021 
The content being displayed has been produced by a third party, while all attempts have been made to make this content as accessible as possible it cannot be guaranteed. If you are encountering issues following the content on this page please consider downloading the content in its original form

Unit of competency

Modification History

Release 1. CHCEDS058 Support the implementation of behaviour plans supersedes and is not equivalent to CHCEDS032 Support learning and implementation of responsible behaviour.

Application

This unit describes the performance outcomes, skills and knowledge required to support the implementation of behaviour plans within a school. It includes developing an understanding of relevant legislation and organisational policies and procedures.

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary or secondary schools, as defined by State/Territory legislation.

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

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

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

Elements and Performance Criteria

ELEMENTS 

PERFORMANCE CRITERIA 

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Research and document legislative and organisation policy requirements.

1.1. Identify and access legislation and organisational policies and procedures that impact on behaviour support and planning.

1.2. Identify and confirm essential requirements of relevant legislation and organisational policies.

1.3. Review work practices based on requirements of legislation and organisational policies and procedures.

2. Create safe learning environments to socially support student learning.

2.1. Establish constructive relationships with students based on mutual trust and respect.

2.2. Use communication with students that is inclusive and in the best interests of the student at all times.

2.3. Establish and use strategies for promoting collaborative relationships between students.

3. Support implementation of behaviour plans.

3.1. Work in consultation with the teacher to identify behaviour objectives and strategies which support students to take responsibility for their own behaviour.

3.2. Maintain learning environments that assist students to work collaboratively.

3.3. Implement strategies for assisting students to monitor and review their own behaviour.

3.4. Create learning experiences for students to develop effective communication skills and appropriate social and learning behaviours.

3.5. Identify situations of risk and take steps to maintain personal safety of self and others according to organisational policies and procedures.

4. Review and evaluate outcomes of plan.

4.1. Implement strategies for providing regular feedback and reinforcement to students.

4.2. Monitor behaviour plan outcomes for effectiveness against objectives through observation and discussion with teacher.

4.3. Reflect on skills in managing behaviour and identify potential for improving professional practice in consultation with the supervising teacher.

Foundation Skills

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.

SKILLS 

DESCRIPTION 

Reading skills to:

  • interpret legislation and organisational policies and procedures.

Writing skills to:

  • record information and observations according to organisational procedures.

Oral communication skills to:

  • interact and engage with engage students to build rapport.

Initiative and enterprise skills to:

  • anticipate the need for assistance or intervention in order to support positive student behaviour.

Unit Mapping Information

Release 1. CHCEDS058 Support the implementation of behaviour plans supersedes and is not equivalent to CHCEDS032 Support learning and implementation of responsible behaviour.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

 

Assessment requirements

Modification History

Release 1. CHCEDS058 Support the implementation of behaviour plans supersedes and is not equivalent to CHCEDS032 Support learning and implementation of responsible behaviour.

Performance Evidence

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • identify and document aspects of behaviour plans that provide appropriate support for students in one primary and one secondary class, including:
  • use of a range of appropriate behaviour support strategies in the plan
  • use of student self-management strategies in the plan
  • use of group and individual behaviour support strategies in the plan
  • implement one behaviour plan for either of the above classes, including:
  • supporting student behaviour
  • collecting feedback on plan outcomes
  • evaluating effectiveness of behaviour plan and making recommendations for improvements
  • reflect on own skills in behaviour support and identify opportunities for improvement in discussion with teacher or supervisor.

Knowledge Evidence

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • role and responsibilities of an education support worker and own job role
  • requirements of relevant legislation and organisational policies and procedures in relation to behaviour support
  • behaviours encountered in the school environment
  • at least three key theories of child and adolescent development at an overview level
  • differing philosophical approaches to behaviour support
  • strategies for supporting student behaviour:
  • individual students
  • groups of students
  • student self-management
  • factors that may affect behaviour of students and their impact on student learning:
  • cultural considerations
  • environment
  • family circumstances
  • language or communication difficulties
  • learning difficulties
  • health issues:
  • physical
  • mental
  • mood and personality
  • social issues
  • importance of the student self-esteem in the learning process
  • factors to promote or diminish the student’s intrinsic motivation
  • communication techniques that support positive behaviour:
  • verbal
  • non-verbal
  • active listening
  • questioning
  • appropriate use of volume and tone
  • positive support strategies to redirect behaviour and defuse situations
  • available professional support services and resources
  • negotiation and conflict resolution techniques
  • how to recognise situations where further support or intervention may be required
  • practices and strategies for non-violent crisis prevention and intervention
  • when and how to implement consequences for inappropriate behaviour
  • organisational policies and procedures for risk management.

Assessment Conditions

Skills must be demonstrated in the workplace or in a simulated environment that reflects workplace conditions.

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

Skills related to documentation, evaluation and reflection may be demonstrated outside of the workplace but must be based on work in a primary or secondary school in Australia.

Interactions with students must be supervised by a teacher or other educational professional.

Assessment must ensure access to:

  • organisational policies and procedures
  • students in a school
  • colleagues for guidance and collaboration.

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53