Modification History
Not Applicable
Unit Descriptor
Descriptor |
This unit deals with the skills and knowledge required to understand and apply a range of principles and processes to facilitate student learning |
Application of the Unit
Application |
This unit applies to education support workers in a range of education environments who are responsible for aligning support strategies with teacher facilitation strategies to assist student learning This work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional |
Licensing/Regulatory Information
Not Applicable
Pre-Requisites
Not Applicable
Employability Skills Information
Employability Skills |
This unit contains Employability Skills |
Elements and Performance Criteria Pre-Content
Elements define the essential outcomes of a unit of competency. |
The Performance Criteria specify the level of performance required to demonstrate achievement of the Element. Terms in italics are elaborated in the Range Statement. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Apply understanding of current education approaches relevant to the education environment |
1.1 In consultation with teacher or other education professional, identify teaching and learning approaches applicable to the relevant education environment 1.2 Confirm the teaching and learning approach and its principles of practice with the supervisor 1.3 Select resources to support the learning approach 1.4 Work with teacher to plan learning activities and classroom supervision of student interactions 1.5 Conduct the learning activities and supervision of student interactions 1.6 Demonstrate principles of practice in the learning environment that reflect specified learning approaches |
2. Establish an environment conducive to student learning |
2.1 Identify and confirm learning requirements for the specified activity by interpretation of the learning program with the teacher 2.2 Meet specified needs of identified students in planning and preparation phase with the teacher 2.3 Assemble and where necessary, modify required resources prior to the activity 2.4 Reflect the appropriate principles of practice in the planning and delivery of the activity 2.5 Establish a positive, mutually respectful relationship with students using communication and interpersonal skills to match the student/group |
3. Facilitate the learning process |
3.1 Interact with students to reflect application of principles of practice in accordance with student learning styles 3.2 Conduct each activity in accordance with provided programs and directions 3.3 Take opportunities to enhance learning activities within the scope of the endorsed principles of practice |
4. Support and monitor student learning |
4.1 Monitor , document and report student progress to supervising staff to ensure learning outcomes are being achieved 4.2 Modify and adjust delivery strategies to meet emergent needs and unanticipated situations 4.3 Encourage students to reflect on personal learning achievements and learning experiences 4.4 Manage student interactions to ensure effective participation occurs and effective relationships are maintained 4.5 Manage behaviour of concern using a range of established and agreed techniques 4.6 Maintain store and secure student records in accordance with the organisation requirements |
Required Skills and Knowledge
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:
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Essential skills : It is critical that the candidate demonstrate the ability to:
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:
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Evidence Guide
EVIDENCE GUIDE |
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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. |
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Critical aspects for assessment and evidence required to demonstrate this unit of competency : |
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Access and equity considerations : |
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Context of and specific resources for assessment : |
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Method of assessment may include : |
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Range Statement
RANGE STATEMENT |
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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. |
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Teaching and learning approaches will usually be based on contemporary theories of learning applicable to the education sector and may include but are not limited to : |
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Sector or education environment may include : |
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Principles of practice include : |
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Programs may include but are not limited to : |
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Identified students may include : |
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Communication and interpersonal skills will be tailored to : |
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Student learning styles may include : |
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Modify and adjust delivery strategies may include : |
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Monitor student progress may include : |
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Manage student interactions may include : |
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Unit Sector(s)
Not Applicable