Modification History
Not Applicable
Unit Descriptor
Descriptor |
This unit deals with the competency requirements for education support workers to supervise students in school grounds, community setting, and other non classroom environments It is intended to describe strategies for safe and supportive management of students in these environments |
Application of the Unit
Application |
This unit applies to education support work with individual and groups of students in sporting, recreational and other activities outside the classroom environment This unit applies to work 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. Identify potential risks associated with an activity in cooperation with relevant personnel |
1.1 Assess the environment for physical hazards and impediments to active supervision of students 1.2 Identify physical, psychological and logistical risks to be considered in the risk evaluation 1.3 Use planning strategies to address identified risks and hazards in activities 1.4 Access information about additional needs of students to inform the supervisory process |
2. Use positive student management techniques |
2.1 Establish expectations for student behaviour in advance of the activity in accordance with the organisation's positive behaviour support plan 2.2 Model positive interactions with students and other adults at all times 2.3 Use verbal and non -verbal techniques to acknowledge and influence student behaviour 2.4 Supervise and monitor area of responsibility and students in order to respond to situations in a timely manner 2.5 Use timely interventions to avert escalation of incidents |
3. Maintain calm and confident demeanour |
3.1 Monitor and control personal stress levels 3.2 Articulate verbal directions in a clear and moderate tone and repeat this where necessary 3.3 Assess situations and determine suitable action 3.4 Defuse stressful situations before they escalate where ever possible using planned strategies 3.5 Summon assistance when necessary using the organisations planned methods of communication 3.6 Follow the organisation's debriefing processes |
4. Review and reflect on the effectiveness of strategies and performance |
4.1 Evaluate the effectiveness of strategies with other members of the education team 4.2 Revise strategies when necessary 4.3 Assess and communicate professional development needs to the supervisor 4.4 Access professional development opportunities and implement new skills in supervising students |
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 knowledge of:
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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 : |
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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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Environment may include : |
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Physical hazards may include : |
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Impediments to active supervision may include : |
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Strategies to address identified risks include : |
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Positive student management techniques may include : |
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Additional needs of students may include : |
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Verbal and non -verbal techniques may include : |
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Methods of communication may include : |
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Debriefing processes may include : |
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Education team may include : |
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Professional development opportunities may include : |
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Unit Sector(s)
Not Applicable