Assessment Requirements for CHCEDS048 Work with students in need of additional learning support

Release: 1

Assessment Requirements for CHCEDS048 Work with students in need of additional learning support

Modification History

Release 1. CHCEDS048 Work with students in need of additional learning support supersedes and is not equivalent to CHCEDS022 Work with students in need of additional support.

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:

contribute to, and implement, support strategies for two students in need of additional learning support on at least one occasion for each student

respond appropriately to two different situations where there are indicators of risk to the emotional wellbeing of the student.

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 specific understanding of own work role and responsibilities

education system policies and procedures

organisational policies and procedures for students with additional needs

communication and collaboration requirements between different people involved in student learning and its importance in providing support for additional needs

language, literacy and numeracy support techniques appropriate to the phase of learning

reasons that some students may require additional support:

cognitive ability

physical capacity

emotional issues

medical conditions

psychological conditions

social issues

trauma

giftedness

support strategies for different types of needs:

adjustments to program or activities

adaptations to resources

use of assistive technologies

behavioural support techniques

individual or peer support

structuring of tasks

arrangement of learning space

features of an inclusive approach

individual learning plans:

what they are

how they are developed

how they are implemented and monitored

classroom safety considerations and how to respond within the scope of the education support role

potential indicators of risk to student emotional wellbeing and appropriate responses to these:

changes in attention and concentration

changes in interaction with peers

agitation

sadness or lethargy

losing interest in activities usually enjoyed

changes in perception of self-image

physical symptions or visits to the sick-bay

lack of interest in eating

talking about death or suicide.

Assessment Conditions

Skills must be demonstrated in the workplace:

implementation of support strategies must be directly observed by the assessor on at least one occasion

remaining performance evidence may be collected through authenticated third-party reports

observation and third-party reports must be supplemented by other forms of evidence.

Skills related to responding to risk may be demonstrated through simulated activities and scenarios.

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.

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

Assessment must ensure access to:

individual student information to inform planning

individual learning plans

teaching and learning resources

organisational policies and procedures for learning support for those with additional needs

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