Assessor Resource

CHCEDS304A
Contribute to organisation and management of classroom or centre

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to education support work in a variety of contexts and work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional

This unit deals with the skills and knowledge required for a teacher's assistant to provide limited organisational support in an educational environment

Work is undertaken under limited supervision and generally within a team environment

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not Applicable

Employability Skills

This unit contains Employability Skills



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Assessment requires access to a range of opportunities defined in the Range Statement, including:

appropriate workplace where assessment can take place

simulation of realistic workplace environment for assessment

relevant school/centre policy, protocols and procedures

computers and other technology

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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:

Education system's policies and procedures

Structure of the education system

Curriculum and curriculum framework

School/centre's policies and procedures

Duty of care responsibilities

Safe working practises

Potential hazards and risks for students

State and Federal legislative and regulatory requirements

Industrial awards and duty statements

Types of equipment and technology used in school/centres

Understand own work role and responsibilities

Essential skills:

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:

Demonstrate effective application of skills in:

team work

negotiation

communication / interpersonal skills of questioning, informing, listening and discussing

organisation planning, administrative support skills

time management skills

active listening

safe work practices

using current technology including computers

word processing

Adhere to own work role and responsibilities

Follow school/centre policies and procedures

Communicate effectively with other adults in the working environment

Liaise with and report to relevant personnel

Apply knowledge of learning and development to role and responsibilities

Use equipment, including computers and other current technology, effectively

Prepare and maintain resources

Support school/centre activities within own work role

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.

Education environment may include:

Government school (pre-primary, primary and secondary)

Private/non-government school (pre-primary, primary and secondary)

Education centre

Kindergarten

Special education centre

Community education centre

Duties and tasks may include:

Duties/tasks defined in the job profile/job description

Other duties requested of the Assistant by the teacher or Principal

Administration and/or handling of money

School or centre procedures and policies may include:

Education system's (government or non-government) policies and procedures

Individual school's and / or centre's policies and procedures

Goals, objectives, plans, systems, and processes

Quality management policy and practice

Relevant health regulations and guidelines

State and federal legislation which impacts on the school/centre's operation such as occupational health and safety and environmental issues, equal opportunity, industrial relations and anti-discrimination

Equipment may include:

Overhead projector

Radio/cassette player

CD players or Personal Listening devices

Digital camera

Television and VCR/DVD

Photocopier

Fax

Telephone/answering machine

Intercom

Calculator

Computer (PC or Laptop)

Printer/zip drive/modem/scanner

Filing systems

Information/documentation may include:

Correspondence (faxes, memos, letters, email)

Computer databases (library catalogue, student records)

Computer files (letters, memos and other documents)

Forms

Invoices (from suppliers)

Personnel records (personal details)

Minutes of meetings

School/centre's requirements that relate to computer procedures may include:

Log-on procedures

Correctly identifying and opening files

Locating data

Saving and closing files

Storing data

Manufacturer's guidelines

Security procedures

Despatching and collecting procedures

Procedures for updating records

Sources of help may include:

Help function

Assistance from another staff member

Searching on an internet search engine

School/centre related activities may include:

Functions

Excursions

Assemblies

Sporting events

Clubs (arts, drama, book)

Safety and legal requirements may include:

Staff ratios

Behavioural or medical problems

Duty of care responsibilities

'Sunsafe' policy

High risk activities

Weather

Location of activity

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Manage day-to-day duties and tasks within an acceptable timeframe and according to school or centreprocedures and policies 
Use effective communication strategies to prevent misunderstandings 
Communicate progress of task as required and seek feedback on work performance 
Seek assistance from relevant colleague when difficulties arise in achieving allocated tasks 
Identify and access required equipment to complete task, following instructions as required 
Check equipment for serviceability in accordance with equipment instructions 
Operate equipment in accordance with manufacturer's instructions and following instructions as required 
Operate and maintain specialist equipment for students with particular needs according to direction and student need 
Identify equipment faults and take action to ensure equipment is repaired in accordance with manufacture's instructions 
Report repairs outside education support worker's responsibility to the appropriate persons 
Prepare and maintain materials and resources for use in classes, displays and demonstrations effectively 
Correctly estimate the quantities and resources to complete the task 
Design and produce teaching aids according to direction 
Ensure correct and efficient use of supplies 
Perform clean-up duties as required according to set procedures 
Monitor stock levels to allow timely re-ordering in accordance with school/centre procedures and individual responsibility as required by job role 
Obtain information on appropriate equipment or supplies required for lessons and activities as required 
Report discrepancies to the appropriate person/s 
Process information/documentation in accordance with defined timeframes, guidelines and procedures 
Observe school/centre security and confidentiality procedures for handling information 
Operate computers, printers, and current technological equipment in accordance with school/centre procedures and policy and manufacturer's instructions 
Use software in accordance with school/centre procedures and policy and the manufacturer's / author's instructions 
Identify basic functions and features using system information 
Conduct excursion planning, including travel arrangements and booking of appropriate facilities in accordance with school / centre procedures and guidelines and job role 
Support school/centre-related activities in accordance with teacher direction, safety and legal requirements, school/centre policy and procedures and job role 
Supervise students as directed by teacher during out of class activities 
Organise equipment, materials and resources in accordance with teacher direction and school/centre policy and procedures 

Forms

Assessment Cover Sheet

CHCEDS304A - Contribute to organisation and management of classroom or centre
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCEDS304A - Contribute to organisation and management of classroom or centre

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: