Assessor Resource

CHCEDS320A
Set up and sustain individual and small group learning areas

Assessment tool

Version 1.0
Issue Date: April 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 covers the basic establishment and organisation of individual and/or small group learning environments, such as a home based classroom, activity area in a classroom or library, or a virtual schooling area

It involves constructing and sustaining a physical environment that supports student learning and encourages effective management processes

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

educational materials

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:

Relevant legislation from all levels of government that affects organisation operation, especially in regard to OHS and environmental issues, child protection, anti-discrimination and copyright

Management of resources

Positive learning environment

Learning technologies

Essential skills:

It is critical that the candidate demonstrate the ability to:

Use communication skills to provide information to and gain feedback from learners and teachers

Use literacy skills to document environment and resource organisation

Undertake problem solving

Use planning and organisation skills, including time management, organisation of material and resources

Use contingency management skills

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.

OHS issues when working outside may include but are not limited to:

Sun safety

Environmental hazards

Hydration

Vision protection

Support mechanisms may include:

Teacher/facilitator

Peers/tutors/mentors

Technical experts/learning specialists

Print -based materials

Off-site learning environment

Training materials

Work-life balance includes:

Including rest and relaxation in routines

Providing adequate time for work and play

Prioritising as required to ensure various work objectives are achieved

Schedule learning activities may include:

Ensure variety in student activity schedule

Sequence activities as directed by teachers

Arrange learning activities around other business or family priorities

Schedule activities to align with school contact times

Take into account travel time

Ensure the schedule includes meal times and play breaks

Contingencies may include:

Conflict with social or vocational parameters

Insufficient dedicated time available

Vocational priorities take precedence

Equipment malfunction

Materials delayed

Accidents or emergencies

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
Construct a learning space that is within family, vocational and/or budgetary constraints 
Select and set-up furnishings and fittings that are suitable for a variety of learning activities 
Accommodate multi-age requirements within a learning space 
Use displays, posters and accessories conducive to learning 
Organise learning resources that are suitable to the learner and the education support woker 
Establish storage and retrieval procedures to support learning 
Place resources for access depending on student's age, family and limitations 
Prepare resources for assessment and dispatch 
Instruct learners on how to use the resource organisation system 
Store resources and equipment safely 
Provide appropriate learning environment, such as desk and chair 
Provide adequate ventilation and lighting in work area 
Demonstrate awareness of OHS issues, including when working outside 
Prepare activities and daily requirements in advance with reference to support mechanisms where necessary 
Establish daily routines 
Clarify and confirm understanding of school / teacher requirements and ensure consistent interpretation and application 
Review progress on a weekly basis and identify future requirements 
Ensure learning timetable demonstrates understanding of work-life balance 
Schedule learning activities appropriately 
Coordinate content of learning activities to provide an appropriate timetable structure 
Manage interruptions and contingencies with minimum disruption to learning 

Forms

Assessment Cover Sheet

CHCEDS320A - Set up and sustain individual and small group learning areas
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

CHCEDS320A - Set up and sustain individual and small group learning areas

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: