CHCEDS415A - Supervise students outside the classroom assessment tool

Assessor Resource

CHCEDS415A
Supervise students outside the classroom

Assessment tool

Version 1.0
Issue Date: April 2024

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

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

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 is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency

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 Resources required for assessment include access to: relevant workplace or simulated realistic workplace setting where assessment may take place education organisation's behaviour support plan copies of documentation compiled by candidate organisation policies and procedures for excursions, and/or bus and playground duties

Method of assessment:	Assessment may include observation, questioning and evidence gathered from a workplace environment, case studies, demonstration, simulations and role plays

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:

Supportive behaviour techniques appropriate to the education environment and students

Risk management procedures of the organisation

Appropriate sources of required additional information about students to be supervised

Reporting requirements for hazards/incidents

Effective use of communication equipment/procedures

Responsibilities of the education support worker when supervising students in non classroom environments

Essential skills:

It is critical that the candidate demonstrate the ability to

Use a range of supportive behaviour techniques as described in the education organisations supportive behaviour plan

Maintain equilibrium under stress

Identify potential hazards and associated risks

Contribute to the development of risk management strategies for non classroom based activities

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:

Value and respond appropriately to cultural difference

Make accurate observations of student interactions

Make accurate evaluations and report information correctly

Use effective verbal and non-verbal communication

Cooperate with team members and supervisors

Maintain equilibrium whilst supervising students

Apply judgement to determine a suitable course of action

Demonstrate self awareness to determine own professional development needs



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.

Environment may include:	School grounds Community locations Building and facilities Bushland Camping grounds Sports grounds

Physical hazards may include:	Unsafe equipment Hot equipment Sharp materials Motorised equipment Water Flying objects Protruding objects Holes in the ground Traffic Animals and wildlife People Transport systems Weather conditions

Impediments to active supervision may include:	Blind spots Size of the area to be supervised Number of students to be supervised Accidents and incidents Access and exit points

Strategies to address identified risks include:	Development of an action plan in case of emergency Increased ratio of adults to students Prior inspections of areas to be visited Information provided in permission slips Changes to duty areas Changes to timetables Discussion with transport providers Discussions with local authorities Information sharing Knowledge of emergency procedures Ongoing assessment of grounds and facilities Expectations for behaviour clearly articulated Additional training for staff Use of portable communications equipment

Positive student management techniques may include:	Ten micro skills for management focused language: establishing expectations giving instructions waiting and scanning cueing with parallel acknowledgement encouraging through body language descriptive encouraging selective attending giving choice following through defusing Maintaining composure Showing respect for individuals and cultural difference Modelling problem solving Effective use of communication skills Use of strategies outlined in the education organisation's supportive behaviour plan

Additional needs of students may include:	Abilities/disabilities Support strategies to be used Friends and buddies Known antecedent-related interventions appropriate to out of class activities Equipment Health management plans Critical incidents that may influence behaviour Emotional, behavioural, family history

Verbal and non-verbal techniques may include:	Short positive clear instructions Consistent use of instructions Firm, calm tone of voice Cueing with parallel acknowledgement Encouraging through body language Descriptive encouraging Selective attending Giving choice Defusing Eye contact\positioning of self and student Facial expressions Holding student's hand Gestures

Methods of communication may include:	Walki.e. talki.e. - hand held radios Mobile phone Card system Calling out Sound an alarm Sending a message with a student

Debriefing processes may include:	Use of a quiet space Relevant members of staff Questions Discussion Reflecting back Assurance of survival/safety

Education team may include:	Principal Teachers Administration staff Education support workers Guidance and school counsellor staff Grounds Persons Chaplin/minister Nurses Advisory visiting staff

Professional development opportunities may include:	Accessing organisation policies Mentoring by experienced staff member On the job training Workshops, on line or studies in behaviour support Contributing as a team member to risk management planning and/or planning for behaviour support Networking Recommended readings

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
Assess the environment for physical hazards and impediments to active supervision of students
Identify physical, psychological and logistical risks to be considered in the risk evaluation
Use planning strategies to address identified risks and hazards in activities
Access information about additional needs of students to inform the supervisory process
Establish expectations for student behaviour in advance of the activity in accordance with the organisation's positive behaviour support plan
Model positive interactions with students and other adults at all times
Use verbal and non-verbal techniques to acknowledge and influence student behaviour
Supervise and monitor area of responsibility and students in order to respond to situations in a timely manner
Use timely interventions to avert escalation of incidents
Monitor and control personal stress levels
Articulate verbal directions in a clear and moderate tone and repeat this where necessary
Assess situations and determine suitable action
Defuse stressful situations before they escalate where ever possible using planned strategies
Summon assistance when necessary using the organisations planned methods of communication
Follow the organisation's debriefing processes
Evaluate the effectiveness of strategies with other members of the education team
Revise strategies when necessary
Assess and communicate professional development needs to the supervisor
Access professional development opportunities and implement new skills in supervising students

Forms

Assessment Cover Sheet

CHCEDS415A - Supervise students outside the classroom

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

CHCEDS415A - Supervise students outside the classroom

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:

Assessor Resource

CHCEDS415A Supervise students outside the classroomAssessment tool

Version 1.0 Issue Date: April 2024

Prerequisites

Employability Skills

Evidence Required

Submission Requirements

Assessment Tasks

Observation Checklist

Forms

Assessment Cover Sheet

CHCEDS415A - Supervise students outside the classroom

Assessment task 1: [title]

Assessment Record Sheet

CHCEDS415A - Supervise students outside the classroom

CHCEDS415A
Supervise students outside the classroom

Assessment tool

Version 1.0
Issue Date: April 2024