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

Awareness of contemporary theories of learning

Understanding of the appropriate principles of practice for the identified education environment

Understanding the learning process

Learning styles and how these influence learning outcomes

Institutions process and procedures for working with students and supporting behaviour

Understanding of the different responsibilities of teachers and education support workers for student learning outcomes

Relevant legislation policies and standards that regulate educations service delivery occupational health and safety behaviour support and antidiscrimination

Essential skills

It is critical that the candidate demonstrate the ability to

Articulate a basic understanding of the application of the principles of practice as used in the employing education environment

Demonstrate principles of practice in the learning environment

Adjust resourcesactivities to meet individual learning needs

Implement a range of behaviour support techniques

Comply with procedures relating to student behaviour support

Activate the learning process

Organise and manage data

Use communication skills to deliver learning 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

Use interpersonal skills that influence positive student and staff interactions

Apply the level of reading writing language and numeracy competence required to perform effectively in an education support role

Demonstrate the application of skills in

planning and organising

teamwork

cross cultural competence including gender and disability awareness initiative

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 andor 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

principles of practice in use in the education environment

organisations documentation regarding contemporary teaching practice or direct information from the supervising teacher

behaviour support policies and procedures applicable to the organisation

Method of assessment may include

Evidence gathered from a workplace environment

Observations

Questioning

Case studies

Written assignments

Teaching and learning approaches will usually be based on contemporary theories of learning applicable to the education sector and may include but are not limited to:

Sector or education environment may include:

Principles of practice include:

Programs may include but are not limited to:

Identified students may include:

Communication and interpersonal skills will be tailored to:

Student learning styles may include:

Modify and adjustdelivery strategiesmay include:

Monitor student progress may include:

Manage student interactions may include: