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 hazardsincidents

Effective use of communication equipmentprocedures

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 nonverbal 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 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

education organisations behaviour support plan

copies of documentation compiled by candidate

organisation policies and procedures for excursions andor 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

Environment may include:

Physical hazards may include:

Impediments to active supervision may include:

Strategies to address identified risks include:

Positive student management techniques may include:

Additional needs of students may include:

Verbal and non-verbal techniques may include:

Methods of communication may include:

Debriefing processes may include:

Education team may include:

Professional development opportunities may include: