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

Policy procedure and legislative issues affective performance as education support personnel

Physical skill and development

Each students rate of development needs interests and strengths

Experiences that will target specific areas of physical emotional social cognitive and language development

Resources that can be used the stimulate physical emotional social cognitive and language development

Interactions between different areas of development

Strategies that can be used to encourage independent reading

Roles and responsibilities of education support workers and teachers in providing support to students

A range of effective communication strategies for use with students and teachers

Contextual factors which influence the students emotional and psychological development

Events or crises which can challenge the students emotional and psychological development

Factors which enhance the development of selfesteem and self identity

Identity development processes within the students culture

Essential skills

It is critical that the candidate demonstrate the ability to

Demonstrate integration of all elements of competency

Assess the elements of competency within an education setting

Analyse student behaviour against developmental theories

Select activities that are appropriate to the developmental stages of the students

Promote and interact in a positive respectful and supportive manner with students and colleagues

Understand promote and support students developmental needs

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 a range of communication styles to suit different audiences and purposes

Respond to diversity in supportive and positive ways

Empathise and be culturally sensitive in responding to students

Access formal documents such as legislation and policies related to education environments

Apply environmental and occupational health and safety procedures

Identify appropriate contact

Use problem solving in respect to choosing appropriate response identifying problems consulting with appropriate personnel with self and students

Use interpersonal skills

Consult with teaching staff education support workers management team and others on workplace learning strategies to accommodate student developmental needs

Apply stages of developmental theories to working with students

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 can 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 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

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 schoolcentre 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 andor written questioning on Essential knowledge and skills and consideration of required attitudes

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

Opportunities for physical development may include:

Physical skills may include:

Appropriate physical activities may include:

Learning materials and resources may include:

Non-stereotypical images include flexible portrayal of people regardless of:

Self-image and identity may include:

Student needs, interests and capabilities may include:

Appropriate risks refers to:

Confidence and self-esteem may include:

Share information may include:

Forms of contact may include:

Organisation polices and procedures may include:

Model and advocate refers to:

Theories of cognitive development include:

Sequential acquisition of knowledge and skills may include:

Two-way communication refers to: