Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCEDS418A Mapping and Delivery Guide
Deliver elements of teaching and learning programs

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCEDS418A - Deliver elements of teaching and learning programs
Description This unit deals with the underpinning skills and knowledge required by education support workers to deliver delegated structured learning activities to students
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit is intended for education support workers working closely with a teacher in the planning, resourcing and evaluation of the activity, especially in regard to individual student needs and characteristics
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Establish an environment conducive to learning
  • Identify and describe a range of learning environments
  • Discuss the learning activity with the supervising teacher to confirm delivery requirements
  • Identify individual learning needs with the supervising teacher and agree upon appropriate strategies
  • Confirm availability of resources before activity commences
  • Ensure the learning environment conforms to policies of occupational health and safety (OHS), inclusion, student protection
  • Establish a learning relationship with students using appropriate verbal and non-verbal communication skills
  • Initiate relationships with and between students that support inclusion, acknowledge diversity and contribute to a positive learning environment
       
Element: Deliver and facilitate learning
  • Interact with students based on principles ofpractice and according to learning styles and identified learner characteristics
  • Adapt prepared resources to meet the needs of students where appropriate
  • Provide opportunities for students to use a range of skills during learning activities
  • Use a range of delivery strategies, technologies and equipment to optimise student learning
  • Build opportunities for practice into the delivery as appropriate
       
Element: Demonstrate effective facilitation skills
  • Use suitable presentation techniques to ensure the delivery is engaging and relevant
  • Use facilitation skills to ensure effective participation, individual and group management
  • Enhance education outcomes and motivation of students by use of verbal and non-verbal communication techniques
  • Develop effective relationships to ensure inclusivity by use of interpersonal skills
  • Monitor and document students progress using agreed observation techniques
  • Manage behaviour of concern to ensure learning can take place according to organisation policy
       
Element: Monitor learning and review delivery
  • Monitor and document student progress to ensure desired outcomes are being achieved and the needs of individual learners are met
  • Adjust delivery plan to reflect specific needs, circumstances and unanticipated situations
  • Provide outcomes of agreed learning plans to designated personnel
  • Review and consider own delivery performance
  • Request feedback and documents from the supervisor on quality of delivery and areas for improvement performance
  • Implement identified improvements to delivery techniques
       


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

Method of assessment:

Assessment may include observation, questioning and evidence gathered from a workplace environment

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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, policies and standards that regulate education service delivery, OHS, behaviour support and anti-discrimination

A basic understanding of the principles of effective teaching and learning

Principles of practice applicable within the education setting and phase of learning

Understanding of issues that may be encountered by students with disabilities

Knowledge of the levels of support appropriate to a variety of learning situations

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 for a specific phase of learning

Demonstrate the use of principles of practice in classroom/learning environment situations

Demonstrate adjustments to resources/activities to meet individual learning needs

Demonstrate a range of appropriate behaviour support techniques

Demonstrate basic facilitation skills

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:

Communicate using effective language and literacy skills including communication using verbal and non-verbal skills, written and electronic media

Use high level organisation skills

Observe and keep records

Manage students

Facilitate learning activities under the guidance and supervision teacher or other relevant staff

Manage and support the use of a range of suitable equipment needs

Relate to others using effective interpersonal 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.

Learning environments are many faceted and their construction may include:

Early years

Middle school

Senior years

Special education

Distance and flexible learning

Vocational education

Adult education

Physical attributes

Social and cultural considerations

E-learning and technologies

On or off campus

Flexible and distance learning

Classroom

Community school

Principles of practice to be implemented

Delivery requirements may include:

Selection of an appropriate learning environment

Individual or group activities

On or off site delivery

Use of a range of environments

Development and use of resources

Time

Use of specific instructional strategies and techniques determined in consultation with the teacher

Addressing particular needs of individual students

Expected learning outcomes determined in consultation with the teacher

Contingency planning with teacher

Range of facilitation techniques

Practical and/or theoretical instruction as confirmed with teachers

Demonstration

Practice opportunities

OHS considerations

Learning needs may include but are not limited to:

Individual learning style

Literacy skills

Numeracy skills

Cultural relevance

Language

Motivation

Abilities

Phase of learning

Alternative physical placement

Assistive technology

Adaptive technologies

Adapted instructional strategies

Resources refers to:

Technology

Consumables

Research materials

Pictures

Texts

Multi media

Specific environment

Specific equipment

Games

Verbal and non-verbal communication may include:

Level and tone of voice

Age appropriate styles, vocabulary and language

Use of inclusive language

Clarity of articulation

Giving clear instructions

Use of critical listening and questioning skills

Demonstrating problem solving/thinking process

Providing feedback

Use of commands in an emergency

Use of facial expressions

Body language

Diversity may include but is not limited to:

Age

Cultural background

Disability

Educational level

Ethnicity

Expertise

Family responsibilities

Family structure

Gender

Language

Learning styles

Life experiences

Marital status

Religious belief

Socioeconomic background

Thinking styles

Working styles

Sexual orientation

Political orientation

Physical capacity

Principles of practice are:

Underpinning elements that reflect the philosophy/theory of learning being used by teachers

Principles inform the teaching and learning approaches of teachers

Principles related to a particular type of approach

Principles inform the operation structure within which an education support worker will work

Range of skills in learning environment may include:

Problem solving

Communication

Reading

Teamwork

Thinking

Technology

Initiative and risk taking

Organisational

Gross and fine motor

Delivery strategies may include:

Demonstration/modelling

Instruction

Presentation

Guided facilitation

Initiating and facilitating discussion

Brainstorming activities

Practice

Project work

Tutoring

Coaching

Mentoring

Enabling and supporting effective student participation

Mixed strategies as appropriate to student needs

Various groups sizes

Enquiry models

Play based learning

Presentation techniques may include:

Use of specific equipment

Use of presentation technologies

Interactive presentation

Movement

Role plays

Games

Facilitation skills may include:

Using interpersonal skills to develop a sense of belonging within the group

Monitoring and engagement of students in the activity

Catering for diverse learning styles in presentation

Moving students towards intended learning outcomes

Interpersonal skills include:

Establishing trust

Demonstrating sensitivity to diversity

Modelling learning behaviours

Showing students other staff respect

Interpret accurately non-verbal messages

Using appropriate and inclusive language and concepts

Establishing a supportive environment

Active listening

Encouraging the expression of diverse views and opinions

Building and maintaining rapport with students

Observation techniques may include:

Making notes at the time

Reviewing the activity afterward

Observing student interactions

Questioning to monitor student progress

Running records

Tape recording

Video recording

Checklists

Evaluations of behaviour difficulties

Other records determined by the teacher

Behaviour of concern may include:

Any behaviour that interferes with individual leaning and affects the learning or safety of self and/or others

Unanticipated situations may include:

Students experiencing unforseen difficulties with the learning activity

Conflict

Health and welfare issues

Equipment breakdown

Lack of resources

Relocation

New students

Alarms

Designated personnel may include:

Teachers

Heads of departments

Principal

Advisory visiting staff

Guidance officer

School counsellor

Curriculum coordinator

Heads of curriculum

Heads of special education services

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
Identify and describe a range of learning environments 
Discuss the learning activity with the supervising teacher to confirm delivery requirements 
Identify individual learning needs with the supervising teacher and agree upon appropriate strategies 
Confirm availability of resources before activity commences 
Ensure the learning environment conforms to policies of occupational health and safety (OHS), inclusion, student protection 
Establish a learning relationship with students using appropriate verbal and non-verbal communication skills 
Initiate relationships with and between students that support inclusion, acknowledge diversity and contribute to a positive learning environment 
Interact with students based on principles ofpractice and according to learning styles and identified learner characteristics 
Adapt prepared resources to meet the needs of students where appropriate 
Provide opportunities for students to use a range of skills during learning activities 
Use a range of delivery strategies, technologies and equipment to optimise student learning 
Build opportunities for practice into the delivery as appropriate 
Use suitable presentation techniques to ensure the delivery is engaging and relevant 
Use facilitation skills to ensure effective participation, individual and group management 
Enhance education outcomes and motivation of students by use of verbal and non-verbal communication techniques 
Develop effective relationships to ensure inclusivity by use of interpersonal skills 
Monitor and document students progress using agreed observation techniques 
Manage behaviour of concern to ensure learning can take place according to organisation policy 
Monitor and document student progress to ensure desired outcomes are being achieved and the needs of individual learners are met 
Adjust delivery plan to reflect specific needs, circumstances and unanticipated situations 
Provide outcomes of agreed learning plans to designated personnel 
Review and consider own delivery performance 
Request feedback and documents from the supervisor on quality of delivery and areas for improvement performance 
Implement identified improvements to delivery techniques 

Forms

Assessment Cover Sheet

CHCEDS418A - Deliver elements of teaching and learning programs
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

CHCEDS418A - Deliver elements of teaching and learning programs

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: