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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. |
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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 |
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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 WHS considerations |
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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 |
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Resources refers to: | Technology Consumables Research materials Pictures Texts Multi media Specific environment Specific equipment Games |
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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 |
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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 |
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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 |
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Range of skills in learning environment may include: | Problem solving Communication Reading Teamwork Thinking Technology Initiative and risk taking Organisational Gross and fine motor |
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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 |
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Presentation techniques may include: | Use of specific equipment Use of presentation technologies Interactive presentation Movement Role plays Games |
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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 |
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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 |
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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 |
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Behaviour of concern may include: | Any behaviour that interferes with individual leaning and affects the learning or safety of self and/or others |
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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 |
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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 |