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

CHCEDS419B Mapping and Delivery Guide
Support flexible learning in an education environment

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCEDS419B - Support flexible learning in an education environment
Description This unit deals with the skills and knowledge required by education support workers to organise, sustain and supervise learning activities for students accessing flexible learning programs
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit is intended for support of flexible learning including distance education, on line learning and community based flexible learning programsThe unit applies to the education worker who is required to set up and manage the flexible learning environment with appropriate guidance, support and supervision by a nominated teacher or other education professional
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 the learning environment
  • Access flexible learning programs to determine learning outcomes or objectives to be met in consultation with supervisor
  • Design the learning space to meet access, health and safety and supervision criteria in accordance with the education organisation's flexible delivery policy and procedures
  • Arrange work spaces to encourage focused participation of students in flexible learning
  • Establish the range of activities, resources and any requirements for assessment with the learner and the course facilitator
  • Obtain and make available resources for students as required
  • Confirm, where appropriate, technical requirements for the flexible learning environment
  • Identify and organise specific technical supportneeds and mechanisms for flexible delivery
       
Element: Facilitate flexible learning for students
  • Develop flexible learning protocols in consultation with the supervisor and in accordance with the organisations principles of practice
  • Conduct inductions to the flexible learning environment including clarification and agreement of the objectives and protocols
  • Provide technical and personalsupport while students are engaged in flexible learning activities
  • Establish relationships that support inclusiveness, acknowledge diversity and encourages a positive learning environment
       
Element: Monitor and review flexible learning support
  • Monitor learner progress and report any identified issues to the supervisor
  • Provide support and guidance within and outside the learning environment
  • Monitor students interactions with others and participation in flexible learning activities and make interventions, where necessary, to maintain momentum and engagement
  • Encourage and promote learner collaboration within and outside the learning environment to enhance learning experiences
  • Reflect on own performance as a flexible learning support worker with a focus on continuous improvement
  • Identify, discuss with relevant personnel, and document recommendations for improvements to facilitating flexible learning and appropriateness of flexible learning systems, tools and resources
       


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 services delivery, work health and safety (WHS) and anti-discrimination

Technical knowledge sufficient to distinguish between a technical problem and a content problem and to responds accordingly

Understanding of flexible learning methodologies and programs

Principles of Practice and their application to a flexible education environment

Understanding of issues that may be encountered by students with disabilities

Learner attitudes to flexible learning

Levels of support appropriate to a variety of learning situations

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply relevant WHS guidelines in the learning environment

Communicate effectively with all stakeholders

Use interpersonal skills to support students undertaking flexible learning

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 language and literacy skills to effectively communicate with a diverse range of people

Apply high level organisation skills

Undertake observation and record-keeping

Undertake effective student management

Support learning across a range of subject areas

Use technical skills required to support and manage diverse equipment needs of flexible learning programs

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.

Flexible learning programs may include:

Distance delivery

Correspondence

E learning

Teleconferencing

Video conferencing

Mixed mode delivery

Community education program

Flexible delivery policy and procedures may include

Students meet certain criteria to enrol in flexible learning program

Allocation of particular rooms/spaces/times/equipment for flexible learning

Supervisors responsibilities

Consultation and reporting requirements

Student responsibilities

Conduct expected while engaged inflexible learning programs

Specific providers/courses

Parental consent

Alternative arrangements if supervisor absent

Resources may include:

Digital materials

Workbooks

Diaries

Log books

Mailing materials

Specific readings

Passwords and logins

Access to the internet

Email access

Access to an e learning management system

Equipment

Specific hardware/software/appliances for students with disabilities

Technical requirements may include:

Telephone equipment

Computer

Printer

Fax

Modem

Headphones

Camera

Screen

Audio equipment

Video conferencing equipment

CD/DVD player

Adaptive technologies for students with disabilities

Technical support needs and mechanisms may include:

Technical support from IT specialists

Meeting accessibility issues

Support IT literacy

WHS guidelines - ergonomic information re use of computers and other equipment

Problem solving tools

Access to a range of business equipment

Specialist advice regarding adjustments for students with a disability

Flexible learning protocols may include:

Expectations of students

Expectations of supervisors

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

Technical and personal support may include:

Adjustments to the environment, timetables, tools and resources supplied based on the learning program, flexible delivery mode and the characteristics of the learner

Provision of one to one support, including assistance with articulating difficulties, problem solving and liaison with teachers and or facilitators

Assisting students to address health and/or welfare issues

Interventions may include:

Verbal or non-verbal direction

Open questioning to encourage problem solving

Use of different equipment/space

Program/equipment adjustments

Liaison between teachers/ supervisors/students

Behaviour support strategies

Substitute support strategies

Removal of certain stimuli

Referral to supervisor or administrator

Relevant personnel may include:

Teachers

Principal

Tutors

Information technology officer

Head of department

Facilitators

Parents

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
Access flexible learning programs to determine learning outcomes or objectives to be met in consultation with supervisor 
Design the learning space to meet access, health and safety and supervision criteria in accordance with the education organisation's flexible delivery policy and procedures 
Arrange work spaces to encourage focused participation of students in flexible learning 
Establish the range of activities, resources and any requirements for assessment with the learner and the course facilitator 
Obtain and make available resources for students as required 
Confirm, where appropriate, technical requirements for the flexible learning environment 
Identify and organise specific technical supportneeds and mechanisms for flexible delivery 
Develop flexible learning protocols in consultation with the supervisor and in accordance with the organisations principles of practice 
Conduct inductions to the flexible learning environment including clarification and agreement of the objectives and protocols 
Provide technical and personalsupport while students are engaged in flexible learning activities 
Establish relationships that support inclusiveness, acknowledge diversity and encourages a positive learning environment 
Monitor learner progress and report any identified issues to the supervisor 
Provide support and guidance within and outside the learning environment 
Monitor students interactions with others and participation in flexible learning activities and make interventions, where necessary, to maintain momentum and engagement 
Encourage and promote learner collaboration within and outside the learning environment to enhance learning experiences 
Reflect on own performance as a flexible learning support worker with a focus on continuous improvement 
Identify, discuss with relevant personnel, and document recommendations for improvements to facilitating flexible learning and appropriateness of flexible learning systems, tools and resources 

Forms

Assessment Cover Sheet

CHCEDS419B - Support flexible learning in an education environment
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

CHCEDS419B - Support flexible learning in an education environment

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: