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

CHCEDS514A Mapping and Delivery Guide
Support learning and implementation of responsible behaviour

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCEDS514A - Support learning and implementation of responsible behaviour
Description This unit deals with the skills and knowledge required by education support workers to assist the individual and education organisation to implement responsible behaviour plansThe unit develops an understanding of relevant legislation and organisation policies
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit applies to education support work in a variety of contexts and work is to be undertaken 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: Research and document legislative and organisation policy requirements
  • Access legislation and organisation policies in relation to behaviour support concerns
  • Identify and confirm essential requirements of relevant legislation and organisation policies
  • Conduct and review work practices in accordance with requirements of legislation and organisation policies
  • Identify organisation requirements for student and learning environment behaviour strategies and plans
       
Element: Create safe learning environments to socially support student learning
  • Plan and implement learning experiences in consultation with the teacher
  • Establish constructive relationships with students based on mutual trust and respect
  • Engage in inclusive communication with students
  • Establish strategies for promoting collaborative relationships between students
       
Element: Support learning environments encouraging student's responsibility
  • Examine and determine key aspects of philosophical approaches to behaviour management
  • Support students to identify and analyse their learning goals in consultation with teacher
  • Implement learning experiences that encourage students to direct and manage their own learning in consultation with the teacher
  • Implement learning experiences where students reflect on their own learning in consultation with the teacher
       
Element: Support implementation of strategies for student responsibility in behaviour management
  • Work in consultation with the teacher to identify behaviour management strategies to support students in learning to take responsibility for their own behaviour
  • Establish learning environments that assist students to work collaboratively
  • Implement strategies forassisting students to monitor and review their own behaviour
  • Implement learning experiences for students to develop effective communication skills and appropriate social and learning behaviours
  • Implement strategies for providing regular feedback and reinforcement to students
  • Examine classroom behaviour management practices for effectiveness
  • Implement support processes for students requiring specific skills in developing and maintaining behaviours
  • Evaluate and implement strategies for professional practice improvement
  • Use collaborative problem solving skills when working with colleagues and students
  • Take appropriate steps, if required, to maintain personal safety of self and others
       


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 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 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

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 school/centre 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 and/or written questioning on Essential knowledge and skills and consideration of required attitudes

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

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:

Assessment strategies involving learner's participation

Available professional support services and resources

Child and adolescent development theories

Effective communication skills

Factors to promote or diminish students' intrinsic motivation

Importance of the student's self-esteem in the learning process

Origins of inappropriate behaviour and the impact on student learning

Philosophical approaches to behaviour support

Practices and strategies for non-violent crisis prevention and intervention

Requirements of relevant legislation and organisation policies

Social and group dynamics

Typical (and atypical) behaviours encountered in the education environment

Universal precautions for risk management

When and how to implement consequences for inappropriate behaviour

Whole of school and student approaches to behaviour support

Essential skills:

It is critical that the candidate demonstrate the ability to:

Access and reference documented research information using relevant standards

Adhere to education organisation's policies and procedures

Demonstrate supportive and collaborative relationships with students

Demonstrate use of a range of appropriate behaviour management strategies

Implement student self management strategies

Interpret feedback from colleagues relating to policies and procedures

Reflect on personal skills in behaviour management

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:

Apply reinforcement strategies within student behaviour support plans

Demonstrate collaborative problem solving skills

Encourage student's monitor and review of self

Implement negotiation and conflict resolution strategies

Implement proactive and reactive responses to irresponsible behaviour

Observe and reflect

Research and analyse

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.

Legislative and organisation policy requirements may include:

Anti-discrimination Act 1991

Commission for Children and Young People and Child Guardian Act 2000

Education (General Provisions) Act 1989

Freedom of Information Act 1992

Individual education environment policy, procedure and plans

Workplace Health and Safety Act 1995

Philosophical approaches to behaviour management may include:

Behavioural

Cognitive

Ecosystemic

Psychodynamic

Strategies for assisting students to monitor and review their own behaviour may include:

Discussion

Hypotheticals

Questioning

Reflection

Role play

Effective communication skills may include:

Conflict management

Critical listening and questioning

Culturally appropriate language

Discussions (individual or group)

Paraphrasing

Presentations

Providing constructive and supportive feedback

Use of languages other than English if required

Use of translators

Verbal/non-verbal

Written (e.g. electronic, letters, memos)

Classroom behaviour management practices may include:

Body language

Cue with parallel acknowledgement

Descriptive encouraging

Establish expectations

Give instructions

Provide choice

Selective attending

Collaborative problem solving skills may include:

Active listening

Clarify

Draw inference

Provide positive feedback

Summarise

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 legislation and organisation policies in relation to behaviour support concerns 
Identify and confirm essential requirements of relevant legislation and organisation policies 
Conduct and review work practices in accordance with requirements of legislation and organisation policies 
Identify organisation requirements for student and learning environment behaviour strategies and plans 
Plan and implement learning experiences in consultation with the teacher 
Establish constructive relationships with students based on mutual trust and respect 
Engage in inclusive communication with students 
Establish strategies for promoting collaborative relationships between students 
Examine and determine key aspects of philosophical approaches to behaviour management 
Support students to identify and analyse their learning goals in consultation with teacher 
Implement learning experiences that encourage students to direct and manage their own learning in consultation with the teacher 
Implement learning experiences where students reflect on their own learning in consultation with the teacher 
Work in consultation with the teacher to identify behaviour management strategies to support students in learning to take responsibility for their own behaviour 
Establish learning environments that assist students to work collaboratively 
Implement strategies forassisting students to monitor and review their own behaviour 
Implement learning experiences for students to develop effective communication skills and appropriate social and learning behaviours 
Implement strategies for providing regular feedback and reinforcement to students 
Examine classroom behaviour management practices for effectiveness 
Implement support processes for students requiring specific skills in developing and maintaining behaviours 
Evaluate and implement strategies for professional practice improvement 
Use collaborative problem solving skills when working with colleagues and students 
Take appropriate steps, if required, to maintain personal safety of self and others 

Forms

Assessment Cover Sheet

CHCEDS514A - Support learning and implementation of responsible behaviour
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

CHCEDS514A - Support learning and implementation of responsible behaviour

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: