Application
This unit describes the knowledge and skills required to support students with different developmental issues to participate in classroom and other school activities.
This unit applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements define the essential outcomes. | Performance criteria specify the level of performance needed to demonstrate achievement of the element. |
1. Support the physical development of students | 1.1 Identify the stages of physical development required for each phase of the current curriculum framework 1.2 Use appropriate strategies, materials and resources to support physical development according to the school/centre policy and procedures 1.3 Report concerns about a child’s physical development to the teacher in accordance with the school/centre policy and procedures |
2. Support the social and emotional development of students | 2.1 Identify the stages of social and emotional development required for each phase of development in the current curriculum 2.2 Use appropriate strategies, materials and resources to support social and emotional development 2.3 Report concerns about a child’s social and/or emotional development to the teacher in accordance to the school/centre policy and procedures |
3. Support the cognitive and language development of students | 3.1 Identify the stages of cognitive and language development required for each phase of development in the current curriculum 3.2 Use appropriate strategies, materials and resources to support cognitive and language development 3.3 Report concerns about a child’s cognitive and/or language development to the teacher according to school/centre procedures |
4. Contribute to the inclusion of all students in the classroom and community | 4.1 Encourage students to recognise and affirm differences in personal learning styles and abilities according to established guidelines 4.2 Liaise effectively with the teacher or other appropriate person concerning special requirements for an individual student 4.3 Assist students from culturally or linguistically diverse backgrounds in orientating themselves to formal and informal school/centre structures 4.4 Implement language programs for students from linguistically diverse backgrounds 4.5 Identify various approaches to study and learning by culturally diverse students and those with different abilities |
Foundation Skills
The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance. Foundation skills essential to performance are explicit in the performance criteria of this unit of competency. |
Range Statement
Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment. | |
Education environments may include: | Government school (pre-primary, primary and secondary) Private/non-government school (pre-primary, primary and secondary) Education centre Kindergarten Special educational centre Community educational centre |