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Evidence Guide: CHCEDS012 - Set up and sustain individual and small group learning areas

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCEDS012 - Set up and sustain individual and small group learning areas

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create a positive physical learning space

  1. Construct a learning space within budgetary constraints under the guidance of the teacher or supervisor
  2. Select and set-up furnishings and fittings that are suitable for a variety of learning activities in collaboration with the teacher or supervisor
  3. Accommodate multi-age requirements within a learning space
  4. Use displays, posters and accessories conducive to learning
Construct a learning space within budgetary constraints under the guidance of the teacher or supervisor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select and set-up furnishings and fittings that are suitable for a variety of learning activities in collaboration with the teacher or supervisor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Accommodate multi-age requirements within a learning space

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use displays, posters and accessories conducive to learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise learning resources

  1. Organise learning resources that are suitable to the learner and the education support worker
  2. Establish storage and retrieval procedures to support learning
  3. Instruct learners on how to use the resource organisation system
Organise learning resources that are suitable to the learner and the education support worker

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish storage and retrieval procedures to support learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Instruct learners on how to use the resource organisation system

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare to provide education support to students

  1. Prepare activities and daily requirements in advance with reference to support mechanisms where necessary
  2. Establish daily routines
  3. Clarify and confirm understanding of school/teacher requirements and ensure consistent interpretation and application
  4. Review progress regularly and identify future requirements
Prepare activities and daily requirements in advance with reference to support mechanisms where necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish daily routines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify and confirm understanding of school/teacher requirements and ensure consistent interpretation and application

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review progress regularly and identify future requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage a learning timetable

  1. Schedule learning activities as directed by teachers
  2. Coordinate content of learning activities to provide an appropriate timetable structure
  3. Manage interruptions and contingencies with minimum disruption to learning
Schedule learning activities as directed by teachers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate content of learning activities to provide an appropriate timetable structure

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage interruptions and contingencies with minimum disruption to learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Create a positive physical learning space

1.1 Construct a learning space within budgetary constraints under the guidance of the teacher or supervisor

1.2 Select and set-up furnishings and fittings that are suitable for a variety of learning activities in collaboration with the teacher or supervisor

1.3 Accommodate multi-age requirements within a learning space

1.4 Use displays, posters and accessories conducive to learning

2. Organise learning resources

2.1 Organise learning resources that are suitable to the learner and the education support worker

2.2 Establish storage and retrieval procedures to support learning

2.3 Instruct learners on how to use the resource organisation system

3. Prepare to provide education support to students

3.1 Prepare activities and daily requirements in advance with reference to support mechanisms where necessary

3.2 Establish daily routines

3.3 Clarify and confirm understanding of school/teacher requirements and ensure consistent interpretation and application

3.4 Review progress regularly and identify future requirements

4. Manage a learning timetable

4.1 Schedule learning activities as directed by teachers

4.2 Coordinate content of learning activities to provide an appropriate timetable structure

4.3 Manage interruptions and contingencies with minimum disruption to learning

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Create a positive physical learning space

1.1 Construct a learning space within budgetary constraints under the guidance of the teacher or supervisor

1.2 Select and set-up furnishings and fittings that are suitable for a variety of learning activities in collaboration with the teacher or supervisor

1.3 Accommodate multi-age requirements within a learning space

1.4 Use displays, posters and accessories conducive to learning

2. Organise learning resources

2.1 Organise learning resources that are suitable to the learner and the education support worker

2.2 Establish storage and retrieval procedures to support learning

2.3 Instruct learners on how to use the resource organisation system

3. Prepare to provide education support to students

3.1 Prepare activities and daily requirements in advance with reference to support mechanisms where necessary

3.2 Establish daily routines

3.3 Clarify and confirm understanding of school/teacher requirements and ensure consistent interpretation and application

3.4 Review progress regularly and identify future requirements

4. Manage a learning timetable

4.1 Schedule learning activities as directed by teachers

4.2 Coordinate content of learning activities to provide an appropriate timetable structure

4.3 Manage interruptions and contingencies with minimum disruption to learning