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Evidence Guide: CHCEDS313B - Communicate with students

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

 

CHCEDS313B - Communicate with students

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

Communicate effectively with students

  1. Use positive and respectful communication styles with students in all situations
  2. Use active listening techniques
  3. Explore students interests and concerns through conversation where appropriate
  4. Communicate clearly guidelines and limits for students' behaviour
  5. Consider non-verbal cues when interacting with students
  6. Use communication strategies that are developmentally appropriate for effective interaction and problem solving with students
Use positive and respectful communication styles with students in all situations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use active listening techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore students interests and concerns through conversation where appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate clearly guidelines and limits for students' behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider non-verbal cues when interacting with students

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use communication strategies that are developmentally appropriate for effective interaction and problem solving with students

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use current recognised good practice techniques of communication

  1. Communicate with students to maintain the integrity of individual rights, self-determination and personal dignity
  2. Adapt style and language to accommodate different cultural values, practices and cultural sensitivities
  3. Conduct interactions with young people in a fair, equitable and positive manner
  4. Report accurately disclosures that indicate a that a student is at risk of harm in accordance with statutory requirements and organisation procedures
Communicate with students to maintain the integrity of individual rights, self-determination and personal dignity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adapt style and language to accommodate different cultural values, practices and cultural sensitivities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct interactions with young people in a fair, equitable and positive manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report accurately disclosures that indicate a that a student is at risk of harm in accordance with statutory requirements and organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 could 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

Required Skills and Knowledge

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:

A range of communication strategies suitable to meet students' needs

Child protection statutory requirements (where these exist)

Importance of stating and maintaining expectations

Importance of principles and practices to enhance sustainability in the workplace

Indicators of potential abuse and/or neglect

Organisation policies and procedures relating to communicating with and about students

Requirements of anti-discrimination legislation

Stages of child development in relation to communication

Essential skills:

It is critical that the candidate demonstrate the ability to:

Active listening

Apply the level of reading, writing, language and numeracy competence required to perform effectively in an education support role

Communicate effectively with individuals from diverse cultural backgrounds

Develop positive interpersonal relationships with members of the school community for the benefit of students

Recognise non-verbal cues used by student

Use non-verbal communication and cues appropriate to the needs if individuals

Range Statement

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.

Active listening involves:

Checking understanding through restating using own words, summarising or asking questions

Demonstrating interest in the topic using body language (e.g. make eye contact, lean forward, nod)

Focusing attention on the speaker

Ignoring distractions

Listening with the senses

Responding to questions

Suspending own opinions and emotions

Taking a position close to the speaker

Non-verbal cues may include:

Body language

Emotional state of student

Eye contact

Speed of delivery e.g. hesitation or rushed speech

Tone of voice

Developmentally appropriate refers to:

Physical, emotional, social and cognitive developmental stages

The student's chronological age

The student's life experiences

Communication strategies may include:

Adapting vocabulary to the needs of the student

Addressing cultural issues related to the student

Choose a location suitable for communicating

Listening with purpose

Making eye contact

Paraphrasing

Pictures to assist with understanding

Proximity to student

Questioning

Reflecting back

Repetition

Suitable tone of voice for the interaction

Use of clear directions and instructions

Using body language to reinforce verbal communications

Using humour to engage a student in conversation

Using more than one language

Working at student's level

Maintain the integrity of individual rights, self-determination and personal dignity may involve:

Choose an appropriate place to converse

Ensuring students are provided with choices

Listening to students' points of view

Respecting students' rights to make choices

Suspending emotions and prejudices

Using a non-threatening tone of voice

Disclosures requiring referral to senior staff for further action may include:

Explanations for an injury that appears inconsistent with the injury

Statements that imply harm to self or others

Statements that imply that the student is the victim of abuse or neglect

Statutory requirements and organisation procedures may include:

Confidentiality requirements

Mandatory reporting of suspected child abuse and neglect for teaching and medical staff

Procedures for reporting suspicions to administrative staff for further action

Procedures for reporting suspicions to teaching staff for further action