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Evidence Guide: CHCEDS316B - Comply with school administrative requirements

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

 

CHCEDS316B - Comply with school administrative requirements

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

Complete forms and documents as required

  1. Access and select forms for appropriate purpose.
  2. Complete forms and documents in accordance with the organisation policies and procedures
  3. Complete templates using software provided
Access and select forms for appropriate purpose.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete forms and documents in accordance with the organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete templates using software provided

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Store and access information appropriately

  1. Store information in accordance with organisation guidelines
  2. Provide individuals with access to information in accordance with organisation guidelines
  3. Maintain information of the organisation in a confidential and secure manner
  4. Report breaches of information security to the relevant person
Store information in accordance with organisation guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide individuals with access to information in accordance with organisation guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain information of the organisation in a confidential and secure manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report breaches of information security to the relevant person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage enquiries in accordance with school policy and procedures

  1. Handle enquiries promptly according to organisation policy and procedures
  2. Use effective listening and speaking skills in oralcommunication
  3. Refer enquiries about student learning or progress to relevant person
  4. Record and distribute verbal, written and recorded messages in order of priority, urgency and policy and procedures
  5. Use communication equipment and information technology in accordance with school protocols
  6. Use telephone techniques and emails according to organisation policy and protocols
Handle enquiries promptly according to organisation policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use effective listening and speaking skills in oralcommunication

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refer enquiries about student learning or progress to relevant person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record and distribute verbal, written and recorded messages in order of priority, urgency and policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use communication equipment and information technology in accordance with school protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use telephone techniques and emails according to organisation policy and protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete written documentation

  1. Present written information and ideas in a clear and concise manner so that intended purpose is understood by the recipient
  2. Complete and present documents within designated timeframes
  3. Present written information to meet standards of style, format and accuracy
Present written information and ideas in a clear and concise manner so that intended purpose is understood by the recipient

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete and present documents within designated timeframes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present written information to meet standards of style, format and accuracy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use technology to support administrative and education support activities

  1. Use available technology to address administrative responsibilities in line with organisation requirements
  2. Use word processing software, formatting and editing to produce documents
  3. Develop simple spreadsheets as required
  4. Use the internet to search and access information
  5. Insert graphics into a word processed document and print the document
  6. Use relevant software to prepare and/or deliver basic presentations as required by work role
Use available technology to address administrative responsibilities in line with organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use word processing software, formatting and editing to produce documents

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop simple spreadsheets as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use the internet to search and access information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Insert graphics into a word processed document and print the document

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use relevant software to prepare and/or deliver basic presentations as required by work role

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

appropriate documentation templates

computer and printer similar to that used in the organisation context

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:

Boundaries between teaching and education support roles in the provision of information about students

Child safety legislation

Policies and procedures of the organisation that apply to record-keeping and documentation preparation

Policies of child safety, confidentiality, security and circulation of records

Privacy legislation

Essential skills:

It is critical that the candidate demonstrate the ability to:

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

Complete documents accurately

Demonstrate clear, concise and accurate communication skills with diverse range of individuals

Follow organisation policies and procedures for record-keeping

Follow organisation policies for preparing documents

Maintain secure records

Recognise and act upon opportunities to enhance sustainability in the workplace

Set up and use basic functions of a desk top computer and printer

Use accurate spelling, grammar and punctuation

Use communication methods effectively to meet recipient needs

Use desktop computer and printer

Use effective time management for prioritising the distribution of information

Use problem solving skills to redirect enquiries and establish confidentiality protocols

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.

Forms and documents may include:

Accident and incident reports

Attendance rolls

Contact registers including telephone calls

Invitation templates

Letters templates

Meeting registers, records and minutes

Organisation polices and procures

Promotional materials, e.g. school brochures, newsletter

Purchase orders and invoices

Standard forms

Time sheets, rosters

Information of the organisation may include:

Accounting records, e.g. receipts, petty cash payments, invoices

Assessment and referral records

Examples of student work e.g folio/scrapbook/printed material from computers

Forms

Minutes of meetings

Records of interview

Sign on/sign off sheets

Stock records

Students records, e.g statistics, student details, reports, etc.

Appropriate storage and maintenance of organisation information may include:

Database stored on computer using security protocols of the systems/organisation

Log books easily accessed and regularly completed

Manual and computer filing with security access controls applied as required

Regular archiving of records

Regular updating of staff and stude4nt records (e.g changes of address, phone numbers)

Shutting down computer systems when leaving the workstation for an extended period

Use of metal filing cabinets with locks

Individuals will be determined by the organisation and may include:

Ambulance officers

Auditors

Deputy principal

Legal guardians

Parents who have custody of a student

Police and other emergency services personal

Principals

Teachers

Organisation policies and procedures may include those relating to:

Child protection

Circulation

Confidentiality

Emergency evacuation and lock down procedures

Filing and indexing

Professional boundaries

Security

Workplace health and safety

Oral communication may include:

Answering enquiries from students and colleagues

Answering telephone calls - e.g. listening skills, showing empathy, dealing with irate or distressed callers

Informal discussions

Instructing

Liaising with fellow workers, students and external clients

Mentoring

Requests to and from colleagues/students/ community members

Translating

Use of negotiating skills

Written information may include but is not limited to:

Briefing notes

Email

Facsimiles

General correspondence

Handwritten and printed materials

Internal and external memos

Newsletters

Notices

Posters

Proformas

Student records/reports

Student worksheets

Telephone messages

Word processing software functions may include:

Formatting

Highlighting text

Opening a new document

Page and section breaks

Print previewing

Saving the document

Setting margins

Use of colours

Simple spreadsheets may include:

Alphabetical lists

Basic formulae (e.g. sum, subtract, multiply)

Different sixe columns and rows

Headings

Numerical data

Text data

Graphics may include:

Clip art

Drawings

Maps

Photos

Technology may include:

Binders

CD-ROMs

Computer technology, such as laptops and personal computers

Cutters

Digital cameras

Laminators

Modems

Photocopiers

Printers

Scanners

Shredders