Identify and respond to student development needs Evidence Guide

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Evidence Guide: CHCEDS501A - Identify and respond to student development needs

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

CHCEDS501A - Identify and respond to student development needs

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

Provide opportunities for developmentally appropriate physical activity

Identify opportunities for physical development that are appropriate to student's stage of development and capabilities
Identify opportunities for students to learn and develop physical skills
Seek and follow guidance regarding opportunities for a particular student
Promote appropriate physical activities using available resources

Identify opportunities for physical development that are appropriate to student's stage of development and capabilities

Completed
Date:

Teacher:

Evidence:

Identify opportunities for students to learn and develop physical skills

Completed
Date:

Teacher:

Evidence:

Seek and follow guidance regarding opportunities for a particular student

Completed
Date:

Teacher:

Evidence:

Promote appropriate physical activities using available resources

Completed
Date:

Teacher:

Evidence:

Promote the student's exploration and development of identity

In conjunction with teacher, choose learning materialsand resources that provide positive and non-stereotypical images
Encourage students to take pride in their racial identity , gender identity and abilities
Under supervision of teacher, design activities that provide opportunities to explore issues of self-image and identity that are within the students level of development

In conjunction with teacher, choose learning materialsand resources that provide positive and non-stereotypical images

Completed
Date:

Teacher:

Evidence:

Encourage students to take pride in their racial identity , gender identity and abilities

Completed
Date:

Teacher:

Evidence:

Under supervision of teacher, design activities that provide opportunities to explore issues of self-image and identity that are within the students level of development

Completed
Date:

Teacher:

Evidence:

Promote students self-esteem

Design activities that take into consideration the student needs, interests and capabilities
Encourage students to take appropriate risks and to view them as opportunities to learn
Monitor student confidence and self-esteem
Acknowledge and support students who are experiencing negative views of themselves, their world and learning
Share information in a variety of forms with other staff, specialist and management
Encourage students to be active in decision-making that affects their learning and development

Design activities that take into consideration the student needs, interests and capabilities

Completed
Date:

Teacher:

Evidence:

Encourage students to take appropriate risks and to view them as opportunities to learn

Completed
Date:

Teacher:

Evidence:

Monitor student confidence and self-esteem

Completed
Date:

Teacher:

Evidence:

Acknowledge and support students who are experiencing negative views of themselves, their world and learning

Completed
Date:

Teacher:

Evidence:

Share information in a variety of forms with other staff, specialist and management

Completed
Date:

Teacher:

Evidence:

Encourage students to be active in decision-making that affects their learning and development

Completed
Date:

Teacher:

Evidence:

Develop and promote positive interaction with and between students and adults

Encourage students to initiate and develop positive and appropriate forms of contact with others
Identify and address inappropriate and negative forms of contact according to organisation policies and procedures
Model and advocate respect and courtesy in all forms of communication
Structure learning activities to promote cooperation, mutual respect and resolution of conflict
Provide support to students who have difficulty interacting with others to establish and maintain friendships and group membership

Encourage students to initiate and develop positive and appropriate forms of contact with others

Completed
Date:

Teacher:

Evidence:

Identify and address inappropriate and negative forms of contact according to organisation policies and procedures

Completed
Date:

Teacher:

Evidence:

Model and advocate respect and courtesy in all forms of communication

Completed
Date:

Teacher:

Evidence:

Structure learning activities to promote cooperation, mutual respect and resolution of conflict

Completed
Date:

Teacher:

Evidence:

Provide support to students who have difficulty interacting with others to establish and maintain friendships and group membership

Completed
Date:

Teacher:

Evidence:

Encourage and promote the acceptance of diversity by students and staff

Encourage students to regard differences between people positively
Assist students to understand that diversity is beneficial to the community and their future
Negotiate problem solving between students in conflict

Encourage students to regard differences between people positively

Completed
Date:

Teacher:

Evidence:

Assist students to understand that diversity is beneficial to the community and their future

Completed
Date:

Teacher:

Evidence:

Negotiate problem solving between students in conflict

Completed
Date:

Teacher:

Evidence:

Assist students in their cognitive development

Provide opportunities and resources that are varied and challenging to the students stage of cognitive development and interests
Use theories of cognitive development to construct appropriate learning interactions and activities
Provide activities that reflect sequential acquisition of knowledge and skills
Encourage students to explore, understand and attempt to solve problems in their environment
Introduce new ideas/activities that may build on existing knowledge, skills and interests
Arrange the education environment to provide a variety of experiences to develop students' creativity, imagination and self expression

Provide opportunities and resources that are varied and challenging to the students stage of cognitive development and interests

Completed
Date:

Teacher:

Evidence:

Use theories of cognitive development to construct appropriate learning interactions and activities

Completed
Date:

Teacher:

Evidence:

Provide activities that reflect sequential acquisition of knowledge and skills

Completed
Date:

Teacher:

Evidence:

Encourage students to explore, understand and attempt to solve problems in their environment

Completed
Date:

Teacher:

Evidence:

Introduce new ideas/activities that may build on existing knowledge, skills and interests

Completed
Date:

Teacher:

Evidence:

Arrange the education environment to provide a variety of experiences to develop students' creativity, imagination and self expression

Completed
Date:

Teacher:

Evidence:

Assist students in their language development

Provide developmentally relevant opportunities for students to listen, use and experiment with language
Create opportunities for group discussions and exchange of views between students
Use learning materials that are developmentally appropriate
Speak to students in a language that is appropriate to the maturation and developmental level of the student
Take time to listen and respond to students
Encourage students to express their thoughts, feelings and ideas using open-ended questions
Model and encourage two-way communication with questioning and listening

Provide developmentally relevant opportunities for students to listen, use and experiment with language

Completed
Date:

Teacher:

Evidence:

Create opportunities for group discussions and exchange of views between students

Completed
Date:

Teacher:

Evidence:

Use learning materials that are developmentally appropriate

Completed
Date:

Teacher:

Evidence:

Speak to students in a language that is appropriate to the maturation and developmental level of the student

Completed
Date:

Teacher:

Evidence:

Take time to listen and respond to students

Completed
Date:

Teacher:

Evidence:

Encourage students to express their thoughts, feelings and ideas using open-ended questions

Completed
Date:

Teacher:

Evidence:

Model and encourage two-way communication with questioning and listening

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 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

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:

Policy, procedure and legislative issues affective performance as education support personnel

Physical skill and development

Each student's rate of development, needs, interests and strengths

Experiences that will target specific areas of physical, emotional, social, cognitive and language development

Resources that can be used the stimulate physical, emotional, social, cognitive and language development

Interactions between different areas of development

Strategies that can be used to encourage independent reading

Roles and responsibilities of education support workers and teachers in providing support to students

A range of effective communication strategies for use with students and teachers

Contextual factors which influence the students emotional and psychological development

Events or crises which can challenge the students emotional and psychological development

Factors which enhance the development of self-esteem and self identity

Identity development processes within the students' culture

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate integration of all elements of competency

Assess the elements of competency within an education setting

Analyse student behaviour against developmental theories

Select activities that are appropriate to the developmental stages of the students

Promote and interact in a positive, respectful, and supportive manner with student/s and colleagues

Understand, promote and support student's developmental needs

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:

Use a range of communication styles to suit different audiences and purposes

Respond to diversity in supportive and positive ways

Empathise and be culturally sensitive in responding to students

Access formal documents such as legislation and policies related to education environments

Apply environmental and occupational health and safety procedures

Identify appropriate contact

Use problem solving in respect to choosing appropriate response, identifying problems, consulting with appropriate personnel with self and students

Use interpersonal skills

Consult with teaching staff, education support workers, management team and others on workplace learning strategies to accommodate student developmental needs

Apply stages of developmental theories to working with students

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.

Opportunities for physical development may include:	Fine motor and gross motor activities Eye-hand/foot coordination Balance Active games Sports Physical environment - constraints and potential Level of support Frequency and regularity Socio-dramatic play Art/craft activities

Physical skills may include:	Fine motor and gross motor activities Eye-hand/foot coordination Balance Active games Sports Locomotion

Appropriate physical activities may include:	indoor and outdoor activities Fine motor and gross motor activities Eye-hand/foot coordination Balance Active games Sports Locomotion Coordination

Learning materials and resources may include:	Electronic forms Print resources e.g. References, texts and worksheets Auditory resources e.g. Videos, photos, charts and diagrams Sporting equipment Scientific equipment Nature Personnel Case studies Assessment materials Record/log books Constructions Art work Food

Non-stereotypical images include flexible portrayal of people regardless of:	Age Cultural background Education Ethnicity Expertise Family responsibilities Gender Interests Interpersonal approach Language Life experiences Marital status Personality Physical ability Political orientation Sexual orientation Religious beliefs Socioeconomic background Thinking/learning styles Work experiences Working styles

Self-image and identity may include:	Perceptions of self as influenced by: age cultural background education ethnicity expertise family responsibilities gender interests interpersonal approach language life experience marital status personality physical ability political orientation sexual orientation religious beliefs socioeconomic background thinking/learning styles work experience

Student needs, interests and capabilities may include:	English language numeracy and literacy Behaviour support Learning support Socio-emotional Cultural appropriateness Physical disabilities Intellectual disabilities Gifted and talented Interests Curriculum requirements

Appropriate risks refers to:	Participation in activities where the results may be unknown and where their skills and/or knowledge are likely to be known or extended

Confidence and self-esteem may include:	Communication skills Physical abilities Emotional resilience Social adeptness Cognitive abilities

Share information may include:	Personal information Custodial information Medical details Assessments Behavioural reports and programs Individual learning programs Anecdotal and formal reporting

Forms of contact may include:	Social Emotional Physical

Organisation polices and procedures may include:	Documents developed by the education system, school or a sector of the school which provided policy and procedural direction

Model and advocate refers to:	Demonstrating and promoting as part of daily life

Theories of cognitive development include:	Behavioural, cognitive learning and social constructivist theories of learning

Sequential acquisition of knowledge and skills may include:	Progressive attainment of knowledge and skills as outlined in the development stages of cognitive theories

Two-way communication refers to:	Congruence between verbal and non-verbal communication Verbal and written communication: phrases and jargon that students use language specific to an area of the student's interest e.g. football/fashion language that takes into account any identified disability or special learning needs group or individual discussions listening to informal conversations/chatting volume to suit situation and audience size intonation articulation pronunciation tone of voice awareness of word order patterns in Standard Australian English Non-verbal communication: working at the same level as the students (e.g. sitting at the student's desk or on the floor) proximity to the student eye contact/no eye contact body language facial language care and respect in interactions may be demonstrated through the tone of voice and style of interaction gestures augmentative and alternative communication

NTISthis.com

Evidence Guide: CHCEDS501A - Identify and respond to student development needs

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CHCEDS501A - Identify and respond to student development needs

Provide opportunities for developmentally appropriate physical activity

Promote the student's exploration and development of identity

Promote students self-esteem

Develop and promote positive interaction with and between students and adults

Encourage and promote the acceptance of diversity by students and staff

Assist students in their cognitive development

Assist students in their language development

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _