CHC40213 Certificate IV in Education Support

Workplace Scenarios

Qualification

The assessment task of workplace scenarios, is part of each cluster in the Nationally Recognised Qualification CHC40213 Certificate IV in Education Support (Release 3). Further information about this qualification can be found on training.gov.au

Clusters in this Qualification

  1. Health & Safety
  2. Literacy
  3. Disability
  4. Behaviour
  5. Diversity
  6. Reflect – not assessed in this assessment task
  7. Abuse & Neglect

Clusters are generally completed in the order above for all theory assessment tools. Workplace tasks are generally completed towards the end of the course while on work placement. This normally means that candidates are not deemed competent in any unit until the end of the program.

Units of Competency

This cluster assesses the following units of competency. The requirements of these units can be found at training.gov.au.

Cluster 1:

  • HLTWHS001 Participate in workplace health and safety
  • CHCEDS001 Comply with legislative, policy and industrial requirements in the education environment

Cluster 2:

  • CHCEDS005 Support the development of literacy and oral language skills
  • CHCEDS020 Support students' literacy learning
  • CHCEDS021 Assist in facilitation of student learning

Cluster 3:

  • CHCEDS022 Work with students in need of additional support
  • CHCEDS025 Facilitate learning for students with disabilities
  • CHCEDS023 Supervise students outside the classroom

Cluster 4:

  • CHCECE006 Support behaviour of children and young people
  • CHCEDS032 Support learning and implementation of responsible behaviour
  • CHCEDS026 Deliver elements of teaching and learning programs
  • CHCEDS012 Set up and sustain individual and small group learning areas

Cluster 5:

  • CHCDIV001 Work with diverse people
  • CHCDIV002 Promote Aboriginal and/or Torres Strait Islander cultural safety
  • CHCEDS024 Use educational strategies to support Aboriginal and/or Torres Strait Islander education

Cluster 7:

  • CHCPRT001 Identify and respond to children and young people at risk

Compliance

This clustering was developed by Fast Track Training Australia RTO 52215 for us by FTTA candidates only.

Clustering is mapped to the units listed above and complies with relevant requirements of the Standards for RTOs 2015 and the Australian Qualifications Framework. Only approved assessors can undertake assessment of this cluster. Workplace supervisors are not assessors and do not make a judgement of competence. Workplace supervisors collect evidence to aid the assessor in making a determination of competence. Reasonable adjustments may be made in the conduct of this assessment provided all aspects of the unit are assessed to the same standard.

Resource Requirements

The following resources are required in order to complete this assessment task. Most of these resources are provided by FTTA however some aspects are provided by the workplace or the student.

  • Computer, internet access, browser, PDF reader, word program
  • Access to the course portal
  • Learner guide, power points, videos and lectures, readings
  • Duty statement
  • Australian Curriculum website or PDF resources
  • WHS legislation, regulations and fact sheets (i.e. anti-discrimination, equal opportunity)
  • School policies and procedures (i.e. emergency procedures, duty of care, confidentiality, supervision, behaviour management, documentation, cultural inclusion and diversity)
  • State Education Department policies (i.e. child safety, style guide)
  • Modern award or industrial agreement
  • Lesson plan resources and equipment for delivery (i.e. worksheets, texts, technology)
  • Classroom in a registered and approved school with a range of students and equipment
  • At least 5 students enrolled in the classroom with a range of abilities
  • At least 3 students enrolled in the classroom with a range of literacy support needs
  • At least 3 students enrolled in the classroom with a range of numeracy support needs
  • A small group of students (at least 3) enrolled in the classroom with a range of behavioural needs and management strategies
  • A small group of students (at least 3) enrolled in the classroom from diverse backgrounds
  • Student progress notes and monitoring documents
  • Supervisor to support, assist, direct, plan class activities and to report back to
  • A normal range of classroom furniture, resources and equipment
  • Access to student Individual Education Plans and strategies to assist
  • Access to student Individual Behaviour Management Plans and strategies to assist
  • An area where scenarios can be undertaken

Cluster 1 - Workplace Scenarios

This section is completed by the assessor and the candidate during a workplace visit. Supervisors and the candidate may practice these scenarios however it is not required.

Assessment procedure

First, it is imperative that you review everything that you have learnt so far and ensure that there are no gaps in your knowledge. Your assessor will organise a time to conduct AT5 with you during your placement. This means you will be doing these scenarios in an actual workplace with real equipment, resources and under the same normal conditions of a busy, noisy and often chaotic workplace. Obviously for safety and privacy reasons some scenarios cannot be 100% real (such as emergency procedures). It is important to prepare your responses based on your workplace, be prepared for additional or follow up questions and to practice on at least 3 occasions with another person. If there is anything missing or your assessor is not satisfied with your answers, you will be given time to prepare an additional response. You may use notes provided you are not reading directly from them.

1. Emergency evacuation

You are working with 3 children in the room next door to their main class and the bell rings 4 times. This means that there is a fire, and everyone has to evacuate to the evacuation point. Explain what you will do while your assessor records the steps you have taken. Remember not to leave out the small details as they are often the most important!

Note: 10 steps are not required. You may have more or less. Each answer will differ.

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2. Assist with hygiene and minor illness

You are walking to the staff room and out of the corner of your eye you see a student throwing-up. Aarav is obviously very ill. His jumper is covered in vomit and he also has vomit on his face and arm. Clearly embarrassed, the student begins to cry which gets the attention of other children in the area. List the steps you will take to manage this situation.

Ensure that you include any PPE that may be used.

Note: 10 steps are not required. You may have more or less. Each answer will differ.

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3. Provide information to Aarav’s family in scenario 2

Aarav’s family come to collect their son from the school and you learn that he has been sick for about a month. The next day they call to ask a few questions about what happened and any information you can provide so that they can inform their doctor. Explain each of the following:

Explain to Aarav’s family what has happened using professional language.

Explain how prolonged illness can impact on learning.

Explain how you will ensure the information remains confidential.

Explain why some questions are better off answered by the teacher.

  1. You have stored a copy of student work on a thumb drive. This information included student birth dates, addresses and parent names. You lose this thumb-drive you or it has been stolen. Explain what to do once you realise there is a potential security breach.

Cluster 2 - Workplace Scenarios

This section is completed by the assessor and the candidate during a workplace visit. Supervisors and the candidate may practice these scenarios however it is not required.

Assessment procedure

First, it is imperative that you review everything that you have learnt so far and ensure that there are no gaps in your knowledge. Your assessor will organise a time to conduct AT5 with you during your placement. This means you will be doing these scenarios in an actual workplace with real equipment, resources and under the same normal conditions of a busy, noisy and often chaotic workplace. Obviously for safety and privacy reasons some scenarios cannot be 100% real (such as emergency procedures). It is important to prepare your responses based on your workplace, be prepared for additional or follow up questions and to practice on at least 3 occasions with another person. If there is anything missing or your assessor is not satisfied with your answers, you will be given time to prepare an additional response.

Scenario 1 – Select, maintain and use equipment

Your class has recently been donated a set of robots by a large company in that operates in the area. These robots can be taught using a basic computer program that is made for children to help them learn to code. Your class is made up of 15 Year 7 students.

  1. How will you ensure the robots are used, stored and maintained correctly?
  2. What other equipment could be used to enhance the learning experience?

Scenario 2 - Prevent misunderstandings/communication

Oliver has missed a lot of school in the past year. Because of this he is behind the rest of his peers and needs to catch up. Oliver is 11 years old and has trouble concentrating in class. He is much better when he is doing something active or is using equipment of some type. The teacher is busy and asks you to take Oliver to the back of the room to work with him one on one. You are not sure of what to do and due to the noise of the room didn’t hear all of the instructions.

What do you do to ensure that you haven’t misunderstood and are able to follow the instructions exactly as asked?

Scenario 3 – Complete records

Every week your teacher writes a comment and signs a homework/comment book for each student. You have been asked by your teacher to write the comments for any 3 students as she is very busy today. Using your current class as an example, explain to your trainer what you would write for any 3 students. Use professional language and remember the feedback structure from the learner guide.

Cluster 3 - Workplace Scenarios

This section is completed by the assessor and the candidate during a workplace visit. Supervisors and the candidate may practice these scenarios however it is not required.

Assessment procedure

First, it is imperative that you review everything that you have learnt so far and ensure that there are no gaps in your knowledge. Your assessor will organise a time to conduct AT5 with you during your placement. This means you will be doing these scenarios in an actual workplace with real equipment, resources and under the same normal conditions of a busy, noisy and often chaotic workplace. Obviously for safety and privacy reasons some scenarios cannot be 100% real (such as emergency procedures). It is important to prepare your responses based on your workplace, be prepared for additional or follow up questions and to practice on at least 3 occasions with another person. If there is anything missing or your assessor is not satisfied with your answers, you will be given time to prepare an additional response.

Scenario 1 - Inclusive practices

Think of any disabilities or disorders that you have come across in your work placement. Explain the strategies used to support this student.

Scenario 2 - Assistive technology and adjustments to resources

List three assistive technologies or resources used with students with special needs and explain how they are used in the school environment.

Scenario 3 - Observe and report

A serious incident has occurred during lunch time. You were supervising several students and turned away for just a second. Two students got into a fight and both have bruises. One is sitting on the floor and looks injured. He is crying. List three people you could seek support and assistance from and what type of information you would report.

Person 1

Person 2

Person 3

Information to convey:

Cluster 4 - Workplace Scenarios

This section is completed by the assessor and the candidate during a workplace visit. Supervisors and the candidate may practice these scenarios however it is not required.

Assessment procedure

First, it is imperative that you review everything that you have learnt so far and ensure that there are no gaps in your knowledge. Your assessor will organise a time to conduct AT5 with you during your placement. This means you will be doing these scenarios in an actual workplace with real equipment, resources and under the same normal conditions of a busy, noisy and often chaotic workplace. Obviously for safety and privacy reasons some scenarios cannot be 100% real (such as emergency procedures). It is important to prepare your responses based on your workplace, be prepared for additional or follow up questions and to practice on at least 3 occasions with another person. If there is anything missing or your assessor is not satisfied with your answers, you will be given time to prepare an additional response.

Scenario 1 – Case conference

Choose any student in your class who you consider to be the most challenging from a behaviour management perspective. You are invited to participate in a case conference for this student to try to come up with strategies to improve his/her learning and behaviour. What three things do you recommend at the case conference?

Scenario 2 – Classroom

The class you work in is very busy as it has at least 5 students with special needs as well as 20 students who have no known disability or disorder. There are three assistants (Joe has 12 years’ experience, Peta is new and Travis has 3 years’ experience). The teacher in the room, Ms Reed, has 28 years’ experience however she only works 2 days per week due to a recent injury. Mr Paul has replaced Ms Reed however he is straight from university and the class behave very differently when he is on class.

Your job is to record the behaviour of 2 students in particular who have become particularly challenging. You will then report to Ms Reed so she can formulate a plan to address the increasing behavioural issues. Explain how you would go about recording student behaviour.

Cluster 5 - Workplace Scenarios

This section is completed by the assessor and the candidate during a workplace visit. Supervisors and the candidate may practice these scenarios however it is not required.

Assessment procedure

First, it is imperative that you review everything that you have learnt so far and ensure that there are no gaps in your knowledge. Your assessor will organise a time to conduct AT5 with you during your placement. This means you will be doing these scenarios in an actual workplace with real equipment, resources and under the same normal conditions of a busy, noisy and often chaotic workplace. Obviously for safety and privacy reasons some scenarios cannot be 100% real (such as emergency procedures). It is important to prepare your responses based on your workplace, be prepared for additional or follow up questions and to practice on at least 3 occasions with another person. If there is anything missing or your assessor is not satisfied with your answers, you will be given time to prepare an additional response.

Scenario 1 - Improve communications with ATSI people

In some Aboriginal cultures is it rude to look people in the eye especially when first meeting. Lucy is a new education assistant and tells you that ‘James won’t look me in the eye when I try to talk with him‘. What do you say to Lucy to help reduce communication barriers.

Scenario 2 – Consultation to improve cultural safety with interpreters and colleagues

You are working in a school sports program in a school with a large population of Aboriginal students. Your line manager has the idea of asking local Aboriginal community members such as police officers and sports stars to participate in the program. Your job is to call Peter, a retired police officer of Aboriginal descent. Assume you are on the phone to Peter and explain the reason for the call, the importance of the program and the benefits.

Scenario 3– Evaluate program with local members and promote self-determination

Peter assists in the program for about 3 months. You think it is a success however Peter thinks he is wasting his time and the students aren’t learning anything useful. A lot of the students in this program have had behavioural, academic and attendance issues in the past. You have noticed a significant improvement in their attendance and behaviour in class. What are the types of things you could raise with Peter including changes you could suggest to the program to promote self-determination and future involvement of the community.

Cluster 6 – Not assessed in this assessment task

Cluster 7 - Workplace Scenarios

This section is completed by the assessor and the candidate during a workplace visit. Supervisors and the candidate may practice these scenarios however it is not required.

Assessment procedure

First, it is imperative that you review everything that you have learnt so far and ensure that there are no gaps in your knowledge. Your assessor will organise a time to conduct AT3 with you during your placement. This means you will be doing these scenarios in an actual workplace with real equipment, resources and under the same normal conditions of a busy, noisy and often chaotic workplace. Obviously for safety and privacy reasons some scenarios cannot be 100% real (such as emergency procedures). It is important to prepare your responses based on your workplace, be prepared for additional or follow up questions and to practice on at least 3 occasions with another person. If there is anything missing or your assessor is not satisfied with your answers, you will be given time to prepare an additional response. You may use notes provided you are not reading directly from them.

Scenario 1: Emotional and psychological abuse

A student has just been moved from one class into your class due to behavioural issues. A colleague tells you at lunch time that it is possible that the reason for her behaviour is some form of abuse. You don’t believe it is neglect or any sexual or physical abuse. You have never seen as injury and the child has plenty of food, money and new clothes. However, you do know that the child is often left alone for long periods of time. Both parents are full time professionals. What signs do you look for that the child is experiencing emotional or psychological abuse? Be specific with your examples.

Scenario 2: Physical abuse and exploitation

You and a colleague have noticed that one particular student is often injured with scratches, bruises and even some burns now and then. The child is very tired most of the time from early mornings working on the family farm. You think the injuries are caused by working on the farm outside of school hours and not from actual physical abuse. Your colleague however believes the child is experiencing physical abuse. The child is 9 years of age and while the parents are very loving, they have told the school that they expect their children to work hard. At what point could this situation be considered physical abuse and/or exploitation and what would you do from here?

Scenario 3: Abuse and neglect of a person with a disability

Rebecca has an intellectual disability and has trouble communicating with others. She is also about 90% blind in both eyes. Rebecca is in year 3. You receive an anonymous note that Rebecca is being abused (from an adult but you don’t know who). What do you do?

Scenario 4: Physical and sexual abuse

Rebecca (from scenario 3) is being abused according to a note that you received. Given Rebecca’s challenges, what signs or symptoms could indicate sexual or physical abuse?

Scenario 5: Depression and anxiety

Iminathi is in year 10 and comes from South Africa. She is normally very easy to get along with, has friends and family, comes to school and works hard most of the time. You would describe her as a normal child. The teacher tells you to keep an eye out for her during lunch time as she is being bullied. Iminathi’s mother tells you that Iminathi is being treated for depression and anxiety. What do you do and what are three signs of depression and anxiety in children?

Scenario 6: Confidentiality

Two students come up to you and explain that one of the students in the class is selling drugs. Emily and Jack (siblings) are in year 8. They say that if you tell anyone they might get beaten up after school. What do you do and say?