CHCEDS021 Assist in facilitation of student learning - Unit Assessment

This unit assessment for CHCEDS021 Assist in facilitation of student learning includes assessment criteria, performance evidence, knowledge required, and learning resources. The assessment activities include creating a game, lesson plan, and worksheet, identifying learning requirements, and researching expressive language disorder. The lesson plan caters to visual, auditory, and kinaesthetic learners.

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
1. ABOUT THIS UNIT
UNIT OVERVIEW
The table below lists the nationally recognised criteria for this unit. Your assessment will be based on
the criteria in this table.
Element Performance Criteria
1. Apply
understanding of
current education
approaches
relevant to the
education
environment
1.1 In consultation with teacher or other education professional,
identify teaching and learning approaches applicable to the relevant
education environment
1.2 Confirm the teaching and learning approach and its principles of
practice with the supervisor
1.3 Select resources to support the learning approach
1.4 Work with teacher to plan learning activities and classroom
supervision of student interactions
1.5 Conduct the learning activities and supervision of student
interactions
1.6 Demonstrate principles of practice in the learning environment
that reflect specified learning approaches
2. Establish an
environment
conducive to
student learning
2.1 Identify and confirm learning requirements for the specified
activity by interpretation of the learning program, in consultation
with the teacher
2.2 Meet specified needs of identified students in planning and
preparation phase with the teacher
2.3 Assemble and, where necessary, modify required resources prior
to the activity
2.4 Reflect the appropriate principles of practice in the planning and
delivery of the activity
2.5 Establish a positive, mutually respectful relationship with
students using communication and interpersonal skills to match the
student/group
3. Facilitate the
learning process
3.1 Interact with students to reflect application of principles of
practice in accordance with student learning styles

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
3.2 Conduct each activity in accordance with provided programs and
directions
3.3 Take opportunities to enhance learning activities within the scope
of the endorsed principles of practice
4. Support and
monitor student
learning
4.1 Monitor, document and report student progress to supervising
staff to ensure learning outcomes are being achieved
4.2 Adjust and modify delivery strategies to meet emergent needs and
unanticipated situations
4.3 Encourage students to reflect on personal learning achievements
and learning experiences
4.4 Manage student interactions to ensure effective participation
occurs and effective relationships are maintained
4.5 Use a range of established and agreed techniques to manage
behaviour of concern
4.6 Maintain, store and secure student records in accordance with
organisation requirements
PERFORMANCE
EVIDENCE
The candidate must show evidence of the ability to complete tasks
outlined in elements and performance criteria of this unit, manage
tasks and manage contingencies in the context of the job role. There
must be demonstrated evidence that the candidate has completed the
following tasks at least once:
 established a learning environment and facilitated the learning
process for both a small group and an individual at least
twice, including:
 demonstrating principles of practice in the learning
environment
 adjusting resources to suit individual needs
 complying with procedures relating to behaviour support
 accurately documenting written reports and records
 performed the activities outlined in the performance criteria of
this unit during a period of at least 100 hours within at least
one education provider.
KNOWLEDGE The candidate must be able to demonstrate essential knowledge

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
EVIDENCE 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 work role.
These include knowledge of:
 interpersonal skills that influence positive student and staff
interactions
 reading, writing, language and numeracy competence required
to perform effectively in an education support role
 awareness of contemporary theories of learning
 appropriate principles of practice for the identified education
environment
 learning process
 current curriculum documents
 institution’s process and procedures for working with students
and supporting behaviour
 the different responsibilities of teachers and education support
workers for student learning outcomes
 relevant legislation, policies and standards that regulate
educations service delivery, occupational health and safety,
behaviour support and anti-discrimination.

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
2. LEARNING
RESOURCES REQUIRED FOR ASSESSMENT
For successful participation in this unit, students will require access to:
 Student Resource for CHCEDS021 Assist in facilitation of student learning
 Organisation strategies, plans, policies, procedures, etc relevant to education
Additional sources of information you may find useful include:
Websites:
http://www.itaa-net.org/ta/index.htm
http://www.studygs.net/listening.htm
http://www.teamtechnology.co.uk/soft-skills/project-management-training-part12.html
http://okvoices.org/communication.html
Articles, textbooks, guidelines, etc
Adler, RB & Rodman, G 1997, Understanding Human Communication 6th edn, Harcourt
Brace, Sydney.
Mackay, H 1994, The Good Listener: Better relationships through better communication,
Macmillan, Sydney.
Lewis, G. & Slade, C (1994) Critical Communication. Sydney: Prentice Hall.
Smith, Patricia E (Editor) 2002, Talking Classrooms: Shaping Children’s Learning Through
Oral Language Instruction, International Reading Association Newark, Delaware.
Wray, D 1998, Literacy & Awareness, Hodder & Stoughton, London. Education Queensland
(QSE 2010)

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
3. ASSESSMENT
ASSESSMENT ACTIVITIES (assessment tool 1)
You are required to read the student resource listed below as part of your learning for this
unit. Once you have read the workbook complete the exercises listed in the table below. The
activities listed are required to be submitted for assessment.
Online Students: Please log into your student portal and click on assessment tool 1 to enter or
upload your responses to these projects.
Correspondence Students: Please ensure all assessments are typed and clearly numbered and
labelled.
Course
:
Certificate IV in Education Support
Student Resource Details Number
CHCEDS021 Assist in facilitation of students
learning
Assessment
activities
1-19
SECTION 1
Activity 1
Games are one learning approach used in the classroom. In consultation with teachers, you
may need to guide students in games or make up games of your own. Create and provide a
detailed description of a game or physical activity that could be implemented to teach
students academic content/ theories.
You need to:
 provide instructions
 explain the aims of the game/ activity
 specifically explain how the game/ activity helps to teach academic content/ theories
 You cannot use the activities provided in the text.

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
The selected games or activities for the physical development is skipping. The main aim of
the activity is to develop physical strength among the children. The selected game is based on
teamwork and communication so. With the help of such activity children used to conduct the
aspect of teamwork which is important for the development of physical factor. In this, the
chosen game is played with team member which have preface to develop quality of games by
passing of ball and make their goals. Moreover, the teamwork and communication is the
major aspect which is followed regards with the games.
Activity 2
Go back to the game/ physical activity that you designed in Activity 1. Answer the following
questions:
1. Does the game/ activity allow for reciprocity and cooperation among students?
Yes, because the game is completely based on the aspect of teamwork and
cooperation of team member to win the games.
2. Does the game/ activity encourage active learning?
In this, the games have some certain rule and it require communication to achieve the
goals. As per this, the proper teamwork aspect is followed that generate the active
learning.
3. Does the game/ activity communicate high expectations?
The game require support of each member in order to develop high expectation. The
game or the activity has been not completed with the aspect of individual level so. It
requires teamwork and proper communication make the game win.
4. Does the game/ activity respect diverse talents and ways of learning?
In this, game is only focus on the development of physical factor as well develop
brain mapping which is productive for the team and their member. In this, games with
cheating may create situation for the diversification.
Be specific. If your answer is yes, precisely describing how it complies with the good
practice principle. If your answer is no, detail how the game/ activity could be adjusted to
meet the good practice principle.

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
Activity 3
Go back to the activity/ game that you created in Activity 1 and make a list of any required
resources needed to complete that activity and explain how they will be used. Come up with
alternative resources that could be used if the required resources were not available and
explain how they could be used.
Resources:
 Skipping terms and condition.
 History of the skipping that shows the timeline of the events which make their own
significance.
 Rules of the soccer and image which help to understand the games.
 Create proper understanding which is collaborative for the league and teams.
Alternative resources
 In this, the safety aid and doctor are requiring because the minor injuries may happen
due the fall.
Activity 4
Create a lesson plan for an arts activity. Ensure that all the sections of a lesson plan, as
detailed in the text, are completed. You will find a lesson plan template that can be used here
at the back of this document
In this, there are different art-based activities which is follow in the various ways which
majorly include storytelling, creating artifacts, drawing and drama which is used in order to
support the learning of the different areas and regions. In this, the set which is based on the
anticipatory set, introduction, guided practice, independent practice closure. Moreover, the
lesson plan is based on aspect of storytelling.
Activity 5
Refer to the lesson plan you developed in Activity 4. Write a transcript of the instructions you
would issue throughout the activity.

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
In this, children ready for the delivering of story which is part of art activity. In this, they
select their own activity which is appropriate for the developments of learning and assist in
the facilitation of student development.
SECTION 2
Activity 6
1. Locate the website of each of the state/ territory’s education departments. Find and
record the web address for the page on which syllabuses can be found.
https://www.gov.uk/government/organisations/department-for-
education#:~:text=Department%20for%20Education%20%2D%20GOV.UK
2. Identify and comment on the English syllabus for kindergarten students.
https://www.eursc.eu/syllabuses/2011-01-d-59-en-3.Pdf English syllablus for the student.
Activity 7
Undertake your own research and provide a detailed description of expressive language
disorder. Include symptoms of the disorder in your description and identify anything that can
be done to help students with the disorder.
Autism is underline as the expressive language disorder.
Symptoms:
 Delayed language skills.
 Delayed movements skills.
 Delayed cognitive or the learning skills.
 Unusual eating and sleeping habits.

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
Activity 8
1. Create a worksheet that might be distributed to students in an art class.
MY IDEA MY PLAN
SUBJECT CONTENT
FINISHED PIECE:
2. Undertake your own research and explain how you would modify the worksheet for a
student with dyslexia.
In this, the use of tape recorder and clarify or simplify with the work direction. As per
this, provide small amount of work which is productive.
Activity 9
Identify a learning activity that requires a demonstration (eg a science project or making a
cake). Provide a point-by-point description of the demonstration you would give to deliver
the learning activity to students.
In this, the learning activities which is followed in this is based on the science project which
is associate with learning activity.
Demonstration in class
 Planning and preparation of the project
 Introducing the lesson
 Presentation of the subject matter
 Demonstration
 Teaching aids

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
Activity 10
1. Provide ten examples of effective praise statements.
 Good job
 You did it.
 You can do this task.
 That’s great drawing.
 Way to go now.
 Smart objectives.
 That was nice of you
 You made the things goods
 You finally did it
 Good job you finally did it.
2. What do you think you could do to establish positive, mutually respectful
relationships with students?
Make proper interaction and communication, in this, the proper structure and have
positive attitude and so on.
SECTION 3
Activity 11
You are preparing a learning activity to be used in a class with a mix of visual, auditory and
kinaesthetic learners. The subject of the lesson plan is great painters in art history. How
would you ensure that all students’ learning styles are catered to? Give an outline of the
lesson plan.
The four core learning style which is based on the inclusion of visual, auditory reading and
the writing and they have their own kinaesthetic, this all are helpful which is based on the
learning style which is based on lesson plan.
Activity 12

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
Go back to the lesson plan you created in activity 4. Using this lesson plan, create a lesson
summary and highlight the role of the teacher aide/ teaching assistant.
In this, the role of teacher is to provide the assistance with the activity which help to
encourage the children for their development. It is helpful for the development in learning.
Activity 13
Students are learning about the weather in class. Identify opportunities for incidental learning
that students might encounter relating to weather.
Incident learning happens when they have least that have expected it. Watching television,
reading a book, in this, they are talking friend, playing a video games or the many language
do, travelling towards the country which is surrounded with the new language.
SECTION 4:
Activity 14
Explain what you would do in each of the following situations to monitor, document and
report on the student’s progress.
a) Tom has been on an Individual Education Plan (IEP) for Term 2 and has not met
any of his outcomes or learning goals.
In this, monitor the performance and made change as per their observation.
b) Tom has been on an IEP for Term 2 and has successfully achieved all his learning
goals and outcomes.
Moreover, the documentation has been more valuable to measure to know the
circumstance which is changes with the student progress.

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
Activity 15
Return to the lesson plan you created in Activity 4. Provide details of how you would modify
the lesson plan to cater to the needs of students with a learning disorder or disability of your
choice. Be specific. There are a number of ways that activities can be modified for students
with physical difficulties. In an art lesson, for example, students could be asked to create a
collage using textures rather than colour.
The creating artefact which help to allow the disable children to chose their choice which is
interactive and show their aspect of creation and innovation. Moreover, the specific physical
activities for the person who is facing the issue of disability require proper monitoring and
inspection.

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
Activity 16
During the last week of term your classroom teacher asks you to develop a questionnaire for
year 9 students who have just completed their first term of assessment. The questions need to
encourage students to reflect on their personal learning achievements and experiences and to
think about goals for the following term. No more than 5 questions.
Questionnaire
1. Do you like to prepare for your upcoming assessment?
Yes
No
Sometimes
2. Do you like to learn through different subject?
Yes
No
Sometimes
3. Do you want to to become an educator?
Yes
No
Sometimes
4. Have you decided your goal to perform in future?
Yes
No
Sometimes

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
5. Do you want to perform well in upcoming term?
Yes
No
Sometimes
Activity 17
Unfortunately, there are many shy, unpopular and lonely children who cannot seem to fit in
anywhere. They are isolated while desperately craving for friendships. Since isolation in early
childhood can have damaging long-term effects such as emotional disturbances, truancy,
vandalism and crime in adolescence and adulthood, it is worthwhile to help unpopular
children develop social skills.
There are a number of things that you can do to encourage lonely or shy students to make
friends. Identify at least four.
There are something which can be done to encourage lonely or shy students to make friends.
 Encourage them to make better relationship other children through performing different
activity.
 To organize team to perform any gameplay which need for team of two or more.
 To organize a play where every individual should have a their own role to perform.
 There is no need to make a trip for outdoor where it needed for teamwork to organize the
outdoor activity which requires help of everyone.
Activity 18
Students are engaged in quiet work; however, one student called Hannah is talking when she
is not supposed to. How might you direct her behaviour?
In this, there is need to communicate with Hennah more effectively that can enable her to
understand the situation where it need to engage in quiet work without talking. This can help to
understand Hannah about the situation.

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
Activity 19
Locate and record the name of privacy laws in each state and territory; provide a summary of
how they affect the way you collect and store students’ personal information.
13 Australian Privacy Principles. Through applying this principle, this can affect the way to collect and
store student personal information. In this, there in some restriction on storing type of information
along with sharing limitations.

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
WRITTEN ASSESSMENT (assessment tool 2)
All written assessment items should be typed and proof read for correct spelling and
grammar. All written assessment questions are assessable items. To achieve high quality
responses, you may need to conduct additional research such as: internet searches, company
database searches, library research, consultation with colleagues or industry experts, etc.
Online Students: Please log into your student portal and click on assessment tool 2 to enter or
upload your responses to these projects.
Correspondence Students: Please ensure all assessments are typed and clearly numbered and
labelled.
Written/Oral Questions
Guidance note: Questions should provide sufficient depth to demonstrate knowledge of
relevant concepts and application to the workplace. Generally, this will be 2 – 4 paragraphs
per response.
1. What is cooperative learning? What are the benefits of cooperative learning?
Cooperative learning refers to activity that foster higher academic achievement. It has also found
that it increases attendance, enjoyment of school and classes, attendance time, in independence and
motivation. This have the benefit that it is applicable for the cooperative learning which help to
demonstrate academic achievement. It will also promote positive relationships among students
which can create learning community along with values diversity. It also provide an experience
which can help to develop good learning and social Skill.
Cooperative learning also increases individuals responsibility within employees which also help to
perform entire team to get succeed. Cooperative learning teacher can have a social and emotional
skill which can deliver to a student for better opportunities for learning from each other. It also have
some concept and idea which have the potential to improve comprehensively considerably.
There are various advantage of cooperative learning. This includes the involvement of a student in
higher learning and student can get excited about their highly effective learning and provide better
education to children. It also provide knowledge which is obtained from student instead of solely
from teacher. This is effective and allow educator to deliver more education and knowledge to
children. It also foster a positive attitude with any student like tolerance and cooperation. Through
cooperative learning provide benefit to train student for conveying idea and expressing their ideas
more effectively.

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
2. Name and explain three principles of practice.
There are three principal of practice which are going to be discussed further.
Principal 1- There is highest for every student for promoting intellectual engagement along with self
awareness.
Principal 2- To supportive along with productive learning environment can promote a collaboration
and inclusion.
Principal 3- Agency, student voice and leadership empower student for building school Pride.
3. Visual learners learn by seeing things. Identify ten characteristics of visual learners.
Visual learners learn through seeing things. There are some of the characteristics of visual learner
which are going to discuss further.
 Well organized
 Good speller
 Concentrate well
 Thoughts wonder during lectures
 Like to read along with showing intense concentration during reading
 Able to remember
 Better by seeing diagrams, chart etc.
 Instant of hearing they like to see direction
 Talk to self
 Enjoy music

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
4. Educators use a number of different strategies to manage students’ behaviour. What is the
CRC approach?
It is a child-right approach for education that incorporates learning and teaching practices which
exemplify human right principles like fairness, equality, respect and non-discrimination. It also
empower children to stand on their own right along with the rights of other. It is a convention on the
right of children and which is applied under 18. This is the one that recognizes education as a legal
right for every children along with basic opportunity to provide the opportunity for compulsory
primary education for every child. It is helpful in accessibility for higher education on basis of
capacity. Through Article 28 it guarantees about compulsory primary education. It also have the
application of taking measures regarding school discipline and attendance by state. It also increase
International cooperation related with education matter and provide particular elimination of
illiteracy and ignorance along with accessing technical and scientific knowledge.
5. Educators need to comply with various pieces of legislation. Provide a summary of the
conditions you must comply with when collecting, recording and disclosing information
according to the federal Privacy Act.
Educator need to comply with various piece of legislation where Federal Privacy Act is one of the
legislation which need to comply by educator. This is the one where it is essential to take care of the
sharing of information and disclosing to anyone. This can provide some condition where they should
record, collect and disclose the information with any individual or agency. In this, there is need to
follow the guideline on a standard which allow to share the information and collecting information
about children which are highly effective and should be done carefully.
This is the privacy act which require that agency should not share information with in individual and
should take consideration about recording any children's personal information. There is also some
set of guidelines which comply with record-keeping requirements. This all should be done effectively
and not have any risk to disclose information with any third party.

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
PROJECT (assessment tool 3)
Part 1
Discuss with your supervising teacher a suitable worksheet you could develop for an
upcoming lesson. Alternatively use the attached lesson plan and develop a worksheet to
reinforce at least one of the learning objectives.
The worksheet should:
 Require students to demonstrate some knowledge or practice a skill
 Be well presented using plain English
 Use a style that is engaging or creates a sense of mystery or discovery about the
subject
 Include instructions
 Be logically sequenced
In this, there is need to provide better education and improvement in their skill and knowledge
which can effectively demonstrate their learning practice. This should be implemented by using plain
english which have an effective style and engage children to create some sense of mystery regarding
their subject. This can help to take attention of children and influence them to think about it. They
should also provide some instruction which can be followed by children to get better outcome.
Part 2
Using your worksheet from part 1, you are required to adjust it to suit lower level and higher
level students. That is, the worksheet should be extended to include more challenging aspects
for higher achieving students and less challenging for students that are achieving at a lower
level.
This is the one in which there is a need to ensure about the area of development. It enhances skill
and knowledge through using plain english. It can be effectively communicated with children and
enable them to understand the activity more effectively. Through creating a sense of mystery related
with subject can enable children to get attract and interest regarding the activity. This can be
effective and followed in sequence when some instructions are followed by children.

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
There is need to make two worksheet in which one should be for the higher receiving student and
another for the less challenging for students who are having lower level.
For higher achieving student, there is need to make effective worksheets that can fulfill their
expectation and create some potential that enable children to push their limit and use their skill and
knowledge for performing the activity more effectively.
Whereas, for the lower level student, there is need to make the worksheet performing activity
should not be of high-level and should meet the expectation of children that can help them to
perform well and provide some confidence that enable them to use their skill and knowledge
continuously.

UNIT ASSESSMENT
CHCEDS021 Assist in facilitation of student learning
PRACTICAL ASSESSMENT
The Practical Assessment involves the demonstration of your skills in a practical setting. To
complete this section of your assessment you must submit the completed observation
checklist. Your observations may be completed by a supervising teacher, a practical
placement supervisor or your trainer.
The observation checklist will be emailed to you following your course induction. If you
have not yet received your observation checklist, please request your trainer to email it to
you.
Note: if you have not yet completed your practical placement, you should submit all other
assessment items from this unit so that you can be assessed for the theory component. The
observation checklist can be submitted at a later date once your practical placement is
complete.