CHCEDS021 Assist in facilitation of student learning - Unit Assessment

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.