Djerriwarrh Community & Education Services Form
TOID 3771 FO 204
Assessment Cover Sheet
CHCECE006 Support Behaviour of Children and Young People
Assessment Task 2 – Work Placement Observation/Third Party Report
Student nameQualification / CHC30213 Certificate III in Education Support
Unit(s) of competency / CHCECE006 Support Behaviour of Children and Young People
Student declaration / I declare that all materials that I am submitting for assessment are my own, original work. No assistance has been accepted from sources other than the prescribed textbook, training notes, handouts, policies and procedures manuals. I understand that I may appeal the assessment decision.
Student’s signature: / Date:
Assessor use only /
Submission requirements / Submitted (Y/N) /
Work placement observation
Third party report checklist
Assessment task results: / q Satisfactory / q Not satisfactory / q Further evidence required
Assessor comments/feedback
Is resubmission or further evidence required? Yes q No q
If yes, what is required?
Due date for resubmission:
Assessor’s name / Edita Didic
Assessor’s signature / Date:
Authorised by: Training Committee Current Issue: 21 December 2013
Document Owner: Training & Compliance Manager Review Date: 20 December 2015
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CHC30213 Certificate III in Education Support
CHCECE006 Support Behaviour of Children and Young People
This unit covers the skills and knowledge required to maintain compliance with legislation, policy and industrial instruments that relate to the education support worker role.
The unit applies to education support job roles in a variety of education contexts including schools and other educational settings.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.
Instructions
Read the requirements of the Work Placement Observation/Third Party Report to gain an understanding of what you need to do to complete the unit.
Complete all questions in this Work Placement Observation/Third Party Report. This assessment will be undertaken during the work placement under supervision of a Teacher or Education Support Worker
Submit the completed Work Placement Observation/Third Party Report to the Trainer/Assessor for assessment accompanied by a Student Declaration affirming own/original work and Work placement Supervisor Declaration
In order to achieve competency, all questions that are mapped in the associated mapping document MUST be answered correctly.
The Work Placement Observation assessment is used together with a classroom observation to determine competency in this unit as well as a written assessment and case study assessment
Instructions for Practical Placement Supervisor
For this task Work placement Supervisor is required to:
· Observe student during the placement while completing tasks in this assessment
· Initial each observed task
· Complete Third Party report
· Provide general comment on student’s skills and knowledge on Supporting students behaviour
· Sign and Date Supervisor Declaration
Please note:
Do not copy another student’s work. Students must submit their own work. If you copy another student’s work you will be marked Not Yet Competent and have to resubmit the assessment.
Please see the Student Handbook for information on Plagiarism.
Assessment outcomes
The outcomes for all assessment tasks are Satisfactory or Not Satisfactory. If a task outcome is Not Satisfactory, re-assessment may be negotiated with the Trainer/Assessor. Students may be re-assessed on two occasions for each assessment task.
When all assessment tasks for a unit of competence have a Satisfactory outcome, competence in the unit may be recorded.
Appeals
If you are unhappy with an assessment outcome you may appeal the assessment decision. Refer to Djerriwarrh’s Complaints and Appeals Policy and Procedure.
CHCECE006 Support Behaviour of Children and Young People
Assessment Task 2 – Work Placement Observation/Third Party Report
During your work placement you are required to observe two (2) students under teacher’s supervision that will allow you to apply strategies to guide responsible behaviour of children and young people in a safe and supportive environment. Answer all questions in the table below.
You MUST keep your work confidential and may use a “made up” first name or refer to the student as “Student A.
1. / a. Using your judgement, whom did you communicate to in relation to the student’s behaviour/issues that arose in the classroom?b. How did you communicate to the teacher any issues that arose with student behaviour?
Student A / Student B
1a. / 1a
1b / 1b
2. / a. Provide a brief explanation of the student including their student year level, age, disability status and any known family history.
b. List and describe any developmental challenges or mental health issues and how it may be impacting their behaviour in the classroom and or playground. Factors may include, but are not limited to, previous incidents on the day, disability, learning difficulties or tiredness etc.
c. Identify any contributing environmental or cultural factors that may also be impacting the student’s behaviour in the classroom and or playground.
d. After communicating your concerns to the supervising teacher, what were you told and which solutions/ strategies were you given to adapt for each student?
e. When providing instructions to the students, what strategies were appropriate and considered, given the students individual needs and context of the work environment and activity provided by the classroom teacher.
f. Provide one example of a time you used a positive verbal support techniques approach to reinforce responsible behaviour for each of the two students.
g. Provide one example of a time you used a positive non-verbal support techniques approach to reinforce responsible behaviour for each of the two students.
h. Which safe supportive and equitable practices have you used with the students to redirect or defuse a situation. If you did not have to do this, explain a scenario that “could” arise and how you would respond to redirect or defuse the situation.
Student A / Student B
2a. / 2a.
2b. / 2b.
2c. / 2c.
2d. / 2d.
2e. / 2e.
2f. / 2f.
2g. / 2g.
2h. / 2h.
3. / a. Show data for each student you collected to demonstrate the frequency, intensity and duration of behaviours requiring support.
Answer should be demonstrated in a table
STUDENT AName / Behaviour to be Observed
Time Interval
Frequency
Intensity
(Rate 1-10)
STUDENT B
Name / Behaviour to be Observed
Time Interval
Frequency
Intensity
(Rate 1-10)
b. Would you classify this type of behaviour as ‘disruptive’ or ‘behaviour of concern?’ Justify your response.
c. What are some school policies/standards and procedures to adhere to when supporting individual student behaviour?
d. List some of the safe, supportive and equitable practices used while observing these two students.
Student A / Student B
3b. / 3b.
3c. / 3c.
3d, / 3d,
Assessment Task 3 – Third party report
WORK PLACEMENT SUPERVISOR TO COMPLETE: /During the observation student demonstrated the following skills and knowledge for at LEAST 2 STUDENTS: / Yes / No / Comments /
1. / Identified behaviour impacting learning and distinguishing between ‘disruptive behaviour’ v’s ‘behaviours of concern’.
e.g. Student A is calling out in class and constantly getting out of seat, Student B is easily distracted. / q / q
2. / Communicated with the supervisor concerning any behavioural issues.
e.g. verbally, email, diary, notes etc. / q / q
3. / Identified, recorded and reported severity (low, medium, high), frequency and duration of the behaviour to the supervisor
e.g. notes, diary, email, verbally / q / q
4. / Was able to identify triggers (if any particular ones) that may have caused the disruptive behaviours in the classroom i.e. Learning difficulties or mental health issues as well as environment and culture e.g. When Student A finds the work difficult he/she tends to get out of his/her seat.
When student B sits next to a particular student, he/she becomes more disruptive in the classroom. / q / q
5. / Was able to provide a solution (what to do instead of this behaviour) e.g. Student A needs to put his hand up instead of calling out. Also needs to ask for help from either the teacher, the ES worker or a fellow student if he is unsure of what needs to be done. / q / q
6. / Was able to identify/set behavioural goals / Objectives
e.g. The aim is to ensure that Student A raises his hand rather than calls out, and remains in his seat and completes his work rather than wandering around and distracting other students. / q / q
7. / Was able to implement strategies to promote new behaviour
e.g. Every time Student A raises his hand rather than calling out, he receives a tick. Also, if he stays in his seat for a session he gets a tick. If he receives 10 ticks in a day, he may have 15 minutes computer time at the end of the day. / q / q
8. / Used positive verbal, non-verbal communication strategies, reinforcers/rewards with students e.g. Thumbs up, nod, good work, well done etc. / q / q
9. / Was able to redirect behaviour and defuse situations in the classroom e.g. Repositioned the child, divert their attention by getting them to do something else and/or removing the stimulus that is causing the problem etc. / q / q
10. / Used his/her own judgement when to involve other staff and seek assistance for any behavioural issues that arose in the classroom. / q / q
11. / Adhered to and followed school policies regarding duty of care and student behavioural policies. / q / q
Additional feedback/comments
Supervisor name: / Supervisor declaration:
The above represents my personal observations of the placement student and/or comments provided to me by staff who have observed the student within a classroom setting.
Supervisor position:
Supervisor signature:
Date:
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