Unit of competency Outline
Date retreived
22/07/2026 3:02 PM AWST
22/07/2026 3:02 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Foster and support an effective learning environment
Foster and support an effective learning environment
Unit of competency
National Code
CHCEDS502B
CHCEDS502B
State Code
WC906
WC906
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
17/07/2012
Field of Education
070303 - Education Studies
Original Release Date
17/07/2012
Nominal Hours
55
Description
DescriptorThis unit deals with the skills and knowledge required by education support workers to independently establish a learning environment for students
Notes
Elements and Performance Criteria
1. Establish learning context and delivery arrangements
- 1.1 Establish, analyse and organise the physical learning environment to meet organisation compliance and facilitate learning
- 1.2 Identify and assess risks and constraints for learning delivery
- 1.3 Access information from teachers, others, documentation or records on the individual learning needs of students
- 1.4 Confirm responsibilities and role with relevant staff, to establish, deliver and review learning
- 1.5 Plan to reflect inclusivity and diversity principles in the learning environment
2. Identify, interpret and document learning styles
- 2.1 In conjunction with teacher, analyse and assess a broad range of learning theories and styles for relevance and application to the individual/group of students
- 2.2 In conjunction with teacher, implement a range of learning strategies, analyse them for effectiveness and modify where necessary
- 2.3 Provide planning documentation to relevant staff for approval ensuring the plan reflects a variety of learning styles
3. Manage the learning environment
- 3.1 In conjunction with teacher, establish the learning environment to meet the agreed goals and to reflect inclusive processes and practices
- 3.2 Facilitate learning to include diversity of student needs
- 3.3 Use communication and interpersonal skills to establish learning environment and motivate students
- 3.4 Identify barriers to learning and make adjustments where necessary to the learning environment
- 3.5 Create learning experiences using learning theories, principles and inclusive practice
4. Assess situations requiring interventions
- 4.1 Gather information from relevant sources and identify the immediate and long term consequences of the situation
- 4.2 Identify major issue of concern, factors which are maintaining the situation and frequency of the problem occurring
- 4.3 Observe and investigate interaction patterns
- 4.4 Identify and make decisions about the impact of the problem on people involved and need for urgent action
- 4.5 Assess the likely intent of the student central to the problem
5. In conjunction with teacher, develop, implement and review behaviour support strategies
- 5.1 Under teacher supervision, develop clear goals to meet students needs and development stage and obtain required resources to implement strategies
- 5.2 Where possible develop strategies with student and implement in the least obtrusive way, under teacher supervision
- 5.3 Design strategies in consultation with other staff that create opportunities for students to interact with others
- 5.4 Under teacher supervision, regularly review strategies which are achievable within available resources
- 5.5 Complete incident report forms as required by organisation
6. Reflect on own professional practice
- 6.1 Facilitate and plan learning to meet ethical principles of practice
- 6.2 Monitor and review own practice as a learning facilitator with supervisor
- 6.3 Analyse facilitation practice to identify professional development needs
- 6.4 Incorporate continual improvement practices in planning and facilitation practices
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 learning environment may include:
Classroom
Library
Workshop
School support centre
Learning support centre
Special education units
Special school
Pre school
Behaviour support units
Excursions
Vocational education environment
Learning environment may include:
Physical setting
Routines
Procedures
Mood/tone/climate
Resources
Appropriate language
Tailoring to the individual interests and learning style
Risks and constraints may include:
Work health and safety (WHS)
Age
Time
Space
Group size
External risks
Appropriate groupings of students to meet their learning needs
Environmental factors, weather, location
Linguistic, cultural or ethnic differences
Inadequate resources
Learning needs may include:
English language, literacy and numeracy
Behaviour support
Learning support
Socio-emotional
Culturally appropriate
Physical and/or intellectual disability
Relevant persons may include:
Teachers
Principles
Heads of department
Curriculum coordinators
Parents/carers
Specialist support staff
Inclusivity and diversity principles may include:
Age
Cultural background
Disability
Education level and experience
Ethnicity
Gender
Interests
Language
Learning styles
Life experiences
Thinking styles
Responding to individuals with particular needs
Demonstrating probity in all areas of responsibility
Modelling organisation code of conduct
Reinforcing ethical conduct in transaction with and between people
Demonstrating sensitivity to the circumstances and background of others
Learning theories may include:
Behaviour and cognitive learning theory
Social constructivist theory
Learning styles may include:
Aural
Visual
Verbal
Kinaesthetic
Logical
Social
Solitary
Global/analytical
Theoretical
Activists
Pragmatic
Reflective
Learning strategies may include:
Role plays
Written activities
Discussion
Group work
Scaffold learning
Debating
E learning
Case studies
Demonstration
Games
Project work
Agreed goals may include:
Behaviour outcomes
Literacy outcomes
Numeracy outcomes
Self expression
Social outcomes
Curriculum outcomes
Organisation outcomes
Communication and interpersonal skills may include:
Congruence between verbal an non-verbal communication
Written
One on one instruction
Critical listening an questioning
Constructive feedback
Age and culturally appropriate language
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 learning environment may include:
Classroom
Library
Workshop
School support centre
Learning support centre
Special education units
Special school
Pre school
Behaviour support units
Excursions
Vocational education environment
Learning environment may include:
Physical setting
Routines
Procedures
Mood/tone/climate
Resources
Appropriate language
Tailoring to the individual interests and learning style
Risks and constraints may include:
Work health and safety (WHS)
Age
Time
Space
Group size
External risks
Appropriate groupings of students to meet their learning needs
Environmental factors, weather, location
Linguistic, cultural or ethnic differences
Inadequate resources
Learning needs may include:
English language, literacy and numeracy
Behaviour support
Learning support
Socio-emotional
Culturally appropriate
Physical and/or intellectual disability
Relevant persons may include:
Teachers
Principles
Heads of department
Curriculum coordinators
Parents/carers
Specialist support staff
Inclusivity and diversity principles may include:
Age
Cultural background
Disability
Education level and experience
Ethnicity
Gender
Interests
Language
Learning styles
Life experiences
Thinking styles
Responding to individuals with particular needs
Demonstrating probity in all areas of responsibility
Modelling organisation code of conduct
Reinforcing ethical conduct in transaction with and between people
Demonstrating sensitivity to the circumstances and background of others
Learning theories may include:
Behaviour and cognitive learning theory
Social constructivist theory
Learning styles may include:
Aural
Visual
Verbal
Kinaesthetic
Logical
Social
Solitary
Global/analytical
Theoretical
Activists
Pragmatic
Reflective
Learning strategies may include:
Role plays
Written activities
Discussion
Group work
Scaffold learning
Debating
E learning
Case studies
Demonstration
Games
Project work
Agreed goals may include:
Behaviour outcomes
Literacy outcomes
Numeracy outcomes
Self expression
Social outcomes
Curriculum outcomes
Organisation outcomes
Communication and interpersonal skills may include:
Congruence between verbal an non-verbal communication
Written
One on one instruction
Critical listening an questioning
Constructive feedback
Age and culturally appropriate language
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 is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions
Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency
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
Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place
Method of assessment:
Assessment may include observation, questioning and evidence gathered from a workplace environment
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 is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions
Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency
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
Resources required for assessment include access to relevant workplace or simulated realistic workplace setting where assessment may take place
Method of assessment:
Assessment may include observation, questioning and evidence gathered from a workplace environment
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D2464 | CHCEDS502A | Foster and support an effective learning environment | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D328 | CHC60208 | Advanced Diploma of Children's Services | Qualification |
| D317 | CHC51308 | Diploma of Education Support | Qualification |