Unit of competency Outline
Date retreived
23/07/2026 3:12 PM AWST
23/07/2026 3:12 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.
Identify and respond to student development needs
Identify and respond to student development needs
Unit of competency
National Code
CHCEDS501A
CHCEDS501A
State Code
D2463
D2463
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
18/08/2009
Field of Education
070303 - Education Studies
Original Release Date
18/08/2009
Nominal Hours
40
Description
DescriptorThis unit deals with the skills and knowledge required by education support workers to identify and respond to the developmental needs of students
Notes
Elements and Performance Criteria
1. Provide opportunities for developmentally appropriate physical activity
- 1.1 Identify opportunities for physical development that are appropriate to student's stage of development and capabilities
- 1.2 Identify opportunities for students to learn and develop physical skills
- 1.3 Seek and follow guidance regarding opportunities for a particular student
- 1.4 Promote appropriate physical activities using available resources
2. Promote the student's exploration and development of identity
- 2.1 In conjunction with teacher, choose learning materialsand resources that provide positive and non-stereotypical images
- 2.2 Encourage students to take pride in their racial identity , gender identity and abilities
- 2.3 Under supervision of teacher, design activities that provide opportunities to explore issues of self-image and identity that are within the students level of development
3. Promote students self-esteem
- 3.1 Design activities that take into consideration the student needs, interests and capabilities
- 3.2 Encourage students to take appropriate risks and to view them as opportunities to learn
- 3.3 Monitor student confidence and self-esteem
- 3.4 Acknowledge and support students who are experiencing negative views of themselves, their world and learning
- 3.5 Share information in a variety of forms with other staff, specialist and management
- 3.6 Encourage students to be active in decision-making that affects their learning and development
4. Develop and promote positive interaction with and between students and adults
- 4.1 Encourage students to initiate and develop positive and appropriate forms of contact with others
- 4.2 Identify and address inappropriate and negative forms of contact according to organisation policies and procedures
- 4.3 Model and advocate respect and courtesy in all forms of communication
- 4.4 Structure learning activities to promote cooperation, mutual respect and resolution of conflict
- 4.6 Provide support to students who have difficulty interacting with others to establish and maintain friendships and group membership
5. Encourage and promote the acceptance of diversity by students and staff
- 5.1 Encourage students to regard differences between people positively
- 5.2 Assist students to understand that diversity is beneficial to the community and their future
- 5.3 Negotiate problem solving between students in conflict
6. Assist students in their cognitive development
- 6.1 Provide opportunities and resources that are varied and challenging to the students stage of cognitive development and interests
- 6.2 Use theories of cognitive development to construct appropriate learning interactions and activities
- 6.3 Provide activities that reflect sequential acquisition of knowledge and skills
- 6.4 Encourage students to explore, understand and attempt to solve problems in their environment
- 6.5 Introduce new ideas/activities that may build on existing knowledge, skills and interests
- 6.6 Arrange the education environment to provide a variety of experiences to develop students' creativity, imagination and self expression
7. Assist students in their language development
- 7.1 Provide developmentally relevant opportunities for students to listen, use and experiment with language
- 7.2 Create opportunities for group discussions and exchange of views between students
- 7.3 Use learning materials that are developmentally appropriate
- 7.4 Speak to students in a language that is appropriate to the maturation and developmental level of the student
- 7.5 Take time to listen and respond to students
- 7.6 Encourage students to express their thoughts, feelings and ideas using open-ended questions
- 7.7 Model and encourage two-way communication with questioning and listening
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 skills may include:
Fine motor and gross motor activities
Eye-hand/foot coordination
Balance
Active games
Sports
Locomotion
Appropriate physical activities may include:
indoor and outdoor activities
Fine motor and gross motor activities
Eye-hand/foot coordination
Balance
Active games
Sports
Locomotion
Coordination
Learning materials and resources may include:
Electronic forms
Print resources e.g. References, texts and worksheets
Auditory resources e.g. Videos, photos, charts and diagrams
Sporting equipment
Scientific equipment
Nature
Personnel
Case studies
Assessment materials
Record/log books
Constructions
Art work
Food
Non-stereotypical images include flexible portrayal of people regardless of:
Age
Cultural background
Education
Ethnicity
Expertise
Family responsibilities
Gender
Interests
Interpersonal approach
Language
Life experiences
Marital status
Personality
Physical ability
Political orientation
Sexual orientation
Religious beliefs
Socioeconomic background
Thinking/learning styles
Work experiences
Working styles
Self-image and identity may include:
Perceptions of self as influenced by:
age
cultural background
education
ethnicity
expertise
family responsibilities
gender
interests
interpersonal approach
language
life experience
marital status
personality
physical ability
political orientation
sexual orientation
religious beliefs
socioeconomic background
thinking/learning styles
work experience
Student needs, interests and capabilities may include:
English language numeracy and literacy
Behaviour support
Learning support
Socio-emotional
Cultural appropriateness
Physical disabilities
Intellectual disabilities
Gifted and talented
Interests
Curriculum requirements
Appropriate risks refers to:
Participation in activities where the results may be unknown and where their skills and/or knowledge are likely to be known or extended
Confidence and self-esteem may include:
Communication skills
Physical abilities
Emotional resilience
Social adeptness
Cognitive abilities
Share information may include:
Personal information
Custodial information
Medical details
Assessments
Behavioural reports and programs
Individual learning programs
Anecdotal and formal reporting
Forms of contact may include:
Social
Emotional
Physical
Organisation polices and procedures may include:
Documents developed by the education system, school or a sector of the school which provided policy and procedural direction
Model and advocate refers to:
Demonstrating and promoting as part of daily life
Theories of cognitive development include:
Behavioural, cognitive learning and social constructivist theories of learning
Sequential acquisition of knowledge and skills may include:
Progressive attainment of knowledge and skills as outlined in the development stages of cognitive theories
Two-way communication refers to:
Congruence between verbal and non-verbal communication
Verbal and written communication:
phrases and jargon that students use
language specific to an area of the student's interest e.g. football/fashion
language that takes into account any identified disability or special learning needs
group or individual discussions
listening to informal conversations/chatting
volume to suit situation and audience size
intonation
articulation
pronunciation
tone of voice
awareness of word order patterns in Standard Australian English
Non-verbal communication:
working at the same level as the students (e.g. sitting at the student's desk or on the floor)
proximity to the student
eye contact/no eye contact
body language
facial language
care and respect in interactions may be demonstrated through the tone of voice and style of interaction
gestures
augmentative and alternative communication
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 skills may include:
Fine motor and gross motor activities
Eye-hand/foot coordination
Balance
Active games
Sports
Locomotion
Appropriate physical activities may include:
indoor and outdoor activities
Fine motor and gross motor activities
Eye-hand/foot coordination
Balance
Active games
Sports
Locomotion
Coordination
Learning materials and resources may include:
Electronic forms
Print resources e.g. References, texts and worksheets
Auditory resources e.g. Videos, photos, charts and diagrams
Sporting equipment
Scientific equipment
Nature
Personnel
Case studies
Assessment materials
Record/log books
Constructions
Art work
Food
Non-stereotypical images include flexible portrayal of people regardless of:
Age
Cultural background
Education
Ethnicity
Expertise
Family responsibilities
Gender
Interests
Interpersonal approach
Language
Life experiences
Marital status
Personality
Physical ability
Political orientation
Sexual orientation
Religious beliefs
Socioeconomic background
Thinking/learning styles
Work experiences
Working styles
Self-image and identity may include:
Perceptions of self as influenced by:
age
cultural background
education
ethnicity
expertise
family responsibilities
gender
interests
interpersonal approach
language
life experience
marital status
personality
physical ability
political orientation
sexual orientation
religious beliefs
socioeconomic background
thinking/learning styles
work experience
Student needs, interests and capabilities may include:
English language numeracy and literacy
Behaviour support
Learning support
Socio-emotional
Cultural appropriateness
Physical disabilities
Intellectual disabilities
Gifted and talented
Interests
Curriculum requirements
Appropriate risks refers to:
Participation in activities where the results may be unknown and where their skills and/or knowledge are likely to be known or extended
Confidence and self-esteem may include:
Communication skills
Physical abilities
Emotional resilience
Social adeptness
Cognitive abilities
Share information may include:
Personal information
Custodial information
Medical details
Assessments
Behavioural reports and programs
Individual learning programs
Anecdotal and formal reporting
Forms of contact may include:
Social
Emotional
Physical
Organisation polices and procedures may include:
Documents developed by the education system, school or a sector of the school which provided policy and procedural direction
Model and advocate refers to:
Demonstrating and promoting as part of daily life
Theories of cognitive development include:
Behavioural, cognitive learning and social constructivist theories of learning
Sequential acquisition of knowledge and skills may include:
Progressive attainment of knowledge and skills as outlined in the development stages of cognitive theories
Two-way communication refers to:
Congruence between verbal and non-verbal communication
Verbal and written communication:
phrases and jargon that students use
language specific to an area of the student's interest e.g. football/fashion
language that takes into account any identified disability or special learning needs
group or individual discussions
listening to informal conversations/chatting
volume to suit situation and audience size
intonation
articulation
pronunciation
tone of voice
awareness of word order patterns in Standard Australian English
Non-verbal communication:
working at the same level as the students (e.g. sitting at the student's desk or on the floor)
proximity to the student
eye contact/no eye contact
body language
facial language
care and respect in interactions may be demonstrated through the tone of voice and style of interaction
gestures
augmentative and alternative communication
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 can be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations
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
Assessment requires access to a range of opportunities defined in the Range Statement, including:
appropriate workplace where assessment can take place
simulation of realistic workplace environment for assessment
relevant school/centre policy, protocols and procedures
educational materials
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
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 can be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations
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
Assessment requires access to a range of opportunities defined in the Range Statement, including:
appropriate workplace where assessment can take place
simulation of realistic workplace environment for assessment
relevant school/centre policy, protocols and procedures
educational materials
Method of assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
No information
| State Code | National Code | Title | Type |
|---|---|---|---|
| D328 | CHC60208 | Advanced Diploma of Children's Services | Qualification |
| D317 | CHC51308 | Diploma of Education Support | Qualification |