Unit of competency Outline
Date retreived
22/07/2026 6:53 PM AWST
22/07/2026 6:53 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.
Support learning and implementation of responsible behaviour
Support learning and implementation of responsible behaviour
Unit of competency
National Code
CHCEDS514A
CHCEDS514A
State Code
D8569
D8569
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
04/08/2011
Field of Education
070199 - Teacher Education, N.e.c.
Original Release Date
04/08/2011
Nominal Hours
50
Description
DescriptorThis unit deals with the skills and knowledge required by education support workers to assist the individual and education organisation to implement responsible behaviour plansThe unit develops an understanding of relevant legislation and organisation policies
Notes
Elements and Performance Criteria
1. Research and document legislative and organisation policy requirements
- 1.1 Access legislation and organisation policies in relation to behaviour support concerns
- 1.2 Identify and confirm essential requirements of relevant legislation and organisation policies
- 1.3 Conduct and review work practices in accordance with requirements of legislation and organisation policies
- 1.4 Identify organisation requirements for student and learning environment behaviour strategies and plans
2. Create safe learning environments to socially support student learning
- 2.1 Plan and implement learning experiences in consultation with the teacher
- 2.2 Establish constructive relationships with students based on mutual trust and respect
- 2.3 Engage in inclusive communication with students
- 2.4 Establish strategies for promoting collaborative relationships between students
3. Support learning environments encouraging student's responsibility
- 3.1 Examine and determine key aspects of philosophical approaches to behaviour management
- 3.2 Support students to identify and analyse their learning goals in consultation with teacher
- 3.3 Implement learning experiences that encourage students to direct and manage their own learning in consultation with the teacher
- 3.4 Implement learning experiences where students reflect on their own learning in consultation with the teacher
4. Support implementation of strategies for student responsibility in behaviour management
- 4.1 Work in consultation with the teacher to identify behaviour management strategies to support students in learning to take responsibility for their own behaviour
- 4.2 Establish learning environments that assist students to work collaboratively
- 4.3 Implement strategies forassisting students to monitor and review their own behaviour
- 4.4 Implement learning experiences for students to develop effective communication skills and appropriate social and learning behaviours
- 4.5 Implement strategies for providing regular feedback and reinforcement to students
- 4.6 Examine classroom behaviour management practices for effectiveness
- 4.7 Implement support processes for students requiring specific skills in developing and maintaining behaviours
- 4.8 Evaluate and implement strategies for professional practice improvement
- 4.9 Use collaborative problem solving skills when working with colleagues and students
- 4.10 Take appropriate steps, if required, to maintain personal safety of self and others
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.
Legislative and organisation policy requirements may include:
Anti-discrimination Act 1991
Commission for Children and Young People and Child Guardian Act 2000
Education (General Provisions) Act 1989
Freedom of Information Act 1992
Individual education environment policy, procedure and plans
Workplace Health and Safety Act 1995
Philosophical approaches to behaviour management may include:
Behavioural
Cognitive
Ecosystemic
Psychodynamic
Strategies for assisting students to monitor and review their own behaviour may include:
Discussion
Hypotheticals
Questioning
Reflection
Role play
Effective communication skills may include:
Conflict management
Critical listening and questioning
Culturally appropriate language
Discussions (individual or group)
Paraphrasing
Presentations
Providing constructive and supportive feedback
Use of languages other than English if required
Use of translators
Verbal/non-verbal
Written (e.g. electronic, letters, memos)
Classroom behaviour management practices may include:
Body language
Cue with parallel acknowledgement
Descriptive encouraging
Establish expectations
Give instructions
Provide choice
Selective attending
Collaborative problem solving skills may include:
Active listening
Clarify
Draw inference
Provide positive feedback
Summarise
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.
Legislative and organisation policy requirements may include:
Anti-discrimination Act 1991
Commission for Children and Young People and Child Guardian Act 2000
Education (General Provisions) Act 1989
Freedom of Information Act 1992
Individual education environment policy, procedure and plans
Workplace Health and Safety Act 1995
Philosophical approaches to behaviour management may include:
Behavioural
Cognitive
Ecosystemic
Psychodynamic
Strategies for assisting students to monitor and review their own behaviour may include:
Discussion
Hypotheticals
Questioning
Reflection
Role play
Effective communication skills may include:
Conflict management
Critical listening and questioning
Culturally appropriate language
Discussions (individual or group)
Paraphrasing
Presentations
Providing constructive and supportive feedback
Use of languages other than English if required
Use of translators
Verbal/non-verbal
Written (e.g. electronic, letters, memos)
Classroom behaviour management practices may include:
Body language
Cue with parallel acknowledgement
Descriptive encouraging
Establish expectations
Give instructions
Provide choice
Selective attending
Collaborative problem solving skills may include:
Active listening
Clarify
Draw inference
Provide positive feedback
Summarise
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
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| D2466 | CHCEDS504A | Support the development and implementation of responsible behaviour | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WC909 | CHCEDS514B | Support learning and implementation of responsible behaviour | Unit of competency |
