CHC30812 Certificate III in Education Support CHC30213 Certificate III in Education Support
Transition RPL Kit
Transition RPL Instructions
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Š Blueprint Project LLC. Except as provided by the Copyright Act 1968 and as stated in the terms and conditions, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means without the prior written permission of Blueprint Project LLC. www.blueprintprojectllc.com info@blueprintprojectllc.com
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No patent liability is assumed with respect to the use of the information contained herein. While every precaution has been taken in the preparation of this work, the authors assume no responsibility for errors or omissions. Neither is any liability assumed for damages resulting from the use of information contained herein. This work has been prepared for use as part of structured vocational education and training and should only be used within that context. The information contained herein was correct at the time of preparation.
Modification History
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Version Number 1
Date
Changes
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03/2015
Blueprint Project’s materials are designed to support the principles of assessment (validity, reliability, flexibility, fairness) and to guide assessors to apply the rules of assessment evidence (validity, sufficiency, currency, authenticity) for Recognition of Prior Learning.
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Transition from CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support v. 1 March 2015
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Transition RPL Instructions
Transition RPL Overview
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This streamlined kit assists in the process of transitioning from CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support.
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Use this transition RPL kit with candidates who have completed CHC30812 and want to attain CHC30213. This kit provides candidates with an opportunity to demonstrate their competency of the identified gaps (performance criteria, performance evidence and knowledge evidence) between the units in CHC30812 and CHC30213. The structure of this kit is outlined in the Qualification Equivalency Table.
Transition RPL tools included in this kit Instructions
Detailed overview about how to use this kit, including the Qualification Equivalency Table (map of old units to new units) A tool that maps competency questions and practical tasks to all aspects of competency within each unit
Competency Questions
A tool used to gather evidence of a candidate’s knowledge of the identified gaps
Workplace Tasks
A tool used to gather evidence of a candidate’s skill in the identified gaps A tool used to document evidence of a candidate’s skill in the identified gaps through observation of Workplace Tasks
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Workplace Observation
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Competency Mapping
Third Party Report
A tool that verifies the candidate’s competency in their job role relating to workplace expectations and performance criteria
Record of Outcome
A document to notify the candidate of their RPL outcome and any additional steps required to achieve the qualification
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Transition RPL Instructions
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Instructions §§ §§
Review Competency Mapping prior to commencing the transition RPL process with candidate Determine if there are areas the candidate does not need to complete
Competency Questions
§§ §§ §§
Conduct a competency conversation with the candidate Combine relevant questions with tasks, when possible to streamline the process Contexualise the questions to the candidate’s specific area of work or population/demographic, etc.
Workplace Tasks
§§ §§ §§ §§
Provide Workplace Tasks document to the candidate Combine relevant questions with tasks to streamline the process Combine tasks for streamlined assessment Contextualise workplace tasks to the candidate’s specific area of work or population/demographic, etc.
Workplace Observation
§§ §§ §§
Third Party Report
§§ §§
Record of Outcome
§§ §§
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Competency Mapping
Observe candidates performing the workplace tasks Use the Workplace Observation in conjunction with the Workplace Tasks Record and date your observations
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Give to candidate to seek completion by their nominated workplace supervisor Assessors must verify the information provided is correct and accurate
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Use to inform candidate of your determination Provide any additional steps required to achieve the qualification, if necessary
Transition from CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support v. 1 March 2015
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Transition RPL Instructions
Qualification Equivalency Table NEW CHC30213 Certificate III in Education Support
Summary of Inclusion
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OLD CHC30812 Certificate III in Education Support
CHCECE006 Support behaviour of children and young people
Gaps. Included in this kit.
CHCEDS301B Comply with legislative, policy and industrial requirements in the education environment
CHCEDS001 Comply with legislative, policy and industrial requirements in the education environment
Gaps. Included in this kit.
N/A
CHCEDS002 Assist implementation of planned educational programs
New unit. Not included in this kit. The entire unit needs to be completed.
CHCEDS303A Contribute to student education in all developmental domains
CHCEDS003 Contribute to student education in all developmental domains
Gaps. Included in this kit.
N/A
CHCEDS004 Contribute to organisation and management of classroom or centre
New unit. Not included in this kit. The entire unit needs to be completed.
CHCEDS305A Support the development of reading skills (ELECTIVE) CHCEDS306A Support the development of writing skills (ELECTIVE)
CHCEDS005 Support the development of literacy and oral language skills
New core. Previously an elective. Gaps. Included in this kit.
CHCEDS307A Support the development of numeracy skills (ELECTIVE)
CHCEDS006 Support the development of numeracy skills
New core. Previously an elective. No gaps. Not included in this kit.
CHCEDS313B Communicate with students CHCEDS312A Work with diversity in the education environment
CHCEDS007 Work effectively with students and colleagues
New unit. Mapping provided from previous core units. Gaps. Included in this kit.
HLTWHS300A Contribute to WHS processes
CHCEDS017 Contribute to the health and safety of students
New unit. Mapping provided from previous core unit. Gaps. Included in this kit.
CHCEDS335A Support students with additional needs in the classroom environment (ELECTIVE)
CHCEDS018 Support students with additional needs in the classroom environment
New core. Previously an elective. Gaps. Included in this kit.
HLTHIR403C Work effectively with culturally diverse clients and coworkers (ELECTIVE)
HLTHIR403C Work effectively with culturally diverse clients and co-workers
New core. Previously an elective. No gaps. Not included in this kit.
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people (ELECTIVE)
HLTHIR404D Work effectively with Aboriginal and/or Torres Strait Islander people
New core. Previously an elective. No gaps. Not included in this kit.
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CHCCHILD301B Support behaviour of children and young people
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Transition from CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support v. 1 March 2015
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Transition RPL Instructions
NEW CHC30213 Certificate III in Education Support
Summary of Inclusion
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OLD CHC30812 Certificate III in Education Support
No equivalent unit.
CHCCCN302A Provide care for children (ELECTIVE)
CHCECE003 Provide care for children (ELECTIVE)
CHCEDS316B Comply with school administrative requirements (CORE)
CHCEDS008 Comply with school administrative requirements (Elective)
Gaps. Included in this kit.
CHCEDS330B Support learning for students with disabilities in a classroom environment (ELECTIVE)
CHCEDS016 Support learning for students with disabilities in a classroom environment (ELECTIVE)
Gaps. Included in this kit.
CHCCHILD401B Identify and respond to children and young people at risk ELECTIVE)
CHCPRT001 Identify and respond to children and young people at risk ELECTIVE)
Gaps. Included in this kit.
HLTWHS300A Contribute to WHS processes (CORE)
HLTWHS001 Participate in work health and safety (ELECTIVE)
Gaps. Included in this kit.
Not included in this kit. Gaps. Included in this kit.
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CHCEDS314B Work effectively in an education team
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Transition from CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support v. 1 March 2015
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Competency Mapping
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Transition from:
CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support
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The performance criteria, performance evidence and knowledge evidence in each unit of the new qualification is mapped to correlating PCs, PE and KE in the old qualification OR mapped to the questions and tasks/observations provided in this kit. Some components have been mapped to both the old unit of competency and a question or a workplace task. This is to address a new portion of the PC, PE or KE that has been identified as a gap. Candidates should have completed the CHC30812 Certificate III in Education Support, therefore the corresponding PC, PE and KE have already been ticked.
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Key
Q
Questions
WT/O
Workplace Task/Observation
TPR
Third Party Report
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Transition RPL Competency Mapping
Unit Component
CHC30812 Unit
Performance Criteria, Performance Evidence and Knowledge Evidence
Q
WT/O
TPR
Completed
3b
3c
3b
2C
✓
2A
✓
2c
✓
✓
✓
✓
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(if applicable)
CHCEDS005 Support the development of literacy and oral language skills (CORE)
Identify skills required for oral language, reading and writing
1.3
Recognise the use of oral language, reading and writing for different purposes
1.4
Identify oral language, reading and writing processes with support from the teacher
2.1
Read and interpret current curriculum documents in relation to literacy
2.2
Identify current literacy programs
2.3
Use agreed recording systems for students’ abilities in literacy as directed by the teacher
2.4
Work within structure and guidelines of literacy program as directed by the teacher
Element 3 Support student literacy
CHCEDS306A 1.1 CHCEDS305A 1.1 CHCEDS306A 1.2
3a
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1.2
2.5
Select and modify appropriate resources to support literacy programs as needed
3.1
Use appropriate strategies to support literacy program under the guidance of the teacher
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Element 2 Work within guidelines of literacy program
Explore link between oral language, reading and writing
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Element 1 Identify oral language, reading and writing skills
1.1
CHCEDS305A 1.3 CHCEDS306A 1.4
CHCEDS305A 3.2 CHCEDS306A 2.3 CHCEDS305A 3.1 CHCEDS306A 2.1 CHCEDS305A 2.1, 2.2 CHCEDS305A 4.1, 4.2, 4.3, 4.4 CHCEDS306A 3.1, 3.3
Transition from: CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support v.1 March, 2015 ©
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Transition RPL Competency Mapping
Unit Component
CHC30812 Unit
Performance Criteria, Performance Evidence and Knowledge Evidence
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WT/O
TPR
Completed
3.2
Encourage and support students to become independent, literate learners
3.3
Support the accurate use of literacy conventions and processes
3.4
Monitor literacy program
3.5
✓
3D
2A
Provide feedback and evaluation of student progress to teacher
2D
✓ ✓ ✓
3.6 Identify correct storage and retrieval of confidential records Implemented reading, writing and oral language support strategies for at least two students, as directed by the teacher
CHCEDS305A CHCEDS306A CHCEDS305A CHCEDS306A CHCEDS305A CHCEDS306A CHCEDS305A CHCEDS306A CHCEDS305A CHCEDS306A CHCEDS305A CHCEDS306A CHCEDS306A CHCEDS305A 4.1, 4.2, 4.3, 4.4 CHCEDS306A 3.1, 3.3 CHCEDS305A CHCEDS306A CHCEDS305A CHCEDS306A CHCEDS306A
1c
2C
✓
✓
✓
✓
✓
✓
3a
3d
3e
✓
✓
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Completed a sequence of tasks with direction and support from the teacher
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Interpreted information from written and/or verbal directions
Managed time to provide effective support to learners as guided by teachers Consulted with teachers and other colleagues to accommodate individual student requirements. Relationships between oral language, reading and writing A range of strategies to develop students’ oral language, reading and writing skills
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Knowledge Evidence (Essential Knowledge)
CHCEDS305A 4.4 CHCEDS306A 3.5
Maintained and completed required records for at least two students Performance Evidence (Essential Skills)
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(if applicable)
Role of education support worker in providing oral language, reading and writing support to students A range of effective communication strategies for use with students and teachers Genres and writing styles
Transition from: CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support v.1 March, 2015 ©
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Transition RPL Competency Mapping
Unit Component
CHC30812 Unit
Performance Criteria, Performance Evidence and Knowledge Evidence
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WT/O
TPR
Completed
Texts for different purposes Accurate spelling, grammar and punctuation
Current curriculum and literacy programs
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Skills must be assessed in the workplace In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical. Simulated assessment environments must simulate the real-‐life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment. Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors
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Assessment Conditions
CHCEDS356A 2.1 CHCEDS316B CHCEDS305A CHCEDS306A
✓
✓
✓
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Organisation policies and procedures
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(if applicable)
2b, 2c
Assessors must observe these requirements when undertaking the RPL assessment.
This is an RTO compliance responsibility.
Transition from: CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support v.1 March, 2015 ©
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Competency Questions
Transition from:
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Candidate Name
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CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support
Student Identification Number
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Use these questions to facilitate a ‘competency conversation’ with the candidate in order to gather evidence of their knowledge and level of performance (PCs) identified as gaps in this transition kit. Each question covers knowledge evidence and performance criteria from multiple units of competency. Refer to the Cluster Bank in the Instructions and the Competency Mapping to determine which units are covered in each question. It may not be necessary to ask all questions. Key points have been provided for assessors to prompt candidates, if necessary. They are not exhaustive or mandatory responses; they are provided as a guide. Look for information the candidate omits and ask them to elaborate when necessary.
Use the box at the end of the key points to record details of the conversation and any contextualisation.
RPL Kit Competency Questions
Competency Question 3 Language and Literacy 3a) What is the relationship between oral language, reading and writing? 3b) What skills are required for oral language processes?
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3c) How is oral language, reading and writing used for different purposes? 3d) What strategies can be used to develop students’ oral language skills?
3e) What is the role of an education support worker in providing oral language support to students?
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Question 3 Key Points -‐ Tick the key points the candidate discusses 3a) Relationship between oral language, reading and writing:
! ! ! !
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! !
Oral language is the foundation for literacy Sequence of learning language: oral – reading – writing Experience with various texts as a reader provides models for use as a writer Visual models of pages, paragraphs, sentences, gleaned from reading various materials help develop skills to structure own writing as well as oral language development The structure for persuasive speech is the same as for persuasive writing Development of spoken voice and written voice are similar Learn to adapt spoken word to your audience, and written word to your audience Reading aloud, or listening to texts, poems and stories develops a sense of the rhythms of language that can be used to test the effectiveness of own writing The effectiveness of different genres is demonstrated by reading examples of each The ways in which words are combined to make meaning are demonstrated as students construct meaning from texts Exploration of the use of alternative effects such as visual images on the creation of meaning in a text Students hear the word, read the word, write the word Writing is significantly the most difficult skill to acquire due to the many components needed: ! 1. Student has to create a thought ! 2. Once sentence is verbalised, they then need to begin composing. Student thinks about handwriting – how to form the letters, position the letters on a line, determine the size of the letters and control the pencil/pen ! 3. Student then needs to think about how to spell the words they are writing (from memory, sight words or from sounds) Sounds are specifically linked to the students’ ability to correctly form the sound, e.g., it is common for students to say ‘f’ when they need to say ‘th’, so they write ‘free’ instead of ‘three’ Students also need to keep the words in the correct order Writing is particularly complicated for students with oral language issues, which are not just about pronouncing words correctly but other disorders such as, expressive and receptive language issues
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! ! ! !
! ! !
! ! !
Transition from CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support v.1 March, 2015
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RPL Kit Competency Questions
3b) Skills required for oral language processes include: Word knowledge – vocabulary Sentence structure – grammar, syntax Language understanding – Semantics and comprehension Understanding sounds – phonology, phonics Understanding social uses/rules – pragmatics Structured thinking – elaborate, organise and sequence thoughts Identifying letters Correctly forming sounds of the letter Thinking of a word that begins with that letter Saying the letter/word/sentence correctly Asking and answering questions
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! ! ! ! ! ! ! ! ! ! !
3c) Oral language, reading and writing is used for different purposes, including:
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Oral language: ! To share information ! To ask questions and learn from others ! To develop relationships ! To express emotions ! Immediate and often effortless form of communication Reading: ! To access information ! To enjoy a specific use of words (poetry, description) ! To appreciate a new perspective ! To fire the imagination ! To be able to discuss texts with others ! To obtain instructions or directions ! For social purposes (signs, invitations, advertisements) ! To acquire information all around us Writing: ! To tell a story ! To express emotion ! To demonstrate knowledge ! To share information ! To develop relationships ! Develops slowly over time ! Used for personal reasons as well as work and academic purposes
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3d) Strategies that can be used to develop students’ oral language skills include:
! ! ! ! ! ! !
Modelling Providing opportunities to speak about topics of interest (Show and Tell, Expert Teacher, etc.) Giving students ‘starters’ to prompt them Positively correcting their attempts and getting them to repeat the sentence or word correctly Explicitly teaching formation of individual sounds and position of tongue Picture prompts (using pictures as a talking point) Providing prompts to help retain their sentences during the writing process Transition from CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support v.1 March, 2015
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RPL Kit Competency Questions
! ! ! ! ! ! ! !
Giving students opportunities to discuss and form sentences orally (whole class, small groups, partners or a combination of all three) Providing oral prompts and written support such as a word wall, dictionary, etc. Creating visual prompts with pictures Role playing, dramatic play Reading to students Listening activities, e.g., whispers, telephone, singing, etc. (for younger students) Debating (for older students) Using technology (computers, tablets, etc.) Using oral language programs, e.g., Cued Articulation, Support a Talker, Meta Linguistic Awareness Program, etc.
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3e) The role of an education support worker in providing oral language support to students, includes: Providing support to the teacher and students in developing oral language Working with the whole class or one-‐to-‐one depending on student need Providing building blocks for the development of oral language, Listening to children read, reading to them or telling them stories Identifying correctly formed sentences Being aware of positional language Sharing information about student progress with teachers
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! ! ! ! ! ! !
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Record details of the conversation and any contextualisation:
Assessor Signature
Date
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Assessor Name
Transition from CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support v.1 March, 2015
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Workplace Tasks Transition from:
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CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support
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These tasks are used to gather evidence of your competency in the performance criteria and performance evidence identified as gaps from CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support.
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Your assessor will observe you completing these tasks. Often, there are components of the task you must complete before the assessor observes you. Read through all tasks before commencing.
Assessors: Use the box at the end of each task to record details of adjustments and modifications.
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Transition RPL Kit Workplace Tasks
Workplace Task 2 Learning Support ! Prepare for your assessor’s visit by organising your materials and documentation ahead of time.
Part A – Read and interpret literacy curriculum documents
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Ask the teacher for the literacy curriculum documents and read through them carefully.
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Summarise and interpret the curriculum as it relates to your job role. Include how you will monitor the literacy program.
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Part B – Assisting students with individual education programs "
Ask the teacher for instructions on how to support two children that have an Individualised Education Plan (IEP) and carry out these instructions.
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With these same children, implement oral language support strategies, as directed by the teacher.
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Your assessor will be looking to see that you vary your communication style to meet the needs of both students as well as provide constructive advice and feedback.
Part C –Oral language support
Identify oral language processes with support from the teacher. Then ask the teacher for instructions on how to support two children that are struggling with oral language. [If your teacher cannot identify 2 students who are struggling with oral language in your class, you will need to work with a teacher in another class to complete this task.]
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Implement the oral language support strategies suggested by the teacher using language, equipment and materials suited to their individual needs
Part D – Provide feedback of student progress
After working with the students in Parts B and C, provide feedback and an evaluation of their progress to the teacher. This should be done in front of your assessor. S/he will be looking to see that you: " "
Use active listening Clarify information
Transition from CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support v.1 March, 2015
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Transition RPL Kit Workplace Tasks
Record details of adjustments and modifications to workplace task.
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SA
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Transition RPL Kit Workplace Observation
Workplace Observation 2 Learning Support
Read and interpreted current curriculum documents in relation to literacy
Record what you observed
Date/ initial
Cooperated and shared information with others to facilitate student support
Followed individual education programs planned by the teacher for at least two students
Implemented reading, writing and oral language support strategies for at least two students, as directed by the teacher
Used language, equipment, materials and strategies suited to the individual needs of at least two students
Communicated effectively with one colleague, including varying style to suit student needs
Provided at least two students with constructive advice and feedback
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Monitored literacy program
Date/ initial
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Competency Components
Transition from CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support v.1 March, 2015
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Transition RPL Kit Workplace Observation
Competency Components
Record what you observed
Communicated effectively with one colleague, including clarifying information
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Assessor Name
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Assessor Signature
Date
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Date/ initial
Communicated effectively with one colleague, including using active listening
Record how you contextualised these observations:
Date/ initial
Transition from CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support v.1 March, 2015
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Third Party Report
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For Workplace Supervisors Transition from: CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support Candidate Name
Organisation Name
Date
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As part of the transition from CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support, the candidate is required to submit a report from their nominated workplace supervisor. Please answer the following questions about the candidate’s ability to perform their work to a standard that is acceptable to your organisation. Your perspective and time are invaluable to this process. Only tick the box if the candidate performs the work tasks to your organisation’s standards.
Does the candidate consistently meet your organisation’s performance standards for:
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CHCECE006 Support behaviour of children and young people: ! Collecting data and recording observations as a basis for gaining understanding of the child/young person’s behaviour ! Contributing effectively to implementation of personalised support plans ! Communicating issues to a supervisor and negotiated solutions in a clear and appropriate manner at least twice ! Guiding behaviour using positive support techniques with at least two children and/or young people ! Recording observations and identifying behaviours requiring support of children and/or young people using a range of methods CHCEDS001 Comply with legislative, policy and industrial requirements in the education environment: ! Reporting concerns in a constructive and supportive manner to relevant personnel
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Transition RPL Kit Third Party Report
Only tick the box if the candidate performs the work tasks to your organisation’s standards.
Does the candidate consistently meet your organisation’s performance standards for: CHCEDS003 Contribute to student education in all developmental domains: ! Implementing strategies appropriate for supporting students with different developmental support needs
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CHCEDS005 Support the development literacy and oral language skills: ! Identifying oral language processes with support from the teacher ! Reading and interpreting current curriculum documents in relation to literacy ! Selecting and modifying appropriate resources to support literacy programs as needed ! Supporting the accurate use of literacy conventions and processes ! Monitoring the literacy program ! Providing feedback and evaluation of student progress to teacher ! Implementing oral language support strategies for at least two students, as directed by the teacher Describe your direct working relationship with the candidate:
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The candidate:
Performs job tasks to an appropriate level Manages job tasks effectively Implements safe working practices Problem-‐solves according to job requirements Works well with others Copes with non-‐routine situations
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! ! ! ! ! !
Comments to support your responses:
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Transition RPL Kit Third Party Report
Only tick the box if the candidate performs the work tasks to your organisation’s standards.
Does the candidate consistently meet your organisation’s performance standards for: Supervisor Signature
Are you willing to be contacted if the assessor has further questions?
Date
!
!
Yes
No
Supervisor Name
Supervisor Title
Supervisor Phone
Supervisor Email
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Assessor comments:
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Assessor Signature
Assessor Name
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Third Party Report verified as authentic by assessor (initial):
Date
Transition from CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support v. 1 March, 2015
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Record of Outcome
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Transition from: CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support
Candidate Workplace
Assessor Name
RTO Name
RTO Address
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Candidate Name
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Units of competency included in this transition kit
Date
CHCECE006 Support behaviour of children and young people
CHCEDS001 Comply with legislative, policy and industrial requirements in the education environment
CHCEDS003 Contribute to student education in all developmental domains
CHCEDS005 Support the development of literacy and oral language skills
CHCEDS007 Work effectively with students and colleagues
CHCEDS017 Contribute to the health and safety of students
CHCEDS018 Support students with additional needs in the classroom environment
CHCECE003 Provide care for children (ELECTIVE)
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RPL Assessor Achieved Initial (y/n)
Transition RPL Kit Record of Outcome
Units of competency included in this transition kit
RPL Assessor Achieved Initial (y/n)
Date
CHCEDS016 Support learning for students with disabilities in a classroom environment (ELECTIVE)
CHCPRT001 Identify and respond to children and young people at risk (ELECTIVE)
HLTWHS001 Participate in work health and safety (ELECTIVE)
Yes
No
N/A
Results discussed with candidate
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RPL Outcome
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CHCEDS008 Comply with school administrative requirements (ELECTIVE)
Comments and further action discussed with candidate
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Preparation and next steps for gap training or assessment:
Assessor Signature
Date
Transition from CHC30812 Certificate III in Education Support to CHC30213 Certificate III in Education Support v.1 March, 2015
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