Sample CHC30213 Certificate III Ed Support RPL by blueprint project

RPL Kit Assessor Instructions

CHC30213 Certificate III in Education Support

RPL Kit Assessor Instructions

CHC30213 Certificate III in Education Support v. 1 July, 2015

RPL Kit Assessor Instructions

© 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. info@blueprintprojectllc.com www.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

Date

07/2015

Version

Changes

This resource has been developed in consultation with industry experts.

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.

CHC30213 Certificate III in Education Support v. 1 July, 2015

RPL Kit Assessor Instructions

RPL Overview For Assessors

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Recognition of Prior Learning (RPL) is the process of evaluating and acknowledging a person’s skills and knowledge to perform a particular job role related a unit of competency or a qualification. Skills and knowledge are gained through a range of work, life, formal and informal learning experiences. This kit contains tools to help customise the recognition assessment of the candidate’s knowledge and skills for this qualification. Assessors are not required to use every tool. Only use the tools necessary to holistically assess the candidate. After an initial interview with a potential candidate, you will need to determine whether or not they are able to complete the RPL process. Using this RPL kit, you will be able to determine if a candidate earns the qualification based on: § Evidence they provide § Questions they answer via a competency conversation § Tasks they complete in the workplace § Your observations You are responsible for ensuring they have demonstrated the knowledge and skills required to: § Work in a range of education settings, including public and independent schools and community education settings § Provide assistance and support to teachers and students under broad-‐based supervision

CHC30213 Certificate III in Education Support v. 1 July, 2015

RPL Kit Assessor Instructions

Assessor Tools

The following tools are for the Assessor to use.

Competency Mapping

Record of Evidence

A detailed map indicating where each component of competency is included in this kit

A tool for recording each piece of evidence (documentation, questions, tasks, observations) to each unit of competency

A summary list of the questions and tasks provided in this kit

Question and Task Banks

An overview of the RPL process, a list of what is included in this kit and detailed instructions on how to use this kit

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Instructions

Competency Questions

Tasks an assessor may ask a candidate to complete in order to gather evidence of a candidate’s skills and experience relating to the qualification (use in conjunction with Workplace Observation)

Workplace Tasks

Questions an assessor may ask a candidate in order to gather and document evidence of a candidate’s knowledge and experience relating to the qualification

Workplace Observation

Record of Outcome

A tool used in conjunction with the Workplace Tasks to document evidence of a candidate’s skills through observation of the Workplace Tasks and other observations

A document used to notify a candidate of their RPL outcome and any additional steps required to achieve the qualification

CHC30213 Certificate III in Education Support v. 1 July, 2015

RPL Kit Assessor Instructions

Candidate Tools

The following tools are for the candidate to use. A detailed overview of the RPL process and what to expect

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Instructions

A basic form for gathering information

Application

A summary of the learning outcomes for each unit of competency for the qualification

Unit Summaries

A tool to index each piece of evidence (trainings, workshops, CV, photos, presentations, reports, certificates, awards, etc.)

Evidence Index

Third Party Report

A tool to give to the workplace supervisor to verify competency in candidate’s job role relating to workplace expectations and performance criteria

Self-‐Evaluation

A self-‐evaluation of experience, skills and evidence that relate to each unit of competency in the qualification, including information from the Evidence Index

CHC30213 Certificate III in Education Support v. 1 July, 2015

RPL Kit Assessor Instructions

Instructions

There are many ways to initiate the RPL process. The following instructions are an example of how assessors could use the tools included in this kit. Every candidate, assessor and organisation has different needs. The tools have been created to allow for flexibility and customisation.

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Instructions

Documents Needed Candidate Tools:

Give the entire candidate folder to the candidate for completion.

Review the Competency Mapping prior to starting the RPL process with candidate.

Answer any questions the candidate may have about how to use and complete the candidate tools.

Candidate Instructions Application Unit Summaries Evidence Index Self-‐Evaluation Third Party Report Competency Mapping

Candidate Tools

Evidence Index Self-‐Evaluation Record of Evidence

Interview the candidate: § Ask the candidate to elaborate on any work/life experiences they have recorded that relates to the units of competency and their job role § Look for information the candidate may not think is important or may have omitted § Decide what documentary evidence you think they can further provide to support their claim of recognition

Evidence Index Self-‐Evaluation Record of Evidence

After the candidate completes the Evidence Index and the Self-‐Evaluation, review them and begin to use the Record of Evidence, filling in the relevant evidence provided by the candidate.

CHC30213 Certificate III in Education Support v. 1 July, 2015

RPL Kit Assessor Instructions

Instructions Continue to use the Record of Evidence as a tool to determine which questions to ask and tasks to assign. Create an RPL plan, deciding what tools (or part thereof) you plan to use to complete the RPL process: Competency Questions Workplace Tasks/Workplace Observation Third Party Report

Record of Evidence Competency Questions Workplace Tasks Third Party Report

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§ § §

Documents Needed

Competency Questions

Provide the necessary Workplace Tasks to the candidate: § Combine relevant questions and tasks, when possible § Combine tasks for streamlined assessment, when possible § Contextualise tasks to the candidate’s specific area of work, population, demographic, etc.

Workplace Tasks

Conduct a competency conversation with the candidate, using the necessary questions: § Combine relevant questions and workplace tasks, when possible § Contexualise the questions to the candidate’s specific area of work, population, demographic, etc.

Observe the candidate performing the workplace tasks: § Use the Workplace Observation to record the candidate’s performance § Observe the candidate on a 2nd occasion carrying out their duties in their workplace § Record and date your observations

Workplace Observation

Collect the Third Party Report and verify the information provided is correct and accurate.

Third Party Report

Complete the Record of Evidence.

Record of Evidence

Inform candidate of your determination. Provide any additional steps required to achieve the qualification, if necessary.

Record of Outcome

CHC30213 Certificate III in Education Support v. 1 July, 2015

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Competency Mapping CHC30213 Certificate III in Education Support

This table is a reference tool mapping the competency questions and workplace tasks provided in this kit to all aspects of each unit of competency (performance criteria, performance evidence and knowledge evidence) for this qualification.

Assessment Method

Unit Component

Performance Criteria, Performance Evidence and Knowledge Evidence

Assessment Questions

Workplace Task

Workplace Observation

✓

Element 1 Contribute to a safe and supportive environment

1.1 1.2 1.3 2.1 2.2

Use safe, supportive and equitable practices appropriate to the development stage and needs of the child and/or young person Recognise any developmental challenges or mental health issues of child or young person that may have potential impacts on behaviour Identify contributing environmental factors Establish expectations for behaviour in consultation with supervisor and in line with work role Provide instructions in a manner appropriate to the child or young person’s needs and context of the work environment and activity Use positive reinforcement and clear verbal and non-‐verbal communication strategies to acknowledge responsible behaviour Employ appropriate strategies to redirect behaviour and defuse situations

Element 2 Use positive support techniques

CHCECE006 Support behaviour of children and young people

2.3 2.4

Element 3 Observe and collect

3.1

Collect data and record observations as a basis for gaining understanding of the child/young person’s behaviour

Transition RPL Competency Mapping

Assessment Method

Assessment Conditions

School/centre’s policies and procedures Curriculum use in the classroom

Potential hazards and risks for students Professional language and feedback that may be required for student reviews and case conferences Skills must be demonstrated 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

(Essential Knowledge)

Performance Criteria, Performance Evidence and Knowledge Evidence

Assessment Questions C2

Workplace Task

Workplace Observation

✓

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Unit Component

Assessors must observe these requirements when undertaking the RPL assessment.

This is an RTO compliance responsibility.

CHCEDS003 Contribute to student education in all developmental domains

Element 1 Support the physical development of students

1.2 1.3 2.1

Identify the stages of physical development required for each phase of the current curriculum framework Use appropriate strategies, materials and resources to support physical development according to the school/centre policy and procedures Report concerns about a child’s physical development to the teacher in accordance with the school/centre policy and procedures Identify the stages of social and emotional development required for each phase of development in the current curriculum Use appropriate strategies, materials and resources to support social and emotional development Report concerns about a child’s social and/or emotional development to the teacher in accordance to the school/centre policy and procedures Identify the stages of cognitive and language development required for each phase of development in the current curriculum

Element 2 Support the social and emotional development of students

1.1

Element 3 Support the cognitive

2.2 2.3 3.1

CHC30213 Certificate III in Education Support v. 1 July, 2015

✓

Transition RPL Competency Mapping

Assessment Method Unit Component

Knowledge Evidence (Essential Knowledge)

Workplace Task

Workplace Observation

✓

Physical development

Emotional and social development

Cognitive and language development Implemented strategies appropriate for supporting at least two students with different developmental support needs Reported any concerns about children’s development to the teacher

✓ ✓ ✓ ✓

✓

Supported an inclusive environment Performed the activities outlined in the performance criteria of this unit during a period of at least 100 hours within at least one education provider. Relevant education system/school’s policies and procedures

Curriculum and curriculum framework

Cultural and linguistic background of students and families Broad developmental stages of children/young people in the physical, cognitive, language, social and emotional domains Strategies to support the stages of development in each domain

§ § §

Performance Evidence (Essential Skills)

Assessment Questions

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Element 4 Contribute to the inclusion of all students in the classroom and community

Use appropriate strategies, materials and resources to support cognitive and language development Report concerns about a child’s cognitive and/or language development to the teacher 3.3 according to school/centre procedures Encourage students to recognise and affirm differences in personal learning styles and 4.1 abilities according to established guidelines Liaise effectively with the teacher or other appropriate person concerning special 4.2 requirements for an individual student Assist students from culturally or linguistically diverse backgrounds in orientating 4.3 themselves to formal and informal school/centre structures 4.4 Implement language programs for students from linguistically diverse backgrounds Identify various approaches to study and learning by culturally diverse students and those 4.5 with different abilities Identified the developmental stages within each phase of the current curriculum, including: 3.2

and language development of students

Performance Criteria, Performance Evidence and Knowledge Evidence

CHC30213 Certificate III in Education Support v. 1 July, 2015

D2 ✓ Assessors must verify this on the Third Party Report

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Record of Evidence

CHC30213 Certificate III in Education Support

This is a record for you demonstrate exactly how and why you determined competency for this qualification.

Use this tool to record each piece of evidence (documentation, questions, tasks) against components of each unit of competency (Elements, Performance Evidence and Knowledge Evidence) to ensure you are comprehensively evaluating the evidence. Use the Competency Mapping tool for a more detailed look at the components of competency. After reviewing the documentation provided by the candidate, write down any relevant document number provided in the Evidence Index. Write down the competency question, workplace task and workplace observation number you used to assess the candidate. Include any notes necessary to explain your determination.

You may also use this tool to create an RPL plan for each candidate.

Candidate Name

Candidate Contact

RPL Kit Record of Evidence Evidence Index #

Unit Components

Question #

Workplace Observation Task # #

Notes

Support the social and emotional development of students

Support the cognitive and language development of students

Contribute to the inclusion of all students in the classroom and community

Performance Evidence

Support the physical development of students

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CHCEDS003 Contribute to student education in all developmental domains

Knowledge Evidence

CHC30213 Certificate III in Education Support v. 1 July, 2015

Competency Questions CHC30213 Certificate III in Education Support

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Candidate Name

Student Identification Number

The competency questions are used to facilitate a conversation with the candidate in order to gather further evidence of their competency. Each question covers knowledge evidence and performance criteria from a specific unit of competency. After considering all of the collected evidence, ask only the questions for units of competency where sufficient evidence has not yet been provided. Streamline the process by asking relevant questions while observing relevant tasks, when possible. Refer to the Question Bank to help you plan your conversation. Key points have been provided for assessors to prompt candidates, when necessary. They are not exhaustive or compulsory responses; they are provided as a guide. Look for information the candidate omits and ask them to elaborate, when necessary. Add relevant key points provided by the candidate. Note: where legislation, policies and procedures are mentioned, candidates must provide specific examples related to their state/territory and organisation. Only generic examples have been provided.

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 D CHCEDS003 Contribute to student education in all developmental domains

D1. Summarise the developmental stages of children/young people in the physical, cognitive, language, social and emotional domains. D2. What strategies can be used to support student development in each of the developmental domains?

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D3. List the range of materials and resources that support the stages of development in each domain. D4. What are the language programs you can use to support language development?

D5. Describe the cultural and linguistic background of students and families at your school. D6. Describe the curriculum and curriculum framework currently used in your school. D7. Describe the curriculum and curriculum framework currently used in your school.

D8. What are the education system/school’s policies and procedures relevant to your work?

Question D Key Points -‐ Tick the key points the candidate discusses

D1. Developmental stages of children/young people includes: Early Childhood (3 to 6 years) q Physical: q Brain develops faster than any other part of the body q Readiness for certain types of activities q Stronger, more adult-‐like proportions q Gross motor skills [running and jumping] develop faster than fine motor skills q Cognitive and language: q Use of symbols q Illogical view of the world q Language acquisition improves dramatically q Basic understanding of grammar q Social and emotional: q Increased movement and physical ability allow child to initiate new activities q Sense of self begins to mature q Imaginative play with other children q Increased independence from parents/caregivers q Attempts to control their environment Middle Childhood [7 to 12 years] Physical: q Motor skill development slows, but increased control and mastery q Increased strength q Increased heart and lung capacity

q

CHC30213 Certificate III in Education Support v. 1 July, 2015

RPL Kit Competency Questions

q

Cognitive and language: q Development of memory, reasoning, intuition and capacity to learn q Apply logic q Can organise their learning into concepts and groups of information q Preference and aptitude for particular subjects develops Social and emotional: q Increased independence, competence and self-‐esteem q Ability to understand other’s feelings q Create a school-‐based sub-‐culture and code of behaviour q Understand principles of larger society (morals, values etc.) q More selective friendships

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q

D2. Strategies to support student development in each of the developmental domains include: Physical: q Providing age/stage appropriate materials, resources and equipment q Provide Physical Education q Sports days q Obstacle courses q Provide opportunities for physical play/activity every day q Vary physical activities to challenge children Cognitive: q Scaffold children’s learning q Provide a range of materials, resources, technologies and experiences q Science experiments q Excursions q Research projects Language: q Providing opportunities to speak about topics of interest (Show and Tell, Expert Teacher, etc.) q Positively correcting their attempts and getting them to repeat the sentence or word correctly q Explicitly teaching formation of individual sounds and position of tongue q Picture prompts (using pictures as a talking point) q Giving students opportunities to discuss and form sentences orally (whole class, small groups, partners or a combination of all three) q Providing oral prompts and written support such as a word wall, dictionary, etc. q Creating visual prompts with pictures q Reading to students q Listening activities, e.g., whispers, telephone, singing, etc. (for younger students) q Using technology (computers, tablets, etc.) q Using oral language programs, e.g., Cued Articulation, Support a Talker, Meta Linguistic Awareness Program, etc. Social and emotional: q Help children take responsibility for own actions q Providing physical and psychological space q Creating opportunities to suit the child’s preferences CHC30213 Certificate III in Education Support v. 1 July, 2015

RPL Kit Competency Questions

q q q q q q

Creating opportunities to ‘let off steam’ Acknowledging and encouraging success Talking about feelings Practice social behaviours when there is an issue Be sensitive to children’s range of emotions Model care, empathy and respect

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D3. Range of materials and resources that support the stages of development in each domain includes: Physical: q Witches Hats q Playground equipment q Hula hoops, or small hoops q Balance beams q Balls of different sizes Cognitive: q Fiction and non-‐fiction books q Art materials q Puzzles q Mystery and problem-‐solving games/activities q Hands on centres/learning stations Language: q Fiction and non-‐fiction books q Sentence makers q Books on CD Social and emotional: q Puppets/dolls/props q Dress up clothes for dramatic play q Books q Art materials

D4. Language programs to support language development include:

q

q q q q q

NAPLAN (National Assessment Program – Literacy and Numeracy) q National testing for years 3, 5, 7, 9 q No Pass/No Fail q Students are assessed in reading, writing, language conventions and numeracy English curriculum is broken into 3 major categories -‐ Language, Literature and Literacy Educators are expected to share quality literature with students Recommended books/novels to be studied Multi-‐modal texts (text with pictures, sound and even animation) Students are required to respond to text – demonstrating understanding and forming relationships with characters and being creative in forming their own texts

D5. Cultural and linguistic background of students and families may include:

q q q

Aboriginal and/or Torres Strait Islander Vietnamese Japanese CHC30213 Certificate III in Education Support v. 1 July, 2015

RPL Kit Competency Questions

q q q q q q q

Russian Maori Sudanese South African Eastern European South American Indonesian

D6. Curriculum and curriculum frameworks currently used include: Protect their privacy Ensure their safety and security Prevent improper sharing of private information Protect family privacy Avoid prejudice and discrimination

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q q q q q

D7. Curriculum and curriculum frameworks currently used include: The Australian Curriculum: q Sets consistent high standards for Australian students q Focuses on learning area content and achievement standards that describe what students will learn and teachers will teach q F-‐10 Curriculum (foundation to year 10 learning areas, general capabilities and cross curriculum priorities) q Senior Secondary Curriculum (15 subjects across English, mathematics, science, history and geography) q Each subject has its own curriculum documents q Each state has their own version based on the national curriculum q Each curriculum document has a specific Aboriginal and/or Torres Strait Islander component – key outcomes that need to be addressed each year q Private schools use the national curriculum, and adjust the documents to meet their specific needs Frameworks: q The Early Years Learning Framework (‘Belonging, Being and Becoming’) q The Framework for School Age Care (‘My Time, Our Place’) q Every Chance to Learn – Curriculum framework for ACT schools preschool to Year 10 q The Tasmanian Curriculum q The Victoria Early Years Learning and Development Framework q The Curriculum Framework for Kindergarten to Year 12 Education in Western Australia q The National Safe Schools Framework D8. Education system/school’s policies and procedures include:

q q q q q q q q q q

Student protection/safety policies Code of conduct Anti-‐discrimination Record keeping Confidentiality Critical incident policy/procedures Use of technology Risk assessment (school and excursions) Student-‐teacher contact/interactions Infection control CHC30213 Certificate III in Education Support v. 1 July, 2015

RPL Kit Competency Questions

q q q

Induction procedures Mandatory reporting Access and equity

Assessor Name

Assessor Signature

Date

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Record details of the conversation and any contextualisation:

CHC30213 Certificate III in Education Support v. 1 July, 2015

RPL Kit Workplace Tasks

Workplace Task D CHCEDS003 Contribute to student education in all developmental domains

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v You will need to locate and use the relevant approved learning framework for these tasks. v Prepare for your assessor’s visit by organising your materials and documentation ahead of time.

Your assessor will be observing you work with at least two children. You may need to obtain consent from the parents/teacher to be observed by the assessor. Your assessor will not record any information about the children; they will only be making observations about how you provide support to them.

D1. Identify Student Needs

Identify 2 students in your classroom with 2 different developmental support needs. One student must be from a culturally or linguistically diverse background. Identify the following for each student: § Individual approaches to study and learning § Developmental stages of each child within each phase of the current curriculum framework: – Physical – Social and emotional – Cognitive and language

D2. Development Support Plan

Create and implement a development support plan for each child. Include the following in each plan: § Developmental needs § Support strategies appropriate to each child § Materials and resources you will use to support the children in each developmental domain Demonstrate the following during implementation: § Supporting an inclusive environment § Encouraging students to recognise and affirm differences in personal learning styles and abilities according to established guidelines § Liaising with the teacher about special requirements for an individual student § Assisting the student from culturally or linguistically diverse background in orientating themselves to formal and informal school/centre structures § Applying language programs for the student from linguistically diverse backgrounds CHC30213 Certificate III in Education Support v. 1 July, 2015

RPL Kit Workplace Tasks

D3. Report Report your concerns about the children’s development in each of the domains to the teacher according to school policy and procedures.

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Record details of adjustments and modifications to the workplace tasks.

CHC30213 Certificate III in Education Support v. 1 July, 2015

RPL Kit Workplace Observation

Workplace Observation D CHCEDS003 Contribute to student education in all developmental domains

Competency Components

Record what you observed

Date/ Date/ initial initial

Implements strategies appropriate for supporting at least two students with different developmental support needs

Reports any concerns about children’s development to the teacher

Performs the activities outlined in the performance criteria of this unit during a period of at least 100 hours within at least one education provider

Supports an inclusive environment

Identifies the stages of physical development required for each phase of the current curriculum framework

Uses appropriate strategies, materials and resources to support physical development according to the school/centre policy and procedures

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Identifies the developmental stages within each phase of the current curriculum, including: § Physical development § Emotional and social development § Cognitive and language development

CHC30213 Certificate III in Education Support v. 1 July, 2015

RPL Kit Workplace Observation

Competency Components

Record what you observed

Assists students from culturally or linguistically diverse backgrounds in orientating themselves to formal and informal school/centre structures

Date/ Date/ initial initial

Implements language programs for students from linguistically diverse backgrounds

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Identifies various approaches to study and learning by culturally diverse students and those with different abilities

Record how you contextualised theses observations:

Assessor Signature

Date

Assessor Name

CHC30213 Certificate III in Education Support v. 1 July, 2015

RPL Kit Candidate Instructions

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CHC30213 Certificate III in Education Support

RPL Kit

Candidate Instructions

RPL Kit Candidate Instructions

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Modification History

Date

07/2015

Version

Changes

This resource has been developed in consultation with industry experts.

RPL Kit Candidate Instructions

RPL Overview For Candidates

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Recognition of Prior Learning (RPL) is the process of evaluating and acknowledging a person’s skills and knowledge to perform a particular job role related a unit of competency or a qualification. Experiences from your current or previous job, volunteer work and any relevant life experience can all be used to demonstrate to your assessor that you have the necessary skills and knowledge to be awarded recognition for a qualification. You are beginning the process of demonstrating to your assessor why and how you should be awarded this qualification. You will be asked to: § Complete a Self-‐Evaluation § Provide detailed documentation of your competency § Answer competency questions § Complete specific workplace tasks § Participate in workplace observations Things to keep in mind:

This process will be different for each candidate, depending on previous experience Your assessor will work with you to come up with a comprehensive RPL plan The evidence you provide must be current, valid, authentic and sufficient Detailed instruction for each part of the process is included in each document

§ § § §

If you have any questions about the RPL process, speak with your assessor.

RPL Kit Candidate Instructions

Candidate Tools

The following tools are for you to use. A detailed overview of the RPL process and what to expect

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Instructions

A basic form for gathering information

Application

A summary of the learning outcomes for each unit of competency for the qualification

Unit Summaries

A tool you use to index each piece of evidence (trainings, workshops, CV, photos, presentations, reports, certificates, awards, etc.)

Evidence Index

A Self-‐Evaluation of experience, skills and evidence that relate to each unit of competency in the qualification, including information from your Evidence Index

Self-‐Evaluation

A tool you give to your workplace supervisor to verify competency in your job role relating to workplace expectations and performance criteria

Third Party Report

RPL Kit Candidate Instructions

Instructions

Please note: the order provided is subject to change based on your specific needs. Complete the Application and submit it to your assessor.

Carefully read through the Unit Summary. For more information about the components of competency you will be assessed against for each unit – go to: www.training.gov.au and download each unit of competency for this qualification.

Consult with your assessor and collect any documentation/evidence that supports your attempt to attain the qualification through RPL. Evidence may include: § Resume or CV § Position description § Recent performance appraisal § Training records/certificates/workshops § Work journals § Photos § Task/job sheets/log books § Examples of work documents, projects, programs, etc.

Carefully number each piece of evidence and complete the Evidence Index. Make copies of all evidence you index.

Complete the Self-‐Evaluation using the Unit Summary and the Evidence Index

Submit the Self-‐Evaluation, Evidence Index and the original evidence documents to your assessor.

Discuss your Self-‐Evaluation with your assessor. Together, you will review your options to provide further evidence (questions and tasks) and design an RPL plan that ensures you have every opportunity to demonstrate your competence.

Participate in a conversation to answer specific questions designed to determine your knowledge of specific work areas where sufficient evidence has not been provided.

Complete workplace tasks to determine your skills in specific work areas where sufficient evidence has not been provided. Your assessor will provide you with the tasks and set up a time to observe you completing them.

Your assessor will discuss the outcome of your RPL with you.

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Evidence Index

CHC30213 Certificate III in Education Support

Carefully and clearly number each piece of documentation/evidence you have and add it to its respective number on this index. Include a short description of each document for your assessor.

Documents may include, but are not limited to:

Resume or CV Position descriptions Recent performance appraisal Training/workshop records or certificates Work journals Photos

§ § § § § §

§ § § § §

Task sheets/job sheets/log books Presentations Industry awards Examples of work documents/completed projects/programs Any other documentation that may demonstrate industry experience

RPL Kit Evidence Index

Document Number

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Candidate Name

Name/Description of Document

Assessor Notes

CHC30213 Certificate III in Education Support v. 1 July, 2015

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Self-‐Evaluation

CHC30213 Certificate III in Education Support

List the experience, skills and evidence you have that relate to each unit of competency in the qualification. Your assessor will discuss this document with you in order to create your RPL plan.

Carefully read the Unit Summary included in this kit before completing the Self-‐Evaluation.

KEY

List the daily tasks and duties you perform in your current work role that relate to each unit of competency

Work Experience

List the activities, projects, etc., you’ve participated in as part of your current or previous work that relate to each unit of competency

Evidence Index #

Put the corresponding number from the Evidence Index into the unit of competency you think the evidence relates to

Current Work Role

Confidence-‐Rating

Based on your experiences and current work role, tick the box that most reflects your confidence level in each unit of competency

Candidate Name

Current Occupation

CHCECE006 Support behaviour of children and young people

Current Work Role

CHCEDS001 Comply with legislative, policy and industrial requirements in the education environment

I feel ___ in this area.

q Unsure q Confident

CHCEDS002 Assist implementation of planned educational programs

Evidence Index #

Work Experience

Unit of Competency

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RPL Kit Self-‐Evaluation

CHC30213 Certificate III in Education Support v. 1 July, 2015

RPL Kit Third Party Report

Third Party Report CHC30213 Certificate III in Education Support

Candidate Name

Organisation Name

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For Workplace Supervisors

As part of the RPL process, the candidate is required to submit a report from their 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.

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:

CHCECE006 Support behaviour of children and young people: q Contribute to a safe and supportive environment q Use positive support techniques q Observe and collect data to assist with development of appropriate strategies for support q Implement strategies to support children or young people who require additional support q Monitor and review strategies

CHCEDS001 Comply with legislative, policy and industrial requirements in the education environment: q Identify legislative and policy requirements q Comply with legislative and policy requirements q Identify and comply with industrial instruments relating to the job role *CHCEDS002 Assist implementation of planned educational programs: q Contribute to planning and preparation of educational program q Assist in the implementation of planned educational program q Contribute to a consistent and stable learning environment q Contribute to individual and group assessment in consultation with the teacher

CHC30213 Certificate III in Education Support v. 1 July, 2015