PDV01 Planning and development

Workplace Observation Assessment

Student name

Student email address

Workplace Supervisor name

Workplace Supervisor contact number

Workplace Supervisor email address

Workplace Supervisor title

Workplace Supervisor Qualification

Qualified Teacher

Cluster Code and Title

PDV01 - Planning and development

(CHCEDS034, CHCEDS035)

About this Assessment

The Workplace Observation Assessment requires you to complete the following tasks:

Task 1: Contribute to Planning

Task 2: Implement Programs and Strategies

Task 3: Contribute to Student Reviews and Case Conferences

Task 4: Reflect on Program Planning and Strategies

Assessment resource requirements

To complete this Workplace Assessment, you must ensure you have access to the appropriate resources:

Computer, printer, internet, and email software

Microsoft Word or a similar program

A workplace environment

Educational equipment and teaching aids

Curriculum and student information

Access to three (3) students aged five (5) to eighteen (18) years to implement programs and strategies

Access to the supporting templates and supporting documents

Task 1 Program Description Template

Task 1 Student Contribution – Supervisor Summary

Task 2 Progress and Observation Report

Task 2 Observation Checklist

Task 3 Meeting Minutes Template

Task 3 Observation Checklist

Task 4 Reflective Journal Template

PDV01_Parental Consent Form Template

Task 2 Video Recording Observation Checklist

Record of Hours Logbook – PDV01 (CHCEDS034, CHCEDS035) requirements

Access to Acorn College Policy and Procedures:

Acorn College Job Role Document

Acorn College Risk Assessment Policy and Procedure

Acorn College Staff Communication Policy and Procedure

Acorn College Job Role Document

Instructions for the Student

Workplace Observation Assessment provides an opportunity for your supervisor to observe you completing a task that asks you to apply the skills and knowledge you have acquired. Use the following tips to help you complete the activity:

Review the task thoroughly before you get started, and make sure you understand what you are required to do. If you have any questions, discuss them with your supervisor

Consider W.H.S. and always work safely

When being observed by your supervisor, clearly demonstrate your skills

Please note: You are required to perform the activities outlined in the performance criteria of the following units during a period of at least 100 hours each in a classroom environment catering to students between the ages of five and 18 years, within at least one school in Australia:

CHCEDS034: Contribute to the planning and implementation of educational programs

CHCEDS035: Contribute to student education in all developmental domains

Instructions for the Workplace Supervisor

Guidance to supervisors about this task

The purpose of this assessment is for students to demonstrate that they can demonstrate skills for the following units of competency:

CHCEDS034: Contribute to the planning and implementation of educational programs

CHCEDS035: Contribute to student education in all developmental domains

Students will participate in four (4) tasks, and you will be required to observe the students for the following:

Observe the students during their work placement while they contribute to the preparation of three (3) classroom programs for three (3) different students. Using strategies that support students with different developmental support needs and assist in activities that collectively support learning in the following domains:

Physical

Social and emotional

Cognitive

Language

Observe the students while they implement the programs and record observations for two (2) different students

Assist the student with video-recording the implementation of one (1) program that the Assessor will observe

Observe the student while they provide informed contributions to student reviews and case conferences

When students demonstrate the tasks at their work placement, they must consider W.H.S. and ensure the environment is safe for all involved.

Observing tasks

Use the checklist in the Task 2 Observation Checklist to record the outcomes of the task.

Use the checklist in the Task 3 Observation Checklist to record the outcomes of the task.

Arrangements for redoing the tasks

Where students do not correctly or adequately demonstrate the skills and knowledge required for this task, they will need to be given feedback. Depending on the level of their performance and the types of areas in which they did not show competence, you may:

Let them redo the task immediately after considering the feedback

Request they undertake further learning and redo the task at a later date

Please note: A qualified trainer and assessor will review and assess all the submitted comments and assessment evidence to determine the students' competence and abilities against the unit of competency requirements. A trainer and assessor will ensure each assessment has been sufficiently completed and determine the final assessment outcome.

Task overview

For this part of the assessment, you will be working directly with the classroom teacher to develop three (3) Classroom Programs, including identifying strategies and desired outcomes to support three (3) students with different developmental support needs.

Task 1 Instructions

To complete this task, you

must

c

ontribute to the planning and preparation of three (3) classroom programs

or lessons

to support all student

s

learning

.

Before you start;

In collaboration with the Teacher, select three (3) focus students with different developmental support needs that will participate in these programs and obtain parents’ consent to observe their children for this assessment task. You will use the PDV01 - Parental Consent Form Template to obtain permission for each student.

Please note: In the absence of a parent, the PDV01

-

Parental Consent Form can be completed by a carer.

Using the Individual Learning Plans developed by the Teacher, you will:

Identify the stages of physical, cognitive, social and emotional, and language development of the three (3) focus students concerning the School Curriculum and the support strategies developed by the Teacher.

C

ollaborat

e

with a teacher or other educational professional to identify and understand the

following:

The program summary including:

Purpose, objectives, and outcomes in relation to the current school curriculum

The specific learning objectives for the focus students

The strategies to be implemented

The development areas that are being supported in the program (Physical, social and emotional, cognitive, language)

The general capability and its element targeted in the program and its link to the Australian Curriculum

Suitable strategies that align with the objectives and learning outcomes for:

The class

The focus student

The needs of the students (the class and the focus students)

Learning development needs based on:

Cultural Background

Disability

Language Background

Preferred Learning Style

Physical development

Social and emotional development

Cognitive development

Language development

Teaching and learning resources and environment (Discussion on safety and legal considerations, own role (role as an education support worker), classroom routines, relevant resources and equipment, resources needed, and modifications required to ensure individual student needs are met)

Your role as the support worker within the context of the program

How you are to prepare for implementation according to teacher direction, safety and legal requirements, school policies and procedures and job role. This may include but is not limited to the following:

Listening to the Teacher’s direction to conduct group activity according to the instructions provided or attention provided to an individual student

Reading and following Acorn College Risk Assessment Policy and Procedure

Locate the Acorn College Job Role document included with this assessment and follow the duties and responsibilities specified.

How progress is to be assessed, monitored, and reported

Based on your analysis of the individual learning plans and discussion with the Teacher, complete the Task 1 Program Description Templates

Throughout the discussion, you must make contributions that reflect an understanding of program objectives and outcomes and their relationship to the current School Curriculum. Your supervisor will be confirming these contributions in Task 1 Student Contribution - Supervisor Summary.

Submission Requirements

You must complete and submit the following documents:

PDV01 - Parental Consent Form (one for each student)

Three (3) Program Description Templates (one for each student): These completed documents will be used for Task 2

Task 1 Student Contribution - Supervisor Summary

Task resource requirements

Access to a workplace

Task 1 Program Description Template

Task 1 Student Contribution - Supervisor Summary

Access to Individual Learning Plans used for program preparation (from the workplace and one for each student)

PDV01 - Parental Consent Form (one for each student)

Task overview

For this part of the assessment, you will be required to assist the teacher in implementing the three (3) programs discussed in Task 1.

Two (2) of these instances will be observed directly by your Workplace Supervisor. The third instance will be conducted directly under the supervision of your Teacher and will be recorded for your assessor to review.

As part of this work, you will also be required to record and report on your observations in line with organisational policies and procedures.

Task 2 Instructions

To complete this task, you will need to:

Perform the tasks outlined in Task 2 Observation Checklist on two occasions with your supervisor observing.

Repeat the tasks outlined in Task 2 Observation Checklist this time recorded so that your assessor can directly observe you completing the task.

Record your observations in the Task 2 Progress and Observation Report Template, or in lieu of this, use your organisation’s observation reporting documentation. These must be completed for three (3) focus students and one (1) for the group (e.g. the whole class).

Note: If you submit the organisation observation and reporting documentation, students must be de-identified in these records

Task resource requirements

Access to a workplace environment

Your Workplace Supervisor

Three (3) chosen focus students to implement programs and support strategies

Three (3) completed Task 1 Program Description Template (for reference)

Learning resources required for each learning program to be implemented

Video-recording device or smartphone with video recording capabilities

Task 2 Student Engagement and Support Needs Reflection Template, or in lieu of this, use your organisation's observation reporting documentation

Task 2 Observation Checklist

Task 2 Video Recording Observation Checklist

During the implementation of the program, did you observe the student:

Recorded by Workplace Supervisor.

Marked by an Assessor.

1. Organise and distribute resources and activities to the students as agreed in the planning stage and relevant to the program. This may include but is not limited to:

Planning the activity in advance and ensuring resources are available (e.g., booking equipment in advance)

Providing materials, equipment, and resources relevant to the task activity

Providing resources, materials and equipment considering the needs of each student

Second attempt (if first was not satisfactory)

2. Guiding students to use relevant materials needed to participate in the lesson or activity. This may include but is not limited to:

Demonstrating the use of equipment, or material for the students

Providing detailed instructions on how to use the materials

Monitoring students when they use the relevant materials

Second attempt (if first was not satisfactory)

3. Implement classroom strategies under the direction of the Teacher to support individual student needs, which may include but are not limited to:

Interacting with students and ensuring they are heard

Communicating knowledge, insight, and expertise

Using behaviour guidance strategies to ensure students are aware of expectations during class

Recorded by Workplace Supervisor.

Marked by an Assessor.

For the implementation of the strategies, the following is completed:

Use positive communication that encourages students to recognise and affirm differences in personal learning styles and abilities. This includes but is not limited to the following:

Use words of encouragement

Use visual, verbal and non-verbal cues during communication

Identify special requirements based on work with individual students and collaborate with others to facilitate access. This may include but is not limited to the following:

Understanding the special requirements of each student and providing access to students by collaborating with other teachers or educational staff

Support students from culturally or linguistically diverse backgrounds with orientation and learning using appropriate communication. This may include but is not limited to:

Understanding the student’s culture and respecting the differences

Encouraging students to speak in their language and talk about their culture

Recorded by Workplace Supervisor.

Marked by an Assessor.

Recognising and responding to diverse approaches to study and learning with appropriate choices of support strategies which may include but are not limited to:

Engaging students in tasks and activities

Reading the learning material to the students

Asking students for an oral summary to gauge their understanding

Use strategies, materials and resources for physical, social and emotional, cognitive and language development by following school policies. For example;

Use of cushions, dimming light

Use of whiteboard, blackboard

Use of visual objects and diagrams or props

Use of journal writing, resources to create a family tree, etc.

Identify and report concerns to the Teacher according to school policies, and concerns about a student’s development in these

Physical

Cognitive

Social and emotional

Language

This must include considering the following:

Communicating face-to-face with the Teacher

Ensuring concerns regarding the student are not discussed in the presence of other staff members, other students and parents/carers

Second attempt (if first was not satisfactory)

Recorded by Workplace Supervisor.

Marked by an Assessor.

4. Identify and provide information by communicating verbally to the Teacher to establish the educational needs of the students. This includes the following:

Seeking information about each student and their educational needs. This includes but is not limited to:

Assistance with schoolwork

Assistance with reaching personal goals

Assistance with calculations

Assistance in understanding verbal cues and behaviours of others

Second attempt (if first was not satisfactory)

5. Clarify requirements and implement classroom routines appropriately by:

Providing clear instructions before the class routine to students regarding the class activities/tasks

Teaching the student routines as early as possible to allow students to understand the expectations

Defining behavioural expectations for the task/activity

Second attempt (if first was not satisfactory)

6. Managing routine and duties within established timeframes by following the Teacher’s directive

Seeking information and following the same from the Teacher regarding the guidelines and timeframes for conducting the activity

Second attempt (if first was not satisfactory)

7. Promoting cooperation and good relationships by using appropriate communication skills and building positive relationships with the students. This may include but is not limited to:

Demonstrating respect for each student

Modelling appropriate behaviour on ways to interact with an individual

Creating social norms or expectations about how students treat each other

Second attempt (if first was not satisfactory)

8. Identify possible environmental modifications that suit the needs of each student. This includes:

Using materials, and tools for students that provide support during a task or activity, E.g., use of automatic door opener, use of wheelchair ramps at school

Second attempt (if first was not satisfactory)

Task overview

For this part of the assessment, you will participate in a case conference for a student whose progress is being reviewed. This task is designed to demonstrate your ability to provide informed contributions to student

Task 3 Instructions

To complete this task, you and your supervisor will need to:

Choose one of the focus students

Review the observations and progress reporting documentation

Following your organisation’s policies and procedures for student reviews and case conferences, perform the tasks outlined in Task 3 Observation Checklist and contribute to the case conference based on information collected in the students learning plan, program planning activities, and your direct observation from implemented activities

If a case conference with the child’s parents/guardians (or other stakeholders) is not possible to arrange, this case conference can be conducted as a simulation with colleagues or volunteers portraying the child’s parents/guardians and other stakeholders such as department heads, principals or specialists.

Take minutes during the meeting that document the outcomes of the meeting using the Task 3 Meeting Minutes Template.

Task resource requirements

Access to your workplace environment

Workplace Task Participant Profiles

Organisational policies on student reviews and case conferences

Task 3 Observation Checklist

Instructions: Please tick ‘Yes’ or ‘No’ for each item in the list below

Yes

No

During the Case Conference, did you observe the student:

1. Discuss their observations of the student, including but not limited to:

What went well

What was challenging

Student demeanour during the activity

Any additional observations

Second attempt (if first was not satisfactory)

2. Discuss the students’ progress in relation to the learning outcome, including:

The student’s development in each phase of the program:

Physical

Cognitive

Social and emotional

Language

Any concerns relating to the student’s development

Second attempt (if first was not satisfactory)

3. Provide informed suggestions for future planning, ensuring:

It builds on the strengths and skills of the student

That the goal is a priority for the student

Any updated or new goals are suitable for the curriculum level appropriate for the student

Any new or updated goals link to the objectives and outcomes of the Program Plan

For example; a SMART Goal

Second attempt (if first was not satisfactory)

Task overview

For this part of the assessment, you must complete the Task 4 Reflective Journal Template provided below to demonstrate your ability to review the planning and implementation of educational programs to identify where improvements can be made.

Task 4 Instructions

To complete this task, you will need to:

Ensure that you complete and submit the Task 4 Reflective Journal Template

Ensure that you reflect on your practice during the implementation of the three (3) programs for three (3) students in Task 2 with a focus on applying feedback, contributing to strategies for improvement and critically reflecting to improve your practice

Ensure that you answer all the questions within the template

Ensure that your Teacher provides feedback and then signs the completed Task 4 Reflective Journal Template to confirm that you have reflected on your performance and consulted them for feedback and further improvements.

You will discuss the outcomes with the Teacher after completing the Task 4 Reflective Journal Template

Task resource requirements

Access to M.S. Word

Access to computer, printer, and internet

Task 4 Reflective Journal Template

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date:

Date:

Comments: