Pre-requisites

None.

Co-requisites

None.

Competencies covered

Competency: CHCEDS045 Support student mathematics learning

Element: 1. Monitor mathematics skills.

 1.1. Monitor students’ understanding and use of mathematics through observation, listening and conversation.
1.2. Provide information to teacher to inform planning based on observations.
1.3. Identify progress of acquisition of mathematics skills for numeracy and discuss with the teacher.

Element: 2. Support students to develop mathematics skills.

 2.1. Determine appropriate strategies for supporting students in the application of mathematics skills in consultation with the teacher.
2.2. Implement planned strategies and scaffolding to enhance the abilities of students and address their individual needs.
2.3. Encourage students to problem-solve using mathematics knowledge and skills and make links to everyday life contexts.
2.4. Use activities and examples to demonstrate different mathematical functions.
2.5. Use explicit talk to focus students on specific mathematics knowledge and skills.

Element: 3. Enhance students’ mathematics knowledge and skills through structured activities.

 3.1. Use accurate mathematics terminology and concepts, as planned with teacher, to support student’s learning.
3.2. Encourage students to improve mental computation and calculation skills using strategies appropriate to student’s developmental levels.
3.3. Ensure students check for reasonableness of solutions when calculating, using a range of strategies including estimating and technology.
3.4. Encourage students and build their confidence to attempt problem-solving that requires the use of mathematics knowledge and skills.
Competency: CHCEDS046 Support student literacy learning

Element: 1. Encourage and model spoken language.

 1.1. Identify and use different styles of verbal communication.
1.2. Demonstrate the correct use and different functions of language in interactions.
1.3. Monitor student understanding and use of language through observation, listening and conversation, and provide information to teachers to inform planning.
1.4. Identify progress of language acquisition and discuss with the teacher.
1.5. Use language appropriate to student culture, age, abilities, interests and needs.
1.6. Use spoken language to effectively interact with students.
1.7. Talk explicitly about language to scaffold learning.
1.8. Model language for students appropriate to situation, purpose and audience.

Element: 2. Support students to read and interpret texts.

 2.1. Determine strategies for supporting students to interpret texts in consultation with the teacher.
2.2. Implement planned strategies to enhance student abilities and address their individual needs.
2.3. Encourage students to problem-solve to make meaning from texts.
2.4. Use explicit talk to focus students on specific literacy skills.

Element: 3. Enhance student’s writing skills.

 3.1. Implement strategies devised with teacher to develop student’s skills in the use of written language.
3.2. Use accurate terminology to support student’s learning.
3.3. Use planned strategies to reinforce writing skills across all key learning areas.
3.4. Encourage students to improve spelling skills using strategies appropriate to student’s developmental levels.
3.5. Support students to plan their writing tasks through demonstration and explanation.
3.6. Encourage students to reflect on the effectiveness of their writing through use of questioning.
3.7. Support students to effectively edit their writing through demonstration and provision of opportunities for practice.

Element: 4. Contribute to resource development.

 4.1. Plan learning environments and activities in advance with the teacher based on individual needs.
4.2. Contribute ideas for resource design that reinforce literacy skills, while fulfilling curriculum requirements and meet developmental levels.
4.3. Follow organisational procedures for the production of resources.
Competency: CHCEDS047 Assist in facilitation of student learning

Element: 1. Establish an environment conducive to student learning.

 1.1. Confirm the teaching and learning approach and its principles of practice with teacher.
1.2. Identify and confirm requirements for the specified activity through interpretation of the learning program.
1.3. Meet specified needs of students in planning and preparation phase and confirm relevant principles of practice with teacher.
1.4. Select and modify required resources that support the learning approach prior to the activity.
1.5. Establish a positive, mutually respectful relationship with students using communication and interpersonal skills that match the student/group.

Element: 2. Facilitate the learning process.

 2.1. Interact with students in ways that reflect and support principles of practice according to student learning styles.
2.2. Conduct learning activities according to provided programs and directions.
2.3. Identify and take opportunities to enhance learning activities within the scope of the principles of practice.

Element: 3. Support and monitor student learning.

 3.1. Monitor, document and report student progress to supervising teacher to ensure learning outcomes are being achieved.
3.2. Adjust and modify delivery strategies to meet emerging needs and unanticipated situations.
3.3. Encourage students to reflect on personal learning achievements and learning experiences.
3.4. Manage student interactions to encourage effective participation and ensure positive relationships are maintained.
3.5. Use techniques to guide behaviour according to organisational policies and procedures.
3.6. Maintain, store and secure student records according to organisational procedures.
Competency: CHCEDS052 Deliver elements of teaching and learning programs

Element: 1. Establish an environment conducive to learning.

 1.1. Discuss the learning activity with the supervising teacher and confirm delivery requirements.
1.2. Identify individual learning needs with the supervising teacher and agree on appropriate strategies.
1.3. Confirm availability of resources before activity commences and document resources to be used.

Element: 2. Deliver and facilitate learning.

 2.1. Establish a learning relationship with students using appropriate verbal and non-verbal communication skills.
2.2. Initiate relationships with and between students that support inclusion, acknowledge diversity and contribute to a positive learning environment.
2.3. Interact with students based on principles of practice and according to learning styles and identified learner characteristics.
2.4. Provide opportunities for students to use skills during learning activities.
2.5. Use and adapt delivery strategies, technologies and equipment to optimise student learning.

Element: 3. Demonstrate effective facilitation.

 3.1. Use presentation techniques that make delivery engaging and relevant.
3.2. Use facilitation methods that support effective participation, and individual and group management.
3.3. Monitor and document student progress using agreed observation techniques.

Element: 4. Monitor learning and review delivery.

4.1. Monitor and document student progress against desired outcomes and individual learner needs.
4.2. Complete all required documentation accurately according to organisational procedures.
4.3. Review and consider own delivery performance.
4.4. Request feedback and documents from the supervisor on quality of delivery and areas for improvement of performance.
4.5. Implement identified improvements to delivery techniques.

Unit Description

This unit cluster (C) focuses on Teaching and Learning and covers the following competencies:

Topics

Teaching and Learning

Unit offerings

Face to face: (Demand based)

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.