CHCEDS061 — Support responsible student behaviour
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What an assessment for CHCEDS061 must cover
53 assessable components: 3 elements (14 performance criteria), 6 performance evidence and 28 knowledge evidence requirements, plus 5 foundation skills. An audit-defensible tool maps every question and task back to these — that mapping is the coverage matrix Auditori generates alongside the assessment.
Elements & performance criteria
1 Contribute to a safe and supportive environment.
- 1.1Use positive and respectful communication styles with students in all situations.
- 1.2Recognise any additional needs of students’ that may have impacts on behaviour.
- 1.3Identify contributing environmental factors that may influence student behaviour.
2 Use positive behaviour support techniques.
- 2.1Establish expectations for behaviour in consultation with teacher.
- 2.2Communicate expectations and instructions to students in a manner appropriate to their needs and to the context of the activity.
- 2.3Use appropriate positive reinforcement and clear verbal and non-verbal communication strategies to acknowledge responsible behaviour.
- 2.4Identify behaviours requiring support and follow organisational policies and procedures to minimise effects on others.
- 2.5Employ appropriate strategies to redirect behaviour and defuse situations of conflict or stress.
- 2.6Observe the frequency, intensity and duration of behaviours requiring support and report to teacher.
- 2.7Take appropriate steps to maintain personal safety of self and others.
3 Implement and monitor strategies to support student behaviour.
- 3.1Implement strategies to support student behaviour as directed by teacher.
- 3.2Identify areas of concern and discuss with teacher.
- 3.3Monitor outcomes of strategies and record responses of students according to organisational policies and procedures.
- 3.4Provide feedback on outcomes to teacher to modify future behaviour support strategies.
Performance evidence
- Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:
- implement behaviour support strategies for two individual students on at least one occasion for each student, including:
- establishing expectations for behaviour and communicating effectively to students
- guiding behaviour using positive support techniques
- identifying any behaviours in need of support
- observing and reporting to teacher on outcomes of support strategies used.
Knowledge evidence
- role and responsibilities of an education support worker and own job role
- legislation, its purpose and key requirements relating to:
- anti-discrimination
- child protection
- confidentiality and privacy
- duty of care
- organisation policies and procedures for supporting behaviour of students
- factors that may affect behaviour of students:
- cultural considerations
- environment
- family circumstances
- language or communication difficulties
- learning difficulties
- health issues:
- physical
- mental
- mood and personality
- social issues
- principles of trauma-informed practice
- communication techniques that support positive behaviour:
- verbal
- non-verbal
- active listening
- questioning
- appropriate use of volume and tone
- positive support strategies to redirect behaviour and defuse situations
- negotiation and conflict resolution techniques
- how to recognise situations where further support or intervention may be required.
Foundation skills
- Reading skills to:: interpret organisational policies and procedures.
- Writing skills to:: record information and observations according to organisational policies and procedures.
- Oral communication skills to:: interact and engage with students and teachers to build rapport
- Oral communication skills to:: provide accurate detail of observations to colleagues and supervisors.
- Initiative and enterprise skills to:: anticipate the need for assistance or intervention in order to support positive student behaviour.
Unit content sourced from training.gov.au — © Commonwealth of Australia, licensed under CC BY 4.0. Auditori is not affiliated with the Department of Employment and Workplace Relations.
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Real, unedited Auditori output (RIIHAN201E shown), branded for a sample RTO:
Questions about assessing CHCEDS061
What does an assessment tool for CHCEDS061 need to cover?
To satisfy the Principles of Assessment and Rules of Evidence, an assessment for CHCEDS061 needs to address all 53 unit components: 3 elements with 14 performance criteria, 6 performance evidence requirements, 28 knowledge evidence requirements, and the foundation skills. A coverage matrix mapping each question and task to these components is what an auditor looks for.
How does Auditori generate an assessment tool for CHCEDS061?
Auditori pulls the current release of CHCEDS061 from training.gov.au and generates a complete package: candidate assessment, assessor guide with model answers and observation criteria, and a coverage matrix mapping every component. A suitably qualified person then reviews and approves the draft in a built-in workflow — consistent with ASQA's guidance on AI use in VET — before export as branded PDF and editable Word.
Is the first assessment tool really free?
Yes. Every new account includes one free credit — enough to generate the complete assessment tool for CHCEDS061 — with no card and no subscription required. After that it's pay-as-you-go per unit.
Can I check my existing CHCEDS061 assessment instead of generating a new one?
Yes — upload your existing assessment or learner guide and Auditori maps it against every element, performance criterion, PE and KE of CHCEDS061, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.
Related units
- CHCEDS033 — Meet legal and ethical obligations in an education support environment
- CHCEDS034 — Contribute to the planning and implementation of educational programs
- CHCEDS035 — Contribute to student education in all developmental domains
- CHCEDS036 — Support the development of literacy and oral language skills
- CHCEDS037 — Support the development of numeracy skills
- CHCEDS038 — Communicate with students parents and colleagues in an Aboriginal or Torres Strait Islander language
- CHCEDS039 — Work effectively as an Aboriginal and/or Torres Strait Islander education worker
- CHCEDS040 — Search and access online information
- CHCEDS041 — Set up and sustain learning areas
- CHCEDS042 — Provide support for e-learning
- CHCEDS043 — Support students with English as an additional language
- CHCEDS044 — Support development of student research skills
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