CHCEDS034: Contribute to the Planning and Implementation of Educational Programs

Task Instructions

The TAFE Assessor will use the criteria outlined in the following tasks to determine whether you have satisfactorily completed this assessment event. Follow these instructions carefully to ensure you demonstrate the required knowledge and skills.

Before You Begin

For this assessment, you must:

• Access student information that will be used to inform planning.

• Find, locate, and access the school’s curriculum documentation, teaching and learning resources, educational equipment, and teaching aids (as required).

• Review and interpret the school’s policies and procedures relating to support programs.

• Where required, access industry policies and procedures from the Wetlands intranet.

Part 1: Consult and Seek Permission

For this part, you must consult with your workplace supervisor (supervising teacher) and seek permission to identify three (3) students requiring support.

Task 1: Permission to Observe

You must complete the following before you begin Part 2:

1. Meet with the workplace supervisor (supervising teacher) and discuss three individual students who require support.

2. Seek permission to observe each student and obtain approval to develop support strategies for them.

3. Complete the “Permission to Observe, Record and Document” form (docx) as provided.

Student Verification

I, [Student full name], declare the following:

I have sought permission to observe and develop support strategies for three students with the workplace supervisor (supervising teacher).

Table 2: Verification Details

Student 1

• Date: 2025-02-27

• Name of School: Green Valley Primary School

• Professional Role: Supervising Teacher

• Time of Verification: 10:00 AM

Student 2

• Date: 2025-02-27

• Name of School: Green Valley Primary School

• Professional Role: Supervising Teacher

• Time of Verification: 10:00 AM

Student 3

• Date: 2025-02-27

• Name of School: Green Valley Primary School

• Professional Role: Supervising Teacher

• Time of Verification: 10:00 AM

Part 2: Assisting in Preparing and Implementing Support

For this part, you will complete the following three tasks.

Task 1: Consult With Workplace Supervisor – Student 1, 2, 3

Collaborate with your workplace supervisor to discuss each student you received permission to observe in Part 1.
You must discuss:

• Their learning and development needs

• The implementation of the classroom program for each developmental area:

Student 1 – Physical development
Student 2 – Social and emotional development
Student 3 – Cognitive and language development

You must then complete the 3 Student Profile Templates, one for each student.

Note:
Your role as an SLSO is to assist the teacher or support team member. All planning and implementation steps must be completed under their guidance.
Remember to maintain confidentialityuse initials or first name only.

Task 2: Preparing to Assist and Implementing Practices to Support 3 Students

In this task, you will contribute to and prepare for the implementation of a classroom program/activity for the three students identified in Task 1.

This must be completed according to teacher direction and organisational requirements.

The support strategies you prepare will be implemented in Assessment Event 4, Skills – Part 1.

Instructions

• In collaboration with the teacher, complete the 3 Preparing to Assist Templates.

• The planned activity must relate to a current curriculum area, such as:

  • English

  • Mathematics

  • Science

  • Creative Arts

  • Languages

• Activities may apply to K–6 or 7–12, depending on your placement.

Examples

• Student 1 – Numeracy lesson activity

• Student 2 – Reading comprehension activity

• Student 3 – Cooking lesson (following instructions, sequencing, vocabulary)

Task 3: Student Progression

In this task, you will document and report on each student’s progress based on the implementation of their support strategy during Assessment Event 4, Skills – Part 1.

Instructions

1. Read and follow the school’s confidentiality procedures for handling student records.

2. Write a draft report using the 3 Student Progression Templates, one for each student.

3. Your report must describe:

   • The student's progress

   • Outcomes achieved

   • Observations during the implemented activity

   • Any improvements or challenges

4. Submit the draft report to the teacher in accordance with confidentiality requirements.

Summary of Assessment Requirements

This assessment requires the student to demonstrate their ability to contribute to planning and implementing support strategies for students in an educational setting. The tasks focus on collaboration, observation, documentation, and planning under teacher supervision. The assessment is divided into two major parts:

Before Beginning the Assessment

The student must:

• Access and review student information that informs planning.

• Locate and use the school’s curriculum documents, learning resources, and teaching aids.

• Review the school’s policies and procedures relevant to support programs.

• Access industry documentation from the Wetlands intranet, if required.

Part 1: Consult and Seek Permission

Task 1 – Permission to Observe

The student must:

• Meet with the supervising teacher to identify three students requiring support.

• Obtain permission to observe and develop support strategies for each student.

• Complete the required Permission to Observe, Record and Document Form.

• Provide a signed student verification statement confirming that permission was obtained.

• Record verification details (date, school name, role, time) for each student.

Part 2: Assisting in Preparing and Implementing Support

Task 1 – Consult with Workplace Supervisor

The student must collaborate with the supervisor to discuss:

• Each student’s developmental needs

  • Student 1: Physical development

  • Student 2: Social and emotional development

  • Student 3: Cognitive and language development

• How each student’s needs connect to the classroom program.

• Completion of three Student Profile Templates.

Task 2 – Preparing to Assist & Implement Support Strategies

The student must:

• Work with the teacher to plan three learning activities, one for each student.

• Base the activities on relevant curriculum areas (English, Numeracy, Science, Creative Arts, etc.).

• Complete the three Preparing to Assist Templates.

• Ensure activities suit grade levels (K–6 or 7–12).

• Plan examples such as:

  • Numeracy activity

  • Reading comprehension task

  • Cooking or sequencing activity

Task 3 – Student Progression

The student must:

• Follow confidentiality procedures when documenting progress.

• Use three templates to write draft progress reports, outlining:

  • Observed progress

  • Outcomes achieved

  • Strengths, improvements, and challenges

• Provide the draft reports to the teacher as per school procedures.

How the Academic Mentor Guided the Student: Step-by-Step Approach

The Academic Mentor supported the student through the assessment by breaking down each requirement into manageable steps, clarifying expectations, and modelling correct procedures. The following explains how each part was approached:

Step 1: Clarifying Assessment Expectations

The mentor began by summarising the whole assessment and highlighting its purpose:

• To demonstrate competency in planning, preparing, and documenting support strategies.

• To ensure the student understands ethical responsibilities, especially confidentiality and professional collaboration.

The mentor emphasised key pointers:

• Always follow teacher direction.

• Maintain student privacy.

• Document accurately and objectively.

Step 2: Preparing for the Assessment (Before You Begin Section)

The mentor guided the student to:

• Locate curriculum materials on the school system.

• Review policy documents relevant to learning support.

• Understand how this information informs the planning of strategies.

The mentor explained that this prepares the foundation for all further tasks.

Step 3: Supporting Part 1 – Consultation and Permission

The mentor walked the student through:

• How to approach the supervising teacher professionally.

• What questions to ask regarding student needs.

• How to complete the Permission to Observe form correctly.

The student was shown how to write the verification statement and how to correctly list details (date, school, role, time) for each student.

This ensured the student understood ethical procedures for securing permission.

Step 4: Guiding Part 2 – Student Consultations and Profiles

For each student, the mentor demonstrated how to:

• Interpret developmental needs (physical, social-emotional, cognitive-language).

• Link developmental needs to classroom activities.

• Complete the Student Profile Templates with relevant information only.

The mentor helped the student use factual, neutral language rather than opinion-based statements.

Step 5: Completing Preparing to Assist Templates

The mentor supported the student to plan three activities by:

• Choosing suitable curriculum links

• Aligning the activity with each student’s developmental need

• Defining clear support strategies to follow during implementation

Examples were explained, such as:

• Breaking down numeracy tasks for Student 1

• Providing emotional literacy prompts for Student 2

• Sequencing steps for a cooking activity for Student 3

The mentor ensured the student understood how each planned activity directly supports development.

Step 6: Guiding Student Progression Documentation

The mentor explained how to prepare the three progress reports by:

• Observing behaviour and engagement objectively

• Recording improvements and challenges

• Describing outcomes without disclosing confidential details

• Writing in clear, professional language

The mentor also reinforced confidentiality regulations when handling records.

Final Outcome

By the end of the assessment preparation, the student successfully:

• Obtained permission and verified observation approval for three students

• Completed all required templates (Student Profiles, Preparing to Assist, Student Progression drafts)

• Planned suitable support strategies aligned with curriculum and developmental needs

• Followed teacher guidance and adhered to school policies

• Demonstrated understanding of collaboration, documentation, observation, and program support in an educational environment

Learning Objectives Achieved

Through this assessment and guided mentoring process, the student achieved the following learning outcomes:

• Ability to consult, collaborate, and follow teacher direction
• Understanding of developmental needs across physical, social-emotional, cognitive, and
• language domains
• Skills in documenting observations and progress professionally
• Competence in preparing and assisting with classroom activities
• Application of school policies, confidentiality, duty of care, and organisational procedures
• Improved confidence in supporting diverse learners through structured support strategies

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