Children's Education and Care - Draft 3 Validation

CHCEDS036_Support the development of literacy and oral language skills Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCEDS036

UNIT TITLE

Support the development of literacy and oral language skills

APPLICATION

This unit describes the performance outcomes skills and knowledge required to establish program guidelines, provide support, and monitor progress when working with students who need additional support with their reading, writing and oral language skills.

 

The unit applies to education support workers who operate under the guidance and supervision of a teacher or other educational professional. They work mainly with students in classroom settings in primary and secondary schools, as defined by state and territory legislation.

 

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

PREREQUISITE UNIT

Nil

COMPETENCY FIELD

Education Support

UNIT SECTOR

Children’s Education and Care

3 Comments

Technical issue

"Technically speaking the unit is called 'literacy' but then it talks mainly about 'reading and writing' which is more so 'language learning' in terms of TAs. Literacy is the ability to successfully interact/communicate (send, interpret, process, receive messages involving texts) with other in the community. Language on the other hand is reading/writing/verbal structures (phonics/phonology etc.). Maybe change title to 'language and literacy' and also remove 'oral' which is a sub-skill of both language and literacy anyway."

Adam Green 11.09.2020 11.50AM

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wording

"suggest removing the word 'additional' from first paragraph as in the classroom the student is moving around supporting all so it is just not only specific students"

Kaye Iversen 19.08.2020 03.50PM

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1 Reply

"I agree. In a situation of "inclusive" education, any student who needs help does not need to be defined as being in need of "additional" support"

Tamara Tennant 08.09.2020 10.42AM

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Work within guidelines for a literacy program.
    1. Read interpret current teacher planning documents in relation to literacy curriculum.
    2. Identify and access current literacy programs.
    3. Identify and follow agreed recording systems as developed by the teacher.
    4. Work within structure and guidelines of literacy program as directed by the teacher.
    5. Select and modify resources that support literacy programs based on student needs.
    6. Follow confidentiality procedures when handling student records.
  1. Provide literacy support.
    1. Use strategies that support literacy program and individual student needs as directed by teacher.
    2. Encourage and support students to become independent, literate learners through positive feedback.
    3. Support the accurate use of literacy conventions and processes through demonstration and opportunities for practice.
    4. Use communication techniques that support effective interaction and learning.
    5. Accurately record student progress according to organisational policies and procedures.
  1. Monitor progress.

 

 

    1. Evaluate literacy progress against program criteria.
    2. Provide feedback and evaluation of student progress to teacher.
    3. Review and adjust strategies based on monitoring and guidance from teacher.

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Foundation skills

FOUNDATION SKILLS

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed below.

SKILLS

DESCRIPTION

Reading skills to:

  • Comprehend content of teacher planning documents.

Writing skills to:

  • Record information and observations according to organisational procedures.

Oral communication skills to:

  • Interact with and engage students to build rapport.

Technology skills to:

  • Use computers and digital media to record, monitor and report on student progress according to organisational procedures.

UNIT MAPPING INFORMATION

Pending

LINKS

 

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Performance evidence

TITLE

Assessment Requirements for CHCEDS036 Support the development of literacy and oral language skills.

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:

  • demonstrate understanding of the literacy requirements of teacher planning documents in two relevant curriculum areas
  • implement support strategies to provide support to at least two different students as directed by the teacher in all of the following areas:
    • reading
    • writing
    • oral language
  • complete required records or reports for at least two students according to organisational procedures.

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Knowledge evidence

KNOWLEDGE EVIDENCE

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • role of education support worker in providing oral language, reading and writing support to students
  • aspects of literacy:
    • link between oral language, reading and writing
    • skills required for oral language, reading and writing
    • the use of oral language, reading and writing for different purposes
      • information
      • enjoyment
      • social
      • instructional
      • cultural
    • literacy for students with English as an additional language
  • genres and writing styles
    • literary texts
    • everyday texts
    • mass-media texts
  • accurate spelling, grammar and punctuation
  • current curriculum content and associated literacy programs
  • strategies that assist to develop students’ oral language, reading and writing skills
  • communication techniques for use with students and teachers
    • active listening
    • open questioning
    • providing clear directions and/or instructions
  • processes for monitoring and recording progress.

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in the workplace:

  • support activities with students must be directly observed by the assessor on at least one occasion
  • remaining performance evidence may be collected through authenticated third-party reports
  • observation and third-party reports must be supplemented by other forms of evidence.

 

Interactions with students must be supervised by a teacher or other educational professional.

 

Assessment must ensure access to:

  • student information on which support is based
  • teacher planning documents
  • literacy teaching and learning resources
  • documentation templates for student reporting
  • organisational policies and procedures
  • students in a school
  • colleagues for guidance and collaboration.

 

Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.

LINKS

 

8 Comments

Reword

""support activities with students must be directly observed by the assessor on at least one occasion" change to -> "Individual and small-group language and literacy instructional support strategies must be directly observed (face to face) by the assessor who physically attends the classroom on at least one occasion.""

Adam Green 11.09.2020 12.00PM

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Access planning documents

"Most of our trainee Teacher aides move from room to room on one day per week and would not have opportunity to access planning documents or interpret them. They just follow teacher instructions. It is not the same as being employed in a school where you have meetings with teachers to discuss the required programs and support needed."

Tamara Tennant 08.09.2020 10.48AM

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teacher planning documents

"I believe this is more relevant to a Cert IV than a Cert III. The reality is SSOs are generally given direct verbal instructions from the teacher. It is not in their role to read planning documents and decide how to implement it. In a high school SSOs will be given the full assessment activity to help guide their support but these are not planning documents. An experienced teacher will write an assessment plan for the subject / course but have no need for individual lesson plans - all in their head."

Kaye Iversen 23.08.2020 09.10AM

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2 Replies

"I agree with Kaye, as an entry level (cert III) SLSO, there would be no expectation to access planning documents. In schools the role of an SLSO is clear; to follow verbal instructions from the teacher. Access to a daily plan is realistic for the role of SLSO but not anything more detailed."

Sandra Bushby 25.08.2020 10.35AM

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"I agree with Kaye regarding relevance to Cert IV level and the expectation of "planning""

Rita Hermansen 27.08.2020 03.39PM

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issue of access

"I am concerned about the need to access teacher planning documents as there are issues such as confidentiality and teacher willingness to share"

Kaye Iversen 19.08.2020 03.55PM

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2 Replies

"Kaye is bringing up a relevant point "

Bernadette McMullan 19.08.2020 05.06PM

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"The candidate should have access to teacher planning documents to emulate a true work environment while on placement. "

Marilyn Chen 22.08.2020 08.03PM

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