Do you wish to be notified when someone leaves a comment on this Project?
Do you wish to stop notifications for this Project?
Are you sure? Clicking yes will cancel notifications for all documents in this project.
Do you wish to be notified when someone leaves a comment on:
Do you wish to stop receiving notifications when someone leaves a comment on:
Add a Comment
You need to login to post a reply. Sign In or Register
Edit Comment
Enter the details below and your password will be emailed to you.
Thank you for your feedback.
CHCEDS036_Support the development of literacy and oral language skills Draft 2 Aug 19
Please scroll down to review the various sections of this document. You can leave a comment by clicking on . You can choose to be notified when someone else comments by clicking on You can unsubscribe from notifications by clicking on
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 in classroom settings in schools, with students aged between five and 18 years, but may also work in other education settings within the community.
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
Naming of unit of work
""Support the development of literacy and oral language skills" should read "Support the development of literacy" as oral language skills are never separated from the literacy process. "
Jenny Gudsell 08.09.2019 05.18PM
ELEMENTS
PERFORMANCE CRITERIA
Elements describe the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
Element 1 Establish guidelines for literacy program
"The naming of this element could be "Work within guidelines of literacy program" because EA's wouldn't be asked to "establish" guidelines for a literacy program""
Jenny Gudsell 08.09.2019 05.14PM
Comments
"I am happy with this unit!"
Adam Green 20.08.2019 02.57PM
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:
Writing skills to:
Oral communication skills to:
Technology skills to:
UNIT MAPPING INFORMATION
CHCEDS005 Support the development of literacy and oral language skills
LINKS
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:
Interpret the literacy requirements of two different curriculum areas
"I agree with comments posted to date. Does the writer mean "learning areas?" Perhaps a statement such as the following may work: - "Support students literacy development in two different Learning Areas other than English." "
Jenny Gudsell 08.09.2019 05.39PM
Delete
""interpret the literacy requirements of two different curriculum areas" this is VET like language and not a skill associated with literacy support. It is also awkward in wording as the word 'interpret' doesn't make sense here. It should be 'support literacy learning in two separate contexts" for example. The 'interpretation' of how easy/difficult a text is is done by the teacher in most cases when developing programs."
Adam Green 20.08.2019 03.00PM
"A valid point - thank you"
Franki Ford 21.08.2019 10.58AM
"Yes, I agree. Interpretation of the curriculum is a teacher's role. Being familiar with the language used in the curriculum and its basic function is important for a TA, but interpretation is not required. "
Susan Davison 21.08.2019 10.58AM
"Yes I agree."
Andrew Wales 02.09.2019 02.25PM
"Yes!"
Rita Hermansen 03.09.2019 10.33AM
"Agree!"
Cathy Martin 03.09.2019 12.44PM
"Agree"
Amanda McCrabb 04.09.2019 03.41PM
KNOWLEDGE EVIDENCE
Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:
suggestion
"“link between oral language, reading and writing” -> this is not relevant as TAs are not developing texts or developing programs. Also, not a relevant skill for TAs or at least that would be useful in supporting students to understand and interact with texts. The knowledge should concentrate on strategies such as scaffolding, modelling, guided and shared reading/writing, using cues etc."
Adam Green 20.08.2019 03.05PM
"It is important of ES's to be to able to identify anomalies in children's oral language, reading and writing. Therefore a developed understanding of the links between each will improve their efficiency in the classroom and mean that they are better able to support the teacher in identifying issues, not necessarily in the production of suitable intervention programs. "
Samantha Smith 26.08.2019 12.58PM
"Yes I agree with Adam."
Rita Hermansen 03.09.2019 11.19AM
ASSESSMENT CONDITIONS
Skills must be demonstrated in the workplace:
Interactions with students must be supervised by a teacher or other educational professional.
Assessment must ensure access to:
Assessors must satisfy the Standards for Registered Training Organisations requirements for assessors.
Assessment conditions - Access to curriculum Information
"Assessment must ensure access to: -curriculum documentation (does this refer to the literacy program being used in the classroom or the WA Curriculum (or similar) being used in the classroom? Would the EA need to have access to a device to demonstrate a knowledge of this curriculum? This belongs in Knowledge Evidence doesn't it? I need more clarification on this please. "
Jenny Gudsell 08.09.2019 05.30PM
Suggestion
""must be directly observed by the assessor on at least one occasion" could be modified to "must be directly observed by the assessor who physically attends the classroom, on at least one occasion" There is also a lot of academic research that has shown the strong relationship between interventionist strategies (site visits and site training) such as the following from the University of Canberra: https://www.tandfonline.com/doi/abs/10.1080/13603116.2017.1362478"
Adam Green 20.08.2019 02.12PM
"A personal visit would be ideal but to stipulate may be too inflexible."
Robyn White 05.09.2019 12.49PM
"Why do assessors need to physically attend the classroom to observe students? There are many technological methods that can be used instead. We need to consider rural students as well as the cost of an assessor visiting students multiple times. This needs to considered or the cost of courses will be prohibitive."
Anna Hannouche 11.09.2019 10.53AM
"Agree. "