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Education Support Draft 2 Validation

CHCEDS036_Support the development of literacy and oral language skills Draft 2 Aug 19

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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 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

1 Comments

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

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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. Establish guidelines for literacy program.
    1. Read and correctly interpret current teacher planning documents in relation to literacy requirements.
    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 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. Monitor 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.

2 Comments

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

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Comments

"I am happy with this unit!"

Adam Green 20.08.2019 02.57PM

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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

CHCEDS005 Support the development of literacy and oral language skills

LINKS

 

0 Comments

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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:

  • interpret the literacy requirements of two different 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.

8 Comments

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

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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

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6 Replies

"A valid point - thank you"

Franki Ford 21.08.2019 10.58AM

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"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

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"Yes I agree."

Andrew Wales 02.09.2019 02.25PM

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"Yes!"

Rita Hermansen 03.09.2019 10.33AM

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"Agree!"

Cathy Martin 03.09.2019 12.44PM

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"Agree"

Amanda McCrabb 04.09.2019 03.41PM

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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
  • 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.

3 Comments

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

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2 Replies

"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

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"Yes I agree with Adam."

Rita Hermansen 03.09.2019 11.19AM

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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
  • curriculum information
  • literacy teaching and learning resources
  • documentation templates for student reporting
  • organisational policies and procedures
  • students in an educational organisation
  • colleagues for guidance and collaboration.

 

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

LINKS

 

5 Comments

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

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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

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3 Replies

"A personal visit would be ideal but to stipulate may be too inflexible."

Robyn White 05.09.2019 12.49PM

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"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

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"Agree. "

Anna Hannouche 11.09.2019 10.53AM

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