Unit of competency details

CHCEDS005 - Support the development of literacy and oral language skills (Release 1)

Summary

Releases:
ReleaseStatusRelease date
1 1 (this release)Current 01/Jul/2013

Usage recommendation:
Current
Mapping:
MappingNotesDate
Supersedes CHCEDS305A - Support the development of reading skillsThis version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the New Standards for Training Packages. Significant changes to elements and performance criteria. New evidence requirements for assessment, including volume and frequency requirements. 01/Jul/2013


Training packages that include this unit

Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 090503 Children’s Services  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 090503 Children’s Services  01/Nov/2013 
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Unit Of Competency

Modification History

Release 

Comments 

Release 1

This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the New Standards for Training Packages.

Significant changes to elements and performance criteria.

New evidence requirements for assessment, including volume and frequency requirements.

Application

This unit describes the skills and knowledge required in providing assistance to students who need additional support with their reading, writing and oral language skills.

This unit applies to education support work in a variety of contexts and the work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Elements and Performance Criteria

ELEMENT 

PERFORMANCE CRITERIA 

Elements define the essential outcomes.

Performance criteria specify the level of performance needed to demonstrate achievement of the element.

1. Identify oral language, reading and writing skills

1.1 Explore link between oral language, reading and writing

1.2 Identify skills required for oral language, reading and writing

1.3 Recognise the use of oral language, reading and writing for different purposes

1.4 Identify oral language, reading and writing processes with support from the teacher

2. Work within guidelines of literacy program

2.1 Read and interpret current curriculum documents in relation to literacy

2.2 Identify current literacy programs

2.3 Use agreed recording systems for students’ abilities in literacy as directed by the teacher

2.4 Work within structure and guidelines of literacy program as directed by the teacher

2.5 Select and modify appropriate resources to support literacy programs as needed

3. Support student literacy

3.1 Use appropriate strategies to support literacy program under the guidance of the teacher

3.2 Encourage and support students to become independent, literate learners

3.3 Support the accurate use of literacy conventions and processes

3.4 Monitor literacy program

3.5 Provide feedback and evaluation of student progress to teacher

3.6 Identify correct storage and retrieval of confidential records

Foundation Skills

The foundation skills described those required skills (language, literacy and numeracy) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Range of Conditions

Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

Range is restricted to essential operating conditions and any other variables essential to the work environment.

Education environment may include:

  • Government school (pre-primary, primary and secondary)
  • Private/non-government school (pre-primary, primary and secondary)
  • Education centre
  • Kindergarten
  • Special education centre
  • Community education centre

Unit Mapping Information

No equivalent unit.

Links

Companion volumes are available from the CS&HISC website - http://www.cshisc.com.au/

 

Assessment requirements

Modification History

Release 

Comments 

Release 1

This version was released in CHC Community Services Training Package release 1.0 and meets the requirements of the New Standards for Training Packages.

Significant changes to elements and performance criteria.

New evidence requirements for assessment, including volume and frequency requirements.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks:

  • implemented reading, writing and oral language support strategies for at least two students, as directed by the teacher
  • maintained and completed required records for at least two students
  • completed a sequence of tasks with direction and support from the teacher
  • interpreted information from written and/or verbal directions
  • managed time to provide effective support to learners as guided by teachers
  • consulted with teachers and other colleagues to accommodate individual student requirements.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role.

These include knowledge of:

  • relationships between oral language, reading and writing
  • a range of strategies to develop students’ oral language, reading and writing skills
  • role of education support worker in providing oral language, reading and writing support to students
  • a range of effective communication strategies for use with students and teachers
  • genres and writing styles
  • texts for different purposes
  • accurate spelling, grammar and punctuation
  • organisation policies and procedures
  • current curriculum and literacy programs.

Assessment Conditions

Skills must be demonstrated in the workplace.

In addition, simulations and scenarios must be used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These are situations relating to emergency or unplanned procedures where assessment in these circumstances would be unsafe or is impractical.

Simulated assessment environments must simulate the real-life working environment where these skills and knowledge would be performed, with all the relevant equipment and resources of that working environment.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

Links

Companion volumes are available from the CS&HISC website - http://www.cshisc.com.au/

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