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Unit of competency details

CHCEDS046 - Support student literacy learning (Release 1)

Summary

Usage recommendation:
Current
Mapping:
MappingNotesDate
Supersedes CHCEDS020 - Support students' literacy learningSignificant changes to unit content and assessment requirements to reflect sector requirements. 19/Jul/2021

Release Status:
Current
Releases:
ReleaseRelease date
1 1 (this release) 20/Jul/2021

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Unit of competency Assessment requirements

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Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 070199 Teacher Education, N.e.c.  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 070199 Teacher Education, N.e.c.  15/Sep/2021 
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Unit of competency

Modification History

Release 1. CHCEDS046 Support student literacy learning supersedes and is not equivalent to CHCEDS020 Support students’ literacy learning.

Application

This unit describes the performance outcomes, skills and knowledge required to work with teachers to support primary or secondary students to develop literacy skills, including oral language, reading and writing skills. It includes the ability to develop literacy resources.

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 or secondary schools, as defined by State/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.

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

Pre-requisite Unit

Nil

Competency Field

Education Support

Unit Sector

Children’s Education and Care

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. Encourage and model spoken language.

1.1. Identify and use different styles of verbal communication.

1.2. Demonstrate the correct use and different functions of language in interactions.

1.3. Monitor student understanding and use of language through observation, listening and conversation, and provide information to teachers to inform planning.

1.4. Identify progress of language acquisition and discuss with the teacher.

1.5. Use language appropriate to student culture, age, abilities, interests and needs.

1.6. Use spoken language to effectively interact with students.

1.7. Talk explicitly about language to scaffold learning.

1.8. Model language for students appropriate to situation, purpose and audience.

2. Support students to read and interpret texts.

2.1. Determine strategies for supporting students to interpret texts in consultation with the teacher.

2.2. Implement planned strategies to enhance student abilities and address their individual needs.

2.3. Encourage students to problem-solve to make meaning from texts.

2.4. Use explicit talk to focus students on specific literacy skills.

3. Enhance student’s writing skills.

3.1. Implement strategies devised with teacher to develop student’s skills in the use of written language.

3.2. Use accurate terminology to support student’s learning.

3.3. Use planned strategies to reinforce writing skills across all key learning areas.

3.4. Encourage students to improve spelling skills using strategies appropriate to student’s developmental levels.

3.5. Support students to plan their writing tasks through demonstration and explanation.

3.6. Encourage students to reflect on the effectiveness of their writing through use of questioning.

3.7. Support students to effectively edit their writing through demonstration and provision of opportunities for practice.

4. Contribute to resource development.

4.1. Plan learning environments and activities in advance with the teacher based on individual needs.

4.2. Contribute ideas for resource design that reinforce literacy skills, while fulfilling curriculum requirements and meet developmental levels.

4.3. Follow organisational procedures for the production of resources.

Foundation Skills

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

SKILLS 

DESCRIPTION 

Oral communication skills to:
  • interact and engage with students to build rapport and provide encouragement.

Problem-solving skills to:
  • provide support to students and determine methods to appropriately scaffold their learning according to their individual ability.

Initiative and enterprise skills to:
  • use appropriate support strategies when opportunities arise.

Unit Mapping Information

Release 1. CHCEDS046 Support student literacy learning supersedes and is not equivalent to CHCEDS020 Support students’ literacy learning.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

 

Assessment requirements

Modification History

Release 1. CHCEDS046 Support student literacy learning supersedes and is not equivalent to CHCEDS020 Support students’ literacy learning.

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:

  • contribute to the development and implementation of strategies for two students with differing literacy needs
  • support students with each of the following aspects of literacy on at least one occasion:
  • oral communication
  • reading
  • writing
  • spelling
  • contribute to the development of two literacy resources with guidance from the teacher.

Knowledge Evidence

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

  • differences between the roles and responsibilities of teachers and education support workers
  • relationships between spoken language and literacy
  • styles of oral communication:
  • formal or informal
  • transactional
  • recounting
  • reciting or reading aloud
  • questioning
  • functions of language:
  • informative
  • expressive
  • directive
  • influencing
  • relationship building
  • factors affecting acquisition of language skills:
  • limited opportunities for practice
  • health issues
  • socio-economic issues
  • home language other than English
  • level of confidence
  • planned or incidental learning opportunities
  • definition of ‘texts’ and types of texts that students need to interpret:
  • literary
  • everyday
  • mass-media
  • explicit talk that supports student comprehension
  • terminology of literacy as used by supervising teacher
  • questioning techniques that scaffold learning and assist students to problem-solve
  • language and literacy developmental continuum applicable to primary and secondary students
  • support strategies for each of the following:
  • oral language
  • reading
  • spelling
  • writing.

Assessment Conditions

Skills must be demonstrated in the workplace:

  • implementation of strategies 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.

Skills related to resource development may be demonstrated outside of the workplace but must be based on work in a primary or secondary school in Australia.

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

Assessment must ensure access to:

  • student information to inform planning
  • literacy support resources in the areas of:
  • oral language
  • reading
  • spelling
  • writing
  • organisational policies and procedures for support programs
  • students in a school
  • colleagues for guidance and collaboration.

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

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

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