Assessment Requirements for CHCEDS046 Support student literacy learning

Release: 1

Assessment Requirements for CHCEDS046 Support student literacy learning

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