Assessor Resource

CHCEDS005
Support the development of literacy and oral language skills

Assessment tool

Version 1.0
Issue Date: April 2024


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.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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

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

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
 
Explore link between oral language, reading and writing 
Identify skills required for oral language, reading and writing 
Recognise the use of oral language, reading and writing for different purposes 
Identify oral language, reading and writing processes with support from the teacher 
Read and interpret current curriculum documents in relation to literacy 
Identify current literacy programs 
Use agreed recording systems for students’ abilities in literacy as directed by the teacher 
Work within structure and guidelines of literacy program as directed by the teacher 
Select and modify appropriate resources to support literacy programs as needed 
Use appropriate strategies to support literacy program under the guidance of the teacher 
Encourage and support students to become independent, literate learners 
Support the accurate use of literacy conventions and processes 
Monitor literacy program 
Provide feedback and evaluation of student progress to teacher 
Identify correct storage and retrieval of confidential records 

Forms

Assessment Cover Sheet

CHCEDS005 - Support the development of literacy and oral language skills
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCEDS005 - Support the development of literacy and oral language skills

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: