Assessor Resource

CHCEDS014
Support students with English as a second language

Assessment tool

Version 1.0
Issue Date: March 2024


This unit describes the skills and knowledge required to provide support to students who have English as a second language (ESL).

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. Facilitate communication between the student, the school and home

1.1 Provide assistance with interactions between the student, the school and the parent/carer/guardian

1.2 Identify communication barriers and organise the use of interpreters/translators when necessary, in consultation with teacher

2. Implement an English as a Second Language (ESL) support program

2.1 Provide an ESL support program as directed by the teacher or support service personnel

2.2 Implement ESL support according to program specifications and student needs

2.3 Provide individual support to ESL students

2.4 Perform ESL support tasks in classroom or group activities

2.5 Maintain student confidentiality according to program/school guidelines

2.6 Provide information to school staff and liaise with other professionals when required

3. Support student ESL program

3.1 Investigate and discuss factors affecting language acquisition, with the ESL specialist and/or classroom teacher

3.2 Identify and deal with cultural issues in a sensitive and appropriate manner

3.3 Advocate for the student as necessary


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. Facilitate communication between the student, the school and home

1.1 Provide assistance with interactions between the student, the school and the parent/carer/guardian

1.2 Identify communication barriers and organise the use of interpreters/translators when necessary, in consultation with teacher

2. Implement an English as a Second Language (ESL) support program

2.1 Provide an ESL support program as directed by the teacher or support service personnel

2.2 Implement ESL support according to program specifications and student needs

2.3 Provide individual support to ESL students

2.4 Perform ESL support tasks in classroom or group activities

2.5 Maintain student confidentiality according to program/school guidelines

2.6 Provide information to school staff and liaise with other professionals when required

3. Support student ESL program

3.1 Investigate and discuss factors affecting language acquisition, with the ESL specialist and/or classroom teacher

3.2 Identify and deal with cultural issues in a sensitive and appropriate manner

3.3 Advocate for the student as necessary

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.

English as a Second Language (ESL) in this unit means:

English as an Additional Language or Dialect (EALD)

English Language Dialect (ELD)

English for Speakers of Other Languages (ESOL).

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
 
Provide assistance with interactions between the student, the school and the parent/carer/guardian 
Identify communication barriers and organise the use of interpreters/translators when necessary, in consultation with teacher 
Provide an ESL support program as directed by the teacher or support service personnel 
Implement ESL support according to program specifications and student needs 
Provide individual support to ESL students 
Perform ESL support tasks in classroom or group activities 
Maintain student confidentiality according to program/school guidelines 
Provide information to school staff and liaise with other professionals when required 
Investigate and discuss factors affecting language acquisition, with the ESL specialist and/or classroom teacher 
Identify and deal with cultural issues in a sensitive and appropriate manner 
Advocate for the student as necessary 

Forms

Assessment Cover Sheet

CHCEDS014 - Support students with English as a second language
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

CHCEDS014 - Support students with English as a second language

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: