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Elements and Performance Criteria

Required Skills

This describes the essential skills and knowledge and their level required for this unit

Essential knowledge

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

Areas of language development of a young person eg listening speaking nonverbal expression viewing writing

Policy procedure and legislative issues affecting performance

Implications of cultural issues in the classroomrecreation areas

Culturally based expectations about communication

Alternative communication systems

Essential skills

It is critical that the candidate demonstrate the ability to

Stimulate students to speak taking into account additional language needs age development and culture of the student

Interact in a positive and supportive manner with the students

Implement a language support program as directed by the teacher or speech language pathologist

In addition the candidate must be able 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 the ability to

Apply strategies for developing comprehension and expression in students

Apply interpersonal skills eg listening and understanding directions giving clear directions andor instructions expressing an opinion suggesting improvements to strategymethods for assistingsupporting students and teachers

Empathise and be culturally sensitive

Use teamwork skills working with teachers and students

Complete a sequence of tasksactivities given direction and support from the teacher

Interpret information from written andor verbal directions

Problemsolve by choosing appropriate responses identifying problems consulting with personnel

Manage time effectively

Evidence Required



The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria Required Skills and Knowledge the Range Statement and the Assessment Guidelines for this Training Package

Critical aspects for assessment and evidence required to demonstrate this unit of competency	The individual being assessed must provide evidence of specified essential knowledge as well as skills This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

Access and equity considerations	All workers in community services should be aware of access equity and human rights issues in relation to their own area of work All workers should develop their ability to work in a culturally diverse environment In recognition of particular issues facing Aboriginal and Torres Strait Islander communities workers should be aware of cultural historical and current issues impacting on Aboriginal and Torres Strait Islander people Assessors and trainers must take into account relevant access and equity issues in particular relating to factors impacting on Aboriginal andor Torres Strait Islander clients and communities

Context of and specific resources for assessment	This unit can be assessed independently however holistic assessment practice with other community services units of competency is encouraged Assessment requires access to a range of opportunities defined in the Range Statement including appropriate workplace where assessment can take place simulation of realistic workplace environment for assessment relevant schoolcentre policy protocols and procedures educational materials

Method of assessment	In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment the remainder should be assessed through realistic simulations projects previous relevant experience or oral questioning on What if scenarios Assessment of this unit of competence will usually include observation of processes and procedures oral andor written questioning on Essential knowledge and skills and consideration of required attitudes Where performance is not directly observed andor is required to be demonstrated over a period of time andor in a number of locations any evidence should be authenticated by colleagues supervisors clients or other appropriate persons

Range Statement



The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Opportunities to listen to language may include:	Rhymes, poems, stories Language games Music Dramatic play Film, video, television Everyday conversations Discussions Transactions greetings shopping directions instructions

Resources to support language skills may include:	Materials that stimulate verbal response Materials that extend understanding of vocabulary Pictures, poster, displays Books: fiction, non-fiction, picture Magazines, newspapers, comic books Bilingual charts, books Interesting objects Spoken word tapes Songs

Communication strategies may include:	Verbal and written communication phrases and jargon that the student uses naming used by family or friends/peers language specific to an area of the student's interest e.g. football/fashion language suitable for he student's age and level of comprehension language appropriate to each particular situation language that takes into account additional learning needs group or individual discussions listening to informal conversation/chatting volume to suite situation and audience size intonation articulation pronunciation tone of voice awareness of word order patterns in Standard Australian English Non-verbal communication working at the same level as the student e.g. sitting at the student's desk or on the floor proximity to the student eye contact/no eye contact body language facial expression

Opportunities to interact with others include:	Reading stories/books/poetry/rhymes aloud Reading stories/books that contain references to familiar objects or topics of interest to the student Labelling objects and speaking in simple sentences Responding with clear and simple answers Involving student in songs, rhymes, poetry, plays and jokes Involving the student in one-on-one conversations Encouraging students to talk about what they are doing, what they like, how they feel Encouraging students to ask questions to gather information Encouraging participation in group discussions Providing opportunities fort he student to speak in public and privately, with other students and adults

Understanding of language refers to:	Age and stage of development of the student The situation (formal, informal)

Functions of language may include:	Informative - communicating information Expressive - communicating or generating feelings and emotions Directive - giving instructions or asking questions that will elicit an action/response