Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCEDS020 Mapping and Delivery Guide
Support students literacy learning

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCEDS020 - Support students literacy learning
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required by education support workers to work with teachers to support students in pre-primary, primary and secondary to develop literacy skills, including oral language, reading and writing skills.The unit provides skills and knowledge to enable education support workers to work with the teacher to develop resources to reinforce literacy skills across the curriculum and to support students during various phases in the acquisition of literacy competence.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.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Elements define the essential outcomes.
       
Element: Encourage and model spoken language
  • Identify and use a variety of styles of verbal communication
  • Demonstrate the different functions of language in interactions
  • Monitor students’ understanding and use of language through observation, listening and conversation, and provide information to teachers to inform planning
  • Identify factors affecting language acquisition and discuss with the teacher/s
  • Use language appropriate to students’ culture, age, abilities, interests and needs
  • Use spoken language to effectively interact with students
  • Talk explicitly about language to scaffold learning
  • Model language appropriate to the situation, the purpose and the audience for students
       
Element: Support students to read and interpret texts
  • Determine strategies for supporting students in the interpretation of texts in consultation with the teacher/s
  • Implement planned strategies to enhance the abilities of students and address their individual needs
  • Encourage students to problem-solve in order to make meaning from texts
  • Use explicit talk to focus students on specific literacy skills
       
Element: Enhance students’ literacy skills through writing activities
  • Use accurate terminology, as planned with teacher/s, to support students’ learning
  • Implement strategies devised with teacher/s to develop students’ skills in the use of written language
  • Use planned strategies to reinforce literacy skills across all key learning areas
  • Encourage students to improve spelling skills using strategies appropriate to students’ developmental levels
  • Support students to plan their writing tasks
  • Encourage students to critically reflect on the effectiveness of their writing
  • Support students to effectively edit their writing
       
Element: Design resources to support literacy development
  • Plan learning environments and activities in advance with the teacher/s
  • Design resources, in consultation with teacher/s, to reinforce literacy skills, while fulfilling curriculum requirements
  • Design resources to suit the developmental level of the students, as determined by the teacher/s
       
Element: Enhance students’ literacy skills through writing activities
  • Use accurate terminology, as planned with teacher/s, to support students’ learning
  • Implement strategies devised with teacher/s to develop students’ skills in the use of written language
  • Use planned strategies to reinforce literacy skills across all key learning areas
  • Encourage students to improve spelling skills using strategies appropriate to students’ developmental levels
  • Support students to plan their writing tasks
  • Encourage students to critically reflect on the effectiveness of their writing
  • Support students to effectively edit their writing
       


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. Encourage and model spoken language

1.1 Identify and use a variety of styles of verbal communication

1.2 Demonstrate the different functions of language in interactions

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

1.4 Identify factors affecting language acquisition and discuss with the teacher/s

1.5 Use language appropriate to students’ 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 appropriate to the situation, the purpose and the audience for students

2. Support students to read and interpret texts

2.1 Determine strategies for supporting students in the interpretation of texts in consultation with the teacher/s

2.2 Implement planned strategies to enhance the abilities of students and address their individual needs

2.3 Encourage students to problem-solve in order to make meaning from texts

2.4 Use explicit talk to focus students on specific literacy skills

3. Enhance students’ literacy skills through writing activities

3.1 Use accurate terminology, as planned with teacher/s, to support students’ learning

3.2 Implement strategies devised with teacher/s to develop students’ skills in the use of written language

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

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

3.5 Support students to plan their writing tasks

3.6 Encourage students to critically reflect on the effectiveness of their writing

3.7 Support students to effectively edit their writing

4. Design resources to support literacy development

4.1 Plan learning environments and activities in advance with the teacher/s

4.2 Design resources, in consultation with teacher/s, to reinforce literacy skills, while fulfilling curriculum requirements

4.3 Design resources to suit the developmental level of the students, as determined by the teacher/s

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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. Encourage and model spoken language

1.1 Identify and use a variety of styles of verbal communication

1.2 Demonstrate the different functions of language in interactions

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

1.4 Identify factors affecting language acquisition and discuss with the teacher/s

1.5 Use language appropriate to students’ 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 appropriate to the situation, the purpose and the audience for students

2. Support students to read and interpret texts

2.1 Determine strategies for supporting students in the interpretation of texts in consultation with the teacher/s

2.2 Implement planned strategies to enhance the abilities of students and address their individual needs

2.3 Encourage students to problem-solve in order to make meaning from texts

2.4 Use explicit talk to focus students on specific literacy skills

3. Enhance students’ literacy skills through writing activities

3.1 Use accurate terminology, as planned with teacher/s, to support students’ learning

3.2 Implement strategies devised with teacher/s to develop students’ skills in the use of written language

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

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

3.5 Support students to plan their writing tasks

3.6 Encourage students to critically reflect on the effectiveness of their writing

3.7 Support students to effectively edit their writing

4. Design resources to support literacy development

4.1 Plan learning environments and activities in advance with the teacher/s

4.2 Design resources, in consultation with teacher/s, to reinforce literacy skills, while fulfilling curriculum requirements

4.3 Design resources to suit the developmental level of the students, as determined by the teacher/s

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
 
Identify and use a variety of styles of verbal communication 
Demonstrate the different functions of language in interactions 
Monitor students’ understanding and use of language through observation, listening and conversation, and provide information to teachers to inform planning 
Identify factors affecting language acquisition and discuss with the teacher/s 
Use language appropriate to students’ culture, age, abilities, interests and needs 
Use spoken language to effectively interact with students 
Talk explicitly about language to scaffold learning 
Model language appropriate to the situation, the purpose and the audience for students 
Determine strategies for supporting students in the interpretation of texts in consultation with the teacher/s 
Implement planned strategies to enhance the abilities of students and address their individual needs 
Encourage students to problem-solve in order to make meaning from texts 
Use explicit talk to focus students on specific literacy skills 
Use accurate terminology, as planned with teacher/s, to support students’ learning 
Implement strategies devised with teacher/s to develop students’ skills in the use of written language 
Use planned strategies to reinforce literacy skills across all key learning areas 
Encourage students to improve spelling skills using strategies appropriate to students’ developmental levels 
Support students to plan their writing tasks 
Encourage students to critically reflect on the effectiveness of their writing 
Support students to effectively edit their writing 
Plan learning environments and activities in advance with the teacher/s 
Design resources, in consultation with teacher/s, to reinforce literacy skills, while fulfilling curriculum requirements 
Design resources to suit the developmental level of the students, as determined by the teacher/s 
Use accurate terminology, as planned with teacher/s, to support students’ learning 
Implement strategies devised with teacher/s to develop students’ skills in the use of written language 
Use planned strategies to reinforce literacy skills across all key learning areas 
Encourage students to improve spelling skills using strategies appropriate to students’ developmental levels 
Support students to plan their writing tasks 
Encourage students to critically reflect on the effectiveness of their writing 
Support students to effectively edit their writing 

Forms

Assessment Cover Sheet

CHCEDS020 - Support students literacy learning
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

CHCEDS020 - Support students literacy learning

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: