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Evidence Guide: CHCEDS005 - Support the development of literacy and oral language skills

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCEDS005 - Support the development of literacy and oral language skills

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify oral language, reading and writing skills

  1. Explore link between oral language, reading and writing
  2. Identify skills required for oral language, reading and writing
  3. Recognise the use of oral language, reading and writing for different purposes
  4. Identify oral language, reading and writing processes with support from the teacher
Explore link between oral language, reading and writing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify skills required for oral language, reading and writing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the use of oral language, reading and writing for different purposes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify oral language, reading and writing processes with support from the teacher

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work within guidelines of literacy program

  1. Read and interpret current curriculum documents in relation to literacy
  2. Identify current literacy programs
  3. Use agreed recording systems for students’ abilities in literacy as directed by the teacher
  4. Work within structure and guidelines of literacy program as directed by the teacher
  5. Select and modify appropriate resources to support literacy programs as needed
Read and interpret current curriculum documents in relation to literacy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify current literacy programs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use agreed recording systems for students’ abilities in literacy as directed by the teacher

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work within structure and guidelines of literacy program as directed by the teacher

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select and modify appropriate resources to support literacy programs as needed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support student literacy

  1. Use appropriate strategies to support literacy program under the guidance of the teacher
  2. Encourage and support students to become independent, literate learners
  3. Support the accurate use of literacy conventions and processes
  4. Monitor literacy program
  5. Provide feedback and evaluation of student progress to teacher
  6. Identify correct storage and retrieval of confidential records
Use appropriate strategies to support literacy program under the guidance of the teacher

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and support students to become independent, literate learners

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the accurate use of literacy conventions and processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor literacy program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide feedback and evaluation of student progress to teacher

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify correct storage and retrieval of confidential records

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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

Range Statement

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