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Evidence Guide: CHCEDS014 - Support students with English as a second language

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

 

CHCEDS014 - Support students with English as a second language

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

Elements define the essential outcomes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate communication between the student, the school and home

  1. Provide assistance with interactions between the student, the school and the parent/carer/guardian
  2. Identify communication barriers and organise the use of interpreters/translators when necessary, in consultation with teacher
Provide assistance with interactions between the student, the school and the parent/carer/guardian

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

  1. Provide an ESL support program as directed by the teacher or support service personnel
  2. Implement ESL support according to program specifications and student needs
  3. Provide individual support to ESL students
  4. Perform ESL support tasks in classroom or group activities
  5. Maintain student confidentiality according to program/school guidelines
  6. Provide information to school staff and liaise with other professionals when required
Provide an ESL support program as directed by the teacher or support service personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement ESL support according to program specifications and student needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide individual support to ESL students

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform ESL support tasks in classroom or group activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain student confidentiality according to program/school guidelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support student ESL program

  1. Investigate and discuss factors affecting language acquisition, with the ESL specialist and/or classroom teacher
  2. Identify and deal with cultural issues in a sensitive and appropriate manner
  3. Advocate for the student as necessary
Investigate and discuss factors affecting language acquisition, with the ESL specialist and/or classroom teacher

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advocate for the student as necessary

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. 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

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. 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

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.

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).