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Evidence Guide: CHCLLN002 - Support adult language and literacy learning

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

 

CHCLLN002 - Support adult language and literacy learning

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

Elements define the essential outcomes of a unit of competency

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify learner language and literacy requirements

  1. Confirm scope of own role and responsibilities in supporting the learner
  2. Establish learner language and literacy level and needs using appropriate tools
  3. Identify factors that may inhibit the development of language and literacy skills in consultation with the learner and supervisor according to need
  4. Negotiate learning needs with learner and establish achievable learning outcomes, in consultation with supervisor
Confirm scope of own role and responsibilities in supporting the learner

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Establish learner language and literacy level and needs using appropriate tools

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify factors that may inhibit the development of language and literacy skills in consultation with the learner and supervisor according to need

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Negotiate learning needs with learner and establish achievable learning outcomes, in consultation with supervisor

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Plan strategies and resources

  1. Plan learning environment, activities and teaching strategies in advance, seeking advice from supervisor or other specialists as required
  2. Monitor learner understanding and use of language, and gather information to inform own planning
  3. Adapt or develop resources appropriate to learner needs and context according to program requirements
Plan learning environment, activities and teaching strategies in advance, seeking advice from supervisor or other specialists as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Monitor learner understanding and use of language, and gather information to inform own planning

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Adapt or develop resources appropriate to learner needs and context according to program requirements

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage and model spoken language

  1. Demonstrate different styles, ranges and contexts of oral communication across appropriate aspects of communication
  2. Use spoken language to effectively interactwith learner
  3. Scaffold learning by talking about language
Demonstrate different styles, ranges and contexts of oral communication across appropriate aspects of communication

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use spoken language to effectively interactwith learner

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Scaffold learning by talking about language

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Support learners to read and interpret texts

  1. Determine strategies for supporting learner in interpreting texts, with supervisor where appropriate
  2. Implement planned strategies to enhance learner abilities and address individual needs
  3. Encourage learner to problem solve to make meaning from texts
  4. Use a range of planned strategies to focus learner on specific literacy skills
  5. Evaluate learning outcomes and discuss with supervisor
Determine strategies for supporting learner in interpreting texts, with supervisor where appropriate

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Implement planned strategies to enhance learner abilities and address individual needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Encourage learner to problem solve to make meaning from texts

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use a range of planned strategies to focus learner on specific literacy skills

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate learning outcomes and discuss with supervisor

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Enhance learner literacy skills through writing activities

  1. Use appropriate terminology with learner as planned
  2. Implement planned strategies to develop learner skills in the use of written language
  3. Use planned strategies to develop performancefeatures of learner writing
  4. Evaluate learning outcomes and discuss with supervisor according to need
Use appropriate terminology with learner as planned

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Implement planned strategies to develop learner skills in the use of written language

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use planned strategies to develop performancefeatures of learner writing

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate learning outcomes and discuss with supervisor according to need

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review strategies used to enhance learner skills

  1. Monitor learner progress against learning outcomes
  2. Seek support and feedback from supervisor
  3. Review and adjust strategies based monitoring and feedback in consultation with supervisor
Monitor learner progress against learning outcomes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek support and feedback from supervisor

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review and adjust strategies based monitoring and feedback in consultation with supervisor

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes of a unit of competency

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element

1. Identify learner language and literacy requirements

1.1 Confirm scope of own role and responsibilities in supporting the learner

1.2 Establish learner language and literacy level and needs using appropriate tools

1.3 Identify factors that may inhibit the development of language and literacy skills in consultation with the learner and supervisor according to need

1.4 Negotiate learning needs with learner and establish achievable learning outcomes, in consultation with supervisor

2. Plan strategies and resources

2.1 Plan learning environment, activities and teaching strategies in advance, seeking advice from supervisor or other specialists as required

2.2 Monitor learner understanding and use of language, and gather information to inform own planning

2.3 Adapt or develop resources appropriate to learner needs and context according to program requirements

3. Encourage and model spoken language

3.1 Demonstrate different styles, ranges and contexts of oral communication across appropriate aspects of communication

3.2 Use spoken language to effectively interactwith learner

3.3 Scaffold learning by talking about language

4. Support learners to read and interpret texts

4.1 Determine strategies for supporting learner in interpreting texts, with supervisor where appropriate

4.2 Implement planned strategies to enhance learner abilities and address individual needs

4.3 Encourage learner to problem solve to make meaning from texts

4.4 Use a range of planned strategies to focus learner on specific literacy skills

4.5 Evaluate learning outcomes and discuss with supervisor

5. Enhance learner literacy skills through writing activities

5.1 Use appropriate terminology with learner as planned

5.2 Implement planned strategies to develop learner skills in the use of written language

5.3 Use planned strategies to develop performancefeatures of learner writing

5.4 Evaluate learning outcomes and discuss with supervisor according to need

6. Review strategies used to enhance learner skills

6.1 Monitor learner progress against learning outcomes

6.2 Seek support and feedback from supervisor

6.3 Review and adjust strategies based monitoring and feedback in consultation with supervisor

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes of a unit of competency

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element

1. Identify learner language and literacy requirements

1.1 Confirm scope of own role and responsibilities in supporting the learner

1.2 Establish learner language and literacy level and needs using appropriate tools

1.3 Identify factors that may inhibit the development of language and literacy skills in consultation with the learner and supervisor according to need

1.4 Negotiate learning needs with learner and establish achievable learning outcomes, in consultation with supervisor

2. Plan strategies and resources

2.1 Plan learning environment, activities and teaching strategies in advance, seeking advice from supervisor or other specialists as required

2.2 Monitor learner understanding and use of language, and gather information to inform own planning

2.3 Adapt or develop resources appropriate to learner needs and context according to program requirements

3. Encourage and model spoken language

3.1 Demonstrate different styles, ranges and contexts of oral communication across appropriate aspects of communication

3.2 Use spoken language to effectively interactwith learner

3.3 Scaffold learning by talking about language

4. Support learners to read and interpret texts

4.1 Determine strategies for supporting learner in interpreting texts, with supervisor where appropriate

4.2 Implement planned strategies to enhance learner abilities and address individual needs

4.3 Encourage learner to problem solve to make meaning from texts

4.4 Use a range of planned strategies to focus learner on specific literacy skills

4.5 Evaluate learning outcomes and discuss with supervisor

5. Enhance learner literacy skills through writing activities

5.1 Use appropriate terminology with learner as planned

5.2 Implement planned strategies to develop learner skills in the use of written language

5.3 Use planned strategies to develop performancefeatures of learner writing

5.4 Evaluate learning outcomes and discuss with supervisor according to need

6. Review strategies used to enhance learner skills

6.1 Monitor learner progress against learning outcomes

6.2 Seek support and feedback from supervisor

6.3 Review and adjust strategies based monitoring and feedback in consultation with supervisor