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Evidence Guide: PSPTIS046 - Use routine education terminology in interpreting (LOTE-English)

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

 

PSPTIS046 - Use routine education terminology in interpreting (LOTE-English)

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

Identify the context of educational terminology

  1. Identify key features of the education and training system, including key people and institutions.
  2. Describe standard procedures specific to communication in educational and classroom contexts.
  3. Outline the role and responsibilities of interpreters and others in educational contexts.
  4. Identify social, cultural and professional conventions of English and LOTE appropriate to educational contexts.
  5. Identify the educational and developmental consequences of incorrect interpreting in educational contexts.
Identify key features of the education and training system, including key people and institutions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Describe standard procedures specific to communication in educational and classroom contexts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Outline the role and responsibilities of interpreters and others in educational contexts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify social, cultural and professional conventions of English and LOTE appropriate to educational contexts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the educational and developmental consequences of incorrect interpreting in educational contexts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop understanding of educational terminology

  1. Research and develop knowledge of routine educational terminology in English and LOTE.
Research and develop knowledge of routine educational terminology in English and LOTE.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate oral or signed communication in educational contexts

  1. Receive and understand oral or signed communication using routine English and LOTE educational terminology.
  2. Seek clarification of correct use and meaning of routine terms and associated processes.
  3. Use a range of routine English and LOTE educational vocabulary and expressions correctly in interpreting.
  4. Apply prosodic features, gestures and body language appropriate to the educational and classroom context.
Receive and understand oral or signed communication using routine English and LOTE educational terminology.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek clarification of correct use and meaning of routine terms and associated processes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a range of routine English and LOTE educational vocabulary and expressions correctly in interpreting.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply prosodic features, gestures and body language appropriate to the educational and classroom context.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the context of educational terminology

  1. Identify key features of the education and training system, including key people and institutions.
  2. Describe standard procedures specific to communication in educational and classroom contexts.
  3. Outline the role and responsibilities of interpreters and others in educational contexts.
  4. Identify social, cultural and professional conventions of English and LOTE appropriate to educational contexts.
  5. Identify the educational and developmental consequences of incorrect interpreting in educational contexts.
Identify key features of the education and training system, including key people and institutions.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Describe standard procedures specific to communication in educational and classroom contexts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Outline the role and responsibilities of interpreters and others in educational contexts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify social, cultural and professional conventions of English and LOTE appropriate to educational contexts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the educational and developmental consequences of incorrect interpreting in educational contexts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop understanding of educational terminology

  1. Research and develop knowledge of routine educational terminology in English and LOTE.
  2. Use clear pronunciation or signed production of educational terminology.
Research and develop knowledge of routine educational terminology in English and LOTE.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use clear pronunciation or signed production of educational terminology.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate oral or signed communication in educational contexts

  1. Receive and understand oral or signed communication using routine English and LOTE educational terminology.
  2. Seek clarification of correct use and meaning of routine terms and associated processes.
  3. Use a range of routine English and LOTE educational vocabulary and expressions correctly in interpreting.
  4. Apply prosodic features, gestures and body language appropriate to the educational and classroom context.
Receive and understand oral or signed communication using routine English and LOTE educational terminology.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek clarification of correct use and meaning of routine terms and associated processes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a range of routine English and LOTE educational vocabulary and expressions correctly in interpreting.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply prosodic features, gestures and body language appropriate to the educational and classroom context.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.

1. Identify the context of educational terminology

1.1 Identify key features of the education and training system, including key people and institutions.

1.2 Describe standard procedures specific to communication in educational and classroom contexts.

1.3 Outline the role and responsibilities of interpreters and others in educational contexts.

1.4 Identify social, cultural and professional conventions of English and LOTE appropriate to educational contexts.

1.5 Identify the educational and developmental consequences of incorrect interpreting in educational contexts.

2. Develop understanding of educational terminology

2.1 Research and develop knowledge of routine educational terminology in English and LOTE.

2.2 Use clear pronunciation or signed production of educational terminology.

3. Use appropriate oral or signed communication in educational contexts

3.1 Receive and understand oral or signed communication using routine English and LOTE educational terminology.

3.2 Seek clarification of correct use and meaning of routine terms and associated processes.

3.3 Use a range of routine English and LOTE educational vocabulary and expressions correctly in interpreting.

3.4 Apply prosodic features, gestures and body language appropriate to the educational and classroom context.

Required Skills and Knowledge

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.

1. Identify the context of educational terminology

1.1 Identify key features of the education and training system, including key people and institutions.

1.2 Describe standard procedures specific to communication in educational and classroom contexts.

1.3 Outline the role and responsibilities of interpreters and others in educational contexts.

1.4 Identify social, cultural and professional conventions of English and LOTE appropriate to educational contexts.

1.5 Identify the educational and developmental consequences of incorrect interpreting in educational contexts.

2. Develop understanding of educational terminology

2.1 Research and develop knowledge of routine educational terminology in English and LOTE.

2.2 Use clear pronunciation or signed production of educational terminology.

3. Use appropriate oral or signed communication in educational contexts

3.1 Receive and understand oral or signed communication using routine English and LOTE educational terminology.

3.2 Seek clarification of correct use and meaning of routine terms and associated processes.

3.3 Use a range of routine English and LOTE educational vocabulary and expressions correctly in interpreting.

3.4 Apply prosodic features, gestures and body language appropriate to the educational and classroom context.

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified, the candidate must demonstrate evidence of performance of the following on at least two occasions.

using social, cultural and professional conventions applicable to the languages being used in routine educational and classroom contexts, including:

customs, protocols and taboos

dialect, idiom, colloquialisms and language conventions

social conventions and consistent use of forms of address

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified, the depth of knowledge demonstrated must be appropriate to the job context of the candidate.

basic principles of education and learning

education and training institutions

information sources for increasing educational knowledge and terminology

effective working relationships between interpreters and teachers, educators and teacher aides

public and private education systems

relevant legislation and government policies

security, confidentiality and duty of care

WHS relevant to working in educational and classroom contexts