CHCEDS036 Support the development of literacy and oral language skills

Workplace Observation Assessment

Student name

Student email address

Workplace Supervisor name

Workplace Supervisor contact number

Workplace Supervisor email address

Workplace Supervisor title

Workplace Supervisor Qualification

Qualified Teacher

Unit Code and Title

CHCEDS036 Support the development of literacy and oral language skills

About this Assessment

For this task, your Workplace Supervisor will be observing you in the workplace as you plan for and support the development of literacy and oral language skills for at least two (2) students.

You must arrange with your Workplace Supervisor to video record you conducting particular tasks so that you may submit this to your assessor for your assessor to observe.

Assessment resource requirements

Access to your learning materials.

Access to Microsoft Word.

Access to your workplace or work placement

Access to your supervisor

Access to workplace documents such as literacy programs, teacher planning documents, a recording document such as a progress chart or spreadsheet

Workplace policies and procedures relating to working with students, documentation and confidentiality procedures

A video recording device or smartphone with video recording capabilities

A photocopier/printer

Access to Task 1 Work Placement Documents Portfolio template

Task 2.1 Parental Consent Form

Task 2.1 Video Recording Observation Checklist

Task 2.1 Literacy Activity Session Template

Task 2.1 Student’s Achievement and Progress Report

Task 2.1 Reporting Achievement and Progress in P to Year 10

Teacher planning documents

Task 2.2 Workplace Supervisor’s Report

Instructions for the Student

It's important to discuss the requirements of this task with your Workplace Supervisor to ensure that the time and location of the observations are appropriate for everyone involved. Seek guidance from your Workplace Supervisor to ensure you can complete this task with minimal disruption to the work environment, staff and children.

Note that you will be observed undertaking the requirements of this task with two children.

During the observation times, you are recommended to demonstrate your ability to meet

the

literacy requirements of teacher planning documents for curriculum areas, implement strategies to provide support

and complete required records

.

Instructions for the Workplace Supervisor

Guidance to Workplace Supervisor about this task

The purpose of this assessment is for students to demonstrate that they can support the development of literacy and oral language skills.

Students will participate in workplace observations, and you will observe the student as they demonstrate their understanding of the literacy requirements of teacher planning documents for curriculum areas, implement strategies to provide support and complete required records.

The workplace observations must be held in an appropriate educational workplace environment. The student should have supervised access to multiple children in a regulated education system in Australia.

As with any workplace activity, consider WHS and ensure the environment is safe for all involved.

Observing workplace performance

Use the observation checklist for each task to record details of the student’s performance.

For Task 2.1, while observing the student conducting tasks, the student must complete each of the following at least once:

Demonstrate understanding of the literacy requirements of teacher planning documents

Implement strategies to provide support for two (2) students (or participants to play the role of students), as directed by the teacher, for reading, writing and oral language.

Please note: A qualified trainer and assessor will review and assess all the submitted comments, observation checklists, and assessment evidence to determine the students' competence and abilities against the unit of competency requirements. A trainer and assessor will ensure each assessment has been sufficiently completed and determine the final assessment outcome.

Task 1 overview

For this task, you must complete the following:

Identify and collect a range of Language and Literacy related documentation used in your work placement.

Write a description of each of these documents in your own words using the template provided.

Compile all the above items into a portfolio.

The purpose of this task is to assess your ability to:

Locate and correctly interpret literacy programs and planning documents used by teachers

Identify the methods used to record literacy learning progress for students

Task Instructions

You are required to collect and submit the following language and literacy-related documents used in your work placement:

One example of a teacher’s planning document related to language and literacy curriculum

One example of a current literacy program

Two different examples of recording systems developed by the teacher.

Read each document and make yourself familiar with its purpose.

Describe each document and its purpose in Task 1 Work Placement Documents Portfolio template provided.

Collate each document with the relevant description and place them in your portfolio.

Have your Workplace Supervisor, sign off that you have received each of the required documents for this task in the Task 1 Work Placement Documents Portfolio template.

NOTE: Make sure any personal information, students’ photos or any other required secure information is deleted/not visible. Students must not be identifiable.

Task resource requirements

Access to your learning materials.

Access to Microsoft Word.

Access to your workplace or work placement

Access to your supervisor

Access to workplace documents such as literacy programs, teacher planning documents, a recording document such as a progress chart or spreadsheet

A camera or smartphone to take photographs

A photocopier/printer

Access to Task 1 Work Placement Documents Portfolio template

Work Placement Documents Portfolio

Student Name

Note to students:

For this task, you are required to describe three different types (one with two examples) of relevant school documentation that you have collected for your Portfolio. Use the template under the headings provided to describe each piece of documentation, it’s purpose and use in the classroom.

1. Literacy related teacher planning document

2. Literacy program example

3. Two examples of teacher record documents

4. Document Attachments

Collected and submitted the following documents:

Yes

No

One example of the teacher’s planning document related to the language and literacy curriculum.

One example of a current literacy program

Two different examples of recording systems developed by the teacher.

Completed above Work Placement Document template

Supervisor’s Name

Supervisor’s Signature

Date

Task overview

This task consists of two parts:

Task 2.1 Literacy Activity Session

You will be working with two (2) students during a literacy activity session.

Task 2.2 Supervisor’s Report

Your Workplace Supervisor is required to complete a report that confirms your application of workplace skills.

Task resource requirements

Access to a work placement in a school

Access to work placement policies, procedures, literacy curriculum and lesson plans, learning progress record systems

Internet, computer, printer, library

Human resources: class teacher, colleagues, minimum of two students from the class

Task 2.1 Overview

For this task, you are to plan and provide educational support to two (2) students. Using the Australian Curriculum, plan and deliver a literacy activity session for these focus students.

The purpose of this assessment is to assess your ability to support the development of literacy and oral language skills through the following skills:

Using communication techniques to engage students in learning and support effective interaction during learning.

Accurate use of literacy conventions and processes through demonstration and opportunities for student practice

Following the structure and guidelines of literacy programs and curriculumn as directed by the teacher

Provision of positive feedback to raise student confidence and encouragement of independent learning

Using strategies that support individual needs as directed by the teacher.

Task Instructions

You will need to plan for a Literacy Activity Session in collaboration with the teacher. You will need to select one (1) part of the teacher’s curriculum or planning documents that you will be implementing to provide support to two (2) students. This might be taking aside a small group of students for closer, tailored support while the teacher conducts a lesson, or facilitating a reading group for advanced readers.

Once you have selected the topic of the Literacy Activity Session that you will be implementing, you will need to complete the Task 2.1 Literacy Activity Session Template to plan for this session.

Your plan must address each of the following sections:

The year level of the activity

The topic being taught

A summary of how the session is part of the teacher’s curriculum or planning

Literacy focus

Resources required to complete the task

The activity session outcomes of the children’s learning

Make provisions for students that may find the activity too hard

Make provisions for students that may find the activity too easy

Provide an extension or additional activity for very fast or engaged students

Outline and description of each of the planned activities

You will need to discuss the planned activities with the teacher (workplace supervisor) and determine which activity/ies is/are to be implemented. You must record this and adjust your strategy based on the guidance from the teacher.

Once you have determined the activities, you will need to implement the activity/ies with the students by:

Performing the tasks outlined in Task 2.1 Observation Checklist for student one with your supervisor.

Repeat the tasks outlined in Task 2.1 Observation Checklist for student two, this time video recorded so that your assessor can directly observe you completing the tasks.

Once you have finished the activity with the two (2) students, you will need to record how each student performed during the activity using the Task 2.1 Student’s Achievement and Progress Report.

When recording the performance for each child, you are required to refer to Task 2.1 Reporting Achievement and Progress in P to Year 10 document provided and follow the instructions to complete the template.

After completing this task, you are required to submit the following:

Completed Task 2.1 Parental Consent Form

Completed Task 2.1 Literacy Activity Session Template

Completed Task 2.1 Childrens Achievement (Five-Point Scale)

Video recording of activity with one student

Resource Requirements

For this task, you will need access to the following:

Access to the Australian Curriculum

Access to organisational policies and procedures relating to documentation and confidentiality procedures

Task 2.1 Parental Consent Form

Task 2.1 Video Recording Observation Checklist

Task 2.1 Literacy Activity Session Template

Task 2.1 Student Achievement Record or in lieu of this, the recording system you identified in Task 1, to be completed and submitted along side this assessment.

Task 2.1 Reporting Achievement and Progress in P to Year 10

Teacher planning documents

A video recording device or smartphone with video recording capabilities

Note: Before commencing this task, you will need to have the Task 2.1 Parental Consent Forms completed by the parents of the two (2) students that you will be interacting with for the Literacy Activity Session.

Literacy Activity Session Template

Year Level for Activity

Topic Being Taught

How this relates to current class curriculum or planning documents

Literacy Focus

Resources Required

Activity Session Outcomes

Adaptations for Slower Learners

Adaptations for Faster Learners

Extension/Additional Activity

Activity 1 Description

Activity 2 Description

Activity 3 Description

Discuss the activities with the teacher.

Teacher is to select which activity/ies is/are to be implemented.

Instructions

Complete these reports based on a student performance, using the guidance in the “Task 2.1 Reporting Achievement and Progress in P to Year 10” document (located in your Workplace Observation Assessment Attachments.zip).

Where it says “Skill applicable to subject and year level” this is made adaptable to the curriculum and teacher planning documents. This may be a sub-element of the curriculum, continuum or a goal of the teacher’s planning documents. E.g. “Use spelling knowledge” or “Comprehend texts”.

Child 1

Report Mark

The patterns of evidence typically demonstrate:

Skill applicable to subject and year level

Skill applicable to subject and year level

Skill applicable to subject and year level

Skill applicable to subject and year level

Skill applicable to subject and year level

Feedback for Student

Child 2

Report Mark

The patterns of evidence typically demonstrate:

Skill applicable to subject and year level

Skill applicable to subject and year level

Skill applicable to subject and year level

Skill applicable to subject and year level

Skill applicable to subject and year level

Feedback for Student

Task 2.1 Observation Checklist

Did the student demonstrate the required level of competence for each of the following points?

Instructions: Please tick ‘Yes’ or ‘No’ for each item in the list below

Literacy Activity Session 1

Literacy Activity Session 2

Yes

No

VIDEO RECORDING

During the task, did you observe the student:

1. Support the literacy program by providing strategies to the student based on student learning needs information, ensuring the following is covered

reading

Recorded by Workplace Supervisor.

Marked by an Assessor.

writing

oral language

Example; the student may demonstrate support in a manner that is appropriate to the year level and needs of the student. This may be demonstrated include but is not limited to:

Supporting reading development

Asking open-ended questions

Supporting text comprehension

Encouraging self-questioning

Engaging in meaningful discussion, and encouraging reflection and critical thinking.

Helping with handwriting techniques

Assist with story-telling.

Second attempt (if first was not satisfactory)

2. Use communication techniques to engage students and support effective interaction and learning.

Example; the student makes use off techniques appropriate to the student’s year level and include but are not limited to:

Active lsistening

Open questioning

Providing clear directions and instructions.

Meaningful conversation

Getting down on the student’s level

Treating student with fairness

Showing respect towards student’s culture

Offering choices to the student.

Sharing feedback

Second attempt (if first was not satisfactory)

Recorded by Workplace Supervisor.

Marked by an Assessor.

3. Support literacy conventions and processes accurately through demonstration and opportunities for practice.

Example; the student may demonstrate and offer conventions to practice for literacy conventions such as:

Spelling

Grammar

Supporting phonetic writing

Building vocabulary

Understanding text themes

Recognising and practicing whole words, supporting phonemic awareness.

Second attempt (if first was not satisfactory)

4. Encourage and support the student to become independent through the use of positive feedback.

Example; the student may demonstrate encouragement and support through techniques that may include but are not limited to:

Promoting independent thinking and learning through self-correction techniques

Encouraging practice

Dividing text into chunks

Teaching students to ask questions of the author, research and explore topics of interest

Build on prior knowledge or making presonal connections

Second attempt (if first was not satisfactory)

5. Use strategies tailored to individual student needs under the direction of the teacher.

Example; strategies the students may utilise include but are not limited to:

Explicit instructions

Using checklists

Revising

Practice

Reinforcing existing skills

Building on prior knowledge

Prompting

Model

Demonstrate

Second attempt (if first was not satisfactory)

Recorded by Workplace Supervisor.

Marked by an Assessor.

6. Work within the structure and guidelines of the literacy program under the direction of the teacher.

Example; The structure and guidelines will be based on the literacy program. To demonstrate this students may include but are not limited to:

Follow the processes used in class in an orderly way

Undertake student assesment

Utilise checklists

Perform observations

Second attempt (if first was not satisfactory)

Assessor Overall Feedback

Satisfactory

Not Yet Satisfactory

Date:

Date:

Comments:

Task 2.2 overview

Your Workplace Supervisor is required to complete a report that details and confirms your application of workplace skills relevant to this unit of competency.

Task instructions

To complete this task, you will need to:

Review all questions on the Task 2.2 Workplace Supervisor’s Report. Consider if you have shown that you can do all of these things to workplace standards?

Discuss this with your Workplace Supervisor before asking them to complete the report.

Provide them with the Supervisor Instructions (listed below) to assist them in filling out this report

You are required to submit the completed Task 2.2 Workplace Supervisor’s Report

Resource requirements

For this task, you will need access to the following:

Task 2.2 Workplace Supervisor’s Report

Your Workplace Supervisor, who observed you in Task 2.1

A photocopier/printer

Instructions to the Supervisor

Workplace Supervisor Report

Student Name

Workplace Supervisor's Name

Workplace Supervisor's Role

Workplace Name

Workplace Supervisor’s Contact Number

Workplace Supervisor’s Contact Email

Dates during which you have worked in a supervisory capacity to the student

Do you understand the expectations and requirements of your role based on the above information?

Yes

No

Did the student demonstrate in two curriculum areas that they:

1. Use communication techniques that engage students in learning?

Unable to

Confirm

Yes

No

Provide examples or comments on the student's skills and performance in each area