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Evidence Guide: CHCEDS322A - 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

 

CHCEDS322A - Support students with English as a second language

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

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. Apply understanding of immigration practices when locating students in the school and in communication with student school and home
  3. Identify communication barriers and organise the use of interpreters/translators when necessary, in consultation with teacher
  4. Share knowledge of ESL student needs to support the development of whole school policies
Provide assistance with interactions between the student, the school and the parent/carer/guardian

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply understanding of immigration practices when locating students in the school and in communication with student school and home

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Share knowledge of ESL student needs to support the development of whole school policies

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
  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 other school staff when required
Provide an ESL support program as directed by the teacher

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 other school staff when required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support student ESL program

  1. Apply support strategies to accommodate language acquisition
  2. Identify and discuss factors affecting language acquisition with the ESL and/or classroom teacher
  3. Identify and deal with cultural issues in a sensitive and appropriate manner
  4. Advocate for the student as necessary
Apply support strategies to accommodate language acquisition

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and discuss factors affecting language acquisition with the ESL 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

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit could be assessed either on the job or off the job through an appropriate workplace simulation for a range of age groups and a range of conditions over a number of assessment situations

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Assessment requires access to a range of opportunities defined in the range Statement, including:

appropriate workplace where assessment can take place

simulation of realistic workplace environment for assessment

relevant school/centre policy, protocols and procedures

educational materials

Method of assessment:

In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios

Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on Essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed and/or is required to be demonstrated over a 'period of time' and/or in a 'number of locations', any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Means by which students acquire English language skills

Factors affecting language acquisition

Immigration issues including common responses to and symptoms of 'culture shock'

Implications of cultural issues in the classroom

Policy, procedures and legislative issues affecting performance and education support workers

A range of effective communication techniques

Essential skills:

It is critical that the candidate demonstrate the ability to:

Facilitate communication between the student, the school and home under the direction of a teacher

Assist the student in gaining English language skills

Implement an ESL support program as directed by the teacher

Maintain discretion and confidentiality at all times

Follow directions

Provide in-class support with sensitivity

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Use strategies for developing comprehension and expression

Communicate with students with additional needs

Empathise and be culturally sensitive when responding to students

Manage cross-cultural issues and beliefs

Interpret information from and/or verbal directions

Use problem solving skills

Use interpersonal communicate skills (active listening, giving clear directions, express an opinion, suggest improvements to strategy/methods for assisting/supporting students and teachers)

Manage time effectively

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Interactions may include:

Face-to-face meetings

Telephone conversations

Written communication

Interactions may be between:

The students and the members of the school community and its support network, while the student is at school

Members of the school community and parties responsible for the student from his/her home

Immigration practices may generate:

Culture shock

Post-traumatic stress

Integration issues

Employment issues

Lack of security

ESL support tasks may include:

Learning to say the student's name correctly

Demonstrating respect for the student's cultural and religious beliefs

Greeting the student in their own language

Structuring supportive socialisation activities

Anticipating language needs and allowing adequate time to avoid frustration and aggression

Building the student's self-esteem and confidence by providing positive responses and encouraging risk-taking in their language development

Controlling the input of new information to avoid overwhelming the student

Providing opportunities for students to hear and practice the same language in different ways

Extend rapport-building strategies to develop trust prior to learning

Support strategies may include:

Review errors with the student

Supervise repetition of tasks

Check comprehension

Focus on conversational English, school language as well as academic English

Repeat directions

Summarise the lesson

Provide a dictionary of words

Read aloud to students and provide comprehension

Read assessment tasks to the students

Assist in selecting free-reading and research material

Model oral tasks

Explain school notices

Prepare rolls

Assist teacher prepare classroom work

Provide technology support including assistance with the operation of computers, software, DVD, digital camera and video equipment

Factors affecting language acquisition may include:

Limited opportunities for practice

Health issues

Cultural issues

Cultural issues may include:

Relationships with people

Relationships with natural environment and the land

Religious beliefs and practices

Links to the immediate environment of the school

Social responsibilities and rights

Emotional and psychological well being

Social participation and development

Development of skills and abilities

Development of personal and cultural identity

Safety

Troubles and issues expresses by the student such as unmet needs, worries, family problems, practical difficulties and social issues

Intercultural/intergenerational conflicts

Diet

Clothing