Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCEDS503A, 'Support the development of literacy skills'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Support the development of literacy skills' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Provide opportunities to stimulate the student's language development | 1.1 Provide opportunities to listen to language that reflects the age interests and needs of the student 1.2 Use language relevant to the students culture, age, abilities, interests, and needs 1.3 Link the development of language skills to all school activities 1.4 Select resources and strategies to support language skills according to criteria established by the teacher and ensure they are appropriate for age, abilities, interests and needs |
2. Implement a language support program | 2.1 Provide a language program according to program specifications , and as directed by, the teacher, speech pathologist or other specialist 2.2 Model language which is appropriate to the audience, the situation, purpose and place 2.3 Use verbal and non-verbal communication methods 2.4 Maintain student confidentiality according to program/school guidelines |
3. Support the student language program | 3.1 Extend student competence through conversations, active listening and responding 3.2 Encourage students to express their thoughts and feelings and words 3.3 Provide opportunities for students to explore forms of non-verbal communication 3.4 Provide opportunities for students to interactwith others through language 3.5 Monitor students understanding and use of language through listening and conversation to assist teachers with planning 3.6 Demonstrate the different functions of language in interactions with the student 3.7 Use explicit talk to scaffold learning |
4. Assist students with specific communication needs as required | 4.1 Identify specific communication needs of the student in consultation with the teacher 4.2 Use alternate communication strategies or techniques according to directions from the teacher 4.3 Promote and encourage integrations and participation in class activities 4.4 Identify and use specialist assistance when required in supporting students |
5. Identify what students do when they read and write | 5.1 Identify the generic skills and knowledge required by students to make meaning of texts 5.2 Recognise the links between reading and writing 5.3 Identify and use various genre that may be read 5.4 Recognise reading and writing processes according to teacher specifications and the level of student ability 5.5 Select texts for specific purposes according to criteria developed by the teacher |
6. Implement a reading and/or writing support program | 6.1 Implement the reading and/or writing program as directed by the teacher 6.2 Keep a record of student reading and/or writing as directed by the teacher and using established systems of the education organisation 6.3 Create optimum conditions for student development of specific writing skills with guidance from teachers 6.4 Support student learning using accurate terminology as planned with teachers |
7. Support student reading and/or writing program | 7.1 Support individual student needs using reading support strategies including explicit talk 7.2 Implement support procedures for students according to reader program and teacher requirements 7.3 Report student reading and/or writing progress regularly to teachers as part of evaluation process 7.4 Determine support strategies to accommodate the students writing and/or reading ability according to teacher guidelines 7.5 Enhance the writing process by using the relationship between reading experiences and writing 7.6 Support students to plan their writing tasks |
8. Support accurate use of spelling, grammar and punctuation | 8.1 Encourage students to critically reflect on the effectiveness of their writing 8.2 Demonstrate and encourage the use of resources to provide guidance in writing 8.3 Use strategies to support the student according to teacher evaluation of student needs |