CHCEDS046 - Support student literacy learning
Nominal hours
Location
Footscray Park
Industry
St Albans
Sunshine
Werribee
Prerequisites
Co-requisites
(Corequisite units must be studied concurrently with this unit)
Overview
This unit describes the performance outcomes, skills and knowledge required to work with teachers to support primary or secondary students to develop literacy skills, including oral language, reading and writing skills. It includes the ability to develop literacy resources.
Assessment
For Melbourne campuses
Assessment tasks will be designed to reinforce & extend knowledge and skill competence within set & controlled parameters in accordance with each unit’s learning outcomes & performance criteria requirements, including the setting of work based practical application tasks designed to provide evidence of competence outcomes, within periodic and scheduled timelines.
Students will be expected to demonstrate the following required skills:
• contribute to the development and implementation of strategies for two students with differing literacy needs
• support students with each of the following aspects of literacy on at least one occasion:
• oral communication
• reading
• writing
• spelling
• contribute to the development of two literacy resources with guidance from the teacher.
Students will also be expected to demonstrate the following knowledge:
• differences between the roles and responsibilities of teachers and education support workers
• relationships between spoken language and literacy
• styles of oral communication:
• formal or informal
• transactional
• recounting
• reciting or reading aloud
• questioning
• functions of language:
• informative
• expressive
• directive
• influencing
• relationship building
• factors affecting acquisition of language skills:
• limited opportunities for practice
• health issues
• socio-economic issues
• home language other than English
• level of confidence
• planned or incidental learning opportunities
• definition of ‘texts’ and types of texts that students need to interpret:
• literary
• everyday
• mass-media
• explicit talk that supports student comprehension
• terminology of literacy as used by supervising teacher
• questioning techniques that scaffold learning and assist students to problem-solve
• language and literacy developmental continuum applicable to primary and secondary students
• support strategies for each of the following:
• oral language
• reading
• spelling
• writing.
Required reading
The qualified trainer and assessor will provide teaching and learning materials as required in the form of workbooks produced by Victoria University and/or via the Victoria University e-learning system. Students will be provided with two texts books to assist with their learnings: -Karen Kearns Supporting Education text book -English Grammar
As part of a course
This unit is studied as part of the following course(s):