Unit of competency Outline
Date retreived
22/07/2026 12:12 PM AWST
22/07/2026 12:12 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Support the development of literacy skills
Support the development of literacy skills
Unit of competency
National Code
CHCEDS503A
CHCEDS503A
State Code
D2465
D2465
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
18/08/2009
Field of Education
070113 - Teacher Education: Special Education
Original Release Date
18/08/2009
Nominal Hours
50
Description
DescriptorThis unit deals with the skills and knowledge required by education support workers to provide high level support to students and teachers in all aspects of literacy including the ability to develop resources that will reinforce literacy skills across the curriculum
Notes
Elements and 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
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.
Opportunities to listen to language may include:
Stories
Language games
Music
Dramatic play
Film, video, television
Everyday conversations
Discussions
Transactions (greetings, directions, instructions)
Resources and strategies to support language skills may include:
Materials that stimulate verbal response
Materials that extend understanding of vocabulary
Pictures, posters and displays
Books
Magazines, newspaper, comic books
Bilingual charts, books
Interesting objects, spoken word tapes
Songs
Assisting with preparation of class work for students
Providing technology support
Provide planned level of support for tasks with the student
Checking students comprehension
Assist student to work at their optimal pace
Repeat and/or clarify directions for students if needed
Provide a summary of the lesson
Provide basic instructions to the student
Assist students to find appropriate research sources
Support students in preparation of oral tasks
Set up and prepare for practical tasks/activities
Explaining school/class notices
Communication methods may include:
Verbal and written communication:
phrases and jargon used by the student
naming used by family or friends
language suitable for the students age and level of competence
informal conversations
intonation
language appropriate for communicating with people with learning needs and/or specific disabilities
Non-verbal communication:
working at the same level as the student
proximity to the student
eye contact
facial expression
care and cultural respect considerations
Opportunities for students to explore forms of non-verbal communication may include:
Mime
Gestures
Sign language
Proximity
Eye contact
Body language facial expression
Tone of voice
Opportunities for students to interact with others through language may include:
Reading out loud
Reading texts that contain reference to familiar objects or topics
Language is extended by labelling objects and then using simple sentences
Respond to questions in clear simple answers
Involve the student in song, rhymes, poetry, plays
One on one conversations with the student
Encourage students to ask questions to increase understanding
Encourage participation in group discussions
Understanding and use of language may vary according to:
Student age
Student stage of development
The context
Confirmation of understanding is monitored by using repetition
Reflection is encouraged by questioning, listening and comprehension activities
Humour is used and encouraged
Content can be accessed from a range of sources and collated in a logical sequence
Computers are used to write, edit and publish
Functions of language include:
Informative: the communication of information
Expressive: reports feelings of attitudes of the writer, speaker or subject to evoke feelings in the reader
Directive: language used for the purpose of causing or preventing overt actions
Explicit talk may include speaking aloud about:
Thinking processes involved in constructing communication
Open ended questions about meaning and alternative ways to convey meaning
Structure of a sentence
Purpose of language used
Effectiveness of language used
Processes used to work out the spelling of words
How words are broken into syllables to aid spelling
Relating to the unknown
Specific strategies devised for specific purposes in consultation with teachers
Scaffold learning involves providing temporary support to students to enable their progress toward independent thinking and learning
It may include:
Relating new knowledge to students current knowledge
Breaking new information into smaller chunks
Approaching new information in a familiar way
Encouraging students to concentrate on new information
Providing achievable challenges
Reinforcing attempts to use new information
Encouraging repeated use of new information to achieve automaticity
Specific communication needs may include:
Needs related to the development stage of the student
Needs related to disability
Needs arising forma different first language
Specialist assistance may include:
Speech/language pathologist
Advisory visiting teachers
Medical personnel
Generic skills and knowledge required by students to make meaning of texts may include:
Comprehend and use the language system of the text
Access the text
Knowledge that specific text types have their own generic structure
Understand that all texts convey information
Understand that texts are created and read for specific personal, special, scientific, cultural and aesthetic purposes
Genre may include:
Literary texts
Everyday texts
Mass media texts
Reading and writing processes may include:
Using cues
Non visual information
Visual information
Predicting
Checking
Confirming
Correcting
Purposes for which readers may read may include:
Access information
Enjoy specific use of words
Appreciate a new perspective
Confirm understanding
Obtain instructions
Enjoy
Provoke imagination
Discuss the text with others
Social purposes
Record of student reading may include:
Running records
Schedules
Reading ages from standardised texts
Links between reading and writing may include:
Experience with various texts as a reader provides model for use as a writer
Visual models of pages, paragraphs, sentences gleaned from reading various materials helps develop skills to structure own writing
Reading aloud or listening to texts develops a sense of rhythm of language that can be used to test the effectiveness of own writing
Effectiveness of different genres is demonstrated by reading examples of each
Ways in which words are combined to make meaning are demonstrated as students construct meaning form text
Exploration of the use of alternative effects such as visual images on the creation of meaning in a text
Writing resources may include:
Beginning writers record of independent writing
Record of spelling words for beginning writers
Record of spelling words for developing writers
Annotated collection of writing samples
Resources to provide guidance may include:
Dictionary
Spell checker
Thesaurus
Encyclopaedia
Exemplar texts from a range selected by the teacher
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.
Opportunities to listen to language may include:
Stories
Language games
Music
Dramatic play
Film, video, television
Everyday conversations
Discussions
Transactions (greetings, directions, instructions)
Resources and strategies to support language skills may include:
Materials that stimulate verbal response
Materials that extend understanding of vocabulary
Pictures, posters and displays
Books
Magazines, newspaper, comic books
Bilingual charts, books
Interesting objects, spoken word tapes
Songs
Assisting with preparation of class work for students
Providing technology support
Provide planned level of support for tasks with the student
Checking students comprehension
Assist student to work at their optimal pace
Repeat and/or clarify directions for students if needed
Provide a summary of the lesson
Provide basic instructions to the student
Assist students to find appropriate research sources
Support students in preparation of oral tasks
Set up and prepare for practical tasks/activities
Explaining school/class notices
Communication methods may include:
Verbal and written communication:
phrases and jargon used by the student
naming used by family or friends
language suitable for the students age and level of competence
informal conversations
intonation
language appropriate for communicating with people with learning needs and/or specific disabilities
Non-verbal communication:
working at the same level as the student
proximity to the student
eye contact
facial expression
care and cultural respect considerations
Opportunities for students to explore forms of non-verbal communication may include:
Mime
Gestures
Sign language
Proximity
Eye contact
Body language facial expression
Tone of voice
Opportunities for students to interact with others through language may include:
Reading out loud
Reading texts that contain reference to familiar objects or topics
Language is extended by labelling objects and then using simple sentences
Respond to questions in clear simple answers
Involve the student in song, rhymes, poetry, plays
One on one conversations with the student
Encourage students to ask questions to increase understanding
Encourage participation in group discussions
Understanding and use of language may vary according to:
Student age
Student stage of development
The context
Confirmation of understanding is monitored by using repetition
Reflection is encouraged by questioning, listening and comprehension activities
Humour is used and encouraged
Content can be accessed from a range of sources and collated in a logical sequence
Computers are used to write, edit and publish
Functions of language include:
Informative: the communication of information
Expressive: reports feelings of attitudes of the writer, speaker or subject to evoke feelings in the reader
Directive: language used for the purpose of causing or preventing overt actions
Explicit talk may include speaking aloud about:
Thinking processes involved in constructing communication
Open ended questions about meaning and alternative ways to convey meaning
Structure of a sentence
Purpose of language used
Effectiveness of language used
Processes used to work out the spelling of words
How words are broken into syllables to aid spelling
Relating to the unknown
Specific strategies devised for specific purposes in consultation with teachers
Scaffold learning involves providing temporary support to students to enable their progress toward independent thinking and learning
It may include:
Relating new knowledge to students current knowledge
Breaking new information into smaller chunks
Approaching new information in a familiar way
Encouraging students to concentrate on new information
Providing achievable challenges
Reinforcing attempts to use new information
Encouraging repeated use of new information to achieve automaticity
Specific communication needs may include:
Needs related to the development stage of the student
Needs related to disability
Needs arising forma different first language
Specialist assistance may include:
Speech/language pathologist
Advisory visiting teachers
Medical personnel
Generic skills and knowledge required by students to make meaning of texts may include:
Comprehend and use the language system of the text
Access the text
Knowledge that specific text types have their own generic structure
Understand that all texts convey information
Understand that texts are created and read for specific personal, special, scientific, cultural and aesthetic purposes
Genre may include:
Literary texts
Everyday texts
Mass media texts
Reading and writing processes may include:
Using cues
Non visual information
Visual information
Predicting
Checking
Confirming
Correcting
Purposes for which readers may read may include:
Access information
Enjoy specific use of words
Appreciate a new perspective
Confirm understanding
Obtain instructions
Enjoy
Provoke imagination
Discuss the text with others
Social purposes
Record of student reading may include:
Running records
Schedules
Reading ages from standardised texts
Links between reading and writing may include:
Experience with various texts as a reader provides model for use as a writer
Visual models of pages, paragraphs, sentences gleaned from reading various materials helps develop skills to structure own writing
Reading aloud or listening to texts develops a sense of rhythm of language that can be used to test the effectiveness of own writing
Effectiveness of different genres is demonstrated by reading examples of each
Ways in which words are combined to make meaning are demonstrated as students construct meaning form text
Exploration of the use of alternative effects such as visual images on the creation of meaning in a text
Writing resources may include:
Beginning writers record of independent writing
Record of spelling words for beginning writers
Record of spelling words for developing writers
Annotated collection of writing samples
Resources to provide guidance may include:
Dictionary
Spell checker
Thesaurus
Encyclopaedia
Exemplar texts from a range selected by the teacher
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 is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions
Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency
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
Resources required for assessment include access to:
relevant workplace or simulated realistic workplace setting where assessment may take place
students in a literacy program
literacy terminology used in the education environment
Method of assessment:
Assessment may include observation, questioning and evidence gathered from a workplace environment
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 is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions
Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency
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
Resources required for assessment include access to:
relevant workplace or simulated realistic workplace setting where assessment may take place
students in a literacy program
literacy terminology used in the education environment
Method of assessment:
Assessment may include observation, questioning and evidence gathered from a workplace environment
No information
| State Code | National Code | Title | Type |
|---|---|---|---|
| D328 | CHC60208 | Advanced Diploma of Children's Services | Qualification |
| D317 | CHC51308 | Diploma of Education Support | Qualification |