CHC30712 CHC30812 Cluster 9 AK

Assessm
Cluster 9: Supporting reading, writing and

numeracy
Name:
CHCEDS305A Support the development of reading skills
CHCEDS307A Support the development of numeracy skills
CHCEDS306A Support the development of writing skills
CHC37012 Certificate III in Children Services and CHC30812
Certificate III in Education Support
TOID: 21357 | Version 1.1 2013
Assessment
CHC37012 Certificate III in Children Services and CHC30812 Certificate III in Education Support
Cluster 9: Supporting reading, writing and numeracy
03
Version 1.1 2013

Record of Assessment Outcomes...........................................................................4

Key Information..................................................................................................... 6
QUALIFICATION/S................................................................................................................. 6
PREREQUISITES................................................................................................................... 6
UNITS OF COMPETENCY........................................................................................................ 6
AUDIENCE.......................................................................................................................... 6
INFORMATION RELATING TO ASSESSMENT TASKS IN THIS CLUSTER..................................................6
QUESTIONS AND ANSWERS................................................................................................... 7
ASSESSMENT CHECKLIST...................................................................................................... 9
Assessment Task 1: Written Questions................................................................10

Assessment
CHC37012 Certificate
III in Children
and CHC30812 Certificate III in Education Support
Assessment
Task: Services
2 - 7: Projects..........................................................................22
Assessment Task: 8 - 12: Case Studies................................................................31
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Version 1.1 2013

Record of Assessment Outcomes

This Record of Assessment Outcomes document records all the evidence used to
form the final assessment decision and records the outcome of each task.
Candidates
Assessment
Name
Qualification
CHC37012 Certificate III in Children Services and CHC30812 Certificate III in

Education Support
Cluster
Units

Mapping
Assessor
Initials
Satisfactory
Assessment Tasks
All
Satisfactory
(S)
Not Yet Satisfactory (NYS)
Task 1
NYS
Task 2
NYS
Task 3
NYS
Candidates Declaration
I confirm that all evidence submitted by me for assessment is the product of my
own work, (unless otherwise stated), and contains no material previously
published or written by another person, except where due reference is given in
the text.
DD
Candidates Signature
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Version 1.1 2013

MM
Date
YY
Assessors Feedback
Assessment
Competent
Overall Assessment Outcome
Competent
(C)
Not Yet
Competent
(NYC)
NYC
NYC
DD
Resubmission arrangements if NYC
MM
YY
Date
Assessors declaration
I confirm that the above-named candidate has satisfied all requirements of this
unit of competency. I have informed the participant of the assessment decision.
Assessors
Name:
DD
Assessors Signature
*Results can now be entered into VETtrak
03
Version 1.1 2013

MM
Date
YY
Key Information
Qualification/s
Code & Title
CHC37012 Certificate III in Children Services and CHC30812 Certificate III in Education
Assessment
Support
Prerequisites
None applicable
Units of Competency
Cluster 9: Supporting reading, writing and numeracy addresses the
following units of competency.
Code & Title
Audience
Job seekers and individual already in the industry.
Information relating to assessment tasks in this cluster

This is a summative assessment tool. Your completed assessment tasks will
provide evidence for your assessor to determine whether you have successfully
performed and satisfied all of the requirements to achieve competency.
Each task has clear, explicit instructions on where, when and how to perform the
criteria indicated, and what evidence must be submitted by when to be
successful. The task will indicate how you will need to prepare, the resources you
will need use, how long the task will take and the support that is available.
Assessment tasks should only be completed after the workshop/training related
to this unit/cluster/topic has been completed.
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Questions and Answers
For which units

do I need to
demonstrate
competency?
Assessment
Code & Title

Support theCertificate
development
numeracySupport
skills
CHC37012 Certificate III in ChildrenCHCEDS307A
Services and CHC30812
III inofEducation
Cluster 9: Supporting reading, CHCEDS306A
writing and numeracy
Support the development of writing skills
How do I
demonstrate
competency?
1. Complete the assessment tasks in this assessment kit.

Assessment tasks may include knowledge questions, demonstration,
projects, case studies, gathering workplace documents into a portfolio of
evidence, etc.
2. Submit the evidence requested in this assessment kit and by your
facilitator/assessor.
If you do not understand what you are required to do please ask your
facilitator/assessor.
03
What will be
assessed and
what is the
benchmark?
You will be assessed in all areas of the unit of competency to ensure you meet
the objectives of the unit. Benchmarks will vary depending on the assessment.
All evidence requirements will be provided in the assessment task instructions.
Do I complete
all assessments
at once?
Your facilitator/assessor will direct you to commence an assessment task when

it relates to a unit or cluster topic.
What resources
will assist me to
complete the
assessment
tasks?
Your responses to assessment activities might be drawn from:
What are some

tips that will
help me to
complete my
Knowledge gained in your training
The learner guide provided
Additional reading and research both within and outside the workplace
Practical workplace experience
Personal experience
Use a variety of resources to research and compile your responses e.g.

reference material, the internet, club policies and procedures, etc
Ask for feedback and clarification from your facilitator/assessor if
Version 1.1 2013

Assessment Checklist
As part of the Cluster 1 assessment, you must complete the following:
All assessment tasks in this assessment kit
Assessment
The Candidates Declaration
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Tick
Assessment Task 1: Written Questions

Purpose of the task
To progress towards demonstrating application and competency in the unit:
Assessment
in Children Services
III in Education Support
III
CHCEDS306A
Support and
the development
of writing skills
Criteria
The assessment task will demonstrate your ability to:
Identify learning needs in the areas of reading, writing and numeracy skills
Select activities to support the development of reading, writing and numeracy skills
Support students to develop skills in reading, writing and numeracy skills
Location
This assessment task will take place in class.
Timeframe
You will have 60 minutes to complete this task
Assessment conditions
This assessment is a closed book assessment
To be complete under exam conditions including no talking
Paper dictionaries can be used but no electronic translators
You may ask for clarification on any question but the facilitator may not provide you with any
hints or the answers.
Assessment task
To demonstrate the skills and knowledge required to support and encourage childrens
oral communication skills in an inclusive classroom you are required to undertake the
following:
Answer the series of questions on the next page
Each question will require no more than 2 or 3 sentences to answer.
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1. What is modelled reading?
Assessment
2. Describe the goal for each phase of reading development and provide an
example of skills typically demonstrated.
Phase 1
Awareness and exploration
Goal
Exampl
e of
skills
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Phase 2
Experimental reading and writing
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Goal
Exampl
e of
Assessment
skills III in Children Services and CHC30812 Certificate III in Education Support
Phase 3
Early reading and writing
Goal
Exampl
e of
skills
Phase 4
Transitional reading and writing
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Goal
Exampl
e of
skills
Assessment
Phase 5
Independent and productive reading and writing
Goal
Exampl
e of
skills
3. Describe a reading support strategy you can apply to meet a students needs.
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Assessment
4. List a minimum of three (3) different genres that might be used at school for
reading.
5. Explain the difference between the terms reading and literacy.
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6. Describe the characteristics of corrective feedback as it relates to struggling

readers.
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Assessment
7. List three (3) skills, knowledge or techniques which must be taught to children
as they learn to write.
8. List a minimum of two (2) motor skills children need before learning to write.
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Assessment
9. Proprioceptive skills are the ability coordinate movement automatically, also

known as sensory integration. List three behaviours typically displayed by
students with proprioceptive dysfunction.
10.Explain the purpose of introducing student to different writing genres.
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11.For each student, suggest a specific role for the Teaching Assistant to support
writing skills.
Assessment
a. Eden
(14yrs)
very disorganised
she never
seems
to have
the
III in
ChildrenisServices
and CHC30812Certificate
III in
Education
Support
Cluster 9: Supporting
reading,
and numeracy
textbook,
andwriting
her folder
is always a mess.
right
b. Jawa (15yrs) is easily distracted she often has to ask others what the
teacher has said.
c. Dak-Ho (13yrs) has poor fine motor skills. He tends to tense his hand, arm
and shoulder when writing which often leads to cramps. As a result, Dak-Ho
finds it difficult to take notes when the teacher is talking.
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d. Ava (12yrs) has an undiagnosed learning disorder. She finds it difficult to

attend to the teacher when in a large group situation. She cannot follow
directions involving more than one or two steps.
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e. Rena (11yrs) has a visual impairment and needs large print worksheets. Rena
also uses a MS Word program with large print for writing tasks.
Assessment
12.Explain why language is central to mathematical development.
13.Match the task that best reflects each of the key principles of counting:
a. number order when counting, number names must always occur in the
same fixed sequence
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b. one-to-one correspondence
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c. cardinal number the final number in the set (quantity)

d. counting can be applied to any group, set or collection of objects whether
real or imaginary
e. the order in which objects in a set are counted does not change the
number of objects in the set
Assessment
Kindergarten children are asked to count various sets and record the total
number of each set
Kindergarten children are asked to count a scattered group of objects twice,

each time starting with a different object
Kindergarten children are asked to think of their dining room table at home
and count the number of chairs at the table
Kindergarten students each have a container with 10 segments (similar to
an egg carton). They are asked to place a counter in each segment
Kindergarten students are asked to listen carefully as the possum puppet
rote counts to 10. Is possum correct? 1, 2, 3, 4, 6, 7, 9, 10.
14.Suggest a simple task for the Kindergarten students to explore the following
counting skills.
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Skill
Suggested student task
Counting and comparing

quantity
Rote counting counting

Assessment
on, in a
group
III small
in Children
Services and CHC30812 Certificate III in Education Support
One-to-one
correspondence using
numeral cards and cards
with groups of objects
15.Visiting the following website and explain the purpose of each of the
assessments types below:
Assessment:
http://education.qld.gov.au/staff/learning/diversity/teaching/assessment.html
a. Formative assessment
b. Summative assessment
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Assessment
c. Diagnostic assessment
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Assessment Task: 2 - 7: Projects

Purpose of the task
Assessment
in Children Services
III in Education Support
III
CHCEDS306A
Support and
the development
of writing skills
Criteria
Identify learning needs I the areas of reading, writing and numeracy skills
Location
This assessment task will take place in personal time.
Timeframe
You will be provided with a due date by your facilitator.
Assessment task
reading, writing and numeracy skills you are required to:
Read and complete each of the projects in full.
Submit all 6 projects with coversheet.
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Assessment Task 2: Project 1

Select a picture book suitable for Grade 2 students and complete the alphabet
chart on the next page. The book should contain text that uses descriptive words
and phrases, has a main character and follows a sequence of events.
a. Use the alphabet chart to list any vocabulary that may be new or of
interest to students.
b. Describe the key learning skills/knowledge being developed by using the
alphabet chart.
Assessment
reading,one
writing
and numeracy
c. Describe
activity
that students could engage in with reference
to the
words collected in task a.

d. The teacher suggests that each student select an event in the story and
change the event so that the outcome of the story may be different.
Explain the purpose of this task
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Alphabet chart
a
abc
e
Assessment
Zxy
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Research and write a brief report about a remedial reading or reading
intervention programs used in Australia. You may like to consider one of the
following:
The Indigenous Literacy Foundation
Reading Recovery
Assessment
III inofChildren
Services programs,
and CHC30812
Certificate III in Education Support
For each
the selected
report:
a. program objectives
b. target group
c. any issues the program attempts to address

Explore each of the following websites and then select one site and answer the
related questions in a short report.
1
Comic Creator:
http://www.readwritethink.org/files/resources/interactives/comic/index.html
16.Australian Museum: http://australianmuseum.net.au/Australias-extinctanimals

17.Seussville:
http://www.seussville.com/Educators/educatorPlanningCalendar.php
Questions:
How could the website be used to stimulate creative writing with Year 5/6
students?
1
Compile a list of words that could be used to create a word wall around one of
the websites.
18.Explain how the use of such websites can enrich writing programs for
students.
19.range of resources available
20.copyright requirements
21.membership/subscription requirements
NOTE: Please be aware that if you access American websites you will need to
make changes to spelling if providing a handout for students.
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Assessment
III in Children Services and CHC30812 Certificate III in Education Support
Part one
For this task, you are required to create one of the following resources:
a. A 4-6-page wordless book that could be used by Year 2 students to
produce a simple narrative.
b. A set of 6-10 picture cards that could be used with Year 6 students as a
stimulus for creative writing.
c. A set of six sentence starters that could be used with Year 8 students as a
stimulus for creative writing.
Part Two
Write a brief explanation covering the below points:
Why you have created the resource.
How would the resource be used?
How will it assist a childs development?
Explain how you would introduce your resource to a small group (take into
account the age of the students).
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You will develop a worksheet with a series of questions that allows students to
demonstrate their ability to interpret the data from the pictogram below.
Assessment
Include questions covering the following:

a. about the number of different pets
b. there are 25 students in the class and there are four students who do not
have a pet ask a question related to this fact
c. a question related to more than or less than
d. a question related to equal
e. an addition calculation
f.
complete this question: If the four students who dont own a pet get a
dog, a cat, two goldfish and a mouse
g. ask one more question that will require students to make comparisons
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You will create a Maths resource kit for a target age group of your choice. The kit
is a portfolio of ideas for games (including online games), generic worksheets
and generic resources that could be used for a number of different purposes.
This kit needs to contain a minimum of five (5) resources. You should try to think
of resources that are inexpensive, handmade, and include natural materials. You
will need to consider how you would store and transport your resources or
equipment / technology required to access them.
Assessment
in Childrento:
Services and CHC30812 Certificate III in Education Support
You areIIIrequired
a. identify your target group

b. list each resource
c. describe the ways in which each resource can be used what students will
be required to do
d. state if the resource is to be used by individual students, small groups or
whole class
e. describe the math skills that can be targeted with each resource
f.
submit or (if bulky) photograph your resources and submit these with your
responses to the above
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Assessment Task Record

This task record must be completed for each assessment task in the toolkit and
submitted with the evidence.
Candidates
Name
Qualification

Education Support
Assessment
Cluster Cluster 9: Supporting reading, writing and numeracy

CHCED335A
Support students with additional needs in the classroom
Cluster 9: Supporting reading, writing
and numeracy
Units
environment
CHCED330B Support learning for students with disabilities in a
classroom environment
CHCEDS313B Communicate with students
CHCEDS308A Support the development of oral language skills
Task/s
Project 1 (AT2)
Completed
Successfully
Assessor
Initials
Project 2 (AT3)
Project 3 (AT4)
Project 4 (AT5)
Project 5 (AT6)
Project 6 (AT7)
Project 7 (AT8)
Assessors Feedback
Task completed
Resubmission arrangements if NYC:
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Satisfactorily
Not Satisfactorily
Re-submission Date:
Assessment
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Assessment Task: 8 - 12: Case Studies

Purpose of the task
Assessment
Criteria
Identify learning needs I the areas of reading, writing and numeracy skills
Location
This assessment task will take place in class.
Timeframe
You will have 60 minutes to complete this task
You may refer to your textbook during this assessment
Paper dictionaries can be used but no electronic translators
Assessment task
reading, writing and numeracy skills:
Read each of the following case studies
Answer each question in full
Each question will require no more than 2 or 3 sentences to answer.
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Assessment Task 8: Case Study 1

There is a clear link between vocabulary development and reading development
children with poor vocabulary will find reading more challenging than children
with a well-developed vocabulary. Read the case study below and comment on
each childs language as a predictor of reading development.
Note: For this task, you should take into account the age of each student and
your knowledge of child development and how children learn.
Vocabulary
Assessment
The Teaching
Assistant
asked
to sit with a small group of kindergarten
reading,
writing is
and
numeracy
children.
The children range in age from 4.9yrsto 5.6yrs. The Teaching Assistant has
asked the children to tell her something about their family or their pets.
Erin (4.9yrs):
Well, I have a older brother. His name is Tom. My Mums name is Lauren and my
Dads name is Nick. I have a dog called Buddy and a cat called Sweetie.
Mirra (4.10yrs):
I got a dog. Hims name is Max and I got a brother and a baby brother.
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Sari (5yrs):
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I have two older brothers and an older sister. We have a bird, a cat, a dog and my
brothers have two guinea pigs. I dont like them because they smell.
Assessment
Callum (5.4yrs)
Whispers: I have a mummy. Her name Trish.
Pattel (5.6yrs):
I have a mother, a father and three brothers. My brothers are bigger than me. My
mum has a dog called Princess, shes all fluffy and cant do tricks. We also have a
dog called Chum and he can do lots of tricks. He can sit, roll over, play dead and
catch sticks.
AJ (5.3yrs):
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I aint got no bruvers and no sistas. We aint got no pets.

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Assessment

Read the scenario and answer the related questions.
The great big enormous turnip
The Teaching Assistant is reading to a small group of kindergarten students,
including Erin, Mirra, Callum and AJ. None of the children are able to tell the
Teaching Assistant what a turnip is Callum comes close by saying, It looks like
a onion.
Teaching Assistant: Well done Callum, it is the same shape as an onion and it
grows in the ground like an onion.
AJ: I aint never gunna eat a turnip or a onion!
Erin: My mum chops onions and make her cry!
Mirra does not make any comment.
The Teaching Assistant continues to read the story, pausing to discuss the
illustrations and ask the students to make predictions about what might happen
next.
At the completion of the story, the students are asked to draw a picture of their
favourite part of the story.
Erin and Mirra draw a picture of some of the animals that help to pull up the
turnip. Callum draws a turnip and AJ draws the old man falling over.
The Teaching Assistant, acting as a scribe, asks each student to dictate a
sentence about their drawing.
Callum: The turnip is too big to get out of the ground.
Erin: The cat and the dog helpeded the old man and the old lady.
Mirra: All the animals helpeded to pull.
AJ: The old man aint got no muscles.
Taking on the role of the Teaching Assistant, what would you say to each student
and what would you write?
03
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Assessment
As a scribe for the students, what is the role of the Teaching Assistant in
supporting vocabulary development?

Read the case study and suggest two strategies that could be used to assist the
student with writing.
03
Dysgraphia
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Logan (11yrs) has dysgraphia. His writing is barely legible he typically

combines upper and lower case in a single word as well as print and cursive
styles. Logan has difficulty spacing each word and often complains of cramps in
his hand and fingers after only a few minutes of writing.
Assessment

The Year 4 students are using digital personal scales and digital kitchen scales.
Each group of six students has 20 items that must be weighed, recorded and
then graphed. The students must decide which measurement device to use and
must also comment on which device they consider to be most accurate. The
students are given a worksheet which shows: each item to be weighed, a space
to record the weight, and answers various questions.
The teacher has deliberately included items that are too large for either scales.
The students will be challenged to problem-solve a solution.
To begin, the students are asked to make a prediction about the comparative
weight of each object by placing the objects in a line from lightest to heaviest.
The role of the Teaching Assistant is to:
03
check students understanding of the task by clarifying the instructions
use open-ended questions to prompt thinking/problem-solving
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ask questions about which set of scales should be used and why
check that students read and accurately record the correct weight
facilitate a discussion around how to measure the larger objects
a. List the skills students will need to draw on to successfully complete this task.
Assessment
b. List the mathematical concepts that the students will apply to this lesson.
c. Before weighing the objects, the students are required to predict the
comparative weight of the objects by placing the objects in a line from
lightest to heaviest. The group must reach a consensus. Suggest two
questions you could ask students to assist them with this task.
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d. Once the objects have been weighed the students are required to answer a
series of questions that require them to make calculations and compare
weights. Suggest three questions that could be asked:
Assessment
e. The students are required to weigh three objects that are too large for either
scale. The solution is for one student to weigh him/herself and then weigh
self, holding the object and subtract the difference. How might you get the
students to come up with this solution?
03
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Assessment Task Record

This task record must be completed for each assessment task in the toolkit and
submitted with the evidence.
Candidates
Name
Qualification

Education Support
Assessment
Cluster Cluster 9: Supporting reading, writing and numeracy

CHCED335A
Support students with additional needs in the classroom
Cluster 9: Supporting reading, writing
and numeracy
Units
environment
CHCED330B Support learning for students with disabilities in a
classroom environment
CHCEDS313B Communicate with students
CHCEDS308A Support the development of oral language skills
Task/s
Case Study 1 (AT8)
Completed
Successfully
Assessor
Initials
Case Study 2 (AT9)

Case Study 3 (AT10)
Case Study 4 (AT11)
Assessors Feedback
Task completed
Resubmission arrangements if NYC:
03
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Satisfactorily
Not Satisfactorily
Re-submission Date:
Assessment
03
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CHC30712 CHC30812 Cluster 9 AK

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Assessm

Cluster 9: Supporting reading, writing and

TOID: 21357 | Version 1.1 2013

Version 1.1 2013

Record of Assessment Outcomes...........................................................................4

Assessment Task 1: Written Questions................................................................10

Assessment Task: 8 - 12: Case Studies................................................................31

Version 1.1 2013

Record of Assessment Outcomes

CHC37012 Certificate III in Children Services and CHC30812 Certificate III in

Cluster 9: Supporting reading, writing and numeracy

CHCEDS305A Support the development of reading skills

Not Yet Satisfactory (NYS)

Version 1.1 2013

Overall Assessment Outcome

*Results can now be entered into VETtrak

Version 1.1 2013

Information relating to assessment tasks in this cluster

Version 1.1 2013

Questions and Answers

For which units

Code & Title

CHCEDS305A Support the development of reading skills

1. Complete the assessment tasks in this assessment kit.

Your facilitator/assessor will direct you to commence an assessment task when

Your responses to assessment activities might be drawn from:

What are some

Knowledge gained in your training

The learner guide provided

Practical workplace experience

Use a variety of resources to research and compile your responses e.g.

Ask for feedback and clarification from your facilitator/assessor if

Version 1.1 2013

The Candidates Declaration

Version 1.1 2013

Assessment Task 1: Written Questions

CHCEDS307A Support the development of numeracy skills

Support students to develop skills in reading, writing and numeracy skills

Answer the series of questions on the next page

Each question will require no more than 2 or 3 sentences to answer.

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1. What is modelled reading?

Awareness and exploration

Experimental reading and writing

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Early reading and writing

Transitional reading and writing

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Independent and productive reading and writing

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5. Explain the difference between the terms reading and literacy.

6. Describe the characteristics of corrective feedback as it relates to struggling

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9. Proprioceptive skills are the ability coordinate movement automatically, also

10.Explain the purpose of introducing student to different writing genres.

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d. Ava (12yrs) has an undiagnosed learning disorder. She finds it difficult to

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12.Explain why language is central to mathematical development.

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c. cardinal number the final number in the set (quantity)

Kindergarten children are asked to count a scattered group of objects twice,