Assessment CHCEDS034 Answers Pro2of3

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TAFE NSW - Sydney Institute *

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CHC30221

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Computer Science

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Jan 9, 2024

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Project assessment Criteria Unit code and name Cluster Planning and Development CHCEDS034 Contribute to the planning and implementation of educational programs CHCEDS035 Contribute to student education in all developmental domains Qualification/Course code and name CHC30221 Certificate III in School Based Education Support Student details Student number Student name Assessment declaration Note: If you are an online student, you will be required to complete this declaration on the TAFE NSW online learning platform when you upload your assessment. This assessment is my original work and has not been:  plagiarised or copied from any source without providing due acknowledgement.  written for me by any other person except where such collaboration has been authorised by the Teacher/Assessor concerned. Student signature and date Document title: CI_PlanningAndDevelopment_MG_ Pro_2of4 Page 1 of 19 Resource ID: APT_21_003_CI_PlanningAndDevelopment_MG_ Pro_2of4

Version: 20220802 Date created: 7 October 2023 © 2022 TAFE NSW RTO Provider Number 90003 | CRICOS Provider Code: 00591E This assessment can be found in the: Learning Bank The content in this document is copyright © TAFE NSW 2022 and should not be reproduced without the permission of TAFE NSW. Information contained in this document is correct at the time of printing: 17 December 2023. For current information please refer to our website or your Teacher/Assessor as appropriate. Document title: CI_PlanningAndDevelopment_MG_ Pro_2of4 Page 2 of 19 Resource ID: APT_21_003_CI_PlanningAndDevelopment_MG_ Pro_2of4

Contents Project assessment .................................................................................................................................... 1 Criteria ............................................................................................................................... 1 Student details ................................................................................................................... 1 Assessment declaration ..................................................................................................... 1 Assessment instructions .................................................................................................... 4 Specific task instructions ................................................................................................... 6 Part 1: Scenario and short answer questions .................................................................... 7 Part 2: Short Answer Questions ...................................................................................... 10 Part 3: Research ............................................................................................................... 13 Part 4: Student Profile ..................................................................................................... 14 Part 5: Product ................................................................................................................. 15 Assessment feedback ...................................................................................................... 19 Document title: CI_PlanningAndDevelopment_MG_ Pro_2of4 Page 3 of 19 Resource ID: APT_21_003_CI_PlanningAndDevelopment_MG_ Pro_2of4

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Assessment instructions Table 1 Assessment instructions Assessment details Instructions Assessment overview The objective of this assessment is to assess your knowledge and performance to assist teachers in the planning and delivery of education programs and support the physical, social, emotional, cognitive and language development of students with a focus on the inclusion of all students. Assessment event number 2 of 4 Instructions for this assessment This is a project-based assessment that assesses your knowledge and performance of the unit. This assessment is in 5 parts:  Scenarios  Short Answer Questions  Research  Student Profile  Product And is supported by:  Assessment checklist  Assessment feedback Note : This assessment may contain links to external resources. If a link does not work, copy and paste the URL directly into your browser. Submission instructions On completion of this assessment, you are required to submit it to your Teacher/Assessor for marking. Where possible, submission and upload of all required assessment files should be via the TAFE NSW online learning platform. It is important that you keep a copy of all electronic and hardcopy assessments submitted to TAFE and complete the assessment declaration when submitting the assessment. What do I need to do to achieve a satisfactory result? To achieve a satisfactory result for this assessment you must answer all the questions correctly. If a resit is required to achieve a satisfactory result it will be conducted at an agreed time after a suitable revision period. What do I need to provide? • TAFE NSW student account username and password. If you do not know your username and password, contact your Document title: CI_PlanningAndDevelopment_MG_ Pro_2of4 Page 4 of 19 Resource ID: APT_21_003_CI_PlanningAndDevelopment_MG_ Pro_2of4

Assessment details Instructions Assessment overview The objective of this assessment is to assess your knowledge and performance to assist teachers in the planning and delivery of education programs and support the physical, social, emotional, cognitive and language development of students with a focus on the inclusion of all students. campus or service centre on 131601. • Computer or other device with word processing software and internet access. • Writing materials, if required. What the Teacher/Assessor will provide Access to this assessment and learning resources, including the student workbook and any supporting documents or links. Computers, data sheets, reference text, organisational policy etc, that is referenced in the assessment. These may be hard copy or made available online. Due date Time allowed Delivery location Refer to training plan 10 hours (indicative only) Assessment is to be completed out of class. Assessment feedback, review or appeals In accordance with the TAFE NSW policy Manage Assessment Appeals, all students have the right to appeal an assessment decision in relation to how the assessment was conducted and the outcome of the assessment. Appeals must be lodged within 14 working days of the formal notification of the result of the assessment. If you would like to request a review of your results or if you have any concerns about your results, contact your Teacher/Assessor or Head Teacher. If they are unavailable, contact the Student Administration Officer. Contact your Head Teacher/Assessor for the assessment appeals procedures at your college/campus. Document title: CI_PlanningAndDevelopment_MG_ Pro_2of4 Page 5 of 19 Resource ID: APT_21_003_CI_PlanningAndDevelopment_MG_ Pro_2of4

Specific task instructions The instructions and the criteria in the tasks and activities will be used by your Teacher/Assessor to determine if you have satisfactorily completed this assessment event. Use these instructions as a guide to ensure you demonstrate the required knowledge and skills. Important Self-awareness warning Please note there is specific content in this resource that relate to different aspects of diversity and identity. If you find any of the content upsetting or distressing, please talk to your teacher or contact the relevant support service:  Aboriginal Student Support Services (Email - aboriginalstudentsupport@tafensw.edu.au)  Accessibility and disability services (Long URL - https://www.tafensw.edu.au/student- services/disability-services)  Personal counselling (Long URL - https://www.tafensw.edu.au/counselling-career- development-services/personal-counselling-wellbeing)  International students (Long URL - https://www.tafensw.edu.au/counselling-career- development-services/personal-counselling-wellbeing)  Multicultural support (Long URL - https://www.tafensw.edu.au/student- services/multicultural-student-support) Document title: CI_PlanningAndDevelopment_MG_ Pro_2of4 Page 6 of 19 Resource ID: APT_21_003_CI_PlanningAndDevelopment_MG_ Pro_2of4

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Part 1: Scenario and short answer questions To complete this part of the assessment, read the scenario and complete the questions in the spaces provided. You will need to ensure you take note of the volume of response requirement where indicated. Responses must demonstrate your ability to:  Know key aspects of a student review or case conference process  Types of Classroom routines in relation to start and finish times as well as communication protocol between the School Learning Support Officer (SLSO) and teachers/students. All responses must:  address all parts of each question with examples, where required  use clear and concise language to ensure the intended meaning is understood Once completed, you must submit this assessment to your Teacher/Assessor for marking. Scenario 1: Classroom Routines This scenario is based on the example of a classroom timetable below. In the classroom the routine is accompanied with visual cues. Use the timetable to answer the questions below. Table 2-Scenario 1.1: Classroom Routines Time Activity 8:45am Mark Roll Morning News 9:00am Literacy Groups Stations: Reading with Teacher, Reading with partner, Spelling Game, Write it Up, Listening Post 10:30am Spelling 11:00am-11:45am Lunch 11:45am Maths 12:30 PDHPE 1:00pm-1:30pm Recess 1:30pm Storytime 1:45pm-3:15pm Off-campus swimming lessons Short answer questions: Read each question carefully. Your answer should be a minimum of 20 words but no longer than 50 words. 1. What time will literacy groups start and finish? Document title: CI_PlanningAndDevelopment_MG_ Pro_2of4 Page 7 of 19 Resource ID: APT_21_003_CI_PlanningAndDevelopment_MG_ Pro_2of4

Literacy groups commence at 9.00am. The Students will be placed into group where they will be reading with either the teacher or a partner, play a spelling game, write it up or listening post and it will finish by 10.30 am. 2. What preparations would need to be made before the start of literacy groups? The Preparations I would do prior to the commencement of the literacy groups is speak with the teacher and ascertain what they require for the set up of the groups for this mornings session and if there’s anything specific they require. I would commence creating all the stations that are required for the groups and making sure that all the books, games, boards/paper and pens for the spell and listening groups are available for the students to use. 3. What strategies would you use to assist a student who needs help transitioning between tasks? The strategies I would implement for students to assist transition between tasks is - I would write up on the board the days plan with time and activity visible for all in different colours for each activity. - I would go over the day’s plan at the start of the day so all students are aware. - Practice the plan. - I would give transition warning to all students and support individuals who require it. - Use visual clues. - Use positive reinforcement. - Do not rush students who are struggling. - Cross off the activity once it has been completed. 4. Outline how could you cooperate with the teacher in getting the class ready for the off- campus swimming lessons? I would assist the teacher with preparation of the off campus swimming lesson in the following steps:- - Ask the teacher if there is any instructions from parents on students swimming abilities. - Give all students a transitional warning. - Gather and prepare all students. - Setting clear instruction of behaviours and expectations required from students. - Have all students get their bags and line up. - Roll call students as they board the bus. - While travelling to the swimming lessons, communicate instructions of behaviours and expectations. - Have students change into their swimmers and have them all meet at a mutual meeting spot. Document title: CI_PlanningAndDevelopment_MG_ Pro_2of4 Page 8 of 19 Resource ID: APT_21_003_CI_PlanningAndDevelopment_MG_ Pro_2of4

- Supervisor and observe students and assist teacher where needed. 5. What strategies could you use to support a student who is reluctant to cooperate in getting changed and participating in swimming lessons? Strategies I would incorporate to support this student would include:- - Build a relationship with the student. - Ask and actively listen to student why they are reluctant to get changed and swim. - Use positive communication and encouragements towards the student. - Empathise with the student. - Remove reprimands and punishments. - Choose words carefully. - Make it fun. - Encourage the student - Be supportive of the student with what ever decision they make. Document title: CI_PlanningAndDevelopment_MG_ Pro_2of4 Page 9 of 19 Resource ID: APT_21_003_CI_PlanningAndDevelopment_MG_ Pro_2of4

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Part 2: Short Answer Questions To complete this part of the assessment, complete the set of short answer questions. You must read each question carefully. Unless indicated, your responses should be a minimum of 20 words but no longer than 50 words. 1. Outline how curriculum documents influence what is taught in the classroom and how the lessons are delivered? To ensure that every student has access to demanding academic experiences, the curriculum serves as the primary reference point for all educators. The curriculum’s structure, organisation and considerations are designed to improve student learning and simplify instruction. Educators base and design their lessons and how the curriculum will be taught depending on their student’s needs. 2. Considering the impact of curriculum documents, why is it important to follow the teacher’s instructions carefully? It is important to follow the teachers instructions carefully as the curriculum is a measurable plan and structure for delivering a high-quality education. The curriculum outlines the standards, core competencies, and learning outcomes that students must meet in order to move on to the next level. Document title: CI_PlanningAndDevelopment_MG_ Pro_2of4 Page 10 of 19 Resource ID: APT_21_003_CI_PlanningAndDevelopment_MG_ Pro_2of4

3. Use the table to explain how these factors affect individual student needs and their impact on student development Factors How they affect Student Needs Age and Development in relation to milestones Students develop and reach milestones at different times to their peers. Some students may reach their age and developmental milestones quicker than that of their peers while some students make take a little longer. Having age and development milestones allows us to assist each student’s individual needs and best support them in either their strengths or weaknesses. For example, if a child completes a stage in one area sooner than their peers, they are likely to continue to progress more quickly and this may impact on other areas of development . Cultural Background Culture is instilled in a student from the moment they are born and can have an impact on how children develop their beliefs, language, values, and sense of who they are as people and as members of society. Conflict can result when teachers misinterpret students' behaviour due to cultural differences. Students may feel excluded or misunderstood, discipline referrals may increase, or they may stop attending school altogether as a result of these conflicts. Diverse Abilities Students with diverse learning difficulties find learning more challenging than their peers. By not providing extra support, extra time and smaller evened ability groups for reading, maths, writing to help support and encourage students with diverse abilities these students will continue to struggle and fall behind from the rest of their peers. Language Background If a student’s language at home differs from the spoken language at school, both students and teachers may find it difficult to communicate effectively and correct information may not be delivered. Personal Attributes Personal attributes are our personality traits, skills and routines of a student. These can be used to describe a student’s character, academic performance and involvement in their school life. If a student is a advanced learner this student would benefit from advance learning support. Preferred Learning Style Each student has different preferred learning styles. Some students are visual, some are auditory, some learning from example. If the preferred learning style doesn’t match that of the student, the student may struggle to learn effectively at their potential capabilities. Document title: CI_PlanningAndDevelopment_MG_ Pro_2of4 Page 11 of 19 Resource ID: APT_21_003_CI_PlanningAndDevelopment_MG_ Pro_2of4

4. Use the table to outline one strategy and three resources that could be used when supporting students in reaching each outcome listed. Outcome One Strategy and Three resources Physical: Stage 2 PD2-11- Combines movement skills and concepts to effectively create and perform movement sequences Teaching students the game of soccer. - How to kick the ball with the correct part of your foot. - How to pass to your team player. - How to trap the ball. Social and Emotional: Early Stage One Pde-2 Identifies people and demonstrates protective strategies that help keep themselves healthy, resilient and safe Caring for ourselves and others. - Identify and describe different emotions. - Recognise different emotional responses. - Learn how to communicate our feelings and emotions. Cognitive: Stage 3 MA3-1WM Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions. Teach students different mathematical equations and outcomes.. - Numbers and Algebra - Data Collection and Graphs - Factions and Decimals Language: Stage 4 EN4-2A Effectively uses widening range of processes, skills and strategies and knowledge for responding to and composing texts in different media and technologies Teach students how to use a range of software programs to design, develop and publish with technology. - What design software tools are available and how to use them. - What graphic software is available and how to use them. - How to finalise a document for printing. Document title: CI_PlanningAndDevelopment_MG_ Pro_2of4 Page 12 of 19 Resource ID: APT_21_003_CI_PlanningAndDevelopment_MG_ Pro_2of4

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Part 3: Research To complete this part of the assessment, search the NSW department of education policy library. You might have access to some policies on the site and not others. Locate and list 3 examples of key education system policies and procedures. In your role as an SLSO provide a brief overview of how you would follow each policy. (50-100 words) You will document their research findings using the template provided below. Once completed you must submit this assessment to their Teacher/Assessor for marking. Policy library (nsw.gov.au) 1. Three Education System Policies - Code of Conduct Policy - Child Protection: Responding To and Reporting Students at Risk of Harm - Bullying of Students – Prevention and Response 2. Policy One- How will you follow this policy in your role as an SLSO? Code of Conduct Policy As my role as SLSO, some of my contributions to follow the Code of Conduct Policy, I will ensure to keep all students and staff safe and support their wellbeing, treat everyone with respect, courtesy, honesty and fairness and avoid conflicts of interest and report any inappropriate conduct immediately to the appropriate authorities. 3. Policy Two- How will you follow this policy in your role as an SLSO? Child Protection: Responding To and Reporting Students at Risk of Harm To uphold this important policy I would participate in child protection training. Identify any concerns of a children at risk of harm, report and take all necessary action to support and protect the child. When reporting, use of the appropriate tools such as the MRG to help form a professional decision, judgement and plan where there are concerns for risk at harm. 4. Policy Three- How will you follow this policy in your role as an SLSO? Bullying of Students – Prevention and Response To protect students from bullying, as an SLSO I would lead by example and model and promote appropriate relations and behaviours. Teach our students to identify if and when they are being bullied, either at school or online, and how to report and respond to an incident of bullying. Document title: CI_PlanningAndDevelopment_MG_ Pro_2of4 Page 13 of 19 Resource ID: APT_21_003_CI_PlanningAndDevelopment_MG_ Pro_2of4

Part 4: Student Profile To complete this part of the assessment, document a student observation by accessing this link: Phonemic Awareness - Luke - Developing Early Literacy on Vimeo Detecting Phonemes - Priscilla - Developing Early Literacy on Vimeo You will watch one of the two clips and document you observation using the template provided. Once completed, you must submit this assessment to their Teacher/Assessor for marking . Select only one student from the 2 provided and complete the following questions. 1. Student Chosen Assessing Phonemic Awareness with Luke 2. Description of task that the student was asked to complete Luke was asked to perform several little tasks. The teacher first advised that they would be doing some listening together and it was centred around phonological awareness of words. Luke was to place a counter for every word he heard in a sentence. Clap out syllabus. Identify similarities in words. Odd Word Out. Rhyming Words. Sounds Identification. 3. What did you observe about the student’s willingness to participate? Luke was very willing and eager to participate in this little tasks. 4. What did you observe about the student’s ability to identify the number of syllables by clapping or sounding the word out. During the clapping out of syllabus, Luke added an extra clap when performing this task. 5. What did you observe about the student’s ability to break down a word into an individual sound? (Decode the word) Luke was able to identify the beginning individual sound of the word but combined the end sound together. F IN H A PPY Document title: CI_PlanningAndDevelopment_MG_ Pro_2of4 Page 14 of 19 Resource ID: APT_21_003_CI_PlanningAndDevelopment_MG_ Pro_2of4

Part 5: Product To complete this part of the assessment, complete the following task/s to industry standards: 1. Top 5 Tips Guide for SLSO’s- ‘ Ways to promote cooperation and good relationships with Teachers’. 2. Top 5 Tips Guide for SLSO’s- ‘ Ways to promote cooperation and good relationships with Students’. Use the information from research as well as the Student Workbook to formulate the 5 top tips for cooperation and good relationships with teachers and students. Once completed, you must submit their assessment to their Teacher/Assessor for marking. Task 1: Ways to promote cooperation and good relationships with Teachers - Work as part of a team and provide support, confidence and wellbeing. - Use open and effective communication. - Treat with respect, do not be disrespectful. - Trust their knowledge of the experience in the school and with students. - Ask questions on expectations and requirements of their expectations of your assistance in class. - Task 2: Ways to promote cooperation and good relationships with Students - Connect with your students, show them that you care about them. - Practice active listening. - Use positive words and actions. - Praise appropriate behaviours. - Show and offer respect to them, be emotionally empathetic, don’t judge. Document title: CI_PlanningAndDevelopment_MG_ Pro_2of4 Page 15 of 19 Resource ID: APT_21_003_CI_PlanningAndDevelopment_MG_ Pro_2of4

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Assessment checklist The assessment checklist will be used by the TAFE Assessor to capture evidence of your performance in the written tasks. This checklist outlines all the required criteria you will be marked on. All criteria described in the assessment checklist must be met. Table 3 Assessment checklist Part/T ask Instructions TAFE student; S U/S Assessor comments Part 1 Scenario and short questions Q1 Identified the time and when literacy groups start and finish ☐ ☐ Q2 Identified preparations would need to be made before the start of literacy groups. ☐ ☐ Q3 Identified strategies that would be used to assist a student who needs help transitioning between tasks. ☐ ☐ Q4 Outlined how they could cooperate with the teacher in getting the class ready for the off-campus swimming lessons ☐ ☐ Q5 Identified strategies they could use to support a student who is reluctant to cooperate in getting changed and participating in swimming lessons ☐ ☐ Part 2 Short answer questions Document title: CI_PlanningAndDevelopment_MG_ Pro_2of4 Page 16 of 19 Resource ID: APT_21_003_CI_PlanningAndDevelopment_MG_ Pro_2of4

Part/T ask Instructions TAFE student; S U/S Assessor comments 1 Outlined how the curriculum documents influence what is taught in the classroom and how the lessons are delivered ☐ ☐ 2 Considered the impact of curriculum documents and why it is important to follow the teacher’s instructions carefully ☐ ☐ 3 Completed the table and explained how the factors affect individual student needs and their impact on student development ☐ ☐ 4 Completed the table and outlined one strategy and three resources that could be used when supporting students in reaching the outcomes. ☐ ☐ Part 3 Research 1 Listed three Education Policies from the NSW Department of Education policy library. ☐ ☐ 2 For Policy One- explained how they would follow the policy in their role as an SLSO . ☐ ☐ 3 Explained how they would follow the policy in their role as an SLSO. ☐ ☐ 4 Explained how they would follow the policy in their role as an SLSO. ☐ ☐ Part 4 Student Profile 1 Identified the student they have selected for this exercise ☐ ☐ Document title: CI_PlanningAndDevelopment_MG_ Pro_2of4 Page 17 of 19 Resource ID: APT_21_003_CI_PlanningAndDevelopment_MG_ Pro_2of4

Part/T ask Instructions TAFE student; S U/S Assessor comments 2 Described the correct task that the student was asked to complete ☐ ☐ 3 Made observations about the student’s willingness to participate ☐ ☐ 4 Explained their observations about the student’s ability to identify the number of syllables by clapping or sounding the word out ☐ ☐ 5 Explained what they observed about the student’s ability to break down a word into an individual sound ☐ ☐ Part 5 Product 1 Identified five different ways to promote cooperation and good relationships with teachers ☐ ☐ 2 Identified five different ways to promote cooperation and good relationships with Students ☐ ☐ Document title: CI_PlanningAndDevelopment_MG_ Pro_2of4 Page 18 of 19 Resource ID: APT_21_003_CI_PlanningAndDevelopment_MG_ Pro_2of4

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Assessment feedback NOTE: This section must have the Teacher/Assessor and student signature to complete the feedback. If you are submitting through the TAFE NSW online learning platform, your Teacher/Assessor will give you feedback via the platform. Assessment outcome ☐ Satisfactory ☐ Unsatisfactory Assessor feedback ☐ Has the assessment declaration for this assessment event been signed and dated by the student? ☐ Are you assured that the evidence presented for assessment is the student’s own work? ☐ Was reasonable adjustment in place for this assessment event? If yes, ensure it is detailed on the assessment document. Comments : Assessor name, signature and date Student acknowledgement of assessment outcome Would you like to make any comments about this assessment? Student name, signature and date Document title: CI_PlanningAndDevelopment_MG_ Pro_2of4 Page 19 of 19 Resource ID: APT_21_003_CI_PlanningAndDevelopment_MG_ Pro_2of4

Assessment CHCEDS034 Answers Pro2of3

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