Unit codes and names

Student Name	Sandeep kaur chandok		Student Number	472641347
Unit Codes and Names	Literacy & Numeracy Cluster CHCEDS019 Support students' mathematics learning
Assessment Type	☒ Case Study ☒ Assignment ☐ Project ☐ Other (specify)
Assessment Name	Workplace tasks		Assessment Task No.	AT2
Assessment Due Date	17.09.2021		Date Submitted	16.09.2021
Assessor Name
Student Declaration: I declare that this assessment is my own work. Any ideas and comments made by other people have been acknowledged as references. I understand that if this statement is found to be false, it will be regarded as misconduct and will be subject to disciplinary action as outlined in the TAFE Queensland Student Rules. I understand that by emailing or submitting this assessment electronically, I agree to this Declaration in lieu of a written signature.
Student Signature		Sandeep kaur chandok	Date	16.09.2021

Instructions to Student		Complete all questions in this Assessment Task. Responses are to be typed in document Template for assessment. Assessment Criteria:
		identifying, collating and developing resources to support development of mathematics and literacy skills and knowledge. knowledge of concept strands of mathematics and literacy appropriate to the students being supported and the curriculum in use Number of Attempts: You will receive up to two (2) attempts at this assessment task. Should your 1^st attempt be unsatisfactory (U), your teacher will provide feedback and discuss the relevant sections / questions with you and will arrange a due date for the submission of your 2^nd attempt. If your 2^nd submission is unsatisfactory (U), or you fail to submit a 2^nd attempt, you will receive an overall unsatisfactory result for this assessment task. Only one re-assessment attempt may be granted for each assessment task, with the exception of Apprentices or Trainees who are permitted an additional supplementary assessment. For more information, refer to the Student Rules.
Submission details		Username; 10 digit student number For Password: Reset password go to https://passwordreset.tafeqld.edu.au/default.aspx>
Instructions for the Assessor		Template for assessment.
Note to Student		An overview of all Assessment Tasks relevant to this unit is located in the Unit Study Guide.
Assessor Feedback:
Attempt 1	Satisfactory		Unsatisfactory		Date		1/12/2021
Assessor Name	Nikki Bouris		Assessor Signature				Nikki Bouris
Student provided with feedback and reassessment arrangements (check box when completed)			Date scheduled for reassessment
Attempt 2	Satisfactory		Unsatisfactory		Date
Assessor Name			Assessor Signature
Note to assessor: Please record any reasonable adjustment that has occurred to this assessment.

Assessment criteria / benchmarks The evidence submitted demonstrates that the student satisfactorily:				Attempt 1				Attempt 2
				S		U		S	U


Additional learning needs of both students have been identified.
The numeracy task for both students has been clearly explained.




The description includes examples of how the numeracy tasks could be used in everyday contexts.
For both students, unforeseen difficulties were included, as well as the adjustments that were made to accommodate these issues.


Formative assessment
Summative assessment
c) Standardised testing.



Additional learning needs of both students have been identified.
The reading and oral language task for both students has been clearly explained.




For both students, unforeseen difficulties were included, as well as the adjustments that were made to accommodate these issues.
For both students, examples were included of assistive technology that could be used to assist them with the oral language task.



The writing task for both students has been clearly explained.
Modifications to the learning environment were described for both students, to ensure it suited their individual needs.




For both students, unforeseen difficulties were included, as well as the adjustments that were made to accommodate these issues.
For both students, examples were included of assistive technology that could be used to assist them with the reading task.



The assistive/adaptive technology is named and described
The set-up of the assistive/adaptive has been explained

CHCEDS019 Support students’ mathematics learning/ CHCEDS022 Work with students in need of additional support

Complete the table below by responding to all the tasks:

Task	Your response
	Student A	Student B
Year level of student.	prep	prep
Emotional or psychological issues.	Autism	intellectual Disability
Describe the numeracy task you supported.		For student B, according to me, those numeracy tasks will be all right which involves counting and the comparison, as student B is weak in both kinds of activities. So, according to me the board games that involve counting would be appropriate for student B. As, the dices involve numbers, in which he would learn counting while enjoying the game. Its level can be increased by involving the two dices, which makes the game more complex. To improve the comparison or the measurement ability of Student B, I will involve him in the activities such as comparing feet sizes using tape and the ruler. This will help him to differentiate between the small and the big.
	The children are nursery students, so for them, the environment must be like that which helps them to spend most of the time in the schools and enjoy the learning as well. Student A is a shy child and doesn’t express himself much. So, in this case, such an environment must be set-up, in which the child doesn’t feel pressured and be comfortable. He gets distracted very easily, so to mitigate it the separate area must be there for student A. His table is set away from the noise-causing area.	Student B is a very active child and notorious too. He doesn’t enjoy learning and studying much, due to which he distracts easily. To mitigate his distraction there is a requirement for certain environmental changes that promote his interest in learning and studies. He likes to work on the computer but get distracts easily, so in that case, the computer tables must be designed in that way, which reduces the distraction. Involve him in those activities which he finds interesting and can work with full focus. Thi engagement of the child into the subject of his interest helps to promote his focus towards learning and studies too.
	The modifications that were made to the task according to the requirements of Student A are the separate area, which helps to mitigate his distraction, besides, earplugs are provided to him for the same reason. As, he is having a problem with the noise-making things, so in that case, his table was set up far from the noise-making areas. For, him special exercise classes are organized, which helps to relax him up and to minimize his triggers.	In the beginning he take a time but when he saw all the colourfull objects he done step by step .he done very good. This is not a reasonable adjustment. Type in the medication / reasonable adjustments that were made for this activity. Type your response here:
	The strategies that have been made by me to support the numeracy task are the activities that promote the time telling ability of student A. As, student A was shy, so in that case, the student is also involved in cooking, through which he able to increase his ability to measure the things.	Support strategies:
	Through time telling he get to know about the am (antemeridian) and pm (post meridian). Through cooking, he learned measurements, in which he also learned about the numerous measuring units such as milligrams, grams, milliliters, etc.
	Glass Kitchen measuring tools	Scale
Provide TWO questions that you could ask the student when supporting them with the numeracy task.	1.What is the time?	1. What’s your number in the Dice?
	2. What is the measurement of this water?	2. Which foot is long and which is small?
h) Describe how you related the numeracy problem-solving task to everyday life contexts.
i) State any unforeseen difficulties that arose during your session. Explain what adjustments you made to accommodate these issues.	Difficulties: He doesn’t want to come to do this numeracy task, as he is a shy child.	Difficulties: In the beginning he was not able to do make concentration because student B distracts easily.
	Adjustments: I support him in every way, which makes him feel too comfortable to talk to me and also makes him meet with his best friend.	I involved him in those activities which are of his interest and don’t get distracted easily.
j) What assistive technology could be used to support the student with this numeracy task?	podd	podd
k) Describe the feedback you gave to the teacher about each student’s numeracy knowledge and skills to assist with ongoing support.	I gave feedback to the class teacher about this child he made an interest to do this activity very quickly but he done this activity with my frequently instructions.	For this student, I need to take a long time because he doesn’t want to make a concentrate in the beginning but when he starts he does a really fabulous job step by step.

write an explanation in your own words
give an example of this type of assessment

Purpose: is to assess the performance of the student, which further helps them to take action plans to improvise their teaching and ultimately the education of the child.

For example, Observation- the preschool teachers always use to monitor or observe the class to check that everyone is comprehending well or not.

Summative assessment.

Assessment Correct, end of year assessment

Inform features testing for all see improvement
What is the method:

What is the purpose:

CHCEDS020 Support students’ literacy learning/ CHCEDS022 Work with students in need of additional support

In consultation with your supervising teacher, work with TWO (2) students in need of additional support in the area of READING AND ORAL LANGUAGE.

Complete the table below by responding to all the tasks:

Task	Your response
Task	Student A	Student B
	prep	prep
Medical conditions Emotional or psychological issues.	Interatual Disability Autism	Interatual Disability Autism
	Letter recognition Describe the activity. Type your response here:	Letter recognition Describe the activity. Type your response here:
	Separate Area This is not describing the learning area, I require more information. Type your response here:	Separate area This is not describing the learning area, I require more information. Type your response here:
	Bucket,Tub, Alphabet small beans bag This is not a reasonable adjustment. Type in the medication / reasonable adjustments that were made for this activity. Type your response here:	Bucket,Tub,Alphabet small beans bag This is not a reasonable adjustment. Type in the medication / reasonable adjustments that were made for this activity. Type your response here:
	Support strategies This is not a strategy, type your strategies here: and terminology:
	Resources: Bucket,tub ,Alphabet small beans bag
	and terminology: What terminology did you use? Type your response here:
	podd	Resources:
	Difficulties: She don’t want to come.	she has to come but she didn;t show any interst for this activity.
	Adjustments:when she saw me to do this activity then she has to come and put his hand on my arm means she also want to do this activity same like me.	Adjustments:she done this activity but take a long time. This isn’t an adjustment, this is an outcome. Type your adjustment here:
What assistive technology could be used to support the student with this reading and oral language task?	podd	podd
	I gave the feedback for first student he really good recognition about that letter which are using his spelling of name.	Other side second student just show me letter then i was telling to him which letter that is and he repeat to me.

Note: For this task, in consultation with your supervising teacher, you need to design resources to reinforce the students’ literacy skills.

Complete the table below by responding to all the tasks:

Task	Your response
Task	Student A	Student B
	prep	prep
Medical conditions Emotional or psychological issues.		Interatual Autism Disability
	Independent writing What genre were they writing and how much were they writing? Type your response here:	Independent writing What genre were they writing and how much were they writing? Type your response here:
Describe modifications to the learning environment to suit the needs of each student e.g. did you withdraw the student.	Separate area	Separate area This is not describing the learning area, I require more information. Type your response here:
		Teacher modelling Please describe this reasonable adjustment, as I am not sure what you mean. Type your response here:
Include a photo of the resources you designed. Explain which literacy skills they are designed to. reinforce and how they will do this.		Photo of resource: Insert your photo here:
		Explanation: I was glue one image on a paper which one show student doing one activity then i will ask to the kids what are you see in the Image they give me answer using the podd . then I told to write this . This question is asking which literacy skills are used when using the resource. Type your response here:
Describe the strategies, terminology and resources you used to support the planning of the writing task, considering the student’s culture, age, abilities, interests and needs.	Support strategies	Excellent start, what prior knowledge were you activating? Type your response here: and terminology: Type your response here:
	Resources: we used photo.pencil,Glue,Image	Resources: we used photo.Pencil,glue,Image
Punctuation.	Support strategies:Do letter knowldge Not quite sure what you mean. Please provide more information, type your response here:
Punctuation.	Resources:pencil,paper	Resources:pencil,paper
	Support strategies and terminology:I was showed to him some colour full pencil and podd . How does this encourage the student to think critically on their writing? Type your response here of the strategies:
	Resources:colour pencil,podd	Resources:Images
State any unforeseen difficulties that arose during your session. Explain what adjustments you made to accommodate these issues.	Difficulties:In the beginning she do not make concentration.	Difficulties:In the beginning she played with crayon.she just make fun ,laughed .and do want to do.she took a lots of time.
	Adjustments:But when I used my podd and explain to him we going to do one activity.he start to do.	Adjustments:after long time finally she come and sit down and show me response to do this activity.
	keyboard	keyboard
	In the beginning I assist to him showing some colour pencil and he show me red colour from the podd and he could speak red colour as well.He was really want to say somthing for the images and then he was show me car pic from podd its means he can understand about the sentences.	She show the interset in the images and colour pencil.she took some time but she done activity by using keyboard and same thing she write down on the paper as well so her interest are showing she understand about the images .

CHCEDS022 Work with students in need of additional support

Question 5

Task	Your response
Year level of student.	prep
List of the student’s specific additional learning needs, e.g.	Interatual Avtism
	Name:computer
	Description:I sit the student front of the keyboard and ask to him which word he want to type on the the keyboard .he show me from the podd.
	Used the keyboard on the computer
	Make sure this contacting with the computer. This sentence doesn’t make sense. That did you do to ensure that the computer was ready for use? Type your response here:
State any unforeseen difficulties that arose during your session Explain what adjustments you made to accommodate these issues.
	Adjustments: Extra wait time for the press button. This doesn’t make sense, please provide more information to explain to me. Type your response here:

Student Name

Student Number

Unit Codes and Names

Question 5