CHCEDS059 – Contribute to the Health, Safety and Wellbeing of Students
Student name:
Email address: [Confidential]
Purpose of this Assessment
The purpose of this assessment task is to assess your knowledge of the following critical areas that shape the work of education support professionals in schools. It’s important to remember that each topic is interconnected and forms part of a holistic approach to ensuring student wellbeing.
- Relevant legislation and its purpose and key requirements that impact the role of education support workers.
- Organisational emergency procedures and own role in the event of an emergency.
- Role of education support workers in supporting health, safety, and well-being of students.
- Types of health and safety information that may be provided by education support workers to students.
- Types of health promotion activities undertaken in schools and their key purpose.
Understanding these areas allows education support workers to contribute more confidently and effectively within their learning communities, fostering both a safe and supportive environment for students.
Student Instructions
This assessment task contains Short Answer Questions where you need to provide a response in your own words to demonstrate your knowledge and understanding of the unit. It is essential to approach each question thoughtfully and reflect on your learning experience. Every answer should connect theory to practical application.
You are encouraged to express your insights based on real classroom scenarios, ensuring that your responses reflect both your academic understanding and personal awareness as an education support worker.
Please note: Where your response does not sufficiently address all question components, your submission will be returned for resubmission.
Assessment Conditions
This assessment is untimed and may be completed at your own pace. A self-paced format allows you to reflect deeply and provide meaningful responses that demonstrate genuine understanding rather than memorization.
- You may refer to your learning materials during this assessment.
- All questions must be answered completely and accurately.
- Answers must be typed and submitted via My eCampus.
- Independent completion is required for authenticity of learning.
- No numerical grades are allocated; outcomes are marked Satisfactory or Not Satisfactory.
Remember that this task primarily demonstrates your written skills, comprehension, and capacity to integrate safety principles into educational practice.
Acorn College Login Details
To complete this task, students must access the simulated workplace “Acorn College,” designed to replicate real-world school environments. Immersing yourself in this virtual setting helps you connect learning outcomes to realistic professional contexts.
Access: Acorn College Portal
Username: FE.Student
Password: FE.Student01
Students should familiarise themselves with available resources, staff structures, and templates within the Staff Portal tab to complete assessment questions accurately.
Knowledge Questions
Question 1: Legislation and Key Requirements
Each area of responsibility below reflects the legal framework guiding education support roles. A clear understanding ensures both compliance and protection for students and staff alike.
| Area of Responsibility | Legislation and Purpose | Requirement for Education Support Workers |
|---|---|---|
| Workplace Health and Safety | Work Health and Safety Act 2011 (NSW) – ensures safe work environments and promotes prevention of injury and illness. | Follow safe work practices, use PPE, and report hazards to supervisors. |
| Child Protection | Child Protection (Working with Children) Act 2009 (NSW) – safeguards children by regulating worker screening and conduct. | Maintain valid Working with Children Check; report concerns promptly. |
| Confidentiality and Privacy | Privacy and Personal Information Protection Act 1998 (NSW) – governs handling of personal and sensitive student data. | Protect student data and share only with authorised personnel. |
| Duty of Care | Common law – obligates reasonable steps to prevent foreseeable harm to students. | Act diligently and proactively to safeguard student wellbeing. |
| Anti-discrimination | Anti-Discrimination Act 1977 (NSW) – promotes equality and inclusion across educational settings. | Ensure no discriminatory practices based on race, gender, ability, or belief. |
| Infection Control | Public Health Act 2010 (NSW) – protects community health through disease prevention measures. | Implement hygiene standards and infection prevention practices. |
Question 2: Role of Education Support Workers
Education support staff play a vital role in the overall wellbeing of students by ensuring their physical safety, emotional balance, and positive development. Supporting student welfare involves active listening, compassion, and proactive engagement with school procedures.
- Student Health Monitoring: Observe and report health concerns such as illness, fatigue, or distress.
- First Aid: Provide trained response in case of injury or sickness.
- Behaviour Management: Model and support positive behavioural expectations.
- Emotional Support: Offer empathy and refer students to counsellors when needed.
- Relationship Building: Strengthen connections among students, staff, and families to foster inclusivity.
Question 3: Types of Health and Safety Information
- Personal Safety: Strategies on bullying prevention and reporting unsafe behaviour.
- Health Awareness: Guidance on balanced diet, exercise, and hygiene practices.
- First Aid Knowledge: Teaching students how to respond to minor injuries safely.
- Fire Safety: Evacuation drills and use of extinguishers.
- Cyber Safety: Safe internet habits and privacy protection online.
Question 4: Risk and Hazard Management
Recognising and managing hazards promptly prevents injuries and ensures continued student safety. Education support staff should always follow school policy and remain calm and procedural in emergencies.
- Identify and assess the hazard (e.g., electrical risk from water leakage).
- Remove students from danger immediately.
- Report hazard to supervisor and maintenance staff.
- Follow up on maintenance resolution.
Proactive hazard identification forms the foundation of safe learning environments and reinforces trust among students and staff.
Question 5: Managing Illnesses and Injuries
- Colds & Flu: Encourage hygiene, use tissues, hand washing, and covering sneezes.
- Falls: Keep areas clutter-free and well-lit.
- Sports Injuries: Use proper equipment and training.
- Bullying: Maintain a culture of respect and early reporting.
Question 6: Student Protection Responsibilities
- Understand and apply college policies on child safety and abuse reporting.
- Observe and document concerning behaviours.
- Maintain a caring environment for open communication.
- Act immediately upon suspected harm or neglect.
Question 7: Personal Care and Hygiene on Excursions
- Personal Care: Apply sunscreen, ensure hydration.
- Hygiene: Provide toilet access and handwashing facilities.
Relevant Legislation: Education Act 1989, Child Protection (Working with Children) Act 2005, and School Health and Wellbeing policies.
Question 8: Responding to a Seizure (Skyler’s Case)
Stay calm, ensure Skyler’s immediate safety, protect her head, and avoid restraint. Communicate with school health staff and family, maintain documentation, and respect her privacy throughout. Providing compassionate reassurance supports both recovery and dignity.
Question 9: Health Promotion Activities
- Physical Activity Programs: Improve physical health and reduce chronic disease risks.
- Nutrition Education: Promote balanced diet and informed food choices.
- Tennis for Schools: Encourage motor skills, coordination, and teamwork.
- National HPE Day: Advocate for lifelong fitness and wellbeing education.
- Healthy Lifestyle Campaign: Reduce smoking and promote active living.
Question 10: Supervision and Safety in Art Activities
Appropriate supervision ratios, structured preparation, and clear behavioural expectations ensure student safety in creative activities. Whether indoors or outdoors, planning prevents risk while encouraging creative growth.
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Question 11: Bravehearts Safety Education Programs
- Personal Safety Program: Teaches body safety, consent, and how to seek help.
- Online Safety Program: Builds awareness of digital boundaries and cyberbullying prevention.
- Protective Behaviours Program: Empowers children to recognise unsafe situations.
Question 12: First Aid Kit Essentials
- Adhesive Bandages: Protect wounds and prevent infection.
- Gloves: Maintain hygiene during first aid procedures.
- Elastic Bandages: Support injured joints.
- Ice Packs: Reduce pain and swelling.
- Tweezers and Alcohol Wipes: Remove debris or ticks safely.
References / Learning Resources
- Australian Government Department of Education. (2023). National Principles for Child Safe Organisations. Canberra: Department of Education. https://www.education.gov.au/
- Safe Work Australia. (2022). Work Health and Safety Guidelines for Educational Institutions. https://www.safeworkaustralia.gov.au/
- ACHPER Australia. (2021). Health and Physical Education Programs in Schools. https://www.achper.org.au/
- Australian Institute of Health and Welfare. (2020). Student Wellbeing and Safety Report. https://www.aihw.gov.au/
- Bravehearts Foundation. (2024). Personal Safety Education in Australian Schools. https://bravehearts.org.au/
_____________________________________________________________________________________
Enhancing Literacy and Oral Language Support in Educational Settings: Insights for CHCEDS036
In today’s diverse classrooms, supporting literacy and oral language skills is more crucial than ever, especially as global migration brings multilingual learners into Australian schools. Programs like those outlined in the Australian Curriculum emphasize interconnected language development to foster inclusive education environments. By integrating evidence-based strategies, education support workers can bridge gaps in reading, writing, and speaking, ultimately boosting student confidence and academic success.
CHCEDS036 Support the Development of Literacy and Oral Language Skills
Student name [Your Name Here]
Email address [Your Email Here]
Knowledge Questions
Purpose of this Assessment
This assessment task is designed to ensure that the student has the required knowledge to support the development of literacy and oral language skills, including: Role of the education support worker in providing oral language, reading and writing support to students. Building on this foundation helps create supportive learning spaces where every child feels capable of expressing ideas. Organisational policies and procedures Aspects of literacy Genres and writing styles Accurate spelling, grammar and punctuation Current curriculum content and associated literacy programs Strategies that assist in developing students’ oral language, reading and writing skills Communication techniques for use with students and teachers Processes for monitoring and recording progress
Student Instructions
This assessment task contains: Short Answer Questions where you need to provide a response in your own words to demonstrate your knowledge and understanding of the unit. Carefully read through each question and reflect on your learning in this unit, including any additional research you have conducted. A Research Project, where you are required to conduct research into oral language, reading and writing. You must present your findings in the supplied templates to demonstrate your understanding of the purpose of these key literacy areas, their links and the role of the Education Support worker in the education environment. Note: These are not short answer questions and must be completed in detail. Further instruction has been provided in the relevant section. Engaging deeply with these elements not only tests your grasp but also prepares you for real-world application in classrooms.
You are required to access the following documents to complete this assessment: Recording and Monitoring learning Progress Policy and Procedure (Can be accessed from the ‘Knowledge Questions Attachments’ located in MyeCampus Confidentiality Policy and Procedure (Please read the ‘Acorn College Login details’ provided later within this document to access the policy and procedure) Please note: Where your response does not sufficiently address all the question components, your submission will be returned to you for resubmission.
Assessment Conditions
This assessment is untimed You may refer to your learning materials during this assessment You must read and respond to all questions Answers must be typed and submitted through My eCampus for assessing You must complete the task independently No marks or grades are allocated for this assessment task. The outcome of the task will be Satisfactory or Not Satisfactory As you complete this assessment task, you are predominately demonstrating your written skills and knowledge to your trainer/assessor. Remember, this process is about growth, and it’s okay to revisit ideas as you build your expertise.
Acorn College login details
The following assessments include the use of a simulated college called Acorn College https://acorn.eduworks.com.au/. The simulated business has been developed based on real schools, and you should familiarise yourself with the services, employee structures and templates located in the staff Portal tab. To access the site, please click on this link: https://acorn.eduworks.com.au/ and click on the ‘Staff Portal Login’
Username: FE.Student Password: FE.Student01 If you have any questions on how to navigate the simulated business, please refer back to your induction module at the start of the course to the Acorn College Learning Centre Guide.
Knowledge Questions
Question 1
What are the responsibilities of an Education Support Worker (ESW) in providing oral language, reading and writing support to students? Describe a minimum of three responsibilities.
[Sample Response: As an ESW, key responsibilities include facilitating small-group reading sessions to build phonemic awareness, modeling correct grammar during writing workshops to encourage student imitation, and collaborating with teachers to adapt oral language activities for diverse learners. These roles ensure personalized support that nurtures confidence in expression.]
Question 2
a) How is a students’ literacy learning progress monitored and recorded? You can describe the procedure provided for Acorn College, which is the ‘Recording and Monitoring Learning Progress Policy and Procedure’ from ‘Knowledge Questions Attachments’ provided with this assessment.
[Sample Response: Progress is monitored through regular observations, formative assessments like running records, and digital tracking tools, with records updated weekly in shared portfolios to highlight growth areas.]
b) How do you ensure the confidentiality of students’ learning progress records? You can refer to the Confidentiality Policy and Procedure in Acorn College’s staff portal by following the instructions provided at the beginning of this document.
[Sample Response: Confidentiality is maintained by storing records in password-protected systems, sharing only with authorized personnel on a need-to-know basis, and obtaining consent for any external discussions, aligning with privacy laws to protect student vulnerability.]
Question 3
a) Using the template below, for each text type and example provided, describe how these can be used as tools to support the language and literacy development of students in class.
| Everyday text | Example | How it can be used |
|---|---|---|
| Signs | Traffic signs | Discuss symbols and words during walks to build vocabulary and context awareness, encouraging students to describe safety rules orally. |
| Advertisements | Ice cream/food advertisement | Analyze persuasive language in group talks, then have students create their own ads to practice writing descriptions. |
| Brochures | Natural reserve brochure | Read aloud sections and map key phrases, prompting role-play discussions to enhance descriptive speaking skills. |
| Text Message | Picture of a text message from the dentist | Decode abbreviations and emojis in pairs, then compose replies to reinforce concise writing and digital communication norms. |
b) Using the template below, provide one example of each of the mass-media texts and describe how these can be used as tools to support language and literacy development in class.
| Mass-media text | Example | How it can be used |
|---|---|---|
| Newspaper/ Magazine/ Catalogues | Local news article on community events | Highlight headlines and summaries in reading circles, followed by opinion-writing exercises to develop critical response skills. |
| Websites | Educational site like ABC Education | Navigate interactive pages together, noting hyperlinks, to teach scanning skills and report findings orally. |
| YouTube clips | Short documentary on animals | Pause for predictions and vocabulary building, then journal reflections to link viewing with writing narratives. |
| TV news/shows | Segment on weather forecasts | Transcribe key terms during viewing, discuss impacts in debates to strengthen listening and argumentative language. |
c) Using the template below, give one example of a literary text and describe how these can be used to support language and literacy development in class.
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| Literary text | Example | How it can be used |
|---|---|---|
| Picture Book | “The Gruffalo” by Julia Donaldson | Shared reading with echo techniques to mimic rhythms, then illustrate and retell stories to boost creative writing and oral retelling. |
Question 4
a) Describe five (5) ways you communicate instructions to students ensuring they understand their task.
- Use simple, sequential language broken into steps, checking comprehension with thumbs-up signals.
- Incorporate visuals like diagrams alongside verbal cues to reinforce concepts for visual learners.
- Model the task first, demonstrating each part slowly to build confidence through observation.
- Encourage paraphrasing back to you, allowing adjustments based on their restatements.
- Provide written summaries or checklists for reference, supporting diverse processing speeds.
b) Describe active listening techniques to communicate with both teachers and students.
[Sample Response: Techniques include maintaining eye contact and nodding to show engagement, paraphrasing what was said to confirm understanding, and asking open-ended questions to deepen dialogue. These foster trust and clearer exchanges in collaborative settings.]
Question 5
a) Describe in your own words how oral language, reading and writing are linked/interconnected.
[Sample Response: Oral language lays the groundwork by building vocabulary and sentence structures that transfer to decoding words in reading and composing thoughts in writing, creating a seamless cycle where speaking refines ideas for print.]
b) Describe in your own words what language, reading and writing skills are.
[Sample Response: Language skills encompass speaking, listening, and understanding nuances; reading involves decoding and comprehending texts; writing is articulating ideas coherently on paper, all interwoven for effective communication.] These skills evolve together, much like threads in a tapestry, strengthening overall literacy.
Question 6
List and describe two activities you can use to teach literacy to students with English as an Additional Language.
- Story Retelling Circles: Students orally retell familiar stories in small groups using props, gradually adding written sentences to build from speech to script.
- Labeling and Describing Objects: Use bilingual labels on classroom items, encouraging verbal descriptions before independent labeling exercises to scaffold vocabulary acquisition.
Research Project
Instructions
For this task, you are required to conduct research into oral language, reading and writing and answer the questions in the templates to demonstrate your understanding of: The link between language, reading and writing The role of education support workers in supporting literacy learning Strategies education support workers can use to assist students in developing their literacy skills. During your research, you can use websites for literacy – related information and government legislation. Where you have used these please provide a link to all resources used. Complete the templates below: Part A: Overview of literacy concepts Part B: The use of oral language, reading and writing for different purposes Part C: Literacy assistance programs
Part A: Overview of literacy concepts
Question 1. List and describe the skills required for oral language, reading and writing
- Oral Language: Phonological awareness (sounds), vocabulary building, and narrative structuring for fluent expression.
- Reading: Decoding letters to sounds, comprehension of meaning, and fluency in pacing.
- Writing: Handwriting mechanics, grammar application, and idea organization into coherent texts.
Question 2. Research and describe the link between oral language, reading and writing
[Sample Response: Oral language provides the phonological and syntactic foundation that enhances decoding in reading and idea formulation in writing, as evidenced by studies showing strong correlations in early education outcomes.]
Question 3. Describe the role of the Education Support Worker in providing support to students for: Oral Language: Facilitating discussions and pronunciation drills to expand expressive abilities. Writing: Offering feedback on drafts and scaffolding sentence construction. Reading: Guiding paired reading and comprehension questions to improve engagement. These roles adapt dynamically to individual needs, making learning feel personal and achievable.
Part B: The use of oral language, reading and writing for different purposes
Question 1. Describe how oral language, reading and writing is used for the following different purposes. Note: Your responses must include at least one (1) example. Information: Oral recaps of facts, reading articles for details, writing summaries—e.g., reporting daily news. Enjoyment: Storytelling aloud, reading novels for pleasure, journaling fun ideas—e.g., sharing jokes. Social: Conversations in groups, reading messages, writing notes—e.g., debating favorite games. Instructional: Explaining steps verbally, reading manuals, writing procedures—e.g., recipe guides. Cultural: Sharing traditions orally, reading folklore, writing family histories—e.g., festival descriptions.
Part C: Literacy assistance programs
Question 1. Research and describe three (3) different literacy programs that an Education Support Worker can use to assist in developing student’s oral language, reading and writing skills. In your response, ensure that you: Highlight the current curriculum content associated with each literacy program. Include one program for students with English as an Additional Language
- MultiLit Program: A phonics-based intervention for primary students lagging in reading; aligns with Australian Curriculum’s Foundation to Year 2 phonics strands by using diagnostic tools for targeted lessons.
- Little Learners Love Literacy: Focuses on decodable books and oral retelling to build foundational skills; supports curriculum’s emphasis on shared reading and writing in early years.
- ESL New Arrivals Program (for EAL students): Integrates bilingual support with oral language immersion; ties to curriculum’s English as Additional Language progression, enhancing vocabulary through cultural storytelling.
Submission Instructions
Please proofread your work and save a copy of your assessment to keep in your own records. Save the document to include your name in the file for example: CHCEDS036 – Knowledge Questions – Your Name Submit your completed assessment for marking by your assessor. Taking this step ensures your efforts are preserved and ready for review.
Assessor Overall Feedback
Satisfactory ☐ Not Yet Satisfactory ☐
Date: [Date] Date: [Date] Comments: [Assessor Notes]
Learning Materials/Resources
Here are three credible, peer-reviewed references aligned with the topic of supporting literacy and oral language development in educational settings, published between 2019 and 2025. These draw from reputable sources like Google Scholar and academic journals:
- Chang, Y.-N., & Monaghan, P. (2020). The relationships between oral language and reading instruction: Evidence from a computational model of reading. Cognitive Psychology, 119, 101309. https://doi.org/10.1016/j.cogpsych.2020.101309 (Explores computational links between oral language foundations and reading acquisition, relevant for ESW strategies.)
- Crook, K. M., Vega, H., Howell, E., et al. (2025). Responding to the Needs of Early Literacy Teachers: Designing Online Professional Development to Improve Writing Instruction for Multilingual Learners. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01841-3 (Focuses on professional development for supporting writing in EAL contexts, aligning with ESW roles.)
- Seoane, R. C., Wang, J., Cao, Y., & Kim, Y.-S. G. (2025). Unpacking the Relation Between Oral Language and Written Composition: A Meta-Analysis. Review of Educational Research. https://doi.org/10.3102/00346543251320359 (Meta-analysis on interconnections between oral skills and writing, informing curriculum-linked programs.)