Skills&Tasmania&LLN&Foundation&Skills&Program&& Complete ... resources/tas … · LLN...

LLN WorkshopsProgram V1.2013 - of 75

Skills&Tasmania&LLN&Foundation&Skills&Program&&&

Complete&Delivery&and&Assessment&Program&&

TAELLN401A&(TAELLN411)&


Table of Contents SECTION&1&...................................................................................................................................&3!

Skills&Tasmania&LLN&Foundation&Skills&Program&5&Training&&&Assessment&Strategy&..............................................&3!Entry&Requirements&..............................................................................................................................................&3!Delivery&Methodology&...........................................................................................................................................&3!Infrastructure&Requirements&.................................................................................................................................&3!Assessment&Requirements&....................................................................................................................................&3!Evaluation&.............................................................................................................................................................&3!Unit&Descriptions&...................................................................................................................................................&4!

SECTION&2&...................................................................................................................................&5!SESSION&PLANS&.....................................................................................................................................................&5!DAY&1&....................................................................................................................................................................&6!DAY&2&..................................................................................................................................................................&12!

SECTION&3&.................................................................................................................................&15!Workbook&with&Trainers’&Instructions&and&Expected&Answers&............................................................................&15!Exercise&1&5&Using&the&ACSF&to&analyse&the&LLN&skills&of&my&learner&–&an&example&..............................................&16!Exercise&2&5&Application&of&the&Balance&Triangle&–&Model&...................................................................................&17!Exercise&3&5&Unpacking&a&Unit&of&Competency&.....................................................................................................&18!Exercise&4&5&Getting&information&about&your&learners&.........................................................................................&19!Exercise&5&5&PART&1&5&Demands&of&Training&in&the&Workplace&(or&industry)&.........................................................&20!Exercise&5&5&PART&2&5&Demands&of&Training&.........................................................................................................&21!Exercise&6&5&LLN&demands&of&Activities&in&the&Workplace&(or&industry)&...............................................................&22!Exercise&7&5&Summary&Activity&Three&Points&of&the&Triangle&................................................................................&23!Exercise&8&5&Strategies&Activity&............................................................................................................................&24!Exercise&9&5&Strategies&to&assist&the&development&of&LLN&skills&in&vocational&training&.........................................&25!Exercise&10&5&Adjusting&assessment&to&meet&learner&needs&.................................................................................&29!Exercise&11&5&Where&can&I&get&specialist&LLN&support?&........................................................................................&31!

SECTION&4&.................................................................................................................................&32!RTO&ASSESMENT&TOOL&.......................................................................................................................................&33!Information&provide&to&participants…&.................................................................................................................&33!Purpose&of&Assessment&.......................................................................................................................................&33!Reasonable&Adjustment&......................................................................................................................................&33!Process&for&Assessment&.......................................................................................................................................&33!Assessment&Outline&.............................................................................................................................................&34!

SECTION&5&.................................................................................................................................&58!PARTICIPANT&ASSESSMENT&INSTRUCTIONS&........................................................................................................&58!Purpose&of&Assessment&.......................................................................................................................................&59!Reasonable&Adjustment&......................................................................................................................................&59!Process&for&Assessment&.......................................................................................................................................&59!Contacts,&Discussions&or&Questions&.....................................................................................................................&60!Assessment&Outline&.............................................................................................................................................&61!Portfolio&Evidence&...............................................................................................................................................&62!3rd&Party&Evidence&..............................................................................................................................................&63!Third&Party&Authentication&5&Provider&Instructions&.............................................................................................&64!Competency&Conversation&..................................................................................................................................&68!Appendices&..........................................................................................................................................................&69!

SECTION&6&.................................................................................................................................&73!ASSESSMENT&MATRICES&.....................................................................................................................................&73!END&of&DOCUMENT&.............................................................................................................................................&75!

&


SECTION&1&

Skills&Tasmania&LLN&Foundation&Skills&Program&5&Training&&&Assessment&Strategy&Qualification&Code&or&

Unit&Title&and&

Training&Package&

TAELLN401A)Address)Adult)Language,)Literacy)and)Numeracy)

)

TAE10)

AQF&Level&IV)

Entry&Requirements&&

It)is)*expected)that)participants)attending)the)LLN)Workshops)will)be:))

� Experienced)workplace)trainers))

� People)holding)the)full)TAE40110,)SOA)or)Skill)Set)without)the)TAELLN401a)Unit)))

� People)wishing)to)acquire)the)TAELLN401A)unit)as)a)standalone)unit,)or)

� People)holding)the)TAELLN401A)attending)for)PD)and)to)support)credit)transfer)to)TAELLN411)

� *There)are)no)preLrequisite)entry)requirements.))

Delivery&Methodology&&

(See)Session)Plans)and)Workbook)with)Trainer’s)Guide)below))

� Delivered)in)a)2LDay)program)with)Day)1)and)Day)2)delivered)approximately)4)weeks)apart)&

� In)total)the)delivery)methodology)includes)a)combination)of)documented)individual)and)group)learning)

activities,)individual)and)group)presentations,)trainerLled)discussions)and)onLtheLjob)activities*.)&

� *Participants)will)complete)activities)post)Day)1)and)prior)to)Day)2,)modified)and)evaluated)as)possible)

portfolio)evidence&

� Participants)will)each)retain)a)workbook)specifically)designed)for)the)recording)of)formative&assessments&

� Summative&assessment&will)occur)post)workshop)attendance,)including)Portfolio,)3rd)Party)authentication)&)Q)&)A)assessments)(Competency)Conversation).&

Infrastructure&Requirements&

Infrastructure&provided&&

)

1. Access)to)Internet))

2. Training)equipment,)notebook)computers,)data)projector,)speakers,)photocopying,)

whiteboard,)templates)and)VET)publications)(websites)etc.),)and)

3. Copies)of)ACSF.)

Assessment&Requirements&

Assessment&Tools&

)

(See)Assessment)Matrices)below))

1. Portfolio)Evidence)

2. 3rd)Party)Authentication)

3. Competency)Conversation,)and)

4. Other)forms)of)evidence)in)discussion)with)the)participating)RTO)

5. Note)L)assessment)matrices)include)TAELLN401A)and)TAELLN411)(401A)to)be)removed)

upon)411)being)added)to)the)TAE)Certificate)IV)or)on)scope))

6. RTO’s)may)determine)assessment)requirements)for)individuals)independent)of)these)tools.))

Evaluation&&

Processes)used)to)validate)the)training)and)assessment)activities)in)this)program:)

1. Feedback)from)participants))

2. RTO)meetings)

3. Trainer/assessor)meetings))

4. Validation)and)moderation)

5. Benchmarking.))


Unit&Descriptions&

TAELLN401A&Address&adult&language,&literacy&and&numeracy&skills&and&TAELLN411&

Description& TAELLN401A)L)This)unit)describes)the)performance)outcomes,)skills)and)knowledge)required)to)recognise)the)

core)language,)literacy)and)numeracy)(LLN))demands)of)training)and)assessment,)and)to)tailor)training)and)

assessment)to)suit)individual)skill)levels,)including)accessing)relevant)support)resources.))

&Employability&Skills&

TAELLN401A)L)This)unit)contains)employability)skills.)

&Application&of&Unit(s)&)

TAELLN401A)L)This)unit)introduces)trainers)and)assessors)to)core)language,)literacy)and)numeracy)issues)in)

training)and)assessment)practice.)Competence)in)this)unit)does)not)indicate)that)a)person)is)a)qualified)

specialist)adult)language,)literacy)or)numeracy)practitioner.))

) TAELLN411)L)This)unit)describes)the)skills)and)knowledge)a)vocational)trainer)or)assessor)requires)to)identify)

language,)literacy)and)numeracy)(LLN))skill)requirements)of)training)and)the)work)environment,)and)to)use)

resources)and)strategies)that)meet)the)needs)of)the)learner)group.)

The)unit)applies)to)individuals)who)teach,)train,)assess)and)develop)resources.& Competence)in)this)unit)does)not)indicate)that)a)person)is)a)qualified)specialist)adult)language,)literacy)or)

numeracy)practitioner.&&


SECTION&2&

SESSION&PLANS&

Day&1&R&Overview& Day&2&R&Overview&

Background)to)the)development)of)Language,)Literacy)

and)Numeracy)(LLN))skills)in)Australia)

)

Analysis)of)key)principles)and)applications)of)the)Australian)Core)Skills)Framework)(ACSF))

)

Gathering)the)evidence:))

� What)are)the)LLN)skills)of)my)learners?)

� What)are)the)LLN)skills)required)to)complete)

training?)

� What)are)the)LLN)skills)required)in)the)

workplace?)

&

What)to)do)with)the)evidence:))

� Identifying)potential)barriers)to)learning)and)

assessment)

� Strategies)and)tips)for)developing)LLN)skills)in)the)

VET)environment)

� Making)reasonable)adjustment.)

)

Working)with)an)LLN)specialist))

Accessing)support)resources))

The)Foundation)Skills)Training)Package,)and)Evaluating)the)effectiveness)of)learning)support)and)assessment)methods.)

&


DAY$1$

Welcome' Outline(the(2(day(delivery(content( Provide(details(for(participating(Registered(Training(Organisations((RTOs)( Outline(the(assessment(process(for(TAELLN401A((and(credit(transfer(to(TAELLN411).'

KEY'RESOURCES(

TAELLN401'and'TAELLN411'www.training.gov.au((

The'Crux'of'the'Matter'http://training.qld.gov.au/resources/information/pdf/cruxImatterIjuneI2011.pdf((

Taking'the'Lead'http://www.takingthelead.com.au/((

ACSF'2012'www.deewr.gov.au/acsf(

Building'Strong'Foundations''https://ibsa.org.au/landingpage/buildingIstrongIfoundations(((

Building'Strong'Foundations'Video'series'https://ibsa.org.au/fskIvideoIseries('

BACKGROUND( A(brief(history(of(the(development(of(adult(LLN(in(Australia( Why(are(LLN(skills(important(What(do(we(know(about(the(LLN(skills(of(Australians( What(is(the(impact(of(low(levels(of(LLN( How(are(these(challenges(being(handled(by(governments( TAELLN411(as(a(core(unit(of(TAE40110( The(development(of(the(Foundation(Skills(Training(Package(

RESOURCES'GENERAL(Australian'Bureau'of'Statistics'

http://www.abs.gov.au/AUSSTATS/[email protected]/Lookup/4228.0Explanatory%20Notes12006%20%28Reissue%29?Opendocument(((


Early'PIACC'information'http://www.abs.gov.au/ausstats/[email protected]/Lookup/4228.0main+features992011I2012(Access(and(go(through(

Radio'National'Program:'http://www.abc.net.au/radionational/programs/backgroundbriefing/2013I09I22/4962902((

Building'Strong'Foundations''https://ibsa.org.au/landingpage/buildingIstrongIfoundations((Access(and(go(through(

Building'Strong'Foundations'Video'series'https://ibsa.org.au/fskIvideoIseries(Access(and(go(through(www.training.gov.au(((

FSK'matrix'of'units'Foundation(Skills(Training(Package(implementation(guide('https://www.ibsa.org.au/volume/introduction'

THE'ACSF' An(introduction/revision(of(the(ACSF(including:( Key(aspects( The(Performance(Variables(Grid( Guiding(principles(and(underpinning(theories(and(approaches( Range(of(uses(of(ACSF(‘( Build(PVG(

ACSF'RESOURCES(ACSF'2012''

www.deewr.gov.au/acsf(PVG'Kit'to'Build'the'Grid(


THE BALANCE TRIANGLE - PART 1 - GETTING THE BALANCE RIGHT

Where''A(=(What(are(the(LLN(skills(of(the(learner?(B(=(What(LLN(skills(are(required(to(participate(successfully(in(training(and(assessment?(C(=(What(LLN(skills(are(required(in(the(workplace(and/or(the(training(specification?


PART'1'GATHERING'THE'EVIDENCE'(A,(B,(&(C(of(the(Triangle)(A'P'What'are'the'LLN'skills'of'my'learners?'

How(to(work(out(the(core(skill(levels(of(learners?(((((

Tools(that(are(available(to(assist(in(establishing(learner(levels(((

What(counts(as(evidence(

What(are(the(different(ways(of(gathering(evidence(and(making(a(judgement?(

A(brief(look(at(some(strategies(for(developing(reading,(writing,(oral(communication(and(numeracy'skills' ‘Tips(for(developing(LLN(skills(in(vocational(training’(

Assessment(considerations(–(altering(the(type(of(assessment(undertaken;(making(reasonable(adjustment(

Making(the(workplace(more(LLN(friendly(

LLN(courses(–(WELL,(Foundation(Skills(Training(Package(

Working'with'an'LLN'specialist' Why(get(help?(When(to(get(support?((How(to(get(support?((Types(of(assistance((team(teaching,(small(group,(1:1).((Ongoing(liaison(with(LLN(specialists.(

(ACTIVITIES'1'&'4((Learning((Jordan)(

Arrange(6(pieces(of(writing(

Do(activity(on(using(ACSF(to(inform(training(plan(

Access(Ideas(that(Work(segment(7(

Access(Precision,(Putting(the(Jigsaw(Together,(3Rs(Revisited(

Getting(Information(about(your(Learners(

SUPPORT'RESOURCES'Ideas(that(Work:(((

http://www.ideasthatwork.com.au/(segment(7(Access(and(show(on(screen(

ACSF(2012(((

www.deewr.gov.au/acsf((

ACSF(assessment(tool((

http://www.precisionconsultancy.com.au/acs_framework((Access(and(show(on(screen(


Putting(the(Jigsaw(Together(( http://www.mskills.com.au/onlineIproducts/product/PuttingItheIJigsawITogether((((Access(and(show(on(screen(

The(3(Rs(Revisited.(( http://learningedge.tafe.tas.edu.au/file/f9da0b6fIa118I40acIf2a8I

a820307eb9b2/1/3R%27s%20Website%20Original/HTMLPages/index_1.htm((Access(and(show(on(screen(

B'P'What'LLN'skills'are'required'to'participate'successfully'in'training'and'assessment?' Explain(the(term(‘unpack(a(unit(of(competency’( Trigger(words(and(a(model(of(a(unit(that(has(been(unpacked((( Explicit(and(embedded(LLN(skills(in(training(package(units( Use(Paul(scenario(from(ACSF(DVD(to(model(the(points(of(the(triangle((( Have(each(participant(unpack(a(unit(of(competency(that(is(relevant(to(their(own(delivery((( How(important(is(the(LLN(skill(to(the(overall(performance(of(the(task?(If(the(LLN(skill(could(not(be(demonstrated,(could(competence(in(the(workplace(task(

still(be(demonstrated?( What(degree(of(independence(is(required(by(the(worker(in(demonstrating(the(LLN(component(of(a(task?(Can(the(worker(complete(the(task(alone,(or(is(

assistance(required?( What(LLN(skills(does(your(delivery(and(assessment(require(of(your(learners( Locate(some(training(and(/or(assessment(materials(and(methods(that(you(use.(((

ACTIVITIES'2,'3'&'5''Handout(Trigger(words(

Application(of(the(Balance(Triangle(Unpacking(UoC(

Ideas(that(Work(segment(8(Demands(of(Training(

SUPPORT'RESOURCES' http://www.skillsdmc.com.au/resources/support_materials(((pages(12I17(Model(for(unpacking)( http://www.ideasthatwork.com.au/((segment(8)*( The(Crux(of(the(Matter(( http://training.qld.gov.au/resources/information/pdf/cruxImatterIjuneI2011.pdf(( The(Crux(of(the(Matter(p24+( The(Crux(of(the(Matter(p43(


The(Crux(of(the(Matter(p69(ACSF(2012(((

www.deewr.gov.au/acsf( Trigger(words(and(application(from(‘Diggin’(In’(Available(on(Skills(DMC(website:((( http://www.skillsdmc.com.au/resources/support_materials( Taking(the(Lead:(http://www.takingthelead.com.au/onlineIpd/3IwhatsIresource(ITip(17(

ACTIVITY'6'Day(1(if(time(or(Day(2(

C'PWhat'LLN'skills'are'required'in'the'workplace'that'you'are'training'workers'for?' What(are(some(examples(of(materials(in(the(workplace(environment(that(require(LLN(skills;(what(level(of(LLN(is(required?(

'


DAY$2$PART'3'P'WHAT'TO'DO'WITH'THE'EVIDENCE(

A(((((A(brief(look(at(some(strategies(for(developing(reading,(writing,(oral(communication(and(numeracy(skills( B(((((Adapting(training(methodology(and(materials(C(((((Looking(in(detail(at(‘Tips(for(developing(LLN(skills(in(vocational(training’(( D((((Potential(barriers(to(learning((( E(((((Assessment(considerations(–(altering(the(type(of(assessment(undertaken;(making(reasonable(adjustment((

Building(Strong(Foundations(Video(11( F(((((Making(the(workplace(more(LLN(friendly( G(((((LLN(courses(–(WELL,(Foundation(Skills(Training(Package(

( H'''''Using'specialist'LLN'support' Why(get(help?(When(to(get(support?((How(to(get(support?((Types(of(assistance((team(teaching,(small(group,(1:1),(resources.((Ongoing(liaison(with(LLN(

specialists.(Handout(2(x(A3(sheets((ACSF(At(A(Glance(and(Tips(for(Developing(LLN(Skills(in(Vocational(Training)(

Activity(8(and(9(Activity(10(

Building(Strong(Foundations(–(Video(11(adjusting(assessment SUPPORT'RESOURCES'A''

http://takingthelead.com.au/llnItipsItrainersIandIassessors/5IwhatIsimpleIthingsIcanIiIdoIsupportIlearnersIdevelopingIllnIskills(http://takingthelead.com.au/sites/default/files/resources/NowReadThis%5B1%5D.pdf(

http://siandvasupport.sydneyinstitute.wikispaces.net/file/view/Literacy+Face+to+Face.pdf((B'((

ACSF(AT(A(Glance;(Tips(for(developing(LLN(skills(in(vocational(training(sheet(I(Escalier(McLean(Consulting(and(Precision(Consulting(support(sheets(2013(C''

Looking(in(detail(at(‘Tips(for(developing(LLN(skills(in(vocational(training’(–(Escalier(McLean(Consulting(and(Precision(Consulting(Tool(2013http://www.takingthelead.com.au/sites/default/files/stories/appendix13.pdf(

D'' Crux(of(the(Matter(p18((( http://training.qld.gov.au/resources/information/pdf/cruxImatterIjuneI2011.pdf( http://www.linc.tas.gov.au/global/aboutlinc/information/literacysupport(( http://takingthelead.com.au/llnItipsIindustry/4IwhatIdifficultiesItrainingImayIemployeesIhave(


(H'''''

Ideas(That(Work:(http://www.ideasthatwork.com.au/(segment(9( The(Crux(of(the(Matter(Tip(5((p.(23)(and(Tip(13((p.48)(((((((((( The(Crux(of(the(Matter(p49I51( Taking(the(Lead:(http://takingthelead.com.au/onlineIpdquestionI5IfindingIspecialistIllnIsupport/qI51IaccessingIllnIsupport( Taking(the(Lead:(http://takingthelead.com.au/llnItipsIindustry/5IwhoIcanIhelpImeIllnIissues(

I' Building(Strong(Foundations(( https://ibsa.org.au/landingpage/buildingIstrongIfoundations(((

Access(and(go(through( Building(Strong(Foundations(Video(series( https://ibsa.org.au/fskIvideoIseries(

Access(and(go(through Activities(

Template(three(points(of(the(triangle(–(what(can(I(do?(((Activity(7(

Strategy(Activities((table(response,(speed(dating,(numeracy(group(demonstration)((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((Activity(8((

PART'4'''''SUPPORT'RESOURCES'Online'support'–'(For(this(section(each(participant(needs(to(have(access(to(a(screen)'

Key(resources(–(see(Introduction( Other(resources((I(see(electronic(handout((need(to(send(this(out(to(participants)(

(Other'support:'

People(and(organisations(to(approach(for(support(–(peak(bodies,(ISCs,(LinkedIn,(publications,(webinars,(conferences,(Skills(Tas,(LINC( Further(accredited(courses(to(extend(their(understanding(of(LLN(in(VET(Graduate(Diplomas,(Skill(Set( Foundation(Skills(Training(Package((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((((('Activity(11'

PART'5'''''ASSESSMENT'REQURIEMETNS' The(evidence(portfolio( The(competency(conversation( Other(


EVALUATING'THE'EFFECTIVENESS'OF'SUPPORT'AND'ASSESSMENT'STRATEGIES' This'will(need(to(form(part(of(the(portfolio.( Review(some(of(the(strategies(implemented(and(their(effectiveness( How(useful(was(it(to(adjust(assessment(in(line(with(LLN(skills?((( Did(this(impact(on(the(integrity(of(the(qualification(or(the(skills(required(in(the(workplace?(((((

Assess(via(competency(conversation((Activity(10(

(PART'6'''''CONCLUSION'

(


SECTION(3( Workbook&with&Trainers’&Instructions&and&Expected&Answers&

LLN(Foundation(Skills(Workshops(:(Skills(Tasmania((

Trainer’s(Instructions(for(Delivery(with((Benchmark(Answers(

(

Participant(Full(Name:"_____________________________________________________(

Organisation:"____________________________________________________________"

Dates(Attended:"__________________________________________________________(

(

(

Office Use Only

Student"ID"No:"____________________"

Statement"of"Attainment"No:"____________________"


Exercise&1&:&Using&the&ACSF&to&analyse&the&LLN&skills&of&my&learner&–&an&example&

Watch"the"DVD"interview"with"Jordan."Work"with"a"partner"to"complete"the"following"tasks.""Task(1:(((Assess"Jordan’s"level"of"Learning"against"the"ACSF.""Provide"a"rating"and"comments"against"both"Learning"indicators.""_.01 ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Note - using the ACSF page 150 - This activity should emphasise that learning is an awareness of self as a learner and which includes planning and management of learning to suit a pathway (chosen by the learner if at a level suitable) Participants should find the following - discuss as needed LI: identifies some strengths / weaknesses about 2+ - some groups identified LI at level 3 for .01 G/P Identifies clarifies goals and identifies personal career goals (3-almost 4) P/O attempts new tasks - identifies main steps that are familiar - 3 partly All focus areas suggested about 2 or 3 - however most responses will indicate level 2 (some may suggest up to level 4 where specifically aligned to area of familiarity) _.02 ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Note - using the ACSF page 153 - This activity should encourage participants to consider the acquisition and application of practical strategies that facilitate learning L & E - participants should find for Level 3 - independently searches - Internet only (level 2) UPS - participants should see the application of prior knowledge - and making some explicit connections - therefore level 3 LO - participants might find that they need more information needed other than the video to make a decision (but could suggest learner indicating level 2 or 3) Task 2: Read"the"introduction"to"the"core"skill"of"Learning"in"the"ACSF"(Page"20K21).""How"is"this"core"skill"relevant"to"your"training"context?"________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Participants might find that it is useful to determine entry levels (training requirements, PD etc.) Should find useful for tasks analysis.


Exercise&2&:&Application&of&the&Balance&Triangle&–&Model&

Watch"the"DVD"interview"with"Paul."Work"with"a"partner"to"complete"the"following"tasks."(Task(1:""assess"Paul’s"level"of"Oral"Communication"against"the"ACSF.""Provide"ratings"and"comments"against"both"Indicators."_.07 Participants might analyse a variety of levels but from 2-4 as outliers - but should find an average of 2-3. Participants might suggest that Paul was simply matching the ‘register’ of the assessor - and the assessor didn’t vary this but remained relatively informal ________________________________________________________________________________________________________________________________________________________________ _.08 ________________________________________________________________________________________________________________________________________________________________ Answers may very - as participants will determine the level based on their own interpretation of the level - some will suggest only 2++ but others will suggest up to 3-4 (again simply discuss with the group as to how they determined the level and perhaps show remainder of video - showing how actual level was determined). Listening - skills might be evaluated as higher - as level 5 indicates - listening /context suggest using terms (as Paul copied terms used by assessor in the correct context) - however this could be argued as a level higher in speaking. "Task(2:""From"the"interview"make"some"comments"about"the"Oral"Communication"level"(ACSF)"you"believe"Paul"will"need"in"his"new"job."_.07 _.08 ________________________________________________________________________________________________________________________________________________________________ Participants should find for an average of 4 or 3++ Task(3:""What"level"of"Oral"Communication"(based"on"the"ACSF)"do"you"think"is"required"to"successfully"complete"unit"BSBFLM312C?"________________________________________________________________________________________________________________________________________________________________ Participants should find that trigger words - consult, monitor, negotiate, feedback, inform, question, report, explain and describe indicated at least level 4 required by the unit (particularly within the Critical Aspects) Task(4:""Do"you"think"Paul"will"be"able"to"successfully"complete"unit"BSBFLM312C?""Will"he"need"LLN"support?"________________________________________________________________________________________________________________________________________________________________ Using the Balanced Triangle (bring up on screen from the Delivery Session Plan - (or print out for this activity) Should find that Paul could complete the unit - no LLN support needed. Draw triangle on the board and add for A=2/3 - for B= 4 and for C=4 (discuss the imbalance).


Exercise&3&:&Unpacking&a&Unit&of&Competency&

(Complete"the"following"activities:"

1. Choose"a"unit"of"competency"that"is"relevant"to"your"work""2. Go"through"this"unit"and"identify"the"different"ACSF"core"skills"and"levels"required"to"successfully"

complete"the"unit"(not"all"5"Core"Skills"may"be"applicable"in"some"units)"3. Mark"up"the"unit"identifying"where"the"LLN"skills"are"embedded""4. Provide"a"general"comment"for"each"core"skill""5. Complete"the"table"below"and"attach"it"to"your"markedKup"unit."

Participants"should"have"their"own"specific"(industry)"unit"to"unpack"in"this"activity."General"discussion"(bring"some"of"the"units"up"on"screen"as"participants"suggest"levels"for"each"core"skill)."Discuss"

"UNIT(TITLE(and(CODE(

CORE(SKILL( ACSF(Level(Required(

Comments(

Learning((((

" "

Reading((((

" "

Writing((((

" "

Oral(Communication((((

" "

Numeracy((((

" "


Exercise&4&:&Getting&information&about&your&learners&

"1. What"are"some"ways"you"can"get"information"about"your"learners?"

_________________________________________________________________________________

_________________________________________________________________________________"

_________________________________________________________________________________

_________________________________________________________________________________"

Suggested"answers"could"be:""Talk"to"them,"discuss,"observe,"informal"and"formal"methods,"enrolment"forms"provide"information,"see"examples"of"previous"work,"testimonials,"aptitude"tests"(where"applicable)"and"validated"tools.""Discuss"the"range"of"options"and"bring"up"validated"tools"to"demonstrate."""GTA,"ICS,"Formal/Informal""2. "What"are"the"advantages"of"undertaking"a"pre"training"assessment"of"your"learners?"

_________________________________________________________________________________

_________________________________________________________________________________"

_________________________________________________________________________________

_________________________________________________________________________________"

Identify"placement,"identify"gaps,"building"relationships,"alert"K"how"to"present"for"particular"groups"(i.e."changing"your"style"to"suit"target"group),"different"ways"individual"learners"learn,"preference"of"assessment,"actually"listening"to"participants,"sandwich"information,"safety"in"the"learning"environment,"entry"levels."Understanding"exit"levels"and"gaps"K"and"lastly"K"often"this"is"mandatory"prior"to"employment"(succession"etc.).""3. Choose"one"of"the"pre"training"assessment"tools"available.""Comment"on"its"usefulness"to"your"training"

context’""Tool:"

Conversations,"discussion"about"work"requirements,"learners"entry"levels,"as"above"regarding"preKtraining"etc."Discuss"in"general."Write"up"the"evaluations"in"brief"on"the"whiteboard"for"each"group"K"compare.""

__________________________________________________________________________________________________________________________________________________________________"""Evaluation:"_________________________________________________________________________________

_________________________________________________________________________________"

_________________________________________________________________________________"


Using a selection of at least six writing examples (written by actual students and anonymous - or find examples from resources/colleagues/ or devise your own examples) - as groups to determine the levels for each for writing - list the responses on the board (in table form - so as to see the comparison) - there may be some variation - but most should say 4, 3, 6, 1, 5, 2 - discuss answers. Exercise&5&:&PART&1&:&Demands&of&Training&in&the&Workplace&(or&industry)&

Go"through"some"of"the"training"and"assessment"materials"and"methods"that"you"use"in"your"workplace"and"fill"in"the"table"below.""Some"examples"are"provided"to"guide"you.*""

Part(1(:(Analysing(Demands(of(Training(and(Assessment"Example(

Training(and/or(assessment(activity(

Conditions((e.g.(independent,(with(trainer(support)(

Core(Skills( ACSF(Level((Approx.)(

Take"notes"from"DVD" Some"trainer"guidance"Group"activity"

Listening"Writing"

"3"

Research"and"PowerPoint"presentation"of"key"safety"aspects"of"workplace"

Independent" Learning"Reading"Speaking"

"3K4"

Training(and/or(assessment(activity(

Conditions((e.g.(independent,(with(trainer(support)(

Core(Skills( ACSF(Level((Approx.)(

*Based on table in The Crux of the Matter p 43

Answers may include: Alter materials or methodology Checklists - use for patterning behaviour - prompting Modify tools - different tools to use for different parts of a program Matching workplace expectations Observe students - style - often students don’t know about how to learn best (offer different methods) Integrate learning with a variety of methodology to engage - learning may not be a cognitive/recognised function - rather it could be simply an enjoyable process (where the participant not really knows that learning is occurring) Using visual matching learning - reading - practical Underpinning Emerging learning - use posters (as participants to match using visual puzzle - consolidates own interpretation and opportunity to observe) Support for reading problems Use tests - questions (avoiding double-barreled questions - participants may know answers but will find it difficult to extract from questioning technique) Allow verbal questioning Observe on-the-job if possible etc.


Activity"5"continued…" Exercise&5&:&PART&2&:&Demands&of&Training&&

(Now(with"a"partner,"discuss"and"provide"your"responses"below"to"the"following"questions:""

"1. Is"there"a"match"between"the"LLN"requirements"of"your"training"and"the"unit"of"competence"that"you"

have"chosen"and"the"training"and/or"assessment"materials"that"you"use"for"that"unit?""Explain"the"differences"you"have"found"to"a"colleague"and"record"below.""____________________________________________________________________________________"

____________________________________________________________________________________"

____________________________________________________________________________________"

"

2. If"there"was"not"a"good"match,"discuss"with"your"partner"how"you"might"change"the"training"and/or"assessment"materials"to"get"a"better"match"K"again"record"your"ideas"below.""____________________________________________________________________________________"

____________________________________________________________________________________"

____________________________________________________________________________________"

Just discuss answers in general - relate to need to understand the industry requirements (and specific job/workplace requirements and how they might be customised yet still align to the unit of choice) - etc.


Exercise&6&:&LLN&demands&of&Activities&in&the&Workplace&(or&industry)&

Gather"examples"of"activities"in"the"workplace"that"require"LLN"skills.""Insert"them"into"the"table"below.""Two"examples"have"been"provided"to"support"you.""Delete"these"if"they"are"not"relevant.""Use"a"workplace"that"is"relevant"to"you." (Workplace(Activity(

Conditions,((e.g.(independent,(under(supervision)(

Core(Skills( ACSF(Level((approx.)(

Write"progress"notes"to"standard"required"in"any"audit"that"may"occur."

"Independent"

Learning"Writing"

"4"

Negotiate"difficult"conversations"with"family"members"of"residents."

Independent"or"with"supervisor" "Speaking"

"3K4"

*Based on table in The Crux of the Matter p 43 1. Is there a match between the LLN requirements of your training, the job requirements (of the learner)

and the LLN levels of your learner/s? Explain any differences to a colleague. ____________________________________________________________________________________"

____________________________________________________________________________________"

2. If there is not a good match think about how you might address this in order to get a better match. ____________________________________________________________________________________"

____________________________________________________________________________________"

Participants should complete this task individually at their own workplace and collect documentation as instructed above. Discuss the requirements of this activity with the larger group - prior to the end of Day 1 (if the workshop is delivered with a gap between Day 1 & 2 - ask participants to bring their example documents to Day 2 for general discussion). Possible answers Q 1 - Often the job requirements require higher LLN levels than the (employee) learner has and may be responsible for lack of motivation to learn or attempt new tasks (i.e. job enrichment and enlargement - or even for succession planning). The key is to ensure the ability of the learner (employee) is not compromised by training that is pitched at a higher LLN level (so support to achieve and increase LLN levels whilst training would be useful). Q 2 - Making sure the demands of workplace training are customised to suit the learner (employee) and support (LLN specialist or other resources) are evaluated and integrated where appropriate - also coaching or mentoring or ‘buddy system’ options will be useful as would plans that are achievable (goal setting and milestone recognition etc.). Periodically - analysis against the ACSF would be useful to monitor improvements and or areas requiring more intensive support. The workplace will benefit, as the cost of training will result in better outcomes where training is aligned to the learner.


Exercise&7&:&Summary&Activity&Three&Points&of&the&Triangle&

Think"about"all"three"points"of"the"triangle.(*((Answer"the"questions"below:""1. Learner:""what"do"I"need"to"know"about"the"LLN"skills"of"my"learners?""How"can"I"find"out"what"I"need"to"

know?"____________________________________________________________________________________"

____________________________________________________________________________________"

2. Training(and(Assessment:""What"are"the"LLN"demands"of"my"training"and"assessment"program?""What"

are"three"things"that"I"can"do"to"help"learners"meet"those"demands?"____________________________________________________________________________________"

____________________________________________________________________________________"

3. Job/workplace(requirements:""What"are"the"LLN"demands"of"the"job/workplace"(for"the"learner)?""How"

can"I"help"my"learners"meet"these"demands?""How"can"I"assist"workplaces"to"meet"learners’"LLN"needs?"____________________________________________________________________________________"

____________________________________________________________________________________"

*based on activity in Taking the Lead http://www.takingthelead.com.au/

General discussion - answers may vary: Q 1 Discuss previous learning - From the enrolment form - Apply a ‘test’ or other tool - i.e. validated tools or Utilise LLN specialist (analysis, advice etc.) Q2 As previous exercise but also define the assessment requirements - i.e. observation, Q & A, task completion or other and ask participants to define at least three options (with specific examples from their own industry) and discuss with larger group - could find the following options: Support - Alter program (lengthen or change format) - Provide allowable adjustment - oral v written responses or observe rather than ask etc. - discuss in general - there are many options. Q3 Again answers should relate to participants’ industry sector. Emphasise all the resources available (and on the wiki) for trainers /assessors to access. Evaluate the demand of the job (again like the previous activity - but this time from the perspective of the job - rather than the learner). The job itself may have absolute requirements (i.e. reading safety signs - which cannot be altered - therefore support must be provided to ensure competency - i.e. reading etc.). Again mentoring coaching using LLN specialist - external training - funded programs WELL etc.


Exercise&8&:&Strategies&Activity&&&

Trainer"K"Access"the"sheet"‘Tips"for"developing"LLN"Skills"in"Vocational"Training”""

Using"the"handout"provided"by"the"trainer,"complete"the"following"as"instructed:""

A With partner

I. Identify"2"key"reading"strategies"that"are"relevant"to"your"practice"

II. Give"examples"of"how"you"have"used"(or"might"use)"these"2"strategies"

III. Report"to"the"larger"group"

B Then - with a new partner or small group

I. Identify"one"key"numeracy"strategy"

II. Prepare"a"short"delivery"for"the"group"that"demonstrates"the"strategy"you"have"chosen""

C Finally - in small groups (even numbers) (Looking at the remaining categories - general, learning, writing and oral communication)

I. Select"3"strategies"only"from"these"4"categories"

II. Participants"to"pair"up"K"then"one"of"the"pair"rotates"around"to"other"paired"participant"

III. Each"person"to"prepare"a"2"minute"oral"presentation"to"convince"their"‘listener’"that"their"3"chosen"

strategies"are"the"most"important"

IV. Each"person"in"the"pair"has"2"minutes"(total"4"minutes"each"rotation)"

V. At"the"end"of"the"activity"K"groups"to"reflect"on"what"they"said"and"heard,"and""

VI. Lastly"K"with"the"larger"group"K"discuss"outcomes.""


Exercise&9&:&Strategies&to&assist&the&development&of&LLN&skills&in&vocational&training&For this activity choose one or two options (depending upon time) or split the larger group into small groups with each group responding to one of the 4 sections. One choice should be reading….see expected answers…. Then ask small groups to discuss and come to the front of the class to ‘demonstrate’ a strategy for NUMERACY - some people will have used strategies or they can simply devise one as a group - then they will deliver that to the larger group - make sure you place a TIME LIMIT on the delivery - depending upon the number of people and time available!

General

The"strategy"I"have"chosen:"

How"I"will"use"this"strategy:""

Comments"on"how"this"strategy"worked:"

Learning



Comments"on"how"this"strategy"worked:"""""


Activity"9"continued…""

Reading

The"strategy"I"have"chosen:"iPad aps could be helpful Remove small text replace with pictures where possible Use diagrams, graphs - provide reader friendly text (and wording) Deliver in small chunks and increase levels Interact with text (i.e. offer text electronically or printed and ask participants to highlight key words etc.) Encourage questions Pre-teach technical words Not assume prior knowledge (i.e. in writing make sure instructions are clear - such as ‘moderate oven’ should be explained in terms of temperature etc.) Sequential teaching Use a language that cannot be misinterpreted (i.e. ‘dress the chicken’ may be misinterpreted for first time learners in hospitality) Use diagrams to illustrate points Demonstrate - check understanding Use graphics Encourage personal word lists Make sure visuals (and text) use white space (i.e. the appearance of the materials should encourage reading) Explicitly leach a reading skill Explain the reason or the need for reading text Increase font Use interactive processes (electronic documents - links - DVD or video) to increase engagement Provide glossary of terms with clear and simple explanations (particularly new terms) Provide options to listen to text whilst reading to strengthen reading (i.e. use Dragon Speaking software etc.) EAL - vocabulary clearance - critical to assist in learning new terms Key industry jargon must be explained (also added to glossary or word list etc.)""How"I"will"use"this"strategy:""



Writing





Activity"9"continued…""

Oral Communication




Numeracy





Exercise&10&:&Adjusting&assessment&to&meet&learner&needs&

1. Consider"your"learner/s."""Are"there"any"potential"barriers"to"undertaking"the"learning"and"assessment"

in"your"training"program?""The"list"below"may"help"you.""Ask" individuals" to" complete" this" activity" with" reference" to" their" own" industry" K" answers" will" vary" K" and" some"reiteration"of" those"above"may"be"evident" (extend"upon"those"K"discuss"with"aspects"of" the"ACSF)."Write"a" few"ideas"on"the"board.""____________________________________________________________________________________"

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________"

Disengaged"at"secondary"school" Difficulty"with"LLN" Disrupted"education"" Limited"formal"education" From"a"specific"ethnic"background" From"an"oral"communication"tradition" First"language"not"English" Intergenerational"literacy/numeracy"difficulty" Disability"" Specific"learning"difficulty"e.g."dyslexia" Long"periods"of"unemployment" Specific"need"to"improve"LLN"skills"in"order"to"access"promotion"at"work" Lack"of"motivation"

2. Choose"two"assessment"strategies"that"you"currently"use.""How"could"you"change"these"to"

accommodate"LLN"issues?"""Complete"the"boxes"below"for"each"one.""

Current"assessment"strategy:"

Change"made"to"the"assessment:"

Did"changing"the"assessment"make"a"difference?""Provide"details"


Activity"10"continued…"

"Current"assessment"strategy:"

Change"made"to"the"assessment:"

Did"changing"the"assessment"make"a"difference?""Provide"details"

"3. What"do"you"need"to"keep"in"mind"if"you"change"the"assessment"strategy?"

Ask"a"few"individuals"to"provide"their"answers"K"discuss"with"larger"group"K"and"record"on"the"whiteboard.""____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________"


Exercise&11&:&Where&can&I&get&specialist&LLN&support?&&

"1. Name"and"comment"on"three"resources"you"can"use"to"support"the"development"of"LLN"skills.""

Resources"may"include"LLN"specialists,"peak"bodies,"online"materials,"the"Foundations"Skills"Training"Package"or"any"others"that"you"have"found"useful."Ask"participants"to"access"the"resources"listed"on"the"Wiki"K"and"determine"those"resources"(including"accessing"and"collaborating"with"an"LLN"specialist)"that"might"be"useful"…allow"several"people"to"comment"on"the"options"they"find"useful"and"discuss"with"the"larger"group."""Bring"up"the"resources"on"screen"and"K"and"show"videos"available,"validated"tools,"etc.""

Resource:"

Comment:"

"Resource:"

Comment:"

"Resource:""

Comment:"

END of Workbook


SECTION(4(!

PARTICIPATING(Registered(Training(Organisations((RTOs)! Contact(Details(

TasTAFE

Postal!address!for!LLN!Workshop!project!PO!Box!1234!Burnie!7320!TAS!7310!http://www.tastafe.tas.edu.au/Pages/default.aspx!

!Janine(Crawford([email protected]!P:!6434!5714!!Rosemary(Lyne(([email protected]!!P:!0409591323!

WILLSON TRAINING

35!Tower!Road,!New!Town!TAS!7008!www.centacaretas.org.au !

Jennifer(Day([email protected]!P:!(03)!6208!6000!!!F:!(03)!6208!6099!M:!!0427!638!478!

WORK & TRAINING

1!Bowen!Rd!Moonah!!TAS!7009!www.work-training.com!

Pamela(Brooks!Senior!Training!&!Assessment!Consultant!!P:!03!6214!5177!F:!03!6228!2299!M:!0419!303!224!

(!


RTO$ASSESMENT$TOOL$

!Information$provide$to$participants…$

!Purpose$of$Assessment$

! The! assessment! is! designed! to! collect! evidence! of! your! skills! and! knowledge! and! your! ability! to!

apply!these!in!the!context!of!(your)!VET!training!and!assessment!environment.!!!You!will!need!to!complete!these!assessment!tasks!in!an!actual!VET!training!environment!and!with!real!vocational!learners!over!a!period!of!time.!!Reasonable$Adjustment$

! If!you!have!a!disability,!impairment!or!specific!need!that!you!believe!may!restrict!you!in!meeting!

the!assessment!requirements,!please!discuss!with!the!participating!RTO!assessor.!Process$for$Assessment$

You!will!need!to!register!your!interest!in!assessment!with!one!of!the!RTOs!listed!above!by!contacting!them!via!email!or!phone.!

Note!E!participating!RTOs!have!been!assigned!equivalent!assessment!loads,!if!your!preferred!RTO!has!fulfilled!their!assigned!assessments,!please!contact!one!of!the!other!participating!RTOs.!!

You!will!need!to!complete!that!RTO’s!enrolment!processes!and!will!be!provided!with!student!information!by!your!chosen!RTO!including!what!to!do!if!you!are!not!happy!with!your!assessment!outcome.!!!!

All!three!RTOs!will!assess!using!the!same!Assessment!Tool!and!they!will!assess!consistently!through!a!process!of!validation!of!student!assessment!submissions.!!

Your!assessors!will!make!judgements!on!your!competence!in!the!unit!based!on!all!the!evidence!you!provide.!You!must!undertake!sufficient!assessment!tasks.!!

Your!assessor!will!provide!you!with!your!results!and!feedback.!!!

For!the!purposes!of!this!assessment!E!you!are!funded!to!resubmit!your!assessment!twice!more!(within!given!timeframes)!if!further!evidence!is!required.!!!

If!you!are!unhappy!with!any!part!of!the!assessment!process!please!discuss!this!with!your!assessor!in!the!first!instance.!If,!after!doing!so,!you!wish!to!complain!or!to!appeal!any!assessment!decision!you!must!follow!the!steps!outlined!by!RTOs!policy!as!per!the!student!information!provided!and/or!as!provided!on!their!website.!

!

LLN Workshops Program V1.2013 - of 75

!Assessment$Outline$

!The!following!assessment!tasks!(or!equivalent)!need!to!be!satisfactorily!completed!to!achieve!competency.!!

Assessment!Task!1:!Portfolio!of!evidence.!!!

Assessment!Task!2:!Competency!Conversation,!and!!

Assessment!Task!3:!Third!Party!Reports!x!2.!Or!a!combination!of!alternative!evidence.!!!

!Your!assessor!will!review!your!portfolio!of!evidence!and!then!schedule!a!time!to!undertake!a!competency!conversation!with!you!where!you!will!be!required!to!answer!questions!relevant!to!this!unit!to!demonstrate!your!current!knowledge!and!skills.!!!Enquiries,!Discussion!or!Questions!!

Discussions!about!the!LLN!Workshop!programs!can!be!initiated!through!the!email!below!and!relevant!outcomes!will!be!published!to!the!Skills!Tas!designated!Wiki,!at:!!

http://tasfoundations.wikispaces.com!

!To!request!any!information;!for!enquiries!or!questions!regarding!the!LLN!Workshops!and!the!assessment!processes!and!requirements!E!please!email!Project!Manager,!Dr!Margaret!Kling!through:!!!

[email protected]!!!Alternatively,!please!contact!Skills!Tasmania,!Senior!Project!Manager,!Deb!Doherty!through:!!!

[email protected]!!!

$*RTOs%participating%in%the%LLN%Workshop%Program%will%provide%a%Statement%of%Attainment%for%TAELLN401A%for%candidates%who%successfully%complete%the%assessment%requirements%for%this%unit.%%%NOTE:%The%TAELLN401A%is%deemed%equivalent%to%the%new%unit%TAELLN411%(see%www.training.gov.au).%RTOs%in%this%project%will%undertake%to%provide%a%credit%transfer%to%the%new%unit%for%participants%who%successfully%complete%the%TAELLN401A%(subject%to%ASQA’s%approval%for%scope%or%the%addition%of%the%unit%in%the%Certificate%IV%in%Training%and%Assessment).%%


!

Unit!of!Competency! TAELLN401A!Address!adult!language,!literacy!and!numeracy!skills!

Group/Course! Skills!Tasmania!TAELLN401A!Foundation!Skills!Program!

Assessment!Tasks!

In!order!to!meet!the!requirements!of!this!unit!you!must!complete!the!following:!

� Portfolio!of!Evidence!

� Competency!Conversation!

� Third!Party!Report!x!2!

� Or!a!combination!of!alternative!evidence.!

Assessment!Details!

Competency!Based!Assessment!

� The!purpose!of!competency!based!assessment!is!to!confirm!that!an!individual!can!perform!to!the!standard!expected!as!expressed!in!the!relevant!endorsed!industry!or!enterprise!competency!standards!and!under!normal!workplace!requirements.!!

� All!skills!pertaining!to!this!unit!must!be!demonstrated!with!real!vocational!learners.!

Submission!of!Assessment!

Assessment! items! can! be! submitted! to! the! Registered! Training! Organisation! via! the!following!methods:!

� Post:!!

� Email:!!

� In!Person:!!

NOTE!

� All!assessment!tasks!must!have!a!completed!and!signed!Assessment!Task!cover!page!attached.!

� You!must!keep!a!copy!of!all!assessments!and!supporting!evidence!for!your!own!records.!

!!


!Candidate!Assessment!Cover!Sheet!!



Student!Information!

Complete!Sections!A!&!C!(please%print)%!� Attach!to!the!assessment!and!submit!to!assessor!!� KEEP$A$COPY$of$your$assessment$Retain!Section!C!as!proof!of!submission!ensuring!it!is!signed!by!the!assessor.!

SECTION!A!X!Student!Details!

Given!Name! ! Surname! !

Address! ! Postcode! !

Phone/Mobile! ! Student!No! !

Assessment!Details!

Assessor!Name! ! Due!Date! !

Student!Declaration!(must!be!signed!prior!to!submission!of!assessment)!

I!confirm!that!to!the!best!of!my!knowledge!that!the!attached!work!is!entirely!my!own,!except!where!other!writers!have!been!referenced!and!contains!no!plagiarism.!!I!confirm!that!this!assessment!has!not!previously!been!submitted!or!any!version!of!it!for!assessment!in!any!other!unit.!!I!understand!that!plagiarism!and!other!forms!of!cheating!will!result!in!disciplinary!action.!!I!acknowledge!that!this!assessment!submission!may!be!transferred!and!stored!in!a!database.!

Signed! ! Date! !

*Plagiarism!is!when!you!use!other!writers’!ideas!or!words!as!your!own.!The!most!common!forms!are:!

� Directly!copying!word!for!word!another!person’s!work!without!proper!acknowledgement!

� Using!or!developing!another!person’s!ideas!without!acknowledging!them!

� Using!the!work!of!other!students!(with!or!without!their!permission)!and!claiming!it!as!your!own.!

Privacy!Disclaimer!

The!information!collected!on!this!form!is!to!identify!ownership!and!proof!of!submission!for!assessment.!!Your!personal!information!will!not!be!disclosed!to!any!other!third!party!without!your!consent,!unless!authorised!or!required!by!law.!

SECTION!B!–!RTO!Use!Only!(this!section!must!be!completed!by!the!assessor)!

!Satisfactory!completion!of!work! !Unsatisfactory!completion!of!work!

Name! ! Signature! ! Date! !


Feedback!

The!assessor!will!provide!feedback!to!the!student!on!the!Record!of!Assessment.!


!!Candidate!Assessment!Cover!Sheet!…………………………………………………………………………………………………………………………………………………………!

SECTION!C!–!Acknowledgement!of!Receipt!(this!section!must!be!completed!and!retained!by!the!student)!

Given!Name! ! Surname! !

Address! ! Postcode! !



Assessor!Name! !

Received!by!Assessor!

Signature! ! Date! !

!


!

!

Record!of!Assessment!

This!record!collates!assessment!detail!and!is!completed!at!the!conclusion!of!the!required!assessment!tasks.!!Attach!as! a! cover! sheet! to! completed!assessment! tools! and! submit! for!data!entry/record! keeping.! !Only%attach%evidence%that%relates%to%your%assessment%decision.%

Student!Name! !

Unit!Code!&!Name! TAELLN401A!Address!adult!language,!literacy!and!numeracy!skills!


Start!Date! ! Finish!Date! !

Completed!Assessment!Tools!attached:!

!Competency!Conversation! !

!Portfolio! !

!Third!Party!Report! !

!Reflective!Journal! !

!Other!(as!discussed!with!your!assessor)! !

Assessment!Decision!

!Competent!–!Assessment!tasks!completed!and!competency!requirements!have!been!demonstrated.!!!!!!The!evidence!provided!by!the!participant!was!valid,!sufficient,!authentic!and!reliable.!!Continuing!enrolment!!Result!Not!Yet!Available!E!Complete!details!on!reverse!of!form!e.g.!where!satisfactory!outcome!not!!!!!!!attained,!tasks!remaining,!and!related!action!plans!!Withdrawn!

NAME!OF!ASSESSOR! !

The%student%has%been%provided%with%feedback%and%informed%of%the%assessment%decision.%%%

SIGNATURE! ! DATE! !

!

NAME!OF!STUDENT! !I%have%been%provided%with%feedback%on%my%assessment.%%I%have%been%informed%of%and%understand%the%assessment%decision.%SIGNATURE! ! DATE! !

!

NAME!OF!SUPERVISOR! !

I%understand%and%support%the%assessment%decision.%

SIGNATURE! ! DATE! !


!!

Competency!Decision:!

1. Provide!detail!on!what!was!performed!by!the!student!in!demonstrating!competency.!2. Describe!what!they!did!to!satisfy!the!performance!and!knowledge!evidence!assessment!for!the!unit.!3. If!the!decision!is!“not!yet!competent”,!provide!detail!supporting!this!decision!below.!!

Other!information!relating!to!the!assessment!!–!including!record!of!feedback!provided!to!the!participant!!!

!


!

Candidate!Assessment!Portfolio!

!



In!order!to!meet!the!requirements!of!this!unit!all!skills!must!be!demonstrated!with!real!vocational!learners.!!Therefore!the!content!of!this!portfolio!must!be!collected!whilst!working!within!the!VET!environment.!

In!support!of!this!portfolio!you!must!obtain!at!least!two!third!party!reports;!one!of!which!must!be!from!your!immediate! workplace! supervisor.! If! a! specific! volume! or! frequency! is! not! stated,! then! evidence! must! be!provided!at!least!once.!� *’Learner!group’!may!include!one!learner!representation!of!the!‘learner!group’.!

Performance!Evidence! Portfolio!Evidence!

Use!tools!to!identify!the!LLN!skill!requirements!(reading,!writing,!speaking,!listening!and!numeracy)!of!the!training!specification!and/or!assessment!process!relevant!to!vocational!delivery.!

Use!the!ACSF!to:!� Identify!learner!gaps!� Outline!trigger!words!� Unpack!a!unit!of!competency!with!reading,!writing,!speaking!listening!

and! numeracy! skills! and! levels! clearly! marked! on! the! unit! of!competency!

Use!various!sources!to!gather!information!on!the!current!LLN!skills!of!a!learner!group*!

Collect!LLN!information!on!the!‘learner!group’!using:!� Enrolment!forms!� Previous!study/qualifications!� Demographic!� Complete! template! of! student! group/individual! student! profile! that!

includes! information! about! the! characteristics! of! the!group/individual,! learning! needs,! sources! of! support! and! resources!used!

Identify!available!sources!of!support!to!address!at!least!two!of!the!identified!LLN!skill!needs!of!the!learner!group!!

Determine! the!demand!of!LLN!within!own!work!area!using! internal!and!external!sources!including;!� Specialist!practitioners!� WELL!� Literacy!Net!� Videos!� Forums!� Publications!

Customise!and!use!at!least!two!learning!resources!to!address!LLN!requirements!!

Adjust/modify!your!lesson!place!to!demonstrate!the!inclusion!of!at!least!two!instructional!strategies!that!support!LLN!aspects!of!the!training!(your!two!examples!may!come!from!the!same!lesson!or!two!different!lessons)!


!!

Performance!Evidence! Portfolio!Evidence!

Select,!use!and!review!at!least!two!instructional!strategies!that!directly!address!the!identified!LLN!needs!of!the!learner!group!!

Documented!use!of!instructional!strategies!for!use!within!learning!environments!that!align!to!LLN!including:!� Verbal!questioning!techniques!� Reading!instructions!out!loud!� Using!small!groups!

Use!advice!from!specialist!LLN!practitioners!and!/!or!LLN!resources!to!inform!practice!

Documented! use! of! advice! from! specialist! LLN! practitioners!including:!� Internal!resources!from!the!RTO!� Specialist!programs!including!WELL!or!Foundation!Skills!

Select,!use!and!review!at!least!two!assessment!strategies!that!cater!for!the!identified!LLN!needs!of!the!learner!group!!

Use!and!review!at!least!two!assessment!strategies!to!cater!for!the!‘learner!group’!LLN!needs!including:!� Adjusting!assessment!wording!� Reviewing!questioning!techniques!� Written!explanation!of!how!and!why!each!assessment!strategy!

was! adjusted.! Include! any! modified! assessment! instruments!e.g.! instructions! to! the! student,! observation! checklist,!assessment!task.!

Determine!areas!for!improvement!of!own!practice!

Documented! evaluation! of! own! performance! using! information!obtained!from:!� Survey/feedback!forms!from!learner!group!� Interviews!with!learners.!Completed!template!to!show!evaluation!of!own!practice!including!improvements!that!you!have!made!to!your!practice!

!


!!Candidate!Third!Party!Authentication!Instructions!!

TAELLN401A!Address!adult!language,!literacy!and!numeracy!skills!

!!Candidate!Instructions!

These! third! party! reports! are! designed! to! allow! a! suitably! qualified! person! to! confirm! the!competence!of! the!candidate!by!verifying! their!essential! skills!and!knowledge! for! the!units! they!are!seeking!recognition!for.!This!document!can!be!completed!by!hand!or!in!electronic!format.!You!should!give!this!to!a!suitably!qualified!person!to!complete!as!thoroughly!as!possible.!You!may!use!one! or! several! people! to! complete! this! form.! If!more! than! one! person! is! providing! third! party!evidence!for!a!unit,!additional!copies!can!be!provided!on!request!from!your!assessor.!!Who!can!be!your!Third!party!authenticator?!Think!about!who!you!would!consider!to!be!the!best!person! to! confirm! your! competence,! your! workplace! supervisor! or! is! there! a! more! suitable!support!person.!!

Would!you!feel!comfortable!if!the!RTO!conducting!your!assessment!contacted!your!current!workplace!or!previous!workplace/s! to! validate! your! skills! and! spoke! to! your! current! and!past!workplace!supervisor/s!or!employer/s?!

Think!about!current!or!recent!supervisors!or!employers!who!have!observed!your!work!and!who!would!be!able!to!confirm!your!work!skills!and!experience.!!

All!documents!will!be!supplied!in!Soft!Copy!(for!electronic!submission).!If!you!prefer!to!use!a!hard!copy! feel! free! to! print! out! the! document! and! complete! as! required.! !When! all! the! evidence! is!gathered! please! return! to! the! participating! RTO.! The! assessor! will! conduct! a! review! of! the!evidence!and!determine!your! level!of!competence.! If! responses! in!any!areas!are! insufficient! the!assessor!may!elect!to!conduct!an!interview!to!acquire!sufficient!evidence!towards!competence.!If!required!a!workplace!visit!may!be!conducted.!This!will!be!arranged!at!a!suitable!time!for!you!and!a!supervisor.!!

Confidentiality!issues!

It! is! important! that! sensitive! information! is! not! included! as! part! of! your! supporting!documentation.!You!may!need!authorisation!from!your!supervisor!to!use!some!of!your!evidence.!It! is!always!best! to!check!the!privacy!and!confidentiality!policies!of!your!organisation.!Names!or!any!identifying!information!should!be!deleted!or!blackened!out!and!made!unidentifiable.!

!


!!Third!Party!Authentication!Provider!Instructions!

!

The!third! party! authentication! (TPA)! report! is! provided! for! candidate’s! supervisor/s! or! other!suitably! qualified! person/s! to!confirm! the! Candidate’s! skills! and! experience! in! addressing! adult!literacy! and! numeracy! skills.! This! TPA! is! particularly! useful! in! addressing! employability! skill! and!knowledge! requirements! of! each! candidate.! Training! and! Assessment! professionals’! work! in!complex!environments!where!addressing! the! literacy!and!numeracy!skills! (LLN)!of!adults! can!be!essential! to! the! success! of! the! client.! ! People! working! within! this! field! require! an! ability! to!communicate! effectively! and! build! rapport! with! their! clients! and! colleagues;! as! well! as! a! deep!sensitivity!to!and!understanding!of!social!and!cultural!elements!surrounding!LLN!is!essential.!!

All! people!who! verify! the! candidate’s! competence! are! to! complete! their! details! for! each! unit! to! ensure!validity.!(You!may!need!multiple!copies!of!this!form.)!

!

Each!unit!will!have!a! third!party!authentication! form! to!be!completed.!The!attached! form!must!have!all!sections!completed!and!signed!as!indicated.!!!On!the!first!page!there!are!a!number!of!observation!points!that!the!candidates!supervisor!can!to!tick!off,!if!this!activity!has!been!observed.!It!may!not!be!possible!to!tick!off!every!activity!but!do!not!be!too!concerned,!this!will!alert!us!to!check! if!additional! investigation,!some!gap!training!or!further!assessment!is!required.!!!Page!two!of!the!TPA!is!a!critical!part!for!completion!by!you!the!supervisor.!This!is!where!you!can!express!your!opinion!and!determination!of!the!competence!of!the!candidate!in!that!unit.!On!this!page!you!are!required!to!make!some!statements!as!to!why!you!think!the!candidate!is!competent!or!not!competent!as!the!case!may!be.!(Again!do!not!be!alarmed!because!alternative!methods!of!evidence,!gap!training!or!assessment!can!be!arranged).!We!request!that!these!forms!are!sent!back!as!soon!as!possible!so!that!any!gaps!can!be!addressed!and!dealt!with!expediently.!!!To!assist!the!completion!of!this!part!of!the!TPA!the!skills!and!attributes!required!for!the!unit!are!printed!in!the!comments!section!of!the!form.!These!are!the!observable!skills!and!attributes!that!are!required!for!the!unit.!You!can!use!these!to!assist!with!formulating!your!comments!towards!the!competence!of!the!candidate.!!!If!you!cannot!affirm!to!the!competence!of!the!candidate!or!the!candidate!is!lacking!in!some!skill!or!knowledge! areas! please! use! this! section! to! record! this.! (Again! do! not! be! alarmed! because!alternative!methods!of!evidence!gathering,!gap!training!or!assessment!can!be!arranged).!!


!

!Attributes!for!this!unit:!Ability!to:!!!

Demonstrate!Active!Listening!skills!!

Apply!appropriate!levels!of!LL!&!N!to!perform!effectively!in!an!education!support!role!!

Communicate!effectively!at!all!levels!and!with!people!from!diverse!backgrounds!!

Show!appropriate!interpersonal!skills!to!form!relationships!with!all!in!the!school!community!to!contribute!to!the!benefit!for!students.!

! Appropriately!respond!to!nonXverbal!cues!from!young!people!and!respond!effectively!to!all!

behaviours.!!

!

Comments:!Robert!has!a!good!way!with!students!and!shows!his!communication!skills!by!actively!listening!to!them!in!any!conversation!he!has!with!them.!His!LL!&!N!skills!are!appropriate!to!the!level!of!support!he!gives!to!the!students!and!he!always!communicates!in!an!appropriate!manner!regardless!of!the!diverse!background!of!the!student.!Robert!actively!contributes!to!the!learning!community!and!his!strong!interpersonal!skills!help!him!form!appropriate!relationships!with!students!to!assist!them!achieve!their!learning!outcomes.!Robert!is!empathic!and!responds!positively!to!student!request!for!assistance.!He!has!the!ability!to!delve!beyond!the!student’s!apparent!needs!when!they!are!not!directly!indicated!to!get!the!best!outcomes!for!the!student.!!!

!After!the!completion!of!the!Third!Party!Authentication!

!After!you!have!completed!the!TPA!you!should!return!it!to!the!candidate!so!that!they!can!address!any!gaps!in!evidence!with!another!supervisor!or!suitably!qualified!person.!Make!sure!you!have!signed!dated!and!provided!a!contact!number!in!case!you!need!to!be!contacted!regarding!the!confirmation!of!competence!that!you!have!provided.!If!required!our!assessor!will!make!a!suitable!time!to!discuss!the!candidate!submission!with!you!!


!

!

Candidate’s!Information!Form!!

Qualification/Industry!in!which!you!are!seeking!recognition!

TAE40110!–!Certificate!IV!in!Training!and!Assessment!TAELLN401A!Address!adult!language,!literacy!and!numeracy!skills!

Personal!details!

1. Surname! !

2. First!name/s! !

3. Home!address! !!

4. Telephone!numbers!Home:! Work:!

Mobile:! Fax:!

5. Email!address! !

6. Current!employment!!

7. Name!of!Employer! !

8. What!is!your!current!job!title! !

9. Who!is!your!current!employer! !

10. How!long!have!you!worked!in!this!job!approximately! !Year/s! !Month/s!

11. Is!this!occupation!in!the!same!industry!as!the!industry!in!which!you!are!applying!for!recognition!

Yes!!!!No!! !

!!


!Optional!extra!information…!!

Candidate’s!Employment!History!Form%

Name,!address!!

and!phone!number!!

of!employers!

Period!of!employment!

(DD/MM/YY)! Position/s!!

held!

FullXtime!

PartXtime!

Casual!

Description!!

of!major!duties!From! To!

1. ! ! ! ! ! !

2. ! ! ! ! ! !

3. ! ! ! ! ! !

!!

Attach!additional!sheet!if!required.!!Declaration!

!I!declare!that!the!information!contained!in!this!application!is!true!and!correct!and!that!all!documents!are!genuine.!!

Candidate’s!signature! ! Date! !!! !


!

TAELLN401A!Address!adult!language,!literacy!and!numeracy!skills!

Candidate’s!name! !

Supervisor’s!name! !

Business!Name! !

Your!Position!/!Title!!

Relationship!to!Candidate!Your!TAE!Cert!IV!or!other!Qualification!or!equivalent.!!

!

Workplace!address! !

Telephone!numbers! (W)!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!(M)!

Email!address! !

Instructions! As!part!of!the!assessment!for!the!unit!TAELLN401A,!the!Candidate!requires!evidence!from!a!third!party!(employer,!supervisor!or!equivalent).!This!evidence!will!be!used!to!validate!the!Candidate’s!skills!and!experience.!

Please!tick!the!activities!you!have!observed!the!Candidate!complete!and!provide!a!statement!in!the!comment!section!that!satisfies!you!that!the!Candidate!meets!industry!(employer)!expectations!in!this!area.!

Does!the!Candidate!consistently:! Yes! No!

� Effectively!determine!the!LLN!skill!requirements!of!a!training!program!/!work!

process!! !

� Identify!and!analyse!the!LLN!skill!requirements!essential!to!work!performance! ! !

� Determine!the!LLN!skills!of!an!individual!or!learner!group!from!validated!tools!

and!other!sources!! !

� Identify!resources!to!support!LLN!skill!development! ! !

� Use!learning!and!assessment!materials!to!support!identified!LLN!requirements,!

customising!where!necessary!! !

� Apply!learning!support!strategies!in!training!delivery!appropriate!to!LLN!

requirements!and!learner!group!! !

� Determine!assessment!strategies!appropriate!to!LLN!requirement!and!learner!group!

! !

� Review!course!demands!and!learner!profile!to!determine!if!specialist!LLN!support!is!required!

! !

� Access!specialist!LLN!support!where!available! ! !� Integrate!specialist!LLN!support!into!training!or!assessment!practice!where!

required!! !

� Seek!feedback!on!learning!support!provided!and!assessment!strategies!used! ! !

� Determine!areas!for!improvement!based!on!evaluation! ! !


!

Comments!(OPTIONAL!X!provide!additional!comments!to!support!competence!and!sign!declaration)!

Attributes!for!this!unit:!Ability!to:!!!� Analyse!and!gather!data!relevant!to!LLN,!!� Interpret!client!needs!with!regards!to!LLN!� Customise!training,!learning!materials!and!assessment!tools!to!address!LLN!requirements,!� Communicate!the!cultural!and!social!sensitivities!relevant!to!adults!requiring!LLN!support,!� Use!appropriate!language!with!consideration!to!vocabulary,!tone!and!pace!to!communicate!with!

learners!and!colleagues!� Collaborate!with!colleagues!and!support!specialists!to!design!and!implement!effective!learning!

strategies!� Determine!areas!for!improvement!of!own!practice.!!� Work!effectively!within!policy!and!organisational!frameworks!� Adhere!to!ethical!and!legal!responsibilities!!Comments:!!!!!!

!

To!whom!it!may!concern!Re:!________________________!who!is!a!________________________.!!(Insert%Candidate’s%name)%%%%%%%%%%%%%%%%%%%%%%%%%%%%%(Insert%industry/job%title)%%I!certify!that!the!aboveEnamed!person!has:!Worked!at!________________________!for!a!period!of!________________________!(Insert%name%of%workplace)%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%(Insert%length%of%time).%They!have!regularly!completed!the!activities!above!to!an!acceptable!workplace/industry!standard!within!this!organisation.!!

! Yes! No!

I!understand!the!evidence/tasks!the!Candidate!has!performed!on!which!I!am!required!to!comment.! ! !

I!am!willing!to!be!contacted!if!further!verification!of!my!statements!is!required.! ! !

If!you!would!like!further!information!or!would!like!to!discuss!any!of!the!above,!I!can!be!contacted!on!____________________________________!(insert%phone%number).%

Yours!sincerely!

Signature:!________________________________! Date:!________________________!


!!

Unit%of%Competency%% TAELLN401A%Address%adult%language,%literacy%and%numeracy%skills%

Candidate’s%Name% % Candidate’s%student%ID%% %

Assessor’s%Name% % Date% %

Question%1%C%What%do%you%need%to%know%about%your%learner%group%and%how%do%you%find%out?%

Key%points%to%be%addressed%by%the%candidate% ASSESSOR’S%NOTES%

Candidate!must!identify!sufficient!items!from!each!group!Educational,!social,!cultural!background:!Examples!include!–!

Disengaged!at!secondary!school! Difficulty!with!LLN! Disrupted!education!! Limited!formal!education! From!a!specific!ethnic!background! From!an!oral!communication!tradition! First!language!not!English! Intergenerational!literacy/numeracy!difficulty! Disability!! Specific!learning!difficulty!e.g.!dyslexia! Long!periods!of!unemployment!

Sources!of!student!information!–! Analysis!of!enrolment!details! Learner!selfFevaluation! PreFenrolment!conversation! PreFtraining!assessment!/!Suitability!processes! Observation!of!learner!behaviour!e.g.!filling!out!enrolment!form! Information!from!previous!study!–!results,!reports,!teacher! Information!collected!by!an!LLN!specialist!

%

!


!

!

Question%2%–%What%factors%can%be%a%barrier%to%successful%student%performance?%How%can%you%make%learning%and%assessment%more%inclusive?%(Prompt:%why%is%the%strategy%effective?)%%%


Candidate!must!identify!sufficient!items!from!each!group!

Possible!barriers!could!include:!Learner’s!current!level!of!LLN!

Foundation!skills!in!the!training!specification!are!significantly!higher!than!the!

learners!current!skills!

Complexity!of!task!

Reading!and!writing!requirements!of!the!study!materials!are!at!a!higher!level!

than!the!training!specification!requires!(instructional!techniques,!

independent!study,!workbooks)!

Instructional!strategies!

Training!delivery!may!be!largely!oral!and!include!learners!whose!first!

language!is!not!English!

Training!delivery!may!be!unengaging!e.g.!long!periods!of!instruction!from!

teacher!

Delivery!methods!don’t!support!practical!skill!development!!

Assessment!methods!

Assessment!not!inclusive!

Assessment!may!be!culturally!inappropriate%

%


Candidate!must!identify!sufficient!items!as!below:!!!Examples!of!making!learning!and!assessment!inclusive!include!the!following:!

Using!plain!English!for!handouts!and!other!resources! Providing!simplified!explanations!of!underpinning!principles!and!concepts! Breaking!down!concepts!or!processes!and!giving!specific!instruction!in!small!

chunks! Using!questions!to!establish!prior!knowledge!of!words!and!concepts!and!

explain!where!necessary! Providing!model!texts! Providing!simplified!explanations!of!key!documents,!for!example,!legislation!

summarised!into!key!points! Using!explanatory!charts!and!tables! Using!audio,!video!and!pictures! Repeating!information!in!different!ways! Allowing!for!longer!periods!of!silence! Reducing!the!stigma!of!asking!for!help!encourage!the!use!of!personal!word!

lists!and!dictionaries! Providing!opportunities!for!discussion! Provide!opportunities!for!small!group!activities! Providing!information!orally!rather!than!in!a!written!format!

!

%

!


!!

Question%3%–%In%light%of%this,%what%changes%did%you%make%to%your%customised%learning%resources%and%why?%


Candidate!must!identify!sufficient!items!from!the!following!and!explain!why!it!was!effective:!

Simplified!the!language!–!plain!English!to!improve!readability! Reduced!the!amount!of!text!to!increase!confidence!and!

readability! Included!more!images!–!diagrams,!photographs,!charts!to!

provide!more!processing!cues!and!provide!visual!cues!for!visual!learners!

Included!media!–!YouTube,!video!clips!to!increase!the!level!of!engagement!and!to!provide!visual!information!for!visual!learners!

Enlarged!!font!to!improve!readability! Rearranged!text!to!improve!flow!of!meaning!and!increase!

readability! Broke!concepts!up!into!smaller!chunks!and!provided!concrete!

examples!to!reduce!the!amount!of!material!learners!need!to!process!at!any!one!time!(PC2.2,!PE4,)!

%

!!!


!!

!!!

Question%4%–%Tell%me%about%the%ACSF%–%what%are%the%major%components%and%what%is%the%purpose%of%each?%%%What%is%the%ACSF%and%what%is%it%used%for?%


Candidate!must!identify!sufficient!points!below:! A!detailed!framework!of!the!levels!of!performance!in!each!of!

the!five!core!skills!! The!core!skills!are!F!learning,!reading,!writing,!oral!

communication!and!numeracy!!Most!common!uses!are:!!

to!map!core!skill!requirements!in!training!specifications! to!identify!and!describe!an!individual’s!performance!in!any!of!

the!core!skills!(Requirement!outlined!in!User!Guide!p14)!

%

!!


!!

!!

Question%5%–%Outline%the%sources%of%support%and%resources%that%you%have%used%and%how%they%have%assisted%you%to%strengthen%the%foundations%skills%of%your%learners.%%


Candidate!must!identify!sufficient!examples!below!–!and!must!include!at!least!1!example!of!resources!and!LLN!support!available!in!own!RTO!including!process!used!to!access!support!(this!could!include!student!support!services,!programs!available!or!online!resources!used)!

InFhouse!LLN!specialists! LLN!specialist!from!another!RTO!or!nominated!LINC!

coordinators!(Deb!was!going!to!identify!those!who!qualify!as!experts!for!this.)!

ACAL! Specific!LLN!resources!–!e.g.!Literacy!FaceFtoFFace! Local!LLN!support!–!e.g.!LINC! Student!support! Explanation!of!how!to!access!support! Industry!Skills!Councils!(ISC)!e.g.!‘Taking!the!Lead’! LiteracyNet! Literacy!FaceFtoFFace! Building!Strong!Foundations! Professional!Development!offerings!–!ACAL!or!ISC! Reading!Writing!Hotline!

%

!!


!!

!!

Question%6%–%What%communication%techniques%would%you%use%to%ensure%cultural%and%social%sensitivities%when%communicating%with%individuals%who%are%identified%as%requiring%LLN%support?%


Use!language!that!is!inclusive!and!not!patronising! Ensure!privacy!and!confidentiality!! Identify!individual’!strengths!! Show!respect! Ensure!an!awareness!of!any!cultural!communication!preference!

e.g.!avoiding!eye!contact!as!a!sign!of!respect!

%

Question%7%–%Why%is%it%important%to%link%LLN%skills%to%workplace%tasks?%%


Candidate!must!identify!sufficient!points!below:! LLN!skills!need!to!be!authentic!and!relevant! Context!provides!the!level!of!difficulty!and!information!about!

specific!requirements!!

NOTE%FOR%ASSESSOR%e.g.%a%reference%to%OHS%may%not%require%reading%of%legislation%but%rather%safety%information%available%in%the%immediate%work%context,%such%as%signage%and%work%protocols)%%%%

!


!!

!!

Question%8%C%Explain%the%techniques%you%use%to%evaluate%your%teaching%and%learning%practice.%What%improvements%have%you%made?%


Candidate!must!identify!sufficient!points!from!the!following:!Techniques!–!

Feedback!from!learners! SelfFreflection! Analysis!of!student!outcomes! Informal!observation! Peer!review!

Examples!of!Improved!Practice!–!note!examples!in!assessor!notes.!(See!Question!2!for!examples!of!inclusive!learning)!

%%%

!!


!!

SECTION%5% PARTICIPANT(ASSESSMENT(INSTRUCTIONS(

%%

!

PARTICIPATING%Registered%Training%Organisations%(RTOs)! Contact%Details%

TasTAFE

Postal!address!for!LLN!Workshop!project!PO!Box!1234!Burnie!7320!TAS!7310!http://www.tastafe.tas.edu.au/Pages/default.aspx!

!Janine%Crawford%[email protected]!P:!6434!5714!!Rosemary%Lyne%%[email protected]!!P:!0409591323!

WILLSON TRAINING

35!Tower!Road,!New!Town!TAS!7008!www.centacaretas.org.au!!!

Jennifer%Day%[email protected]%P:!(03)!6208!6000!!!F:!(03)!6208!6099!M:!!0427!638!478!

WORK & TRAINING

1!Bowen!Rd!Moonah!!TAS!7009!www.work-training.com!

Pamela%Brooks!Senior!Training!&!Assessment!Consultant!!P:!03!6214!5177!F:!03!6228!2299!M:!0419!303!224!


!Purpose(of(Assessment(

! The$assessment$ is$ designed$ to$ collect$ evidence$of$ your$ skills$ and$ knowledge$and$ability$ to$ apply$

these$in$the$context$of$(your)$VET$training$and$assessment$environment.$$$You!will!need!to!complete!these!assessment!tasks!in!an!actual!VET!training!environment!and!with!real!vocational!learners!over!a!period!of!time.!$Reasonable(Adjustment(

! If$you$have$a$disability,$impairment$or$specific$need$that$you$believe$may$restrict$you$in$meeting$

the$assessment$requirements,$please$discuss$with$the$participating$RTO$assessor.$$

Process(for(Assessment(

You$will$need$to$contact$your$preferred$RTO$to$initiate$the$assessment.$$o Note$E$participating)RTOs)have)been)assigned)equivalent)assessment)loads,)if)your)preferred)RTO)

has)fulfilled)their)assigned)assessments,)please)contact)one)of)the)other)participating)RTOs.$$

You!will$need$to$complete$that$RTO’s$enrolment$processes$and$will$be$provided$with$student$information$by$your$chosen$RTO$including$what$to$do$if$you$are$not$happy$with$your$assessment$outcome.$$$$

All!three$RTOs$will$assess$using$the$same$Assessment$Tool$and$they$will$assess$consistently$through$a$process$of$validation$of$student$assessment$submissions.$$

Your!assessors$will$make$judgements$on$your$competence$in$the$unit$based$on$all$the$evidence$you$provide.$You$must$undertake$all$assessment$tasks.$$

Your!assessor$will$provide$you$with$your$results$and$feedback.$$$

For!the$purposes$of$this$assessment$E$you$are$funded$to$resubmit$your$assessment$twice$more$(within$given$timeframes)$if$further$evidence$is$required.$$$

If!you$are$unhappy$with$any$part$of$the$assessment$process$please$discuss$this$with$your$assessor$in$the$first$instance.$If,$after$doing$so,$you$wish$to$complain$or$to$appeal$any$assessment$decision$you$must$follow$the$steps$outlined$by$RTOs$policy$as$per$the$student$information$provided$and/or$as$provided$on$their$website.$

$


!!Contacts,(Discussions(or(Questions(

!

Discussions$about$the$LLN$Workshop$programs$can$be$initiated$through$the$email$below$and$relevant$outcomes$will$be$published$to$the$Skills$Tas$designated$Wiki,$at:$$

http://tasfoundations.wikispaces.com$

!To!request$any$information;$for$enquiries$or$questions$regarding$the$LLN$Workshops$and$the$assessment$processes$and$requirements$E$please$email$Project!Manager,$Dr$Margaret$Kling$through:$$$

[email protected]$$!Alternatively,$please$contact$Skills$Tasmania,$Senior!Project!Manager,$Deb$Doherty$through:$$$

[email protected]$$$

(*RTOs)participating)in)the)LLN)Workshop)Program)will)provide)a)Statement)of)Attainment)for)TAELLN401A)for)candidates)who)successfully)complete)the)assessment)requirements)for)this)unit.)))NOTE:)The)TAELLN401A)is)deemed)equivalent)to)the)new)unit)TAELLN411)(see)www.training.gov.au).)RTOs)in)this)project)will)undertake)to)provide)a)credit)transfer)to)the)new)unit)for)participants)who)successfully)complete)the)TAELLN401A)(subject)to)ASQA’s)approval)for)TAELLN411)to)be)added)to)scope)or)the)addition)of)the)unit)in)the)Certificate)IV)in)Training)and)Assessment).))


!

Assessment(Outline((

TAELLN401A!Address!adult!language!literacy!and!numeracy!skills*! $$The$following$assessment$tasks$(or$equivalent)$need$to$be$satisfactorily$completed$to$achieve$competency.$$

Assessment!Task!1:!Portfolio$of$evidence.!!!

Assessment!Task!2:!Competency$Conversation,$and!!

Assessment!Task!3:!Third$Party$Reports$x$2$or$a$combination$of$alternative$evidence.!$Your$assessor$will$review$your$portfolio$of$evidence$and$then$schedule$a$time$to$schedule$the$competency$conversation$with$you$(usually$by$telephone)$where$you$will$be$given$the$opportunity$to$demonstrate$your$current$knowledge$and$skills$in$relation$to$the$TAELLN401A$unit.$$$$You$may$have$your$own$supporting$electronic$or$printed$documents,$references$or$other$resources$available$during$the$competency$conversation$to$assist$you$in$responding.$$$


!Portfolio(Evidence(

!

Suggested portfolio evidence: !The$examples$provided$below$are$suggestions$only.$If$you$are$to$provide$alternative$evidence$it$is$important$to$

discus$your$specific$portfolio$evidence$with$the$participating$RTO$prior!to!submitting.$$In$assessing$your$portfolio

1,$the$assessor$will$be$looking$for$evidence$of$your$ability$to$address$core$LLN$issues$in$training$and$

assessment$practice$on$at$least$two$different$occasions.$$

$

Possible$portfolio$evidence$includes:$$!

1. The!training!specification$that$provides$the$basis$of$a$learning$program$with$the$core$ACSF$skills$

identified.$

$

2. A!summary$of$an$ACSF$assessment$of$learner’s$skill$levels$using$validated$tools$(including$details$of$how$

the$tools$were$used,$a$spiky$profile$of$learner’s$performance$or$other$methods).$Appendix$1$and$2$are$

provided$for$use,$or$you$may$use$your$own$template.$

$

3. Evidence$that$you$have$collaborated$with$an$LLN$specialist$to$discuss$core$LLN$skill$assessment$and$the$

strategies$to$develop$core$LLN$skills$in$a$learning$program$(provide$examples$of$the$strategies).$

$

4. An!individual!learning$plan$for$a$learner$who$has$undergone$an$ACSF$assessment$(using$Appendix$3$or$

your$own$template).$

$

5. Modified!training$/$delivery$plans,$with$at(least!two$Instructional(Strategies$demonstrating$support$for$

LLN$aspects$of$the$training$(both$examples$may$be$included$in$the$one$session$or$across$two$different$

sessions)$

$

6. Customised!learning$and$assessment$materials$you$have$developed$that$are$appropriate$for$the$learner$

and$the$training$context.$

$

7. Documentation$showing$an$evaluation$of$own$training$and$assessment$practice,$improvements$and$

review$(one$or$more$examples).$$

$

8. Documentation$outlining$the$Assessment$Strategy$or$Allowable$Adjustment$for$at)least)two)assessments.))

$

9. Documentation)could)include)examples)of)modified)Assessment)Instruments)(i.e.)Participant)Instructions,)Observation)Checklist,)Assessment)Task)etc.).))

)$1$Adapted!from!IBSA!Assessment!Materials!First!Edition!version!3!


$3rd(Party(Evidence(

!

Third$ Party$ Reports$ are$ designed$ for$ authentication$ of$ a$ candidate’s$ portfolio$ evidence$ to$ be$included$as$part$of$the$assessment$against$the$TAELLN401A$unit.$$$

Your Third Party Provider:

!Who$would$you$consider$to$be$the$best$person$to$authenticate$your$portfolio$of$work?$A$suitable$person$will$be$your$current$supervisor,$a$colleague$or$another$person$who$can$verify$your$work.$$$

Think$about$current$or$recent$supervisors$or$employers$who$have$observed$your$work$and$who$would$be$able$to$confirm$your$skills$and$experience.$$

Whomever$you$choose,$you$should$feel$comfortable$knowing$the$assessing$RTO$may$contact$this$person$to$verify$documents$and$confirm$your$skills.$

$A$full$set$of$instructions$for$the$person$authenticating$your$work$along$with$several$templates$are$provided$below$(you$may$choose$to$use$your$own$templates).$$$$When$you$believe$you$have$collected$all$the$evidence$(as$outlined$below$or$similar)$please$contact$your$participating$RTO$to$provide$your$documents.$$$

Confidentiality )It)is)important)that)sensitive)information)is)not)included)as)part)of)your)supporting)documentation.)You)may)need)authorisation)from)your)supervisor)to)use)some)of)your)evidence.)It)is)always)best)to)check)the)privacy)and)confidentiality)policies)of)your)organisation.)Names)or)any)identifying)information)should)be)deleted)or)blackened)out)and)made)unidentifiable.)$$


$Third(Party(Authentication(G(Provider(Instructions(

$

The$third$ party$ authentication$ (TPA)$ report$ is$ provided$ for$ candidate’s$ supervisor/s$ or$ other$person/s$ to$confirm$ the$ candidate’s$ skills$ and$ experience$ in$ addressing$ adult$ language,$ literacy$and$numeracy$skills.$$$To$ provide$ the$ TPA,$ complete$ the$ sections$ in$ the$ forms$ below$ including$ signatures$ where$indicated.$ $To$assist$with$authenticating$ the$candidate’s$work$ through$TPA,$ the$observable$skills$and$knowledge$required$for$the$unit$are$printed$in$the$comments$section$of$the$form.$$$An$example$3rd$Party$Report$is$also$provided$below:$$

Skills!and!Knowledge!for!this!unit!include:!ability!to:$$$

Demonstrate!Active!Listening!skills! Apply!appropriate!levels!of!LLN!to!perform!effectively!in!an!education!support!role! Communicate!effectively!at!all!levels!and!with!people!from!diverse!backgrounds! Show!appropriate!interpersonal!skills!to!form!relationships!with!all!in!the!learning!

environment!and!contribute!to!the!benefit!of!all!participants! Respond!effectively!to!nonSverbal!cues!from!learners.!

!

Comments:!Robert$shows$effective$communication$skills$by$actively$listening$to$participants$and$he$uses$LLN$skills$that$are$appropriate$to$the$level$of$support$needed$by$participants.$Robert$can$communicate$with$participants$from$diverse$backgrounds.$He$actively$contributes$to$the$learning$outcomes$with$strong$interpersonal$skills.$Robert$is$empathic$and$responds$positively$to$all$requests$for$assistance.$He$has$the$ability$to$analyse$nonEverbal$cues$and$modify$his$training$to$get$the$best$outcomes$for$the$participant$E$etc.$$

$$


$

Form 1 - Candidate Information Form

$Candidate’s!Information!Form$$TAE40110$–$Certificate$IV$in$Training$and$Assessment$TAELLN401A$Address$adult$language,$literacy$and$numeracy$skills!

Personal!details!

12. Surname! $

13. First!Name/s! $

14. Home!Address! $$

15. Telephone!Numbers!Home:$ Work:$

Mobile:$ Fax:$

16. Email!Address! $

17. Current!Employment!!

18. Name!of!Employer! $

19. Current!Job!Title! $

20. Current!Employer! $

21. Approximate!time!in!this!job!! $Year/s$ $Month/s$

$$!!Candidate!Declaration!

$$I$declare$that$the$information$contained$in$this$application$is$true$and$correct$and$that$all$documents$are$genuine.$$$

Candidate’s$signature$

$ Date$ $

$$$


$

Form 2 - Supervisor Authentication Form

$

TAELLN401A!Address!adult!language,!literacy!and!numeracy!skills$

Candidate’s!Name! $

Supervisor!/!Authenticator!!Full!Name!

$

Business!Name! $

Your!Position!/!Title!!Relationship!to!Candidate!

$

$

Your!TAE!Cert!IV!or!other!Qualification!(or!equivalent)!

$

$

Workplace!Address! $

$

Telephone!Numbers! (W)$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$(M)$

Email!Address! $

Instructions$

As$part$of$the$assessment$for$the$unit$TAELLN401A,$the$candidate$requires$authentication$from$a$Third$Party$(employer,$supervisor$or$other$person).$This$evidence$will$be$used$to$validate$the$candidate’s$skills$and$experience.$

Please$tick$the$activities$you$have$observed$the$candidate$complete$and$provide$a$statement$in$the$comment$section$describing$how$they$satisfied$you$that$they$met$industry$(employer)$expectations.$

Does!the!Candidate!consistently!and!effectively:! Yes! No!

Determine$the$LLN$skill$requirements$of$a$training$program$/$work$process$ $ $

Identify$and$analyse$the$LLN$skill$requirements$essential$to$work$performance$ $ $Determine$LLN$skills$of$an$individual/learner$group$using$validated$tools$and$other$sources$ $ $

Identify$resources$to$support$LLN$skill$development$ $ $

Use$learning$and$assessment$materials$to$support$identified$LLN$requirements,$customising$

where$necessary$$ $

Apply$learning$support$strategies$in$training$delivery$appropriate$to$LLN$requirements$and$

learner$group$$ $

Determine$assessment$strategies$appropriate$to$LLN$requirement$and$learner$group$ $ $

Review$course$demands$and$learner$profile$to$determine$if$specialist$LLN$support$is$required$ $ $Access$specialist$LLN$support$where$available$ $ $

Integrate$specialist$LLN$support$into$training$or$assessment$practice$where$required$ $ $Seek$feedback$on$learning$support$provided$and$assessment$strategies$used$ $ $

Determine$areas$for$improvement$based$on$evaluation$ $ $$


$

Form 3 - Supervisor Additional Comments Form

$Authenticator’s!Additional!Comments!(Optional):$$

� Please$provide$any$additional$comments$(using$the$points$below)$and$sign$the$declaration.!

!Attributes!for!this!unit:!the$candidate$has$demonstrated$the$ability$to:$$$

Communicate$the$cultural$and$social$sensitivities$relevant$to$adults$requiring$LLN$support$ Use$appropriate$language,$vocabulary,$tone$and$pace$to$communicate$with$learners$and$

colleagues$ Collaborate$with$colleagues$/$support$specialists$to$design$/$implement$effective$learning$

strategies$ Work$effectively$within$policy$and$organisational$frameworks$ Adhere$to$ethical$and$legal$responsibilities.$

Comments:!!!!!!

Form 4 - Supervisor Signature

$To!Whom!it!May!Concern:!

Re:!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!$ Who!is!a:$(Insert)Candidate’s)Full)Name)! (Insert)Industry)/)Job)Title)!I!certify!that!the!aboveSnamed!person!has:(Worked!at:! For!the!period!of:!!(Insert)Name)of)Workplace)! (Insert)Period)of)Time).!$ Yes$ No$They$have$regularly$completed$the$activities$above$to$an$acceptable$workplace/industry$standard$within$this$organisation.$$

! !

I$understand$the$evidence/tasks$on$which$I$am$required$to$comment.! ! !

I$am$willing$to$be$contacted$if$further$verification$of$my$statements$is$required.$ $ $

If$you$would$like$further$information$or$would$like$to$discuss$any$of$the$above,$I$can$be$contacted$on$____________________________________$(Insert)Phone)Number).)

Yours!sincerely,!

Signature:$___________________________________________$Date:$______________________________$


Competency(Conversation(

$The$following$are$examples$only$of$the$types$of$discussion$topics$that$may$be$included$in$the$competency$conversation.$$These$topics$are$not$compulsory$nor$do$they$specify$exactly$what$may$be$discussed.$$!Candidates$will$enter$into$a$general$discussion$with$the$RTO$assessor$to$demonstrate$their$knowledge$and$skills$and$how$they$apply$these$in$their$own$industry$(training$and$assessment)$environment.$Candidates$may$use$their$own$notes,$documents$or$other$resources$to$assist$their$communication$in$the$discussion.$$$

Example Discussion Topic 1 -

What$do$you$as$a$trainer/assessor$need$to$know$about$your$learner$group$and$how$would$you$find$out$about$your$target$group?$

Discussion Topic 2

What$factors$could$be$a$barrier$to$successful$participant$performance?$How$can$you$make$learning$and$assessment$more$inclusive$and$what$strategies$can$you$use?$$

Discussion Topic 3

In$light$of$the$strategies$answered$in$Topic$2,$how$could$you$customise$learning$resources$to$suit$a$target$group$and$why$(and$how$would$you$review$your$effectiveness)?$$

Discussion Topic 4

Discuss$the$ACSF$and$how$you$use$it$in$a$training$and$/$or$assessment$environment?$$

Discussion Topic 5

What$options$for$support$might$you$use$to$assist$and$support$the$development$of$the$foundation$skills$of$your$participants?$$$

Discussion Topic 6

What$communication$techniques$would$you$use$to$ensure$cultural$and$social$sensitivity$when$communicating$with$individuals$who$are$identified$as$requiring$LLN$support?$

Discussion Topic 7

Why$do$you$believe$is$it$important$to$link$LLN$skills$to$workplace$tasks$and$how$would$you$go$about$this?$

Discussion Topic 8

How$might$a$trainer$evaluate$their$teaching$/$learning$practice?$What$improvements$have$you$made$with$your$teaching$/$learning$practice$and$why?$


Appendices(

Appendix 1 - Spiky Profile Template

Lev

el o

f pe

rfor

man

ce 5

4

3

2

1

Cor

e Sk

ills

Lea

rnin

g

Rea

ding

Wri

ting

Ora

l com

mun

icat

ion

Num

erac

y

ACSF skill required for unit:


Appendix 2 - Core LLN skill assessment summary

Candidate’s Name: ______________________________________________ Date assessment: Assessed by: ________________________________________________________________________________ Summary of core LLN Skills (refer to the ACSF for details what defines the levels of performance within each skill). Core LLN Skill Support Notes ACSF Performance

Level Learning

Reading

Writing

Oral Communication

Numeracy

Assessment tasks completed: ________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________ Notes about educational background: ________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________


Strengths and weaknesses: ________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________ Other comments: ________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________ Recommendation for support if any): ________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________


Appendix 3 - Individual learning plan

Individual Learning Plan

Learner Name

Contact Details

RTO

RTO Contact Person

Enrolment Date

Qualification

Units of Competency (including elective unit choices and sequencing details where possible)

Mode of Delivery

Program Details

Workplace Supervisor

Key Learning Resources Provided for Learner

Learner’s LLN Summary Details

Additional Support Required from RTO

Reporting Arrangements

Comments


SECTION!6! ASSESSMENT(MATRICES(KEY F-Formative Assessment (WB-workbook) S-Summative Assessments - P-Portfolio; TPA-3rd Party Authentication; CC-Competency Conversation TAELLN401A!! TAELLN411! Evidence!Element 1 Determine the core LLN requirements of the training

Element 1 Analyse LLN requirements

F S WB P TPA CC

01 11 01 11 01 11 01 11 1.1 Determine core LLN skill requirements of the training specification

1.1 Determine LLN skill requirements of the training specification

1 2 3 5 6 7

1 2 3 5 6 7

1 3 4

1 3 4 √ √

4 4

1.2 Determine core LLN requirements of the training context

1.2 Identify and analyse the LLN skill requirements essential to workplace performance

1 2 3 5 6 7

1 2 3 5 6 7

1 2 3 4 7 8

1 2 3 4 7 8

√ √

3 4 7

3 4 7

1.3 Ensure that methods of collecting information are reliable and make efficient use of resources in accordance with organisational requirements

1.3 Determine the LLN skills of the learner group from validated tools and other sources

1 4

1 4

3 3 8 8

Element 2 - Access specialist learning support

Element 2 - Select and use resources and strategies to address LLN skill requirements

WB P TPA CC

2.1 Determine the need for specialist core LLN assistance for the learner, based on evidence collected

2.1 Identify resources to support LLN skill development 7

10 7 10 3 3 √ √ 5 5

2.2 Apply appropriate strategies for collaboration with specialist language, literacy and numeracy practitioners

2.2 Use learning and assessment materials to support identified LLN requirements, customising where necessary

1011

5 6 8 9

3

3 4 5 6 7 8 9

√ √ 2 3

2 3 8

-

2.3 Apply learning support strategies in training delivery appropriate to LLN requirements and learner group -

7 8 9

1011

-

2 3 4 5 6 7

- √ -

2 3 5 6

-

2.4 Determine assessment strategies appropriate to LLN requirements and learner group -

7 9

10 11

-

1 2 3 4 7 8 9

- √ -

1 2 6 8


Element 3 - Customise program to develop core LLN skills

Element 3 - Use specialist LLN support where required WB P TPA CC

3.1 Select and customise or develop learning and assessment materials that are appropriate to core LLN skills of training specification, training context and learners

3.1 Review course demands and learner profile to determine if specialist LLN support is required 5

9

1 2 3 3 5 9

6 7 8 9

3 5 6

√ √ 8 2 3

3.2 Apply learning support strategies to assist learners to develop required core LLN skills

3.2 Access specialist LLN support where available

2 5 7 8 9

1011

2 5 7 8 9

1011

3 4 5 6 7 8 9

3 √ √ 3 5 6

3.3 Continuously monitor and evaluate approaches to determine areas for improvement

3.3 Integrate specialist LLN support into training or assessment practice where required 9

1011

2 5 7 8 9

1011

5 6 7 8 9

3 √ √ 8 5 6

Element 4 - Evaluate effectiveness of learning support and assessment strategies in addressing LLN requirements

WB P TPA CC

-

4.1 Seek feedback on learning support provided and assessment strategies used -

2 5 7 8 9

-

3 7 8 9

- √ - 3 8

-

3.2 Evaluate learning support and assessment strategies used -

5 10 11

-

3 7 8 9

- √ - 5 8

-

3.3 Determine areas for improvement based on evaluation -

7 9

1011

- 7 8 9

- √ - 8

Note - Evidence of skills must be demonstrated with real vocational learners.


Critical!Aspects!of!Evidence!! Performance!Evidence! 401! 411!Evidence of the ability to:

1. Address core LLN issues in training and assessment practice on at least two different occasions

Evidence of the ability to:

1. Use tools to identify the LLN skill requirements (reading, writing, speaking, listening and numeracy) of the training specification and/or assessment process relevant to vocational delivery

Complete with both Formative and Summative Assessments and all assessment evidence collected.

Note - for TAELLN411 - Evidence of skills must be demonstrated with real vocational learners.

2. Provide evidence that includes: 2. Use various sources to gather information on the current LLN skills of a learner group

3. Documentation setting out activities, resources and individual learning plans for a particular learner

3. Identify available sources of support to address at least two of the identified LLN skill needs of the learner group

4. Third-party observations of the candidate with a range of learners - documentation of the use of the ACSF to determine LLN level.

4. Customise and use at least two learning resources to address LLN requirements

5. Select, use and review at least two instructional strategies that directly address the identified LLN needs of the learner group

6. Use advice from specialist LLN practitioners to inform practice

7. Select, use and review at least two assessment strategies that cater for the identified LLN needs of the learner group

8. Determine areas for improvement of own practice.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge!Evidence! 411!ONLY!To complete the unit requirements safely and effectively, the individual must:

1. Specify the critical LLN skills essential to workplace performance in an identified industry or sector

2. Identify cultural and social sensitivities relevant to communicating with individuals who are identified as requiring LLN support

3. Identify sources of resources, strategies and LLN support available in own training organisation and procedures for accessing them

Explain techniques for evaluating own training and assessment practice.

Complete with both Formative and Summative Assessments and all assessment evidence collected.

END(of(DOCUMENT(

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LLN#Foundation#Skills#Workshops#4#Skills#Tasmania!

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Participant#Full#Name:!____________________________________________________#

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Organisation:!____________________________________________________________!

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Dates#Attended:!__________________________________________________________#

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Table of Contents

ACTIVITY'1')'Using'the'ACSF'to'analyse'the'LLN'skills'of'my'learner'–'an'example'............................'3!

ACTIVITY'2')'Application'of'the'Balance'Triangle'–'Model'..............................................................................'4!

ACTIVITY'3')'Unpacking'a'Unit'of'Competency'.....................................................................................................'5!

ACTIVITY'4')'Getting'information'about'your'learners'.....................................................................................'6!

ACTIVITY'5')'PART'1')'Demands'of'Training'..........................................................................................................'7!

ACTIVITY'5')'PART'2')'Demands'of'Training'..........................................................................................................'8!

ACTIVITY'6')'LLN'demands'of'Activities'in'the'Workplace'..............................................................................'9!

ACTIVITY'7')'Summary'Activity'Three'Points'of'the'Triangle'.....................................................................'10!

ACTIVITY'8')'Strategies'Activity'................................................................................................................................'11!

ACTIVITY'9')'Strategies'to'assist'the'development'of'LLN'skills'in'vocational'training'..................'12!

ACTIVITY'10')'Adjusting'assessment'to'meet'learner'needs'.......................................................................'15!

ACTIVITY'11')'Where'can'I'get'specialist'LLN'support?'.................................................................................'17!

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ACTIVITY 1 - Using the ACSF to analyse the LLN skills of my learner – an example !

Watch!the!DVD!interview!with!Jordan.!

Work!with!a!partner!to!complete!the!following!tasks.!

Task#1:###

Assess!Jordan’s!level!of!Learning!against!the!ACSF.!!Provide!a!rating!and!comments!against!both!Learning!indicators.!

_.01#

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________!

_.02#

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________!

!Task#2:###

Read!the!introduction!to!the!core!skill!of!Learning!in!the!ACSF!(Page!20I21).!!How!is!this!core!skill!relevant!to!your!training!context?!

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________!

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ACTIVITY 2 - Application of the Balance Triangle – Model !Watch!the!DVD!interview!with!Paul.!

Work!with!a!partner!to!complete!the!following!tasks.!

Task!1:!!assess!Paul’s!level!of!Oral!Communication!against!the!ACSF.!!Provide!ratings!and!comments!against!both!Indicators.!

_.07!______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________!!_.08!______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________!!Task!2:!!From!the!interview!make!some!comments!about!the!Oral!Communication!level!(ACSF)!you!believe!Paul!will!need!in!his!new!job.!

_.07!!!!!!!_.08!______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________!!Task!3:!!What!level!of!Oral!Communication!(based!on!the!ACSF)!do!you!think!is!required!to!successfully!complete!unit!BSBFLM312C?!

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________!!

Task!4:!!Do!you!think!Paul!will!be!able!to!successfully!complete!unit!BSBFLM312C?!!Will!he!need!LLN!support?!

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________!! !

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ACTIVITY 3 - Unpacking a Unit of Competency #

Complete!the!following!activities:!

1. Choose!a!unit!of!competency!that!is!relevant!to!your!work!!2. Go!through!this!unit!and!identify!the!different!ACSF!core!skills!and!levels!required!to!

successfully!complete!the!unit!(not!all!5!Core!Skills!may!be!applicable!in!some!units)!3. Mark!up!the!unit!identifying!where!the!LLN!skills!are!embedded!!4. Provide!a!general!comment!for!each!core!skill!!5. Complete!the!table!below!and!attach!it!to!your!markedIup!unit.!

!Unit#name#and#code:#

CORE#SKILL# ACSF#Level#Required#

Comments#

Learning#####

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Reading#####

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Writing#####

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Oral#Communication####

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Numeracy#####

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ACTIVITY 4 - Getting information about your learners !

1. What!are!some!ways!you!can!get!information!about!your!learners?!!

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!2. !What!are!the!advantages!of!undertaking!a!pre!training!assessment!of!your!learners?!

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___________________________________________________________________________

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___________________________________________________________________________

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!3. Choose!one!of!the!pre!training!assessment!tools!available.!!Comment!on!its!usefulness!to!your!

training!context’!!Tool:!______________________________________________________________________________________________________________________________________________________!!!Evaluation:!___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________!

___________________________________________________________________________

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ACTIVITY 5 - PART 1 - Demands of Training !Go!through!some!of!the!training!and!assessment!materials!and!methods!that!you!use!in!your!workplace!and!fill!in!the!table!below.!!Some!examples!are!provided!to!guide!you.*!!

Part#1#4#Analysing#Demands#of#Training#and#Assessment!

Example#

Training#and/or#assessment#activity#

Conditions#(e.g.#independent,#with#trainer#support)#

Core#Skills#ACSF#Level#(Approx.)#

Take!notes!from!DVD! Some!trainer!guidance!Group!activity!

Listening!Writing!

!3!

Research!and!PowerPoint!presentation!of!key!safety!aspects!of!workplace!

Independent! Learning!Reading!Speaking!

!3I4!

Training#and/or#assessment#activity#

Conditions#(e.g.#independent,#with#trainer#support)#

Core#Skills#ACSF#Level#(Approx.)#

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*Based!on!table!in!The!Crux!of!the!Matter!p!43!

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Activity!5!continued…!

ACTIVITY 5 - PART 2 - Demands of Training #

Now#with!a!partner,!discuss!and!provide!your!responses!below!to!the!following!questions:!!

!1. Is!there!a!match!between!the!LLN!requirements!of!the!unit!of!competency!and!the!training!

and/or!assessment!materials!that!you!use!for!that!unit?!!Explain!the!differences!you!have!found!to!a!colleague!and!record!below.!!_______________________________________________________________________________

_______________________________________________________________________________!

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2. If!there!was!not!a!good!match,!discuss!with!your!partner!how!you!might!change!the!training!and/or!assessment!materials!to!get!a!better!match!I!again!record!your!ideas!below.!!_______________________________________________________________________________

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#ACTIVITY 6 - LLN demands of Activities in the Workplace !Gather!examples!of!activities!in!the!workplace!that!require!LLN!skills.!!Insert!them!into!the!table!below.!!Two!examples!have!been!provided!to!support!you.!!Delete!these!if!they!are!not!relevant.!!Use!a!workplace!that!is!relevant!to!you.!

#Workplace#Activity#

Conditions,#(e.g.#independent,#under#supervision)#

Core#Skills# ACSF#Level#(approx.)#

Write!progress!notes!to!standard!required!in!any!audit!that!may!occur.!

!Independent!

Learning!Writing!

!4!

Negotiate!difficult!conversations!with!family!members!of!residents.!

Independent!or!with!supervisor! !Speaking!

!3I4!

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*Based!on!table!in!The!Crux!of!the!Matter!p!43!

Is!there!a!match!between!the!LLN!requirements!of!your!training,!the!job!requirements!and!the!LLN!levels!of!your!learner/s?!!Explain!any!differences!to!a!colleague.!

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If!there!is!not!a!good!match!think!about!how!you!might!address!this!in!order!to!get!a!better!match.!

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ACTIVITY 7 - Summary Activity Three Points of the Triangle !

Think!about!all!three!points!of!the!triangle.#*#

Answer!the!questions!below:!

1. Learner:!!what!do!I!need!to!know!about!the!LLN!skills!of!my!learners?!!How!can!I!find!out!what!I!need!to!know?!_______________________________________________________________________________

_______________________________________________________________________________!

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2. Training#and#Assessment:!!What!are!the!LLN!demands!of!my!training!and!assessment!program?!!What!are!three!things!that!I!can!do!to!help!learners!meet!those!demands?!_______________________________________________________________________________

_______________________________________________________________________________!

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_______________________________________________________________________________!

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3. Job/workplace#requirements:!!What!are!the!LLN!demands!of!the!job/workplace?!!How!can!I!help!my!learners!meet!these!demands?!!How!can!I!assist!workplaces!to!meet!learners’!LLN!needs?!_______________________________________________________________________________

_______________________________________________________________________________!

_______________________________________________________________________________

_______________________________________________________________________________!

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*based!on!activity!in!Taking!the!Lead!http://www.takingthelead.com.au/!! !

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ACTIVITY 8 - Strategies Activity #

Trainer!I!Access!the!sheet!‘Tips!for!developing!LLN!Skills!in!Vocational!Training”!

Complete!the!following:!!

A# With#partner!!

I. Identify!2!key!reading!strategies!that!are!relevant!to!your!practice!II. Give!examples!of!how!you!have!used!(or!might!use)!these!2!strategies!III. Report!to!the!larger!group!

B! With!a!new!partner!or!small!group!!

I. With!a!partner!identify!one!key!numeracy!strategy!II. Prepare!a!short!delivery!for!the!group!that!demonstrates!the!strategy!you!have!chosen!!

C! In!small!groups!(groups!of!6!or!an!even!number)!

(Looking(at(the(remaining(categories((general,(learning,(writing(and(oral(communication)(

I. Select!3!strategies!only!from!these!4!categories!II. Participants!to!pair!up!I!then!one!of!the!pair!rotates!around!to!other!paired!participant!III. Each!person!to!prepare!a!2!minute!oral!presentation!to!convince!the!‘listener’!that!their!3!

chosen!strategies!are!the!most!important!IV. Each!person!in!the!pair!has!2!minutes!(total!4!minutes!each!rotation)!V. At!the!end!of!the!activity!I!groups!to!reflect!on!what!they!said!and!heard!(with!the!larger!

group).!!

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ACTIVITY 9 - Strategies to assist the development of LLN skills in vocational training #

General!!

The!strategy!I!have!chosen:!!!!

How!I!will!use!this!strategy:!!!!!

Comments!on!how!this!strategy!worked:!!!!!!!

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Learning!!



Comments!on!how!this!strategy!worked:!!!!!

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Reading!!




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Writing!!




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Oral!Communication!!




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Numeracy!!




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ACTIVITY 10 - Adjusting assessment to meet learner needs !

1. Consider!your!learner/s.!!!Are!there!any!potential!barriers!to!undertaking!the!learning!and!assessment!in!your!training!program?!!The!list!below!may!help!you.!!_______________________________________________________________________________!

_______________________________________________________________________________

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Disengaged!at!secondary!school! Difficulty!with!LLN! Disrupted!education!! Limited!formal!education! From!a!specific!ethnic!background! From!an!oral!communication!tradition! First!language!not!English! Intergenerational!literacy/numeracy!difficulty! Disability!! Specific!learning!difficulty!e.g.!dyslexia! Long!periods!of!unemployment! Specific!need!to!improve!LLN!skills!in!order!to!access!promotion!at!work! Lack!of!motivation!

!2. Choose!two!assessment!strategies!that!you!currently!use.!!How!could!you!change!these!to!

accommodate!LLN!issues?!!!Complete!the!boxes!below!for!each!one.!!

Current!assessment!strategy:!!!

Change!made!to!the!assessment:!!!!

Did!changing!the!assessment!make!a!difference?!!Provide!details!!!!!

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!Current!assessment!strategy:!!!Change!made!to!the!assessment:!!!!Did!changing!the!assessment!make!a!difference?!!Provide!details!!!!!!

3. What!do!you!need!to!keep!in!mind!if!you!change!the!assessment!strategy?!!_______________________________________________________________________________!

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ACTIVITY 11 - Where can I get specialist LLN support? !

1. Name!and!comment!on!three!resources!you!can!use!to!support!the!development!of!LLN!skills.!!Resources!may!include!LLN!specialists,!peak!bodies,!online!materials,!the!Foundations!Skills!Training!Package!or!any!others!that!you!have!found!useful.!

!

Resource:!!!

Comment:!!!!!!

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Resource:!!!

Comment:!!!!!!

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Resource:!!!

Comment:!!!!!!

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END!

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