Integrating Literacy (and some Numeracy) into VET Hospitality

Transcription

1 Combining worlds of education and career: Presenter: Integrating Literacy (and some Numeracy) into VET Hospitality Sandra Jardine Sunraysia Institute of TAFE.

2 SuniTAFE is the leading provider of vocational education and training in North West Victoria. More than 9000 students seek enrolment annually in the 400 courses on offer across 33 different industries. A range of certificates, diplomas, advanced diplomas, apprenticeships, traineeships, short courses and specialised industry training is delivered across four regional campuses; Mildura, Swan Hill, Robinvale and Mallee (Ouyen)

3 The wide range of courses is provided in the major areas of: Animal and Equine Studies Automotive and Motor Sports Building and Construction Business, Finance and Technology Community and Children s Services Education and Training Engineering and Mining Food processing Foundation Skills Hair and Beauty Health Hospitality, Tourism and Events Koorie Training Land and Environment Transport and Logistics Visual Arts, Design and Multimedia

4 Students come from each of the local campus areas, and more widely from across Victoria, NSW and South Australia. Outreach programs are also taught by Mildura staff. Three of the campuses have vibrant migrant education programs that support refugees from many countries. There is an increasing number of International students, who are either enrolled in ELICOS, or a range of other core academic areas. The Hospitality Unit, where this program is being trialed, provides education for a wide range of students including quite a number of international students, as well as training for local and other apprentices who travel to Mildura from considerable distances.

5 The Hospitality Unit provides educational opportunities through the teaching of certificates at a range of levels from Certificate I to Diploma level and short courses. The courses available include: Kitchen Operations Commercial Cookery Hospitality (Front of House) Events Management Hairdressing Beauty Services Tourism Food processing general & wine Retail Asset Maintenance Short courses including: Information Library Services Responsible Service - Alcohol Real Estate Responsible Service - Gaming Customer Contact Food Safety

6 Established for Certificate II in Kitchen Operations students. Students were pre-tested with a Hospitality related literacy test to, predominantly, determine the level of literacy related curriculum most appropriate for the group. The Australian Core Skills Frameworks materials guided the development of the pre- test content. Certificates in General Education for Adults (CGEA) was chosen as the co- curriculum to match with this VET program. CGEA Certificate 1 was determined as the most appropriate level to match skills demonstrated students were enrolled in 5 Units. Classes in both first and second semester consisted of a combination of Australian and International students.

7 Separate class to core classes 4 hours per week. Attendance at the class was voluntary, but once a student committed to attending, they were required to be present each week. Some students were encouraged to attend, but the opportunity for literacy reinforcement was given to all students. The final classes included students with a broad range of abilities and needs.

8 The Literacy teacher took full responsibility for this class. The core class teacher/s regularly visited the class, to give messages to students and to appreciate what was being achieved. Students predominantly worked in each session on their core class work. Students worked at their own pace on different pieces of work including worksheets, tests and assessment tasks. The Literacy teacher gave individual advice and support throughout the class, either one-to-one, small group or whole class teaching. The class had a maximum of 10 students feasible for the teacher to give lots of time to each student.

9 Work completed in the literacy reinforcement class was firstly assessed by the core class teacher, against their specific VET criteria. It was then taken by the Literacy specialist and assessed against CGEA criteria. Sessional staff teaching specific Hospitality units (e.g. O H& S) also assessed student work against their own criteria. As long as this work was also being undertaken or significantly completed in the literacy classes, the Literacy specialist could legitimately assess it against CGEA criteria as well. Not all of the CGEA curriculum requirements could be covered by the core VET curriculum, so several additional Hospitality related assessment tasks were given to these students by the Literacy teacher. This work was only assessed by the Literacy specialist teacher. The class commenced each week with some basic literacy skills discussion, and a handout was provided focussing on a specific aspect such as sentence structure, use of commas, apostrophe use. Whilst useful for all students, the international students found this teaching time most worthwhile.

10 Choice for the appropriate level for CGEA Units was made after consideration of results from the pre- test. In 2011, the units undertaken by students were: VBQU133 Engage with texts of limited complexity for learning purposes VBQU134 Engage with texts of limited complexity for employment purposes. VBQU137 Create texts of limited complexity for learning purposes. TDTE497B Prepare workplace documents. FDFCORWCM1A Communicate workplace information

11 From students: Most students were very satisfied with the classes and believed they had improved their literacy and had been able to respond to questions with greater ease and clarity. The literacy and communication standards greatly improved for all students, but was especially noticeable with the international students. Because the class contained a broad range of abilities, students learned a lot from discussions between the teacher and other students, and between themselves. From staff and the Manager of the Hospitality Unit: Improvement in student outcomes was clearly evident. Students coped much better in all aspects of their course, and in their first year at TAFE. There was less repetition and re-submission of written work, thus less need for teachers to constantly follow up students for outstanding or incomplete work. Students developed quite a close social bond and were seen to be very supportive of each other in other general classes and practical sessions. After successful completion of this VET course, students remained in study and moved to higher level courses.

12 Research conducted by Stephen Black & Keiko Yasukawa Working Together Integrated Language, Literacy and Numeracy Support in Vocational Education and Training has identified both advantages and disadvantages in this model. This trial did not specifically target students with LLN difficulties, although there was gentle encouragement. Therefore it was not a deficit model. The stand alone voluntary class did provide many of the factors seen as desirable for LLN reinforcement. These included: LLN taught not as separate or discrete skills, but situated within the process of learning vocational skills (p8) Stand alone LLN provision in which the primary focus may.. be linked to the vocational context of learners (p8) The class was an additional or adjunct class held on a day later than weekly core classes, but was available to all students. This trial format was seen as the most appropriate option for the campus at the time.

13 A request was made by the Hospitality teaching staff to include Literacy reinforcement into all classes. The value of the 2011 trial had been noted. This request had strong support from the Education Business Manager of Hospitality. It was determined that the literacy specialist would be present in one theory class per week (2 ½ hours) for each of 6 Hospitality course areas. The new trial is closely aligned to recent best practice research (Black & Yasukawa) and the Western Australian Course in Applied Vocational Study Skills (CAVSS) program, although the 2012 model could not be termed fully integrated. (p15) The literacy specialist is not involved in practical classes, due to time restraints, and works mostly within the requirements of the VET curriculum. All students in each class receive Language, Literacy (and where relevant) Numeracy support. They are enrolled in both a vocational course and LLN units. This has been termed shared delivery (p15)

14 Each student is firstly enrolled in their VET core modules, and pays the relevant fees and charges. They are then enrolled in the units of CGEA. Because these are Foundation units, there is no additional charge to the student. International students are currently not enrolled in the CGEA modules, but still receive equal literacy specialist time in the classroom, to enable them to achieve the highest level of success in their studies. The purpose of the Pre- test The specific Hospitality or Hairdressing / Beauty Services related literacy pretest is predominantly used as a guide in the selection of the most appropriate CGEA curriculum levels for each student cohort. Whilst the pre-test also identifies students needing literacy reinforcement, this knowledge is only used to help the literacy teacher be aware and ensure the specific needs of these students are met. They are not singled out or identified in any way.

15 From the results obtained on the pre- tests given to the six different student groups, it was determined that CGEA Certificate 1 units would be suitable for 2 classes and CGEA Certificate 2 units would be more suitable for the other 4 classes. The same CGEA Certificate 1 units used in 2011 would be equally appropriate for the 2 classes in The CGEA Certificate 2 units to be undertaken by the other 4 classes would be: VBQU145 Engage with a range of texts of some complexity for learning purposes. VBQU146 Engage with a range of texts of some complexity for employment purposes. VBQU149 Create a range of texts of some complexity for learning purposes. VBQU150 Create a range of texts of some complexity to participate in the workplace. BSBCMM201A Communicate in the workplace. The five CGEA Units have been selected as being the most appropriate to match with the VET course content of each class in which the literacy specialist is working. It was determined that these five could be managed along with the core VET curriculum, without overburdening students with too many additional assessment tasks.

16 Numeracy/Maths support is given as required in each of the six classes. However, it was determined not to enroll students in any CGEA Maths units, as these would require significantly more core teaching and assessments than what would be needed by students in their core VET curriculum. Currently, assistance in this area is given in a range of situations including: calculation of individual and whole menu food costs (various processes required), Business/budgeting costs for total restaurant management and whole food costs (Excel spreadsheets profit and loss etc.) ratios and percentages in hairdressing (mixing of dyes and chemicals) Fractions teaching for nail technology.

17 1. Core VET curriculum requirements are followed classes are taught predominantly using the following resources The Futura curriculum materials for Food and Beverage classes, Apprentice training, and other Hospitality courses. Much of these materials in 2012 are from a purchased online source Hairdressing and Beauty Services follow their required VET modules/ units through the use of text books specifically written to follow their specific core curriculum. 3. The various assessment tasks and other work completed in each class with literacy specialist support is documented against the requirements of the CGEA units in which students are enrolled. 3. Any gaps between the core VET program curriculum and the CGEA curriculum necessitates additional assessment tasks to be prepared by, and given to students, by the literacy specialist. All of these additional assessment tasks are specifically related to the current aspects of study the students are undertaking.

18 The VET teacher and literacy specialist work together in one theory session per class per week 2 ½ hours. The core VET teacher delivers the theory component to the students, who complete these weekly curriculum requirements. The literacy teacher moves within the classroom and reinforces the literacy aspects of student s work - reading, writing, spelling, punctuation, sentence structure and so on. Because the literacy teacher also has significant foods, numeracy/maths, science/chemistry and events management experience, additional co-teaching is available in the delivery of the VET core as desired. Therefore, there are 2 teachers able to answer questions on the factual aspects of studies in these areas.

19 For specific CGEA assessment tasks, the content is prepared and delivered by the Literacy teacher. The core VET teacher may or may not be in the classroom during this time. Because the current Literacy teacher is also a trained Numeracy specialist, assistance can be provided for Maths related aspects of the curriculum within the classroom. The Literacy teacher works with all students, extending the wide range of abilities. Care is taken to support without identification, those with lesser skills in Literacy.

20 The core VET teacher assesses all pieces of student work as per their curriculum requirements. The VET teacher and Literacy teacher cross reference these assessment tasks with the requirements of the CGEA curriculum. Gaps are noted. As relevant, the Literacy teacher assesses pieces against the CGEA requirements. Each assessment is noted on the student s VET subject cover sheet with the use of a sticker applied by the Literacy teacher, denoting the links to CGEA Units being assessed. This is then signed and dated. The literacy teacher clearly documents results of assessments against record sheets specifically developed to back up the processes used, and for audit purposes.

21 Each CGEA sub unit requirement is assessed twice. This is to ensure that students have clearly fulfilled the criteria to the desired standard. Much of the CGEA assessment comes from core VET assessment tasks such as workbooks, assessment tasks, communication activities, log books and so on, with which the literacy specialist has been involved. Where additional assessments are required to satisfy CGEA, these are assessed by the Literacy teacher independently. Usually, no more than 4 additional assessment tasks would be required over the 5 CGEA Units. This seems to be sufficient to fill the gaps. The core VET curriculum is very comprehensive and it is not desirable to overload students, especially international students studying in a second language.

22 Certificate II in Kitchen Operations CGEA Certificate 1 Certificate III in Commercial Cookery CGEA Certificate II First, Second & Third Year Apprentices CGEA Certificate 1 (3 week rotation) (First Year) CGEA Certificate II (Second & Third Year) Certificate III to Diploma of Hospitality CGEA Certificate II Certificate III in Beauty Services CGEA Certificate II Certificate III in Hairdressing CGEA Certificate II For year long subjects: It may be possible to complete 5 CGEA Units in Semester 1 (for example at Certificate II level ) and, in second Semester, to enroll successful students in the higher level (CGEA Certificate III). The same VET core work would be completed by all students, but some would need to be assessed by the literacy specialist at a higher level than others. More comprehensive additional assessment tasks would be prepared by, and completed for the literacy specialist by these students.

23 VET class teachers have been very positive, and appear comfortable that their major theory class is being shared with the literacy specialist. Students have indicated that they are pleased to have support, with two teachers in the classroom to call on. This is especially helpful due to the Hospitality and Maths background and knowledge of the Literacy teacher. Early indications are that almost all of the related VET courses provide the majority of assessment tasks that can be cross linked to CGEA requirements. This means students are not overburdened with additional work. International students /ESL students have particularly appreciated the additional reinforcement, as both general English language/literacy skills and VET specific terminology prove to be challenging. The literacy handouts provided for students are well used. These are of core literacy skills such as: punctuation, spelling, using capital letters, using commas, apostrophes and so on. Small withdrawal groups can occur during class time to address specific learning issues, if that should be required. These can be as simple as a small group gathering around a computer or in one corner of the room.

24 Stand alone class: Advantages: A full 4 hours (less break times) was available to focus specifically on literacy. Students had time to work at their own pace. The literacy specialist was able to plan and conduct the class according to the requests / requirements of the students in each session. Students with all levels of literacy expertise were able to be extended. Students had time to learn from each other, as well as overhear and learn from conversations between the literacy specialist and other students. The standard of work from attendees was much higher than in past years. Issues: The non-compulsory nature of the program meant that some less able students chose not to attend, with consequences for their final results.

25 Shared delivery classes: Advantages: All students in the class have access to the literacy specialist, and can be extended. All students have the opportunity to achieve the five additional CGEA units to expand their CV. Being Foundation units there is no additional cost to each student. With the literacy specialist having a background in Hospitality, students can gain additional insights into the theory being studied. Whilst the literacy specialist does not attend Hospitality practical classes, the practical sessions for Hairdressing and Beauty Services students can be used for assessment in the Communication unit. The two teachers work together in all aspects of classroom management.

26 Teachers try very hard to timetable theory sessions when the literacy specialist is in attendance. In some circumstances, this has proved a bit challenging, as it influences the continuity of their overall curriculum plan. When the VET teacher needs to deliver their program through formal teaching, the literacy specialist has a reduced opportunity to provide assistance. Some sessions require explanations of future practical sessions, revision of theory, or face to face teaching. The new format of online Futura materials, compared with the textbook format in 2011, requires significantly less handwriting. There is less opportunity for the literacy specialist to point out problems or issues with a student s work, due to instant computer corrections and spell checkers being available (Note: this is being addressed by VET teachers using more hand written notes sheets, quiz sheets etc.)

27 Contact for further information: Sandra Jardine, Sunraysia Institute of TAFE (SuniTAFE) Phone: