The Get Real Factor a model for language, literacy and numeracy training in the agrifood industry

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1 The Get Real Factor a model for language, literacy and numeracy training in the agrifood industry 1

2 Commonwealth of Australia 2009 Funded under the Workplace English Language and Literacy Program by the Australian Government Department of Education, Employment and Workplace Relations. This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without prior written permission from the Commonwealth. Requests and inquiries concerning reproduction and rights should be addressed to the Commonwealth Copyright Administration, Attorney General s Department, Robert Garran Offices, National Circuit, Barton ACT 2600 or posted at The views expressed in this publication do not necessarily represent the views of the Minister for Education or the Australian Government. The Australian Government does not give any warranty nor accept any liability in relation to the contents of this work. Publishing details ISBN AgriFood Skills Australia (Incorporated in the Australian Capital Territory as a company limited by guarantee) ABN Mailing address: PO Box 5450 Kingston ACT 2604 P: F: E: The Get Real Factor was originally developed for the Agri-Food Industry Skills Council in The resource was revised and redesigned in 2009 by AgriFood Skills Australia. Original concept and instructional design: Louise Wignall and Jana Scomazzon Revision Jenni Oldfield, Precision Consultancy and Karen Stephens, Carmine Consulting 2 The AgriFood Industries has been produced with the assistance of funding provided by the Commonwealth Government through the Department of Education, Employment and Workplace Relations.

3 Contents Acknowledgements 2 Introduction 3 Preparing for training 5 Part 1: Four steps to getting real 9 Step 1: Analyse each unit for LLN 10 Step 2: Consider the LLN skills required in the workplace 17 Step 3: Identify the learner s LLN skills 20 Step 4: Develop LLN support options 24 Part 2: The Get Real Factor in action 29 Part 3: The Get Real Factor tools 47

4 Acknowledgements Thank you to: Desleigh Dunnett, of Charles Darwin University (NT), for the generous permission to use her training program as a basis for this resource and for the supply of the photos. Tony Wurramarrba Land Council Chairman for granting permission to reproduce the photos of the Anindilyakwa land and sea rangers. Workbase New Zealand for permission to reproduce material from their in-house Training Needs Analysis Manual and aspects of the Descriptor Bank project. Permission has been granted by DEEWR to reproduce elements of the following Commonwealth of Australia funded resources: The AlaN Profiles, Charles Darwin University s Centre for Learning Research (CLR) and Centre for Indigenous Natural and Cultural Resource Management (CINCRM): Ian Falk, Sonia Smallacombe, Lorraine Sushames and Ruth Wallace, February Culture at Work: How to train and assess in a culturally inclusive way A resource kit for trainers and assessors, Judith Miralles, Commonwealth of Australia, 2004 (available from Henry Sprays it Safe, Department of Education Science and Training, Commonwealth of Australia, CD-ROM and trainer resource ISBN: (available from NSW TAFE (02) ). The Australian Core Skills Framework (ACSF), DEEWR, Using Chemicals Safely, Department of Education Science and Training, Commonwealth of Australia, 2004 (ISBN ). Using the Essential Skills Framework advice for IBSA training product developers, IBSA, June TAALLN401A Address language, literacy and numeracy issues within learning and assessment practice support materials, VETASSESS, The following additional sources provided permission for use of images and content: Australian Government Department of the Environment and Heritage and the CRC, for Australian Weed Management (www.deh.gov.au/biodiversity/ invasive/publications/index.html). Queensland Department of Justice, for Aboriginal English in the Courts, ISBN , (www.justice.qld.gov.au/courts/pdfs/handbook.pdf ). Including Language, Literacy and Numeracy Learning in all Post-16 Education: Guidance on curriculum and methodology for generic initial teacher education programmes, Further Education National Training Organisation, Wales, Bayer CropScience Pty Ltd (www.bayercropscience.com.au). 2

5 Introduction The Get Real Factor has been developed to assist vocational trainers and assessors to address language, literacy and numeracy issues when working with training packages relevant to the agrifood industry. As a vocational trainer and assessor, you may be new to delivery or have years of experience in your subject area but you may not have ever addressed language, literacy and numeracy (LLN) in training and assessment. The Get Real Factor will assist you to identify LLN skills in units of competency, and offers ideas to address these skills within workplace tasks. It suggests ways to integrate LLN support strategies into your training and assessment and provides tools and worked examples. This introduction to The Get Real Factor includes general information about LLN and how to set up a training program. Part 1 of The Get Real Factor outlines a four step model that will help you to locate where the LLN is in the training program that you are to deliver, and suggestions for how to develop the LLN skills of your learners in your training and assessment practice. The steps in the model include a range of tools that can be used with any units of competency and any training context. Part 2 of The Get Real Factor focuses on a case study based on the work of the Anindilyakwa rangers, using a cluster of agrifood units of competency on weed management. This section includes several sample activities that could be contextualised for learners in different learning situations. Part 3 of The Get Real Factor includes tools to assist with unpacking LLN from a unit of competency, some summary information from the Australian Core Skills Framework (ACSF), and suggestions of different ways to develop LLN skills in training and assessment. Agrifood training packages Current agrifood training packages can be accessed on the National Training Information Service (NTIS) website Employability skills The eight Employability Skills are: Communication Teamwork Problem solving Initiative and enterprise Planning and organising Self-management Learning Technology These skills are used in combination with technical skills to carry out a job function. Employability skills often involve the core skills of reading, writing, speaking, listening and numeracy skills applied in combination, for example discussing with a work team the equipment requirements of a job, calculating the amount of food and water to take on a field trip, writing a short report on the types of turtles found in a ghost net on a coastal drive. As a trainer and assessor it is up to you to develop a clear picture of the employability skills and related language, literacy and numeracy skills that are required. You do this by reading the information in the relevant Training Package and then making a professional judgment about how these skills might appear on the job. For additional information on Employability Skills in agrifood training packages see From the Ground Up available from AgriFood Skills Australia 3

6 The Australian Core Skills Framework The ACSF is a tool that describes five levels of performance in the five core skills of: learning reading writing oral communication (this is speaking and listening, and the use of gesture) numeracy. The ACSF provides a consistent national approach to the identification of the core skills requirements in diverse personal, community, work and training contexts. For each of the five skills, at each level, there are two indicators of competence that address different components of each skill. Performance in the five core skills is not static. The ACSF recognises that a person s level of performance in any skill will be influenced by familiarity with the texts, tasks and context, the complexity of texts and tasks, and the degree and nature of support available. The Get Real Factor addresses reading, writing, oral communication (or speaking and listening) and numeracy. This resource does not deal explicitly with the core skill of learning although trainers should be aware that training places high demands on learners who have limited formal education. High levels of support are recommended. This resource does not deal with the ACSF in detail, but you can find out more at Part 3 of this resource includes summary descriptions of each of the five core skills, at each level, to assist you in understanding the levels of performance that are covered in the ACSF. 4

7 Preparing for training Consider what it is that employers want their trainers to do. A registered training organisation (RTO) should always consult with the client and the learner group to make sure that training: is mapped to the business plan and objectives of the workplace suits the workers needs. Case study: Anindilyakwa land and sea rangers The Anindilyakwa land and sea rangers are based on Groote Eylandt and Bickerton Island on the north-western edge of the Gulf of Carpentaria. They have a staff of eight a coordinator and seven Indigenous employees. Their area of responsibility includes over 40 islands covering an area of approximately 3000 square km. The Anindilyakwa Land Council sought the services of an RTO that would come and train on Groote Eylandt because it wanted the rangers to manage a number of weed infestations that threatened Indigenous food sources. They needed the rangers to manage the short-term problem but also gain skills to assist them to manage weeds across all the islands in their care. The rangers needed to learn a number of new skills such as risk management, planning and technical skills to do with mixing and applying chemicals. This training was seen as an introduction to the skills that could lead on to completion of ChemCert accreditation for some of the rangers in the future. The Anindilyakwa land and sea rangers Licensing or registration requirements Gaining accreditation or a licence can often benefit an employee in the job market. Your training should builds pathways to accreditation and licensing where appropriate, to provide career opportunities in the future. Skills and knowledge learners require Learners participating in training will often bring with them sound skills or knowledge relating to the training topic. It is important that you harness that knowledge, building on it as well as the learner s confidence. Case study: Meeting the needs In March 2006, Desleigh Dunnett from Charles Darwin University travelled to Groote Eylandt to deliver weed management training to the rangers. She recognised the enormous amount of cultural knowledge the rangers had about the islands, their history, the flora and fauna, and the various traditional ways of controlling weeds. She also realised that not all the rangers had the required knowledge of chemical spraying. They needed assistance to understand the maths involved in calculations and the English literacy skills required to do all the necessary documentation and reporting. So Desleigh designed a program that allowed her to deliver some LLN support. She decided to find out what resources were available to assist her and to try and purchase extra LLN support services in future. To fully maximise the impact of training, you may like to investigate funding options in your state or territory that cover additional hours for LLN skills support alongside funding for the vocational competencies such as the Course in Applied Vocational Study Skills (CAVSS). This will allow for a team teaching with a literacy teacher. It is important to note that, for some participants to fully achieve both vocational skills and English LLN skills, they may require additional nominal hours to complete the training. This can be achieved through coenrolment in the vocational units and units from state based courses such as Certificates in Spoken and Written English (CSWE) or the Certificates in General Education for Adults (CGEA). Contact your RTO Manager or local state training authority to investigate funding combinations. 5

8 Designing meaningful training outcomes Sometimes learners may have the work know-how but lack the language, literacy or numeracy skills to complete the training. It is important to pitch the level of LLN required in the training program to the level that learners will understand. It is also important to help build learner s skills where they crucial to job performance. It is important to know how to seek assistance if you need it but you can also increase your skills in addressing the core skills in your training and assessment through professional development. You can complete the activities in this resource and if you want to gain credit you can complete an elective unit in the TTA Training Package TAALLN401B Address LLN Issues in training and assessment practice. Investigate online PD mapped to this unit at Taking the Lead Case study: Planning for LLN In order to get the job done safely and to make sure that the team worked well together Desleigh knew that she needed to have a good idea ahead of time about the kind of LLN concepts she needed to cover during the weed management training program. She wanted to maximise the opportunity for her learners to develop and consolidate as many employability skills as possible during their training. By covering these skills, she knew that her learners would gain the technical competencies they needed to manage weeds. And they would also extend their employability skills, like communication, team work and problem solving, which could be applied to other contexts and give them increased employment options in the future. 6

9 Choose the relevant units of competency Training can fulfill various needs within the workplace. It may seek to develop a particular skill, like using a particular machine, through some short-term training based on just one unit of competency. Or it could be used to develop a suite of skills, like weed management, through a training program based on a cluster of units, a skill set or a qualification to match the required job or job task. Either way, the training program should be relevant to the learners and based on the job task. Adult learning is most successful when it has a purpose that is meaningful to the learner. That meaning can be related to personal or employment needs. The training program should be designed to take account of cultural, vocational, employment and personal needs of a learner group. Consultation with the employer and the learner group is crucial to provide ownership of the learning. Linking units to a qualification When choosing units it is important to choose combinations from core and electives that could be extended into a full qualification. Learners may choose to complete other units in the future. You should check the qualification packaging rules when deciding on unit groupings. For example, the following cluster of units, chosen from RTD30102 Certificate III in Conservation and Land Management, apply across the amenity horticulture, conservation and land management, and rural production sectors: RTC2401A Treat weeds RTC2706A Apply chemicals under supervision RTC3401A Control weeds SFIEMS201A Participate in environmentally sustainable work practices. These units would also apply to aquaculture as part of the maintenance of surrounding land, for example to weed control around fences or ponds. Case study: Key skills for the job task Management of weeds and the responsible use of chemicals is a skill-set that provides a useful employment outcome that can be applied in a national park, local government or community environment. However, particular cultural issues can impact on the delivery of weed management units on Indigenous land. On Groote Eylandt, areas that were identified as requiring serious weed control held a range of hunting and bush tucker resources. Two types of yam that were sourced by many local Aboriginal people grew in the area, which was bordered by a creek used for fishing and recreational swimming by families from neighbouring communities and the outstation. This meant that the issues related to weed control needed careful thought before a control plan was developed and implemented. A need was found for non-chemical controls, including burns and hand digging of weeds from the area. The units chosen for delivery to the Anindilyakwa rangers covered the practical skills to do the job. The environmental management unit was added to this skill-set so that the application of chemicals or controlled burning took account of the shortterm and long-term affects on the flora and fauna within the area. This combination of units provides a tangible context for developing and practising LLN skills. Remote Area Trainer Horticulture, Desleigh Dunnett, and the rangers discuss the training plan Download one or more of these units, or a unit of your choice, to unpack the LLN in the next part of this resource. 7

10 8

11 Part 1: Four steps to getting real The four step model Addressing LLN skills in a vocational training context includes the following steps. Step 1 Step 2 Step 3 Step 4 Analyse each unit for LLN Consider the exact skills required in the workplace Identify the learners LLN skills Develop LLN training and assessment options Use the Trigger words list to identify reading, writing, speaking and listening, and numeracy within the performance criteria, range statements, evidence guides and employability skills. Use the Digging deeper inventory to identify the skills required in the workplace. Use the LLN self-assessment checklist to see what your learners think about their LLN skills. Then use the sample exercises to start to build a picture of the LLN skills that your learners have, and the support they will need in the training and assessment program. Develop LLN options to support the delivery of the selected units and develop your learners skill level. 9

12 Step 1: Analyse each unit for LLN Step 1 Analyse each unit for LLN Use the Trigger words list to identify reading, writing, speaking and listening, and numeracy within the performance criteria, range statements, evidence guides and employability skills. Units of competency represent the entire range of skills to be assessed, but often the LLN content in the units is not immediately obvious. The Trigger words list on the following page is a list of common words and phrases that appear in units of competency relevant to the agrifood industry. The words in each column relate to the words used in units of competency. You can use the list when examining a unit of competency where you find the trigger words in a unit; you can identify the LLN skill that is referred to. Apply chemicals under supervision measurement and decanting of substances comply with directions Once you have a real sense of the LLN in the performance criteria you can check the Range Statement and Evidence Guide for further detail. For More Information Access the Online Toolbox for trainers and assessors: training/train/page1.htm 10

13 Trigger words list Reading Writing Speaking and listening Numeracy according to signs, codes and labels according to legislative requirements, manufacturer s specification, OHS requirements appropriate documentation check comply with directions examine written material such as workbooks, invoices, procedures, instruction, etc. follow written procedures identify interpret marked out monitor obtain information from written instructions procedures followed understanding written reporting chart collate complete reports communicate with details develop checklist document identify inventory label lists maintain records marked monitor notes outline record data report tagged written reporting access relevant information advice is obtained allocate clarify meaning or advice communicate with consultation contribute discuss delegate explain feedback follow verbal instructions or procedures identify inform liaise and consultation make suggestions monitor question refer to relate supervise team discussions use questions verbal reporting work together according to signs, codes and labels accurately adjust and calibrate allowance calculate collect data computations convert cost, budget decant determine value dose drift (wind speed) estimate formula interpret charts and graphs and tables location (maps) levels, rates and settings measuring techniques perform proportion scope size, width, height and volume time tolerance and risk 11

14 How the Trigger words list works In this section, four units of competency on weed management have been analysed to show how the Trigger words list works. The Trigger words list has been used to identify where the LLN is in each unit. The words that highlight LLN have been bolded throughout the following extracts from four units of competency related to weed management. RTC2401A Treat weeds Element Performance criteria 1. Prepare to treat weeds 1.1 Weeds which impact on commercial crops, gardens and turf, and natural areas are recognised by common name 1.2 Details of the weed occurrence are recorded and reported to the supervisor 1.3 Treatment methods are selected in consultation with the supervisor 1.4 Equipment is selected and prepared for use according to enterprise guidelines and manufacturer s specifications 1.5 Occupational Health and Safety hazards are identified, risks assessed and reported to the supervisor 2. Treat weeds 2.1 Suitable personal protective equipment (PPE) is selected, used, maintained and stored 2.2 Treatments are prepared according to supervisor s instructions and manufacturer s guidelines 2.3 Treatments are applied in such a way that non-target damage is minimised 2.4 Treatments are applied according to Occupational Health and Safety and regulatory requirements 3. Carry out post treatment operations 3.1 Equipment is shut down and cleaned with full consideration of environmental impacts and Occupational Health and Safety requirements 3.2 Treatment waste is disposed of causing minimal environmental damage 3.3 Records are maintained according to enterprise guidelines Range statement Trigger words used include: location, area, drift, weather conditions, lots of discussion about danger of other chemicals or other methods and the impact on people and the environment record keeping accident and dangerous occurrence reports, name of operator, treatments applied, rate, date, settings of equipment, weed numbers, numbers of beneficial organisms Evidence guide Trigger words used include:»» read and interpret chemical labels, material safety data sheets (MSDS), manufacturer specifications for setting up equipment and maintaining spray records 12

15 RTC2706A Apply chemicals under supervision Element Performance criteria 1. Follow instructions to check and maintain application and personal protective equipment 2. Use application and personal protective equipment 1.1 Pre and post operational checks and maintenance on application equipment are carried out according to manufacturer s specifications and enterprise procedures 1.2 Application and personal protective equipment are prepared and adjusted for use appropriate to the situation and in accordance with Occupational Health and Safety requirements 1.3 Instructions are followed to identify and maintain damaged, non-functioning or worn equipment 1.4 Occupational Health and Safety hazards are identified and reported to the supervisor 2.1 Chemical label is interpreted 2.2 Application and personal protective equipment appropriate to the task are recognised and used, maintained and stored according to enterprise procedure and Occupational Health and Safety requirements 2.3 Measurement and decanting of substances comply with directions 2.4 Safe working practices relevant to the situation are followed 2.5 Procedures in the event of a chemical spill are identified and followed 3. Apply chemicals 3.1 Hazards are identified and associated risks recognised 4. Follow instructions to empty and clean equipment and containers according to directions 5. Complete chemical records 6. Transport, handle and store chemicals according to instructions and legislative requirements Range statement 3.2 Requirements for application equipment to accurately and effectively apply the required dose of the chemical to the target are followed 3.3 Safe working practices relevant to the situation are followed 4.1 Instructions for clean-up are identified 4.2 Equipment and clean-up methods using appropriate tools are followed 4.3 Instructions for disposal of containers and unused chemicals or biological agents are identified 5.1 Chemical inventory is recorded as instructed and as required by regulations 5.2 Chemical application details are reported as instructed and as required by regulations 6.1 Transport, handling and storage requirements for chemicals used are recognised and followed 6.2 Requirements for storage of chemicals at the workplace are recognised and followed Trigger words used include: checking on equipment and safety discussing safe work practices directions may include directions on a label, in an operators manual, on a material safety data sheet (MSDS), in an industry standard, from the workplace s OHS procedures manual, from hazardous substances regulations or codes of practice legislation may include Acts dealing with pesticides, OHS, dangerous goods and protection of the environment, and associated hazardous substances regulations and/or codes of practice, and poisons schedules procedures may include procedures according to the label, MSDS or legislation hazards will be listed on labels and the MSDS for the chemical concerned and may include flammability, toxicity, health hazards, damage to non-target organisms, environmental damage or residues in food application details may be recorded and require information such as time, date, quantity and type of chemical, weather, application and host and pest Evidence guide Trigger words used include: liaise with other work areas calibrate application equipment as required to meet operating instructions monitor chemical application, including monitoring width and coverage maintain workplace records reporting and recording requirements and procedures procedures and responsibility for reporting problems with equipment 13

16 RTC3401A Control weeds Element Performance criteria 1. Assess weed infestation 1.1 Scope and size of the infestation is assessed 1.2 Weeds and beneficial organisms are identified and reported or recorded in field notes 1.3 Levels of weed infestations tolerated by the client, market or environment are identified from the Integrated Pest Management (IPM) strategy 2. Plan the implementation of control measures 3. Implement control measures 1.4 Infestation levels, about which plant health or growth objectives are compromised, are identified 1.5 Professional advice is obtained as required according to enterprise guidelines 2.1 Control measures suitable for the infestation are selected from Integrated Pest Management strategy 2.2 Tools, equipment and machinery are selected from Integrated Pest Management strategy 2.3 Occupational Health and Safety hazards are identified, risks assessed, controls implemented and reported to the supervisor 2.4 Suitable safety equipment and Personal Protective Equipment (PPE) are selected, used, maintained and stored 2.5 Control measures selected need to be in full consideration of environmental implications 3.1 Enterprise work team, contractors and Integrated Pest Management product suppliers are coordinated in a sequential, timely and effective manner in consultation with the supervisor 3.2 Control measures are implemented according to the Integrated Pest Management standards or industry Code of Practice 3.3 Implementation of Integrated Pest Management activities is undertaken according to Occupational Health and Safety requirements 3.4 A clean and safe work area is maintained throughout and on completion of each work activity 3.5 Records are maintained as required by legislation and enterprise guidelines 4. Monitor control methods 4.1 Control methods are monitored to identify side effects to other plants, animals or external environment Range statement 4.2 Effectiveness of control methods are assessed in reference to specified industry and enterprise standards 4.3 Adjustments to Integrated Pest Management control methods are implemented where necessary to meet enterprise specifications Trigger words used include: knowledge conveyed to learner on types of weeds, control measures, OHS, machinery, etc records applied to controlling weeds may include: types of weeds and beneficial organisms present numbers of weeds and beneficial organisms present treatments applied date of application application rates success of treatment economic thresholds Evidence guide Trigger words used include: communicate with work team members, supervisors, contractors and consultants interpret and apply test results and calculate the quantities and application rates of control materials coordinate work group, contractors and own activities to sequentially and effectively complete Integrated Pest Management activities in a timely and cost effective manner appropriate documentation and resources normally used in the workplace 14

17 SFIEMS201A Participate in environmentally sustainable work practices Element 1. Identify current resource use 2. Comply with environmental regulations 3. Seek opportunities to improve resource efficiency Performance criteria 1.1 Workplace environmental and resource efficiency issues are identified 1.2 Resources used in own work role are identified 1.3 Current usage of resources is measured and documented using appropriate techniques 1.4 Workplace environmental hazards are identified and reported to appropriate personnel 2.1 Procedures are followed to ensure compliance with relevant environmental regulations 2.2 Breaches or potential breaches of relevant environmental regulations are reported to appropriate personnel 3.1 Enterprise plans to improve environmental practices and resource efficiency are followed 3.2 Suggestions are made for improvements to workplace practices and resource efficiency Required skills Listed LLN skills Competency in this unit requires literacy and numeracy skills to: question and seek clarification of work requirements measure and record resource usage interpret information relating to resource usage report environmental and resource hazards and risks make suggestions for the more efficient use of resources calculate and collate relevant information on company resource consumption discuss possible problems and report any risks and hazards develop tools such as checklists relate to people from a range of social, cultural and ethnic backgrounds and with a range of physical and mental abilities work together to identify improved practices Range statement Trigger words used include: examination of invoices from suppliers to compare per unit cost of product or service measurement of resource consumption under a range of conditions examination of relevant information and data, for example: labelling of contents place of origin and manufacture efficiency rating tables documented policies and procedures work plans, including those relating to minimising waste, increasing the efficiency of water use and improving water quality Evidence guide Trigger words used include: reports of measurement of current resource use lists of environmental hazards/risks, or opportunities for improvements and inefficiencies identified in the workplace way in which advice is sought and suggestions for improvements are made. 15

18 Trigger words summary The table below is a summary of the trigger words appearing in the weed management units of competency. This summary lists the LLN skills separated the core skills of reading, writing, speaking and listening, and numeracy. Have a copy of the Trigger words list in front of you as you read through Step 2. TRIGGER WORDS SUMMARY Trigger words appearing in the agrifood weed management units Reading Writing Speaking and listening Numeracy according to signs, codes and labels according to legislative requirements, manufacturer s specifications, OHS requirements check comply with directions examine (written material such as workbooks, invoices, procedures, instruction, etc) identify interpret procedures followed written reporting details inventory label lists maintain records record data report advice is obtained consultation discuss follow verbal instructions or procedures liaise and consultation make suggestions question relate verbal reporting work together accurately adjust and calibrate calculate collect data cost, budget decant dose drift (wind speed) interpret charts, graphs and tables levels, rates and settings measuring techniques scope size, width, height, volume time tolerance and risk 16

19 Step 2: Consider the LLN skills required in the workplace Step 2 Consider the exact skills required in the workplace Use the Digging deeper inventory to identify the skills required in the workplace. To get a full picture of the skills that learners will require in the workplace, and what you need to cover in your delivery and assessment, you may need to dig a bit deeper. So, what do the trigger words really mean when it comes to the job tasks? The Digging deeper inventory on the following pages, is a checklist that includes specific skills linked to reading, writing, speaking and listening, and numeracy. This tool allows you to list the LLN skills that have been identified using the Trigger words list, and also think about the LLN requirements of the training and assessment environment. The tool helps to tease out the relationship between the macro and the micro LLN skills. As you do so, you may identify other micro skills that you could add to the checklist there is a blank included in Part 3 of this resource (or make your own to suit the training and assessment context that you work in). Some LLN skills are more complex than others. The LLN skills that may be found within a qualification level can vary in level of complexity. Case study: Ghost net example When driving up the beach to a weed management site, several abandoned fishing nets (ghost nets) were found washed up on the sand. These constituted a danger to vehicles as they could have become tangled in the axle and caused an accident or, if washed back into the sea by tides, the nets could have killed sea life. In the unit SFIEMS201A Participate in nvironmentally sustainable work practices, there are references to the need to report such hazards: report environmental and resource hazards and risks workplace environmental hazards are reported to appropriate personnel lists of environmental hazards/risks or opportunities for improvements and inefficiencies identified in the workplace. Denise Lalara records information about ghost nets Looking at the Digging deeper inventory, the trainer noted that this activity would require a learner to: read a map or plan (to locate exact position of ghost nets on coastline) use grid references (to record position of net for reporting purposes)make notes (writing type of net, location, etc) report problems in writing (to write report for World Wildlife Fund for Nature of injured or deceased animals found in the net) Denice Lalara on beach with clipboard 17

20 DIGGING DEEPER INVENTORY for weed management The project will require learners to use the following LLN skills: Y N An example from the workplace, learning environment or project Reading signs, symbols and notices Maps, co-ordinates, directions sort in alphabetical order or date order use product or materials information checklists Chemical labels, safety sheets, equipment checklists notes, memos, faxes or letters order forms or price lists procedure lists/instructions or equipment manuals Spray equipment phone directory enterprise or community newsletters OHS information World wildlife fund info PPE lists and SOPS SMS messages s trainer notes or handouts Notes on weeds workbooks internet information newspapers or pamphlets Writing fill in time sheets fill in sickness or injury/accident forms copy information from one source to another complete work records write labels or signs List weeds found on field trip write lists take notes, memos or phone messages Make notes on ghost nets found on trip write instructions or directions for others report problems in writing complete short answer assessment tasks make PowerPoint presentations word processing cut and paste, spell check, etc 18

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