Contents Contents Before you begin Learning outcomes for TAELLN401A Address adult language, literacy and numeracy skills Understanding the competency standard Developing and recording employability skills What is expected of a Certificate IV learner How to use this book Assessment Developing an evidence portfolio Resources Overview: Understanding vocational education and training v v v x xiii xiv xiv xv xvi xix Introduction: Addressing adult language, literacy and 1 numeracy skills Chapter 1: Determining the core LLN skill requirements of the 7 training 1.1 Determining core LLN skill requirements of the training specification 9 1.2 Determining core LLN requirements of the training context 27 1.3 Using validated tools and other sources of information to determine learner 34 LLN skills Portfolio instructions 40 Discussion topics 40 Chapter summary 40 Record your employability skills 41 Chapter 2: Accessing specialist learning support 43 2.1 Determining the need for specialist core LLN assistance 44 2.2 Applying strategies for collaboration with specialist LLN practitioners 51 Portfolio instructions 55 Discussion topics 55 Chapter summary 56 Record your employability skills 56 iii
TAELLN401A Address adult language, literacy and numeracy skills Chapter 3: Customising the program to develop core LLN skills 57 3.1 Customising or developing materials appropriate to core LLN skills 58 3.2 Applying learning support strategies to assist learners to develop core 66 LLN skills 3.3 Monitoring and evaluating approaches to determine areas for improvement 77 Portfolio instructions 79 Discussion topics 80 Chapter summary 80 Record your employability skills 80 Final assessment: TAELLN401A Address adult language, literacy 81 and numeracy skills Employability skills 88 iv
TAELLN401A Address adult language, literacy and numeracy skills Training and assessment The primary role of RTOs in the VET system is the delivery of accredited training- and assessment-based units of competency and qualifications. You may be employed by an RTO to facilitate classroom or blended learning; to deliver workplace-based training and assessment onsite to enterprise staff; or to coordinate and support enterprise trainers, coaches and mentors in their roles. Alternatively, you may be an enterprise trainer whose role it is to facilitate learning and carry out assessment in the workplace, perhaps based on national competency standards or possibly internal enterprise standards. The work you do may or may not lead to a recognised qualification. About competency and competency standards When working with training packages and before providing training or assessment services there are two aspects of competency and competency standards that you need to understand: firstly how to identify and unpack the key features of a competency standard and secondly the dimensions of competency and their role in ensuring that competency incorporates all aspects of work performance. Exploring a unit of competency You should unpack a unit of competency and consider each part of the unit to form a picture of what a competent person looks like, how assessment should occur and the evidence required. The following table summarises the components of a unit of competency. Component feature Descriptor Application of the competency Elements of competency Performance criteria Range statement What it relates to The descriptor details the distinguishing features and characteristics of learning outcomes that people should be able to achieve on completion of the training or assessment. The application of the competency fleshes out the scope, purpose and operation of the unit of competency in different contexts; for example, its application in the workplace and/or its relationship to licensing outcomes. Elements describe the skills required to perform a work activity; they define the outcomes to be assessed. Performance criteria define the level of skill necessary to achieve the requirements of the element. The range statement allows for different work environments and contexts that affect performance. An individual unit of competency may be relevant to a wide range of workplace contexts. continued xxii
Chapter 1: Determining the core LLN skill requirements of the training 1.2 Determining core LLN requirements of the training context You now have a process for identifying LLN core skills using the ACSF in training specifications taken from training packages, accredited courses or other specifications. In other words, you know the minimum level of reading, writing, oral communication and numeracy skills that a learner needs to participate and to be able to demonstrate competence. The training context also makes demands of learner LLN skills. Methods of instruction and training resources need to be pitched at a level similar to the skills that are needed to do the job. This is not always the case with resources, particularly written resources such as textbooks and general information on the Internet. Although written for a general audience some information can be quite complex. Trainers need to support learners in how they use these types of resources or provide other means of accessing relevant information. A good understanding of the training context helps you develop a process to determine the core LLN requirement of the training context using the ACSF. The training environment Training packages, accredited courses or industry programs provide training specifications. The RTO/training provider determines how learning is planned and organised. In the case of an RTO, the strategies outlined in its scope of delivery will provide this detail. Training packages outline training outcomes but provide for flexibility in how skills and knowledge are learnt. RTO learning plans should balance the level of workplace LLN practices outlined in the training package with the LLN skills required by the learner to access written training materials and follow oral instructions. Training may take place in different settings, most commonly a workplace, a community setting or in a training organisation context. Ensuring that LLN skills are integrated into the training program presents different challenges depending on where and how training is delivered. Trainers need to be mindful that the LLN used in training delivery is not at a higher level than what is required by the training specification. For example, trainers need to select the appropriate level of language to explain the theory behind a process and not expect learners to listen to long technical lectures; nor require learners to write lengthy reports to demonstrate their knowledge if this is not the LLN level in the training specification. 27
Chapter 1: Determining the core LLN skill requirements of the training Validated LLN tools reference assessment tasks to ACSF levels and indicators; these tools are developed in consultation with or moderated by an LLN specialist who has recognised LLN qualifications. Validated LLN assessment tasks have been developed to meet industry needs. The Australian Government has commissioned development of a task bank for the ACSF and it is likely that over time a bank of validated assessment tools will be available for most industries. A search of Industry Skills Council (ISC) and LiteracyNet sites on the Internet should enable you to locate validated tasks in industry sectors relevant to your work. In addition, RTOs can develop sets of validated assessment tasks relevant to their workplaces or training expertise. As a trainer and assessor you need to be able to: read and use LLN validated assessments develop workplace assessment tasks understanding the levels of LLN locate validated LLN tasks work with LLN specialists to develop customised LLN validated tools and to ensure moderation of tasks. Sources of information about LLN skills Trainers need to be able to read an ACSF learner profile. In section 1.1 you learnt how to determine the LLN needs of a training specification for a Certificate III in Aged Care unit. The following graph from the ACSF provides a profile of a worker showing the gap between the LLN levels of the training specification for the qualification and the LLN levels of a learner. ACSF level of performance 5 4 3 2 1 0 Learning Reading Writing Core skill Oral communication Numeracy Current level of competence (Source: Australian Core Skills Framework, www.deewr.gov.au/skills/programs/litandnum/acsf/ Cases/spikyprofiles/Pages/Scenario2.aspx. Copyright Commonwealth of Australia reproduced by permission.) 35
TAELLN401A Address adult language, literacy and numeracy skills Learning activity 3 1. Locate a validated LLN assessment task from the bank developed by Precision Consulting on their website, www.precisionconsultancy.com.au/acs_framework. There are industry-specific as well as generic tasks available. 2. Choose an assessments task and trial it with three of your learners. 3. Use the record sheet on the website to record your assessment and include it in your portfolio. Portfolio instructions Discuss with your trainer the items they recommend for inclusion in the portfolio that you will submit for assessment for Element 1. In addition to their recommendations, you could consider including the following pieces of evidence: Mapping documentation or products associated with determining the LLN core skills in training specifications and training context Documentation or products used to assess learner LLN core skills, learner profiles, interpretation of tests, skills audits, E-scan (environmental scan conducted by Industry Skills Council) of relevant industry workforce needs Products such as assessment tools and tasks, RPL/RCC, pre-training assessment, self-assessment, skills audit and gap analysis; there should be evidence of the use of LLN core skills in tools and use of the ACSF A journal of your reading and research activity Discussion topics Learners in a classroom can form a discussion group or have a debate. Those in the workplace might like to brainstorm these ideas with their colleagues. If you are learning independently, you might like to set up a chat room with other learners or ask a friend for their opinion. Explain and discuss why the AQF does not provide guidance on LLN levels. LLN is a significant issue in all training and is not just an equity consideration. Using the ACSF is an added burden to planning for training. True or false? Justify both points of view. Chapter summary Language literacy and numeracy skills are a fundamental part of social interaction. They are also integral to training packages and other training specifications. All trainers and assessors should be able to: identify the LLN of the units of competency or specification they use understand the LLN demands of their training and assessment strategies identify and understand the employability and core skills required of workers in workplaces. 40
Chapter 2: Accessing specialist learning support 2.2 Applying strategies for collaboration with specialist LLN practitioners As a trainer and assessor you may form collaborative relationships with a number of professionals to provide support to learners in line with the RTO s access and equity policy or to simply provide high-quality and customised training and assessment services. Having a Certificate IV in Training and Assessment and completing this unit equips you to deliver training in the industry area in which you hold qualifications. It also gives you awareness of LLN core skills needs in training and of learners. However, you need to collaborate with a specialist LLN practitioner to deliver LLN accredited courses; to validate assessment linked to the ACSF; and to provide specialist support or training for learners with LLN needs. For example, you need an LLN specialist to validate an LLN core skills assessment; and specialist advice is useful in adjusting learning plans and lesson plans for training sessions integrating LLN into industry skills. You may seek specialist skills in delivering aspects of the training or supporting identified learners with LLN needs. LLN specialists An LLN specialist needs to have relevant qualifications and demonstrated experience in using the ACSF and delivering adult language, literacy and numeracy services. Working with an RTO is an advantage but not a requirement as long as an RTO is responsible for the assessment of the qualification. A relevant LLN qualification ensures that the specialist has: knowledge of adult learning knowledge of language and literacy development as a first and/or additional language knowledge of the structure and use of Standard Australian English in the Australian community knowledge and application of mathematical concepts and numeracy knowledge of the VET sector the capacity to use the ACSF. A relevant qualification ensures up-to-date knowledge and application of using the ACSF for measuring and assessing language, literacy and numeracy. Among the acceptable LLN qualifications are: Certificate IV in Language, Literacy and Numeracy Practice in VET Diploma in Language, Literacy and Numeracy Practice in VET or its equivalent Advanced Diploma in Language, Literacy and Numeracy Practice in VET recognised post-graduate qualifications in TESOL. 51
Chapter 3: Customising the program to develop core LLN skills Chapter 3 Customising the program to develop core LLN skills In the Australian VET system trainers have an obligation to develop the LLN core skills identified in the training specification; remember that LLN core skills are explicit in training packages. The approach taken by an RTO to how training and assessment is delivered is documented in the learning and assessment strategy prepared for scoping the qualification in the registration process. Regardless of whether it is for an RTO or an enterprise training program, a well-designed learning program includes the identification of LLN core skills and their integration into the choice of instruction methods, learning materials and assessment. Consistent with adult learning theory, the strategies used need to be customised to the learners experience and interests while inducting the learner into the communicative practices of the industry and organisations in which they are working. Addressing adult language, literacy and numeracy skills involves unpacking a unit of competency or qualification and using the ACSF to identify core skill requirements. Subsequently, the LLN needs of learners can be determined and LLN specialists engaged to get the best advice and additional services for a program and for learners. The ACSF and your analysis of the training specification can then be used to develop or customise a learning plan to meet the needs of a particular group of learners. To effectively achieve this you need to know about strategies to use in your training to assist the development of speaking, listening, reading, writing, numeracy and learning in your learners underpinning competency; how to select, develop or modify resources to suit the program; and how to collect formative data and feedback to monitor and improve your delivery. In this chapter you will learn about: 3.1 Customising or developing materials appropriate to core LLN skills 3.2 Applying learning support strategies to assist learners to develop core LLN skills 3.3 Monitoring and evaluating approaches to determine areas for improvement 57
TAELLN401A Address adult language, literacy and numeracy skills Indicator 2 is about using what learners know about text letter/sound symbols (alphabet), meaning of words, word order, the choice of words, paragraphs and location of diagrams or visual clues to put the whole picture together and understand what the writer is saying. Strategies for developing reading skills can include using workplace documents to help learners identify the structure of text. Some of the following strategies can help you develop both these aspects of reading. Strategy Talk about the content of a new topic before introducing written texts Provide a simplified explanation of underpinning concepts and principles Build group or learner personal word banks Example/comment Who the writer is talking to and what their message is What sort of text is this? What do we expect to see? Teach learners about the structure of common workplace texts identified when you analysed the training specifications Draw out what the learners know about a concept or principle and build the vocabulary for the content of the learning Read the summary together and then independently Have a discussion that lets the learner hear and use new words and gain an understanding of the topic using their own language or words Learners to write their own notes in their own words The trainer or a small group can engage in a jointly constructed version of content verbal retell or written notes Encourage use of dictionaries Build learners personal word lists with photos (picture dictionaries) continued 68
TAELLN401A Address adult language, literacy and numeracy skills Learning activity 7 Marlena is one of the learners in the Best Care Certificate III training group. Her level of LLN in four of the core skills (learning, reading, writing and oral communication) are at levels lower than she needs to access the training successfully. The ACSF LLN targets for the program are: LLN core skills Indicators Aspects of communication Learning 3.01, 3.02 Procedural Reading 3.03, 3.04 Cooperative Systems Writing 3.05, 3.06 Oral communication 3.07, 3.08 Numeracy 2.09, 2.10, 2.11 Marlena s profile ACSF profile is: ACSF Core skill Indicators Learning 1.10; 1.02 Reading 1.03; 1.04 Writing 1.05; 1.06 Oral communication 2.07; 2.08 Numeracy 2.09; 2.10; 2.11 Peggy has been able to get one of the Best Care workers to mentor Marlena. To focus the work they do together for two hours each week, Peggy needs you to write a learner support program. Write an individual learning plan for Marlena to provide her with additional LLN support using some of the support strategies in the workbook at the appropriate level. Learner support program: language, literacy and numeracy Workplace skill LLN goal Development strategy Sample activities Core skill/level 76
Chapter 3: Customising the program to develop core LLN skills 3.3 Monitoring and evaluating approaches to determine areas for improvement Just as learners learn by gaining feedback on their performance, trainers also need to seek feedback on their learning plan and activities from learners, workplaces and RTO supervisors. They also need to critically evaluate their own plans, organisational and facilitation skills and their choice of resources and strategies. This information can serve a number of purposes: it may feed into improving the program in the future; it may be part of a reporting process; and it can contribute to the continuous improvement of policies and procedures. All RTOs are required to evaluate their delivery and obtain feedback from learning documented as part of their AQTF obligations. Collecting monitoring and evaluating data Monitoring and reviewing learning programs for their effectiveness is an important part of ensuring that present and future goals and outcomes are met. The specific data you gather and how you use it to monitor and evaluate a learning program can vary according to a range of factors. These factors can include the program itself, learner group composition and their needs, and organisational policy and procedure. What is constant, however, is the need to collect and analyse meaningful information. During a learning program it is useful to collect: program outcomes units of competency and ACSF assessments attendance records for group sessions and appointments for workplace training records that monitor participation in group activities and completion of workplace activities evidence of milestones established to meet LLN learning goals and monitor progress towards competency learning plans, session plans and modifications minutes of planning and coordinating meetings. Most training providers and trainers also ask participants to participate in some kind of end-of-session or course completion survey. There are generic surveys in response to VET system requirements, though often training providers really need to know more about the effectiveness of the direct interaction between learners, the learning program and each trainer. In any survey of workplace or learners, trainers should ask to be rated for the following: rapport with learners effectiveness in facilitating learning organisation of learning and assessment quality of training resources for the audience quality of additional support services capacity for flexibility and ability to adjust to LLN need. 77
TAELLN401A Address adult language, literacy and numeracy skills Discussion topics Learners in a classroom can form a discussion group or have a debate. Those in the workplace might like to brainstorm these ideas with their colleagues. If you are learning independently, you might like to set up a chat room with other learners or ask a friend for their opinion. Many learners drop out of training because they get frightened about having to read a lot of books and write reports the LLN level of resources is often too difficult. The best resources are the ones you make yourself. Share your five best resources for developing LLN core skills with your colleagues. Discuss why they work with your learners. Chapter summary The ACSF core LLN skills in the training specifications and the core LLN levels of learners should be used to inform the choices of learning and assessment resources. Training resources and strategies need to be developed to respond to each new group of learners and to each delivery context. A wide range of commercial training resources is available; they can be used in different ways or customised to develop LLN core skills. Designing and developing specific resources is also an option for trainers. The ACSF provides a framework for specific learning support strategies for learning, reading, writing, oral communication and numeracy at different levels. Program monitoring and evaluation are important processes to improve assessment and training delivery. Evaluation processes can also be important to continuous improvement processes and for meeting AQTF compliance obligations. Record your employability skills When you have completed each chapter, make sure you record the employability skills you have developed in the table at the end of the workbook. Keep copies of material you have prepared as further evidence of your skills. 80