Task - 1
Question 1. Define language
Question 2. Define literacy.
Question 3. Define numeracy.
Question 4. In your own words, what does the Australian Core Skills Framework (ACSF) define as core language, literacy and numeracy skills?
Question 5. List three (3) types of legislation or codes of practice that need to be considered when discussing the adult language, literacy and numeracy requirements for a training program.
Question 6. In your own words, what is the main aim of the Workplace English Language and Literacy (WELL) program?
Question 7. If a learner required assistance in the area of language, literacy and/or numeracy, but it was outside your area of expertise, where would you seek assistance?
Question 8. What are six (6) learning support strategies that you could implement into your delivery sessions to address your learner's language, literacy and numeracy needs?
Task-2
1. What type of tools/systems exist to assess LLN levels?
2. What can you do to determine a learner's level of literacy?
3. What can you do to determine a learner's language skill?
4. What can you do to determine a learner's level of numeracy?
TASK 3: REVIEW OF LLN COMPONENTS IN A UOC AND REPORT
This task requires you to explore the Australian Core Skills Framework (ACSF). Whilst not a LLN specialist as a teacher you are required to have a broad understanding of the framework to assist you in meeting the LLN needs of your learners.
Choose a unit of competency from a Training Package qualification relevant to your industry experience.
Your report should include responses to the following items as described below:
- II, III, IV, V,VI: Spiky Profile Graph
Your report should also:
- be word processed
- follow a logical sequence
- be referenced where appropriate
- have a high level of spelling, grammar and punctuation
NB:There is a compilation of the above summary pages within the ‘Learning Program' link ‘Access Files Here' - ACSF Summary that you can save to disk
Use this as a key reference tool to undertake the following steps (source IBSA TAELLN401A workbook pp 88, 1stEd, V2):
I. Examine Appendix 2 of the ACSF summary, which gives some examples of the skills a person may have in each of the five core skills at the five levels of performance in the ACSF.
II. Using the examples noted in the table in Appendix 2, try to gauge the LLN levels of one of your learners. You may be able to interview a learner and ask them about the skills they use in their workplace and how confident they feel about using these skills (if you do not have this opportunity, then simulate the interview based on a job role and a person you may have met in a previous workplace or social group).
III. Identify the LLN requirements in a unit of competency of your choice. Highlight ‘trigger words' (attach this file to submission). See if there are any learning, reading, writing, oral communication and numeracy tasks specified. For example, does the specification require the learners to analyse what they have done and recommend changes (learning), read instructions, write documents, fill in forms, pass on information to others and calculate ingredients, etc.?
IV. Describe how you might address two (2) required skills, identified within the UoC, in your teaching practice.
V. Describe resources to assist improvement in future LLN practices
VI. Look at the ‘spiky profiles' described in the ACSF in Action on page 4 of the ACSF summary.
Task 4: Individual Learning Plans
This task requires you to produce two (2) individual learning plans using Template provided for the following scenario, or actual workplace examples as described below.
You will need to show consideration of:
a) Your delivery strategies
b) Reasonable adjustment for assessment
c) Addressing cultural issues
d) Encouraging learner development
e) How you will monitor/review the individual learning plans
Scenario:
A survey of your learner group has found that two (2) learners have low language, literacy and numeracy skills.
One learner, Manjit, is from India and has only lived in Australia for 6 months, her spoken English is good having had relatives in Australia whom she spoke with on a regular basis, and often travelled and stayed with, however,she has difficulties with reading and writing English. Manjit is worried that she may not be able to complete written work to the required standard.
The other learner, Warwick has poor reading ability and also has difficulties with numeracy. He left school early and has not participated in formal training for 20 years. Warwick is extremely nervous about whether he will be left behind.
scenario 2: alternative - WORKPLACE EXAMPLES
Provide a report and copy of learner plan, together with supervisor verification of your application of LLN skills assessment and support for 2 individual learners from your workplace.