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TAE70110 Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practice

Unit Resource: TAELLN704A – Implement and evaluate delivery of adult language, literacy and numeracy skills

INTRODUCTION.......................................................................................................................6

CONDITIONS OF DELIVERY FOR THIS UNIT........................................................................6

A WORD ABOUT THIS DOCUMENT.......................................................................................7

PART A.....................................................................................................................................8

Implement and evaluate delivery of adult language, literacy and numeracy skills – in a community or institutional setting...................................................................................................................................................................... 8

SECTION 1: PLAN TO DEVELOP ADULT LANGUAGE, LITERACY AND NUMERACY SKILLS..................................................................................................................................... 9

Assignment 1:.......................................................................................................................................................... 9Where are LLN students drawn from?..........................................................................................................................9What must be considered when designing a Language, Literacy and Numeracy (LLN) course?...................................9Why do some adults need language, literacy and numeracy support?......................................................................10How is an LLN program delivered in an educational environment?...........................................................................10The Initial Interview....................................................................................................................................................10

Profiles of a range of LLN students.......................................................................................................................... 23Case Study 1: Joy........................................................................................................................................................23Case Study 2: Vicki......................................................................................................................................................24Case Study 3: Robert...................................................................................................................................................25Case Study 4: Suzanna................................................................................................................................................26Case Study 5: Tony......................................................................................................................................................27Case Study 6: Laura.....................................................................................................................................................28Case Study 7: Nicola....................................................................................................................................................29

Further Links/Reading............................................................................................................................................ 30

SECTION 2 PLAN DELIVERY WITHIN RELEVANT FRAMEWORKS.............................31

Assignment 2......................................................................................................................................................... 31Funding for different courses......................................................................................................................................31Course delivery options..............................................................................................................................................32Course Content...........................................................................................................................................................32Needs of Students......................................................................................................................................................32Requirements of the RTO and other stakeholders......................................................................................................33Teaching and learning language, literacy and numeracy............................................................................................33Sample planning tools for designing a teaching and learning program......................................................................34

Further Links/Reading............................................................................................................................................ 40

SECTION 3: SELECT AND APPLY ADULT LANGUAGE, LITERACY AND NUMERACY TEACHING STRATEGIES APPROPRIATE TO CONTEXT.............................41

Assignment 3:........................................................................................................................................................ 41What are the most appropriate strategies for teaching adult language, literacy and numeracy in an educational setting?.......................................................................................................................................................................41Teaching Literacy........................................................................................................................................................41Reading.......................................................................................................................................................................41Writing........................................................................................................................................................................42

TAELLN704A Implement and evaluate delivery of adult language, literacy and numeracy skills of 128

Sample 1.....................................................................................................................................................................43Sample 2.....................................................................................................................................................................47

SECTION 4: MONITOR ADULT LANGUAGE, LITERACY AND NUMERACY SKILL DEVELOPMENT.....................................................................................................................54

SECTION 5: DESIGN AND IMPLEMENT ASSESSMENT PROCESSES..........................54

Assignment 4/5...................................................................................................................................................... 54How is student progress effectively monitored in an adult LLN program?.................................................................54What recording systems facilitate this process?.........................................................................................................54What assessment principles need to be incorporated?..............................................................................................55

SECTION 6: EVALUATE PROGRAM...............................................................................56

Assignment 6......................................................................................................................................................... 56Example of Evidence Record: TAFENSW Hunter Institute...........................................................................................57

LEARNING REVIEW NAME:…………………………….. DATE:……………………….......58

PART B...................................................................................................................................59

Implement and evaluate delivery of adult language, literacy and numeracy skills – in a workplace setting..............59

SECTION 1: PLAN TO DEVELOP ADULT LANGUAGE, LITERACY AND NUMERACY SKILLS................................................................................................................................... 60

Assignment 1:........................................................................................................................................................ 60Registered Training Organisations..............................................................................................................................60What is the Australian Quality Training Framework?.................................................................................................60What are the key features of AQTF 2010?..................................................................................................................61What is required of RTOs to meet the AQTF standards?............................................................................................61How do RTOs meet legislative requirements?............................................................................................................61Creating an environment to maximise LLN training opportunities in the workplace..................................................61Case Study 1...............................................................................................................................................................62Case Study 2...............................................................................................................................................................62Case Study 3...............................................................................................................................................................63Pre-Training Assessments...........................................................................................................................................63Designing and conducting pre-training interviews.....................................................................................................64

Examples of pre-training self-assessments and information gathering....................................................................651 Training Needs Self Assessment........................................................................................................................652. Sample 1 of 1-to-1 interview.............................................................................................................................66Sample 2 of 1-to-1 interview......................................................................................................................................68

Links/further reading............................................................................................................................................. 69

SECTION 2: PLAN DELIVERY WITHIN RELEVANT FRAMEWORKS.................................70

Assignment 2:........................................................................................................................................................ 70Preparation for implementing a workplace program.................................................................................................70Getting to know the workplace...................................................................................................................................71Initial meeting.............................................................................................................................................................71Key areas to consider:.................................................................................................................................................71Clarification of program details in the agreed LLN development plans, including:.....................................................71


Consideration and discussion of program aims and outcomes, which may include:..................................................71Identification of difficulties workers may be experiencing in their current work roles...............................................71Identification of previous training/skills assessments and current workplace training plans.....................................72Significance of the initial orientation phase................................................................................................................73Examples of graded LLN assessment tools..................................................................................................................74Case Study 1...............................................................................................................................................................79Case Study 2...............................................................................................................................................................80Case Study 3...............................................................................................................................................................82

Links/further reading............................................................................................................................................. 83

SECTION 3 SELECT AND APPLY ADULT LANGUAGE, LITERACY AND NUMERACY STRATEGIES APPROPRIATE TO CONTEXT.................................................84

Assignment 3:........................................................................................................................................................ 84Outcomes of the Training...........................................................................................................................................85Methods of Training...................................................................................................................................................87Maintaining Contact in the workplace........................................................................................................................88Contingency Plans.......................................................................................................................................................88Training Plans.............................................................................................................................................................90Examples of Training Plans.........................................................................................................................................91Teaching language, literacy and numeracy skills in a workplace context...................................................................93Workplace Learning Environment..............................................................................................................................94Facilitating the learning process.................................................................................................................................95Principles of adult learning.........................................................................................................................................96Adult Learning Styles..................................................................................................................................................97The VARK Questionnaire.............................................................................................................................................97Learning Strategies...................................................................................................................................................103Creating LLN Training Material from vocational Training Packages..........................................................................104Customising Training Materials................................................................................................................................106Features of Effective Training Materials...................................................................................................................106Learning Activities in the Workplace.........................................................................................................................108

Further Links/Reading.......................................................................................................................................... 111

SECTION 4: MONITOR ADULT LANGUAGE, LITERACY AND NUMERACY SKILL DEVELOPMENT...................................................................................................................112

Assignment 4....................................................................................................................................................... 112Continuous monitoring.............................................................................................................................................113Record keeping.........................................................................................................................................................113Reporting Requirements...........................................................................................................................................116Who should complete reports?................................................................................................................................116Reporting against the ACSF.......................................................................................................................................117

Further Reading/Links.......................................................................................................................................... 117

SECTION 5 DESIGN AND IMPLEMENT ASSESSMENT PROCESSES........................118

Assignment 5....................................................................................................................................................... 118Assessment Plans......................................................................................................................................................118Assessment Procedures in WELL Programs..............................................................................................................119Who is qualified to assess a unit of competency?....................................................................................................119What is the best method for collecting evidence in the workplace?........................................................................121How do I ensure assessment tools are fair, valid and reliable?................................................................................122

Further Reading/ Links......................................................................................................................................... 124


SECTION 6 EVALUATE PROGRAM.............................................................................125

Assignment 6....................................................................................................................................................... 125Reporting and feedback for program participants....................................................................................................126

Further Reading/Links.......................................................................................................................................... 127


IntroductionThis unit addresses the skills, knowledge and performance outcomes needed to plan, develop, monitor and assess adult English language, literacy and numeracy (LLN) skills. It covers a range of levels in various vocational education and training (VET) contexts, including general educational programs in institutional and community settings and on-the-job workplace learning environments.

This unit is a core unit of competency for English language, literacy and numeracy teaching practice in VET at the Graduate Certificate level.

It includes developing the knowledge and skills necessary to interpret and implement a relevant language, literacy and numeracy skills development plan, and create an environment conducive to teaching language, literacy and numeracy in both the educational and workplace settings. It requires skills necessary to report multiple learning outcomes to a range of stakeholders, while maintaining confidentiality. This unit includes examples of assessing and reporting of English language, literacy and numeracy skills against assessment systems such as the Australian Core Skills Framework (ACSF).

This unit also forms part of a group of units which in combination provides an individual with the competencies to develop assessment tasks which are fair, valid, reliable and flexible.

Conditions of delivery for this unitStudents of the Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practice wishing to pursue classroom or community teaching options in VET will need to undertake practical classroom teaching in LLN in order to gain this unit of competency.

Students of the Vocational Graduate Certificate in Adult Language, Literacy and Numeracy (LLN) Practice wishing to pursue workplace teaching options in VET would benefit from undertaking practical workplace experience as an educator in order to gain this unit of competency.

Access to a workplace that provides experiences for application and demonstration of the competencies in this unit is essential. However, if the student has little experience delivering LLN in a workplace environment, they will require a high level of support and mentoring from experienced workplace LLN specialists.

This aspect of the unit is linked with the skills and knowledge contained in TAELLN803A Formulate workplace strategy for adult language, literacy and numeracy skill development. Thus, co-assessment of these two units may be practical.

Co-assessment may be completed with TAELLN705A Design and conduct pre-training assessment of adult language, literacy and numeracy skill development

This unit may also be co-assessed with:

TAELLN701A – Analyse and apply adult literacy teaching practices

TAELLN702A - Analyse and apply adult numeracy teaching practices

TAELLN703A – Develop English language skills of adult learners


A word about this documentThis document is a resource for TAELLN704A – Implement and evaluate delivery of adult language, literacy and numeracy skills. It includes material relevant to the delivery of adult language, literacy and numeracy skills in both educational/ community settings and in workplaces..

The resource is divided into two parts. The first part relates to the delivery of adult LLN skills in an educational setting. The second part contains information specific to the delivery of LLN training in the workplace. Each part contains six sections linked to the elements of competency in this unit. All six sections include suggestions for further reading and discussion questions. In addition, there are suggestions for assessment tasks where appropriate.

Both teachers on WELL programs and classroom teachers can use this resource to assist them in developing appropriate training material which meets the needs of a range of students in a range of situations and locations.

This document is not a definitive training manual but a living document. Its content, further readings, discussion questions and assessment tasks may need to be customised to suit the needs of students in different locations and contexts.

Some samples and models of real life documents are included in the resource. Again, however, material will need to be adapted to suit different regions, workplaces and classroom settings. Useful content, including readings, case studies and scenarios for this unit may be drawn from:

TAELLN701A – Analyse and apply adult literacy teaching practices

TAELLN702A - Analyse and apply adult numeracy teaching practices

TAELLN703A – Develop English language skills of adult learners


Part AImplement and evaluate delivery of adult language, literacy and numeracy skills – in a community or institutional setting.


Section 1: Plan to develop adult language, literacy and numeracy skills1.1 Analyse training specifications1.2 Analyse initial assessments to establish learner profiles1.3 Ensure legal, organisational and ethical requirements of delivery and assessment are

met1.4 Plan delivery program with others if relevant1.5 Plan evaluation strategy with others if relevant

Assignment 1:Task 1:

Identify the immediate learning needs of one student from the case studies provided.

Task 2:

What are some needs common to all students?

Task 3:

Select a different student and carry out Section 1 of the Sunnyfield Campus Assessment Procedure.

Responses should reflect the ACSF scores as indicated.

Where are LLN students drawn from? Centrelink Job network providers Self-referral Community agencies Family members/ social network contacts Employers Health and community workers VET teachers/trainers

What must be considered when designing a Language, Literacy and Numeracy (LLN) course? The needs and profiles of students Theories of teaching literacy and numeracy which underpin adult learning principles Curriculum framework to be used Required outcomes Students’ social contexts Feasible delivery options Sources of funding and conditions attached to funding Learning materials and activities Available resources Assessment processes and record keeping Ongoing evaluation, monitoring and review of learner needs and outcomes.


Why do some adults need language, literacy and numeracy support?Many adults have insufficient language, literacy and numeracy skills to meet the demands of everyday tasks. This can happen for a variety of reasons, including:

a lack of readiness for learning disrupted schooling isolation poor teaching lack of support, resources or parental help student/teacher/school clash school phobia truancy experience of torture or trauma hearing/visual impairment intellectual disability visual impairment speech difficulties effects of major illness and/or injuries medical conditions behavioural/psychological disorder family disruption and responsibilities lack of parental help non-reading parent limited access to books lack of confidence shyness

How is an LLN program delivered in an educational environment?After the initial assessment, the assessor and learner can discuss suitable programs and delivery options based on the learner’s profile. The funding body usually requires specific eligibility criteria to be met before enrolment in a program. Learners who are referred to the Language, Literacy and Numeracy Program (LLNP) need to be recipients of unemployment benefits and at Levels 1,2 or 3 in one of the five core skill areas on the Australian Core Skills Framework (ACSF)levels.

Programs may include:

Literacy and numeracy classes 1:1 with a volunteer tutor – suitable for students with low level LLN skills, transport problems,

lack of mobility, lack of confidence to attend classes, work/family commitments Specific target groups e.g. Youth at Risk, mature age, unemployed, NESB students Literacy and numeracy support for vocational courses e.g. access to a flexible learning

centre, 1:1 or group assistance in or outside of class

The Initial InterviewA sample initial interview follows. These are general guidelines to follow when assessing a prospective student:

Keep the interview informal, to make sure the student is at ease. He/she may be anxious about disclosing LLN problems or other personal information at the interview.

Identify any special needs and learning barriers the student may have. These may include :o access to enlarged print o ensuring proximity to board/teacher for sight or hearing impairmentso adaptive equipment for physical disabilitieso awareness of medication that may affect learning. o arranging an interview with a disability consultant as appropriate


Assess reading, writing and numeracy skills against Australian Core Skills Framework (ACSF) levels.

Negotiate an Individual Education Plan for developing an individual program to meet the learner’s short and long term goals.


SUMMARY of ASSESSMENT Procedure

Make sure the student is comfortable and feels supported during the assessment.

Explain the assessment process. Assessor to complete Section 1 with information supplied by the student. The student completes Section 2 while the assessor observes and

provides support when needed. Write comments on Section 3s observation sheet about student reactions to tasks, how quickly task was completed, what was said or questions asked by the student.

Make a note if you need to assist during the assessment. For any numeracy task encourage students to write down their working

out on paper. At the end of the assessment complete this checklist:

Student handbook received by student Enrolment form and statistics page completed Timetable received by student

Section 1Assessor to complete:

Date of assessment: ___________ Assessor: _____________________________________

Client’s Name: _______________________________________________________________

Address:______________________________________________________________________

______________________________________ Postcode: ______________________________

Phone Number:______________________ Mobile:________________________________

Sex: _________________ Date of Birth: ______________ Age: ___________

Work Experience:_____________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Comments on school experience: ___________________________________________

________________________________________________________________________________

________________________________________________________________________________


________________________________________________________________________________

Previous study:_______________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

What are your goals?________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

What things could make learning difficult for you? (barriers)______________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Do you need help in class due to any of the following? (Tick any that are appropriate)

Vision ________________________________________________________ Hearing______________________________________________________________________ Physical______________________________________________________________________ Learning_____________________________________________________________________ Psychiatric___________________________________________________________________Neurological__________________________________________________________________ Intellectual___________________________________________________________________

Are you getting any support for your studies now?

Family Friends Job Network


Centrelink Insurance Companies Counsellor Other (Please specify)________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

What strategies do you use to help you with your literacy and numeracy?

Ask for help

Use the library

Use dictionaries

Use calculators

Use computers

Other

Interests:

___________________________________________________________________________________

___________________________________________________________________________________

Do you use a computer? What for?________________________________________________

___________________________________________________________________________________

Section 2Client to complete:

Writing task

Name:____________________________________________________________________________


Address___________________________________________________________________________

_______________________________________ Postcode:__________________________________

Phone: ______________Sex: _______Date of Birth:________________ Age: ____

Write down why you want to do further study?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Write about one of your hobbies or interests

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Section 3Interviewer Observation Record

Client’s Name:__________________________ Date:____________________________________

Comments:

Speaking__________________________________________________________________________

___________________________________________________________________________________

Listening:_________________________________________________________________________

___________________________________________________________________________________

Spelling:____________________________________________________________________________


____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Writing:____________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Learning:___________________________________________________________________________

____________________________________________________________________________________

Numeracy:_________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Reading:___________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Other comments and recommendations (counsellor, behaviour, health etc)

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________


NUMERACY SKILLS Used calculator

Used concrete materials Name:_______________________ Date:________

What do these symbols mean?

+ ____________________________________________________________

____________________________________________________________

× ____________________________________________________________

÷

a) 43 + 5 =

b) 126 + 39 =

c) 10 – 3 =

d) 53 - 9 =

e) 734 – 16 =

f) 4 x 2 =

g) 9 x 3 =

h) 23 x

j) 24 ÷ 4 =

k) 250 ÷ 5 =


4

i) 274 x 9

l) 5 )505


Weekly menu: 16/10/2010

Monday Schnitzel Chips and Salad $6.50Tuesday Crunchy Chicken Drumsticks $5.50Wednesday Ravioli Napolitana $4.90Thursday Curried Prawns and Rice $6.50Friday Fish and Chips $5.50Daily Combo Meal

It’s the deal of the day!

Soup of the Week

Potato and Leek


Sunnyfield TAFE

Opening HoursMonday to Friday 8am-8pm

flavours café

Use the Sunnyfield TAFE menu to answer the following queHow much would it cost to buy Schnitzel Chips and Salad?

What time does the canteen open?

How many days of the week is canteen closed?

How much change would I get from $10.00 if I bought the Curried Prawns and Rice?

How much would it cost if I bought the Fish and Chips and the Crunchy Chicken Drumsticks?

How many cups of coffee do you have to buy before you get a free one?

This is a weekly menu for which month?

If 2 people shared the Curried Prawns and Rice, how much would each person have to pay?



Designing LLN

Courses

Student Needs

Funding

Program Guidelines

Delivery Options

Course Content

Assessment Procedures

Eligibility Criteria

Record Keeping

Profiles of a range of LLN studentsCase Study 1: Joy

Background

Joy is 28 and was one of seven children and the eldest girl in the family. Her mother was frequently ill and the care of the family fell largely upon Joy who consequently missed much schooling. Her father was a seasonal worker and the family moved home many times, further interrupting her schooling. She left school as soon as she was able and worked as a domestic helper.

Her husband, who is a labourer, cannot read very well either. They have three children, aged 9, 7, and 4. Joy has a casual job at a fast food outlet but would like to get another job when her youngest child goes to school.

She enjoys cooking although she has difficulty following a recipe. She has few interests outside the family and domestic sphere. She would like to go to the Parents & Citizens meetings but has ‘never got around to it’. Her eldest son has had frequent visits to the dentist which have required his absence during school hours. The teacher has begun to insist that he bring a note before she will let him leave.

Joy can read a little. She can recognise or ‘work out’ most words and can read simple children’s books although she is a word-by-word reader. She gets frustrated reading things such as magazine articles since it takes her so long and she doesn’t really understand what she is reading. She feels that her main problem is spelling. She is very sensitive about it and will not attempt to write except for her name and address.

Immediate literacy needsWrite notes for schoolHelp the children with their homeworkRead school newsletters etc.Read magazinesRead recipesPrepare for job seeking tasks such as filling in application forms

Initial Assessment:Reading ACSF 2Writing ACSF 2Numeracy ACSF 2Oral Communication ACSF 4Learning Strategies ACSF 3


Case Study 2: Vicki

Vicki is a 42 year old Australian born woman who has self referred for placement in a literacy program. Although she has had a long history of substance abuse she has been free of addiction for the past 9 years. Currently unemployed, Vicki has a background of economic and educational marginalization. It is difficult to know whether her early difficulties with literacy and numeracy stem from a mild learning disability or from the emotional turbulence of her family life, which was marked by abusive and devaluing relationships.

She completed 8 years of school based education, much of it in the special education class of a mainstream school setting. At the time, this experience left Vicki feeling sidelined and labelled as second rate. From her current perspective as an adult learner, she feels that her formal education denied her the opportunity to come to grips with her literacy needs and she is anxious to ensure that these negative experiences are not repeated.

Despite facing challenges related to her previous negative experiences, Vicki is keen to participate in formal learning again, seeing literacy as a personal challenge she is now ready to take up. While her greatest needs are in reading, writing and numeracy, she appears to be operating at a higher level in learning strategies. She demonstrates a capacity to reflect on her learning and the learning environment.

She also has a sense of herself as a successful learner in informal settings and provides much evidence of her ability to incorporate new information and processes to solve everyday problems if they are presented in a practical way. She has well developed oral communication skills enabling her to quickly establish relationships with others and to discuss her learning history and needs. She does not have long term vocational or educational goals in mind, other than to develop confidence and competence in reading and writing.

Initial Assessment:Reading ACSF 2Writing ACSF 2Numeracy ACSF 2Oral Communication ACSF 4Learning Strategies ACSF 3


Case Study 3: Robert

Robert is a 21 year old urban indigenous student from a regional centre in central Australia. He is single and lives in a share house with a number of friends. He would like to enrol in a Certificate I in Electrotechnology (Pre-Apprenticeship) at the TAFE College and wants to get an apprenticeship to be an electrician.

He dropped out of secondary school during year 11 and has been in and out of work ever since. He was excellent at sport at school and was popular, but struggled to pass his academic subjects, not so much because of his lack of ability but because he found the subjects and teaching irrelevant and boring. His oral skills were excellent and he could write OK if interested and motivated, but his maths skills were very poor.

When assessed for his literacy and numeracy skills, he was rated at NRS Level 2 in both his writing (spelling was a major problem) and numeracy (OK with money but little else), but was at level 4 in oral communication and reading. He writes poorly with pen and paper but is quite computer literate. Apart from his technical subjects, the pre-apprenticeship course requires that he study a maths subject and a communications subject (both at approximately Year 10 level).

Robert enjoys the social life of the college and is becoming a popular student. He is very relaxed, friendly and outgoing. He is easily distracted in class and likes to chat to other students. He responds well if teachers show an interest in him and talk him through issues and skills.

Initial assessment:Reading ACSF 4Writing ACSF 2Numeracy ACSF 2Oral Communication ACSF 4Learning Strategies ACSF 2


Case Study 4: Suzanna

Suzanna is a 20 year old student from an Anglo-Saxon background who has vision impairment. She would like to study Cert III in Disability Work but needs to improve her writing and numeracy before she can undertake the course. She completed Year 8 at school and has tried adult education previously; however, she did not like having an aide to help her with her work. She says that the aide did not allow her to do her own work, so she wants to try studying without an aide.

She has enough vision to move around unaided and uses public transport. She can read 18 point font and can read from the board if she is allowed to go up very close and look at it. When studying a novel it would be necessary to get a large print version from Vision Australia.

It is sometimes possible to get a computer which enlarges the print or one which reads the information that the teacher writes on the board, but this technology is expensive and not always available.

Suzanna is a cheerful student who is eager to learn. She has done a little voluntary work in the disability area which she enjoyed and she would like to try and get some paid work. She has a disability pension and lives with her mother.

Initial assessment:

Reading ACSF 3Writing ACSF 3Numeracy ACSF 2Oral Communication ACSF 3 Learning Strategies ACSF 3


Case Study 5: Tony

Tony is a 42 year old student who works part-time and self-referred through the Reading Writing Hotline. He would like to feel more confident with his spelling and writing and gain computer skills in order to apply for different jobs and for his self-esteem.

Tony had a lot of time away from early primary school due to hearing impairment related to perforated ear drums. At the age of 8, he had an operation to rectify this problem. However he did not do well at school and left at after Year 8. He has worked ever since.

Tony has worked mainly as a labourer or storeman since leaving school however he recently suffered a workplace back injury and can no longer do physical work. Tony needs to retrain into a less physical job and he has thought about becoming a sales rep. However, he is concerned about his writing, spelling and computer skills and how he would manage administrative tasks.

Tony has competent reading skills and reads most of the newspaper daily. His main area of difficulty is writing. He is able to complete a form with personal details however he finds it difficult to structure sentences and spell words he does not use frequently. When writing a sentence, Tony will often miss words, omit punctuation and avoid using words he cannot spell. He can spell a small bank of sight words but confuses similar sight words (then/than) and relies mainly on spelling phonetically.

Tony enjoys keeping fit and goes to the gym every afternoon. He is friendly, highly motivated and has specific goals he is working towards.

Initial assessment:Reading ACSF 3Writing ACSF 2Numeracy ACSF 3Oral Communication ACSF 4 Learning Strategies ACSF 3


Case Study 6: Laura

Laura is a 32 year old mother of three. Her children are now of school age and she would like to refresh her skills to re-enter the workforce. Before she had her children, she worked in a fast food outlet but left to care for her children full-time.

She is interested in hair and beauty products and would like to work as a sales assistant in that area in a department store. This job role would also fit in well with her family responsibilities.

Laura feels confident with her reading skills and she is able to read communication from the school, magazines and product information. She lacks confidence with her writing although she can write in paragraphs and has only the occasional spelling error. Having been out of the workforce for so long, Laura is worried that her oral skills are limited and she would like to focus improving them in an adult environment.

Laura didn’t enjoy maths at school and struggles to help her children with their maths homework. She knows she will have to improve her maths to work in the retail industry.

Although she is keen to develop her skills as quickly as possible and seeks additional work to do at home, she is disorganised and needs time management skills to balance study, family and eventually work commitments. A plan incorporating learning strategies would help Laura achieve her goals.

She enjoys coming to class but sometimes lacks confidence when communicating with other students and staff. This could be related to her recent social isolation caused by looking after her children full time. She is aware of the importance on interpersonal communication and feels social interaction in the classroom will help her improve these skills.



Case Study 7: Nicola

Nicola is 17 years of age. She dropped out of school early. She is one of three children. She comes from a disrupted family background. Her father ‘skipped through’ when she was about 7. Nicola left home at 14 and is reluctant to talk about her childhood.

When she left home she lived with an aunt and uncle but was unwilling to conform to their rules and she reports spending time moving from friend to friend and returning to the aunt when there was nowhere else to go.

In the last six months she had more contact with her mother and is now living with her. Recently she enrolled in a Year 10 equivalent course at the local TAFE but dropped out as she was not coping with the writing and maths levels or a full-time study load.

Nicola is often late to class and does not always attend. She gets on reasonably well with the teachers and other students but is reported as losing concentration and can easily be distracted. She tends to respond with anger by swearing and doesn’t readily express her opinions.

Nicola has basic writing and numeracy skills and although she presents with low oral communication skills it is likely that there will be a noticeable improvement n this skill when she gains confidence, feels secure in the class and develops an ability to critically evaluate situations. She has sessions when she is engaged in the learning and at that time can concentrate. Nicola has expressed an interest in getting into a child care, hairdressing or a beauty course in the future.



Further Links/Reading

LiteracyNet website – www.literacynet.deewr.gov.au

Australian Core Skills Framework http://www.agrifoodskills.net.au/uploads/existing/userfiles/AustralianCoreSkillsFramework.pdf

Australian Council for Adult Literacy – www.acal.edu.au

Dave’s ESL Cafe – www.eslcafe.com

Education Network Australia – www.edna.edu.au

Australian Council for Adult Literacy – www.acal.edu.au

BBC Learning English - http://www.bbc.co.uk/worldservice/learningenglish/


http://www.bbc.co.uk/worldservice/learningenglish/

http://www.acal.edu.au/

http://www.edna.edu.au/

http://www.eslcafe.com/



http://www.agrifoodskills.net.au/uploads/existing/userfiles/AustralianCoreSkillsFramework.pdf

http://www.literacynet.deewr.gov.au/

Section 2 Plan delivery within relevant frameworks2.1 Prepare session plans to ensure coverage of skills and knowledge outcomes of training

specifications according to relevant frameworks2.2 Select content appropriate to learners needs, interests and goals and reflecting learning context2.3 Confirm content of activities with others to ensure learning goals are addressed2.4 Choose and sequence teaching activities to reflect theoretical understandings of skill

development2.5 Construct frequent and varied opportunities for learners to demonstrate achievement of skills2.6 Select wide range of print, media and electronic text appropriate to learner purposes

Assignment 2List three possible topics for units of work to develop for a class of 15 students, including the case studies presented in Section 1. For each unit, list five teaching strategies which reflect an attempt to engage a range of learners with different learning styles.

Funding for different coursesFunding for language, literacy and numeracy programs in a community setting is derived from a range of sources, including:

government organisations targeting specific groups e.g. unemployed people, migrants, youth at risk, unskilled workers, students with disabilities

federal and state funding for delivery of language, literacy and numeracy non-government funding e.g. worker’s compensation, industry funding for re-training internal funding e.g. learner support for vocational courses

Program guidelines and requirements are often attached to funding. These guidelines could relate to student eligibility criteria, including:

particular class of visa holder particular level of the ACSF NESB age gender employment status specific Centrelink benefit

Guidelines could also specify the achievement of particular learning outcomes, including:

accredited literacy and numeracy courses units from national training packages


Course delivery options

The Registered Training Organisation (RTO) can offer delivery of language, literacy and numeracy programs in many modes. These could be stand-alone or a combination of different types and may include:

whole class, small group or one-to-one day or evening classes full time or part time online independent learning centre distance learning flexible learning using a combination of face to face and distance modes community settings such as Outreach

These options may depend on student numbers, human and financial resources, facilities and geographical location of students. Class structures may also depend on whether students have mixed abilities or are streamed, whether attendance is full or part-time, or whether LLNP classes are discrete or incorporated with other literacy and numeracy classes.

Ideally, a variety of delivery options need to be considered to respond to the range of learner profiles. For example, online or distance delivery may not be suitable for students with low level literacy or limited computer skills, workers may need to access evening class and parents may need classes within school hours.

Course ContentThree areas must be considered when developing a LLN program. These are the needs of students, requirements of all stakeholders and LLN teaching and learning theory.

Needs of StudentsAdult learners need to feel a particular course meets their individual needs and goals. The reasons for participating in a course are many and varied- to improve LLN skills for further study or training, to enter the workforce or up-skill to re-enter the workforce. They may also include a change of career or be part of a mutual obligation contract.

Effective LLN courses incorporate group activities with individual learning programs to improve student motivation, meet learning goals and increase retention rates. Group activities perform a significant role in developing social networks within groups and provide an opportunity for shared learning experiences.

Individual learning activities allow each student to meet his/her individual goals and needs, provide extension work for more advanced students and catch-up time for sporadic attendees or students needing additional time.

A successful LLN course incorporates adult learning theory – is flexible, learner-focused, drawing on previous experiences of students, and uses real life resources. Learners should also have access to self-paced learning opportunities.


Requirements of the RTO and other stakeholdersFunding bodies and RTOs will have a wide range of delivery and reporting structures. When selecting curricula, ensure that units meet both student needs and course completion requirements e.g. core units/electives. Evidence of participation and meeting outcomes is required for internal and external auditors.

Continuous enrolment and other requirements of stakeholders can prove challenging for teachers to implement best practice LLN teaching/learning in meeting individual needs of students.

Teaching and learning language, literacy and numeracyThematic or Topic based learning sequences lend themselves well to integrated LLN delivery. Topics should match the interests and needs of the group profile e.g. travel, health, parenting, food studies, job-seeking and analyzing newspapers. Within a topic or theme it is useful to integrate the teaching and learning of literacy, numeracy, oral communication, and technology and learning strategies.

Teaching activities should be based on real-life resources for:

syntactic and semantic knowledge transferring learning in the classroom to real-life contexts improved motivation for adult learners

The group’s goals, interests, previous knowledge and experiences need to be considered:

Youth at Risk: focus on computer units, content of activities based on local area, motorbikes, music, pathways to study/employment

LLNP: focus on developing skills for further study and work environments – library/online research, workplace texts, OHS forms, emails

Program can be delivered flexibly or follow a self-paced structure. To do this, include written instructions appropriate to students’ literacy levels and provide a task checklist for the students to tick on completion. This provides motivation for students and leads to ownership of work.

Deliver activities flexibly to suit composition of group:

individual and self-paced (youth, mixed ability class) working as a group with discussion (mature age students) individual and group (mixture of youth and mature age students)

Modify length of unit to group:

shorter units for youth and continuous enrolment longer units for class groups enrolled per semester

Provide individual time to complete unfinished tasks pursue individual learning interests


Sample planning tools for designing a teaching and learning programCertificate 1 in Preparation for Work and Study (6516)

Theme/Topic: Job Seeking and Work Awareness

Duration: Depends on full-time or part-time enrolment and timetabling

Anticipated outcomes as follows:

Identify own goals, skills and abilities

Research career and job options

Reading – job advertisements, career brochures, pamphlets, articles, graphs/charts related to work

and employment

Writing – application forms, email enquiries, job application letter, resume, common workplace forms

Learning Strategies – accessing relevant information about work and employment, accessing career

and community support, developing training pathways

Technology – using internet for research about work/jobs, writing resumes and applications letters,

emails, online forms

Oral communication – giving and responding to instructions/direction, participating in job interviews,

listening and questioning guest speakers

Suggested Topics Structure:

Getting to Know Yourself – Skills audits, personal attributes, aptitude quiz, goal setting

Job Advertisements- newspaper and online

Investigating Training and Job Opportunities - local and national industries, high demand job

sectors, investigating own career choice

Applying for Jobs – application letters/forms, online applications, resumes, phone enquiries

Job Interviews – preparation and role plays, techniques, follow-up

Workplace Awareness - OH&S, Rights and Responsibilities, Industrial Relations


Integrated Language, Literacy,

Numeracy and Technology Units

Possible Assessment Methods1. Observation (role plays, simulations, technology use, practical demonstrations)

2. Strategic questioning (informal interviews, class discussions)

3. Portfolio (a collection of work samples)

4. Third party evidence

Skills Critical Aspects of Evidence Activities/Resources Assessment Method

NominalHours

Lear

ning

Str

ateg

ies

NSWTLRN106B - Identify own essential skills 5Identify own needs/goals with assistance Complete initial interview and individual

education plan Record learner’s current LLN

levels/needs/goals Identify barriers and support strategies Identify possible career goals and training

pathways Revisit during course and amend as

necessary

There is no formal assessment for this unit

Complete a self assessment of current use of relevant essential skills

Identify and set priorities for achieving learning goals.

NSWTRDG104B – Apply basic critical literacy skills 40

Rea

ding

Interpret information from at least two text types Use a range of current reading materials relevant to learner needs related to job seeking and employment:

Job ads (newspaper and online) Newspaper/online articles Brochures/ pamphlets from employment

agencies/industry/ career information

2 3Respond critically to at least two different text types

Distinguish fact from opinion in selected texts

Make a critical response to selected texts.

NSWTRDG105B – Read and interpret a range of familiar texts 40

Rea

ding

Locate, interpret and respond to a number of pieces of information in at least two text types

Use a range of current reading materials relevant to learner needs related to job seeking and employment:

Job ads (newspaper and online) Newspaper/online articles Brochures/ pamphlets from employment

agencies/industry/ career informationWorkplace texts:

Instructions and standard operating procedures

1 2 3Interpret and use information from basic graphic or diagrammatic texts. (Graphic and/or diagrammatic texts such as diagrams, flow charts, tables, charts, graphs relating to careers, traineeships, apprenticeships, pathways, wage conditions)


Job specifications Accident reports

Use information to: create a career pathway flowchart follow procedures and instructions transfer information to a formatted workplace

text e.g. accident report form, time sheet, job sheet

NSWTWTG108B – Write texts to convey information in everyday contexts 40

Writ

ing

Write cohesively to communicate using at least two of the following texts:

1. formal and informal letter2. instructions/procedures3. short report/essay4. advertisement/promotional material5. flyer/brochure/pamphlet6. resume

Construct a range of written texts related to job seeking:

covering letter/email job application form resume flyer promoting current skills

Compare resume models and select resume format to match needs. Publish resume and develop skills to update resume as neededComplete Centrelink job diary

1 2 3

Plan, draft, edit and publish own writing.

NSWTNMY109B – Use number skills in familiar and some unfamiliar contexts 40

Num

erac

y

Understand place value of whole numbers up to seven-digits by reading, writing ,saying and calculating

Analysing and using mathematical information and terminology contained on:

pay dockets awards tax returns

Calculate wages on weekly, fortnightly, monthly and annual basisCalculate tax and superannuation percentages from wagesCalculate distance between two locations, time taken to travel between locations for a given speed

2 3 Choose the appropriate operation to solve familiar and some unfamiliar real life mathematical problems involving whole numbers and money up to 1 000 000 Interpret and use familiar fractions, decimals, percentages, and negative numbers in real situations Complete number patterns and number sentences

Use relevant formal mathematical language and symbols

NSWTNMY111B – Use maps, shape and space in familiar and some unfamiliar contexts 20


Num

erac

y

Identify common angles, two dimensional shapes and three dimensional objects in the natural and built environment

***It may be difficult to assess some aspects in this topic. Evidence will also need to be gathered in other topics.Reading maps to locate employment/interview site or training venues : street directories road mapslocality mapscollege mapsonline maps

Give and follow directions to find workplace/job interview

2 3

Draw two dimensional shapes, sketch and construct common three dimensional objects

Locate and interpret relevant information on a range of maps used in everyday situations

Use oral and/or written directions

NSWTNMY112B – Use data handling in familiar and some unfamiliar contexts 20

Num

erac

y

Read, understand and interpret information found in familiar and unfamiliar tables and graphs and relate the data to relevant local, social and work issues

Read and interpret graphs and tables comparing job sectors in the local area, across the state and nationally. Compare and analyse information mathematically and critically analyse.

Conduct a class survey on a job related topic and create a simple graphs from results

2 3

Collect and tabulate simple data and use the data to construct simple column and line graphs

Perform simple calculations to compare and analyse data in tables and graphs

Recognise how graphs can be used to inform, persuade or mislead

ICAU1204A – Locate and use relevant online information 20

Tech

nolo

gy

Conduct a basic search using a search engine Access job search websites Apply for an online position Complete an online career quiz

1 2 3Conduct an advanced search using search tools

Use relevant information that has been located

Save and print information

NSWTCOM102B – Communicate orally with others about routine matters 20


Ora

l C

omm

unic

atio

n

Accurately receive, process and give routine spoken information

Class interaction, group discussions during the courseRole plays: phone enquiries/interviews, job interviews Evaluate own performance and provide feedback for other studentsResources : videos on job interview techniques

Give oral directions to a job interview

1 2 4Use active listening skills and questioningSeek and give feedbackSpeak clearly and effectivelyGive a set of clear simple instructions and reflect on own performance.

NSWTINT102B – Identify job opportunities 20

Lear

ning

St

rate

gies

Collect and evaluate job information See reading and technology units

Identify personal skills and skills gaps in relation to two job ads e.g. skills audits, matching skills to preferred jobs, online aptitude quizzes

2 3Critically examine at least two job advertisements of personal interest Identify personal skills and skills gaps in relation to two job advertisements Prepare appropriate responses to job advertisements

NSWTINT103B – Develop a basic awareness of workplace practices (optional) 20

Lear

ning

St

rate

gies

Identify basic rights and responsibilities of employers and employees in particular industry area or employment context

Integrate with reading and communication unitsTopics may include:

Workplace practice Employee rights Job classification variations Acceptable workplace behaviour Ethical standards Workplace communication skills

1 2 3 4Identify a range of acceptable workplace behaviourIdentify communication practices in selected workplaces or industry areas

NSWTSFM105B – Identify job opportunities and training pathways 20

Lear

ning

St

rate

gies

/ Ora

l C

omm

unic

atio

n

Locate information about jobs and training from a variety of sources

Integrate with NSWTINT102B and Oral communication unitsVisits to Career Reference Centres, workplaces, job network providers, CentrelinkGuest speakers: Counsellors, industry spokespeople, career advisorsInvestigate training options to meet individual needs

1 2 3 4Assess own suitability for preferred job Identify training options

Optional units depending on group profile:


Relevant technology unitsRelevant employability enabling skills unitsRelevant vocational electives


Further Links/ReadingLiteracyNet website – www.literacynet.deewr.gov.au

Dave’s ESL Cafe – www.eslcafe.com

BBC Learning English - http://www.bbc.co.uk/worldservice/learningenglish/

Effective Literacy Programmes- www.unesco.org/uil/litbase/?mennu=8

Adult Basic Skills Resource Centre- free functional English, literacy and ESOL resources www.skillsworkshop.org/liter2.htm

Resources for Adult Literacy Teachers and Tutors-www.literacyconnections.com/AdultLiteracyResources.php


http://www.skillsworkshop.org/liter2.htm

http://www.unesco.org/uil/litbase/?mennu=8

http://www.bbc.co.uk/worldservice/learningenglish/

http://www.eslcafe.com/


Section 3: Select and apply adult language, literacy and numeracy teaching strategies appropriate to context

3.1 Evaluate teaching strategies to determine those most appropriate for the specific learners, learning styles, groups and learning contexts3.2 Contextualise strategies to teach adult literacy and numeracy skills to meet learner needs3.3 Contextualise strategies to teach learning skills to meet learner needs3.4 Use knowledge of language, literacy and numeracy skill development to facilitate learning3.4 Establish productive relationships with learners using interpersonal skills

Assignment 3:Develop a thematic unit of work for a specific group. This will need to include:

a profile of the group

course description and units to be used

topics

teaching/learning activities

resources to be incorporated

assessment methodology

What are the most appropriate strategies for teaching adult language, literacy and numeracy in an educational setting?This section outlines key principles underpinning the teaching of adult language, literacy and numeracy skills. It focuses initially on specific techniques for teaching reading and writing. It then presents examples of two different thematic units relevant to a homogenous group of adult learners.

Teaching LiteracyReadingBefore reading, select from a variety of methods to:

prepare for linguistic, cultural and conceptual difficulties activate prior knowledge develop understanding in relation to the overall purpose of the text

Examples would include:

sharing existing knowledge and experiences of topic through discussion predicting from word/titles/pictures having students develop questions they would like the text to answer

While reading activities are designed to:

provide a model of good reading strategies encourage reader to be active in the reading process help readers predict what is comingTAELLN704A Implement and evaluate delivery of adult language, literacy and numeracy skills of 128


Pause, prompt, praise

After reading activities are designed to:

use the now-familiar as a basis for specific language study allow students an opportunity to respond creatively to what they have read focus attention more deeply on the information in the text.


Literal, interpretive, creative and critical questions about the text

Grammar, spelling, vocabulary, punctuation activities drawn from the text .

WritingBuilding the Field

To become familiar with the broad topic (focus on background knowledge, content and vocabulary in context)


Prior reading activities on topic, excursion, discussion, brainstorming, doing practical activities

Deconstructing the Genre

To become familiar with the social purpose and the linguistic aspects of the genre


Discussion of social purpose of genre, comparing common features of genre examples, discussion of layout and language features, cutting up paragraphs and reconstructing, cloze activities

Joint Construction of Genre

To model the writing process and the product To talk about language in the process of using itExamples would include:

Teacher scribes on board while students offer suggestions, read and reread, suggest improvements

Independent Writing

For students to produce their own piece of writing in the focus genre


Sample 1Certificate 1 in Preparation to Work and Study (6516) – Job Seeking Unit

Session Plan (1 or 2 sessions depending on skill level of students)

Topic Reading Newspaper Job Advertisements

Integrated

Units

NSWTINT102B - Identify Job Opportunities

NSWTRDG104B - Apply Basic Critical Literacy Skills

NSWTRDG105B - Read and Interpret a Range of Familiar Texts

Learning Outcomes:

Locate Positions Vacant section in a range of newspapers Identify linguistic features of a job advertisement Become familiar with vocabulary and abbreviations relevant to job ads Locate and interpret information in job advertisements Analyse and evaluate information contained in advertisements Match own skills, knowledge and experience to job ads/vacancies

General discussion on the various ways to find job vacancies and employment opportunities. Discuss the advantages and disadvantages of each source and the importance of using a range of sources. Students may contribute personal experiences to highlight this.

Newspapers Online Direct canvassing Telephone Work placement/volunteer work Networking/word of mouth Training courses Trade journals Job network/employment agencies Centrelink TV and radio advertising Careers Connect

Introduction: Newspaper Job Advertisements

Brainstorm and discuss:

Which newspapers would you use to look for job ads? What day/days are best to look for jobs in the newspaper? In what part of the paper are these ads found and what section? What types of jobs are advertised? What sort of information do the ads contain? How can you apply for jobs advertised in the newspaper?

Activities:

Ability, skill and knowledge of students will vary. Some students will need more support than others – teacher or fellow students can provide this.

Activity 1: Abbreviations used in Job Advertisements


Here is a list of common abbreviations with a word bank underneath.

Write the meanings next to the abbreviations. Do as many as possible without referring to the word bank. Use the word bank to check your answers. The first one is done for you.

Abbreviation Meaning

ah after hours

hrs/wk

pt

ft

temp

jr

CV

OH&S

asap

appt

qual

cert

nec

perm

essent

prev

neg

exp

PC

pref

Word Bank

appointment as soon as possible certificate Curriculum Vitae essential experience

full-time hours per week junior necessary negotiable Occupational Health & Safety

part-time Personal Computer permanent preferred previous qualified temporary


Resources: A selection of newspaper ads from a variety of papers, local and metropolitan, for students to skim and scan.

Activity 2: Locate as many abbreviations as possible and highlight or underline. Create a table and record the name of the job advertised, abbreviation, meaning of abbreviation. As a group share your findings.

Activity 3: Analysing advertisements

Brainstorm and discuss the information we would expect to find in a job advertisement?

Name of job/position Name of company or agency Location of job Working hours/FT/PT/shift work Pay rates Skills & qualifications Duties Experience Own transport Contact details Closing date for application

Choose an advertisement. Using the above list, identify all the relevant information included in the advertisement.

Activity 4: Analysing Newspaper Job Ads

Read the two ads carefully before completing the table .

Job 1

Delivery Driver

We are a local food wholesaler located at Adamstown. A casual position of Delivery Driver is available for a fit and enthusiastic person. Duties include loading and unloading stock and delivery of stock to various locations.

Contact Brent 49 457754

Job 2

Absolutely Urgent

We need 16 fun, enthusiastic, honest, reliable people. Students, travellers, pensioners or unemployed. Raise funds for Kids Cancer Research Trust. Wage or commission, working directly for the charity, full or part-time, permanent or casual. Training & transport provided.

Phone Kevin 0418 853 267


Job 1 Job 2

Name of position

Location of job

Skills/qualifications/training

Personal qualities

Duties

Full-time, part-time

Casual, permanent

How to apply

Now, choose one of the ads. Write two questions you would ask about the position in a telephone inquiry.

1. _______________________________________________________________

2. _______________________________________________________________

Look again at Job Ad 2, “ABSOLUTELY URGENT”. List the missing or misleading information. Be prepared to explain/discuss your answer.

1. _______________________________________________________________

2. _______________________________________________________________

Assessment Task:

Select a job advertisement from a newspaper which matches your vocational interests, skills and/or knowledge.

What skills/training/qualification would you need to apply for this job? List the vital information (use list created in class as a model). What is the source of advertisement? Write two questions you would ask when inquiring about the job What other information would you need before applying for the position?


Sample 2

Topic Transport/Finance - Buying a car

Integrated Units Numeracy, Reading, Oral Communication

Session Plan Incorporating Numeracy Theory

LESSON DURATION: 2 hours

LEARNER GROUP: TAFE Adult Basic Education students enrolled in Certificate 1 in Preparation for Work and Study (6516)

LEARNER NEEDS: Language, Literacy and Numeracy skills for further education and vocational training, for employment, to assist children with homework and to function more competently and independently in the wider community.

LESSON CONTEXT: Could be used as part of a unit on percentages, finance and loans, transport or buying and running a car.

Learning objectives/ outcomes: Students able to: identify percentages in authentic material, match percentages to equal fractions, estimate percentages, calculate percentages on a calculator, compare payment options when buying a car using mathematical processes, select and use mathematical knowledge appropriately to solve real life problems, critically analyse mathematical information in real life situations, work in a group to solve problems

Evidence: Drawing on relevant knowledge and uses meaningful processes to solve problem, identifying percentages and understanding their use in authentic materials, participating actively in group work and class discussion, explaining steps taken to solve problems, completing activity sheets, reporting results, reflecting on learning

Numeracy concepts: Percentages, money, months in a year, loans, deposits, repayments, comparing figures


Numeracy skills: Matching percentages to fraction format, estimating percentage, calculating loan repayments and interest using percentages, multiplication, addition, subtraction, converting months to years, using the % operation on a calculator to calculate deposits

Materials and resources: Newspaper clippings, calculators, calendars, butcher’s paper, activity sheets

Assumptions about the learners: Understand the concepts of loans, deposits and repayments, has own or anecdotal experiences with buying a car, ability to add, subtract, and multiply, knowledge of months in a year

Anticipated problems: Students do not have presumed knowledge (see above), students do not work well in groups (group dynamics), timing allowed for problem solving, presentation and discussion

ACSF INDICATORS OF COMPETENCE: Numeracy

2.9 Locates relevant mathematical information in a familiar real life activity or text

2.10 Selects and uses straight forward mathematical actions in familiar and predictable contexts

2.11 Uses estimation and prior experience to examine purpose and check reasonableness of the process and outcomes of a mathematical activity

2.12 Uses oral and written informal and formal language and representation including some symbols and diagrams to communicate mathematically


LEVEL TWO ACSF FEATURES AND STRATEGIES:

Meaning-Making Strategies

Relies heavily on hands-on (concrete) and real life materials and pictures/diagrams to derive mathematical meaning. Relies on personal experience and prior knowledge within context to make predications and check reasonableness. Relates meaning to personal experience, prior knowledge and relevant future action.

Problem Solving Strategies

Uses a blend of personal “in-the-head” methods and pen and paper and calculator procedures. Relies on prior experience and examples to select appropriate methods of solution. Uses informal methods and draws on relevant experience to check that the outcome fits task or activity.

Mathematical Knowledge

Recognises and interprets simple fractions, decimals and percentages in everyday use. Interprets, compares and calculates with natural numbers and money in personal and some unfamiliar contexts.

Mathematical Representation

Comprehends activities or tasks which include common formal mathematical symbolism, abbreviations and language, and familiar information which is culturally accessible.

Uses a combination of oral and written general, and some mathematical, language to indicate the problem solving process.


Timing Numeracy Theory Teaching/ Learning Activity Materials & Resources

10min Introduction

- Develop topic familiarity

- Students actively participating

- Valuing student contribution

- Ease anxiety through informal discussion

- Gauge students’ knowledge

Overview of lesson:

- Percentages, real life example, activity sheets, how to calculate, solve a real life problem in group work.

- Ask students what they know of percentages and where they have seen the % symbol before.

Class discussion

15 min - Familiarise students with concept of percentage in a variety of contexts

- Put maths into real life materials to aid understanding

- Introduce terminology related to percentages

- Use students’ language to aid understanding

- Try to elicit percentage/fraction relationship from students to gauge skills and understanding. Also processes they use for calculating percentages – with and without calculator. These processes will be needed to complete activities and solve real life problem

Class Activity:

- Examples of percentages in real life resources

- Students locate percentage symbols in a range of text types from the newspaper and class discuss what the percentage symbol represents

- Results collated on board – comparing, discounting, halving, how many, how much

- Students copy results onto sheet

- Ask students how they would write 50% as a fraction.

- Look at information contained in percentage information box.

- Ask student how they would work out 50% of 140 with or without a calculator

- Write various processes up on the board

Newspaper clippings showing percentages in a range of contexts:

Weather and sport sections

advertisements

Charts, graphs and diagrams

Activity sheet


25 min Provide students with hands on activities to help consolidate their understanding of percentages and to provide them with skills for visualising, estimating and calculating percentages and demonstrating their relationship to fractions

Individual Activity:

- familiarise students with activity sheet on percentages (visualising, estimating, using calculators)

- Students work through activity sheet

- Discuss results

Activity sheet – Percentages

Calculators

10 min BREAK


30 min

- Developing problem solving skills

- Using mathematical concepts and procedures to solve real life problems (addition, subtraction, multiplication, percentages, months in a year)

- Increasing mathematical knowledge by building on previous knowledge, formulating own meaningful processes, collaborating with fellow students.

- Critically analysing the context of buying a car and payment options using mathematical knowledge

Class Activity:

- Experiences with buying a car

- Different types of payment (cash, loan)

- The process of repaying a loan

- Concept of deposit with repayments (focus on mathematical concept of percentages)

-

Problems solving in small groups:

- Divide class into small groups

- Pose problem (hand out on written format as well):

“Tanya wants to buy a car. The car she wants costs $15,000 dollars. She can either pay this amount now or the car dealer offers to finance her if she can pay a 40% deposit now and monthly repayments of $188 for the next five years.”

Questions for group to answer:

- In total, how much would the car cost Tanya if she paid it off over five years?

- What would the difference be from paying $15,000 now?

- What does Tanya need to consider before making a decision?

- Groups to solve problem through collaboration, drawing on previous knowledge, discussion and trial and error on butcher’s paper. Final write up on butcher’s paper of mathematical steps for solving problem and ideas for last question.

- Teacher assistance only offered if requested

Class Discussion

Group Work

Written copy of problem

Butcher’s paper

Markers

Calculators (if needed)

Calendar (if needed)


25 min

- Presenting ideas and results

- Consolidating understanding

- Recognising, analysing and reflecting on different processes for problem solving

- Valuing multiple numeracies

- Reflecting on learning processes

- Analysing mathematical processes against real life situations

Presenting results:

- Groups present results verbally and visually on butcher’s paper

- Teacher transfers steps for problems solving from each group on board

- Discuss – Are results the same, why or why not?, What are differences/similarities of processes?, Which payment option is financially better?, What are the positives and negatives of buying on terms?

- What was easy/difficult about solving the problem as a group?

- Students given time to copy results and responses into books for later reference

Group presentation

Class discussion

Write different mathematical processes and critical responses on board

5 min

Closure:

- Reflect on learning and knowledge gained

Individual reflection:

- Students to write in their learning journals something they gained from the lesson eg. mathematical knowledge, knowledge about financing, problem solving skills, working as a group

Learning journals


Section 4: Monitor adult language, literacy and numeracy skill development4.1 Use formative assessment to monitor learner progress and modify course design4.2 Identify perceived barriers to skill development and address them where possible4.3 Provide guidance to learners about other options and relevant services when appropriate4.4 Maintain records of individual learners’ progress as the basis of reporting

Section 5: Design and implement assessment processes5.1 Ensure assessment processes are consistent with training specification requirements5.2 Develop assessment tools consistent with training specification requirements5.3 Conduct assessment, making reasonable adjustments appropriate to learner needs5.4 Provide feedback to learners to facilitate continuous improvement5.5 Maintain records of assessment decisions5.6 Map learner outcomes to reporting instruments and complete

Assignment 4/5Design a tool for recording evidence collected from students enrolled in a LLN unit in an accredited course. Consider:

The critical aspects of evidence to be assessed The range of assessment tasks and methods for collecting evidence

How is student progress effectively monitored in an adult LLN program?This area needs sensitive handling, as most adult LLN students have experienced negative

learning experiences. As their learning is self-directed and needs-based, they need to be actively

involved in monitoring their own progress, by reflection, review and discussion.

What recording systems facilitate this process?Generally, the following documentation needs to be kept:

Initial interview/assessment

Monthly learning review of goals achieved/new goals to be set

Session record of activities completed/notation of areas requiring further development

Record of evidence (See Appendix 1)

Requirements of funding bodies may dictate that records for specific programs be maintained e.g.

LLNP. (Refer to the relevant Share Point site.)


What assessment principles need to be incorporated?Assessment of students enrolled in LLN courses differs from other mainstream courses. It is

usually informal and ongoing, rather than requiring specific structured assignments or

examinations. Competency-based assessment emphasizes the teacher gathering evidence which

demonstrates the learner is competent in a particular unit.

Unit guides provide the elements of competency, as well as a set of performance criteria relating to

the achievement of competency. Unit guides also include a range statement, evidence guide and

assessment information to assist teachers with assessment procedures.

The form evidence will take and the way assessment is conducted is flexible. This allows the

teacher to chose from a range of strategies which best meet the needs of a particular group.

Methods for collecting evidence can include:

Written tasks Observation Role play Oral questioning Portfolios Case studies Simulations Practical demonstrations Projects Class discussions


Section 6: Evaluate program6.1 Collect feedback on assessment process from relevant parties

6.2 Review program in light of evidence and make changes as necessary

Assignment 6Create a strategy for reviewing individual sessions and the learning plan

Ongoing review of course content, structure, resources and activities is an integral part of LLN teaching. Continuous evaluation is necessary so that the program continues to be relevant and succeeds in meeting student needs. The following questions could be helpful:

How do I know that the course is meeting the needs and goals of students?

Does the course contain enough variety to keep the students interested?

Are resources and activities meeting the learning styles of the students?

Are there factors outside of the class that are affecting student learning?

What is working well and what needs to be modified?

What further skills do students require to reach their goals?

Are there more appropriate educational pathways available for students?

Verbal and written feedback from students about their learning experiences and needs is important when reviewing LLN programs. It is also necessary for each student to reflect on his/her learning and be given the opportunity to provide valuable input.

Collaborating with students to update their Individual Education Plans at the end of a unit, term or semester assists with the overall review process.

Create a strategy for reviewing individual sessions and the learning program


Example of Evidence Record: TAFENSW Hunter Institute

Sem 1 2 Year ________Evidence Guide

Portfolio Discussion

Observation QuestioningInterviewSelf-assessmentRecognition (evidence attached)Project basedIntegratedOther (please specify)

Teacher/s: ______________________________ Signed: _______________________

Apply basic critical literacy skills

NSWTRDG104A

40 Hours

Code 42 : Competency (Ungraded)Pre-requisites: NilCo-requisites: Nil

Nam

eR

esult

Elements of Competency & Performance CriteriaCritical aspects of evidence:A collection of at least two responses to texts demonstrating :

- Interpreting and integrating information from at least two text types - Responding to texts

1. Prepare to interpret a range of texts

1.1 Identify audience and purpose of text.

1.2 Use knowledge of structure to predict content

2. Apply strategies to interpret text

2.1 Identify features of text

2.2 Interpret meaning of texts

3. Evaluate texts

3.1 Respond to texts.


Learning Review Name:…………………………….. Date:……………………….. In consultation with the LLN Teacher

Identify Own Essential Skills – NSWTLRN106A

Element of Competency 1 – Identify own essential skills, barriers and support strategiesElement of Competency 2 – Identify immediate learning goals

What goals have I achieved?

What helped me to achieve these

goals?

What problems did I have

achieving my goals?

What further goals to I want to reach and what

steps do I need to take?

E.g. Can write my address, can fill in a simple form, can read a newspaper article, passed driver’s knowledge test, feel more confident with writing/reading/maths, recognise some sight words, can use a dictionary, gained computer skills……….

E.g. regular attendance, practised in own time, willing to give it a go and make mistakes, gained some strategies to improve reading, writing, spelling, support from family/employer/ counsellor…….

E.g. did not attend regularly, had work/family commitments, personal problems, set goals to high for time frame, did not practise….

E.g. continue to improve literacy/numeracy, enrol in ABE class, enrol in further educational/vocational training, continue to improve reading/writing/math in everyday living/workplace…..


Part BImplement and evaluate delivery of adult language, literacy and numeracy skills – in a workplace setting.


Section 1: Plan to develop adult language, literacy and numeracy skills

1.6 Analyse training specifications1.7 Analyse initial assessments to establish learner profiles1.8 Ensure legal, organisational and ethical requirements of delivery and assessment are met1.9 Plan delivery program with others if relevant1.10 Plan evaluation strategy with others if relevant

Assignment 1:Task 1:

List the main policies of your organisation which reflect compliance with the AQTF

Task 2:

Select one of the following case studies or choose an organization in your local area. Referring to www.ntis.gov.au , select a relevant unit of competency which may be delivered at the workplace. Identify the key features of the training specification.

Task 3:

Develop a profile of a typical worker with LLN issues in the organization you have selected. Complete an initial interview, using one of the examples provided.

Registered Training OrganisationsAustralia’s economic and social development is supported by the national training system. It is instrumental in determining the design, content and modes of delivery of training. Since the mid-1990s, national and state governments have worked with industry representatives to develop the national training system. There are now over 4,200 Registered Training Organisations (RTOs) that provide vocational education and training throughout Australia. They are from both the private and public sectors.

What is the Australian Quality Training Framework?The Australian Quality Training Framework (AQTF) is a set of nationally recognized standards, which ensures that consistent, high quality training and assessment procedures are implemented for participants of vocational education and training. It is overseen and monitored by the National Quality Council (NQC).


http://www.ntis.gov.au/

What are the key features of AQTF 2010?The current version of the framework is AQTF 2010. Its key features include:

focus on outcomes

focus on competencies leading to flexibility of delivery

nationally consistent

nationally endorsed skills, so there is transferability of training and skills throughout Australia.

streamlined training processes

an emphasis on quality assurance of training and assessment, client services and management systems

transparency and accountability

What is required of RTOs to meet the AQTF standards?The registered training organisation must demonstrate compliance with the AQTF Essential Standards for registration and meet state legislation pertaining to training.

The RTO must:

provide quality training and assessment across all of its operations

adhere to principles of access and equity, that maximize outcomes for its clients

maintain management systems that are responsive to needs of clients, staff and stakeholders and the environment in which they operate

ensure it has the necessary insurance cover to protect its client, business and members of the public

provide regular reports to its registration authority

How do RTOs meet legislative requirements?The RTO must observe national, state and territory laws regarding:

occupational health and safety

workplace harassment, victimization and bullying

anti-discrimination, including equal opportunity and racial vilification

disability discrimination

vocational education and training

apprenticeships and traineeships.


Creating an environment to maximise LLN training opportunities in the workplaceWorkplace LLN programs vary greatly according to the needs of the enterprise and their employees. The program may be implemented in partnership with other RTOs, TAFE institutes or vocational units. Implementation may be at one site, across sites within a region or across regions. The program may focus on LLN support for vocational training, specific LLN training or a combination of both. The workforce may be full-time, part-time or comprised of shift workers and may have a wide range of LLN skills and workplace demands.

Following are case studies of innovative TAFE/Industry partnerships. They demonstrate the broad range of industries taking up workplace LLN training and the diversity of programs that have been implemented.

Case studies are taken from Case Studies of Innovative TAFE/Industry Partnerships – WELL Programme, TAFE NSW Access and General Education Curriculum Centre


Case Study 1

Industry Waste management and storage

Enterprise Activities

Transporting, storing, segregating and processing materials for recycling and administrative tasks

Project Background

New workplace safety legislation and processes necessitated workers upgrading LLN and technical skills as well as industry qualifications

The Participants 30 staff, mainly from NESB. Some students held management and supervisory positions

The Program Students enrolled in TAFE NSW Certificate 1 in Workskills and relevant modules from Certificate II in Asset ManagementLLN support offered in small groups or one-to-oneWorkplace skills: customer service, OHS policy and procedure, environmental policies, supervisor trainingEqual Employment and Opportunity (EEO) training for managers

Project Outcomes Gaining nationally recognised qualifications encouraged individuals to pursue further training and improved job security and promotion prospectsImproved workplace communication, team meeting participation, workplace safety practices and moraleImproved communication between supervisors and workers led to productivity increases and decreases in maintenance costs

Case Study 2

Industry Information technology

Enterprise Activities Storage of electronic documents and files onto microfilm and CD-ROM

Project Background Management identified that workplace communication was inhibited by the range of English language skills of the workers

The participants Staff were from both English speaking and non-English speaking backgrounds. Several NESB workers were highly qualified in their first language while others had Year 10 education or above

The Program Workplace skills: workplace English language, team meetings, OHS committees, team work, intercultural communicationSmall group English language sessions, workshops on-the-job and one-to-one LLN support as required

Project Outcomes Workplace projects improved workplace efficiencyImproved communication and team work resulted in new and more complex work relationships and improved morale and enthusiasmOHS committee established with effective meeting proceduresParticipants gained TAFE NSW Certificate I in Work Skills and Certificate II in Information Technology


Case Study 3

Industry Sawmilling and timber processing

Project Background Employees needed to gain recognition of core competencies in newly endorsed Forest and Forest Products Training Package. A large number of trainees required LLN training to achieve the required minimum Certificate II in Forest Products

The Participants 100 staff, majority were from English-speaking background. Most had not competed formal training since leaving school

The Program Developed in collaboration with Training System Coordinator, OHS representative, supervisors and managementCost effective approach delivering core competencies through work-based projects and on-the-job assessmentsWorkplace skills: OHS policies and procedures, interactive workplace communication, planning and effective team workLLN content: reading hazard identification forms and SOPs, meeting participation, expressing ideas and opinions, using plain English

Project Outcomes OHS, communication and productivity improvementsIncrease in employees seeking further training and promotion opportunitiesCore competencies from Certificate II in Forest and Forest Products as well as TAFE NSW Certificate I or S of A in Work Skills

Pre-Training AssessmentsTo provide sufficient LLN support for workplace programs, LLN teachers need to understand what the workers currently know and can do and what they need to achieve to be deemed competent. The aim of pre-training assessments is to get a fuller picture of the participants’ current LLN skills, whether these are sufficient for the workplace’s current and future needs and the level of LLN training and support each participant may require.

The pre-training assessment is the key tool for providing valuable information on the worker’s:

gender, age, NESB, job role

previous education, training and work experience

LLN workplace activities

current reading, writing and numeracy skills

current speaking and listening skills – mainly for NESB workers

computer skills needed for the workplace and current computer skills

perceived current and future training needs

attitude to training and assessment

availability


special needs and requirements e.g. disability, medical conditions, religious/cultural issues

level of LLN support and gap training required

Designing and conducting pre-training interviewsBe sure to:

identify the LLN skills required to meet the workplace’s goals e.g.: Training Package units, specific workplace communication skills

customise the assessment tool with tasks appropriate to the workplace’s requirements for a specific job role (terminology, scenarios)

develop a series of graded language, literacy and numeracy tasks assessment tasks which are relevant to the workplace but not so familiar that performance is skewed

stop assessing if tasks become to difficult for the worker

ask workers about their workplace activities, areas of competency, any difficulties they experience and their current and future training needs

choose appropriate times and locations for conducting interviews

limit assessment time to around 30 minutes

ensure privacy and confidentiality – private space, secure records, confidential results

stress assessment and training is voluntary

provide a safe and secure environment – familiar, comfortable, adequate lighting and ventilation, sit side-by-side, greet in a friendly manner, develop rapport, explain assessment process openly

provide LLN support where necessary

NB The language, literacy and numeracy demands of the pre-training assessment should not be greater than those required on the job

The formality and extent of pre-training assessments will vary considerably between programs and will depend on the aims and outcomes of the program, access to learners, time constraints and composition of training participants.

In some contexts, a self-assessment or less formal pre-training assessment may be more suitable e.g. observing a participant completing an enrolment form, with a more detailed assessment of LLN skill levels once training has begun.


Examples of pre-training self-assessments and information gathering1 Training Needs Self Assessment

Date:

Name: Signature:

Position:

Main Duties:

Contact Details:

Tick the workplace documentation relevant to your role:

Tick Workplace Documentation Can do Need to Learn

Accident/Injury/Incident Report Forms

Risk Assessments

Shift Reports

Faxes

Memos

Business Letters

Expense Reports

Fuel Card Application

Leave of Absence Form

Request for Training Form

Other:

Thankyou for completing this form


2. Sample 1 of 1-to-1 interview

Staff Training Needs – Initial Interview

Date:__________________

Name:__________________________________ Position:____________________________

Contact Details/Best time:__________________________

Background Information

Education:

(levels, strengths, difficulties)

Qualifications

(including workplace training, difficulties?)

Previous Work Experience

Factors affecting learning

(disabilities, medical conditions, LLN skills)


Workplace training requirements

Workplace Tasks Areas of Competency

Training/Support Needs

Workplace Documentation

(Reading and Writing)

Computer Skills

Word-processing

Spreadsheets

Email, Internet

File management

Other

Current Workplace Training/ Vocational Courses

Other Workplace Communication Skills

Customer Service

Meetings, Teamwork

OH&S Committee etc

Availability:__________________________________________


Sample 2 of 1-to-1 interview

Initial Interview

Name: ……………………………….. …………… Contact No: ……………………

Designation/Position: ……………………………. Location: ………………………

Supervisor: ……………………………

Training to be undertaken: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Years of employment at XXXXX: ……………

Employment history/work experience:

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

What are the major responsibilities in your job role?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

What are any potential challenges/barriers to completing training?

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………...

What additional support could be helpful when undertaking training?

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


Links/further reading

AQTF guidelines and handbooks: www.training.com.au/AQTF2007

AQTF standards for RTOs: www.training.com.au/portal/site/public

DEEWR Frequently Asked Questions - AQTF http://www.deewr.gov.au/skills/overview/policy/nationalvetregulator/pages/frequentlyaskedquestions.aspx


http://www.deewr.gov.au/skills/overview/policy/nationalvetregulator/pages/frequentlyaskedquestions.aspx

http://www.training.com.au/portal/site/public

http://www.training.com.au/AQTF2007

Section 2: Plan delivery within relevant frameworks

2.7 Prepare session plans to ensure coverage of skills and knowledge outcomes of training specifications according to relevant frameworks

2.8 Select content appropriate to learners needs, interests and goals and reflecting learningt context2.9 Confirm content of activities with others to ensure learning goals are addressed2.10 Choose and sequence teaching activities to reflect theoretical understandings of skill

development2.11 Construct frequent and varied opportunities for learners to demonstrate achievement of skills2.12 Select wide range of print, media and electronic text appropriate to learner purposes

Assignment 2:If you have had LLN workplace experience, base your responses on what you know of an organisation. If not, choose an enterprise from one of the three case studies at the end of this section

Task 1

Using an LLN skills development plan, write a brief summary of the enterprise and the aims and outcomes management wishes to achieve from the LLN program. Include a profile of the organisation’s workforce e.g. its size, occupational groups, gender ratio, education and training backgrounds, age, language and cultural backgrounds, composition of full time, part time and casual workers, roster and shift work arrangements.

Task 2

Develop strategies for promoting the program in the workplace. Consider the best communication methods and how to convey to the workers that the training has the support of management.

Task 3

Prepare a session plan for a group of staff in your chosen workplace on an aspect of Occupational Health and Safety relevant to their job role. (E.g.> Case Study 1 might be correct handwashing procedures)

Task 4

Identify key stakeholders in the program and develop a list of questions to be discussed at initial meetings and contact sessions. These may include the LLN program co-ordinator, managers, vocational trainers, workplace trainers, supervisors, foremen, leading hands, team leaders, union delegates and human resources staff.

Preparation for implementing a workplace program

Make sure you: become familiar with the agreed LLN skills development plan (WELL application) and any Training

Packages/units of competency included in the plan

discuss program details, hours, timeframes, roles and responsibilities with LLN Program Coordinator, who will have had extensive consultation with key organisational stakeholders

share information with other LLN teachers on the program

seek support from experienced workplace LLN teachers.TAELLN704A Implement and evaluate delivery of adult language, literacy and numeracy skills of 128

Getting to know the workplace

In order to make appropriate decisions about delivery and assessment of the LLN program, you first need to become familiar with the structure, culture and LLN demands of the workplace. This process can be time-consuming and taxing. You will need to meet regularly with key contacts in the workplace to consolidate the program’s outcomes and create appropriate learner profiles. In this period, you negotiate strategies and logistical arrangements for training and assessment and establish contacts for implementation and support roles.

Initial meetingRelevant stakeholders will attend this meeting, including:

the LLN coordinator

other LLN teacher/s

enterprise managers

site managers

human resources or training manager

This group is likely to form the WELL program’s Steering Committee.

Key areas to consider:This initial meeting should provide you with contacts to other key players in the workplace who can assist you to build a profile of the organisation and the workers. These contacts may include workplace trainers, vocational trainers, quality assurers, supervisors, union delegates, team leaders, leading hands, line managers and IT support staff.

Clarification of program details in the agreed LLN development plans, including: Training Packages used/ units of competency to be gained

methods of training and assessment

systems for monitoring and evaluating the program

profile of the industry workforce e.g. number of employees, roles and responsibilities, gender ratio, education, training and employment backgrounds, age, language and cultural considerations, status of full time, part time and casual workers, roster and shift work arrangements.

Consideration and discussion of program aims and outcomes, which may include: gaining skills recognition or formal qualifications improving workplace communication skills

skilling workers for technological and/or organisational change

multi-skilling workers to perform a number of work roles

complying with Occupational Health and Safety (OH&S) requirements

developing a training culture and pathways for promotion


Identification of difficulties workers may be experiencing in their current work rolesEstablishment of systems, including:

materials – workplace documents, policies and procedures, intranet access, job descriptions, organisational charts

strategies – integration and sequencing of units of competency, delivery options, contextualisation, evidence collection, assessment, recognition process

time – release arrangements for workers, rostering, access to LLN support, best times/days facilities - rooms for group sessions and 1-1, need for privacy, storage for files, records, training

materials resources – computers, dictionaries, calculators, stationery, photocopying, clerical and technical

support


Confirmation of roles and responsibilities of LLN coordinator/teachers, vocational teachers and management, including:

reporting processes to management and funding body training delivery problem solving assessment and evidence collection quality assurance processes

Establishment of practical communication mechanisms, including :

Steering Committee meetings timetable contact details – phone, email LLN/vocational teachers team meeting schedules formal and informal methods

Promotion of program in the workplace:

informal conversations with workers program awareness raising with supervisors newsletters flyers on noticeboards introduction to staff by management attendance at staff meetings encourage workers to use “word of mouth”

Identification of previous training/skills assessments and current workplace training plansEstablishment of organisational procedures:

OH&S procedures and site inductions visitor’s sign-on book, identification, security clearances confidentiality dress codes, personal and protective equipment (PPE) Procedures for booking training facilities and equipment

Establishment of timeframes and priorities.

Terminology

Try to avoid using the words “literacy” and “numeracy” when promoting the program and your role in the workplace. These words are often mistaken for “illiteracy” or “literature” and may therefore make the LLN program seem irrelevant to the enterprise and employees.

Negative connotations can be attached to the word ‘literacy’ so workers who may wish to improve their workplace communication skills or require LLN support for vocational training may avoid participation if they feel they will be labelled as “dumb” by fellow workers and needing remedial help.

Avoid using the acronyms WELL and LLN and ABE. Instead use neutral terms like “the workplace communication program” or “training support program”. During initial meetings with managers and key contacts, discuss the reasons for avoiding the terms ‘literacy’ and ‘numeracy’ and agree on a more suitable name for the program

LLN teachers delivering in the workplace often refer to themselves as the “training support teacher”, “workplace communication teacher” or simply as a “workplace trainer”.


Be prepared to state your purpose on site without using these terms e.g. “I’m here to support the company’s training so everyone has access to the training”.

Site tour

A site tour with workplace managers or other key contacts following the initial meetings will help you to become familiar with the workplace and to start introducing the program to staff.

The benefits of a site tour include:

gaining information about the structure, layout and the main business of the organisation identifying various job roles and responsibilities making contact with future learners and support staff support of management for training is conveyed to staff observing existing workplace communication processes and materials eg: OH&S signs,

noticeboards, SOPs, use of technology, communication books

Shadowing

Working beside and observing workers in their day-to-day work practices allows LLN teachers to gain an insight into the workplace culture, the LLN skills required of the job role and any current difficulties experienced by workers.

Shadowing also allows LLN teachers to gain a rapport with the workers and acceptance in the workplace.

The benefits of shadowing include:

identifying critical LLN skills, technology, terminology, modes of communication etc used in work activities

gathering real life training and assessment materials gaining an understanding of workplace culture from workers e.g. workplace relations, environment,

attitudes to training identifying and gaining support of respected, knowledgeable and supportive workers identifying training needs of workers looking for communication barriers e.g. lack of LLN/technology/workplace communication skills,

resources not Plain Englished, modes of communication introducing training as meeting workplace needs rather than remedial LLN training develop rapport with workers by asking and answering questions, explaining your role and by being

friendly, approachable and non-threatening gaining ideas for delivery, resources, evidence collection, mapping to Training Packages and other

LLN units of competency and on-the-job assessment

Significance of the initial orientation phaseThe agreed LLN plan, meetings with managers and key contacts, site tour, shadowing and pre-training assessments assist LLN teachers to develop a profile of the learners and the learning environment.

Depending on the aims of the program, the size of the enterprise and access to staff, this process may take 5-8 weeks and you may be feeling anxious about getting training started.

However, the orientation phase is extremely important to the overall training as the LLN program needs to be customised to the needs of the workplace and the participants if it is to produce successful outcomes.

The information gained in this orientation phase can be used to:

help understand the workplace culture

establish rapport with key contacts in the workplace

identify workers in need of LLN training and/or supportTAELLN704A Implement and evaluate delivery of adult language, literacy and numeracy skills of 128

identify the critical LLN skills in workplace tasks and units of competency

match workplace LLN skills to Training Packages and/or workplace communication units

develop materials to address LLN needs of workers and gap training

develop resources and strategies to deliver and assess, units of competency and/or workplace communication skills

select appropriate teaching methodologies and delivery options

provide reasons for Plain English training to relevant staff

complete initial reports required by funding bodies

gather evidence and documentation needed for your RTO’s requirements

Examples of graded LLN assessment tools 1 Overview of graded workplace tasks

Skill Examples

Leve

l 1

Reading Read safety signs in the workplace

Read familiar labels in the workplace

Writing Write name and time of signing on and off on a timesheet

Write name, address and simple personal details

Numeracy Estimate money required for simple purchases

Record times accurately (sign on/off, phone messages)

Oral Introduce self to others in a group

Follow one-step oral instructions relevant to everyday workplace tasks

Leve

l 2

Reading Read and follow evacuation instructions

Read and locates information on a roster

Writing Write a telephone message for a fellow worker

Fill in a leave form

Numeracy Calculate change from petty cash purchases

Locate address using street directory

Oral Explain routine workplace safety directions to others eg fire drill

Listen for specific information in workplace meeting and contribute as appropriate


Leve

l 3Reading Read workplace newsletters

Read an agenda for a meeting

Writing Complete an accident report form

Write simple instructions for a routine task

Numeracy Measure items for work tasks using mathematical units (mls, cm, degrees Celsius)

Calculate and compare costs of similar items from two sources

Oral Provide instructions for a new worker on how to perform a simple workplace task

Listen and respond to a routine customer complaint

Leve

l 4

Reading Read a workplace report and recommend a change

Read a memo providing new instructions on workplace health and safety

Writing Write the minutes for a toolbox meeting

Write a memo to fellow workers informing them of a temporary change to the workplace routine

Numeracy Apply formulae to measure 2 and 3 dimensional spaces (capacity of a water tank)

Convert between metric units by applying appropriate prefix (milli, centi, kilo)

Oral Listen to a complicated customer complaint and summarise the customer’s concerns

Deliver a presentation about a new workplace practice to a group of colleagues


2. Writing Assessment Tool

Name: _______________________________________________ Date: _________________________

1. Complete the sample personal details form to update the organisation’s records

Personal Details Form

Surname:

First Name(s):

Other Name(s):

Preferred Name:

Title: Gender:

Contact Details

Phone Number (AH): Phone Number (BH):

Phone Number (mobile):

Email Address:

Home Address:

State: Postcode:

Postal Address:

State: Postcode:

Other Details

Are you an Australian citizen?

Are you an Australian Permanent Resident?

If you do not hold Australian Permanent Residency/Citizenship, please indicate what visa you currently hold and the expiry date:

Type of visa held: Expiry date of visa


2. Write a brief shift report for the communication book.

These questions might help you:

When did you start? What did you do? Who did you speak to? Did you have any problems? If so, what did you do about them? When did you finish?

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………

…………………………………………

3. Name a task you do every day. Now, write down the steps you take to complete this task. (Use point form)

………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………

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Analysis of writing assessment

Name: ____________________________________ Date: __________________

Indicators Personal Details Form Shift Report Routine Procedure

Task Comprehension

Content

Spelling

Tense NA

Grammar NA

Punctuation NA

Structure – word order NA

Sequential ideas NA

Vocabulary NA

Technical terms NA

Assessed as: C – Competent NYC – Not yet competent

Summary of LLN Training/Support Required:


Case Study 1

Background Information:

The largest organisation of its kind in the area, this facility comprises a nursing home and eight hostels spread throughout the Hunter region. There are approximately 470 full-time staff and 230 casual workers. Staffing includes Administration support, Medical Officers, Registered Nurses, Enrolled Nurses, Assistants in Nursing, Support staff in Catering, Laundry and Cleaning, Personal Care Assistants and Maintenance and Landscaping crews.

Organisational Trends:

Management was aware of the need for compliance with stricter OHS requirements and wanted to update and standardise Safe Working Practices (SWPs) throughout the Nursing Home and Hostels. With planned expansion of hostels into other locations, this was a priority.

Due to the nature of the work in hostels, staff were required to be multi-skilled and needed to undertake a variety of job roles, depending on need.

Training Needs:

Through a process of discussion, observation and research, the WELL Program Manager was able to work with the management team in identifying training needs. The main areas included:

supervisors needing LLN support in developing appropriate SWPs which adhered to OHS requirements

all staff requiring training in communication and team-building Catering, Laundry and Cleaning Support Staff and Personal Care Assistants needing LLN support in

gaining/updating qualifications.

Training Outcomes:

Development of uniform SWPs throughout the organisation, contributing to standardised and consistent work practices

121 workers achieved Certificate 11 in Health Support Services Demonstrated improvements in compliance with Safe Work Practices Increased job portability and development of career pathways Improved communication and teamwork across all sites Improved self-confidence o f workers leading to increased willingness to undertake in-house training.

Comments from managers and training participants:

“ I conducted a workshop in November called “Managing Residents with a Dementing Illness” which was open to all staff. In the past, only nursing staff would apply to attend. After participating in the WELL program, 15 support staff workers took part and made valuable contributions to discussions in the workshop.” (Senior Educator)

“My kitchen staff talks more as a team about better, safer ways to do things.” (Hostel Manager)

“One staff member has become a great safety champion, correcting staff when they do not conform.” (Hostel Manager)

To the question “Has the training program had an effect on the behaviour, attitudes and knowledge of the participants?” one Manager’s response was “More than can be expressed! The value of this program cannot be explained fully.”


“Usually the nursing staff gets all the training and we don’t get any. It’s good that they [Management] are giving us some, for a change. (Cleaner)

“I never knew how complicated my job is and that I know so much!” (Catering worker)

Case Study 2Background Information:

A family-owned and run enterprise was started in 1978 and has since steadily increased in both size and profitability. Currently, there are 30 workers (5 female, 25 male) spread over two sites and staff move between locations, as required. The business consists of four major functions - selling plants and plant supplies, supplying pavers, supplying treated pine products and delivering landscaping goods.


Management has identified the fact that in order to maintain its competitive edge, the company will need to diversify.

Main functions of Nursery

1998 2008 Projections

Plants and plant supplies

45% 31% 25%

Paving supplies 27% 36% 35%

Treated pine products 22% 18% 15%

Landscaping goods delivery

6% 15% 20%

Cafe and gift shop 5%

Research undertaken by the company into trends in the business functions of nurseries indicate that customers respond best to one-stop shopping experiences. Hence, this company perceives a need to broaden its focus. The company plans to expand into giftware and café facilities.


Training Needs:

The organisation’s management was quite clear about what was required for its training program. They had recently completed a Workcover audit, which highlighted areas of need.

These included:

indications that employees OHS, Manual Handling and Chemical Usage training materialand Safe Work Practices (SWPs) were not written in Plain English and were difficult for employees to read and interpret

Management identified additional areas for training:

Communication skills, including working efficiently with colleagues and customer service More efficient handover systems and planning for daily work responsibilities Introductory computer skills for correct data entry OHS, Manual Handling and Customer Service requirements for staff involved in café operations.

Training Outcomes:

With the provision of LLN support for supervisors, the following documentation was developed:

Induction Package Employee’s Handbook Probationary Assessment Review.

Workers and supervisors have jointly developed clear, concise, workable SWPs for:

Refuelling procedure Garden chemical applications Watering and plant maintenance Bagging procedure Front end loader operation Forklift operation Whipper snipper operation Chainsaw operation Paving deliveries Tipping a load Telephone system operation.

Improved communication, customer service and teamwork were achieved through workshops, which included:

Work team goal setting Conflict resolution strategies Customer service scenarios Acceptable outcomes.

Introductory computer skills, achieved through blended delivery:

Data entry and file management Word processing procedures Spreadsheet operations Using the Internet.


Case Study 3

Background Information:

This multinational company is the largest supplier and manufacturer of electrical transmission and distribution products in the Asia Pacific region. After 57 years in operation, the company is the leading manufacturer and distributor of energy supply product solutions. Its customers include electrical utilities, contractors and wholesalers. Currently, there are over 340 employees at the Hunter site, including scientists, engineers, laboratory workers, foundry workers, warehouse distributors, sales, technical, administrative and customer service staff.


With similar centres in Thailand, China and Indonesia, management wish to further expand operations into other Asian Pacific regions to maximise profitability. The company is committed to ensuring that its product designs, service, and quality standards are at the cutting edge in order to achieve the greatest percentage of market share.

Training Needs:

Management and Human Resource personnel were specific about training requirements for employees in Warehousing Operations.

These included:

overcoming resistance to training, which was entrenched in the culture of the workplace improved written and spoken communication of employees development of effective teamwork skills basic computer skills training – data entry LLN support for workers to enable them to undertake training in competencies from the Metals and

Engineering Training Package improvements in warehousing systems and parts inspection supporting supervisors to develop skills in writing work instructions and documentation in Plain

English raising supervisors’ awareness of and strategies for addressing LLN issues at work.

Outcomes:

95% of targeted WELL participants completed training against 12 competencies from the Metals and Engineering Training Package. These included:

MEM1.2F Apply Principles of Occupational Health and Safety

MEM11.11B Manual Handling

MEM15.4B Perform Inspection (Basic)

MEM11.5B Pick and Process Order

MEM11.14B Undertake Warehouse Despatch Process

MEM15.24A Apply Quality Procedures

MEM16.7A Undertake Interactive Workplace CommunicationTAELLN704A Implement and evaluate delivery of adult language, literacy and numeracy skills of 128

ICAITU128A Operate a Personal Computer

ICAU1129A Operate a Word Processing Application

MEM9.3B Prepare Basic Engineering Drawing

MEM12.23A Perform Computations

MEM12.24A Perform Computations

TAALLN401A Address the Language, Literacy and Numeracy (LLN) issues within Learning and Assessment Practices.

The response by the number of participants who elected to undertake training reflects a considerable shift in attitude towards training in this workplace

On completion of the competency MEM16.7A Undertake Interactive Workplace Communication, supervisors reported an observable improvement in ways in which work teams related to one another. There was a shift from “blame and ridicule” to a climate of discussion, active listening and assertive rather than aggressive responses.

Supervisors developed skills in practising clear, concise communication, in both verbal and written forms, with both work teams and management. This was evident in the use of standardised templates, simplified Standard Operating Procedures (SOPs), meeting agendas and formalisation of workplace policies and procedures.

Links/further readingLiteracyNet:

http://www.deewr.gov.au/Skills/Programs/LitandNum/LiteracyNet/Pages/default.aspx

National Training Information Service (NTIS) This is the database on vocational education and training in Australia and the official national register of information on Training Packages, qualifications, courses, units of competency and Registered Training Organisations (RTOs).

www.ntis.gov.au

Pre Assessment Training Kit 2002: Determining training needs, Commonwealth of Australia, 2002

http://www.anevenstart.deewr.gov.au/documents/TDT_PreTraining.pdf

Literacy at Work

http://www.dest.gov.au/sectors/training_skills/publications_resources/profiles/nbeet/allc/literacy_at_work_incorporating_english_language.htm#topics




http://www.anevenstart.deewr.gov.au/documents/TDT_PreTraining.pdf


http://www.deewr.gov.au/Skills/Programs/LitandNum/LiteracyNet/Pages/default.aspx

Section 3 Select and apply adult language, literacy and numeracy strategies appropriate to context3.1 Evaluate teaching strategies to determine those most appropriate for the specific learners,

learning styles, groups and learning contexts3.23.3 Contextualise strategies to teach adult literacy and numeracy skills to meet learner needs3.4 Contextualise strategies to teach learning skills to meet learner needs3.5 Use knowledge of language, literacy and numeracy skill development to facilitate learning3.6 Establish productive relationships with learners using interpersonal skills

Assignment 3:If you have had LLN workplace experience, base your responses on what you know of an organisation. If not, choose an enterprise from one of the three case studies from the previous section

Task 1

Find the relevant industry Training Package for a specific workplace you have access to or use a case study outlined on pp 39-43.

Choose one element of competency and identify the language, literacy and numeracy demands of the element and the performance criteria

Look at the range statement for the unit of competency and identify the LLN demands within the range of variables as well as the LLN demands in the underpinning skills and knowledge

Identify the AQF level and assessment strategies of the unit.

Source and map hypothetical workplace documents and processes to the performance criteria in the element of competency.

Develop an example of training material to support the participants’ preparation for assessment of this unit of competency.

Explain how this material would ideally be delivered in the specific workplace. Outline how this element of competency will be assessed.

Outline how this element of competency will be assessed. This task will need to competed in consultation with vocational or workplace assessors

Task 2

Develop a brief resource or learning activity suitable for workplace training for each of the following skills:

Reading

Writing

Oral communication

Numeracy

Learning Strategies

Problem solving


The purpose of the orientation phase is to confirm understanding of agreed outcomes of the program, logistical arrangements and the training and support needs of the workplace trainees. This information can then be used to develop strategies for implementing the program. Completing this phase of the process is more likely to lead to positive outcomes.

Teaching and assessment plans are an effective tool for LLN teachers and other relevant trainers and assessors to negotiate their roles and organise schedules and strategies for resource development, delivery and support options, collection of evidence and assessment.

When developing a teaching and assessment plan, the following need to be considered:

Outcomes of the training – what competencies will staff focus on achieving?

Methods of training – Who will deliver training? What are the best delivery methods? What resources and materials are required? Where will training take place? How will LLN support be offered?

Methods of assessment – Who is qualified to assess competency? How will competency be assessed? How and when will evidence be collected and recorded?

Given the range of outcomes for workplace LLN programs and the variety of contexts in which LLN teaching and assessing can take place, teaching and learning plans need to be customised to each workplace and program.

Outcomes of the TrainingMost workplace LLN programs have been designed to support staff to:

gain Training Package qualifications or specific units of competency

update or maintain workplace communication skills specific to the needs of the individual workplace

achieve a combination of both these outcomes.

‘Plain English’ and ‘cultural awareness’ training for managers and authors of workplace documents have also been incorporated into workplace programs for large organisations that employ a culturally diverse workforce while smaller workplaces may require only a few specific industry or workplace skills.

Details regarding qualifications and enrolment would usually be included in the agreed LLN skills development plan. However, if decisions need to be made about enrolment, it is important that the AQF level of the course or unit of competency aligns with the LLN demands of the job role.


Samples of enrolment options to achieve competencies

Outcome Qualification/Enrolment Options

Recognition and development of workplace skills:

Literacy

Oral skills

Numeracy

Workplace Communication

Learning skills

Technology

Teamwork

Problem solving

Initiative and enterprise

Planning and organising

Self-management

Personal safety and security

TAFE NSW Qualification

Statement of Attainment or specific units

6514/6515 – Preparation for Work and Study

9070 - Access to Work and Training (S of A)

9069 – Skills for Work and Training (S of A)

8270 – English Pronunciation in the Workplace

9068 – Employment, Eduction and Training

Certificate I or specific units

6515 – Preparation for Work and Study

9071 – Access to Work and Training

Certificate II or specific units

9072 – Skills for Work and Training

Certificate III or specific units

9073 – Employment, Education and Training

Nationally recognised qualifications:

Meet industry standard

Improved job performance

OHS, communication, productivity improvements

Positive attitude to further training

Promotion pathways

Increased confidence and motivation

Improved workplace relations

Relevant Industry Training Package Qualification

Certificate I, II, III or IV or specific units

LLN Support

9999 – Learner Support

Plain English Training for writers of workplace documents

NSWTWTG502A – Apply plain English strategies to create and edit texts

Specific need of individual workplace Customised TAFE Commercial Short Course


Methods of TrainingThe training methods used in a workplace program will be guided by the workplace environment, learner profiles and training and assessing partnerships.

The organisation may be an RTO with its own Learning and Development Unit so teaching and assessment plans will need to be developed in negotiation with the organisation’s workplace trainers.

Delivery and assessment will also need to be negotiated with other TAFE Vocational Trainers and Quality Assurance staff working on programs with a Training Package Qualification outcome.

Considerations such as staff availability, targeted LLN skills, confidentiality, level of support required and learning strategies will need to be taken into account when deciding on delivery methods and promoting a conducive learning environment.

Workshops and self-paced materials will need to be provided in order to offer options for one-to-one support in a self paced learning and/or self access learning setting. Online training and support is only viable if staff and learners have the necessary IT skills and access to computers. Group training should be scheduled during down times or incorporated into workplace training days/staff meetings while availability for one-to-one training should be individually negotiated with the worker.

Delivery Partnerships

Delivery Methods Resources Environment LLN support

LLN Teachers

Workplace Trainers

TAFE or other RTO VET Teachers

Self-paced materials

Small group

One-to-one

Phone support/online

On-the-job/blended

Workshops

Training Days

Workplace Documents

Policies and Procedures

Workplace Intranet

Technical Support Staff/Supervisors

Industry/Workplace Training Materials

LLN/ Workplace Communication training materials customised to workplace

Training Rooms

On-the-job

Private Space

TAFE

Phone/email

Out-of-work hours (within OHS guidelines)

Resource development

Workplace Communication Training

Team-teaching with Vocational Teacher/ Workplace Trainer

LLN Support for trainees having difficulty with training materials


Maintaining Contact in the workplaceLLN programs are often competing with other workplace training, activities and priorities for the trainees’ time and energy. For the LLN program to have relevance for staff, it needs to remain flexible to their workplace needs and to be customised to the support needs of each individual.

LLN teachers also need to maintain the profile of the program in the organisation by keeping in regular contact with participants of the program and other key players in the workplace. This can be achieved by:

Providing regular updates of program outcomes to managers, supervisors and workplace trainers

Using workplace communication channels – noticeboards, email, pigeonholes, memos, newsletters

Placing booking sheets on noticeboards for flexible delivery

Sharing ‘smoko’ and lunch breaks with the workers

Making regular contact with staff working using self-paced materials to check their progress and to offer support – especially to staff from NESB or with limited education/training experience

Keeping records of contact with staff to remind you of individual needs, progress, difficulties, outcomes and for evidence of contact

Attending staff meetings where appropriate

Keeping your eyes and ears open for potential problems or future training needs

Developing a professional, open and friendly working relationship with both management and workers

Respecting the practices and processes of the workplace management

Maintaining confidentiality and remaining neutral to internal politics

Contingency PlansLLN teachers have less control over the workplace learning environment than in a college. The best laid plans and arrangements may need to be renegotiated or re-adjusted with little warning. Prepare your day with Plan A, but always carry Plan B!

Ongoing communication, team work, flexibility and a positive attitude are essential skills for the LLN teacher trying to develop creative solutions to the myriad of challenges in workplace programs.


Possible challenges and workable solutions in workplace programs

Possible Challenges Workable Solutions

Employees do not see the need for recognition of Training Package qualifications as embedded skills appear to be greater than current work roles

Group training sessions difficult to timetable due to work deadlines

Reluctance from supervisors to support work-based training

Complex work environment with rotating shift work, leave, rostered days and busy workplace activities

Diversity of learning groups challenging for program design and delivery. Various education levels and levels of computer skills

Challenge of encouraging Vocational Trainers to work collaboratively with LLN teachers

Staff may be motivated by opportunity to gain national recognition of qualification and linkage to annual performance review and bonus scheme

Gain management support for training and negotiated individual catch-up sessions and use of down times

Design work-based projects which support critical workplace needs, achieve OHS compliance and create minimal disruptions to productivity

Flexible delivery is essential – on-the-job assessment or work-based tasks should be organised when group training not attended. Catch-up sessions can be programmed for workers returning from leave

Resolved through self-paced learning, specialised support for hearing and visually impaired students and 1-to-1 support for students with low literacy levels

Support from management and WELL coordinator to develop training and assessment plans and establish roles and responsibilities successfully supported the development of a collaborative partnership


Training PlansTraining plans serve a number of purposes including:

an action plan for implementing the Workplace LLN program

development of training partnerships through negotiation of responsibilities

identifying potential problems – availability of staff and facilities, availability of trainers and assessors, establishing achievable timeframes

functioning as a record of evidence

Training plans can be developed for the entire program, blocks of training or individual sessions. When necessary, they should be developed in consultation with other key players responsible for delivery of the program e.g. other LLN teachers, vocational teachers and workplace trainers/supervisors.

Joint negotiation of training plans at the initial stages of the program are more likely to encourage team building skills which are invaluable for an effective workplace training program such as sharing ideas, resources and responsibilities, commitment to objectives, creative solutions to problems, flexibility, openness and trust.


Examples of Training Plans

Objectives LLN Activities Roles and Responsibility Delivery Time Frame Contingency

Introduction to Trade Unions course (SofA)

Workshop activities: group work, short written answers, role plays, responses to questions

Reading training materials

Writing short answers

Source real life workplace resources and newspaper articles

Workshops

Workplace Trainer – delivery of content

Organise facilities, coffee, lunch, morn/aft tea

LLN Teacher – scribe on whiteboard during discussion

Assist with group work and assessment tasks

Enrol learners

Hand out and collect evaluations

Self-paced learning guide

LLN Teacher

Provide phone/email support

Organise 1-to-1 support at local TAFE campus if needed

Two groups of 15

Each group attends 2 workshops

workplace training room

9am – 4pm

Complete self-paced learning guide between workshops

Day 1 and Day 2 Workshops spaced 6 weeks apart

Group 1 – May – July

Group 2 – Aug - Oct

If worker unable to attend a workshop day – attend other group’s workshop

Or

Provide 1-to-1 catch-up


Objectives LLN Activities Roles and Responsibility Delivery Time Frame Contingency

Effective communication skills for union delegates

Training needs indicated by delegates at Day 1 workshop. Topics may include:

Writing memos, reports, letters

Meetings

Word-processing

Internet/email

Negotiation

Conflict resolution

Assertiveness

Questioning

Active listening

Day 1 Workshop

LLN Teacher

Briefly explain Day 3 comm. skills workshop

Gather training needs survey

Workplace Trainer

Organise overnight accomm. for delegates attending Day 3 workshop (where needed)

Day 3 Comm. Skills workshop

LLN Teacher

Deliver 4-5 topics chosen by delegates (no assessment tasks)

Workplace Trainer – Organise facilities, coffee, lunch, morn/aft tea

Two groups of 15

Each group attends Day 3 Workshop on following day from Day 2 Workshop

Workplace training room

9am – 4pm

Day 3 workshops

Group 1 – July

Group 2 - October

Worker can attend another groups workshop if unable to attend Day 3 workshop

Or

Provide 1-to-1 catch-up


Teaching language, literacy and numeracy skills in a workplace contextA range of different teaching approaches and strategies exist for workplace teachers.

In the classroom In the workplace

Teaching and learning programs are negotiated between learners and teacher taking into account individual and group learning needs and curriculum outcomes

Learners are mainly self-referred

Learners undertake training to improve their language, literacy and/or numeracy skills

Resources and activities drawn from personal, social, community, educational and workplace contexts

Curriculum based on LLN specific course

Dedicated time and place for learning

Delivery largely face-to-face and a range of teaching methodologies available

Teaching and learning programs are negotiated between WELL co-ordinator and the workplace

Learners are referred to training by their supervisors or managers

Participants undertake training to improve workplace communication skills, gain vocational qualifications or complete workplace training– some participants may need to improve LLN skills while others will not have LLN difficulties

Resources and activities are drawn from workplace context

Programs are based on Training Packages and/or workplace training

Flexible training sites and times compete with workplace demands

Combination of delivery methods is required and time constraints and learning environment may influence teaching methodology


Workplace Learning EnvironmentFrom an organisation’s perspective, workplace LLN programmes are not intended to focus exclusively on improving the LLN skills of employees.

While the number of participants undertaking training and gaining competency in vocational qualification or LLN units is a tangible outcome, the success of a particular workplace LLN programme is often reported in terms of benefits to the organisation. These benefits may include:

Increased productivity

Reduction in customer/staff complaints

Uptake of other training programs

Active participation in meetings

Improved workplace documentation and accountability processes

Reduction in workplace injuries and incidents

LLN delivery and assessment in the workplace is not a ‘standalone’ program that happens to take place in a workplace instead of classroom.

Instead, the purpose of the program is to assess and, if required, to develop the participants’ communications skills as part of a normal workplace program.

A case study

New legislation requires the staff of an organisation to hold a Certificate III qualification in a relevant Training Package. The organisation has decided to provide training and assessment for this qualification as part of its workplace training program.

The staff who will undertake training are shift workers and located across sites. The organisation has decided to train and assess using a combination of self-paced booklets as well as allocated training and assessment days across sites and workplace observations by site managers. The organisation is an RTO and workplace trainers have developed the self-paced booklets and will be delivering the training and assessment days.

The training program assumes that participants will have the necessary skills to complete the self-paced booklets independently. The critical aspects of competence have not been fully analysed and may include include reading content, analysing questions, reading, writing or maths skills required to complete tasks, strategies for learning by distance, and an understanding of competency-based training and assessment processes. The training program also assumes that participants will have the oral communication skills to ask questions during training days and to answer questions during workplace assessments.

A workplace program that integrates LLN assessment and training does not assume that all the participants have these skills. In these programs, the trainer would have checked that the LLN requirements of the training match the LLN requirements of the workplace and then assess the LLN skills of the participants against these requirements. Support mechanism would then be put into place to support participants who lack the necessary skills.


Facilitating the learning processAn awareness of LLN issues in vocational training and strategies to address these issues are incorporated into Training Package and curriculum documents and within current Training and Assessment qualifications. Workplace trainers may have the knowledge and skills to support and develop LLN skills while delivering workplace training.

However, LLN support and development may also be offered in the following formats:

team teaching with a LLN specialist

one-to-one support to use training materials or perform workplace tasks

supplementary small group sessions timetabled between training days

learning partnerships or mentoring where participants with LLN difficulties are teamed with participants with stronger LLN skills

Identifying, assessing and teaching LLN skills in the workplace and providing LLN support for vocational training is only one facet of providing specialist LLN services in a workplace context. LLN specialists may also offer assistance to develop training materials and workplace documents and advise vocational trainers, other relevant staff and management on LLN issues.

As the LLN specialist works closely with staff across the organisation, they are often able to identify the causes of communication problems in the workplace that may not necessarily be related to the LLN skills of staff. Communication barriers can be caused by issues such as poorly written documents, lack of staff training, unclear instructions and a lack of computer skills.

If communication barriers are identified, then the LLN specialist may also support staff in designing strategies to achieve solutions and therefore develop employability skills such as critical analysis, problem-solving, initiative, team work and learning strategies. These skills are often expected outcomes of a workplace training program.

Providing LLN specialist services in the workplace is a complex process because outcomes, resources, processes, LLN issues, workplace support, staff access and teaching roles will differ from one organisation to another.

Workplace LLN teachers need to be flexible, resilient, and creative problem solvers. They also need to be diplomatic and approachable. They should be ready to learn about new workplaces and their culture, and explore new ways to communicate, teach, assess and learn.

Materials, resources, activities and strategies need to be customised if they are to be relevant to participants in their own working context.

Best practice principles of student-centred learning and strategies for teaching language, literacy and numeracy need to be applied for any adult learning program to be successful whether the learning context is the classroom or the workplace,


Principles of adult learningPart of being an effective LLN teacher involves understanding how adults learn best. Adults have special needs and requirements as learners which are based on the following principles:

Adult Learning Principles Implications for Workplace Training

Adults need to know why they should learn something and expect to find learning rewarding

Adults have a need to be self-directing and be include in the negotiations about their learning

Adults have a wealth of experience to bring to learning and learn more effectively when they can relate new information to their existing knowledge

Adults tend to learn when they need to solve a problem, perform a task or cope more effectively

Adults use all their senses to learn

Adults may have negative or limited learning experiences, low self-esteem or be anxious about performing in front of a group

Trainers should ensure that the participants know the purpose of training, its benefits and outcomes as early as possible

Trainers need to assist participants to identify their own training needs and negotiate their own learning experience

Trainers should make use of participants’ knowledge and experiences and relate new learning to these past experiences

Training needs to relate to situations faced directly by participants to be viewed as relevant

Training should incorporate discussion, modelling, problem-solving, experimenting and practical tasks

Trainers need to create a supportive, comfortable learning environment based on mutual respect and provide for 1-to-1 training if required


Adult Learning StylesWhen facilitating workplace learning, especially in group delivery sessions, trainers need to be aware that not all participants learn in the same way.

Some learners may have a strong preference for one particular learning style, but most learners prefer a combination of two or more learning styles.

Workplace learning activities need to take into account different learning styles by presenting information in various ways and providing time for participants to discuss, practise and reflect on their learning. For example, verbal presentations should be accompanied by handouts or visual images as well as providing opportunity for discussion, problem-solving activities and practical tasks.

The following Visual, Auditory, Read and Write, Kinaesthetic (VARK) questionnaire is a quick and useful tool for determining workers’ preferred learning styles.

The VARK Questionnaire

www.vark-learn.com/english/page.asp?p=questionnaire

Choose the answer which best explains your preference and tick the box next to it. Please tick more than one if a single answer does not match your perception. Leave blank any question that does not apply.

A group of tourists wants to learn about the parks or wildlife reserves in your area. You would:

take them to a park or wildlife reserve and walk with them.

give them a book or pamphlets about the parks or wildlife reserves.

talk about, or arrange a talk for them about parks or wildlife reserves.

show them internet pictures, photographs or picture books.

You are helping someone who wants to go to your airport, town centre or railway station. You would:

write down the directions.

draw, or give her a map.

tell her the directions.

go with her.


English

You have a problem with your knee. You would prefer that the doctor:

gave you a web address or something to read about it.

used a plastic model of a knee to show what was wrong.

described what was wrong.

showed you a diagram of what was wrong.

Other than price, what would most influence your decision to buy a new non-fiction book?

A friend talks about it and recommends it.

Quickly reading parts of it.

It has real-life stories, experiences and examples.

The way it looks is appealing.

You want to learn a new program, skill or game on a computer. You would:

talk with people who know about the program.

follow the diagrams in the book that came with it.

read the written instructions that came with the program.

use the controls or keyboard.

You are about to purchase a digital camera or mobile phone. Other than price, what would most influence your decision?

Trying or testing it

Reading the details about its features.

It is a modern design and looks good.

The salesperson telling me about its features.


I like websites that have:

interesting design and visual features.

things I can click on, shift or try.

audio channels where I can hear music, radio programs or interviews.

interesting written descriptions, lists and explanations.

You are planning a holiday for a group. You want some feedback from them about the plan. You would:

give them a copy of the printed itinerary.

describe some of the highlights.

use a map or website to show them the places.

phone, text or email them.

You are using a book, CD or website to learn how to take photos with your new digital camera. You would like to have:

a chance to ask questions and talk about the camera and its features.

many examples of good and poor photos and how to improve them.

clear written instructions with lists and bullet points about what to do.

diagrams showing the camera and what each part does.

You have to make an important speech at a conference or special occasion. You would:

gather many examples and stories to make the talk real and practical.

write a few key words and practice saying your speech over and over.

write out your speech and learn from reading it over several times.

make diagrams or get graphs to help explain things.


Remember a time when you learned how to do something new. Try to avoid choosing a physical skill, eg. riding a bike. You learned best by:

written instructions – e.g. a manual or textbook.

diagrams and charts - visual clues.

listening to somebody explaining it and asking questions.

watching a demonstration.

You are not sure whether a word should be spelled `dependent' or `dependant'. You would:

write both words on paper and choose one.

find it in a dictionary.

see the words in your mind and choose by the way they look.

think about how each word sounds and choose one.

You are going to cook something as a special treat for your family. You would:

cook something you know without the need for instructions.

ask friends for suggestions.

look through the cookbook for ideas from the pictures.

use a cookbook where you know there is a good recipe.

Do you prefer a teacher or a presenter who uses:

diagrams, charts or graphs.

handouts, books, or readings.

question and answer, talk, group discussion, or guest speakers.

demonstrations, models or practical sessions.


You have finished a competition or test and would like some feedback. You would like to have feedback:

using a written description of your results.

using examples from what you have done.

using graphs showing what you had achieved.

from somebody who talks it through with you.

You are going to choose food at a restaurant or cafe. You would:

listen to the waiter or ask friends to recommend choices.

look at what others are eating or look at pictures of each dish.

choose something that you have had there before.

choose from the descriptions in the menu.


Learning styles are described in different ways and the model below provides examples and suggested methods of delivery.


Visual

Prefers to see pictures, graphics, read handouts. Becomes bored with

lengthy verbal information.

Auditory

Prefers to hear talks, verbal explanations or discussions, listen to presentations.

Kinaesthetic

Prefers group work, hands on activities, physical contact, demonstrations. Learns by doing.

Tactile

Prefers being physically involved. Role plays and note-taking for doing learning. Needs variety.

Left/Right Brain

Tend to favour one side of the brain to the other (although some individuals more whole-brained)

Left brain thinkers are logical, analytical and objective

Right brain thinkers are intuitive, creative and visionary

Activist

Prefers to brainstorm, solve problems, role play, discuss in groups, demonstrations and practice opportunities.

Types

of

learners

Global

Big picture people. Value storytelling and anecdotes. Prefers informality, variety, spontaneity and distraction.

Pragmatist

Prefers problem solving, case studies, discussion, practical tasks and time to try things out.

Reflector

Prefers paired discussion, questionnaires, feedback and coaching. Distracted by group work.

Theorist

Prefers to consider models, statistics, theories, quotes and background information

Analytical

Focus on detail. Prefers organised, structured and sequential learning. Likes to be able to complete tasks. Provide tasks with definite endings.

Learning Strategies

VISUAL AUDITORY PHYSICAL

Diagrams

Videos

Overheads

Models

Worksheets

Board Work

Charts

Posters

Demonstration

Observation

Handouts

Group work

Group discussion

Oral presentation

Small group problems solving

Recordings

Questioning

Oral learner presentation

Learners quiz each other

Peer teaching

Sharing prior knowledge

Role play

Demonstration

Peer teaching

Games

Hands on activities

Workplace activities

Videoing

Practical exercises

Writing on boards

Interactive

Doing it!


Creating LLN Training Material from vocational Training PackagesSelection of the competencies from a national Training Package to meet the needs of an organisation and to form the basis for workplace training is performed in collaboration with an industry expert during the formation of the agreed LLN skills development plan (WELL application).

The role of the LLN specialist is to work with the organisation and relevant assessors to develop training materials and assessment strategies which map the elements of competency and performance criteria of units to workplace processes and documentation.

The LLN specialist also needs to map workplace communication skill competencies against the Australian Core Skills Framework (ACSF) for reporting purposes at the end of the program

Example:

Look up the National Training Information System (NTIS website: www.ntis.gov.au)

Find the relevant Training Package. Use the site search engine and scroll down the industry Training Packages

Find the unit of competency and look for the LLN demands (underlined)

E.g. PRMCH34A Follow relevant OH&S policies and procedures to ensure own safety and that of others

1. Analyse the LLN demands of the elements and performance criteria in the unit.

Element Performance Criteria

1. Follow workplace procedures for hazard identification and risk control

1.1 Hazards in the workplace are recognised and reported to designated personnel according to workplace procedures

1.2 Workplace procedures and work instructions for controlling risks are followed accurately

1.3 Workplace procedures for dealing with accidents, fire and emergencies are followed whenever necessary within scope of responsibilities and competencies

2.

2. Look at the range of variables in the unit (underlined)Range Statement

Relevant workplace procedures will include:

OH&S policies, hazard identification, risk assessment and control, emergency, fire and accident procedures, for the use of personal protective clothing and equipment, job procedures and work instructions.



3. Look at the Critical Aspects of Evidence.

4. Look at the underpinning skills and knowledge for LLN demands (underlined)

Underpinning Skills and Knowledge

Enterprise policy and procedure for OH&S

Manufacturers’ equipment and material storage, use, cleaning and disposal guides

Basic literacy and numeracy

The usefulness of the enterprise’s OH&S policy and procedures

Enterprise procedures for reporting and recording work-based injuries

5. Look at assessment information for LLN demands (underlined)

Suggested Assessment Strategies

Relevant documentation including OH&S policy and procedures

Relevant codes of practice

Manufacturers’ specifications for plant and equipment and Material Safety Data Sheets (MSDS).

5.1 Map identified workplace communication skill competencies against the ACSF

5.2 Look at the Employability Skills and the AQF level required to identify LLN demands

5.3 Training Packages state that opportunities for practice and self-assessment should be provided under the guidance of a person deemed competent in the work area, in advance of formal assessment.

Once the LLN requirements have been identified, the LLN specialist can then develop training materials to support the workers’ preparation for formal assessment.

5.4 The LLN demands of the training materials should not exceed the LLN demands of the AQF level of the Training Package or the workplace.


Customising Training MaterialsCustomising training materials involves developing new materials or making changes to existing materials to focus on the outcomes of the training program, the particular industry and the LLN skills of the participants.

The main things to consider are:

Make training materials relevant to the participants in their own working context

Existing materials are seldom suitable. If using material designed for other workplaces, or generic materials (conflict resolution, meetings, word-processing), check thoroughly for accuracy, currency and relevance to the workplace

Present training material in a format that meets the needs of participants in a particular workplace learning environment. For example:

- self-paced materials for off-the-job assessment, participants across sites, shift workers, participants with a range of LLN skills

- models, step-by-step instructions, SOPs, workplace manuals for on-the-job training and assessment

- handouts, visual presentations, models, videos, audio transcripts for group training

Collaborate with the relevant workplace personnel to collect information on processes, communication systems and documentation that exist in the workplace

Design training materials around current workplace documents, forms, policies, SOPs, posters, signs, memos

Include photos of someone carrying out a workplace procedures or of particular piece of equipment with labels to assist with reading SOPs or learning workplace terminology

Include the terminology and language used in the workplace. For example, check the appropriate title of the immediate supervisor - “line manager”, “shift supervisor”, “senior staff member” or a “team leader”

Cater for the LLN skills of the participants without compromising the intended outcomes of the training

Only design electronic or online materials if the participants have the computer skills needed to access the material (or provide training for participants to gain the necessary computer skills)

Make sure the relevant workplace personnel check the materials for quality and accuracy before publishing.

Features of Effective Training MaterialsTraining participants are time-poor; they may experience literacy difficulties or be from a non-English speaking background. As such, they do not have time to wade through large amounts of written material when undertaking workplace training.

Training materials need to be clear and concise with graphics to aid comprehension where necessary.

In many workplace programs the role of the LLN specialist is not only to design and develop effective training materials and re-write workplace documents in plain English but also to impart these skills to workplace trainers and other relevant personnel.


When designing training materials (or advising on workplace documents), ask the following questions:

Question Examples

Is it written in plain English?

Use short sentences and simple words (KISS –Keep It Short and Simple)

Use language that exists in the workplace or is not overly formal

Is it written in active voice rather than passive voice?

Use you, we and our (active) rather than staff, the team or the company (passive)

Personalise the text as if you are addressing the participant directly. This makes the writing seem less formal and more relevant.

Is the layout of the text easy to read?

Make sure there is plenty of white space on the page

Use heading, subheading and bullet points to help make text easier to read. Breaking text into distinct sections reduces the feeling of information overload.

Use fonts which have strokes with plain or straight ends eg Arial or Verdana

The font size should be no smaller than 12 point.

Are pictures, photos and diagrams included?

Use graphics which are clear and easily interpreted

Simple labels assist learners to match terminology to items or objects

Do written instructions start with a verb?

Procedures and instructions should clearly state what the learner is expected to do

For example, press the start button, click the mouse button twice, wear rubber gloves, count the contents

Is workplace terminology included and taught?

Explicitly teach workplace terminology Include a glossary of commonly-used terms in the workplace

Workplace trainers should also ask “Can written material be replaced or incorporated with demonstrations, verbal explanations or video presentations?”


Learning Activities in the Workplace

Strategies to teach reading

Before reading workplace texts, engage learners in discussion of prior knowledge and teach vocabulary to aid prediction and comprehension

Developing critical literacy skills:

- Code breaker How do I decode this text?

- Text participant What does this text mean to me?

- Text user How do I use this text?

- Text analyst What does this text do to me?

Encourage reading for different purposes:

- Scanning for specific information

- Skimming to gain overall meaning

- Reading for meaning

- Careful reading for learning new information

Encourage using indexes, heading and subheadings to navigate through longer texts

Simplify text by using bullet points summaries which still convey intended meaning

Include pictures and diagrams to aid prediction and comprehension

Pause, prompt, praise

Structured activities such as cloze, matching, re-ordering

Strategies for teaching writing

Genre analysis (workplace context, target audience, structure, linguistic features)

Models and joint construction before individual attempts

Spelling, punctuation and handwriting as required

Use of dictionaries, thesauruses, personal dictionaries and spell-check

Encourage the writing process (brainstorm, draft, edit, publish) for longer texts

Conveying meaning and using Plain English

Use self-paced print or electronic materials to cater for different levels of


writing ability

Use workplace scenarios and documents

Support writing activities with one-on-one or group discussion

Strategies for teaching speaking and listening

Use simulations and structured dialogues of the workplace

Listening to model interactions in the workplace

Identifying stages in a simple verbal exchange

Design purposeful information gap activities

Use context-specific vocabulary and language

Model awareness of adjusting language to suit relationship and context

Teach pronunciation in context. Place emphasis on communicating meaning.

Compare language that may be acceptable in one cultural or social context but may not be appropriate in Australian workplaces

Teach active listening and questioning techniques

Teach non-verbal communication - body language, eye contact and personal space

Develop strategies for dealing with conflict or difficult people

Strategies for teaching numeracy

Use mathematical tasks drawn from relevant workplace situations

Discuss context and background of mathematical task with learners

Link new concepts to learner’s existing knowledge and contextualised into workplace situations

Encourage reasonable alternative strategies suggested by the learners

Break down mathematical tasks into distinct steps

Allow for group and individual practice activities

Use mathematical terms which are familiar to the learner or which are workplace specific

Explicitly teach mathematical language


Provide models of formulas and calculations

Encourage learners to verbalise mathematical processes

Teach the use of mathematical tools such as calculators, spreadsheet formulas and shortcuts, where appropriate

Teach strategies which incorporate reasoning, problem solving and estimation activities

Strategies for teaching learning strategies

Use a variety of learning activities across a range of learning contexts – self-paced materials, workshops, team projects, on-the-job

Teach strategies to help learners organise, monitor and evaluate their learning

Teach time management

Teach active learning strategies – note-taking, personal dictionaries, questioning for clarification, re-writing instructions into own words

Teach research and study skills

Integrate computer and technology skills required for the workplace

Incorporate goal setting and problem-solving

Develop understanding concepts related to competency-based training – Training Packages, RPL, elements of competency, assessment strategies etc

Develop strategies for accessing LLN courses, further training, community facilities related to personal needs

Use adaptive strategies or technology for physical or learning disabilities


Further Links/ReadingLiteracyNet website – www.literacynet.deewr.gov.au

TAALLN401A – Address language, literacy and numeracy issues within learning and assessment practice 2006, Commonwealth of Australia, 2006

Culture at Work 2004: How to train and assess in a culturally inclusive way, ANTA, Commonwealth of Australia, 2004

Australian Core Skills Framework http://www.agrifoodskills.net.au/uploads/existing/userfiles/AustralianCoreSkillsFramework.pdf

The Mushroom Project, ANTA Adult Literacy National Project, 1999

Bridging the Barriers, ANTA Adult Literacy National Project, 1999


http://www.agrifoodskills.net.au/uploads/existing/userfiles/AustralianCoreSkillsFramework.pdf


Section 4: Monitor adult language, literacy and numeracy skill development

4.5 Use formative assessment to monitor learner progress and modify course design4.6 Identify perceived barriers to skill development and address them where possible4.7 Provide guidance to learners about other options and relevant services when appropriate4.8 Maintain records of individual learners’ progress as the basis of reporting

Assignment 4Task 1

Design a system for recording attendance, contact and outcomes for participants.

Task 2

Design an evaluation tool to collect feedback about the workplace LLN program from management, key workplace personnel and participants.

Task 3

Design a report for the workplace outlining the outcomes of training and benefits to the company.

Outcomes may include:

participant attendance and completion rates

VET/Industry qualifications gained

Completion of workplace projects

Participation in teams and meetings

Enrolment in further vocational or educational training

Access to promotion pathways

Benefits to the company may include:

Improved workplace communication

Achievement of company’s training goals/business plan

Retention of staff

Output

Productivity

Efficiency

Quality control

Communication processes

OH&S

Reduction in workplace documentation errors

Improved grievance and dispute procedures

Reduced workplace accidents and injuries


Continuous monitoringRegular meetings with the relevant workplace personnel are necessary to ensure the training is being monitored effectively. These meetings should provide everyone with the opportunity to provide feedback and discuss issues related to the training.

At these meetings it is important to:

Ensure that workplace personnel attend. This may include relevant managers, supervisors, workplace trainers, OHS team member, trainee representatives.

Describe what you are currently teaching and how this relates to workplace skills.

Ask if there have been any changes that may affect the relevance of training. This could include changes in procedures, sections, shifts, staff, job roles, systems, documentation

Check if workplace changes have affected the relevance of your teaching program and upgrade content and materials immediately if required.

Ask if new needs have emerged because of workplace changes

Give everyone a chance to provide feedback

Ensure that everyone’s feedback is recorded and considered

Give all issues equal attention

The purpose of these meetings is to engender a sense of collective responsibility for the success of the program and to monitor that the needs of all are being met.

You are also more likely to receive useful feedback if you are seen to respect, listen and respond to the needs of the workplace.

Record keepingWorkplace training is no different to other VET contexts when it comes to keeping records.

Ongoing records need to be kept for evidence of:

Participant attendance

Training covered

Participant achievement in terms of AQTF assessment documentation

Participant achievement in terms of the ACSF

Training meeting agendas and minutes

Up-to-date records of participant completion rates and one-to-one contact is beneficial for identifying individuals who may be experiencing difficulties with the training or may be offered referral to further LLN programs

The workplace should also be asked if there are any other records they require you to keep.


Examples of record keeping

Staff Training Record (One-to-one)

Name:________________________________ Contact No _________________________

Date Time Action Comment/Follow up/Next meeting


Name

Enro

lled

Con

tact

Num

ber

Boo

klet

A

give

n

Boo

klet

A

asse

ssed

Boo

klet

B

give

n

Boo

klet

B

asse

ssed

Boo

klet

C

give

n

Boo

klet

C

asse

ssed

Con

flict

R

esol

utio

n W

orks

hop

Intr

anet

Wor

ksho

p

Janet Smith

x18/3 2/5 21/5 15/7 29/7 30/9 14/10 4/11


Reporting RequirementsOne of the contractual obligations of a WELL funded program is to report regularly on the project’s progress and financial status.

These reports are used to monitor and evaluate the project’s progress against the original application, the contract as well as the WELL Program Principles.

Templates of WELL reports can be downloaded from WELL Homepage:

http://www.deewr.gov.au/Skills/Programs/LitandNum/WorkplaceEnglishLanguageandLiteracy/StratProjects/Pages/Reports.aspx

The following table is from the WELL Reporting Guide

Item Purpose

Three Month Report An early indication of progress and performance.

Six Month Report A mid-contract review of progress and performance, which includes a financial statement showing income and expenditure. The six month financial statement is only required if a payment is due.

Resource and Strategic Projects: Drafts of any resources developed must also be submitted at this time.

Final Report(usually 12 months)

A final qualitative account of funded activities, including a certified financial statement. Due at completion of the project.

Resource and Strategic Projects: Copies of any resources developed must also be submitted at this time.

Independently

AuditedFinancial Statement

Provides evidence of an independent review of project income and expenditure. Due within 60 days after submission of the Final Report.

Payment of funding instalments is dependent upon receipt of satisfactory reports. Late reports may delay payments on any current contracts and affect the success of future applications.

Who should complete reports?The person completing the WELL reports needs to have a close working knowledge of the project and an understanding of the ACFS. Therefore, the most appropriate person is usually the WELL trainer or the project coordinator.

Reports need to be submitted on time and ideally the same person should complete all reports to ensure consistency.

The applicant or another RTO representative and a workplace representative must also sign the reports.

The Independently Audited Financial Statement is required to check that the approved funding is being spent in accordance with the budget and needs to be signed by an independent auditor. Completion of this statement would not be responsibility of the WELL teacher.




What to include in reports?

The three monthly, six monthly and final reports are an account of what has occurred in a WELL program at each of these intervals.

The reports are designed in such a way that the progress of the projects and any changes and discrepancies can be recorded.

Provide an honest account of what has occurred using:

feedback from the trainer/s, participants and the enterprise

outcomes and results of training

It is best to provide an open, detailed account when changes have occurred as the WELL Program needs to be aware of the issues affecting the project, especially if an extension or variation is requested.

Before submitting the report to the State WELL Coordinator, check that the workplace is satisfied with the content.

Reporting against the ACSFThe WELL program requires all language, literacy and numeracy outcomes be reported against the ACSF.

A table is included in the final WELL report to record the number of trainees who have attained the target indicators of competence during the WELL training program.

WELL teachers often find completing the ACSF table a daunting task, especially for large, complex WELL programs. The process is more time-consuming if the thinking and planning of this activity has been left until the final report is due.

For this reason, it is recommended that mapping the target LLN competencies against the ACSF begin as soon as they have been identified in the planning stages of the project.

Further Reading/Links

Australian Core Skills Framework

http://www.cpsisc.com.au/resources/WELL%20PD%20GUIDE/Section%203%20Understanding%20core%20skills.pdf

WELL

http://www.deewr.gov.au/skills/programs/litandnum/workplaceenglishlanguageandliteracy/pages/doing_ well _with_ well _resources.aspx


http://www.deewr.gov.au/skills/programs/litandnum/workplaceenglishlanguageandliteracy/pages/doing_well_with_well_resources.aspx




Section 5 Design and implement assessment processes

5.7 Ensure assessment processes are consistent with training specification requirements5.8 Develop assessment tools consistent with training specification requirements5.9 Conduct assessment, making reasonable adjustments appropriate to learner needs5.10 Provide feedback to learners to facilitate continuous improvement5.11 Maintain records of assessment decisions5.12 Map learner outcomes to reporting instruments and complete

Assignment 5Task 1

List the Training Package/course and units of competency to be delivered and assessed in the workplace LLN program

Task 2

Develop a teaching plan for the workplace LLN program. If necessary, this may need to be developed in consultation with other teachers/trainers on the program. Make sure the roles of each teacher/trainer delivering on the program are clearly stated.

Task 3

Develop and negotiate a joint assessment plan with vocational/technical trainers and assessors where appropriate to meet formal assessment processes.

Task 4

Develop a matrix to schedule and record observations and collection of evidence against units of competency.

Assessment PlansWorkplace assessment tasks and processes will vary from program to program as they are linked to the outcomes of each organisation.

There may be times when it is not necessary to formally assess parts of a training program e.g. LLN teachers assisting with one-off staff training not included in the initial training plan due to organisational change or individual needs.

However, the majority of workplace LLN training programs are linked to competencies within relevant nationally recognised Training Packages and/or accredited courses and as such, any assessments should comply with the AQTF assessment guidelines, principles and procedures set out in the unit guides.


The WELL Program strongly encourages linking training to competencies within relevant nationally recognised Training Packages / accredited courses

Assessment procedures should comply with the assessment guidelines, principles and procedures set out in the selected Training Package / course

Whatever the competencies, the trainees LLN skills outcomes need to mapped against the ACSF so these can be reported and added to DEST’s national database

Assessment Procedures in WELL ProgramsWhen developing an assessment plan, LLN teachers need to consider:

Who is qualified to assess a unit of competency?

What elements of competency can be assessed by existing workplace tasks and which may require simulated tasks?

What is the best method for collecting evidence in the workplace?

How do I ensure assessment tools are fair, valid, reliable and flexible?

Who is qualified to assess a unit of competency?Course documents will state very clearly what qualifications and experiences are required to teach and assess a particular unit of competency.

The role of the LLN teacher in the assessment process will depend on the units of competency to be delivered and assessed in the workplace program.


Model of Assessment Description

LLN teacher only The LLN teacher designs and conducts all assessments for workplace programs using LLN accredited courses

Team Assessment The LLN teacher and workplace/vocational trainers work together to design and conduct assessments for Training Packages and possibly accredited LLN courses.

If the LLN teacher is collecting evidence/conducting assessments for industry Training Packages, close collaboration with qualified assessor is required for quality assurance

Workplace/Vocational Trainer only

The workplace/vocational trainers design and conduct all assessments for workplace programs focusing on an industry Training Package. The LLN teacher may support workers with training materials or offer advice to assessors on LLN issues, reasonable adjustment and AQF levels when developing assessment tools.

Which elements of competency can be assessed using authentic workplace tasks and which may require off-the job assessment?

Competency-based assessment places an emphasis on an assessor gathering evidence to prove that a candidate has achieved competence in a particular unit.

Unit guides provide the elements of competency, as well as a set of performance criteria which need to be demonstrated to achieve competency.

However, unit guides also provides a range statement, evidence guide and assessment information which emphasise the need for contextualisation to the learning and assessment environment.

Evidence collection and assessment methods are stipulated in the Units of Competency. Assessment strategies should be integrated into the teaching and learning cycle and contextualised to the needs of the clients – in this case, the workplace.

Workplace assessment methods should ideally reflect authentic workplace requirements, be contextualised to the workplace and worker roles and also be practical - time and cost effective.


As with training methods, assessment methods should be integrated with the demands of the workplace. Matching existing workplace tasks and documentation with the performance criteria contained in units of competency allows assessors to collect evidence using on-the-job assessment strategies such as ‘observation’ and ‘a collection of completed workplace documents’.

However, there may be contexts, performance criteria and critical aspects of competence in a unit of competency that do not relate to the day-to-day workplace practices. In these instances, assessors will need to negotiate with learners to develop an integrated cycle of teaching and learning that will achieve all the unit outcomes.

Evidence of competency in the underpinning skills and knowledge required for the workplace is also not so easy to gather through on-the job assessments. These skills and knowledge may need to be assessed using methods such as interviews, multiple choice questions and simulations that could be included as part of ‘a collection of work samples’.

What is the best method for collecting evidence in the workplace? Assessment Methods listed in the Unit of Competency may include:

Written tasks

Observation

Role play

Strategic questioning

Portfolios

Case studies

Work-based

Assignments

Simulations

Practical demonstrations

Projects

Training records

Evidence Collection Methods may include:

A collection of work samples

A leaner feedback sheet

Teacher feedback sheets


Evidence Reporting should also include samples of the assessment task rubrics and marking guide. This should also include a description of the conditions of assessment.

The most effective methods of assessing and collecting evidence in workplace programs are those which reflect authentic workplace activities at performance levels appropriate to the job.

A common method of assessment will be observation of performance of competencies.

However, observation may not be suitable for assessing underpinning skills and knowledge and so other methods, such as strategic oral and/or written questioning may be necessary to collect evidence of the range of skills and knowledge required to perform a task.

If the outcome of a workplace program is for workers to gain a qualification in an accredited LLN course or Training Package, assessment using only on-the-job contexts and methods may be time-consuming and may not reflect the range of skills and knowledge required in a particular workplace or industry area.

A holistic approach to assessment incorporating on-the-job and off-the-job methods of assessment is required. However, off-the-job methods should, where possible, be integrated to meet the needs of individual workers and not interfere with normal work practices. Special arrangements with the workplace may need to be made. Assessment should therefore be planned and prepared taking into account the context and conditions required.

Integrating formative and summative assessment activities such as role plays and activity work sheets into training activities reduces the impact of assessing off-the-job.

Planning integrated assessment by grouping and assessing a range of skills and knowledge in one task will also save time and is more likely to reflect actual workplace performance. Using the same oral or written text to assess more than one competency will also reduce the assessment load.

When deciding whether a candidate can be assessed as competent, consider:

Is there enough evidence to meet the requirements of the course documents, including the critical aspects of competence and performance criteria ?

Is there a range of evidence gained from different types of activity covering underpinning skills and knowledge?

Does the evidence reflect actual workplace requirements?

How do I ensure assessment tools are fair, valid and reliable?Fair – giving all an equal opportunity to provide evidence of their skills and knowledge

LLN teachers specialise in equity issues, especially related to language and literacy barriers.

One of the roles LLN teachers may take in a workplace program is to offer advice to workplace trainers and vocational teachers on how to develop assessment tools and strategies which are fair to all.


In relation to LLN difficulties, some possible adjustments to assessment may include:

Verbal answers instead of written answers

Demonstrating instead of explaining desired action

Plain Englishing written questions

Allowing learners to provide written answers in bullet point instead of paragraphs where appropriate

Using pictures and diagrams in place of text

Providing calculators

Using electronic assessment only for those with the necessary computer skills

It is essential to integrate assessment into the teaching and learning cycle to ensure that what is being assessed has been adequately taught.

Fairness does not only refer to how accessible assessment is to those with language and literacy barriers but covers age, gender, disability, ethnic or social background and geographic location.

Fair assessments also allow for providing assistance or adaptive technologies to students with a disability.

Valid – assessing what is supposed to be assessed

There are times when adjusting assessment tools to meet the needs of learners with LLN difficulties may not be suitable. For example, when assessing literacy skills, if oral questioning is used to assess reading, the assessor must be clear that listening skills are not also being assessed. If the learner is being assessed on their ability to correctly fill in an accident report form, then a written assessment of this task is the most valid form of assessment.

If specific LLN tasks are embedded in the performance criteria of unit guides or in workplace activities, then evidence of the student performing these tasks is required.

However, it is important that the LLN skills required to complete assessment tasks do not exceed the level required in the workplace or the AQF level of the course/ qualification.

Written assessment at Certificate II and below should focus mainly on specific workplace requirements while it is reasonable to expect more competent writing skills at higher AQF levels.

Reliable – the same result in different assessment contexts

Reliable assessments ensure that the same standard of achievement is met no matter who is assessing and regardless of the context of the assessment i.e. classroom, workplace, distance.

Assessment validation workshops and meetings with workplace supervisors and trainers, vocational teachers and other LLN teachers will help to ensure that assessment tools and strategies are valid and reliable.


Further Reading/ Links

Everyone’s Guide to Assessment, TAFE Teaching and Learning Support Service Unit NSW Department of Education and Training, 2004

LiteracyNet website – www.literacynet.deewr.gov.au

A New Assessment Tool (an ANTA publication), 1999

Learning and assessment strategies guide: engaging enterprises/industry in the development and validation of learning and assessment strategies, ANTA, 2003

Workplace Communication – Making language, literacy and numeracy in Training Packages work 2002, ALNARC, Commonwealth of Australia, 2002

Negotiating Workplace Training, WELL, Commonwealth of Australia, 2001

On-the-Job Assessment Partnerships Research Project



Section 6 Evaluate Program6.1 Collect feedback on assessment process from relevant parties

6.2 Review program in light of evidence and make changes as necessary

Assignment 6Task 1

Design a system for recording attendance, contact and outcomes for participants.

Task 2

Design an evaluation tool to collect feedback about the workplace LLN program from management, key workplace personnel and participants.

Task 3

Design a report for the workplace outlining the outcomes of training and benefits to the company.

Outcomes may include:

participant attendance and completion rates

VET/Industry qualifications gained

Completion of workplace projects

Participation in teams and meetings

Enrolment in further vocational or educational training

Access to promotion pathways

Benefits to the company may include:

Quality control

Communication processes

OH&S

Reduction in workplace documentation errors

Improved grievance and dispute procedures

Reduced workplace accidents and injuries

Retention of staff

Output

Productivity

Efficiency


Evaluation of the program should be gathered from end of course reports written by the workplace LLN specialist and from more open and inclusive methods such as participant / supervisor / management feedback surveys and questionnaires.

While these feedback mechanisms provide qualitative and anecdotal feedback, it can be more difficult to provide evidence of how LLN training has had an identifiable impact on the workplace, especially in industries where cost/benefit analysis is the norm to investigate returns on investment.

Gaining evidence of the cause and effect relationship in workplace communication training can be problematic as the skills learnt tend to be the underpinning skills required for the individual to perform other workplace tasks.

However by collaborating with management, outcomes of the program can be reported in terms of:

Increased productivity

Reduction in customer/staff complaints

Uptake of other training programs

Active participation in meetings

Improved workplace documentation and accountability processes

Reduction in workplace injuries and incidents

alongside qualitative and anecdotal evidence and participation/completion figures.

With a large group of participants, it may be possible to express feedback in percentage terms ensuring that there is a clear statement that all quantitative figures are estimates.

Reporting and feedback for program participantsWhile formal reports are designed to inform workplace management and funding bodies, it is of equal importance that participants receive feedback about training outcomes and recognition for their efforts and achievements.

Rather than a written report, a less formal approach to communicating course outcomes is more suitable for participants.

For example, a verbal presentation at a staff meeting or, for larger training programs, an award or graduation ceremony can be a rewarding experience for workers who have taken on the extra load of workplace training and may not have completed vocational training previously.

On completion of the LLN workplace training, some participants may have gained the skills and confidence to enrol in further vocational or educational training and the LLN specialist can assist by providing information on internal or external training options.

For participants who needed high levels of language, literacy and numeracy support, referrals to other English language, literacy and numeracy programs could be offered.


Further Reading/LinksAustralian Core Skills Framework


WELL

http://www.deewr.gov.au/skills/programs/litandnum/workplaceenglishlanguageandliteracy/pages/doing_ well _with_ well _resources.aspx




