List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
Elements Elements describe the essential outcomes | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Research language, literacy and numeracy demands of vocational training context | 1.1 Identify the need for support services through consultation with relevant parties 1.2 Analyse training specification outcomes to identify language, literacy and numeracy skills required for successful performance 1.3 Analyse learner and assessment materials to identify language, literacy and numeracy required for successful performance 1.4 Analyse training and assessment processes in terms of language, literacy and numeracy demands on learners 1.5 Analyse workplace practices to determine language, literacy and numeracy skills required |
2. Analyse individual’s language, literacy and numeracy skills | 2.1 Develop profile of potential participants 2.2 Identify language, literacy and numeracy skills of potential participants 2.3 Make diagnostic judgements about individual’s language, literacy and numeracy skills in relation to vocational requirements |
3. Develop a language, literacy and numeracy support strategy for vocational training | 3.1 Plan most appropriate mode(s) of training 3.2 Plan instructional sequence that links to identified language, literacy and numeracy training needs 3.3 Plan training arrangements 3.4 Undertake joint planning when working with content experts to integrate language, literacy and numeracy with teaching and assessment activities 3.5 Seek advice on technical matters from others in the VET environment when required 3.6 Confirm own role and responsibilities in training and assessment context with relevant parties 3.7 Confirm stages and processes for gathering evidence for assessment, and monitoring and evaluating training with relevant parties |
4. Select and apply a range of teaching strategies to develop language, literacy and numeracy skills relevant to vocational context | 4.1 Evaluate teaching strategies to determine those most appropriate for individual learners in a particular vocational context 4.2 Apply strategies to interpret, explain and produce features of spoken and written English texts used within a vocational context 4.3 Teach terminology and language of the industry and workplace 4.4 Apply strategies to interpret and teach mathematical features 4.5 Work with VET colleagues to develop their approach to addressing language, literacy and numeracy issues within their training |
5. Participate in assessment processes | 5.1 Make assessment arrangements consistent with quality compliance processes 5.2 Provide advice to vocational trainers and assessors about addressing language, literacy and numeracy issues within assessment 5.3 Complete reports as required by relevant bodies |
6. Evaluate support services | 6.1 Review the support services in collaboration with others 6.2 Modify the support services in line with recommendations from the review |
Evidence of the ability to:
develop a profile of the language, literacy and numeracy requirements of a vocational context based on analysis of training specifications, workplace practices and training demands
develop a profile of potential participants and an individual analysis of at least 3 learners’ language, literacy and numeracy skills in relation to vocational requirements
develop a language, literacy and numeracy support strategy that details:
strategies for collaborating with vocational content experts
a description of the LLN specialist role in the program
selected support strategies and modes of training to meet the needs of the learner group
processes for monitoring training and gathering assessment evidence
select and apply strategies to teach features of spoken and written text, terminology and language, and mathematical concepts relevant to the vocational context
share knowledge about addressing LLN issues within vocational training with VET colleagues
record and report outcomes of training and assessment in line with organisational and funding body requirements
collaborate with others in the VET context to review and modify the support services.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.
To complete the unit requirements safely and effectively, the individual must:
explain how the diverse needs and learning profiles of those participating in vocational training programs impact on the design of support services and strategies
identify the language, reading, writing and numeracy requirements relevant to an industry or vocational area that impact on decisions about the design of support services, incorporating:
identification and teaching of underpinning skills
customisation of learning materials, methods and strategies
teaching of vocationally relevant terminology
explain how different modes of instruction can be used to provide language, literacy and numeracy support services within a vocational training context to meet the needs of a particular learner group
identify strategies for building collaborative working relationships with VET colleagues that result in shared goals and outcomes.
Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the language, literacy and numeracy practice field of work and include access to:
opportunities to participate in a range of practical exercises and projects
resources appropriate to language, literacy and numeracy delivery in vocational contexts
relevant documents, special purpose tools, equipment, materials and industry software packages.
Assessors must satisfy NVR/AQTF assessor requirements.