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The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts. |
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Supervisor may include: | Experienced tutorLiteracy specialistMentor |
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Identifying learner's language and literacy level may include: | Considering:information provided in supervisor briefinglearner's educational backgroundpsychological, social and cultural factorsUsing key concepts of tools such as the ACSF and International Second Language Proficiency Rating (ISLPR), when considering:strengths and weaknesses of learner's core skillsrelevance of context, support, task and text |
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Factors that may inhibit the development of language and literacy skills may include: | Cultural barriers relating to ethnicity and identity, for exampleDisabilities, such as acquired brain injuryGeographic factors, such as isolationHealth issues, including chronic conditionsLanguage barriers relating to, for example:influence of first language on later language learninguse of standard English or non-standard EnglishLearning difficultiesLimited opportunities for practicePersonal barriers relating to such things as:agedisplacement issues for refugeesemotional issuesfamily circumstances genderprevious formal schooling experiencesreligionsocial circumstancestraumaTechnology issues, such as:lack of accessskill level |
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Resources may include: | Computer hardware and softwareGamesHandouts and workbooksOnline and digital resourcesRealiaReference materialsVisual aids, such as photographs, displays and posters |
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Program requirements: | May be developed by:the tutorconsulting with supervisorconsulting with learnerMay include:program guidelinesprogram resources |
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Aspects of communication may include: | Different contexts in which an individual uses core skills in all aspects of their lives, including:cooperative: interacting in groupspersonal : expressing identityprocedural: performing taskspublic: interacting with the wider communitysystems: interacting in organisationstechnical: using tools and technology |
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Using spoken language to effectively interact may include: | Encouraging participation in group or individual discussions and informal conversationUsing:clear articulation and diverse intonationbooks, stories and photos to stimulate recall, prediction, discussion, and vocabularylanguage appropriate to learner background, culture, age, interests, needs and language levellanguage appropriate to the situation and purposerealia from learner's life |
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Talking about language may include speaking about: | Effectiveness of language used for the chosen audienceHow a word may be broken into syllables to help with spelling or meaningLetter-sound relationshipsOpen-ended questioning about meaning and alternative ways to convey meaningProcesses used to:determine meaningwork out the spelling of wordsPurpose of the language usedRelating the new to the knownStructure of a sentenceThinking processes involved in constructing communications |
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Texts may be drawn from many genres and include: | Everyday texts associated with a range of contexts, such as education, leisure, work, family and daily lifeLiterary texts appropriate to learners' interestsMass-media texts |
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Strategies for supporting learners in interpreting texts may include: | Asking for learners' opinions about parts of the textAsking learners to compare the text to other texts and their own experiencesEncouraging learners to:analyse and criticise the textconsider the effectiveness of the text's messagesconsider the genre of the textEngaging in discussion that summarises or encourages comment about information in the textOrientation to the text |
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Strategies to develop learners' skills in the use of written language may include: | Developing spelling Helping learners to attempt unknown wordsScribing for beginning writersStringing sentencesTransformations for supported writingUsing a digital camera to support writingUsing temporary spelling as a tool for early writingWritten conversations |
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Performance features may include: | AudienceGrammar and punctuationLegibilityPlan, proof, draft and reviewRange and registerStructure and cohesionVocabulary and spelling |
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Strategies to develop performance features may include: | Deciding on audience, message and purposeDraftingEditing, including checking and revisingResearching specific information and referencesStructuring the writing to best convey message to audienceEncouraging learners to critically reflect on their writing |