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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. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included. |
Analysing function of language, literacy and numeracy skills in Australia may include consideration of: | how changes in legal requirements and technology have lead to increased language, literacy and numeracy skills required in most vocational areas, and how this has affected training in the VET sectorlinks between earnings and levels of language, literacy and numeracy skills needs of learners from other countries, who may already have the technical skills being taught, to develop vocationally specific language skillsrange of language, literacy and numeracy provision available relationship between language, literacy and numeracy skills and:access to and use of technology access to employmentpersonal and cultural identitypractical and theoretical learning in vocational areasparticipation in government and community lifesocial stigma attached to those with low levels of literacy and numeracy skills. |
Profile may include consideration of: | ACSFnational statistical data of language, literacy and numeracy levels in Australia. |
Contexts to be examined may include: | contexts outlined in the ACSFsituational contexts sociocultural contexts. |
Analysing role of context may include consideration of: | how choice of linguistic style is affected by roles and relationships how levels of formality are affected by factors such as age, role and ethnicity how meaning making relies on linking to context how people may be more proficient in some contexts and less in others. |
Analysing role of purpose may include: | interrelationship of the approach to the text, reading strategies used and purpose range and significant features of text types variety of ways texts can be approached, depending on purpose of reader, for example skimming, scanning and critical analysis. |
Factors affecting development of language, literacy and numeracy skills may include: | disabilityemotional factors ethnicity learning difficultiespersonal factors physical factors, such as eyesight and hearingsocioeconomic status. |
Potential barriers may include: | cultural barriers relating to, for example:identitylanguagepersonal barriers relating to, for example:family circumstances physical factors previous formal schooling experiencessocial circumstanceslanguage barriers relating to, for example:influence of the first language on later language learninguse of standard English or non-standard Englishlearning difficulties. |
Approaches for identifying learners with language, literacy and numeracy needs may include: | learner cues, such as reluctance to complete work in class time, and distracting or avoidance activities feedback from other practitionersinformation from pre-training enrolment formslimited exposure to English languageEnglish as a second language issues. |
Strategies to develop reading skills may include: | critical literacy strategiesskimming, scanning and reading for detailthose that focus on sociolinguistic factors those that focus on syntax, semantics and grapho-phonic cues. |
Strategies to develop writing skills may include: | graphology for Roman script and word processingfeatures and use of grammar, punctuation and spelling and role of these in meaning making working from models of texts writing process of planning, drafting and editing. |
Strategies to develop speaking skills may include: | conversation modelling and repetitionpair or group workrole play. |
Strategies to develop listening skills may include: | listening for key information in longer spoken text modelling and repetition. |
Strategies to developnumeracy skills may include: | communicating number concepts, skills and informationdiscussing range of possible responses to problems drawing on range of knowledge to solve problems drawing on real-life problemsidentifying and using appropriate strategies and processes to solve problems. |
Learners may include: | those enrolled in VET programsthose being supported in the workplacethose participating in community programs. |
Goals may include: | community participationemployment personal goalsthose related to VET courses. |
Colleagues may include: | colleagues more experienced and familiar with working with learners with language, literacy and numeracy needscolleagues working in other language, literacy and numeracy programs coordinators of adult literacy and numeracy professional development programs. |