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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. |
Training specifications may include: | agreements with stakeholders that specify training requirementsACSFcourse outlinerelevant section of accredited course documentationtraining organisation's delivery and assessment plan unit from relevant Training Packageworkplace adult literacy and numeracy skill development plan, as agreed with employers and workforce representatives. |
Learner profiles may include: | current level of skill when compared with level of skill required for work or training outcome factors that influence learning, such as:illnessattendanceincomerole as careridentified language, literacy and numeracy needs, linked to initial assessmentlearners' perceptions of their learning needslearners' previous education and training experiencelevel of formal education in first languageif of a language background other than English, language and cultural background level of skills, described using the ACSFpreferred learning strategiesshort-term and long-term training goalsthird-party reports from supervisors and other training colleagues. |
Legal, organisational and ethical requirements may include: | assessment reporting and subsequent procedures, such as:complaintsgrievancesappealsaudit requirements enrolment and assessment records and other data and information management equity issues and needs intellectual property potential legal consequences of false, misleading or incorrect information privacy legislation regulatory requirements, including occupational health and safety (OHS). |
Planning delivery program may include: | pre-training assessmentteam teachinguse of training materialssmall group or one-to-one support. |
Others may include: | colleagues involved in delivery and assessment of learner group or similar groupsexternal stakeholders, such as Centrelinkin a workplace, all parties involved in the program, such as supervisors, workforce organisations, employers and other trainerssupport persons, such as bilingual aides and counsellorsthose with knowledge relevant to context in which working, such as vocational or workplace trainersthose with specialist teaching expertise, such as higher level mathematics or English as a second language (ESL) teachers. |
Planning delivery within relevant frameworks includes consideration of: | application of adult learning principlesintegration of language, literacy and numeracy delivery with vocational trainingpathways to other qualificationsrequirements of the AQTFtraining specifications as set out in Training Packages and accredited courses. |
Learners' needs may include development of skills, such as: | readingwritingspeakinglisteningcritical thinking learning strategies non-verbal communication and body languageuse of new technologiesvisual literacy. |
Ways in which theoretical understandings of skill development may be reflected in the choice and sequence of teaching activities include: | judgements about focus of the program and particular sessions to facilitate development of skills decisions about content and use of resources depending on level of difficulty of reading materials, numeracy tasks or writing tasks decisions about the suitability of particular delivery options to meet learner group needsextent of support a particular learner might need to succeed with course materials order in which new material, such as language structures, may be introduced. |
Theoretical understandings of skill development may include: | theories that inform adult literacy teaching, such as:applied linguisticsapplied social theory and sociolinguisticscritical literacy humanistic and progressivist pedagogypsycholinguisticstheories that inform adult numeracy teaching, such as:applied social theory, for example mathematics and culture, mathematics and genderconstructivismcritical numeracy cultural use of specific mathematics functionalism. |
Wide range of print, media and electronic text may include: | authentic texts, such as written texts commonly found in the home, at workplaces and in the public domaindocuments, such as those relating to government services and requirementsnumeracy materials, such as:calendarsmoneynumberratioshapesstreet directories and mapsweights and measurestechnology, such as:automated teller machines (ATMs) and EFTPOSCDse-learning activitiesm-learning activitiesmobile telephonesvisual materials, such as:graffitiillustrationsphotographsposters, signs and chartstelephone displaystelevision shows, movies and animationsvideos and DVDsworkplace documentation, such as:manufacturer specificationsOHS notices personnel formsrosters standard operating procedures. |
Facilitating learning may include: | active questioningcorrecting learner errorsdeveloping resources to meet specific learner needsexplaining concepts and processesmaking judgements about individual's skill development using peer learning and group work. |
Other options may include: | ESL courseother adult literacy and numeracy programother community-based optionpeer supportshift to a vocational coursesupport service, such as counselling or welfare service. |
Reasonable adjustments may take into account: | communication styles, preferences and levels of confidencelearners' differing linguistic and cultural backgrounds learners' previous experiences of assessmentspecific learning difficulties or disabilities. |
Reporting instruments may include: | ACSFtraining organisation's own reporting systems. |
Reports may include: | individual and aggregated reports about improved adult literacy and numeracy outcomes, described using the ACSFreports written for the workplace using particular formats and styles, covering:benefits to the companyimprovements in workplace skillsindividuals taking further training of their ownparticipation in teams and meetingsjob flexibility and promotional opportunitiesmorale and attendancethose required by funding bodiesthose required by training organisations. |
Relevant parties may include: | employers and supervisorslearnersvocational colleagues. |