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Evidence Guide: BSBFLM313A - Apply language, literacy and numeracy to support others in the workplace

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

BSBFLM313A - Apply language, literacy and numeracy to support others in the workplace

What evidence can you provide to prove your understanding of each of the following citeria?

Demonstrate an understanding of language, literacy and numeracy

  1. Identify the broad features of ‘language’, ‘literacy’ and ‘numeracy’ and the differences between them
  2. Identify simple approaches for developing and practising LLN skills
Identify the broad features of ‘language’, ‘literacy’ and ‘numeracy’ and the differences between them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify simple approaches for developing and practising LLN skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the language, literacy and numeracy demands of the workplace

  1. Identify the LLN requirements of simple everyday workplace tasks, documents and procedures that are explicit and non-explicit
  2. Identify personal and cultural differences that can contribute to LLN challenges in the workplace
  3. Identify benefits of LLN skill development in the workplace
Identify the LLN requirements of simple everyday workplace tasks, documents and procedures that are explicit and non-explicit

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify personal and cultural differences that can contribute to LLN challenges in the workplace

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify benefits of LLN skill development in the workplace

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply a range of skills that support workplace LLN

  1. Encourage and support others to assess their own LLN competencies and ask for help with their learning and development needs
  2. Identify behaviours that may indicate language, literacy and/or numeracy issues and discuss with appropriate personnel if necessary
  3. Identify formal and informal community and workplace LLN specialist support that could be used to assist colleague with LLN skill development
  4. Seek advice from appropriate personnel on strategies to support workers with LLN skill development needs
  5. Use simple approaches for developing and practising LLN skills to assist workers with LLN skill development needs, in line with LLN specialist advice
Encourage and support others to assess their own LLN competencies and ask for help with their learning and development needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify behaviours that may indicate language, literacy and/or numeracy issues and discuss with appropriate personnel if necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify formal and informal community and workplace LLN specialist support that could be used to assist colleague with LLN skill development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek advice from appropriate personnel on strategies to support workers with LLN skill development needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use simple approaches for developing and practising LLN skills to assist workers with LLN skill development needs, in line with LLN specialist advice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

demonstrate understanding of the LLN skill demands of the workplace

identify behaviours that may indicate LLN difficulties in the workplace and discuss them with relevant personnel

use simple approaches to help at least two individuals develop and practise their LLN skills in the workplace or a simulated work environment.

Context of and specific resources for assessment

Assessment must ensure that competency is demonstrated in the context of a relevant workplace or a closely simulated work environment.

Additional support may be needed for the Indigenous community and others from a non-English speaking background.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples, in combination, are appropriate for this unit:

evaluating an integrated activity which combines the elements of competency for the unit or a cluster of related units of competency

observing processes and procedures in the workplace or role plays

verbal or written questioning on underpinning skills and knowledge

accessing and validating third-party reports.

Guidance information for assessment

Required Skills and Knowledge

Required skills

learning skills to identify the broad LLN skills that underpin workplace tasks

reading skills to read routine workplace documents

oral communication skills to:

participate in workplace teams

communicate with a diverse range of other workers, including those with LLN skill development needs

planning and organising skills to apply strategies to support workplace LLN

self-management skills to apply strategies to support workplace LLN

problem-solving skills to use common strategies to assist workers that may need LLN support

Required knowledge

broad features of LLN, including the five core skills and key principles of the Australian Core Skills Framework (ACSF)

LLN demands of everyday workplace tasks, documents and procedures

benefits of LLN skill development in the workplace

sources of internal and external LLN specialist support and how to access them

Range Statement

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.

Language includes:

the way we communicate, including the modes and skills involved in speaking, listening, reading and writing, words, phrases and sentences, grammatical structures, including the use of idioms, slang or jargon

can include forms other than the verbal or spoken word, including:

non-verbal language

the tactile language of Braille for the blind community

the visual language of AUSLAN for the deaf community

can be made up of a mix of languages that make up a discrete language, such as Kriol and/or Aboriginal English.

Literacy includes:

reading skills to understand written information, such as signs, work instructions, policies, procedures, legislation, specifications, checklists and reports

writing skills to complete or produce written texts, such as emails, checklists, work record sheets, safety or risk assessment, reports and SMS

oral communication skills to interact with others in ways such as greeting customers, providing instructions, clarifying information, working with team members, using the telephone, requesting information, contributing at meetings, and negotiating

skills to use digital technology for sending emails, storing and retrieving information from databases, developing documents and delivering information.

Numeracy includes skills to carry out mathematical activities for work, in order to:

add, subtract, multiply and divide

locate information in tables, use numbers, read various scales and gauges, use calculations (such as determine weight of load, quantity)

measure, plan time, read and interpret tables and diagrams

problem solve

read and interpret maps

record and interpret data, such as forms and checklists.

Simple approaches for developing and practising LLN skills include:

developing and using oral communication scripts

developing and using model written texts and simplified workplace forms

developing and using workplace vocabulary lists or personal word lists

providing opportunities for oral communication practise using role plays

using active questioning to confirm understanding of written or verbal instructions

using measuring tools customised for the workplace or for specific tasks.

Personal and cultural differences may include:

a disability

cultural differences towards formal education

experiences causing trauma

non-English speaking background or English as a second language background

religious beliefs.

Behaviours indicating language, literacy and/or numeracy issues may include:

absenteeism

avoiding tasks

displaying frustration or aggression

making mistakes

not completing work

requesting others to complete work

taking a long time to complete tasks

taking tasks home to complete.

Appropriate personnel may include:

a supervisor or manager

an LLN specialist

human resources

the worker.

LLN specialist support will depend on the needs of the individual and resources available in the workplace and/or local community, and may include:

registered training organisations (RTOs)

an LLN specialist or teacher with relevant qualifications in a related area

Department of Immigration and Citizenship (DIAC)

government and community support services

national government funded programs, such as the Literacy and Numeracy Program (LLNP), the Adult Migrant English Program or Workplace English Language and Literacy (WELL) program support

specialist in-house support services

the Reading Writing Hotline

the Translating and Interpreting Service (TIS)

volunteer or paid tutoring.