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Evidence Guide: TAELLN401A - Address adult language, literacy and numeracy skills

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

 

TAELLN401A - Address adult language, literacy and numeracy skills

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

Determine the core LLN requirements of the training

  1. Determine core LLN skill requirements of the training specification
  2. Determine core LLN requirements of the training context
  3. Use validated tools and other sources of information to determine existing core LLN skills of learners
Determine core LLN skill requirements of the training specification

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine core LLN requirements of the training context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use validated tools and other sources of information to determine existing core LLN skills of learners

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access specialist learning support

  1. Determine the need for specialist core LLN assistance for the learner, based on evidence collected
  2. Apply appropriate strategies for collaboration with specialist language, literacy and numeracy practitioners
Determine the need for specialist core LLN assistance for the learner, based on evidence collected

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply appropriate strategies for collaboration with specialist language, literacy and numeracy practitioners

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Customise program to develop core LLN skills

  1. Select and customise or develop learning and assessment materials that are appropriate to core LLN skills of training specification, training context and learners
  2. Apply learning support strategies to assist learners to develop required core LLN skills
  3. Continuously monitor and evaluate approaches to determine areas for improvement
Select and customise or develop learning and assessment materials that are appropriate to core LLN skills of training specification, training context and learners

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply learning support strategies to assist learners to develop required core LLN skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Continuously monitor and evaluate approaches to determine areas for improvement

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

Assessment must address the scope of this unit and reflect all components of the unit. A range of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.

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

Evidence of the ability to:

address core LLN issues in training and assessment practice on at least two different occasions

provide evidence that includes:

documentation setting out activities, resources and individual learning plans for a particular learner

third-party observations of the candidate with a range of learners

documentation of the use of the ACSF to determine LLN level.

Context of and specific resources for assessment

Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.

Assessment must ensure access to:

specialist LLN practitioners for consultation and verification of approaches

tools based on the ACSF levels

training package support materials.

Method of assessment

Guidance information for assessment

For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).

Required Skills and Knowledge

Required skills

language, literacy and numeracy skills to:

deliver effective training and assessment

analyse and apply the Australian Core Skills Framework (ACSF) at a level appropriate to the outcomes of the unit

make judgements about the LLN requirements of learner skill levels and training

communicate with other professionals about LLN requirements

liaise with personnel, including managers or supervisors, from the training and/or assessment organisation

liaise with appropriate external authorities

interpret a wide range of documents

self-management and organisational skills to meet the LLN requirements of learners

interpersonal skills to:

encourage learner development

demonstrate sensitivity to cultural issues

Required knowledge

definitions of core LLN skills, according to the ACSF

methodology for determining skill levels using the ACSF

national policy on the integration of LLN into training package competencies

legislation and codes of practice, for example:

equal opportunity legislation

privacy legislation

organisational requirements

OHS relating to the work role, including:

reporting requirements for hazards

emergency procedures

safe use and maintenance of equipment

sources of OHS information

OHS obligations of employers and employees, including supervisors

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.

Core LLN skills include:

core skills, as described by the ACSF

range of learning, reading, writing, oral communication and numeracy skills required to participate in work and the wider community.

Training specification may include:

training package units of competency

learning outcomes from accredited courses with a vocational outcome

non-accredited industry specific learning programs.

Training context describes:

environment in which the training takes place, which may include:

work setting

community setting

training organisation.

Validated tools to ascertain LLN levels include:

tools based on the ACSF

information gained from an LLN specialist, including results from prior assessment.

Specialist core LLN assistance can include:

specialist in-house support services

Workplace English Language and Literacy (WELL) program support

specialist consultants

team teaching approaches

mentoring

government and community support services.

Learning support strategies can include:

demonstrating LLN practices to be learned in a workplace context

using plain English appropriate for the learner

using audio recording of texts

using video and/or audio material to support the training

providing simplified explanations of underpinning principles and concepts

providing explanations and examples of text types

ensuring that decision-making responsibilities are shared with learners

encouraging use of learners' personal word lists and dictionaries

mentoring in a learning situation

acknowledging and building on strengths of learners

providing opportunities to discuss, attach importance to, and build on different culturally-based behaviours and values.