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Evidence Guide: TAELLN412 - Access resources and support to address foundation skills in vocational practice

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

 

TAELLN412 - Access resources and support to address foundation skills in vocational practice

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

Identify resourcing needs for effective delivery and assessment of foundation skills

  1. Identify key areas where foundation skills are critical to vocational competence
  2. Use formal frameworks and validated tools to identify learner profile and potential barriers for learning
  3. Review the training plan to identify underpinning foundation skills that will require explicit instruction or attention in assessment
  4. Determine strategies in own repertoire that address the required foundation skills development
  5. Identify areas within own vocational practice where support is required to address foundation skills
Identify key areas where foundation skills are critical to vocational competence

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use formal frameworks and validated tools to identify learner profile and potential barriers for learning

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review the training plan to identify underpinning foundation skills that will require explicit instruction or attention in assessment

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Determine strategies in own repertoire that address the required foundation skills development

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify areas within own vocational practice where support is required to address foundation skills

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Research suitable resources to address foundation skills in vocational practice

  1. Review the available resources to address foundation skills delivery
  2. Identify resources which address foundation skills relevant to learner needs
  3. Identify sources of specialist advice to enhance own vocational practice
Review the available resources to address foundation skills delivery

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify resources which address foundation skills relevant to learner needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify sources of specialist advice to enhance own vocational practice

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Source and use resources and support

  1. Make arrangements to secure suitable resources and specialist input according to organisational operating procedures and processes
  2. Collaborate with VET colleagues to incorporate solutions into planning instructional strategy and assessment design
  3. Where appropriate, participate in collaborative activities to address foundation skills
Make arrangements to secure suitable resources and specialist input according to organisational operating procedures and processes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Collaborate with VET colleagues to incorporate solutions into planning instructional strategy and assessment design

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Where appropriate, participate in collaborative activities to address foundation skills

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate own performance in supporting foundation skills development

  1. Build a personal record of resources and strategies that support learners’ foundation skills development and vocational competence
  2. Seek feedback on approaches used to support foundation skills
  3. Access opportunities for improving own practice and use of resources and advice
Build a personal record of resources and strategies that support learners’ foundation skills development and vocational competence

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek feedback on approaches used to support foundation skills

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Access opportunities for improving own practice and use of resources and advice

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

Elements

Elements describe the essential outcomes

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Identify resourcing needs for effective delivery and assessment of foundation skills

1.1 Identify key areas where foundation skills are critical to vocational competence

1.2 Use formal frameworks and validated tools to identify learner profile and potential barriers for learning

1.3 Review the training plan to identify underpinning foundation skills that will require explicit instruction or attention in assessment

1.4 Determine strategies in own repertoire that address the required foundation skills development

1.5 Identify areas within own vocational practice where support is required to address foundation skills

2. Research suitable resources to address foundation skills in vocational practice

2.1 Review the available resources to address foundation skills delivery

2.2 Identify resources which address foundation skills relevant to learner needs

2.3 Identify sources of specialist advice to enhance own vocational practice

3. Source and use resources and support

3.1 Make arrangements to secure suitable resources and specialist input according to organisational operating procedures and processes

3.2 Collaborate with VET colleagues to incorporate solutions into planning instructional strategy and assessment design

3.3 Where appropriate, participate in collaborative activities to address foundation skills

4. Evaluate own performance in supporting foundation skills development

4.1 Build a personal record of resources and strategies that support learners’ foundation skills development and vocational competence

4.2 Seek feedback on approaches used to support foundation skills

4.3 Access opportunities for improving own practice and use of resources and advice

Required Skills and Knowledge

Elements

Elements describe the essential outcomes

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Identify resourcing needs for effective delivery and assessment of foundation skills

1.1 Identify key areas where foundation skills are critical to vocational competence

1.2 Use formal frameworks and validated tools to identify learner profile and potential barriers for learning

1.3 Review the training plan to identify underpinning foundation skills that will require explicit instruction or attention in assessment

1.4 Determine strategies in own repertoire that address the required foundation skills development

1.5 Identify areas within own vocational practice where support is required to address foundation skills

2. Research suitable resources to address foundation skills in vocational practice

2.1 Review the available resources to address foundation skills delivery

2.2 Identify resources which address foundation skills relevant to learner needs

2.3 Identify sources of specialist advice to enhance own vocational practice

3. Source and use resources and support

3.1 Make arrangements to secure suitable resources and specialist input according to organisational operating procedures and processes

3.2 Collaborate with VET colleagues to incorporate solutions into planning instructional strategy and assessment design

3.3 Where appropriate, participate in collaborative activities to address foundation skills

4. Evaluate own performance in supporting foundation skills development

4.1 Build a personal record of resources and strategies that support learners’ foundation skills development and vocational competence

4.2 Seek feedback on approaches used to support foundation skills

4.3 Access opportunities for improving own practice and use of resources and advice

Evidence of the ability to:

analyse a training specification to identify key areas where foundation skills are critical to vocational competence

analyse training plans to identify where foundation skills will need to be addressed in training and assessment for at least two of the core skills (learning, reading, writing, oral communication, numeracy)

access and use appropriate resources with learners to address at least two of the core skills (learning, reading, writing, oral communication, numeracy)

identify and access specialist input required to support own vocational practice

plan and implement instructional strategies and assessments that integrate foundation skills, in collaboration with vocational and foundation skills practitioners

document successful training and assessment practices and resources

participate in at least two professional development activities with a foundation skills focus.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

describe techniques for identifying foundation skills content that is central to vocational competence

explain the use of tools that analyse training specifications and learner profiles, which must include the Australian Core Skills Framework (ACSF) and Core Skills for Work

describe the foundation skills that are essential to workplace competence in a particular vocational context, focussing on at least two of the core skills (learning, reading, writing, oral communication, numeracy)

describe ways in which foundation skills can be a barrier to the development of specific vocational competencies

describe range of resources and strategies that facilitate successful integration of foundation skills into vocational practice

explain the organisational operating procedures for securing suitable resources and specialist input

outline techniques used to evaluate approaches and seek feedback.