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Evidence Guide: TAELLN501A - Support the development of 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

 

TAELLN501A - Support the development of adult language, literacy and numeracy skills

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

Analyse language, literacy and numeracy in current Australian context

  1. Analyse current function of language, literacy and numeracy skills in Australian society
  2. Analyse profile of language, literacy and numeracy competence in Australia
  3. Analyse role ofcontext in skill development
  4. Analyse role of purpose in skill development
Analyse current function of language, literacy and numeracy skills in Australian society

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Analyse profile of language, literacy and numeracy competence in Australia

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Analyse role ofcontext in skill development

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Analyse role of purpose in skill development

Completed
Date:

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Evidence:

 

 

 

 

 

 

 

Analyse personal, social and cultural factors influencing development of language, literacy and numeracy skills

  1. Identify factors affecting development of language, literacy and numeracy skills
  2. Examine potential barriers which may inhibit development of language, literacy and numeracy skills
  3. Review approaches for identifying learners with language, literacy and numeracy needs
Identify factors affecting development of language, literacy and numeracy skills

Completed
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Examine potential barriers which may inhibit development of language, literacy and numeracy skills

Completed
Date:

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Evidence:

 

 

 

 

 

 

 

Review approaches for identifying learners with language, literacy and numeracy needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate strategies to develop literacy and numeracy skills and apply them to support learners

  1. Examine limited range of strategies to developreading, writing, speaking, listening and numeracy skills
  2. Analyse strengths, needs and learning strategies of learners in relation to goals
  3. Confirm areas for skill development with learner
  4. Select and implement strategies
  5. Access relevant language, literacy and numeracy learning resources
  6. Modify resources to meet language, literacy and numeracy learning needs, and in relation to context
Examine limited range of strategies to developreading, writing, speaking, listening and numeracy skills

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Analyse strengths, needs and learning strategies of learners in relation to goals

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Confirm areas for skill development with learner

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Select and implement strategies

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Access relevant language, literacy and numeracy learning resources

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Modify resources to meet language, literacy and numeracy learning needs, and in relation to context

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review strategies

  1. Monitor learner progress
  2. Seek support and feedback from colleagues whenever required
  3. Review strategies in terms of their effectiveness and feedback received
Monitor learner progress

Completed
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Teacher:
Evidence:

 

 

 

 

 

 

 

Seek support and feedback from colleagues whenever required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review strategies in terms of their effectiveness and feedback received

Completed
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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.

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

Evidence of the ability to:

examine the function of language, literacy and numeracy skills in current Australian contexts

analyse factors that impact on the development of language, literacy and numeracy skills

examine a range of reading, writing, oral communication and numeracy teaching strategies

select and apply strategies to support a learner, relevant to learner context and purpose

review strategies.

Context of and specific resources for assessment

Assessment must ensure access to:

learners wishing to develop language, literacy and numeracy skills

appropriate adult literacy and numeracy teaching resources

support from colleagues.

Assessment must also ensure the use of culturally appropriate processes, and techniques appropriate to the language, literacy and numeracy capacity of the candidate and the work being performed.

Method of assessment

A range of appropriate assessment methods should be used to determine competency. The following examples are appropriate for this unit:

direct observation or video recording of candidate's

evaluation of a portfolio of evidence comprising:

learner feedback

learning activities

personal reflections

planning notes

samples of resources

questioning to establish required knowledge

review of work samples

review of third-party reports.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Required Skills and Knowledge

Required skills

communication skills to communicate with a range of people for varying purposes to:

clarify meaning

give and respond to feedback

provide instruction

teach technical terms and language

computer skills to teach skills needed to use email, SMS messaging and the internet

literacy skills to:

customise learning materials to suit reading levels of learner

design and produce materials

locate and evaluate information within texts

write fluently, accurately and legibly using appropriate text types

numeracy skills to:

explain terminology, processes and calculations

use a combination of formal and informal oral mathematical and general language

planning and organising skills to plan learning opportunities for learners

problem-solving skills to:

analyse, identify and develop strategies to meet identified challenges

identify difficulties of those participating in provision

select and use a variety of problem-solving strategies

self-management and learning skills to:

develop and adjust own teaching practice

reflect on and improve own professional practice

use advice from colleagues and others to adjust strategies

teamwork skills to cultivate collaborative and participative work relationships

Required knowledge

concept of communicative competence

framework of English language, literacy and numeracy development, for example Australian Core Skills Framework (ACSF)

how context and purpose affect language use

key features and conventions of spoken and written English language

models of reading

numeracy and language knowledge to the level of the numeracy and language being taught

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.

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 sector

links 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 skills

range of language, literacy and numeracy provision available

relationship between language, literacy and numeracy skills and:

access to and use of technology

access to employment

personal and cultural identity

practical and theoretical learning in vocational areas

participation in government and community life

social stigma attached to those with low levels of literacy and numeracy skills.

Profile may include consideration of:

ACSF

national statistical data of language, literacy and numeracy levels in Australia.

Contexts to be examined may include:

contexts outlined in the ACSF

situational 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:

disability

emotional factors

ethnicity

learning difficulties

personal factors

physical factors, such as eyesight and hearing

socioeconomic status.

Potential barriers may include:

cultural barriers relating to, for example:

identity

language

personal barriers relating to, for example:

family circumstances

physical factors

previous formal schooling experiences

social circumstances

language barriers relating to, for example:

influence of the first language on later language learning

use of standard English or non-standard English

learning 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 practitioners

information from pre-training enrolment forms

limited exposure to English language

English as a second language issues.

Strategies to develop reading skills may include:

critical literacy strategies

skimming, scanning and reading for detail

those 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 processing

features 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 repetition

pair or group work

role 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 information

discussing range of possible responses to problems

drawing on range of knowledge to solve problems

drawing on real-life problems

identifying and using appropriate strategies and processes to solve problems.

Learners may include:

those enrolled in VET programs

those being supported in the workplace

those participating in community programs.

Goals may include:

community participation

employment

personal goals

those related to VET courses.

Colleagues may include:

colleagues more experienced and familiar with working with learners with language, literacy and numeracy needs

colleagues working in other language, literacy and numeracy programs

coordinators of adult literacy and numeracy professional development programs.