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
What evidence can you provide to prove your understanding of each of the following citeria?
Research language, literacy and numeracy demands of vocational training context
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Identify broad issues for involvement in training through consultation with relevant parties Completed |
Evidence:
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Analyse training specification outcomes to identify language, literacy and numeracy skills required for successful performance Completed |
Evidence:
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Analyse learner and assessment materials to identify language, literacy and numeracy required for successful performance Completed |
Evidence:
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Analyse training and assessment processes in terms of language, literacy and numeracy demands on learners Completed |
Evidence:
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Analyse workplace practices to determine language, literacy and numeracy skills required Completed |
Evidence:
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Develop a profile of language, literacy and numeracy requirements of vocational context Completed |
Evidence:
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Analyse individual's language, literacy and numeracy skills
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Develop profile of potential participants Completed |
Evidence:
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Identify language, literacy and numeracy skills of potential participants Completed |
Evidence:
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Make diagnostic judgements about individual's language, literacy and numeracy skills in relation to vocational requirements Completed |
Evidence:
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Develop a language, literacy and numeracy support strategy for vocational training
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Plan most appropriate mode(s) of training Completed |
Evidence:
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Plan instructional sequence that links to identified language, literacy and numeracy training needs Completed |
Evidence:
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Plan training arrangements Completed |
Evidence:
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Undertake joint planning when working with content experts to integrate language, literacy and numeracy with teaching and assessment activities Completed |
Evidence:
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Seek advice on technical matters from others in the VET environment when required Completed |
Evidence:
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Confirm own role and responsibilities in training and assessment context with relevant parties Completed |
Evidence:
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Confirm stages and processes for gathering evidence for assessment, and monitoring and evaluating training with relevant parties Completed |
Evidence:
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Select and apply a range of teaching strategies to develop language, literacy and numeracy skills relevant to vocational context
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Evaluate teaching strategies to determine those most appropriate for individual learners in particular vocational context Completed |
Evidence:
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Apply strategies to interpret, explain and produce features of spoken and written English texts used within vocational context Completed |
Evidence:
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Teach terminology and language of the industry and workplace Completed |
Evidence:
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Apply strategies to interpret and teach mathematical features Completed |
Evidence:
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Incorporate adult learning practices Completed |
Evidence:
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Work with VET colleagues to develop their approach to addressing language, literacy and numeracy issues within their training Completed |
Evidence:
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Participate in assessment processes
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Make assessment arrangements consistent with quality compliance processes Completed |
Evidence:
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Provide advice to vocational trainers and assessors about appropriate reasonable adjustment in conducting assessments Completed |
Evidence:
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Complete reports as required by relevant bodies Completed |
Evidence:
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Evaluate support services
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Review the support services in collaboration with others Completed |
Evidence:
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Modify the support services in line with recommendations from the review Completed |
Evidence:
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