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Evidence Guide: TAELLN806 - Lead the delivery of adult language, literacy and numeracy support services

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

 

TAELLN806 - Lead the delivery of adult language, literacy and numeracy support services

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

  1. Identify the need for support services through consultation with relevant parties
  2. Analyse training specification outcomes to identify language, literacy and numeracy skills required for successful performance
  3. Analyse learner and assessment materials to identify language, literacy and numeracy required for successful performance
  4. Analyse training and assessment processes in terms of language, literacy and numeracy demands on learners
  5. Analyse workplace practices to determine language, literacy and numeracy skills required
Identify the need for support services through consultation with relevant parties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse training specification outcomes to identify language, literacy and numeracy skills required for successful performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse learner and assessment materials to identify language, literacy and numeracy required for successful performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse training and assessment processes in terms of language, literacy and numeracy demands on learners

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse workplace practices to determine language, literacy and numeracy skills required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse individual’s language, literacy and numeracy skills

  1. Develop profile of potential participants
  2. Identify language, literacy and numeracy skills of potential participants
  3. Make diagnostic judgements about individual’s language, literacy and numeracy skills in relation to vocational requirements
Develop profile of potential participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify language, literacy and numeracy skills of potential participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make diagnostic judgements about individual’s language, literacy and numeracy skills in relation to vocational requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a language, literacy and numeracy support strategy for vocational training

  1. Plan most appropriate mode(s) of training
  2. Plan instructional sequence that links to identified language, literacy and numeracy training needs
  3. Plan training arrangements
  4. Undertake joint planning when working with content experts to integrate language, literacy and numeracy with teaching and assessment activities
  5. Seek advice on technical matters from others in the VET environment when required
  6. Confirm own role and responsibilities in training and assessment context with relevant parties
  7. Confirm stages and processes for gathering evidence for assessment, and monitoring and evaluating training with relevant parties
Plan most appropriate mode(s) of training

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan instructional sequence that links to identified language, literacy and numeracy training needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan training arrangements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake joint planning when working with content experts to integrate language, literacy and numeracy with teaching and assessment activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek advice on technical matters from others in the VET environment when required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm own role and responsibilities in training and assessment context with relevant parties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm stages and processes for gathering evidence for assessment, and monitoring and evaluating training with relevant parties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select and apply a range of teaching strategies to develop language, literacy and numeracy skills relevant to vocational context

  1. Evaluate teaching strategies to determine those most appropriate for individual learners in a particular vocational context
  2. Apply strategies to interpret, explain and produce features of spoken and written English texts used within a vocational context
  3. Teach terminology and language of the industry and workplace
  4. Apply strategies to interpret and teach mathematical features
  5. Work with VET colleagues to develop their approach to addressing language, literacy and numeracy issues within their training
Evaluate teaching strategies to determine those most appropriate for individual learners in a particular vocational context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply strategies to interpret, explain and produce features of spoken and written English texts used within a vocational context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Teach terminology and language of the industry and workplace

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply strategies to interpret and teach mathematical features

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work with VET colleagues to develop their approach to addressing language, literacy and numeracy issues within their training

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in assessment processes

  1. Make assessment arrangements consistent with quality compliance processes
  2. Provide advice to vocational trainers and assessors about addressing language, literacy and numeracy issues within assessment
  3. Complete reports as required by relevant bodies
Make assessment arrangements consistent with quality compliance processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide advice to vocational trainers and assessors about addressing language, literacy and numeracy issues within assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete reports as required by relevant bodies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate support services

  1. Review the support services in collaboration with others
  2. Modify the support services in line with recommendations from the review
Review the support services in collaboration with others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Modify the support services in line with recommendations from the review

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse individual’s language, literacy and numeracy skills

  1. Develop profile of potential participants
  2. Identify language, literacy and numeracy skills of potential participants
  3. Make diagnostic judgements about individual’s language, literacy and numeracy skills in relation to vocational requirements
Develop profile of potential participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify language, literacy and numeracy skills of potential participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make diagnostic judgements about individual’s language, literacy and numeracy skills in relation to vocational requirements

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. Research language, literacy and numeracy demands of vocational training context

1.1 Identify the need for support services through consultation with relevant parties

1.2 Analyse training specification outcomes to identify language, literacy and numeracy skills required for successful performance

1.3 Analyse learner and assessment materials to identify language, literacy and numeracy required for successful performance

1.4 Analyse training and assessment processes in terms of language, literacy and numeracy demands on learners

1.5 Analyse workplace practices to determine language, literacy and numeracy skills required

2. Analyse individual’s language, literacy and numeracy skills

2.1 Develop profile of potential participants

2.2 Identify language, literacy and numeracy skills of potential participants

2.3 Make diagnostic judgements about individual’s language, literacy and numeracy skills in relation to vocational requirements

3. Develop a language, literacy and numeracy support strategy for vocational training

3.1 Plan most appropriate mode(s) of training

3.2 Plan instructional sequence that links to identified language, literacy and numeracy training needs

3.3 Plan training arrangements

3.4 Undertake joint planning when working with content experts to integrate language, literacy and numeracy with teaching and assessment activities

3.5 Seek advice on technical matters from others in the VET environment when required

3.6 Confirm own role and responsibilities in training and assessment context with relevant parties

3.7 Confirm stages and processes for gathering evidence for assessment, and monitoring and evaluating training with relevant parties

4. Select and apply a range of teaching strategies to develop language, literacy and numeracy skills relevant to vocational context

4.1 Evaluate teaching strategies to determine those most appropriate for individual learners in a particular vocational context

4.2 Apply strategies to interpret, explain and produce features of spoken and written English texts used within a vocational context

4.3 Teach terminology and language of the industry and workplace

4.4 Apply strategies to interpret and teach mathematical features

4.5 Work with VET colleagues to develop their approach to addressing language, literacy and numeracy issues within their training

5. Participate in assessment processes

5.1 Make assessment arrangements consistent with quality compliance processes

5.2 Provide advice to vocational trainers and assessors about addressing language, literacy and numeracy issues within assessment

5.3 Complete reports as required by relevant bodies

6. Evaluate support services

6.1 Review the support services in collaboration with others

6.2 Modify the support services in line with recommendations from the review

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. Research language, literacy and numeracy demands of vocational training context

1.1 Identify the need for support services through consultation with relevant parties

1.2 Analyse training specification outcomes to identify language, literacy and numeracy skills required for successful performance

1.3 Analyse learner and assessment materials to identify language, literacy and numeracy required for successful performance

1.4 Analyse training and assessment processes in terms of language, literacy and numeracy demands on learners

1.5 Analyse workplace practices to determine language, literacy and numeracy skills required

2. Analyse individual’s language, literacy and numeracy skills

2.1 Develop profile of potential participants

2.2 Identify language, literacy and numeracy skills of potential participants

2.3 Make diagnostic judgements about individual’s language, literacy and numeracy skills in relation to vocational requirements

3. Develop a language, literacy and numeracy support strategy for vocational training

3.1 Plan most appropriate mode(s) of training

3.2 Plan instructional sequence that links to identified language, literacy and numeracy training needs

3.3 Plan training arrangements

3.4 Undertake joint planning when working with content experts to integrate language, literacy and numeracy with teaching and assessment activities

3.5 Seek advice on technical matters from others in the VET environment when required

3.6 Confirm own role and responsibilities in training and assessment context with relevant parties

3.7 Confirm stages and processes for gathering evidence for assessment, and monitoring and evaluating training with relevant parties

4. Select and apply a range of teaching strategies to develop language, literacy and numeracy skills relevant to vocational context

4.1 Evaluate teaching strategies to determine those most appropriate for individual learners in a particular vocational context

4.2 Apply strategies to interpret, explain and produce features of spoken and written English texts used within a vocational context

4.3 Teach terminology and language of the industry and workplace

4.4 Apply strategies to interpret and teach mathematical features

4.5 Work with VET colleagues to develop their approach to addressing language, literacy and numeracy issues within their training

5. Participate in assessment processes

5.1 Make assessment arrangements consistent with quality compliance processes

5.2 Provide advice to vocational trainers and assessors about addressing language, literacy and numeracy issues within assessment

5.3 Complete reports as required by relevant bodies

6. Evaluate support services

6.1 Review the support services in collaboration with others

6.2 Modify the support services in line with recommendations from the review

Evidence of the ability to:

develop a profile of the language, literacy and numeracy requirements of a vocational context based on analysis of training specifications, workplace practices and training demands

develop a profile of potential participants and an individual analysis of at least 3 learners’ language, literacy and numeracy skills in relation to vocational requirements

develop a language, literacy and numeracy support strategy that details:

strategies for collaborating with vocational content experts

a description of the LLN specialist role in the program

selected support strategies and modes of training to meet the needs of the learner group

processes for monitoring training and gathering assessment evidence

select and apply strategies to teach features of spoken and written text, terminology and language, and mathematical concepts relevant to the vocational context

share knowledge about addressing LLN issues within vocational training with VET colleagues

record and report outcomes of training and assessment in line with organisational and funding body requirements

collaborate with others in the VET context to review and modify the support services.

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:

explain how the diverse needs and learning profiles of those participating in vocational training programs impact on the design of support services and strategies

identify the language, reading, writing and numeracy requirements relevant to an industry or vocational area that impact on decisions about the design of support services, incorporating:

identification and teaching of underpinning skills

customisation of learning materials, methods and strategies

teaching of vocationally relevant terminology

explain how different modes of instruction can be used to provide language, literacy and numeracy support services within a vocational training context to meet the needs of a particular learner group

identify strategies for building collaborative working relationships with VET colleagues that result in shared goals and outcomes.