TAELLN401A Address adult language, literacy and numeracy skills TAE10: Training and Education Training Package Trainer and Assessor Guide
Written by Sandy Welton www.trainingresourcesrto.com.au
Purpose of this Trainer and Assessor Guide This Guide is designed to be used as a reference resource by the trainer/facilitator during face to face group training and conducting the assessment. It focuses on activities relevant for a learning and assessment pathway leading to TAE40110 Certificate IV in Training and Assessment. It contains: Guidance for facilitating group discussions for focusing the participants upon key points and required outcomes. Guidance for incorporating the PowerPoint presentations into the learning process. Benchmark solutions for all of the assessment activities, together with guidance for the assessor on how to access relevant information using Internet searching and reference to legislative materials. A mapping summary which shows how each of the assessment tasks relate to the performance criteria, required knowledge and skills and critical aspects of evidence for the unit of competency. TAE40110 Certificate IV in Training and Assessment This qualification reflects the roles of individuals delivering training and assessment services in the vocational education and training (VET) sector. Achievement of this qualification or an equivalent by trainers and assessors is a requirement of the Australian Quality Training Framework Essential Standards for Registration (Standard 1 as outlined in Appendix 2 of the Users' Guide to the Essential Standards for Registration). This qualification, or the skill sets derived from units of competency within it, is also suitable preparation for those engaged in the delivery of training and assessment of competence in a workplace context, as a component of a structured VET program. Job Roles Job roles associated with this qualification relate to the delivery of training and assessment of competence within the VET sector. Possible job titles and roles relevant to this qualification include: enterprise trainer enterprise assessor registered training organisation (RTO) trainer RTO assessor training adviser or training needs analyst vocational education teacher Qualification Pathways Entry requirements There are no entry requirements for this qualification and no prerequisite requirements for individual units of competency. TAELLN401A Language Literacy and Numeracy_AG_V2.0 Page 1
Pathways from the qualification The qualification currently states the following: After achieving TAE40110 Certificate IV in Training and Assessment, candidates may undertake TAA50104 Diploma of Training and Assessment or may choose to undertake TAE70110 Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practice. This information is not current. The pathways from the qualification are as follows: TAE50111 Diploma of Vocational Education and Training TAE50211 Diploma of Training Design and Development TAE50310 Diploma of International Education Services TAE70111 Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practice TAE70311 Vocational Graduate Certificate in International Education Services TAE70210 Vocational Graduate Certificate in Management (Learning) Licensing, Legislative, Regulatory or Certification Considerations There is no direct link between this qualification and licensing, legislative and/or regulatory requirements. However, where required, a unit of competency will specify relevant licensing, legislative and/or regulatory requirements that impact on the unit. TAELLN401A Language Literacy and Numeracy_AG_V2.0 Page 2
Australian Qualifications Framework The candidate should demonstrate AQF level 4 criteria when completing the assessment tasks. source: Australian Qualifications Framework second edition January 2013 TAELLN401A Language Literacy and Numeracy_AG_V2.0 Page 3
Employability Skills TAE40110 Certificate IV in Training and Assessment Assessor note: This assessment tool has been developed to form part of TAE40110 Certificate IV in Training and Assessment qualification. If this unit was to be assessed as a stand-alone unit or for a different qualification, then further or different evidence of employability skills may be required. Employability Skill Industry/enterprise requirements for this qualification include: ES 1. Communication interpreting client needs and writing to these using a range of communication skills, such as listening, questioning, reading, interpreting and writing documents writing hazard and incident reports using effective facilitation and interpersonal skills, including verbal and non-verbal language that is sensitive to the needs and differences of others mentoring, coaching and tutoring techniques ES 2. Teamwork working with colleagues to compare, review, and evaluate assessment processes and outcomes actively participating in assessment validation sessions managing work relationships and seeking feedback from colleagues and clients on professional performance developing and evaluating with others learning programs customised for individual or group needs ES 3. Problem-solving identifying hazards and assessing risks in the learning environment using time-management skills in designing learning programs calculating costs of programs and logistics of delivery, and accessing appropriate resources generating a range of options to meet client needs ES 4. Initiative and enterprise interpreting the learning environment and selecting delivery approaches which motivate and engage learners monitoring and improving work practices to enhance inclusivity and learning being creative to meet clients' training needs applying design skills to develop innovative and flexible cost-effective programs ES 5. Planning and organising researching, reading, analysing and interpreting workplace specifications planning, prioritising and organising workflow interpreting collected evidence and making judgements of competency documenting action plans and hazard reports working with clients in developing personal or group learning programs organising the human, physical and material resources required for learning and assessment TAELLN401A Language Literacy and Numeracy_AG_V2.0 Page 4
Employability Skill Industry/enterprise requirements for this qualification include: ES 6. Self-management working within policy and organisational frameworks managing work and work relationships adhering to ethical and legal responsibilities taking personal responsibility in the planning, delivery and review of training being a role model for inclusiveness and demonstrating professionalism examining personal perceptions and attitudes ES 7. Learning undertaking self-evaluation and reflection practices researching information and accessing policies and frameworks to maintain currency of skills and knowledge promoting a culture of learning in the workplace seeking feedback from colleagues facilitating individual, group-based and work-based learning ES 8. Technology using technology to enhance outcomes, including online delivery and research using the internet using student information management systems to record assessments identifying and organising technology and equipment needs prior to training using a range of software, including presentation packages TAELLN401A Language Literacy and Numeracy_AG_V2.0 Page 5
Recommended training and assessment strategy Training strategy The recommended training strategy is face to face group delivery, during a one day workshop. The PowerPoint presentation supports the learning process in a logical flow. Learning is activity based involving discussion, web based research and completion of assessment tasks. Participants should be provided with: the Assessment Task Workbook, which contains: o information to guide the learning process o formative and summative assessment activities the Learning Guide, which contains the information in the PowerPoint presentation The trainer should be provided with: an electronic copy of the PowerPoint presentation a printout of the Learning Guide this Trainer and Assessor Guide Internet access should be provided for research purposes. If it is not possible for participants to have their own computer, then the trainer may perform the required searches for the participants to view on overhead projector. In this case it is recommended that participants should be encouraged to perform searches so as to confirm required technology skills. If all participants have computer access, the trainer may opt to provide an electronic copy of the Assessment Task Workbook so that participants can type rather than write. Assessment strategy The workshop activities address all of the performance criteria, required knowledge, required skills, critical aspects of evidence and employability skills. The final assessment should be completed by the candidate individually without assistance. This assessment is designed to confirm that the candidate has retained and consolidated the learning. Refer to the mapping summary to see details of how each assessment task maps to the unit of competency. The Assessment Task Workbook contains: Instructions for the candidate about the training and assessment process Information to guide the learning activities A verification form for the candidate to confirm that they have received and understood the assessment process and their right of appeal TAELLN401A Language Literacy and Numeracy_AG_V2.0 Page 6
All of the formative and summative assessment tasks Space for the assessor to give feedback to the candidate and to confirm whether the task was satisfactory Mapping summary (matrix) to assist the assessor in analysing the sufficiency of evidence Final assessment form, for signing off by the assessor and the candidate TAELLN401A Language Literacy and Numeracy_AG_V2.0 Page 7
TAELLN401A Address adult language, literacy and numeracy skills Unit descriptor This unit describes the performance outcomes, skills and knowledge required to recognise the core language, literacy and numeracy (LLN) demands of training and assessment, and to tailor training and assessment to suit individual skill levels, including accessing relevant support resources. Application of the unit This unit introduces trainers and assessors to core language, literacy and numeracy issues in training and assessment practice. Competence in this unit does not indicate that a person is a qualified specialist adult language, literacy or numeracy practitioner. Unit requirements The unit requirements are shown on the matrix at the back of this Trainer / Assessor Guide. Note to Assessor In order to ensure that the assessment process and outcome meets the principles of assessment and the rules of evidence, it is ESSENTIAL that you adhere to the benchmarks for assessment outlined in this Guide. The benchmark solutions and information in this Guide are current as at the date shown in the footer. Statutory authority web sites and legislation may change. You, the trainer/assessor, will need to maintain currency. If at any time during the assessment process you consider that any person may be at risk, you must immediately abort the assessment session. TAELLN401A Language Literacy and Numeracy_AG_V2.0 Page 8
Assessment Task 1 This task requires you to use the ACSF to determine LLN level. Download and save the full ACSF document from the internet. Refer to the ACSF and discuss the levels of each of the 5 ACSF Core Skills required to achieve TAE40110. Treat each of the Core Skills separately. Your result may not indicate the same level for every skill. Complete the table below. ACSF Core Skills relevant for TAE40110 Core Skill Type Indicator Indicator description Code Learning Learning Reading Reading Writing Writing Oral Communication Oral Communication Numeracy Numeracy Numeracy TAELLN401A Language Literacy and Numeracy_AG_V2.0 Page 9
Solutions Assessor note: Response may vary. The benchmark shows the minimum level appropriate. Participate may indicate a higher level. ACSF Core Skills relevant for TAE40110 Core Skill Type Indicator Indicator description Code Learning Learning Reading Reading Writing Writing Oral Communication Oral Communication Numeracy Numeracy Numeracy 4.01 Accepts new learning challenges, explicitly designing, reflecting on and redesigning approaches to learning as an integral part of the process 4.02 Adapts a range of familiar strategies to new contexts and experiments with new approaches 3.03 Evaluates and integrates information and ideas to construct meaning from a range of familiar, and some unfamiliar, texts and text types 3.04 Selects and applies a range of reading strategies as appropriate to purpose and text type 4.05 Communicates complex relationships between ideas and information, matching style of writing to purpose and audience 4.06 Displays knowledge of structure and layout employing broad vocabulary, grammatical structure and conventions appropriate to text 4.07 Demonstrates flexibility in spoken texts by choosing appropriate structures and strategies in a range of contexts 4.08 Applies appropriate strategies to extract main ideas from oral texts across a range of contexts 3.09 Selects and interprets mathematical information that may be partly embedded in a range of familiar, and some less familiar, tasks and texts 3.10 Selects from and uses a variety of developing mathematical and problem solving strategies in a range of familiar and some less familiar contexts 3.11 Uses a combination of both informal and formal oral and written mathematical language and representation to communicate mathematically Assessment Criteria 1. Using the ACSF to determine core LLN skill requirements in relation to a training specification (qualification) and training context 2. Analysing and applying the ACSF to unit outcomes 3. Making judgements about LLN requirements of learner 4. Interpreting ACSF document 5. Documenting the 5 core LLN skills 6. Using relevant methodology to determine skill levels using the ACSF 7. Employability skills: a. Planning and organising b. Learning c. Technology TAELLN401A Language Literacy and Numeracy_AG_V2.0 Page 10
The balance of the assessment tasks have been deleted from the sample. Note the Summary Mapping shows how each assessment task maps to the unit requirements TAELLN401A Language Literacy and Numeracy_AG_V2.0 Page 11
Summary Mapping The following table maps the assessment tasks with the unit requirements. This is indicated with a tick. Unit Requirements Element 1 Determine the core LLN requirements of the training Assessment Task Number 1 2 3 4 5 6 7 8 9 10 11 PC 1.1 Determine core LLN skill requirements of the training specification PC 1.2 Determine core LLN requirements of the training context PC 1.3 Use validated tools and other sources of information to determine existing core LLN skills of learners Element 2 Access specialist learning support Determine the need for specialist core LLN assistance for the PC 2.1 learner, based on evidence collected Apply appropriate strategies for collaboration with specialist PC 2.2 language, literacy and numeracy practitioners Element 3 Customise program to develop core LLN skills Select and customise or develop learning and assessment PC 3.1 materials that are appropriate to core LLN skills of training specification, training context and learners PC 3.2 Apply learning support strategies to assist learners to develop required core LLN skills Continuously monitor and evaluate approaches to determine PC 3.3 areas for improvement Required Skills RS 1 language, literacy and numeracy skills to: RS 2 RS 3 deliver effective training and assessment language, literacy and numeracy skills to: analyse and apply the Australian Core Skills Framework (ACSF) at a level appropriate to the outcomes of the unit language, literacy and numeracy skills to: make judgements about the LLN requirements of learner skill levels and training TAELLN401A Language Literacy and Numeracy_AG_V2.0 Page 12
RS 4 RS 5 RS 6 RS 7 RS 8 RS 9 Unit Requirements language, literacy and numeracy skills to: Assessment Task Number 1 2 3 4 5 6 7 8 9 10 11 communicate with other professionals about LLN requirements language, literacy and numeracy skills to: liaise with personnel, including managers or supervisors, from the training and/or assessment organisation language, literacy and numeracy skills to: interpret a wide range of documents self-management and organisational skills to meet the LLN requirements of learners interpersonal skills to: encourage learner development interpersonal skills to: demonstrate sensitivity to cultural issues Required Knowledge RK 1 definitions of core LLN skills, according to the ACSF RK 2 methodology for determining skill levels using the ACSF RK 3 national policy on the integration of LLN into training package competencies RK 4 legislation and codes of practice, for example: equal opportunity legislation privacy legislation organisational requirements RK 5 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 Critical Aspects of Evidence CAE 1 address core LLN issues in training and assessment practice on at least two different occasions TAELLN401A Language Literacy and Numeracy_AG_V2.0 Page 13
CAE 2 CAE 3 CAE 4 Employability Skills ES 1 Communication ES 2 Teamwork ES 3 Problem-solving Unit Requirements provide evidence that includes: documentation setting out activities, resources and individual learning plans for a particular learner provide evidence that includes: Assessment Task Number 1 2 3 4 5 6 7 8 9 10 11 third-party observations of the candidate with a range of learners provide evidence that includes: documentation of the use of the ACSF to determine LLN level. interpreting client needs and writing to these using a range of communication skills, such as listening, questioning, reading, interpreting and writing documents writing hazard and incident reports using effective facilitation and interpersonal skills, including verbal and non-verbal language that is sensitive to the needs and differences of others mentoring, coaching and tutoring techniques working with colleagues to compare, review, and evaluate assessment processes and outcomes actively participating in assessment validation sessions managing work relationships and seeking feedback from colleagues and clients on professional performance developing and evaluating with others learning programs customised for individual or group needs identifying hazards and assessing risks in the learning environment using time-management skills in designing learning programs calculating costs of programs and logistics of delivery, and accessing appropriate resources generating a range of options to meet client needs TAELLN401A Language Literacy and Numeracy_AG_V2.0 Page 14
ES 4 Initiative and enterprise Unit Requirements interpreting the learning environment and selecting delivery approaches which motivate and engage learners monitoring and improving work practices to enhance inclusivity and learning being creative to meet clients' training needs applying design skills to develop innovative and flexible cost-effective programs Assessment Task Number 1 2 3 4 5 6 7 8 9 10 11 ES 5 Planning and organising researching, reading, analysing and interpreting workplace specifications planning, prioritising and organising workflow interpreting collected evidence and making judgements of competency documenting action plans and hazard reports working with clients in developing personal or group learning programs organising the human, physical and material resources required for learning and assessment ES 6 Self-management working within policy and organisational frameworks managing work and work relationships adhering to ethical and legal responsibilities taking personal responsibility in the planning, delivery and review of training being a role model for inclusiveness and demonstrating professionalism examining personal perceptions and attitudes ES 7 Learning undertaking self-evaluation and reflection practices researching information and accessing policies and frameworks to maintain currency of skills and knowledge promoting a culture of learning in the workplace seeking feedback from colleagues facilitating individual, group-based and work-based learning TAELLN401A Language Literacy and Numeracy_AG_V2.0 Page 15
ES 8 Technology Unit Requirements using technology to enhance outcomes, including online delivery and research using the internet using student information management systems to record assessments identifying and organising technology and equipment needs prior to training using a range of software, including presentation packages Assessment Task Number 1 2 3 4 5 6 7 8 9 10 11 TAELLN401A Language Literacy and Numeracy_AG_V2.0 Page 16