The Crux of the Matter - Training Queensland - Queensland ...

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State priorities and the AQTF In addition to the AQTF, all Queensland RTOs should be familiar with the Queensland Government and Department of Education and Training (DET) priorities. One of DET’s key priorities is to equip Queenslanders with the training and skills required now and in the future. In achieving this, DET will assist the Queensland Government meet their Toward Q2: Tomorrow’s Queensland target of three out of four Queenslanders holding a trade, training or tertiary qualification by 2020 through the development, delivery and regulation of high-quality VET programs and services. The objective that Queenslanders will be skilled to maximise their opportunities and productively to contribute to Queensland’s economy is consistent with the AQTF. They require an RTO to consider LLN issues as mainstream business – ‘built in, not bolted on’. The Training and Skilling Queensland Fact Sheet provides more information on State and DET priorities. 14 The Crux of the Matter - Language, Literacy and Numeracy and Vocational Education and Training
Fact Files 15
Page 1 and 2: The Crux of the Matter 2011: Langua
Page 3 and 4: Contents Purpose of this resource 4
Page 5 and 6: Introduction Since 1998, LLN conten
Page 7 and 8: LLN and Employability Skills Traini
Page 9 and 10: Training Workplace Balancing the th
Page 11 and 12: Numeracy Numeracy is the ability to
Page 13: Measuring LLN success against the A
Page 17 and 18: Tip 1: Communicating with clients C
Page 19 and 20: Tip 3: Gathering information There
Page 21 and 22: Tip 4: Teacher, trainer and assesso
Page 23 and 24: Tip 5: Developing and monitoring pr
Page 25 and 26: Tip 7: Locating LLN in Training Pac
Page 27 and 28: Unpacking a single unit Here is a s
Page 29 and 30: 6. Examine the specific documents a
Page 31 and 32: The third example could require tha
Page 33 and 34: Tip 9: Identifying LLN skills of th
Page 35 and 36: Case study A training provider has
Page 37 and 38: Formative assessment is an ongoing
Page 39 and 40: Tip 11: Assessment as a pathway to
Page 41 and 42: For example, if an assessor is aski
Page 43 and 44: 3. Gather together all the material
Page 45 and 46: 6. Redesign materials and assessmen
Page 47 and 48: 7. Provide models for observation a
Page 49 and 50: Possible support models 1. Liaison
Page 51 and 52: • Support for learners in the Com
Page 53 and 54: AQTF Standard 1: The RTO provides q
Page 55 and 56: AQTF Standard 2: The registered tra
Page 57 and 58: AQTF Standard 3: Management systems
Page 59 and 60: Checklist 3: LLN observation checkl
Page 61 and 62: Macro skill Level Type of task Fill
Page 63 and 64: Information sheet 1: Complexity in
Page 65 and 66:
Information sheet 2: Identifying th
Page 67 and 68:
The following table can be used to
Page 69 and 70:
Template 1: Analysis of LLN macro s
Page 71 and 72:
Record the performance criteria num
Page 73 and 74:
Question Yes No Example Are there s
Page 75 and 76:
Speaking and listening Does the spo
Page 77 and 78:
Legislation, policy and guidelines
Page 79 and 80:
Specific VET learners Literacy supp
Page 82:
The Crux of the Matter 2011: Langua
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