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

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Client feedback and satisfaction surveys It is important to give clients choices about the way they can provide you with feedback. Remember that complex multiple choice or short answer surveys are not suited to all clients. Some clients will prefer to give feedback verbally – either one-to-one or in a group. Some clients may be comfortable with online approaches; others may prefer paper-based methods. Checklists Checklist 2: RTO communication checklist. Page 58. Information about LLN support services The AQTF Users’ Guide states that you should give information about the provision of LLN support services to each learner prior to enrolment. This means there must be a process in place which can be implemented when a client requests an evaluation of their LLN skills or in cases where learners are thought to need extra assistance. Remember that learners may be embarrassed or stressed about their LLN skills and it is important that a ‘trusted’ someone is available to whom they can talk about the issues. Learners will often need several prompts before they will seek help independently. 20 The Crux of the Matter - Language, Literacy and Numeracy and Vocational Education and Training
Tip 4: Teacher, trainer and assessor qualifications The AQTF requires that all teachers, trainers and assessors hold competency in the standards prescribed by the National Quality Council. Appendix 2 of the AQTF Users’ Guide provides details of necessary teacher, trainer, and assessor competencies. Innovation and Business Services Australia (IBSA) is the Industry Skills Council with responsibility for the Training and Assessment qualifications. The new TAE10 – Training and Education Training Package has been endorsed, replacing the TAA04 Training and Assessment Training Package. It is notable that in the review of the Training Package, the increasing importance of LLN became apparent. This has been addressed in TAE10 through several initiatives: • The redevelopment of the LLN unit in the Certificate IV level qualification for Training and Assessment: TAELLN401A Address adult language, literacy and numeracy skills. TAELLN401A is specifically designed for vocational trainers and assessors. It addresses the skills and knowledge that trainers and assessors must possess to provide appropriate instruction and assessment to learners. It uses a ‘recognition’ approach to LLN issues with the expectation that expertise will be drawn from relevant professionals as required. • A new unit: TAELLN501A Support the development of adult language, literacy and numeracy skills. TAELLN501A applies to teachers, trainers and assessors who wish to support adults in developing their LLN skills. They require some knowledge of adult literacy and numeracy, as well as strategies to support learners enrolled in VET courses. It is more than just a ‘recognition’ approach. Its focus is analysing, evaluating and reviewing issues around LLN and support strategies. • Two new qualifications at AQF levels 7 and 8. TAE70110 Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practice. The focus of TAE70110 is on planning, preparation, delivery and evaluation of LLN knowledge and skills. It is designed to develop specialist skills to address learner LLN skill development needs. TAE80110 Vocational Graduate Diploma of Adult Language, Literacy and Numeracy Leadership. The focus of TAE80110 is on research, policy analysis, and innovative program and resource design. It provides existing teachers, trainers and assessors with leadership and research opportunities. You should refer to the Training Package and Qualification notes and to the human resource statements in order to be clear about the specific requirements of these qualifications. Support materials for TAELLN401A can be downloaded from the Innovation and Business Skills Council website. In Queensland, to find out where TAELLN401A is being delivered go to the National Training Information Service website. IBSA has developed a User’s Guide to support people undertaking these new qualifications or wishing to upgrade their existing qualification. The User’s Guide includes a comprehensive mapping of the existing qualification 40499SA Advanced Diploma of LLN Practice in VET against both new Training Package qualifications. 21
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 and 14: Measuring LLN success against the A
Page 15 and 16: Fact Files 15
Page 17 and 18: Tip 1: Communicating with clients C
Page 19: Tip 3: Gathering information There
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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