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

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Unpacking LLN from units of competency is the focus of several excellent guides and publications. General and industry specific examples of how to do this can be found in: Built in not bolted on – a basic introduction to LLN in Training Packages. Innovation and Business Skills website – support materials to assist trainers to complete the elective unit TAELLN401A Address adult language, literacy and numeracy skills, from the TAE401 Training and Education Training Package. LLN scan by job task One of the best ways you can unpack LLN from a unit or set of units is to cluster competencies in a natural way around a task on-the-job. Think about the whole job and the individual job tasks a learner will be doing on-the-job to develop skills and demonstrate competence to gain the qualification or skill set. As you think about the job, try to uncover all the different LLN skills the learner will be using to develop and demonstrate competence. Construction, Plumbing and Services Industry Skills Council - resources to assist trainers and assessors to analyse LLN requirements in the CPC08 Construction, Plumbing and Services Integrated Framework Training Package. Service Skills Australia’s Taking the Lead - tips for Trainers and Assessors. (This resource references the NRS and not the current ACSF.) 26 The Crux of the Matter - Language, Literacy and Numeracy and Vocational Education and Training
Unpacking a single unit Here is a short example of how to locate LLN in a single unit of competency (from a unit from the CPC08 Construction, Plumbing and Services Integrated Framework Training Package). 1. Examine the unit CPCCSC2002A Erect and dismantle basic scaffolding from the Certificate III in Scaffolding within the CPC08 Construction, Plumbing and Services Integrated Framework (access the full unit via the National Training Information Service). This unit specifies the competency required to erect and dismantle a range of modular scaffolding systems to provide work platforms for construction purposes. 2. Note that though the unit title indicates this is not a central LLN unit, the performance criteria, range statement and evidence guide all provide clear examples of the types of LLN expectations of the unit. In this unit the Range Statement is very specific. • information sources may include but not be limited to verbal or written and graphical instructions, signage, work schedules / plans / specifications, work bulletins, memos, material safety data sheets (MSDS), diagrams or sketches • safe work procedures related to erecting and dismantling modular scaffolding • regulatory / legislative requirements pertaining to erecting and dismantling modular scaffolding • engineers’ design specifications / manufacturers’ specifications and instructions where specified • organisation work specifications and requirements • instructions issued by authorised organisational or external personnel • relevant Australian Standards. 4. Divide these skills into the four main LLN categories – or macro skills of reading, writing, oral communication and numeracy. 3. Analyse the Range Statement for the possible information sources that would be required to be accessed and types of communication demonstrated by the learner. LLN skills of the CPC08 Construction, Plumbing and Services Integrated Framework the Range Statement include: • communications are to include but not be limited to verbal and visual instructions and fault reporting and may include mobile phone, site specific instructions, written instructions, plans or instructions related to job / task, two way radio and hand signals • on-site meeting processes may include notification / scheduling (time, place, purpose), task discussions and local coordination of procedural and operational issues 27
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 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: Tip 7: Locating LLN in Training Pac
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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