The Crux of the Matter - Training Queensland - Queensland ...
The Crux of the Matter - Training Queensland - Queensland ...
The Crux of the Matter - Training Queensland - Queensland ...
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6. Redesign materials and assessment<br />
items found to have inappropriate LLN.<br />
It is unreasonable to demand that all learners doing<br />
your course have a LLN skill level well beyond <strong>the</strong> job<br />
<strong>the</strong>y are training for. A range <strong>of</strong> modes and methods<br />
<strong>of</strong> training and assessment should be provided to<br />
avoid creating unnecessary obstacles.<br />
Assessment tools must be designed to reflect <strong>the</strong><br />
LLN competencies required for <strong>the</strong> performance<br />
<strong>of</strong> a task in <strong>the</strong> workplace and not exceed <strong>the</strong>se<br />
expectations.<br />
Redesigning materials and assessment may seem<br />
time-consuming at first but not as time-consuming<br />
as providing one-to-one support to learners who<br />
would o<strong>the</strong>rwise cope with your course.<br />
In <strong>the</strong> examples below <strong>the</strong> vocational competence<br />
was shown in <strong>the</strong> LLN scan to have reading and<br />
writing tasks at one level but to have LLN demands<br />
<strong>of</strong> training and assessment clearly beyond this. <strong>The</strong><br />
trainer devised alternative training and assessment<br />
methods that addressed <strong>the</strong> same underpinning<br />
knowledge but did not disadvantage learners who<br />
were not strong readers or confident at essay style<br />
writing.<br />
Resources<br />
Resources: Inclusive practices.<br />
Universal Design checklist.<br />
<strong>Training</strong> example<br />
Learner work booklets with <strong>the</strong> <strong>Queensland</strong> Scaffolding Code <strong>of</strong> Practice and <strong>the</strong> Workplace Health and<br />
Safety Act 1995 included in <strong>the</strong>m, were distributed to give learners <strong>the</strong> underpinning knowledge and skills<br />
needed to gain <strong>the</strong> competencies in basic scaffolding. <strong>The</strong>y included large amounts <strong>of</strong> written information<br />
about <strong>the</strong> technical and safety requirements <strong>of</strong> erecting and dismantling scaffolding.<br />
<strong>The</strong> booklets contained a series <strong>of</strong> short answer questions.<br />
After comparing <strong>the</strong> demands <strong>of</strong> <strong>the</strong> vocational competencies and <strong>the</strong> industry, trainers found that <strong>the</strong> LLN<br />
demands in accessing <strong>the</strong> information independently in this format were much higher than those demanded<br />
in <strong>the</strong> industry, e.g.:<br />
• reading demands on-<strong>the</strong>-job – simple or supported by a supervisor or workplace mentor<br />
• reading demands <strong>of</strong> <strong>the</strong> training materials – unfamiliar to challenging and not supported.<br />
As a result <strong>of</strong> <strong>the</strong> investigation, alternative versions <strong>of</strong> <strong>the</strong> training materials were prepared. This included<br />
a substantial culling <strong>of</strong> <strong>the</strong> material to reduce both <strong>the</strong> volume and complexity. Plain English and Universal<br />
Design Principles were used.<br />
A PowerPoint presentation was produced with photos from a worksite showing key information.<br />
<strong>The</strong> RTO <strong>the</strong>n produced an audio resource <strong>of</strong> workers discussing key OH and S issues as <strong>the</strong>y undertook<br />
<strong>the</strong>ir scaffolding work. This allowed learners to both see and hear <strong>the</strong> information which supplemented and<br />
reinforced <strong>the</strong> written materials. Learners could <strong>the</strong>n replay sections as needed and were thus supported in<br />
overcoming difficulties <strong>the</strong>y encountered with <strong>the</strong> text.<br />
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