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

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Checklist 2: RTO communication checklist In order to comply with access and equity requirements a RTO can ask itself these questions about the efficacy and coverage of their communication to clients. Clearly any ‘no’ answers will require a rectifying action. Evidence for ‘yes’ answers should be recorded and fully documented for AQTF compliance and auditing purposes. Is our information: Yes No accurate and comprehensive (based on up-to-date sources) accessible in a number of formats (print, online, info line) non-discriminatory. Does our information: outline entry requirements in terms of qualifications or competencies show the range of pathways to the qualification cover fees, charges, refunds and exemptions indicate available support services outline learning options and flexible learning and assessment arrangements outline the training including content and vocational outcomes from successful completion of nationally recognised training outline the possible vocational demands of current workplaces cover information on the rights of learners and the responsibilities of the RTO towards their learners Do we have a mechanism for evaluating the suitability of our communication 58 The Crux of the Matter - Language, Literacy and Numeracy and Vocational Education and Training
Checklist 3: LLN observation checklist Macro skill Level Type of task Fill in an example from the workplace or training specification Can do always Can do with support Need to learn 1 Recognise signs, letters and single words in immediate work environment 2 Read short simple texts that are relevant to the person Reading 3 Read and interpret texts with several ideas which are non-routine, but simple 4 Read and understand texts with some complex ideas and non-routine vocabulary 5 Read texts which contain several complex and / or ambiguous ideas 59
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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 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: AQTF Standard 3: Management systems
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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The Crux of the Matter - Training Queensland - Queensland ...

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