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

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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 Write a sentence, or a group of words 2 Write a paragraph about a simple subject Writing 3 Produce and sequence several paragraphs to make meaning 4 Write texts conveying ideas beyond everyday concepts 5 Write to convey complex ideas, exercising control with various styles and stylistic devices 60 The Crux of the Matter - Language, Literacy and Numeracy and Vocational Education and Training
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 Participate in very short oral exchanges in familiar circumstances 2 Take part in short oral exchanges which are relevant to routine tasks Oral Communication 3 4 Participate in oral exchanges where the listener / speaker is required to vary and / or understand concepts which are non-routine, but simple Participate in oral exchanges that require control of non-routine language and structures 5 Take part in complex oral assessments demonstrating flexible and effective use of language 61
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The Crux of the Matter 2011: Langua
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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 and 58: AQTF Standard 3: Management systems
Page 59: Checklist 3: LLN observation checkl
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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