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

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The Crux of the Matter The crux of the matter is the need to consider three critical issues for effective learner-centred LLN training and assessment practice within VET. These are the identification of the LLN skills: • of the learner • that are required in the workplace and / or drawn from Training Package units of competency or accredited course modules • required to participate successfully in training and assessment. The Crux Learner Training Workplace A balance between these issues means identifying where they cross-over, and aiming for this space. 8 The Crux of the Matter - Language, Literacy and Numeracy and Vocational Education and Training Perfectly balanced Unbalanced
Training Workplace Balancing the three critical issues results in effective learner-centred training delivery and quality training outcomes that benefit everyone involved. Perfectly balanced Unbalanced Literacy Literacy Literacy Language Numeracy Numeracy Numeracy Language Language Numeracy Literacy RTO Learner Workplace RTO Workplace How do you find the balance What do you do with the information you gather The following information may help you explore these questions. 9
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: LLN and Employability Skills Traini
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 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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The Crux of the Matter - Training Queensland - Queensland ...

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