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The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. |
Broad issues for involvement may include: | developing capacity of vocational trainers to support learners with language, literacy and numeracy needsdeveloping language, literacy and numeracy skills of learners to allow them to complete training or further training successfullymeeting quality compliance requirements, such as AQTF standardsmeeting the language, literacy and numeracy or communication skill requirements of a relevant industry Training Package or accredited vocational course. |
Relevant parties may include: | enterprise personnel where there is an on-the-job component of training school personnel responsible for VET in schools arrangements those responsible for managing quality compliance within the training organisation those responsible for vocational training. |
Training specifications may include: | accredited coursesmanufacturer specificationsstandard operating proceduresTraining Packages. |
Workplace practices may include: | enterprise-specific language, literacy and numeracy demands where known industry expectations of language, literacy and numeracy skillspractices around core and incidental work activities. |
Profile of potential participants may include: | accounts of learners' previous formal education and training experience background information, such as age or genderexisting skills of learners in relation to work contextlearners' attitudes to assessmentlearners' perceptions of their learning needs learners with identified language, literacy and numeracy needs, such as:those with a low level of formal education first language, if from a language background other then English. |
Identifying language, literacy and numeracy skills may be: | a formal or informal process as required by particular contextconsistent with requirements of assessment frameworks, such as the ACSF or ISLPR. |
Diagnostic judgements may include: | areas of strengthsspecifics of areas in need of improvementthose based on sound knowledge of English phonological, grammatical and lexical systems. |
Most appropriate mode(s) of training may include: | delivering course focusing on language, literacy and numeracy underpinning skills of specific units of competency of a Training Packagedeveloping and customising self-access resources for an independent learning centredeveloping assessment tools and training support materials for language, literacy and numeracy across a qualification or a range of qualifications providing specialist course for selected participants, including one-to-one, small group, classroom, face-to-face, distance and on-the-job supportreferring to bridging programs with focus on developing language, literacy and numeracy skillsteaching workplace communication and numeracy skills contextualised into relevant industry areaworking alongside vocational practitioners to provide language, literacy and numeracy support to learners. |
Training arrangements may include: | scheduling of training, including classes, team teaching, one-to-one, self-access, online, and combinations of thesetime arrangements, including during class, in learners' own time, and self-accesssuitable training venuesteaching equipmentprogram promotion strategies. |
Own role and responsibilities may include: | area of specialisationarrangements about assessments of technical areasrelationships with other training organisation personnelreporting arrangements. |
Teaching strategies may include: | influential theories in adult literacy pedagogy, including:psycholinguisticssociolinguisticshumanistic and progressivist pedagogycritical pedagogyinfluential theories in adult numeracy pedagogy, including:transmissionconstructivismcultural use of specific mathematicscritical numeracy language teaching methodologies, including communicative language teaching. |
Adult learning practices may include: | assisting learners to assume increasing responsibility for:defining their learning objectives planning their language, literacy and numeracy learning in relation to vocational objectivesevaluating their own progress. |
Working with VET colleagues may include: | exchanging information about specific individual learner or group needs sharing ways to identify learners with language, literacy and numeracy needssuggesting ways to design materials to make them more reader-friendlysupporting them in implementing training customised to meet learners' language, literacy and numeracy needsusing inclusive teaching strategies. |