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lln_trainer_guidelines

lln_trainer_guidelines

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Published by Umesh Banga

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Published by: Umesh Banga on Dec 09, 2008
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05/09/2014

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Language, Literacy and Numeracy
Trainer Guidelines
Literacy and numeracy
Literacy is using reading, writing, listening and speaking for a purpose and in context. It is
about making choices about what processes to use and when, where and how to use them.

The term numeracy involves, along with the ability to use mathematical processes, an ability to make decisions about what processes to use and when, where and how to use them. Numeracy is using mathematical concepts for a purpose and in a context.

Trainer\u2019s responsibility

Learners will have varying degrees of capacity in the ability to read, write, speak well and
carry out mathematical functions and learners who have difficulty in any of these areas
may have difficulty participating fully in the learning and assessment program.

It is the trainer/assessor\u2019s responsibility when a new learner joins a program to:

1. Watch for any sign which might indicate a language, literacy or numeracy difficulty
2. Run the Indicator test with a learner if there is a possibility of difficulty
3. Notify the RTO manager if the Indicator test reveals strong possibility of difficulty
4. File the LL&N Indicator with the learner record

Limits of responsibility

It is acknowledged that the trainer/assessor is not a trained language and literacy
specialist. The Indicator test simply provides some data that can be used to make a
recommendation to management.

Referral
It is company policy to refer a learner to language and literacy specialists if there is a
significant problem. In some instances the learner may have to defer study in a unit.
Reasonable adjustment

There may be instances where the trainer/assessor should make adjustment to learning and/or assessment materials and processes because a learner has difficulty with reading, writing, reading or mathematical calculations. An example: English is the person\u2019s second or third language, yet they are still able to perform the required tasks.

LL&N indicators

There are three indicators: one suitable for using with AQF level ll & lll learners, one for
AQF level lV learners, one for AQF Diploma level learners. The diagnostic requirements are
decided on the basis of the tasks the person must reasonably be able to perform as part of
their work routine associated with the qualification/course.

Diagnostic questions
To identify the tasks that the learner must perform as part of their work routine, and also
as part of their training and assessment, ask these questions:
\ue000
What does the learner have to listen and say?
\ue000
What does the learner have to read and write?
\ue000
What diagrams, plans, maps, pictures/ symbols does the learner have to interpret?
\ue000
What mathematical concepts does the learner need to understand and use?

RTO Quality Framework \u2013 LL&N: Trainer guidelines
Version 1: 2008
Page 2 of 4

Signs of poor reading ability
Look for these signs of difficulty with reading. Such learners:
\u2022
avoid reading tasks
\u2022
avoid reading aloud to others
\u2022
ask for clarification of task arally
\u2022
avoid reading manuals, instructions or technical information
\u2022
prefer hands-on tasks
\u2022
rely on being shown how to do tasks
\u2022
do not appear to know what is going on when instructions are given in writing
\u2022
are distracted easily from the reading task
\u2022
lack computer skills
\u2022
work very slowly through the reading task
\u2022
mouth words (sub-vocalise)
\u2022
do not pick up the written work language and jargon easily
\u2022
ask often for clarification of reading material
\u2022
are absent on theory test days
\u2022
'lose' notes and written information
Signs of poor writing ability
Look for these signs of difficulty with writing. Such learners:
\u2022
prefer to deal with tasks orally
\u2022
avoid starting tasks involving writing
\u2022
avoid writing for the group in group activities
\u2022
participate well orally but withdraw from writing tasks
\u2022
prefer to work in groups with a competent writer
\u2022
avoid answering the phone in case they need to write down a message
\u2022
remember messages rather than writing them down
\u2022
put off tasks to do later or at home
\u2022
need more time than most to complete written tasks
\u2022
need more attempts to get the task right
\u2022
write the minimum possible for each written task
\u2022
write illegibly and/or messily
\u2022
copy work slowly often looking at source material letter by letter
\u2022
ask for help frequently
\u2022
ask for spelling of common words
\u2022
ask for more copies of proformas
\u2022
copy from others
\u2022
write only in block letters
\u2022
write in dot points and abbreviate excessively when writing should be more formal
\u2022
become frustrated with writing tasks
\u2022
turn off from writing tasks easily
\u2022
leave written tasks unfinished
\u2022
avoid letting others see their written work
\u2022
prefer to word-process all work rather than write by hand
\u2022
avoid reading what they have written to others

RTO Quality Framework \u2013 LL&N: Trainer guidelines
Version 1: 2008
Page 3 of 4

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