Describe two cultural or social considerations when communicating with individuals identified as needing LLN support.

Describe two cultural or social considerations when communicating with individuals identified as needing LLN support.

Describe two cultural or social considerations when communicating with individuals identified as needing LLN support.

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Describes the skills and knowledge a vocational trainer or assessor requires to identify language, literacy and numeracy (LLN) skill requirements of training and the work environment, and to use resources and strategies that meet the needs of the learner group.

Assessment Task

National Unit Details
Unit Code TAELLN411 Unit Title Address adult language, literacy and numeracy needs
Assessment Information
Qualifications TAE40116 Certificate IV in Training and Assessment
Type Task 1: Knowledge questions
Task 2: Identify LLN skills needed to perform a workplace task
Task 3: Identify a learner’s LLN needs
Task 4: Select instructional and assessment strategies that address identified LLN needs
Task 5: Customise learning resources
Task 6: Work with LLN specialists
Task 7: Select, use and review LLN support strategies
Due Date 6 weeks from last day of workshop
General Information Decision Making Rules 

All assessment criteria within the task must be satisfactorily completed for the task to be assessed as satisfactorily completed.

Reasonable adjustment

Reasonable adjustment for assessment tasks for a unit may be requested by the student for consideration by the facilitator for the methods by which evidence is collected. However, the evidence criteria for making competent/not yet competent decisions must be the same irrespective of the group and/or individual being assessed.

Reasonable adjustment usually involves varying:

· the processes for conducting the assessment (eg: allowing additional time, varying the venue)

· the evidence gathering techniques (eg: oral rather than written questioning, use of a scribe, modifications to equipment)

Special Consideration

Students can apply for special consideration if personal circumstances or illness have adversely affected their result in an assessment, or their ability to undertake an assessment. If they wish to seek special consideration, a special consideration form must be completed no later than 3 days after the due date of the assessment and submitted via e-mail to VE-Progressions@swin.edu.au

1. Unit requirements and Assessment conditions
Application TAELLN411 Address adult language, literacy and numeracy needs 

This unit describes the skills and knowledge a vocational trainer or assessor requires to identify language, literacy and numeracy (LLN) skill requirements of training and the work environment, and to use resources and strategies that meet the needs of the learner group.

The unit applies to individuals who teach, train, assess and develop resources.

Competence in this unit does not indicate that a person is a qualified specialist adult language, literacy or numeracy practitioner.

Conditions TAELLN411 Address adult language, literacy and numeracy needs 

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the training and assessment environment and include access to:

· texts and tasks typically found in the workplace

· specialist LLN practitioners for consultation and verification of approaches

· training and assessment tools based on the ACSF levels

· training package support materials

· workplace-specific tools, equipment, materials and industry software packages (where applicable).

Skills must be demonstrated with real vocational learners.

All trainers and assessors delivering any TAE training products must hold one of

· TAE50111 Diploma of Vocational Education and Training or its successor or

· TAE50211 Diploma of Training Design and Development or it successor or

· TAE550216 or A higher level qualification in adult education.

As per clauses 1.22 – 1.23  item 7 of Schedule 1 of the Standards for Registered Organisations (RTOs) Amendment 2017. 

Submission Details When submitting your work, please ensure you have signed the Declaration on the first page. 

Your responses may be typed directly into this document, with any additional documentation provided as attachments Please title each attachment (i.e. Attachment A, B etc) and, reference these in the main document with an explanation of their relevance.

All assessment tasks should be submitted via Blackboard, our online learning management system. Please note:

· Assessment due dates are to be6 weeks from the final day of the learning workshop.

· Feedback will be provided by your assessor within 3 weeks following the due date for submission.

· If resubmission of work is required, this must be submitted within 2 weeksof receiving feedback from your assessor

· Final feedback will be provided by your assessor within 2 weeks of resubmission.

Extensions to the due date will be granted under exceptional circumstances.

If you need an extension please contact your designated assessor at least one week before the due date.

Assessment results Your assessment will be marked using the following scale on Blackboard: 

Result Code Result Certification Description
PU Achieved Competency
NU Not Yet Competent
NEN No Engagement in Unit
SEN Stopped Engagement in Unit

In addition to the results, you will also get detailed feedback from your assessor on each key aspect of your assessment. This will be provided to you via Blackboard and can be accessed via “my grades”.

Should you have any questions about the assessment process please feel free to contact your designated assessor.

Assessment support Your Assessor for this program is contactable via email for any questions, queries or concerns you may have through the assessment process. 

You also have the option of undertaking one 15 minute support coaching session to be scheduled between yourself and your Assessor. To confirm a mutually agreeable time, please contact your Assessor via email.

National Unit Details
Unit Code TAELLN411 Unit Title Address adult language, literacy and numeracy needs

Assessment Cover Sheet

Students must include the following information and declaration of original authorship with their submission.

student name:
email: mobile:
qualification: TAE40116 Certificate IV in Training and Assessment
unit code & title: 

TAELLN411 Address adult language, literacy and numeracy needs

Student Declaration 

· I understand that competency will not be given if I do not meet the assessment evidence and activity requirements.

· I declare that this is my own work in accordance with Swinburne Plagiarism policy, as found on: https://www.swinburne.edu.au/current-students/manage-course/exams-results-assessment/plagiarism-academic-integrity/plagiarism-misconduct/

· I declare all documents submitted for assessment are my own work. Where I have used other sources, acknowledgements have been made.

Student signature: Date:
Task 1: Knowledge questions 

When preparing written responses to each of the knowledge questions, use examples to support wherever possible. These examples should be based on your own experiences and demonstrate your understanding of key concepts.

Acknowledge any sources of information you have used (websites, books etc.) by referencing the original source.

Task Task title Task requirements/Questions
1.1 Strategies and resources you use to identify learners’ LLN needs: a. Describe two specific examples of how you could find out the level of LLN skills held by a learner group before or at the start of training you deliver.
b. Name and describe one quality-approved LLN pre-training assessment tool that is (or could be) used in your workplace, OR research and identify an assessment tool available from outside your workplace that is suitable, given the training you deliver (or hope to deliver).
c. Explain why you selected the LLN assessment tool described in question 1b above.
1.2 Interact with individuals needing LLN support a. Describe two cultural or social considerations when communicating with individuals identified as needing LLN support.
b. Describe how to approach and interact with individuals needing LLN support, to maintain a safe and positive learning experience.
1.3 Source LLN support a. Research and describe at least two resources available to help you support learners and build their LLN skills—e.g. consider relevant reference materials or other resources to help you help learners, or resources that you could direct learners to.
b. Research, identify and describe how and from where you could access an LLN specialist to support you and/or your learners.
1.4 Evaluation Describe best practice techniques you use (or could use) to evaluate the effectiveness of LLN support provided within your own training and assessment practice.
Task 2: Identify LLN skills needed to perform a workplace task 

Obtain one copy of a training benchmark that describes a workplace task relevant to your industry or area of expertise—e.g. unit of competency, standard operating procedure, program outcomes, etc.

· Analyse the training benchmark—identify what people must learn, read, write, listen to and speak about, calculate, estimate, or measure, in order to perform the benchmark to the standard of performance expected in the workplace.

· Over write the benchmark in some way either by hand or in soft copy to show what core skills are embedded in your training benchmark.

· Submit a copy of the analysed benchmark with your post-training portfolio.

· Document your findings by completing the template A.

Template A: LLN skills needed to perform a workplace task

Benchmark name
What must learners… LLN demands identified ACSF level
Learn What learning or research strategies must be used?
Read
Write
Listen to
Say
Estimate, calculate or measure
Task 3: Identify a learner’s LLN needs 

This task requires you to read the scenario information below and:

· Review the LLN (core skill) assessments that Arthur completed (see over)

· Identify Arthur’s core skill levels

· Describe Arthur’s LLN needs.

Scenario

There-On-Time Buses

There-On-Time Buses (TOT) is a private charter bus company. It is also a Registered Training Organisation. TOT is implementing a new initiative in which experienced drivers are assigned as mentors for new drivers. The aim of this initiative is to help new drivers develop the full range of knowledge, skills and work habits needed for their role, in a shorter time frame than the current average. TOT management has nominated eight (8) experienced drivers to be promoted to the role of workplace mentors.

Training

TOT’s learning and development team will deliver a Workplace Mentoring program to the eight (8) nominated workplace mentors. Training will address the unit of competency, TAEDEL404 Mentor in the workplace. The eight nominated program participants must achieve competence in TAEDEL404 before TOT will offer the promotion to the Workplace Mentor position.

Arthur

Arthur is 45 years old and has lived in Australia all his life. He has always lived in an urban area, either Brisbane or Sydney. English is his first language and he doesn’t speak any other languages.

Arthur left school after year 10, which he successfully completed. He has not participated in any formal education or training since leaving school.

Arthur has been with There-On-Time buses since the age of 19. He started there as a cleaner, then became a bus driver when he was 21.

Arthur has a relaxed and easy-going manner. He is popular, both with customers and TOT staff. Clients often specifically request him for charter work. He enjoys driving buses, and does it well. He says, “I like being ‘out and about’ all day, getting to know new people. A desk job with lots of paperwork wouldn’t suit me.”

Like most participants, Arthur is excited about this opportunity, but unsure as to whether or not he will be able to cope with the increased responsibilities.

Core skill assessments

The L&D department asked Arthur to complete the following core skill assessments:

1. Verbal interview— ACSF core skills covered: oral communication and learning

2. Written assessments (2)— ACSF core skills covered: reading, writing, learning and numeracy.

Copies and transcripts of Arthur’s competed assessments are below.

Review the core skill assessments Arthur completed

Assessment 1: Verbal Interview

Below is a typed transcript of the verbal interview. The transcript was typed word-for-word from an audio recording of the interview:

1. Why do you think we identified you for the workplace mentor role? “Well, I guess I’ve been around here long enough to know what I’m doin’, ya know? And I like the job. I think I’d make someone else like it too.” 2. Tell us what excites you about this new role. “I think it’d make me feel good, knowing I was helping a new driver along. Back in the day when I started, we just had to figure it out, and I remember some things were tough—like I remember the first time I drove Route 599 in the morning, I wasn’t sure which stops to stop at. I remember stopping at a stop that I shouldn’t have, and one passenger yelled at me, told me he was late for work. It’d be good to save someone else that grief, you know?” 3. What questions do you have? “I’d still want to drive my own routes sometimes, a nd not always be with the mentee . If we do this mentor thing, can I still do that? (response given). And I saw that I have to write reports. What kind of reports? I can fill in forms okay—incident forms, time sheets and such—but I haven’t had to write an essay in years.”

Assessments 2 & 3: Written assessments

Arthur completed two written assessments:

1. Assessment 2: Reading Covers ACSF core skills of reading, learning and to a very limited extent, numeracy

2. Assessment 3: Writing instructions Covers ACSF core skill of writing

Copies of Arthur’s completed written assessments follow.

Arthur’s: core skill assessment 2: Reading

Assessment 2 : R eading Instructions Read the incident report below, then answer the questions that follow: Incident Report Form: There-on-Time Buses Details of the person completing this form Name Rajesh Doright Position Shift Supervisor: mechanics Date completed 18 November Signature R ajesh Doright Work phone 9999 9999 Email rdoright @tot.com.au Details of the injured person Name Raymond Rayonne Position Mechanic Sex Male Female Experience in job 12 years DOB 24 May 1987 Address 123 Lovely Lane, Anywhere NSW 8888 Details of the incident Date 17 November Time 3:45pm Location Garage #2 Description of incident Raymond was returning from his afternoon break. He was walking through the garage to resume work on the bus he was working on. Just before he got to the bus, he slipped and fell backward. He tried to break his fall but landed hard on the ground. Injuries sustained Broken wrist and sore back. 1st aid given He said his back was stiff so we didn’t move him. We brought him an ice pack within 1 minute and held it on his wrist while we called the first aid team. The team wrapped his wrist in a tensor bandage, and then organised for him to go to the hospital for X-Rays. Details of witnesses (if any) Name Rajesh Doright (me) Contact details As above Name Clyde Climber Contact details cclimber@tot.com.au This form submitted to Name Steven Saveall Position Safety Officer Method Internal mail Email (attached) Other: ____________ Follow up action: to be completed by the person to whom this form is submitted Description of actions to be taken Raymond to be given minimum 6 weeks’ leave with pay—his condition is to be re-evaluated at the end of 6 weeks . Internal investigation to be initiated.

Arthur’s core skill assessment 3: writing instructions

Skill Assessment: Writing

Instructions Write a set of instructions to explain how to perform a pre-driving check on a bus:

 Identify Arthur’s core skill levels

 

a. Review the four profiles below

 

b. Select the profile that shows Arthur’s core skill levels suggested by his completed assessments

 

c. Tick the box () in the top right corner of the profile you believe to be correct

 

Profile 1 Profile 2
Profile 3 Profile 4

d. Explain or justify your choice:

 

Describe Arthur’s LLN needs

 

The core skill profile below shows the core skill levels Arthur will need to meet requirements of TAEDEL404 Mentor in the workplace and ultimately fulfil his role as a workplace mentor for TOT Buses. Black squares () indicate the required level of each core skill.

 

a. On the core skill profile below, plot the core skills Arthur holds, as revealed by the core skill assessments he completed. To do this, place ‘X’s or equivalent in the profile below, to match the core skill profile you selected in Part 3 of this task.

 

Level of performance 5
4
3
2
1
Learning Reading Writing Oral Communication Numeracy

b. Compare the core skills Arthur holds with the core skills he will need to fulfil his role as a mentor in his workplace.

 

c. Describe the two most significant skill needs (gaps) you notice:

 

Task 4: Select instructional and assessment strategies that address identified LLN needs 

This task has two parts:

Part 1: Instructional strategies that address identified LLN needs

Part 2: Assessment strategies that cater to identified LLN needs.

· Read the scenarios that follow. Assume that you are the trainer/assessor of the learners described in each scenario.

· Answer the questions that follow each scenario.

Part 1. Instructional strategies

 

Scenario 1

 

Reading

 

Jake is 33 years old and of Australian Caucasian descent. He has worked as a cook in a family-owned restaurant for 15 years and has been head cook for the past 3 years. He is well known in the community and is a popular ‘face’ of the restaurant. He is famous for his fried chicken and for his lively banter with waiters as they exchange information about customer orders. Waiters know him as ‘the guy who remembers everything’—Jake can prepare and keep track of all orders without needing to reference the notes waiters take about each order.

 

The owners have recently hired you as their new kitchen manager. You are also a qualified trainer. You introduce a new, efficient, computer-based ordering system. Waiters upload all orders to the system. Orders appear on a large monitor mounted high on a wall in the kitchen. A typical screen for each order looks like this:

 

The kitchen staff use a touch-screen tablet device to manage orders. Using the tablet, they press ‘next’ to view each successive order. As orders are filled, kitchen staff use the tablet to highlight items that have been served (). For example, once starters are served at table 1, the screen for table 1 will look like this when it next appears:

 

Table 1
Customer Starter Main Dessert Notes
1 Family fried chicken Chocolate cake with ice cream
2 Chicken wings Family fried chicken Vanilla ice cream with chocolate sauce
3 Soup of day No nuts

 

The day the new system goes live, Jake’s on-the-job performance plummets. He gets orders mixed up and misses two orders altogether.

 

Table 1
Customer Starter Main Dessert Notes
1 Family fried chicken Chocolate cake with ice cream
2 Chicken wings Family fried chicken Vanilla ice cream with chocolate sauce
3 Soup of day No nuts

 

You organise a private coaching session with Jake to help him learn to use the system. You soon discover that Jake cannot read the orders. He recognises his own name and highly familiar, simple words and phrases. On the screen above, he recognises numbers in digit form and understands ‘fried chicken.’ He deduces that three people are sitting at table 1. He sees ‘fried chicken’ listed twice, which leads him to guess that two people ordered fried chicken. He does not understand other information given.

 

Questions

 

a. Describe Jake’s needs (gaps) in reading:

 

 

b. Describe one example of a strategy you could use when coaching Jake to:

 

· upskill Jake in the reading skills he needs to use the new ordering system

 

 

· support Jake’s efforts

 

 

Scenario 2

 

Oral Communication (speaking and listening)

 

A large electronics retail store has just promoted two IT technicians—Rajesh (Indian) and Alain (French)—to the position of Product Expert. As Product Experts, they will answer customer questions and help customers choose the right product/s for them. You have been hired to coach Rajesh and Alain in ‘communication skills.’ Training will be face-to-face.

 

Both learners hold masters’ degrees in IT and have extensive technical knowledge of all products. English is their second language, but both understand written and verbal English and can engage in simple conversations. They use technical jargon easily, but lack the English language vocabulary to answer questions and provide product information in plain English. They also struggle to pronounce some English words clearly.

 

Questions

 

a. Describe Rajesh and Alain’s needs (gaps) in oral communication:

 

 

b. Describe one example of a strategy you could use when coaching Rajesh and Alain:

 

· to upskill Rajesh and Alain in the oral communication skills they need to converse with customers and respond to their questions in a way the customers understand:

 

 

· support Rajesh and Alain’s efforts

 

 

Scenario 3

 

Numeracy

 

You are a trainer for an outdoor adventure company that is also a registered training organisation. Your RTO delivers SIS31015 Certificate III in Aquatics and Community Recreation. Most people who enrol in this qualification are outdoor enthusiasts of varying ages, from late teens to fifties. They are usually personable and have strong oral communication skills. Levels of education usually vary from year 10 to university.

 

One unit covered in this qualification is, SISXFIN001 Develop and review budgets for activities or projects. Based on past experience, you know that learners often struggle with the ‘numbers’ needed to develop a budget. Key skills they struggle with are the ability to:

 

· identify items that must be included in the budget for a recreational program

 

· analyse data and calculate costs to organise and implement the program

 

· calculate a retail cost per program participant.

 

Questions

 

a. Describe the learners’ needs (gaps) in numeracy:

 

 

b. Describe one example of a strategy you could use when delivering this topic to:

 

· upskill the learners in the numeracy skills they need to develop a budget:

 

 

· support the learners’ efforts

 

 

Part 2. Assessment strategies

 

Scenario 4

 

Learning

 

You deliver Certificate IV in Training and Assessment for a local community college. You are three months into the six-month program.

 

One learner—Daniella—has not been meeting assessment deadlines, and often comes unprepared for class. She has strong reading, writing and oral communication skills, so did not anticipate that she would have any problems with assessment.

 

You and Daniella chat after today’s class. She says she is overwhelmed by the volume of information and doesn’t know where to start with her assessment tasks, especially since she has now fallen behind.

 

Questions

 

a. Describe Daniella’s needs (gaps) in Learning:

 

 

b. How can you support Daniella with her assessment?

 

 

Scenario 5

 

Writing

 

You have just begun delivering an online program to a group of eight learners. The program covers the unit, BSBADM405 Organise meetings. This unit requires the ability to type meeting agendas and minutes.

 

Program activities include one two-hour webinar per week for four weeks. Participants complete summative assessment tasks after the conclusion of training. They must:

 

· organise one meeting in their workplace or community group

 

· type the agenda for that meeting

 

· attend the meeting and type minutes, ready for distribution within one week.

 

Pre-training assessment results revealed that six of the eight learners have slight gaps in writing. English is the first language of most. All can write simple but grammatically correct sentences about familiar topics, but vocabulary used is too familiar for workplace documents, and there are many spelling mistakes.

 

Questions

 

a. Describe the six learners’ needs (gaps) in writing:

 

 

b. How can you support these learners with their assessment?

 

 

Task 5: Customise learning resources 

Modify the handout below so that anyone—especially people with reading gaps—can more easily understand information provided. Present your re-designed handout as a separatewith your submission.

In case of emergency, evacuation procedure is as follows: On being given an alert signal, secure confidential and valuable items. Then proceed to floor/area assembly point. You will be instructed by the Safety Officer . On being given an evacuation signal, you will be asked to leave the building via the designated exit or nearest safe exit, and proceed to the nominated assembly area. Emergency telephone number is 000.

Describe three (or more) techniques you used to improve readability of the handout whilst retaining the original depth and meaning of the text.

 

Task 6: Work with LLN specialists 

Identify a scenario from LLN task 4 in which you felt that the learner/s would have benefitted from support from an LLN specialist. Scenarios covered were:

Scenario 1—Reading (Jake)

Scenario 2—Oral communication (Alain and Rajesh)

Scenario 3—Numeracy (group training covering how to prepare a budget)

Scenario 4—Learning (Daniella)

Scenario 5—Writing (online training covering how to organise meetings)

Assume that in the scenario you select:

· you are the trainer and assessor

· a LLN specialist is available to work with you and/or the learners both before and throughout training.

Review the scenario you have selected. Describe how a LLN specialist could work with you and/or your learners to: 

· identify needs, support or build LLN skills before training begins

· measure progress, support or build LLN skills throughout training (

Note your responses in the template B.

 

Template B: LLN specialist support

 

How LLN specialist support could best be integrated
Before training begins
Throughout training—i.e. during and/or between training sessions

 

Task 7: Select, use and review LLN support strategies 

Deliver a 30-minute vocational training session to a group that includes at least one learner with identified needs in at least one core skill— learning, reading, writing, oral communication or numeracy OR Reflect on your recent delivery of a vocational training session to a group that included at least one learner with identified needs in at least one core skill

This task aims to help you consolidate and apply what you have learned on this program, to your own training and assessment practice. Therefore, please select a training topic relevant to your industry or area of expertise.

In your session, select and use the following strategies that explicitly target and address the LLN needs identified:

· at least one instructional strategy to support learners and build the core skills targeted

· at least one assessment support strategy—identify a suitable assessment support strategy and either discuss or use this with the learner/s in the session

· at least one learning or assessment resource, customised to support the learner/s.

Task Task title Task requirements/Questions
7.1 Background information a. Questions about the training session: 

· What was the vocational training topic?

· When and where did you deliver the session?

b. Questions about the learner group: 

· How many people were in the learner group?

· Describe key characteristics of the learner/s—e.g. industry, experience, age, gender, cultural background or any other characteristics that influenced how you delivered your session.

c. Questions about the learners’ LLN needs: 

· How many learners in your group had identified LLN needs?

· Name the core skill/s you targeted in your session—learning, reading, writing, oral communication or numeracy

· Describe the learners’ gaps in these core skill/s.

d. Questions about targeted instructional strategy/ies used: 

· Describe at least one instructional strategy you used in your session to support and upskill learner/s in the targeted core skill/s.

· Explain or justify why you chose this strategy.

e. Questions about targeted assessment strategy/ies used: 

· Describe at least one targeted assessment strategy you offered or used in your session, to address the identified LLN needs.

· Explain or justify why you chose this strategy.

7.2 Customised learning or assessment resource Submit one learning or assessment resource, modified and used in your session to support the learner/s with identified LLN needs. 

Submit the original document and modified copy.

b. Explain or justify why you chose or developed this resource.
7.3 Self-reflection After delivery, reflect on your session. Answer the questions below. 

a. Questions about targeted instructional strategy/ies used:

· Describe the strengths and weaknesses of the instructional strategy/ies used to address identified LLN needs

· How would you improve the effectiveness of the targeted instructional strategy/ies if you were to deliver this session again? Explain or justify your answer.

b. Questions about targeted assessment strategy/ies used: 

· Describe the strengths and weaknesses of the assessment strategy/ies you offered or used to address identified LLN needs

· How would you improve the effectiveness of the assessment strategy/ies offered or used if you were to deliver this session again? Explain or justify your answer.

c. Questions about the customised learning or assessment resource used to address identified LLN needs: 

· Describe the effectiveness of the customised learning or assessment resource used to address identified LLN needs

· What improvements would you make to this resource if you were to use it again? Explain or justify your answer.

d. Questions about how you can use skills and knowledge gained in this program, in your own training and assessment practice. 

Reflect on this task and on this program:

· identify the three most useful strategies or insights you have gained about how to address LLN needs of adult learners

· describe in detail how you will apply each strategy or insight identified above, in your role as a workplace trainer and assessor.

7.4 Explain or justify why you chose or developed this resource. Ask a suitable third party to sign the declaration below. 

· Choose a third party referee who is familiar with the session you delivered and described in this task.

· Show your referee your completed work for parts 1-3 of this task before they complete the declaration.

 

Task 7.4: Third Party Declaration

 

Instructions for the third party referee

 

Thank you for helping the candidate with their assessment. What to do:

 

1. Verify that you are a suitable third party referee—see criteria under Item 1 of the declaration below. If you are, continue as follows:

 

2. Complete all sections of this one-page form (hard or soft copy)

 

3. Sign below, where indicated (if you completed the form in soft copy, print this page before signing—we require a real signature)

 

4. Return the completed and signed third party declaration to the candidate.

 

Candidate name
Name of third party referee

 

Questions about your relationship with the candidate
What is your relationship with the candidate? I am the candidate’s TAE trainer or assessor
I am a supervisor or colleague of the candidate
Other (explain):
How long have you known the candidate?

 

Third party declaration
I declare that: 

1. I am a suitable choice of third party referee because:

· I am not related to the candidate, either by birth or by marriage

· I work with the candidate or I am the candidate’s TAE trainer/assessor

· I am familiar with the session that the candidate delivered for this task

· I have reviewed the candidate’s responses to Parts 1-3 of this task.

2. I declare that the candidate delivered the session described in Parts 1-3 of this task. I can verify that as part of the session delivery, the candidate:

· Used at least one targeted LLN instructional strategy/ies as described

· Offered or used at least one assessment strategy that directly targeted identified needs, as described

· Used at least one customised learning resource as described.

Third party referee signature Date signed

 

Author: A. Mastwyk Date prepared: June 2018 Date last updated: June 2018 Location: Hawthorn Version: 1.1
TAELLN411 Assessment Page 2 of 24

 

Assessor use:

 

Time taken to complete assessment : __10__ minutes

 

Comments:

 

Arthur is very familiar with TOT’s In cident Report Form. He scanned the entire form

 

before starting to answer questions. Arthur seemed nervous and meticulously went through

 

relevant sections on the form, using his finger to follow the words as he read. He seemed

 

unsure of his responses and sometimes asked me if he had the correct answer before

 

writing it. But, he was always correct!

 

Assessor use:

 

Time taken to complete assessment : __15__ minutes

 

Comments:

 

Arthur took 15 minutes to write this paragraph. He wrote methodically and sometimes

 

hesitated before writing the next word.

 

After Arthur completed this asses sment, I asked him to review what he wrote and to

 

circle any words that he had trouble spelling (circled words above). By doing this he

 

identified some misspelled words, but not all.

 

Describe two cultural or social considerations when communicating with individuals identified as needing LLN support.

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