Course Title: Address language, literacy and numeracy issues within learning and assessment practice
Part B: Course Detail
Teaching Period: Term1 2009
Course Code: TCHE5157C
Course Title: Address language, literacy and numeracy issues within learning and assessment practice
School: 360T Education
Campus: City Campus
Program: C4177 - Certificate IV in Training and Assessment
Course Contact : Maria Dimitrakopoulos
Course Contact Phone: +61 3 9925 4933
Course Contact Email:maria.dimitrakopoulos@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 30
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
There are no formal entrance requirements for this course. However, applicants are required to have effective language, communications and interpersonal skills and the ability to write a range of documentation.
Course Description
This unit specifies the competency required to recognise the language, literacy and numeracy (LLN) demands of training and assessment and tailor training and assessment to suit individual skill levels, including accessing relevant support resources.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
TAALLN401B Address language, literacy and numeracy issues within learning and assessment practice |
Element: |
01 Determine the language, literacy and numeracy requirements of the workplace training specifications, the learning program and assessment process |
Performance Criteria: |
-The level of key language, literacy and numeracy skills is determined from the training specification |
Element: |
02 Drawing on the assistance of specialist advice when required, interpret and apply validated tools and other sources of information to determine the language, literacy and numeracy characteristics of the learners |
Performance Criteria: |
-The existing literacy skills of learners are determined using validated tools and other sources of information |
Element: |
03 Develop vocational learning program and assessment methodology to take account of learner's language, literacy and numeracy skill levels and those required in the training specification |
Performance Criteria: |
-Vocational learning programs are customised to take account of individual learner's language, literacy or numeracy skills and the level of skills required within the training specification |
Element: |
04 Deliver and monitor a vocational learning and assessment program which takes account of learner's language, literacy and numeracy skill levels and those required in the training specification |
Performance Criteria: |
-Learning support strategies are applied to assist learners to develop the reading, writing, speaking, listening and numeracy skills required within the training specification to achieve competency |
Element: |
05 Access specialist learning support where required on the basis of evidence |
Performance Criteria: |
- The need for specialist language, literacy or numeracy assistance for the learner is determined based on the scope of the training and assessment role and collected evidence about particular needs of the learner |
Learning Outcomes
Details of Learning Activities
Students will study the principles and skills involved in training and assessment through a range of classroom based and out of classroom based activities. The use of ‘real world’ examples will assist students throughout the course to contextualise the course content.
Classroom learning will be active. Students will individually, in pairs, in small groups and with the whole group have the opportunity to :
• reflect on and discuss key concepts.
• apply concepts to current training situations.
• make presentations to the class
• participate in case studies and problem solving scenarios
• research using the internet
The training material and assessment tasks also aid in the development of skills and reflection and consolidation of the learning.
In the delivery of material in this program, the trainer models effective training methods and practices. Students are encouraged to critically examine teaching strategies and identify potential application for their teaching situation. This means that learning happens on two levels: through the actual content and the experience of the course delivery
Teaching Schedule
A course guide is provided to the participant before the course begins.
Learning Resources
Prescribed Texts
References
Other Resources
Overview of Assessment
Assessment will take place throughout the course. You work will be assessed on a competent/not yet competent basis – it will not be graded. Work in class and out of class is assessed. It will include:
• Individual assignments, group tasks and presentations
• workplace projects
Assessment task list are provided for each Module – this will include ‘in class’ tasks and individual projects out of class time
Assessment Tasks
Assessment will take place throughout the course. You work will be assessed on a competent/not yet competent basis – it will not be graded. Work in class and out of class is assessed. It will include:
• Individual assignments, group tasks and presentations
• workplace projects
Assessment task list are provided for each Module – this will include ‘in class’ tasks and individual projects out of class time
Assessment Matrix
A student must demonstrate an understanding of all elements of a particular competency to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.
Assessment will incorporate a variety of methods including technical requirements documentation, homework and in class exercises, written tests, practical problem solving exercises and practical tests. Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met
This program covers fourteen competencies required for the TAA Certificate IV. An assessment matrix containing the competencies and their elements is matched against the assessment tasks submitted by each student.
Course Overview: Access Course Overview