Addressing Adult Language Literacy and Numeracy Skills - Assessment Task 6

Assessment Task 6 for TAELLN411 - Addressing adult language, literacy and numeracy skills. The task requires delivering vocational training to a group with identified LLN needs, using multiple instructional and assessment strategies and resources. At least one strategy or resource must be sourced from an LLN specialist. The assessment aims to gather evidence of required knowledge to identify LLN skill requirements of training and the work environment, and to use resources and strategies that meet the needs of the learner group.

Cover Sheet
Student ID Student Name Teacher Name
Unit Details
Unit Code(s) Unit Title(s)
TAELLN411 Address adult language, literacy and numeracy skills
Assessment Task
Task No# Assessment Method and Type Due Date
AT6 Product Portfolio
Extension Details (where applicable)
Extension Date for Submission Granted Until
STUDENT DECLARATION
 This is my own work.
 I am aware that penalties exist for breaches of academic misconduct. Refer to the
Behaving with Academic Integrity and Penalties for Academic Misconduct pages.
 I have a copy of this assessment
STUDENT SIGNATURE: DATE:
For electronic submissions only:
By typing your name in the student signature field, you are accepting the above declaration.

Unit Details
Code(s) Title(s)
TAELLN411 Address adult language, literacy and numeracy skills
Assessment Task Details
Number Assessment Method Type
AT5 Product Based Portfolio
Assessment Title
Select, use and review LLN support strategies
Assessment Requirements
Purpose of the task:
This assessment gathers evidence of required knowledge 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
Instructions:
You will Deliver vocational training to a group that includes one or more learners with identified LLN needs, in
which you use multiple instructional and assessment strategies and resources to address LLN skill needs.
This task is designed for partial completion during training and other TAE program participants will be your
learner group.
● This task aims to help you consolidate and apply what you have learned on this program, to your own
training and assessment practice. You may select a vocational training topic relevant to your industry or
area of expertise. Information has been provided for you based on the generic unit of competency
BSBTWK201 Work effectively with others.
● You must provide evidence of delivering one or more training sessions to a learner group in which you
select and use strategies that address identified needs in at least one core skill—learning, reading,
writing, oral communication and/or numeracy. You must use:
– at least two (2) instructional strategies to support learners and build the core skill/s targeted
– at least two (2) assessment support strategies—that address the identified LLN needs
– at least two (2) learning resources, customised to address the identified LLN needs
● Although there is no mandatory duration of training for this task, to incorporate the required number of
instructional and assessment support strategies, we recommend training duration of at least 30 minutes.
● At least one of your strategies or resources must be sourced from or based on advice from an LLN
specialist. The specialist may be a person in your workplace, or you may access a document, resource,
website or other source provided by an LLN expert.
This task may also form part of AT1 in the delivery cluster.

Assessment Conditions
Due Date: 3/4/22
Location and environment: You will complete this assessment in both a structured classroom environment.
This task requires you to complete activities typical of those required by a job role and workplace
environment applicable to industry.
This includes access to:
 Training.gov.au
 Templates
 office equipment
 colleague collaboration (fellow TAE training participants)
Authenticity: It must your own individual work and written in your own words. When quoting specific
references, you must acknowledge the source. Evidence of plagiarism or cheating will result in the
assessment being assessed as unsatisfactory and a further investigation will occur.
Resources and Equipment Required
You will need to provide:
 This document (soft copy)
Swinburne will provide:
 Access to internet enabled computers
 Presentation software
 Modifiable resources based on BSBTWK201
 Manual
 Templates

Task Summary:
Deliver training to a group of at least 8 people, using:
 at least two (2) instructional strategies to support learners and build the core skill/s targeted
 at least two (2) assessment support strategies—that address the identified LLN needs
 at least two (2) learning resources, customised to address the identified LLN needs
At least one of your strategies or resources must be sourced from or based on advice from an LLN
specialist.
Student Name Enter your details here: Student ID and here
Information about the vocational training and the LLN strategies used RESULTS
Answer the questions below (50 – 100 words each) S US
1 a. Strengths—What did you do well (include specific examples)  ☐
Learners have given me positive feedback which assure that delivered training was
effective and learner were able to understand those learning.
For example- After completion of any specific training, it has been asked for the
response towards the learning where learners said that they get the learning and are
able to apply in practices.
While delivering training, I make eye contact with learner to while asking if something
need to explain more elaborately. This enable them to develop confidence that they
can ask when they did not get some specific learning
b. When and where did you deliver the session/s?  ☐
Session was delivered at RMH facilities management room 2 on 31 March 2022
c. Describe the LLN demands of the training—that is, the LLN/core skills
learners needed to engage in the training activities and achieve learning
outcomes.
☐ 
There are some of the demand for the LLN training which may include different
resource which can be helpful in delivering better and effective response towards the
learning process. Here, it may include the identification of learning which they need to
perform. This may incudes:
What type of reading they need?
What writing they need?
What type of numeracy skills or reading they need?
What can lead to create barriers in the communication while improving LLN skills?

In this, there is need to identify the learning which are associated with the core skills
like numeracy.
Learners may get engage in oral communication with others, improving learning and
applying those in their practices. Through learning about the counting, measuring,
understanding numbers, sorting, estimating, noticing can be effective to learn and
improve the learning about the numeracy skills.
These are some of the demand for the LLN training which can help in providing better
learning and help to get engage in the training activities to achieve positive result.
d. What was the total duration of the training?  ☐
20 mins
2 a. How many people were in the learner group?  ☐
There were 3 learners in the group
a. Describe key characteristics of the learner/s—e.g. industry, experience,
age, gender, cultural background or any other characteristics that
influenced how you delivered the training.
 ☐
The learners are either working in the health care environment
(hospital, aged care facilities etc...) or planning to start their career in
the health industry.
Some learners are experienced where as others are not.
They are aged between 20 to 50 years
3 a. Explain the core skill needs you identified and targeted in your training.
To do this:
● Name at least one core skill need you identified and targeted—
learning, reading, writing, oral communication and/or numeracy
● Describe the learners’ gaps in these core skill/s
 ☐
Learning
Learner will require support for reading skill
b. How many learners in your group had identified LLN needs?  ☐
One learner will require LLN support
c. Describe the data or information sources you used to identify the
LLN/core skills of the learner group (e.g. LLN tests, enrolment data,
supervisor advice, observation, etc).
☐ ☐

It is essential to identify the learning which are associated with identification which can be helpful for
improving the learning skills of the learner group. Here, it may include the LLN test which can help to
provide better help in identifying the area of training and development which can be effective to
deliver better and effective response towards the better delivery of training sessions.
Observation can be also helpful in identifying the needs which are effective way that can help and
enable to provide better training in that area of improvement. Through identifying the skill gap can
help in getting better help to provide the requirement area for the training sessions. Here, tool
includes the set of questions that help to collect information. This can be helpful to influence about
thinking and apply the learning which can have positive result.
Informal assessment
Ask question
One to one discussion
Use application forms
Enrolment form
Self-assessment
Through project
Group work
4 a. Describe two (2) instructional strategies you used in your training to
support and upskill learner/s in the LLN skills you describe in question 3
above.
 ☐
YouTube videos of a skill being demonstrate and showing importance of the
training
Interacting instruction- This strategy includes the creating learning
environment and allows to interact through communicating in different
forms like close discussion, class discussion, collaborative discussion and
others. These all strategy includes for better training and support.
b. Explain and justify why you chose these strategies.  ☐
Watching videos may be easier than reading the procedure for learner with reading
gap
Interacting instruction- This is another instructional strategy in which there is need to
make some interaction which can influence learner in their proper learning. This can
imply about using of their sense and motivation to get focus on their learning rather
than getting distracted. It can allow learner to improve their leaning and reading skills
through getting proper training session.
5 a. Describe two (2) assessment strategies you used to address the LLN
needs you describe in question 3 above.
☐ 

Two selected strategy is formal and informal type which has been used to
address the LLN needs.
Assessment strategy allows to evaluate the learning of learners which can
also help in gathering awareness which includes identifying strength of
learners, weakness, collecting feedback of current teaching.
There are two assessment strategy includes formal and informal type. Here,
formal type includes the aptitude test, examination whereas, informal
strategy includes the drama, crossword puzzles, oral presentation. There are
some of the reading strategy which includes the activating background
knowledge and summarizing. These are effective assessment strategy for the
improving and addressing the LLN skills
b. Explain and justify why you chose these strategies. ☐ 
These strategies are effective and allow to identify the learning needs and the
level of learning. Identifying this, can help in getting better and effective
response towards the leaning which are associated with taking care of the
training needs. This can also influence the learning more appropriately. These
learning and reading assessment strategy can help me decide the training
accordingly which can help to improve their LLN skills. These strategies are
effective which allow to get better and effective way to decide the training
needs that can help to fulfil the requirement and needs. These are the
strategy which can influence learner to know their learning gap which are
needed to improve and help trainer to provide training accordingly.
6 Describe the LLN specialist support you accessed to:
● help you identify suitable instructional and assessment support strategies
● (if required) provide specialist support directly to the learners.
 ☐
First place I will look in the industry sills council website for a vocational are.
Website called literacy.net
LLN specialist can be helpful in identifying the need for support and access to get
better and effective way which can help in providing better and effective response
towards the identifying the suitable instructional and assessment support strategy.
This can enable to deliver better and effective response towards the dealing with
different effect which are associated with providing better training to learners.
LLN specialist can help more effective where direct interaction with the learner, it can
help to more effectively identify the area of improvement which can be done through
getting better training.
Customised resources used to address identified LLN needs

7 a. Submit two (2) learning resources that you used to address the identified LLN needs you listed
above.
To be uploaded as evidence. File name submitted is: Clinical Assistant Orientation for
speaking up for a safety.
There are some of the question which has been used during the training session which
may include-
Which type of safety is effective?
Does there is need for the safety?
Does measures which has been taken are effective to provide safety?
b. Explain and justify why you chose or developed these resources.  ☐
Provide learners with graphic instruction on how to speak up for safety.
This will clarify the information and build reading and learning vocabulary
These resources are effective and can be available for every individual where it can be
highly helpful in providing better and effective response towards providing proper
training to improve LLN skills and its needs. These are easily access by every
individual which can lead to create high impact on delivery of better and effective
response towards providing better impact on dealing with better sharing of information
about improving their LLN skills and related learning.
8 Third-party declaration
Ask a suitable third-party referee to sign the third-party declaration provided. To do this:
● choose a colleague or supervisor to be your third-party referee—they must be familiar with the
session you delivered for this task.
● show your referee your responses to questions 1-7 above
● discuss your session with your colleague/referee and ask them for feedback on the LLN
strategies and resources used (incorporate their feedback into your reflection—see the next
assessment item)
● have the third-party referee complete and sign the third-party declaration form, then return to
you.
To be uploaded as evidence. File name submitted is: Jignesh Prajapati
TEL: [phone]
Reflection (answers should be about 50-100 words per question)
9 a. Describe the strengths and weaknesses of the instructional strategies
used to address identified LLN needs
 ☐
YouTube Video made it clear amongst the learner the importance of hand hygiene.
However it took a while to load the video as there was an issue with internet.
Direct instruction Strength- Provide better improvement, take shorter time,
apply instantly,
Weaknesses- Demotivate learner, can panic during learning, not able to

provide sufficient time to learn and adopt.
Interacting interaction Strength- This can include the face to face interaction
is more effective. It can include proper training.
Weaknesses- This may create concern of instant learning. It also restricts
learner to identify learning needs and related query while interaction
b. How would you improve the effectiveness of these instructional strategies
if you were to deliver this session again? Explain or justify your answer.
 ☐
For future session, I would download the video beforehand to avoid buffering issue.
I Would also provide link of the video with lecture slide as the reference for learners
For future session, there will need to take care about effective
implementation of the instructional strategy where learner should be
directed about this strategy which can help them to make their own queries
related with their training session. It can be helpful for learner to get better
and effective response towards the implementing instructional strategies
again. Through collecting material can help them to get more knowledge
which can help to improve the result.
10 Describe the strengths and weaknesses of the assessment strategies you
offered or used to address identified LLN needs
☐ 
Assessment strategies
Strength- Helpful in determining learners progress.
Weaknesses- Demotivate learners due to poor performance.
Formal
Strength- provide concreate and measureable evidence of learning.
Weaknesses- This can restrict learner in their natural learning environment.
Informal type
Strength-This can help learner to make instant decision.
Weaknesses- It is difficult to measure the learning.
Activating background knowledge
Strength- It help to learn new information and through understanding the

concept.
Weaknesses- It is time taking process which need more time to apply and get
positive result.
Summarizing
Strength-It can provide better help in understanding the concept.
Weaknesses- Interpretation can be different than the supposed.
b. How would you improve the effectiveness of the assessment strategies if
you were to deliver this session again? Explain or justify your answer.
☐ 
For future session, I would ask learners to re-cap the learning from the session
11 a. Describe the effectiveness of the customised learning or assessment
resources you used to address identified LLN needs
 ☐
Learner requiring support for reading find it useful to follow pictorial instructions
and demonstrated step by step guide to speak up for safety
b. What changes or improvements would you make to these resources if you
were to deliver this session again? Explain or justify your answer.
 ☐
For future, there is need to make some improvement which includes the
sharing of proper information which may include the response after
collecting feedback from mangers along with policies about the strategy
which will apply to provide better training. This can allow to get better
learning about the effective response in future training.
12 a. Identify the three (3) most useful strategies or insights you have learned
from this TAELLN411 program about LLN and how to address the LLN
needs of adults
 ☐
1. Sending congruent message
2. Show and tell
3. Explain jargons
b. Describe in detail how you will apply each strategy or insight identified
above, in your role as a workplace trainer and assessor.
 ☐
1. Sending congruent message
Tone a voice and body language must convey a consistent message. They should not
be contradicting with the training session which includes the specific target. Assure
learners that I will be able to assist with difficult questions
2. Show and tell
Use of visual aids and pictorial instruction helps clarify the message. Use power point

and then speak/explain not just talk to learners.
3. Explain jargons
Explain industry related jargon to learners. This will help them to understand the
subject well not forcing them to make assumption

Resubmission or Re-sit Outcome
Where an answer is deemed unsatisfactory after the first attempt, up to three resubmission or re-sit
attempts will be allowed. The attempt may occur immediately after the assessment if the assessor believes
this is suitable. Alternatively, an additional attempt may be provided at a later stage where the assessor
identifies a need for the student to undertake further training and preparation.
The assessor is required to provide you feedback detailing what was Unsatisfactory (US) and what you
need to do to achieve a Satisfactory (S) outcome using the student feedback record. You will be required
to re submit any aspect of the work that was Unsatisfactory (US).
Assessment Outcome
To successfully complete this activity, you are required to complete all requirements and submit all
evidence to meet the Product Quality Criteria evidence criteria for this task to achieve a Satisfactory (S)
result. The outcome of this assessment will contribute to the evidence used in the final decision to achieve
competency for TAELLN411.
Assessment Submission
To meet the requirements of this assessment you are required to submit the following
answers/documents/evidence via Canvas:
 Completed assessment task cover sheet
 Written answers to all questions

Product Based Quality Checklist
The assessor is required to review the student’s submission to ensure that the evidence contains all the
required aspects as described in the instructions and meets the submission marking criteria.
If any aspect of the assessment is not performed to a satisfactory standard, the assessor may question
the student about their performance and indicate that an aspect needs to be reviewed. The assessor
should NOT indicate or guide the student to what needs to be reviewed.
Marking Criteria S / US
1-6 Information about the vocational training and the LLN strategies used
Template
/s
available
►
Nil
Your assessor will look for the following:
● You answer all parts of this question
● Where you are asked to ‘describe’ or ‘explain’ things, you do so in enough detail that your assessor
understands-in-full, the context of your session, LLN strategies used in the session, and reasons why
you chose these strategies.
● The LLN need/s you describe must be realistic and appropriate, given the workplace training topic
and your description of the learner profile
● LLN needs must be described in sufficient detail—e.g. it is not sufficient to state that there is a
numeracy gap. You must go into more detail and describe the nature of the numeracy gap. Below
is an example of a satisfactory response:
“Learners must be able to prepare and maintain a weekly grocery budget. They can use a
calculator to add up the total cost of grocery items. When in the store, they don’t usually have a
calculator with them, and struggle to estimate costs, especially if they want to purchase more
than one of each item.
To estimate costs, they must be able to round monetary amounts to the nearest whole number,
then add or multiply these whole numbers in their head, to identify the total cost of purchasing
more than one item. They cannot do this.
In today’s session we’ll start looking at how to prepare a weekly grocery budget. In terms of
LLN, we’ll focus on numeracy—how to round monetary amounts (dollars and cents) to the
nearest whole number (dollar), so they can estimate product costs of a single item in a
supermarket. In our next session, we’ll cover how to add and multiply whole numbers to
estimate the total cost if multiple items are purchased.”
● The instructional and assessment strategies you describe must directly target the LLN needs you
identify—e.g. if you identify a numeracy gap, the instructional strategies you describe must address
numeracy skill needs.
● The two instructional strategies you use must cover two different focus areas. To do this, you may
cover:
– (option 1) a different core skill for each strategy (e.g. one instructional strategy addresses
Learning and the other addresses Numeracy)
– (option 2) two focus areas within one core skill (e.g. you cover Writing with both instructional
strategies: one strategy covers how to structure a paragraph and the other covers punctuation).
 You must explain how you accessed and incorporated LLN specialist advice into your practice. The
LLN specialist will be someone who has expertise in working with learners with LLN needs,
developing resources to support LLN needs, or expertise in using the ACSF. The ‘specialist advice’
may come from a person (e.g. a colleague or external specialist) or it may be a document/resources

or website produced by an LLN specialist.
7 Customised resources used to address identified LLN needs
Templat
e/s
available
►
Nil
For a satisfactory result you must:
a. Submit two (2) customised resources that meet the criteria below
b. Explain and justify why you used each resource – responses must show how the resource
addressed the LLN need/s you were targeting in your session.
Suitable customised resources may include:
● Visual aids such as PowerPoint, photograph, poster, or equivalent
● Information handout or assessment instructions
● App or web-based resource
● Other resource that addresses LLN needs.
The customised resources you submit must:
● have been developed from scratch or customised from existing resources
● directly target the LLN need/s identified in a way that is suitable for the type of training
● promote readability (see the participant manual for examples of how to do this)
 ● be typed unless hand-written materials are accepted in your workplace.
8 Verification of delivery—third-party declaration
Templat
e/s
available
►
Third-party declaration form
For a satisfactory result:
● The third-party declaration form must have been completed by a suitable third-party referee—see
the third-party declaration form for criteria
● All parts of the form must be completed, and all items listed under the declaration must be ticked
()
● The referee must have provided a real signature (hand-written or electronic)
 ● Your assessor must be satisfied by the authenticity of the form.
9-12 Self-reflection
Templat
e/s
available
►
Nil
This is a critical piece of evidence for this unit. Here you are asked to identify how you will use what
you have learned by participating in this TAELLN411 program in your own training and assessment
role. For a satisfactory result you must:
● Answer all questions posed in sufficient detail (we recommend about 50-100 words per question)
● Describe key learning points and insights that relate to how to address LLN needs in training

● Show a thoughtful reflection where you describe LLN strategies learned that are appropriate for
your own training and assessment practice.

Student Name HOUDA BOUHBOUH Student ID 103884870
Assessment Task Outcome (Assessor use only)
Assessors: Feedback will be provided in Canvas and kept in the student’s file with the evidence.
To satisfactorily complete this assessment task you are required to have provided all correct product
evidence. The assessor must provide you with written feedback specific to your performance. Where the
performance outcome is:
 Satisfactory (S) – the assessor will summarise their findings as this will allow you to understand
why this outcome was achieved.
 Unsatisfactory (US) – the assessor will provide reasons as to why you were deemed US and
include information about the areas needing improvement and where further evidence is required.
Where you are granted the opportunity to resubmit, you will be provided with a resubmission due date.
Feedback to Student
Attempt 1
Attempt 2
Attempt 3
Assessment Task No 6 Assessment Method Product Based
Result Attempt 1 Attempt 2 Attempt 3
Satisfactory ☐ ☐ ☐
Unsatisfactory ☐ ☐ ☐
Date
The assessor is to complete the following declaration once the final assessment decision for this task has been made.
Assessor Declaration
I declare that I have provided appropriate feedback and undertaken an assessment process which
complies with the principles of assessment and the rules of evidence.
Assessor Name Assessor Signature Date

Other Assessment Information
Academic
Integrity
Academic integrity is about presenting academic work in a moral, ethical and honest
way. It means using ideas, knowledge and information to develop your own insights,
not presenting someone else's work as your own or trying to gain unfair advantage. It
also means acknowledging the work of others when you include it in your work.
This includes plagiarism, cheating, buying notes or projects etc. There are serious
penalties that may include repeating a new assessment task or being withdrawn from
the unit and/or course. Students must ensure that all assessments are their own work
(or group work and clearly noted as such).
Refer to https://www.swinburne.edu.au/student-login/academic-integrity/ for further
information.
Decision Making
Rules
Each assessment task will be given an outcome of either Satisfactory (S) or
Unsatisfactory (US). The assessor must provide you with feedback about how well
you performed in each task and record this on the Assessment Task Outcome Sheet
or within Canvas at the end of each task.
Feedback will be provided about why the outcome is either satisfactory or
unsatisfactory and also include information about the areas achieved and the areas
for improvement or the need for a re-assessment if applicable. All tasks must be
completed satisfactorily to be assessed as competent in the unit/cluster.
How to Submit
Assessments
When you have completed each assessment task, you will need to submit it to your
assessor. Instructions about how and what to submit can be found at the beginning of
each assessment task. You will need to ensure you retain a copy of your work before
you submit them. These will not be returned to you.
A completed Assessment Task Cover Sheet will need to accompany most
assessment tasks.
Readiness for
Assessment
You will be required to complete the ‘Student Readiness for Assessment Declaration’
form prior to commencing each individual unit or cluster assessment task.
The details of each of the assessment requirements for the unit or cluster are outlined
within this document. Once you have read through the requirements and prior to
commencing assessment tasks, you must complete the following agreement.
A copy will be placed in your student file with all other assessment documentation.
Reasonable
Adjustment
Reasonable adjustment is the process of adjusting or changing the assessment
process to meet the needs and characteristics of the student being assessed and any
equity requirements to enable participation on the same basis as other students. The
determination of ‘reasonableness’ requires a judgement that must consider the need
to maintain the integrity of the unit of competency.
Reasonable adjustment can involve:
 Adapting physical facilities, environment and/or equipment eg: setting up
equipment at a lower height for easier access.
 Making changes to the assessment arrangements eg: more time allowed for
assessments.
 Making changes to the evidence gathering techniques (eg: verbal rather than
written questioning, use of a scribe, modifications to equipment)
You may request reasonable adjustment for assessment tasks. Note these
adjustments are made at the discretion of your assessor based on your identified
needs. However, the evidence collected must allow you to demonstrate all
requirements of the unit.
Re-submission
or Re-sit
(where tasks are
not satisfactorily
completed)
Students may be given the opportunity to re-submit or re-sit an assessment tasks that
a teacher has assessed as unsatisfactory (US). The teacher will discuss this with the
student.
Re-submissions and re-sits can only be undertaken up until the unit end date as
scheduled on the Unit Outline.
The timing of this may depend on the equipment required for this assessment task.

Other Assessment Information
Resubmissions received after the scheduled unit end date may not be accepted
unless approved by the teacher prior to the end date.
Note: Assessment tasks submitted for the first time after the unit end date as
scheduled in the Unit Outline will not be assessed and the student should re-enrol
into the unit.
Reviews and
Appeals
Students may apply to have their assessment reviewed or can appeal the outcome
where they are unsatisfied with the decision on their assessment.
Refer to https://www.swinburne.edu.au/corporate/reviews-and-appeals/
Special
consideration
You can apply for special consideration if something out of the ordinary and beyond
your control happens and it impacts your ability to undertake and complete an
assessment task. You will be required to provide documentation to support your
application (eg: Medical Impact Statement, Statutory Declaration, police report, etc).
If your application for special consideration is based on medical grounds, you must
submit a Medical Impact Statement (page 3 of this form) completed by their
Professional Practitioner to support your application.
You should submit a Special Consideration Application no later than 5pm on the third
working day after the due date for the assessment task for which Special
Consideration (SPC) is being sort.
 This form must be completed, scanned with supporting documentation and
submitted via e-mail to
 Late applications or applications that do not meet the documentation
requirements as stipulated by the University may be deemed ineligible.
 E-mail if you:
– are unable to submit the form by the deadline OR
– change their mind and wish to retract their special consideration
application. Applications can be retracted within 2 working days from
the day of the initial submission. This will need to be made in writing
to
Work Health and
Safety
All assessment tasks must be performed without risk to yourself, danger to others or
damage to property, land or equipment. Students must abide by all instructions and
directions related to this assessment task. If the teacher identifies any unsafe activity
or potentially dangerous situations, the teacher can stop the assessment at any time.