TAELLN411: Written Questions on Adult Language, Literacy, and Numeracy

This document provides a comprehensive solution to a TAELLN411 assignment focused on addressing adult language, literacy, and numeracy (LLN) skills. The assignment delves into the Australian Core Skills Framework (ACSF), requiring identification of core skills, indicator numbers, and descriptions. It involves analyzing LLN levels within a qualification, explaining methods for conveying cultural and social sensitivity to learners needing LLN support, and listing resources, strategies, and specialist personnel. Furthermore, the assignment requires outlining procedures for accessing learning resources and support strategies within a registered training organization and explaining techniques to evaluate training and assessment practices for LLN strategies. The solution demonstrates understanding of the ACSF, and provides practical strategies for supporting learners with diverse needs.

TAELLN411 Address adult language, literacy and numeracy skills
TAELLN411 Address adult language, literacy and numeracy skills
Language, Literacy and Numeracy
Written Questions Task
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TAELLN411 Address adult language, literacy and numeracy skills
Learner Declaration
Important Instruction
You will need to complete this learner declaration before we can assess your work.
You will also need to update the date every time you need to resubmit your work.
You do not need to print this page and sign by hand – typing your name in
the signature field is considered equivalent to a signature. However, bear in
mind that this only applies to you – the student. Where you require documents to be
signed by other people, they will need to be hand signed.
Learner Declaration
 I declare that no part of this assessment is identical or has been copied from
another person’s work, except for where I have referenced external sources.
 I declare that no part of this assessment has been written for me by another
person.
 I understand that by typing my full name in the student signature field this is
equivalent to a hand-written signature.
Student full
name:
Click or tap here to enter text.
Student
signature:
(can be typed)
Click or tap here to enter text.
Date submitted: Click or tap here to enter text.
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TAELLN411 Address adult language, literacy and numeracy skills
Written Question Task Instructions
How to get started – For each question, you must record your written response in the
space provided. Before you start answering questions, make sure you have your
Learner Manual open; it contains the information needed to answer most of the
questions below. If you cannot locate your Learner Manual then contact us so we can
help you – this course will be very difficult to complete without the Learner Manual.
When looking at the questions try to identify a keyword or phrase in the
question. With this key phrase in mind, go to the Learner Manual and see if you can
find the relevant section. If you are using a digital copy of the Learner Manual, it can
help to use the search function to find these key phrases in the materials.
You can use the search function in the Learner Manual by pressing the “ctrl” and
“f” keys at the same time (or the “command” and “f” keys if you are using an Apple
computer). This will open a small box where you can enter your key phrase, then press
enter to start the search. You may get multiple results, so you will need to review each
one to decide which part of the Learner Manual contains the best information to answer
the question.
We will sometimes ask you to get information from a source other than the
Learner Manual, but we will let you know in the question whether you should refer to a
certain document or conduct your own research online. Be cautious when sourcing
online information – it can be outdated or inaccurate. If you are unsure of the
requirements of a question, contact a trainer using the online Discussion Boards, by
sending us an email, or by giving us a call:
Discussion Boards are available through the website by logging into your student
account:
http://ilearnonline.talentlms.com/
Email queries can be sent at any time to this email:
[e-mail]
For phone queries, you can call this number between 9 AM and 5 PM, Monday to
Friday, Queensland time:
1300 737 006
Now let’s get started…
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TAELLN411 Address adult language, literacy and numeracy skills
Q1. Identify the following components of the Australian Core Skills
Framework (ACSF):
 The five (5) core skills;
 Their respective indicator numbers; and
 A description of each indicator.
Core Skill Indicator Number Indicator description
Learning 01 Awareness as a learner and be aware of planning
and management of learning
02 Acquisition practical strategies that promote
learning and apply the learning.
Reading 03 Audience, purpose and meaning-making
04 Strategies of reading
Writing 05 Audience, purpose and meaning-making
06 The mechanism of writing
Oral Communication 07 Speaking
08 Listening
Numeracy 09 Recognizing mathematical information and sense in
activities and texts
10 Using and applying mathematical information and
problem-solving procedures
11 Interactive mathematics and representation of
mathematics (ACSF 2017, p 3).
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TAELLN411 Address adult language, literacy and numeracy skills
Q2. Go to www.training.gov.au and search for DEFEXO153 Acquire
data related to environment.
Read the information and complete the table below by identifying the ACSF
level for each LLN core skill and the performance level of each performance
variable.
LLN core skill ACSF level
Learning 1-5 - low level to high level performance
organizing class or work hours, brings appropriate resources, follows
simple instructions and responds to direction by the teacher, completes
matching task, uses classroom library with support and works with a
partner
Reading 1-5 - low level to high level performance
Arranges letters, understands upper- and lower-case letters, links
everyday pictures with corresponding words, understands days of the
week and months of the year and can identify familiar printed words
Writing 1-5- low level to high level performance
Copies personal details, writes familiar single words, completes a simple
activity, signs own name, copies a simple message, matches a picture to
a word
Oral Communication 1-5- low level to high level performance
Works alongside an expert, highly familiar vocabulary, copying, naming,
matching, support of body language, understands personal information
questions and common words and phrases
Numeracy 1-5- low level to high level performance
recognizes and writes numerals, Copies numbers, Sequences numbers,
Reads and writes numbers, differences and similarities between shapes,
locates dates in a calendar
Performance
variables
Performance Level
support Indicators
context Focus Areas
text complexity Performance Features
task complexity Sample Activities
Q3. Describe the four (4) steps required to determine the minimum
core skill levels within a qualification.
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TAELLN411 Address adult language, literacy and numeracy skills
Step 1 Works with an expert and get advice, support is available when requestedCan work
independently with familiar support resources Works on his own and makes use of provision
from recognized resourcesIndependent learner who can access and evaluate support
Step 2
Highly acquainted and concrete contexts within restricted range
Range of acquainted and less familiar contexts
Range of unfamiliar and/or unpredictable contexts with specialization in less known contexts
Comprehensive range of contexts and adaptableness within contexts with specialization in
one or more contexts
Step 3
Short and simple, highly conversant vocabulary
Simple familiar texts with clear aim and familiar language
Routine texts with unfamiliar fundamentals, information and abstraction and specialized
terminology
Intricate texts, specific vocabulary and concept and symbolism
Highly complicated texts with rooted information and very dedicated language
Step 4
Tangible tasks which include locating and recognizing
Explicit tasks which include restricted number of accustomed steps and classifying simple
sequencing and interpreting
A number of steps and procedures including sequencing, interpreting, integrating, simple
extrapolating, simple inferencing, simple abstracting and symbolism
Complex task analysis involving steps like extracting, extrapolating, inferencing, reflecting,
abstracting
Advanced tasks of conceptualization, organization and analysis, synthesizing, reflecting,
evaluating, recommending
Hint
:
Bear in mind that ‘minimum requirements’ refers to the minimum LLN levels
that the learner must have to complete the course without requiring any
additional learning support, not the lowest LLN ratings within the course.
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TAELLN411 Address adult language, literacy and numeracy skills
Q4. Explain methods of conveying cultural and social sensitivity
towards a learner who has been identified as needing LLN support.
Your response should be approximately 200 words in length.
Cultur
al
An effective way of conveying a cultural sensitivity towards a learner who is identified as
needing LLN support is to employ effective cross-cultural communication. There should be a
higher focus on verbal and visual communication styles. Training with practical sessions and
demonstrations can help one get familiar with culturally appropriate methods. It is essential
to take into consideration the background experiences as well as the cultural sensitivities of
the learner. Literacy practices should make use of multi-media and information technologies
in the multicultural society (Queensland government 2011, p.18).
Social
An effective way of conveying a social sensitivity towards a learner in need of LLN support is
first to get familiar with the language used by specific social groups in the general community.
As literacy practices can change in the communities and workplaces, it is essential to keep in
mind the social sensitivities and geographical considerations. Any kind of learning is socially
built and influenced by culture. Therefore, one should follow basic social rules when
interacting with others and take appropriate support from a trusted person. It is essential to
get aware of highly informal social exchanges and transactional exchanges using mainly single
words.
Hint
:
How can we show sensitivity when communicating with people from different
cultural and social backgrounds?
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TAELLN411 Address adult language, literacy and numeracy skills
Q5. List two (2) resources, two (2) strategies, and two (2) specialist
personnel who could support a learner who has a LLN rating that is
below the training specification.
Resource
1 Online resources support during training and assessment
2 lecture notes as a resource
Specialis
t Support
1 develop suport to address skill development needs of the learner
2 Specialist LLN teachers with the reuired experiecne and knowledge
Strategy
1 provide guidance and support a developing learner to build his skills and
confidence
2
communicate collaboratively and in simple langauge with colleagues and other
workers to develop social language skills (Hospitality Institute of Australasia 2012,
p. 4).
Hint
:
Resources are ‘things’ – tangible or intangible. Tools that can be used by the
learners or ourselves to help them with their LLN needs.
Specialist Support comes from other people, even if it’s given over the phone
or online. It will involve you or the learner interacting with a third party in
some way or another.
Strategies are actions – what you will do in the classroom to help your
learner. More specifically, instructional strategies refer to the learning
activities you intend to use to deliver your training content, while support
strategies refer to extra things you will do or allow during the session to help
your learner.
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TAELLN411 Address adult language, literacy and numeracy skills
Q6. What are the procedures for accessing learning resources, support
strategies and LLN specialist support within a registered training
organisation? Complete the table below.
Procedures
Learning
resources
In order to assess learning resource, it is essential to evaluate if curriculum,
materials and methodologies are tailored as per the learner needs/ The skills
assessment instruments and self-evaluation tools can increase learner
engagement and assist both the learners and the teachers.
LLN specialist
support
In order to assess specialist support, it is important to assess is the support and
training are appropriate for the learner and how they can benefit. The nature
and degree of the specialist support scan change based on the needs of the
learner. While lower level learners need higher level of support, the advanced
learners may also need support for learning something new and challenging.
Develop a profile for the learner to show his strengths and areas for
development (NSW 2014, p.10).
Support
strategies
The support strategies must be selected carefully so as to help the learner
master the tasks. They should be given adequate support during training and
assessment. Provide models to them so that they can follow a pattern (NSW
2014, p.11). One-on-one support can help meet individual needs and provide
additional support and guidance. Provide learning materials, using partner
activities, and offering reassurance can work as support strategies.
Q7. Explain three (3) techniques that you could use to evaluate your
own training and assessment practices to determine the effectiveness
of your chosen LLN strategies.
1
Seek feedback on assessment strategies used and the learning support provided and use the
preferred communication methods to get feedback. Establish a timeline for drafting feedback
and getting final submission.
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TAELLN411 Address adult language, literacy and numeracy skills
2
Evaluate learning support and assessment strategies used
Evaluate learning materials appropriate to core LLN skill
Assess the use of simple language and supporting training material appropriate to learners
Manage and evaluate learning resources
3
Determine areas for further improvement based on evaluation
Measure improvements in LLN skills
ensure continuous improvement with sufficiency and validity
identify potential improvements
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TAELLN411 Address adult language, literacy and numeracy skills
Outcome and Assessor Feedback
STUDENT NAME: Click or tap here to enter text.
First submission feedback:
Reasonable
adjustments made:
Yes
No
Details of
reasonable
adjustments (if
applicable):
Assessment
outcome:
Satisfactory (S)
Not Yet Satisfactory (NYS)
Assessor name and
signature:
Date
:
Second submission feedback:
Reasonable
adjustments made:
Yes
No
Details of
reasonable
adjustments (if
applicable):
Assessment
outcome:
Satisfactory (S)
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TAELLN411 Address adult language, literacy and numeracy skills
Not Yet Satisfactory (NYS)
Assessor name and
signature:
Date
:
Third submission feedback:
Reasonable
adjustments made:
Yes
No
Details of
reasonable
adjustments (if
applicable):
Assessment
outcome:
Satisfactory (S)
Not Yet Satisfactory (NYS)
Assessor name and
signature:
Date
:
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