Language, Literacy and Numeracy in Vocational Education and Training
NOTE : The workplace will be set in a classroom with Navy personnel with the work-based task being a fabrication of your choice. Obviously the “learners” will also be fabricated; however they need to be adult learners based in a working environment. The work based task even though it is set within a Navy environment, DOES NOT have to be of related subject matter (it can be a work based activity that has nothing to do with the Navy). The course lecturer has provided the below tips:
• A number of people have asked me about the format for the second assignment. I think having a really good look at the question is a great place to start.
• Follow this by looking at the rubric as that is how it will be marked (holistically, but you also need to ensure you think about all aspects.
• Part A is all about resources you might include in a teaching and learning context to support the Language, Literacy and Numeracy LLN of the current learner(s).
• Therefor this section needs to briefly introduce your context and your learner(s) to explain WHAT the content of the teaching is all about.
• Then, most importantly, think of what aspects these learners may struggle with in terms of LLN.
• In the second part, an academic essay with an introduction and a conclusion, you can use your experience and knowledge as well as the literature from the module and beyond to describe and discuss the choices you made in supporting the learning and teaching in your context.
• I do not mind if you use session plans (this can save time and space) or just the resources with some explanation of how these fdit with your topic and teaching.
• You are subject content experts in your field (and I am not) so you need to tell me a little about the content, but the main point is the LLN support you create – or use from elsewhere (with references) to match this content and context.
• Assessment item 2
Essay and Learning Resources
Value: 50%
Due date: 01-Jun-2015
Return date: 22-Jun-2015
Length: 2500-3000 words (or equivalent)
Submission method options
EASTS (online)
Task
Part A: Resource development (equivalent to 1000 words)
o Identify a workplace where you are either teaching or assessing learners (students, trainees or apprentices). Choose one work-based task that the learners have to complete. Analyse this task in terms of the English language, literacy and numeracy demands that it places on learners.
o Design one or two resources for use with these learners based on a Unit of Competency from the relevant Training Package.
o These one or two resources need to be:
presented in accessible English,
graphically clear, and
engaging for the learner.
o You must include references to the module materials and any further reading you may have done.
NOTE – while appearance of learning resources is important, IT IS NOT THE MAIN POINT of this assignment. The main point is demonstrating your understanding of incorporating language, literacy and / or numeracy into your teaching and learning. Therefore, it is fine to copy key slides and identify key features of your resource(s) without including complex slideshows or other complex texts in your materials. Similarly, vodcasts, videos and other ideas may be described and discussed with summaries of what has been included and why (this can maximise your marks and save issues with incompatible software).
Cutting and pasting your materials into a word document is still the safest and most reliable way of sending your assignment.
Part B: Essay (1500-2000 words)
o Critically discuss the issues that you had to take into consideration in designing these English language, literacy and/or numeracy resources which support your learners vocational learning. Please use references to the module materials and other reading you have done. It is essential to include at least 6-8 references to support your discussion.
Rationale
This assignment requires you to apply your knowledge about English language, literacy and numeracy to a specific workplace. You will analyse the LLN demands of this workplace and have the opportunity to design graphically and linguistically appropriate materials that are suitable for use with students, trainees or apprentices in this workplace.
• Marking criteria
Marking Criteria 0-49%
Fail (FL) 50-64%
Pass (PS) 65-74%
Credit (CR) 75-84%
Distinction (DI) 85-100%
High Distinction (HD)
Relate language, literacy and numeracy skills to the social, ethnic and economic experiences of individual learners or groups of learners in Adult and Vocational Education Fails to identify or relate trainee needs to workplace LLN requirements Identifies trainee LLN needs in relation to indentified workplace tasks. Identifies and distinguishes individual trainee LLN needs to indentified workplace tasks.
In addition demonstrates understanding of individual strengths and weaknesses. In addition demonstrates some originality of approach and clear application of theory to practice.
Have the capacity to analyse and describe the language, literacy and numeracy demands of the workplace Task is not adequately identified or discussed in relation to LLN demands. Task identified and discussed at a basic level in relation LLN demands. Task and LLN demands are clearly identified and soundly analysed in relation to target group. Task and LLN demands are clearly identified and analysed and their implications comprehensively discussed in relation target group. In addition shows evidence of initiative and some originality or ingenuity.
Be able to design competency-based training programs and develop associated assessment tools that match the language, literacy and numeracy needs of their individual learners or groups of learners Resources fail to relate trainee needs to workplace LLN requirements Resources relate demonstrate trainee LLN needs to indentified workplace tasks. Resources demonstrate ability to relate trainee LLN needs to indentified workplace tasks by building on individual strengths and weaknesses. Resources are developmental, sequenced and learner-centred. In addition, the resources demonstrate comprehensive practical understanding of the application of LLN principles. In addition the resources demonstrate some originality of approach and clear application of theory to practice.
Be able to appropriately customise training and assessment tools and resources in accordance with a relevant Training Package and Units of Competency to the specific language, literacy and numeracy needs of individual learners or groups of learners Fails to identify and relate trainee levels and needs in resources intended for relevant training standards (derived from Training Package/Units of Competency where appropriate) and anyy. LLN needs identified and considered in relation to individual resource components LLN needs identified and resources supporting customisation of relevant training package demonstrates sound application of LLN principles. In addition resources and resource development demonstrates comprehensive understanding of effective application of LLN principles to CBT programs . In addition resources and resource development demonstrates some originality of approach, clear application of theory to practice and wider understanding of social context.
Presentation
Scope of assignment Fails to address the assignment question. Demonstrates a basic understanding of the assignment. Demonstrates a sound understanding of the assignment topic and the two sections are coherently related. In addition demonstrates understanding of the wider context. Demonstrates evidence of initiative and some originality in addressing the assignment; demonstrates clarity of discussion and presentation.
Demonstrates tertiary standards of academic literacy and presentation. Assignment lacks structure and demonstrates serious deficiencies in standard of literacy.
Assignment is significantly below or above the assigned word count. Assignment demonstrates an acceptable standard of literacy; some minor errors in sentence structure, paragraphing, punctuation and spelling. Resources are graphically clear. Well structured paragraphs and discussion. Assignment is presented in a logical sequence that leads the reader through the discussion. Assignment facilitates a cohesive and coherent analytical approach. A logical progression of discussion and presentation that reflects a professional standard.
Research/reading Lacks evidence of research/reading. Used some evidence provided by subject content. Shows evidence of wider reading and some independent selection of sources. Wide independent reading and investigation. Investigation looks to diverse topics that are related to and supports assignment topic.
Demonstrates accurate author/date citation and applies a consistent standard style for final reference list. Few, if any references, and incorrect format and/or style dominates the presentation of references. Provides some references, with frequent discrepancies in format and presentation. Discussion is well supported by references, with few discrepancies in format and presentation. Discussion is well supported by references, correct format and presentation throughout. Referencing style is effective; facilitating clear expression of the ‘author’s voice’, supported by the literature.
