TAELLN421 — Integrate core skills support into training and assessment

Elements & performance criteria

Performance evidence

• integrate core skill support into vocational training and assessment during: • at least 2 training sessions • at least 2 assessment events.
• identify core skill demands of nationally recognised training products, workplace tasks and texts, learning tasks and texts, and assessment tasks and texts
• identify those learners and candidates in need of core skill support
• customise at least one learning resource to address core skill gaps
• refer at least 2 learners or candidates with core skill support needs beyond scope of own role for support according to organisational procedures.

Knowledge evidence

• legislative and VET regulatory requirements relating to integrating core skills support into training and assessment
• organisational procedures relating to: • integrating vocational and core skill development • identifying and providing learner support • identifying and providing candidate support • referring learners and candidates for support • gathering feedback on support provided
• basic overview of core skill levels of the Australian adult population and of vocational education and training (VET) learners, including summary outcomes from most recent Survey of Adult Skills (PIAAC)
• basic overview of the nature, purpose and structure of current authorised Australian frameworks used to analyse the core skill demands of training products and levels of learners and candidates
• overview of core skill demands in the workplace that relate to the nationally recognised training products described in the performance evidence
• benefits of integrated vocational and core skill training for all individuals
• strategies for identifying core skill demands in nationally recognised training products, workplace tasks and texts, learning tasks and texts and assessment tasks and texts, including: • what individuals need to read • what individuals need to write • what individuals need to listen to and say • whether individuals are prepared for learning • what numerical information individuals need to use, read, write, listen to and say • what technological and digital tools, devices, software and electronic applications individuals need to use
• responsibilities and limitations of own job role and practice in relation to providing core skills support in training and assessment
• mechanisms to evaluate effectiveness of integrated core skill support.

Foundation skills

• Digital literacy: Uses main features and functions of digital tools and electronic applications required in own role to access and exchange information
• Reading: Interprets information including nationally recognised training products, organisational procedures, training and assessment strategies, learning resources and assessment resources
• Writing: Customises learning materials to integrate core skill support
• Oral communication: Uses language and structure appropriate to audience and context to provide clear instructions
• Numeracy: Interprets core skill assessment results
• Initiative and enterprise: Acts proactively and demonstrates flexibility in responding to learner needs Maintains a safe, positive and supportive learning environment

Unit content sourced from training.gov.au — © Commonwealth of Australia, licensed under CC BY 4.0. Auditori is not affiliated with the Department of Employment and Workplace Relations.

Questions about assessing TAELLN421