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6 Add water and stir: A resource bank of CGEA material for LLNP teaching and assessment of Employability Skills. For example, a particular activity might suggest that students work in teams. In this instance teachers need to explicitly address the skills of being a good team member so that students understand this skill and learn when it might be put to good use. For more information on identifying and applying Employability Skills in Language Literacy and Numeracy teaching please see Making the Link Employability Skills and Further Education Casarotti, N Commonwealth of Australia, 2007 Delivery of the topic The following features are recommended for delivery of this topic: A mix of foreground and background delivery In order to foster flexibility and variety of delivery, it is recommended that the selected activities take place through a mixture of focused foreground delivery and ongoing background learning. This allows several activities to be co-delivered within a particular training session and enables learners to move between learning styles. (E.g. from direct teacher/learner engagement in an activity to one requiring more independent, self paced learning; or from more formal, instructional learning to more creative learning). Flexibility in selection of activities and resources The activities of this resource are not sequential, so teachers may select and sequence those activities to suit their learners’ interests and particular learning contexts. The activities and handouts have been broadly developed for learners with reading and writing skills at CGEA Certificate 1 (Introductory); however, most of these activities may be extended to accommodate the needs of learners operating at higher levels of the CGEA. Code switching This resource acknowledges the importance of home language, Aboriginal English and standard Australian English to Aboriginal learners; however, this section of the resource does not offer particular activities or handouts on Aboriginal English or home language. This is partly because many of the reading and writing activities are about learning to use language within the context of particular registers and for particular social purposes. Teachers may adapt the activities to
Hands 2: Community, Facilitator Guide 7 accommodate home language and Aboriginal English as appropriate to their particular learner needs. Assessment The assessment for this unit has been integrated with delivery. The CGEA performance criteria for reading and writing units VBQU 120, VBQU124, and the computer unit VBQU168 have been detailed against each activity. Table 2 shows how the activities and assessments have been designed to meet the elements and performance criteria of these units. Recommended key assessments for each of these units are located at the end of the activities section. While the activities for this topic also provide opportunities for the assessment of oral communication skills, they have not been formally identified in the activities and assessment table. As stated above, teachers may wish to incorporate the following CGEA units into the assessment of this oral communication as appropriate to the needs of individual learners: • VBQU170 Communicate with others in familiar and predictable contexts • VPAU107 Use presentation skills In addition, while teachers may not identify appropriate CGEA oral communication units for their learners, engagement in the topic will still provide rich opportunities for gathering and documenting ACSF/ NRS evidence of performance in Oral Communication. This topic does not identify a direct alignment between the CGEA units and the ACSF/NRS in learning strategies, therefore this skill is not identified in table 1. (An exception to this is VBQU168 Access the internet for language learning which has been aligned with ACSF 2.02.). ACSF/NRS Learning Strategies are embedded in all activities and these activities will provide teachers with many opportunities to gather evidence for development of this skill.
Page 1: Contents Facilitator guide Overview
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