Tecah2Learn Trainer Reference Sample
Foundation Skills:
Trainer Reference
Guide – Workplace
Focus
Tecah2Learn Trainer Reference Sample
This Guide provides the trainer with the ideas and types of activities that can
be used to address reading, writing, learning, speaking and listening, and
numeracy issues that are demonstrated by the learner
The guide also references the Manuals that provide practice in each of these
Foundation Skills at the 5 levels of the ACSF in these manuals below
Tecah2Learn Trainer Reference Sample
Level 1
Level 1 – rudimentary, beginning, initial English Language skills
Key words: basic or simple or immediate
Can independently write facts and phrases:
First Name: Joanne
Surname or Family Name Brown
Address 45 Smith St
I hav three chilren
Can independently answer:
Yes. My name is Joanne Brown. I have three children.
Can independently identify numbers and write:
Date: 1/4/08
Phone: 08 3452900
Date of Birth: 23/4/66
Tecah2Learn Trainer Reference Sample
Foundation Skill - Learning
Motivation Participation Evaluation Transfer of skills Questioning Initiative Adaptability
Teaching strategy Skills & Knowledge Application of these skills Reference in Learning Manual ACSF 1
Identify the motivation that activates the interest of the learner
e.g. money, better job or a career, personal growth, curiosity
Create the
connection between motivation and relevance of activities in workbooks
e.g. if the activity is about how you learn then ask the learner to describe different learning experiences
identifies personal goals that would be achieved in active participation
explores personal styles of learning that would benefit from further involvement in practical, relevant experiences
identifies ways of learning
has some idea that there are gaps in personal skills
can identify own skill needs
can give examples of how to get round the gaps
wwrites up a short term plan e.g. in relation to gaining work by participating in a face-to-face/phone interview situation and judge the results
iidentifies strengths and weaknesses e.g. as an employee or employer/ in current employment climate
Iidentifies current barriers e.g. to overcoming obstacles in gaining work skills through training or work experience
p.6-9, 13 p.15, 16 p.18 p.16-17 p.10 -12 p.17 p.12, 14, 15-17
Tecah2Learn Trainer Reference Sample
Foundation Skill - Reading
Comprehending …………………….Written material Diagrammatic material Visual material
Teaching strategy Skills & Knowledge Application of these skills Reference in Reading Manual ACSF 1
Explain common English reading rules e.g. left to right; cluster reading; headings
Provide a list of the 100
most commonly used words e.g. and, but, from, for, home, then
Provide examples of common phrases or groups of words e.g. fill in this form; name, address, phone; Turn Left Here
Explain the common and
different patterns of sounds e.g. the ‘ay’ sound: paid/pay; or the long or short ‘o’ : bow or bow
Explain the purpose and
meaning of common texts e.g. forms, messages, cards, directional signs, captions
Explain the sentence
structure e.g. nouns, verbs, adjectives, adverbs, pronouns, prepositions
comprehends the symbols of the language - alphabet - in the form of known text
selects required information if it is contextually relevant and known, and which may include uncomplicated pictures, maps, particular settings or signs that provide details
may use developed lists of relevant functional language - clauses, phrases, words - that have been learned by rote, rhyme , format or repetition
reads sentences that are simple and relate to an immediate context/present tense
approaches reading through recognition of the word rather than syllables
texts/pictures/diagrams relating to the clients familiar environment can be read for particular items of interest
identifies that the picture/icon or the symbol/sign or the letter/number are each contextually meaningful looks for and uses visual supports to fully comprehend a written article
utilises a priori knowledge to “guess” meanings as long as they are appropriate or logical to the gist of the information
uses alphabetical text e.g. formats of dictionary/ telephone book
reads according to the conventions of the language e.g. English reads from the top of the page on the left hand side, across to the right side of the page then back to the left hand side and repeat until reaching the bottom of the page
relates/recounts information from articles that are straightforward and immediately relevant e.g. reads forms from a variety of contexts and for different purposes i.e. employee social club, union member, roster system changes or reads photo of story with caption from local paper such as an organisation’s employee of the month or small business operator in local area
p.9, 14, 27, 28 p.9- 29 p.9, 14 p.11, 14, 16, 20, 26 p.10, 15, 18, 21, 22 P13, 24, 25 p.12, 19 p.9-29 p.9, 17, 23
Tecah2Learn Trainer Reference Sample
Foundation Skill - Writing
Creating written material Designing diagrammatic material Using a range of implements Using a range of materials
Teaching strategy Skills & Knowledge Application of these skills Reference in Writing Manual ACSF 1
Provide practise in the 100 most commonly used words and phrases e.g. and, but, from, for, home, then, How are you?, Good morning
Explain the common writing rules e.g. left to right; punctuation: full stop and capital letter
Provide a list of the
common and different patterns of spelling e.g. the ‘ay’ sound: paid/pay; or the long or short ‘o’ : bow or bow
Provide a list of the
common phrases or words e.g. completing forms with personal details ; notes or messages or cards
Provide examples of
writing for a purpose e.g. forms, messages, cards, directional signs, captions
writes information gained from observation of what and how to write
writes functional, rote-learned information
writes straightforward phrases/clauses that reflect the use of structure
may use developed lists of relevant functional language – clauses, phrases, words - that have been learned by rote, rhyme , format or repetition
can “guess” the language as long as it is appropriate or logical to the gist of the discourse sentences relate to an immediate
context/present tense approaches writing through memory
of the word rather than syllabification
texts/pictures/diagrams relating to the clients familiar environment are used to support written work
uses that picture/icon or the symbol/sign or the letter/number to make meaning
creates visual supports to fully support a written article
uses alphabetical texts e.g. address book, telephone book
writes according to the conventions of the language eg English writes from the top of the page on the left hand side, across to the right side of the page then back to the left hand side and repeat until reaching the bottom of the page
unconventional or phonetic spelling is used
one genre is used for all writing purposes
writing may be mixed low and high case
uses simple sentence structures i.e. noun/verb/subject
uses familiar words writes sparingly
e.g. writes in forms from a variety of contexts and for different purposes ie employee social club, union member, roster system changes request
OR
Uuses set format to set up text structure and 1 or 2 sentences e.g. description of a small business operator in local area
p.10 p15, 16 p.15,16 p.13, 14 p.12,25 p.28,29 p.19, 26 p.9, 10 p.11 p.17-18 P 11 p.9-29 p.20, 22 p.9-29 p.9-29 p17-18, 21,22,23,24,27
Tecah2Learn Trainer Reference Sample
Foundation Skill - Oral Communication
Spoken text Active listening skills Conversation
Teaching strategy Skills & Knowledge Application of these skills Reference in Oral Communication Manual ACSF 1
Provide practise in common phrases or groups of words in everyday speech e.g. greetings, questions & answers, alarm & solutions, information
Practise the correct
common and different patterns of gestures and actions for situations e.g. doctor’s surgery, checkout at supermarket, coffee shop
Practise the
commonly used words and actions in a common range of occupations e.g. working as a waitress, in a factory, in an office/IT
uses actions, short exchanges, rote-learned phrases or minimal speech in order to gain/provide information, item/s or support/service
exemplifies the purpose of networking and by actively participating with others
demonstrates action listening when the client is relying on verbal information
may use developed lists of relevant functional language - clauses, phrases, words - that have been learned by rote, rhyme , format or repetition
may request answers related to specific information or scenario that need to be explained in a structured, logical process with gestures or signs
may require the use of signs/symbols/pictures to explain or make a request
reacts to straight-forward questions using simple sentences and related to an immediate context/present tense.
pronunciation of words or the irregular intonation of words or the misplaced emphasis on a word in a phrase/sentence may confuse the listener and then require an interpreter or sympathetic friend to explain
can operate in a familiar workplace, community or social situation
can interpret non-verbal signs to understand simple instructions or information or ask questions e.g. tells a story/joke about team/work incident or
ddescribes personal action and reaction in a disagreement within a work team or
llistens/participates in and follows simple instructions while working with a group to address a Workplace Health & Safety problem
p.7-8,10, 13, 14 p.9 p.22 p.7-8,10, 23 p.9-20 p.11-12, 25 p.15, 16-19,20
Tecah2Learn Trainer Reference Sample
Foundation Skill - Numeracy
Problem solving Using numbers Following formulas for mathematical purposes Using mathematical language
Teaching strategy Skills & Knowledge Application of these skills Reference in Numeracy Manual ACSF 1
Explain the interrelated components of numeracy: time, space, measurement, numbers, direction, calculations e.g. ‘seconds, hours; volume; metric; place value; north, south; + -
x Explain and provide
examples of common formulae e.g. addition rules; multiplication/ division connection; transactions: change from purchases; percentages; fractions; decimals
Practise the common
and different patterns of maths e.g. whole numbers; decimals, fractions & whole numbers; shapes: square to cube, circle to sphere
Explain the common
ways of measuring e.g. cm, m,; Mlle, litre; gram, kilogram; tape measure; ruler
Explain common
reading rules for math e.g. simple graphs; cost of groceries as a problem exercise; diagrams and questions; models and self-paced activities
identifies straightforward maths (time, measurement, space, numbers, data, formulae) use
uses specific, simple
mathematics processes
in a familiar work,
community or social
context
relates prior
knowledge and use of
mathematics in
particular situations to
current circumstances
to predict results
makes use of common
or known procedures
when explaining or
writing mathematical
processes
u
uses physical materials to explain/understand
mathematical processes
r
recognises & understand the meaning and use
of numbers, coins and notes
c
can write/recognise/explain basic fractions eg
½, ¼, ¾
c
can recognise/write/explain straightforward
diagrammatic/graphic/character/tabular
information in known environments e.g. TV
weather chart, computer icons, voting results,
sports matches results
c
can simply describe attributes of persons,
places, animals, objects using measurements
appropriate to situation ie kilograms/ metres,
fat/tall, hot/cold eg size of home, types of
machines at work, differences between
weight, height, body type, colouring of
children/friends/pets, comparison of today’s to
yesterday’s weather
p
provides and comprehends simple, logical,
precise written or spoken explanation of
space eg location of home in comparison to
shopping centre, geographic positioning of
country in the world, aerial view of home
.
provides and comprehends simple, logical,
ordered written or spoken explanation of
time i.e. year/monthly/weekly calendar, time
zones, timetables/keepers eg roster system at
work, school holidays, punctuality to
interviews/appointments, 24 hour clock for the
airlines; works out how a work team roster for
high work demand be set up when given a list
of paid up members of the union to work out
the numbers still to pay can make the list and
add the monies
p.13,16, 24,25 p.12, 15, 20, 23, 26 p.19 p.11, 17, 27, 29 p.9-10,17,21 p. 18, 19, 24 p.14, 22, 28
Tecah2Learn Trainer Reference Sample
Level 2
Level 2 - basic, foundation English Language Skills
Key words: common or usual or known
Can write sentences
I work as an Aged Care support worker for a Residential Home. I have a First aid certificate
Can independently explain:
Hi, Joanne here. I have two more patients to check on. I will be there in 1 hour.
Can independently calculate: Timesheet: 11-14.58 Number of hours & mins worked: 178 mins or 2 hrs 58
mins
Day: Monday
Date: 12/2/07Food Orders
Time delivered Signed by Patient
2345 11.00 D.Houmos
2346 11.25 R.Fish
2347 12.05 T. Hill
2348 13.24 F. Muloot
2349 14.58 D.Smith
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