Planning for a new student

Planning for a new student
Value: 50%
Due date: 08-Oct-2015

Task
In this assignment, there are a number of steps to be followed which are listed below. This task requires you to demonstrate the processes you undertake when a new student comes to your organisation/institution seeking adult literacy support in their vocational studies.

It is essential that you use and refer to the Australian Core Skills Framework (ACSF) as a tool for assessment which should be prior to starting the course (diagnostic), and may also be during the program (formative) and / or at exit (summative). Although you do not need to show examples of all three types of assessment, you MUST include the ACSF in your reference list and use and refer to it in planning and preparing this assignment.

Part 1

1. Set the scene for your reader. Provide details of the student whom you have selected to be assessed. Start from your first discussion and analysis of the student’s needs, including vocational and other learning needs and goals – for example their reasons for seeking LLN assistance. Describe materials that you have used in assessing the student and include some discussion about the initial assessment you arranged prior to teaching this student. Focus on key questions, resources required and any other features of this initial meeting and discussion with the new student you find relevant to the success of the interview.
2. How have you considered the individual student in selecting resources and approaches? For example, are the materials linked to their vocational area? What decisions need to be made prior to the interview?
3. How does your approach reflect the literature on assessment? (Note – you need to link this discussion to your reading on assessment – include at least three references to your reading to justify your approach.)
Part 2
1. Now that this student has been allocated to a class, you need to develop an individual program of study for their learning and support. This short program must cover at least three weeks of provision (that is – plan for about six lessons in all – that is no more than 6 hours of delivery)
2. Include resources to demonstrate the texts and materials which link to the student’s learning needs (Note – three sample resources would be adequate).
3. Finally, make some comments about how you will assess the student during and after the short program – provide a minimum of three detailed examples which demonstrate your plans, evaluations of the student’s progress and your own observations.

Part 3

Reflect on, and write briefly (maximum 500 words), about your own learning during this series of teaching and learning events. Explain and justify some of the strategies and approaches you have selected by linking your discussion to the literature you have come across in this subject and elsewhere.
You are strongly advised to look at the marking criteria below as you plan your work, and then again before you complete your final draft and submit.
Rationale
The purpose of this assignment is to provide you with an opportunity to show your understanding of working in the area of adult literacy in a VET context. You will be required to demonstrate your understanding from the initial assessment of an adult learner’s literacy levels through to preparing teaching materials and making decisions about their learning needs. Reflecting on this process is key to the development of you as a teacher and assessor of students who may have very diverse needs and attitudes in adult literacy learning. For this assignment, part of the task is to demonstrate your understanding and ability to use the Australian Core Skills Framework (ACSF) and the Foundation Skills Training Package.
Marking criteria

Criteria High Distinction Distinction Credit Pass Fail
Apply adult learning principles to the teaching of literacy.
Analyse and apply and critically evaluate the conceptual frameworks and theories underpinning adult literacy teaching Response demonstrates sophisticated understanding of adult learning principles and how to apply them in an LLN context, and deep, critical and comprehensive understanding and demonstrated application of relevant frameworks and theories Response demonstrates considerable understanding of adult learning principles and
how to apply them in an LLN context, and critical and comprehensive understanding and demonstrated application of relevant frameworks and theories Response demonstrates
sound understanding of adult learning principles and how to apply
them in an LLN context, and a critical understanding and demonstrated application of relevant frameworks and theories Response demonstrates an understanding of adult learning principles and how to apply them in an LLN context, and an understanding of, and demonstrated application of, relevant frameworks and theories Response has not demonstrated the required understanding and application
Evaluate teaching approaches that support the development of participants’ literacy skills and knowledge in authentic and relevant contexts Evidence of comprehensive understanding of a wide range of teaching approaches, and of well-developed ability to select and justify best approach for the context taking into account the relevant literature Evidence of strong understanding of a wide range of teaching
approaches, and of ability to select and justify best approach for the context taking into account the relevant literature Evidence of understanding of a wide range of teaching approaches, and of ability to select best approach for the context taking into account the relevant literature Evidence of understanding of a range of teaching approaches, and of ability to select and justify best approach for the context taking into account the relevant literature Response has not demonstrated
this understanding and ability to the required level
Develop activities that integrate literacy skills appropriate to specific needs, levels of literacy, learning styles, and context of those participating in literacy provision
Apply strategies to teach oral communication skills with a range of audiences Response shows high level of awareness and sensitivity to the learning styles, needs and contexts of LLN students across all relevant macro skills (reading, writing, oral, aural and learning skills) Response shows considerable awareness and sensitivity to the learning styles,
needs and contexts of LLN students across all relevant macro skills (reading, writing, oral, aural and learning skills) Response shows strong awareness and sensitivity to
the learning styles, needs and contexts of LLN students across all relevant macro skills (reading, writing, oral, aural and learning skills) Response shows awareness and sensitivity to the learning styles, needs and contexts of LLN students across
all relevant macro skills (reading, writing, oral,
aural and learning skills) Response does not demonstrate this awareness and sensitivity to the quality required
Identify learning resources (from traditional and new and emerging technologies) that link to literacy learning outcomes and promote learner engagement with tasks and activities
Source and evaluate materials relevant to social and cultural needs of those participating in literacy provision Response shows well-developed ability to source, develop and evaluate high quality, engaging and diverse resources appropriate to adult learner needs and to the specific learning outcomes student needs to achieve, taking into account social and cultural factors Response shows considerable ability to source, develop and evaluate high quality, engaging and diverse resources appropriate to adult learner needs and to the specific learning outcomes student needs to achieve, taking into account social and cultural factors Response shows strong ability to source, develop
and evaluate
quality, engaging and diverse resources appropriate to adult learner needs and to the specific learning outcomes student needs to achieve, taking into account social and cultural factors Response shows ability to source, develop and evaluate quality, engaging and diverse resources appropriate to adult learner needs and to the specific learning outcomes student needs to achieve, taking into account social and cultural factors Response does not demonstrate one or more of these abilities to the required level
Determine the applicability of teaching approaches to specific needs, levels of literacy, learning styles, and context of those participating in literacy provision

Select from a range of learning resources to develop participants’ literacy skills and knowledge Response shows a deep, knowledgeable and insightful grasp of the relative merits of a range of teaching approaches and resources in the particular teaching context described Response shows a knowledgeable and insightful grasp of the
relative merits of a range of teaching approaches and resources selection in the particular teaching context described Response shows a knowledgeable grasp of the relative merits of a range
of teaching approaches and resources
selection in the particular teaching context described Response shows
a grasp of the relative merits of
a range of teaching approaches and resources selection
in the particular teaching context described Response has not met these requirements; below the minimum standard
Use formal and informal monitoring to evaluate effectiveness of teaching strategies Evidence of high level approaches to monitoring of effectiveness of teaching strategies, resulting in effective and optimum continuous improvement cycle Evidence of considered and diverse approaches to monitoring of effectiveness of teaching strategies, resulting in
effective continuous improvement
cycle Evidence of a range of approaches to monitoring of effectiveness of teaching strategies, resulting in effective continuous improvement
cycle Evidence of use of approaches
to monitoring of effectiveness of teaching strategies, resulting in
effective continuous improvement cycle Insufficient evidence demonstrated
Presentation, academic literacy, including spelling, grammar and construction of sentences and paragraphs. Structure of paper including introduction and conclusion.
Respects word limit of assignment

Referencing (minimum of 5 relevant references), use of examples, particularly in relation to VET.

Exemplary academic literacy demonstrated through a well presented, clearly structured and well written response to the task. Outstanding introduction and conclusion.
Consistent and comprehensive referencing throughout. Relevant and appropriate sources cited and some examples from VET practice also included
A high standard of academic literacy demonstrated through a well presented, clear and well written response to the task. Strong introduction and conclusion.
Strong selection of pertinent references cited from relevant sources. Examples included from VET context
Well developed academic literacy demonstrated through a, clearly written response to the task. Clear introduction and conclusion.
Selection of references cited from relevant sources. Some examples included from VET context
Sound academic literacy demonstrated through a, clearly written response to the task. Sound introduction and conclusion.
Adequate and sufficient references cited (mainly from subject sources). At least one example included related to VET context
Poorly written and/or poorly written response which was marred by issues such as poor structure, many errors in spelling and / or grammar. Introduction and/or conclusion missing or poorly written and/or word limit wildly under or over 2000 words
Inadequate and/or incorrect referencing and limited or no examples from VET context

Additional Comments:

Requirements
Points to guide you:

Part 1
• Demonstrate understanding of the Australian Core Skills Framework
• Show you are able to devise an appropriate activity/tool to assess literacy
• Show which unit of competency/competencies from the Foundation Skills Training Package you might employ as your curriculum – or what other curriculum or accredited training you might use (or why you haven’t used a curriculum framework).
• Explain and justify the choices made to customise this assessment to suit the client/student

Part 2

• Show through description of the experience of planning the program and associated activities that you can teach and assess relevant elements of adult literacy in context, and
• Demonstrate your ability to lead a discussion with an adult learner about literacy issues.

Part 3

• Show your understanding and insights gained through this process – including aspects where the assessment may have been improved through different strategies if appropriate
• Use at least five references to resources used in preparing and thinking about this assignment – including the ACSF, resources used in the assessment, and references to your reading and the adult literacy literature that have influenced your assignment and approach to assessment
• Use a format with headings and sections clearly labelled to show different sections of this activity-based assignment. Your starting point is to divide it clearly into its three parts.