More Blind Dates …………..

Ann Leske

Reading the digital

word, to read the

digital world

Reflections and Experiences

Post Leske, A 2010, Blind date: an exploration of potential partnerships between literacy teachers and community service workers, NCVER, Adelaide.

1.Reflection: Blind dates then and now

2.‘Up skilling’ Experiences:1. TAELLN401A and TAELLN501B2. TAELLN70110/70111Vocation Graduate Certificate in Language

Literacy and Numeracy Practice• Group 1• Group 2

Then …………………………………………

Then ……………………………………….Potentially

a radical

shift – new

teaching

worlds to

learn

about

New team

teaching

approaches –

unchartered

waters

New teaching frameworks, New terminology

Then ………………………………………

How to meet?

When you have that connection

you can break down the

perceptions and look at how

things can happen rather

than focus on the barriers for

why they can’t. (LT)

What to say?

Literacy is not the first thing we

talk about – it is hidden in the

conversation. (LT)

Fast forward ……………………………………..• Language Literacy and Numeracy Program (LLNP) continued

• Influence and involvement of Australian Industry Skills Councils• May 2010 Skills for Sustainable growth strategy$120 million for increased opportunities for LLNP and Workplace English

Language and Literacy (WELL)• August 2010 Building the Foundations: NCVER Adult language literacy

and numeracy search conference• Industry LLN/ACSF awareness - raising • Industry WELL Brokers• WELL conferences, WELL networks • Development of industry contextualised LLN resources• Workforce Development funding (targeting qualification acquisition)• Development of industry driven LLN up-skilling/re-skilling units/courses

to improve the capacity and capability of the current and potential workforce to deliver effective training

• TAFENSW LLNHUB• Revised ACSF (2012)

NOW ………………………………………………

Foundation Skillsunder the spotlight

The last national policy on Australian Language and Literacy was released in 1991.

National Developments1 Foundation Skills Strategy for Adults (2012)

‘By 2022 at least 2/3 working aged Australians (15 – 64) will have the literacy and numeracy skills needed to take full advantage of opportunities afforded by the new economy’ – ACSF level 3 or above

Measured by 2 long term targets:By 2022•Halve the proportion of Australians 20 – 64 without a qualification at Cert III or above.•Double the number of higher qualification achievements

(National Foundation Skills Strategy for Adults, SCOTESE 2012 Executive Summary, and page 7)

Foundation Skills – what are they?

Australian Core Skills Framework

5 levels of competency

• Learning

• Reading

• Writing

• Oral

Communication

• Numeracy

Employability Skills

• Communication

• Collaboration

• Problem solving

• Initiative and enterprise

• Planning and organising

• Self-management

• Learning

• Technology (ICT)

5

4

3

2

1

Pre

2010/2011 ………………..WELL WELL WELL and beyondExample 1Wagga Wagga Regional Family Day Care

Impacted by National Quality AgendaCertificate III in Children’s ServicesRegulations, Early Learning Years Framework, ICT, compliance

Phase 1WELL project55 participantsTASTER option to start the Certificate III courseEmbedded within and in addition to workplace and workforce professional development

OutcomeCan we learn more about Language Literacy and Numeracy?

We want to know how to make ‘that difference’Sustainable model

Phase 2SSP funding - 3 unitsTAELLN401A Address Language Literacy and Numeracy Skills- awakeningTAELLN501B Support the Development of LLN Skills- developingBSBMGT516C Facilitate Continuous Improvement - embracing

Workforce Development strategy3 ‘management’ clusters (8 workers)•Manager/Assistant•Administration team•Child Development Officers

3 hours fortnightly PLUS PLUS PLUS

What changed?

2011/2012 /2013………………..Example 2TAELLN7010 Vocational Graduate Certificate in Language Literacy and Numeracy Practice

Delivery Model: Moodle PLUS one day workshop PLUS mentoring

11 commencing students NSW/VIC•TAFE teachers 4 LLN 2 vocational•4 non teachers – community services /rto/private business•1 high school teacher/not practising7 continuing

Observations‘De constructing’ existing perspectives about Literacy Learning styles/preferences Demonstrating AQF Level 8Access to LLN classes/teachersTime, completion, assessors, resubmits (budget )

2012/2013 ………………..WELL WELL WELL and beyondExample 3TAELLN401A Address Language Literacy and Numeracy SkillsTAELLN 70111 Vocational Graduate Certificate in Language Literacy and Numeracy Practice

RI Coomealla CampusDelivery Model: Video Conference (Connected Classroom) PLUS F2F (6 sessions /semester)5 completed TAELLN401A3 continuing with VGC

Rob’s introduction

Evelyn’s approach

What’s different for Sharon?

Rob teaches differently

Evelyn knows her students

Sharon’s message

Evelyn’s message

Potentially a

radical shift

– new

teaching

worlds to

learn about

New team teaching

approaches –

unchartered waters

Leske A, 2010 Blind date: an exploration of potential partnerships between literacy teachers and community service workers, NCVER

New teaching frameworks, New terminology

Foundation Skillsunder the spotlight