Case Study - Using the NRS for the Literacy and Numeracy Programme

The Literacy and Numeracy program for 18 –24 Year olds requires the provider to meet specified outcomes, that is, to achieve a level of the NRS by gaining Indicators of Competence in one of the three macro skills of Reading, Writing or Numeracy and achieve at least one Indicator of Competence in the other two macro skill areas. Other gains in oral communication, learning strategies and in expanding skills to other Aspects of Communication should also be reported on.
Developing learning strategies such as methodologies, materials, activities and sequences

Lets explore the curriculum and assessment issues in developing a course for Rosie. The content of the course will pick up on her need to continue to meet Centrelink obligations for job searching.

The following table outlines the Learning Outcomes Rosie would like to achieve:

Learning Outcomes	NRS Level and Indicators of Competence	Aspects of Communication
able to locate and apply for appropriate work	Reading Indicator 2.2 Writing Indicator 2.4, 2.5	Personal Communication Systems Communication
able to participate in job interviews	Numeracy Indicator 2.9, 2.10 Writing Indicators 2.4 Numeracy Indicator 2.12 Oral Communication 3.6	Personal Communication Systems Communication
able to work with case managers and Centrelink staff	Reading Indicators 3.1, 3.3 Oral Communication Indicators3.6,3.7,3.8 Writing Indicator 2.4/3.4	Personal Communication Systems Communication Cooperative Communications

Methodology

collect audio visual material and texts on job adverts, on specific occupational groups, on models of applications and resumes
introduce the idea of developing a portfolio as an explicit part of the course and as part of formative and summative assessment
set criteria for using Indicators of Competence, drawing on the features and performance strategies and conditions of performance
set aside time for selecting pieces for the Portfolio

Materials

Collect a sample of authentic oral and written texts from Centrelink, employment agencies, career counselling, for example, Jobseeker diary, Mutual Obligation information booklet, Centrelink information booklets, Job advertisements, model resumes.

Learning Strategies and Activities

Classes are conducted for two hours per day each week day. The time is broken up into two one hour sessions in which there is a variety of activities.

The first phase of the course, the first three weeks or until further referrals of jobseekers are made, is spent one to one with a teacher. This time is spent planning out activities to meet Rosie’s goals. The Pre Training Assessment was not able to properly assess her numeracy so some time was spent on these activities. A modification of the Pre Training Assessment Summary was sent in with the Monthly Progress Report.

Learning Outcomes

Activities

NRS Level and Indicators of Competence

Aspects of Communication

able to locate and apply for appropriate work

Locate some key words from job advertisements

Fill in personal details in application letters

Write simple resume from models

Write simple letter of application from models

Reading Indicator 2.2

Writing Indicator 2.4, 2.5

Personal Communication

Systems Communication

able to participate in job interviews

Make appointments using diary (dates and times)

Use job seeker diary to record information about job seeking activities

Locate venues for interviews

Role play interviews

Numeracy Indicators 2.9, 2.10

Writing Indicators 2.4

Numeracy Indicator 2.12

Oral Communication 3.6

Personal Communication

Systems Communication

able to work with case managers and Centrelink staff

Read and locate information in Centrelink brochures about relevant benefits

Seeks clarification on …

Writes short report on baby sitting work experience (modeled)

Reading Indicators 3.1, 3.3

Oral Communication Indicators 3.6,3.7,3.8

Writing Indicator 2.4/3.4

Personal Communication

Systems Communication

Cooperative Communications

In the second phase, as part of the level 1 Certificates of General Education for Adults class, Rosie will continue to work on her planned activities. Rosie’s plan or progress map demonstrates how she can improve her reading and writing by gaining Indicators of Competence at level 2 of the NRS and complete the Indicators of Competence in Numeracy at Level thus meeting the contractual arrangements with Centrelink for outcomes in the Literacy and Numeracy Programme for this job seeker.

The activities outlined above, mapped to the NRS, are generally consistent with the following modules of the Certificates of General Education for Adults. In utilising the curriculum framework of the Certificates of General Education for Adults the provider has two options: teach the course as General Curriculum Option modules or use the Reading, Writing and Numeracy Modules

The General Curriculum Option Modules

Learning Outcomes	Activities	Certificates of General Education for Adults GCO modules	NRS Level and Indicators of Competence
able to locate and apply for appropriate work	Locate some key words from job advertisements Fill in personal details in application letters Write simple resume from models Write simple letter of application from models	Module 1.1 GCO Can collect, analyse and organise information Module 1.2 GCO Can plan and organise activities	Reading Indicator 2.1, 2.2 Writing Indicator 2.4, 2.5
able to participate in job interviews	Make appointments using diary (dates and times) Use job seeker diary to record information about job seeking activities Locate venues for interviews Role play interviews	Module 1.2 GCO Can plan and organise activities Module 1.3 GCO Can communicate ideas and information	Numeracy Indicator 2.9,2.10 Writing Indicators 2.4 Numeracy Indicator 2.12 Oral Communication 3.6
able to work with case managers and Centrelink staff	Read and locate information in Centrelink brochures about relevant benefits Seeks clarification on above Writes short report on baby sitting work experience (modeled)	Module 1.4 GCO Can work with others and in teams Module 1.8 GCO Can identify, analyse and apply the practices of culture	Reading Indicators 3.1, 3.3 Oral Communication 3.6,3.7,3.8 Writing Indicator 2.4/3.4

Learning Outcomes	Activities	Certificates of General Education for Adults Reading, Writing and Numeracy Modules	NRS Level and Indicators of Competence
Young people are able to locate and apply for appropriate work	Locate some key words from job advertisements Fill in personal details in application letters Write simple resume from models Write simple letter of application from models	1.6 Reading for Practical Purposes 1.7 Reading for Self Expression 1.2 Writing for practical Purposes	Reading Indicator 2.1,2.2 Writing Indicator 2.4, 2.5
Young people are able to participate in job interviews	Make appointments using diary (dates and times) Use job seeker diary to record information about job seeking activities Locate venues for interviews Role play interviews	2..3 Numeracy for personal Organisation 1.2 Writing for Practical Purposes Numeracy for Personal Organisation –location 2.2 Oracy for Practical Purposes	Numeracy Indicator 2.9,2.10 Writing Indicators 2.4 Numeracy Indicator 2.12 Oral Communication 3.6
Young people are able to work with case managers and Centrelink staff	Read and locate information in Centrelink brochures about relevant benefits Seeks clarification on above Writes short report on baby sitting work experience (modeled)	Reading for Self Expression Practical Purposes Knowledge and Public Debate 2.2 Oracy for Practical Purposes 2.3 Exploring Issues and Problem Solving 2.1Active Listening 2.1 Writing for self Expression 2.2 Writing for Practical Purposes 2.3 Writing For Knowledge 2.4 Writing For Public Debate	Reading Indicators 3.1, 3.3 Oral Communication 3.6,3.7,3.8 Writing Indicator 2.4/3.4

Adopt appropriate assessment processes

The provider is adopting a Portfolio Approach to assessment. This approach is consistent with the development of authentic texts by Rosie in the course of the program and the need to collect samples of the assessment for audit purposes. The skills development through specific activities or assessment tasks completed over time and with assistance also combines Indicators of Competence into integrated and authentic assessment tasks. It also provides for multiple performances across at least two Aspects of Competence

The Assessment Task Cover Sheet provides information on a classroom activity which has been selected for the Rosie’s portfolio

Name …… …Rosie Black…………………… Job Seeker ID ………………………				ASSESSMENT TASK COVER SHEET
Performance Outcomes NRS Indicators of Competence		Reading: Writing:, Oral Communication: Learning Strategies: Numeracy	2.1 & 2.2
Instructional Context: Newspaper and other job advertisements are collected by individuals, class and teacher. Key vocabulary identified. Text structure analysed by the group. Attention paid to common abbreviations in job ads. Word recognition and cloze exercises on similar texts are practised
TASK CONSTRUCT activity - reads job advertisement. meaning demonstrated by outlining the key features of the position to the teacher orally
PERFORMANCE CONTEXT NRS Conditions of Performance, NRS Aspects of Communication and Workplace and Social Context	Reading The activity has been practised. The vocabulary and text structure are familiar. The teacher is at hand to offer assistance and support Notes: Rosie was able to me the key features of the advertisement: Name of company, sort of skills required, salary range, who to ring for further information, where to send applications and the deadline for applications
ASSESSMENT CONTEXT Information about the task Formal or informal process Duration or time constraints Assessment approach Individual or group activity NRS Assessment Principles	A formal task Half an hour Single task for insertion in portfolio Individual activity
JUDGEMENT SCHEMA Performance Criteria NRS Language Literacy and Numeracy Features and Performance Strategies	Reading LEVEL 2 Language and Literacy Features and Performance Strategies Extends key vocabulary to include personal details and most aspects of everyday life and vocabulary of personal significance. Uses a variety of word attack skills Comprehends a written text which have a predictable structure and semantic cues to maintain meaning when reading Reads short accessible texts of familiar content which are personally relevant