Real-World Task Guidelines:
Stage II
CLB 8
Financial and Numerical Literacy
Possible Topics
This theme may include these topic areas:
And so on
Planning Context
Learners may require the following:
- Use of a unilingual dictionary to confirm or clarify meaning
- Some support understanding faster conversations or abstract, idiomatic and colloquial language
- Some support understanding appropriate levels of formality and tone, especially in relation to hierarchy and relationships in the workplace
- Some explicit language instruction to convey respect, appreciation and inclusivity
- Information on resources, supports, services and programs related to the theme
Instructors may need to:
- Explain some abstract, idiomatic or colloquial language and/ or cultural references
- Include teaching of pragmatics, strategic competence and sociolinguistic knowledge (cultural references, non-verbal communication, sociolinguistic norms and attitudes, speech styles and registers)
- Include collaborative group and pair work to apply the learned skills and promote the development of communication skills and teamwork, including simulations that allow learners to take on different roles and understand different perspectives
- Adapt online resources for accessibility/ use in the classroom and explain that certain tasks are authentically completed online
- Incorporate learning of background information related to the theme
Comprehending Instructions
Understand extended multi step directions or instructions for technical or non-technical tasks.
- Follows sequence markers, cohesive devices (connecting words, reference, parallel structure, substitution) or other linguistic clues to infer order of steps.
- Responds with actions to directions and instructions.
Comprehending Information
Understand descriptive or narrative monologues or presentations related to everyday, personally relevant topics or situations.
- Identifies phrases and sentences that mark topic introduction, topic development, topic shift and conclusion.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
Comprehending Information
Understand extended monologues or presentations on topics that are generally familiar and related to general knowledge or technical/ work-related issues in own field.
- Identifies phrases and sentences that mark topic introduction, topic development, topic shift and conclusion.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
Interacting With Others
Participate in less routine social conversations for most everyday purposes.
- Responds to minor conflicts or complaints, or comforts others in distress.
- Uses appropriate levels of formality with increased ability
Giving Instructions
Give instructions and directions for a broad range of technical and non-technical tasks, procedures and processes.
- Uses clear references and provides necessary details.
- Uses appropriate intonation so that the listener can follow.
Sharing Information
Give detailed information; express and qualify opinions or concerns; present solutions and options; indicate opposition or support for a stand in one-on-one interactions and small group discussions or meetings.
- Provides detailed information and presents options as needed.
- Expresses and qualifies opinions, feelings, doubts and concerns.
Getting Things Done
Get information from moderately complex business/ service texts containing proposals, recommendations and statements of rules, regulations or policies.
- Identifies main ideas, key details and implied meanings.
- Identifies the writer’s purpose, intent, mood and attitude in sections of text.
Comprehending Information
Interpret information contained in moderately complex formatted texts.
- Presents the information contained in charts, diagrams and graphs in an alternate form.
- Analyzes information, supporting details, implied meanings, and writer’s point of view.
Comprehending Information
Understand moderately complex extended descriptions, feature articles, reports and narrations.
- Locates and integrates relevant information across paragraphs/ sections of the text.
- Evaluates ideas in text, draws conclusions, compares with own opinion.
Reproducing Information
Reduce a text of up to about 2 pages to an outline or summary.
- Conveys essential information.
- Conveys a sense of audience in language format and content.
Getting Things Done
Complete an expanded range of forms, including extended application forms and workplace forms with pre-set formats.
- Identifies purpose of form and its sections and completes it with required information, including 1 paragraph written responses, if required.
- Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.
Additional Sample Real-World Tasks and Competency Areas
Listen to advice from a financial advisor about different investment options such as mutual funds, exchange-traded funds (ETFs) and so on. (Getting Things Done)
Suggest changing financial institutions to a friend and give specific reasons why. (Getting Things Done)
Read an explanation of the differences between banking at a bank or a credit union. (Comprehending Information)
Write a letter of explanation for a mortgage application. (Sharing Information)
Additional Resources
- Avenue
- Bow Valley College
- CCLB: Centre for Canadian Language Benchmarks
- CCLB Language for Success: Language for Success – Centre for Canadian Language Benchmarks
- Government of Canada’s Skills for Success – Numeracy: Skill components and proficiency levels
- Government of Canada: Benefits, credits, and taxes for newcomers
- Government of Canada: Purpose of taxes – Learn about your taxes
- Skills for Success: Skill components and proficiency levels
- Tutela Collections: Tutela.ca | Collections
- UpSkills for Work: UP Skills for Work Get Started: Numeracy
- UpSkills for Work: Free Employee Training Resources l UP Skills for Work
Digital Literacy Strategies
Successful completion of some tasks may require some baseline digital knowledge and skills.
Learners may need to:
- Have keyboarding and typing skills.
- Use apps and web pages.
- Scan online resources to find information.
- Locate and navigate websites.
- Use digital tools for the workplace such as Excel or Adobe.
Instructors can:
- Introduce websites that are relevant to the task(s).
- Support learners in finding, navigating and using websites relevant to the theme.
- Refer learners to programs to improve their digital skills, where needed.
Equity, Diversity and Inclusion Strategies
Instructors Can:
- Use diverse representations of people in all learning resources and images, including people who are 2SLGBTQIA+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent.
- Use diverse representation in sample role plays and dialogues, in skill-building and skill-using tasks.
- Incorporate learning materials or tasks related to Indigenous peoples in Canada related to the financial literacy theme, such as the effects of colonization, which has resulted in socioeconomic inequality compared with non-Indigenous Canadians and efforts to increase Indigenous access to finance.
Trauma-Informed Strategies
Triggers:
- Discussions of scams, fraud, and money may be triggering for learners who have experienced trauma, especially those who have lost their homes, possessions, and or money. Make space for learners to feel safe and recover from the experience of sharing their experiences.
- Filling in forms and dealing with authority can be triggering for learners who have experienced trauma, especially for learners who have been in unsafe situations or have been in a political regime. Make sure that learners are always aware of the purpose of the form and be ready to provide support if needed.
- Learners who have experienced trauma may feel wary of initiating any kind of perceived conflict such as price matching a product or negotiating a mortgage interest rate. Reassure learners that this is a normal part of the shopping process in Canada.
Strategies:
- Learners who have experienced trauma benefit from having choices. Recognize and respect learners’ right to choose if, when and what they share about themselves and their financial situation.
- Give learners advance warning of discussions of this topic.
- Learners have the right to choose if, when and what they share about themselves.
- Create a safe learning environment by respecting learners’ privacy, offering choices, listening without judgement, and setting clear boundaries for respectful classroom discussions
- Incorporate learning about how to access information about services and rights related to financial literacy. Giving learners the knowledge, skills and language to access resources can be empowering.
Sample Real World Tasks
This information is aligned with the Canadian Language Benchmarks (CLB) and is designed to help guide you in the planning process. You can use these sample real-world tasks to guide and inform your selection or creation of skill-building activities, skill-using tasks and assessment tasks.
These sample real-world tasks include the following: skill, real-world task, competency area, one competency statement and two sample indicators of ability. This is not an exhaustive list: there are more indicators of ability and information about this CLB level in Canadian Language Benchmarks English as a Second Language for Adults. Consult this resource for more information and to select your own competencies or indicators of ability. Remember, you can use more learner-friendly language in your materials and assessments.
This is NOT a lesson plan, module plan or curriculum.
