Detailed Sample Task: Stage I

CLB 2 - Writing
Getting Things Done

Banking & Numeracy

Real-World Task

Complete up to 10 items of personal information on a form to register for a financial education workshop for women.

Planning Context

Helpful Knowledge:

Some basic vocabulary related to banking and finances.
Knowledge of what common form fields are needed to fill in forms for registering for workshops.
Knowledge of the Canadian address system.

Context:

In Canada, banks and other financial institutions often offer workshops and other information about how to manage your finances and savings. When considering financial workshops, it is important to consider that some workshops may end with the financial institution marketing paid investment products. Check before attending what the expectations around this part of the workshop before registering.
Workshops on various topics may also be offered by your local settlement agency, library and so on.

Vocabulary and Grammar

Sample Vocabulary:

Sample Grammar:

Common punctuation and capitalization rules.

Knowledge and Strategies

Textual and Functional Knowledge:

Begin to identify the layout and different parts of standard forms (such as headings, instructions, and areas to complete).
Follows basic spelling conventions.

Sociolinguistic Knowledge:

Includes the appropriate basic personal information.

Activities and Tasks

Sample Skill-Building Activities:

Discuss as a class: Do you have a bank account in Canada? What differences do you notice between banks in Canada and other countries around the world? Have you ever learned about finances in Canada? Elicit responses related to budgeting and financial literacy around the cost of easily available credit and the need for financial education.
Use flashcards with vocabulary words related to form filling to complete labels on a form including words like, optional, postal code and email address.
Incorporate phonics activities based on vocabulary words and other vocabulary related to the topic.
In pairs, complete a Form Scavenger Hunt; highlight items on a form such as address, apartment number, date of birth, gender.
Read a short sample form registering for a free class at the local community centre with personal information. Describe to your partner what workshop the person is registering for and what date the workshop is taking place. Now listen while your partner describes the information on the form they read.
Listen to an audio of someone simply describing their personal information; review True / False sentences about the information they shared.
In small groups, correct the capitalization and form filling errors in a simplified digital form.
Fill in the blanks on simplified forms, each with one missing information item.
In pairs, look at a simplified map with the location of three addresses marked on it. Compare the map to three simple completed forms. Match each form to the place on the map.

Sample Skill-Using Tasks:

Using a script, interview a classmate to find out their address, including postal code, and phone number. Fill out a form with the information.

Sample Assessment Tasks:

Complete up to 10 items of personal information on a form to register for a financial education workshop for women.

Teaching Considerations

Cultural Considerations:

Use diverse representations of people in all your learning resources and images, including people who are 2SLGBTQ+, Indigenous, Francophone and of other cultures, and people who have disabilities or who are neurodivergent.

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.
Locate, navigate and use websites.such as online shopping websites.
Use familiar apps, social media platforms and web pages.
Type information to appear on screen
Complete formatted texts online, such as forms

Instructors can:

Dedicate time to improve digital literacy for learners.
Make and/ or adapt digital materials.
Introduce websites that are relevant to the task such as those found on online shopping websites.
Support learners in finding, navigating and using websites.
Share knowledge and strategies to ensure online safety.

Equity, Diversity, Inclusion and Indigenization Strategies:

Recognize that people who identify as women may not have had responsibility for sharing the information needed for household finances. Make sure these learners are aware of their rights in Canada and the resources that are available to them.
Some learners may experience changes to gender roles when they come to Canada. For some, this may be a welcome change, but for others it may be challenging. Address their concerns with sensitivity but teach that Canada is equitable and inclusive to people of all genders.

Trauma-informed Strategies:

Possible Trauma triggers:

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.
When teaching about Canada, you may teach about things that are triggering to learners who have experienced trauma. We can’t know what the triggers might be and what seems commonplace to us may have a triggering component for learners. Be aware of this and be prepared to support learners as needed.

Strategies:

Make sure that learners are always aware of the purpose of forms and be ready to provide support if needed.
Give learners advance warning of this topic and be aware that there may be learners who require support.
Learners who have experienced trauma often benefit from having routine. Create a safe and supportive classroom environment by establishing familiar routines, repeated activities, and model friendly and non-evaluative interactions.
Learners will benefit from positive relationships established in the classroom with the instructor and peers.
Learners who have experienced trauma benefit from having choices.
- Allow learners choice:
  - the choice to work on a different topic
  - the choice to share or not share their own experiences
  - the choice to work alone or to work with others
  - the choice to take care of themselves
  - the choice to step out of the learning environment
When learners have shared personal distressing or traumatic experiences, make space for learners to feel safe and recover from the experience of sharing their experiences. Follow the activities which may make learners feel vulnerable with routine, predictable and comforting activities.
Giving learners the knowledge, skills and language to access resources can be empowering.

Resources

Outings, Guest Speaker Suggestions, Extension Activities:

Take a field trip to a local bank or credit union to hear about workshops or financial literacy supports.
Invite a financial literacy program facilitator to talk about budgeting, saving, banking, credit basics in Canada.
Form completion relay: In teams, students “race” around the classroom to find information posted in different places to fill in a simple form.
Role play with a partner a phone call to register for a workshop with basic personal information.

Realia:

Authentic registration forms from local community programs (such as libraries, women’s centres, food banks, parenting workshops).
Brochures / flyers for financial or community programs.
Screenshots of online / simplified forms.

Units and Modules:

Lessons and Activities:

Multimedia:

Tutela: ESL Image Bank: Banking & Finance
YouTube (RightStart Newcomer Services): Going to the bank
YouTube (Ellii):Going to the bank – Everyday English dialogues