Real-World Task Guidelines:
Stage II
CLB 6
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
- Support understanding faster conversations or abstract, idiomatic and colloquial language
- Support understanding appropriate levels of formality and tone, especially in relation to hierarchy and relationships in the workplace
- 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 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
- 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 moderately complex directions and instructions for technical or non-technical tasks.
- Follows a range of cohesive devices indicating order and sequence.
- Responds with actions to directions and instructions.
Comprehending Information
Understand descriptive or narrative monologues or presentations related to everyday, personally relevant topics or situations.
- Interprets factual information, explanations and opinions.
- Identifies discourse indicators for cause and effect.
Comprehending Information
Understand descriptive or narrative monologues or presentations on generally familiar and relevant topics.
- Identifies factual details, main ideas, supporting details and implied meanings.
- Identifies topic-specific words, phrases and expressions.
Interacting With Others
Participate in routine social conversations for some everyday purposes.
- Takes turns by interrupting appropriately.
- Provides appropriate apologies and explanations.
Giving Instructions
Give sequential instructions and directions for everyday activities and processes.
- Uses clear references.
- Uses sequencing intonation so that the listener can follow.
Sharing Information
Ask for and give information in some detail; express opinions, feelings, obligation, ability and certainty one-on-one and in small group discussions or meetings.
- Provides necessary information.
- Asks relevant questions.
Getting Things Done
Locate and use 2 or 3 pieces of information from moderately complex formatted texts (such as maps, course calendars, directories or website navigation menus).
- Identifies layout and organization of text to find the information needed.
- Finds 2 or 3 pieces of information by scanning the text.
Comprehending Information
Interpret information contained in formatted texts.
- Identifies purpose, main ideas and key details in prose or formatted texts.
- Compares facts to make choices.
Reproducing Information
Reduce a page of information to an outline or summary.
- Takes notes and reduces written or oral information to important points with accurate details.
- Records details (such as names, addresses, dates, times and directions) legibly and with correct spelling, capitalization and punctuation.
Getting Things Done
Complete forms requiring detailed personal information.
- Identifies the purpose of the form and completes it with all the required information.
- Spells and uses punctuation, capitalization, dates and numbers (and their abbreviations) correctly.
Sharing Information
Write 1 or 2 connected paragraphs to relate a familiar sequence of events, a story, a detailed description, or a comparison of people, things, routines or simple procedures.
- Provides introduction, development and conclusion in adequate paragraph structure.
- Provides accurate descriptions, comparisons or accounts of events in a clear sequence.
Additional Sample Real-World Tasks and Competency Areas
Listen to suggestions on how to reduce personal debt to identify next steps to take. (Getting Things Done)
Call a credit card company to request a change to a credit limit. (Getting Things Done)
Read information about setting successful financial goals. (Comprehending Information)
Create a spreadsheet to manage a small budget for purchasing office supplies or household products. (Getting Things Done)
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.
- Recognize online scams and phishing through messaging on social media platforms, email or phone calls.
Instructors can:
- Introduce websites that are relevant to the task(s).
- Support learners in finding, navigating and using websites.
- Refer learners to programs to improve their digital skills.
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.
