Real-World Task Guidelines:
Stage II
CLB 7
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 moderately complex directions and 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.
- Seeks clarification and confirmation if required.
Comprehending Information
Understand descriptive or narrative monologues or presentations related to everyday, personally relevant topics or situations.
- Identifies factual details, main ideas and supporting details.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
Comprehending Information
Understand extended descriptive or narrative monologues or presentations about personal experiences, general knowledge or familiar work-related topics, even when some information is presented out of sequence.
- Identifies rhetorical discourse markers and patterns of chronological order and sequence, comparison and contrast, and cause and effect.
- Interprets factual information, explanations and opinions.
Interacting With Others
Participate in less routine social conversations for many everyday purposes.
- Shows developing ability to hold the floor and to resume after an interruption.
- Asks follow-up questions to keep the conversation going.
Giving Instructions
Give instructions and directions for technical and non-technical tasks, procedures and processes.
- Uses clear references and provides necessary details.
- Checks to confirm understanding.
Getting Things Done
Give extended warnings, suggestions, recommendations or advice.
- Uses appropriate persuasive arguments.
- Uses modals with the appropriate level of politeness.
Sharing Information
Give detailed information; express and qualify opinions and feelings; express reservations, approval, disapproval, possibilities and probabilities one-on-one and in small group discussions or meetings.
- Provides necessary information.
- Summarizes information and ideas to clarify and confirm understanding.
Comprehending Information
Interpret information contained in moderately complex formatted texts.
- Follows the sequence of a narration or process.
Comprehending Information
Understand moderately complex extended descriptions, reports and narrations on familiar topics.
- Distinguishes facts from opinions.
- Evaluates ideas in text to draw conclusions.
Reproducing Information
Reduce a text of up to about 2 pages to an outline or summary.
- Conveys the essential information.
- Records details such as names, addresses, dates and directions with correct spelling.
Getting Things Done
Complete extended 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.
Additional Sample Real-World Tasks and Competency Areas
Take advice about how to safely set up and use a payment app such as Paypal or Venmo. (Getting Things Done)
Explain to a friend the difference between a chequing account, savings account and a high-yield savings account, and give advice about opening different accounts. (Getting Things Done)
Read a workplace document about an employer pension plan and identify details about how much they will match contributions. (Comprehending Information)
Write an email to a coworker explaining how your team budgeted for a project. (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.
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.
