Modification History
Not applicable.
Unit Descriptor
Unit descriptor |
This unit describes the performance outcomes, skills and knowledge required to design and review programs that develop adult language, literacy and numeracy skills. The unit requires analysis of factors that impact on the design of programs where adult language, literacy and numeracy are the major focus, such as the Language, Literacy and Numeracy Program (LLNP). No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement. |
Application of the Unit
Application of the unit |
This unit applies to practitioners who design programs for the delivery of adult language, literacy and numeracy skills and knowledge. Practitioners design programs to meet specific requirements of funding bodies and learners accessing adult language, literacy and numeracy provision. Programs are based on delivery of accredited courses in states and territories. The accredited course when contextualised to meet a particular purpose is here described as 'a program'. Designing adult language, literacy and numeracy programs requires a broad skills and knowledge base in adult language, literacy and numeracy pedagogy and teaching approaches. These skills and knowledge are covered in:
The skills and knowledge needed for delivering and assessing adult language, literacy and numeracy skills in a range of delivery contexts are covered in TAELLN704A Implement and evaluate delivery of adult language, literacy and numeracy skills. The design and delivery of specific language-based courses may require additional qualifications as set out in accredited course documentation. |
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
Prerequisite units |
Employability Skills Information
Employability skills |
This unit contains employability skills. |
Elements and Performance Criteria Pre-Content
Elements describe the essential outcomes of a unit of competency. |
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Examine parameters of adult language, literacy and numeracy program design |
1.1. Analyse program funding guidelines to establish program parameters 1.2. Use knowledge of pedagogies of adult language, literacy and numeracy to clarify program focus 1.3. Clarify eligibility requirements 1.4. Research range of course options |
2. Select course level and units |
2.1. Analyse courses to identify underpinning theoretical frameworks 2.2. Examine qualification packaging rules of courses 2.3. Select course with qualification packaging rules that meet the program focus 2.4. Analyse outcome statements of course at a range of levels, to select suitable level for the program 2.5. Review units of competency and Assessment Guidelines from Training Packages 2.6. Select units relevant to level and program focus, consistent with qualification packaging rules |
3. Tailor program to meet needs of learner group |
3.1. Access pre-training assessment records to establish learner needs , goals, skills and learning styles 3.2. Establish profile of the learner group 3.3. Select learning resources and program content consistent with learner profiles and program focus |
4. Design program structure |
4.1. Use knowledge of language, literacy and numeracy learning needs of culturally and linguistically diverse adults to plan program structure 4.2. Use knowledge of language, literacy and numeracy skill development to sequence learning 4.3. Select delivery options 4.4. Prepare delivery and assessment plan consistent with course content and learner needs, goals, skills and learning styles 4.5. Plan collaborative arrangements for teaching and learning activities when more than one practitioner is working with a group of learners 4.6. Note reporting requirements of funding body and build in at appropriate points in the program |
5. Review the program design |
5.1. Devise criteria by which the program is reviewed 5.2. Review the program design in collaboration with others 5.3. Modify the program design according to recommendations from the review |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
This section describes the skills and knowledge required for this unit. |
Required skills |
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Required knowledge |
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Evidence Guide
EVIDENCE GUIDE |
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The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the ability to:
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Context of and specific resources for assessment |
Assessment must ensure access to:
Assessment must also ensure the use of culturally appropriate processes, and techniques appropriate to the language, literacy and numeracy capacity of the candidate and the work being performed. |
Method of assessment |
A range of appropriate assessment methods should be used to determine competency. The following examples are appropriate for this unit:
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Guidance information for assessment |
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
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Range Statement
RANGE STATEMENT |
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The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. |
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Program funding guidelines may include: |
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Program parameters may include: |
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Program focus may include: |
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Eligibility requirements may include: |
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Course options may include: |
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Underpinning theoretical frameworks may include: |
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Qualification packaging rules may include: |
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Suitable units of competency from Training Packages may include: |
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Assessment Guidelines from Training Packages may include: |
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Learner needs may include: |
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Profile of the learner group may include: |
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Delivery options may include: |
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Delivery and assessment plan may include: |
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Collaborative arrangements may include: |
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Unit Sector(s)
Unit sector |
Competency field
Competency field |
Language, literacy and numeracy practice |
Co-requisite units
Co-requisite units |