^
 
 

Unit of competency details

CHCLLN002 - Support adult language and literacy learning (Release 1)

Summary

Usage recommendation:
Current
Mapping:
MappingNotesDate
Supersedes CHCLLN401A - Support adult language and literacy learning and developmentThis version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages. Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency. 05/Aug/2015

Release Status:
Current
Releases:
ReleaseRelease date
1 1 (this release) 06/Aug/2015

Companion volumes:
Unit of competency Assessment requirements

Delivery:
Find RTOs approved to deliver this unit of competency.

Training packages that include this unit

Qualifications that include this unit

Skill sets that include this unit

Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 070199 Teacher Education, N.e.c.  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 070199 Teacher Education, N.e.c.  02/Nov/2015 
The content being displayed has been produced by a third party, while all attempts have been made to make this content as accessible as possible it cannot be guaranteed. If you are encountering issues following the content on this page please consider downloading the content in its original form

Content

Compare:
Compare content of this unit of competency with other releases or training components
Download:

Unit of competency

Modification History

Release 

Comments 

Release 1

This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages.

Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Application

The unit describes the skills and knowledge required to identify language and literacy skill needs, develop strategies and resources to address those needs, and then support learners during the development of their language and literacy competence.

This unit applies to individuals such as paid or volunteer tutors, who work under the guidance of a program supervisor with language and literacy development expertise.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand standards and industry codes of practice.

Elements and Performance Criteria

ELEMENT 

PERFORMANCE CRITERIA 

Elements define the essential outcomes of a unit of competency

The Performance Criteria specify the level of performance required to demonstrate achievement of the Element

1. Identify learner language and literacy requirements

1.1 Confirm scope of own role and responsibilities in supporting the learner

1.2 Establish learner language and literacy level and needs using appropriate tools

1.3 Identify factors that may inhibit the development of language and literacy skills in consultation with the learner and supervisor according to need

1.4 Negotiate learning needs with learner and establish achievable learning outcomes, in consultation with supervisor

2. Plan strategies and resources

2.1 Plan learning environment, activities and teaching strategies in advance, seeking advice from supervisor or other specialists as required

2.2 Monitor learner understanding and use of language, and gather information to inform own planning

2.3 Adapt or develop resources appropriate to learner needs and context according to program requirements

3. Encourage and model spoken language

3.1 Demonstrate different styles, ranges and contexts of oral communication across appropriate aspects of communication

3.2 Use spoken language to effectively interactwith learner

3.3 Scaffold learning by talking about language

4. Support learners to read and interpret texts

4.1 Determine strategies for supporting learner in interpreting texts, with supervisor where appropriate

4.2 Implement planned strategies to enhance learner abilities and address individual needs

4.3 Encourage learner to problem solve to make meaning from texts

4.4 Use a range of planned strategies to focus learner on specific literacy skills

4.5 Evaluate learning outcomes and discuss with supervisor

5. Enhance learner literacy skills through writing activities

5.1 Use appropriate terminology with learner as planned

5.2 Implement planned strategies to develop learner skills in the use of written language

5.3 Use planned strategies to develop performancefeatures of learner writing

5.4 Evaluate learning outcomes and discuss with supervisor according to need

6. Review strategies used to enhance learner skills

6.1 Monitor learner progress against learning outcomes

6.2 Seek support and feedback from supervisor

6.3 Review and adjust strategies based monitoring and feedback in consultation with supervisor

Foundation Skills

The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.

Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.

Unit Mapping Information

No equivalent unit.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

 

Assessment requirements

Modification History

Release 

Comments 

Release 1

This version was released in CHC Community Services Training Package release 2.0 and meets the requirements of the 2012 Standards for Training Packages.

Significant changes to the elements and performance criteria. New evidence requirements for assessment, including volume and frequency.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

  • supported the development of reading, writing and oral communication skills for at least 3 different adult learners
  • used the following communication and learning strategies:
  • active listening and questioning
  • modelling oral communication
  • scaffolded learning
  • assisting learners to problem solve

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

  • roles and responsibilities of those providing language and literacy support and of their supervisors
  • requirements of the support program, including administrative and confidentiality requirements
  • definition of texts and range of texts that learners need to interpret
  • key concepts of the Australian Core Skills Framework (ACSF), including:
  • the five core skills
  • spiky profiles: varying levels of performance in each core skill
  • factors that may influence performance
  • language and literacy concepts and terminology relevant to learner needs and context
  • relationships between spoken language and literacy
  • factors that inhibit literacy skills development
  • basic communication and learning strategies, including techniques that:
  • model talk to support learner comprehension
  • scaffold learning and assist learners to problem solve
  • tools to evaluate learning outcomes, including the ACSF

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

  • use of suitable facilities, equipment and resources, including:
  • established literacy support programs and resources
  • texts for reading
  • modelling of industry operating conditions, including:
  • provision of services to adults needing language and literacy support
  • interaction with supervisor

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53

Back to top