Unit of competency details

Version 

Comments 

TAELLN501B

Released with TAE10 Training and Education Training Package version 2.0

ELEMENT 

PERFORMANCE CRITERIA 

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.

1. Analyse the purpose and context for language, literacy and numeracy development

1.1 Analyse the language, literacy and numeracy requirements of the training specification  or learning situation

1.2 Analyse the language, literacy and numeracy requirements of the training context 

2. Determine learners’ language, literacy and numeracy skill level

2.1 Identify each learner’s language, literacy and numeracy background

2.2 Identify factors  or potential barriers  that may affect the learner’s development of language, literacy and numeracy skills

2.3 Determine learner’s existing language, literacy and numeracy skill level using relevant validated tools  and other approaches 

3. Design and apply strategies to develop literacy and numeracy skills

3.1 Examine limited range of strategies to develop reading,  w riting, speaking, listening and numeracy skills  

3.2 Analyse strengths, needs and learning strategies of learners in relation to goals 

3.3 Confirm areas for skill development with learner

3.4 Select and implement strategies

3.5 Access relevant language, literacy and numeracy learning resources

3.6 Modify resources to meet language, literacy and numeracy learning needs, and in relation to context

4. Review strategies

4.1 Monitor learner progress

4.2 Seek support and feedback from colleagues  whenever required

4.3 Review strategies in terms of their effectiveness and feedback received

Required skills 

• communication skills to communicate with a range of people for varying purposes to:

• clarify meaning
• give and respond to feedback
• provide instruction
• teach technical terms and language

• computer skills to teach digital literacy skills
• literacy skills to:

• customise learning materials to suit reading levels of learner
• design and produce materials
• locate and evaluate information within texts
• write fluently, accurately and legibly using appropriate text types

• numeracy skills to:

• explain terminology, processes and calculations
• use a combination of formal and informal oral mathematical and general language

• planning and organising skills to plan learning opportunities for learners
• problem-solving skills to:

• analyse, identify and develop strategies to meet identified challenges
• identify difficulties of those participating in provision
• select and use a variety of problem-solving strategies

• self-management and learning skills to:

• develop and adjust own teaching practice
• reflect on and improve own professional practice
• use advice from colleagues and others to adjust strategies

• teamwork skills to cultivate collaborative and participative work relationships.

Required knowledge 

• current function of language, literacy and numeracy skills in Australian society, including how LLN skills impact an individual’s participation in work, education and community
• the profile of language, literacy and numeracy competence in Australia, according to recent research, such as surveys conducted by Australian Bureau of Statistics
• the Australian Core Skills Framework (ACSF)
• how context affects language use, including:

• how choice of linguistic style is affected by roles and relationships
• how levels of formality are affected by factors such as age, role and ethnicity
• how meaning making relies on linking to context
• how people may be more proficient in some contexts and less in others

• variety of ways texts can be approached, depending on purpose of reader, for example skimming, scanning and critical analysis
• numeracy and language knowledge to the level of the numeracy and language being taught.

Overview of assessment 

Critical aspects for assessment and evidence required to demonstrate competency in this unit 

Evidence of the ability to:

• determine language, literacy and numeracy levels using tools based on the ACSF, for at least ten (10) learners
• select and apply language, literacy and numeracy support strategies relevant to each learner’s context and purpose, for at least ten (10) learners
• review strategies.

Context of and specific resources for assessment 

Assessment must ensure access to:

• learners wishing to develop language, literacy and numeracy skills
• appropriate adult literacy and numeracy teaching resources
• support from colleagues.

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 

Guidance information for assessment 

Language, literacy and numeracy skills  include:

• core skills, as described by the Australian Core Skills Framework
• the range of learning, reading, writing, oral communication and numeracy skills required to participate in work and the wider community.

Training specification  may include:

• training package units of competency
• learning outcomes from accredited courses
• non-accredited industry programs

Training context  describes:

• the environment in which the learning takes place, which may include:

• work setting
• community setting
• training organisation

• may also include situational or sociocultural contexts.

Language, literacy and numeracy background  may include:

• past experiences in the education system
• country or location in which language was learned
• the style by which language was learned
• identity as a learner
• age
• culture
• ethnicity
• socioeconomic background.

Factors  that affect development of language, literacy and numeracy skills may include:

• disability
• emotional factors
• ethnicity
• learning difficulties
• personal factors
• physical factors, such as eyesight and hearing
• socioeconomic status.

Potential barriers  that affect development of language, literacy and numeracy skills may include:

• cultural barriers relating to, for example:

• identity
• language

• personal barriers relating to, for example:

• family circumstances
• physical factors
• previous formal schooling experiences
• social circumstances

• language barriers relating to, for example:

• influence of the first language on later language learning
• use of standard English or non-standard English

• learning difficulties.

Validated tools  include:

• tools based on the ACSF
• tools validated by LLN specialists.

Other approaches  for identifying learners with language, literacy and numeracy needs may include:

• learner cues, such as reluctance to complete work in class time, and distracting or avoidance activities
• feedback from other practitioners
• information from pre-training enrolment forms
• limited exposure to English language.

Strategies to develop reading skills  may include:

• critical literacy strategies
• skimming, scanning and reading for detail
• those that focus on sociolinguistic factors
• those that focus on syntax, semantics and grapho-phonic cues.

Strategies to develop writing skills  may include:

• graphology for Roman script and word processing
• features and use of grammar, punctuation and spelling and role of these in meaning making
• working from models of texts
• writing process of planning, drafting and editing.

Strategies to develop speaking skills  may include:

• conversation
• modelling and repetition
• pair or group work
• simulated work activities.

Strategies to develop listening skills  may include:

• listening for key information in longer spoken text
• modelling and repetition.

Strategies to develop numeracy skills  may include:

• communicating number concepts, skills and information
• discussing range of possible responses to problems
• drawing on range of knowledge to solve problems
• drawing on real-life problems
• identifying and using appropriate strategies and processes to solve problems.

Goals  may include:

• to work more effectively
• those related to VET learning programs
• employment
• community participation
• personal goals.

Colleagues  may include:

• colleagues more experienced and familiar with working with learners with language, literacy and numeracy needs
• colleagues working in other language, literacy and numeracy programs
• coordinators of adult literacy and numeracy professional development programs.