Modification History
Not applicable.
Unit Descriptor
Unit descriptor |
This unit describes the performance outcomes, skills and knowledge required to plan, develop, monitor, and assess adult language, literacy and numeracy skills at different levels and in vocational education and training (VET) contexts. It also includes the performance outcomes, skills and knowledge required to evaluate delivery. 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 those who deliver adult language, literacy and numeracy skills provision, including:
Delivery and assessment of adult literacy and numeracy skills require a broad skills and knowledge base in adult literacy and numeracy theory and practice. These skills and knowledge are covered in TAELLN701A Analyse and apply adult literacy teaching practices, and TAELLN702A Analyse and apply adult numeracy teaching practices. The profile of those wishing to participate in adult literacy and numeracy learning is typically culturally and linguistically diverse. The performance outcomes, skills and knowledge required for working with culturally and linguistically diverse adults in a range of contexts are described in TAELLN703A Develop English language skills of learners. This unit aims to develop expertise in planning, delivering and assessing programs that address adult language, literacy and numeracy skills and knowledge. |
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. Plan to develop adult language, literacy and numeracy skills |
1.1. Analyse training specifications 1.2. Analyse initial assessments to establish learner profiles 1.3. Ensure legal , organisational and ethical requirements of delivery and assessment are met 1.4. Plan delivery program with others if relevant 1.5. Plan evaluation strategy with others if relevant |
2. Plan delivery within relevant frameworks |
2.1. Prepare session plans to ensure coverage of skills and knowledge outcomes of training specification according to relevant frameworks 2.2. Select content appropriate to learners' needs , interests and goals, and reflecting learning context 2.3. Confirm content of activities with others to ensure learning goals are addressed 2.4. Choose and sequence teaching activities to reflect theoretical understandings of skill development 2.5. Construct frequent and varied opportunities for learners to demonstrate achievement of skills 2.6. Select wide range of print , media and electronic text appropriate to learner purposes |
3. Select and apply adult language, literacy and numeracy teaching strategies appropriate to context |
3.1. Evaluate teaching strategies to determine those most appropriate for the specific learners, learning styles, groups and learning context 3.2. Contextualise strategies to teach adult literacy and numeracy skills to meet learner needs 3.3. Contextualise strategies to teach learning skills to meet learner needs 3.4. Use knowledge of language, literacy and numeracy skill development to facilitate learning 3.5. Establish productive relationships with learners using interpersonal skills |
4. Monitor adult language, literacy and numeracy skill development |
4.1. Use formative assessment to monitor learner progress and modify course design 4.2. Identify perceived barriers to skill development and address them where possible 4.3. Provide guidance to learners about other options and relevant services when appropriate 4.4. Maintain records of individual learners' progress as the basis of reporting |
5. Design and implement assessment processes |
5.1. Ensure assessment processes are consistent with training specification requirements 5.2. Develop assessment tools consistent with training specification requirements 5.3. Conduct assessment, making reasonable adjustments appropriate to learner needs 5.4. Provide feedback to learners to facilitate continuous improvement 5.5. Maintain records of assessment decisions 5.6. Map learner outcomes to reporting instruments and complete reports |
6. Evaluate program |
6.1. Collect feedback on assessment process from relevant parties 6.2. Review program in light of evidence and make changes as necessary |
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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Training specifications may include: |
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Learner profiles may include: |
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Legal , organisational and ethical requirements may include: |
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Planning delivery program may include: |
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Others may include: |
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Planning delivery within relevant frameworks includes consideration of: |
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Learners' needs may include development of skills, such as: |
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Ways in which theoretical understandings of skill development may be reflected in the choice and sequence of teaching activities include: |
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Theoretical understandings of skill development may include: |
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Wide range of print , media and electronic text may include: |
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Facilitating learning may include: |
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Other options may include: |
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Reasonable adjustments may take into account: |
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Reporting instruments may include: |
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Reports may include: |
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Relevant parties 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 |