Modification History
Not applicable.
Unit Descriptor
Unit descriptor |
This unit describes the performance outcomes, skills and knowledge required to devise and provide adult language, literacy and numeracy support services within a training organisation. 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 devise a range of strategies to develop adult language, literacy and numeracy skills in learners enrolled in vocational education and training (VET) within a training organisation, where the vocational course is the major focus. Individuals in this role work collaboratively with a team of VET colleagues and contribute educational leadership in developing adult language, literacy and numeracy skills within the context of vocational courses. They may work alongside VET colleagues by directly teaching individuals and small groups, developing resources and support materials, and designing and delivering self-access materials. This requires that they can apply knowledge of the terminology, language styles, writing conventions, and underpinning skill and knowledge requirements of the technical areas in which the support services are offered, as well as the wider VET environment. Typically, those working in this concurrent support role require wide-ranging skills in formally and informally assessing language, literacy and numeracy skills, and analysing and responding to learner needs. Formal reporting of literacy and numeracy outcomes may not be required. However, those working in this role may work with other VET colleagues on assessment activities through partnerships, assessment panels and other arrangements. Teaching of programs where adult literacy and numeracy is the major focus is covered in TAELLN704A Implement and evaluate delivery of adult language, literacy and numeracy skills. |
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. Research language, literacy and numeracy demands of vocational training context |
1.1. Identify broad issues for involvement in training through consultation with relevant parties 1.2. Analyse training specification outcomes to identify language, literacy and numeracy skills required for successful performance 1.3. Analyse learner and assessment materials to identify language, literacy and numeracy required for successful performance 1.4. Analyse training and assessment processes in terms of language, literacy and numeracy demands on learners 1.5. Analyse workplace practices to determine language, literacy and numeracy skills required 1.6. Develop a profile of language, literacy and numeracy requirements of vocational context |
2. Analyse individual's language, literacy and numeracy skills |
2.1. Develop profile of potential participants 2.2. Identify language, literacy and numeracy skills of potential participants 2.3. Make diagnostic judgements about individual's language, literacy and numeracy skills in relation to vocational requirements |
3. Develop a language, literacy and numeracy support strategy for vocational training |
3.1. Plan most appropriate mode (s ) of training 3.2. Plan instructional sequence that links to identified language, literacy and numeracy training needs 3.3. Plan training arrangements 3.4. Undertake joint planning when working with content experts to integrate language, literacy and numeracy with teaching and assessment activities 3.5. Seek advice on technical matters from others in the VET environment when required 3.6. Confirm own role and responsibilities in training and assessment context with relevant parties 3.7. Confirm stages and processes for gathering evidence for assessment, and monitoring and evaluating training with relevant parties |
4. Select and apply a range of teaching strategies to develop language, literacy and numeracy skills relevant to vocational context |
4.1. Evaluate teaching strategies to determine those most appropriate for individual learners in particular vocational context 4.2. Apply strategies to interpret, explain and produce features of spoken and written English texts used within vocational context 4.3. Teach terminology and language of the industry and workplace 4.4. Apply strategies to interpret and teach mathematical features 4.5. Incorporate adult learning practices 4.6. Work with VET colleagues to develop their approach to addressing language, literacy and numeracy issues within their training |
5. Participate in assessment processes |
5.1. Make assessment arrangements consistent with quality compliance processes 5.2. Provide advice to vocational trainers and assessors about appropriate reasonable adjustment in conducting assessments 5.3. Complete reports as required by relevant bodies |
6. Evaluate support services |
6.1. Review the support services in collaboration with others 6.2. Modify the support services in line with recommendations from the review |
Required Skills and Knowledge
Required knowledge |
|
Evidence Guide
EVIDENCE GUIDE |
|
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. |
|
Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the ability to:
|
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:
|
Guidance information for assessment |
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
|
Range Statement
RANGE STATEMENT |
|
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. |
|
Broad issues for involvement may include: |
|
Relevant parties may include: |
|
Training specifications may include: |
|
Workplace practices may include: |
|
Profile of potential participants may include: |
|
Identifying language, literacy and numeracy skills may be: |
|
Diagnostic judgements may include: |
|
Most appropriate mode (s ) of training may include: |
|
Training arrangements may include: |
|
Own role and responsibilities may include: |
|
Teaching strategies may include: |
|
Adult learning practices may include: |
|
Working with VET colleagues may include: |
|
to develop their language, literacy and numeracy teaching capacity to develop their language, literacy and numeracy teaching capacity to develop their language, literacy and numeracy teaching capacity
Unit Sector(s)
Unit sector |
Competency field
Competency field |
Language, literacy and numeracy practice |
Co-requisite units
Co-requisite units |