Modification History
Not applicable.
Unit Descriptor
Unit descriptor |
This unit describes the performance outcomes, skills and knowledge required to formulate and lead a strategy for adult language, literacy and numeracy skill development in a community program. The unit addresses the research, analysis and application of practice that supports language, literacy and numeracy development in community programs. 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 adult language, literacy and numeracy practitioners who draw on their skills and knowledge to formulate and implement strategies to support programs that meet community needs. Community organisations may seek to create awareness of a community or personal issue, such as health literacy or financial literacy, and to change behaviour in relation to it. Support from adult language, literacy and numeracy practitioners may be required to ensure the program reaches the widest possible audience by identifying and addressing language, literacy and numeracy barriers to participation, and developing strategies to assist individuals to achieve their personal goals by developing underpinning language, literacy and numeracy skills. Community programs may also teach skill development in non-vocational areas, such as basic computing, personal budgeting or cooking. An adult language, literacy and numeracy practitioner may identify underpinning skills needed for successful completion of these courses and develop strategies to support delivery. |
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. Clarify purpose for involvement |
1.1. Identify goals for community program through consultation with relevant personnel 1.2. Clarify and define role of adult language, literacy and numeracy practitioner with community program personnel 1.3. Identify funding source and note parameters of program focus 1.4. Identify evaluation and reporting requirements |
2. Analyse language, literacy and numeracy requirements of community program |
2.1. Analyse English language , literacy and numeracy implications of program goals 2.2. Examine potential risks relating to language, literacy and numeracy impacting on effectiveness of community program 2.3. Identify intended target group in consultation with program managers 2.4. Investigate possible issues for the target group in meeting program goals |
3. Provide leadership in designing language, literacy and numeracy support for the program |
3.1. Design the most appropriate strategy, based on theoretical understandings of adult language, literacy and numeracy 3.2. Recommend the most appropriate strategy given the profile of the target group and the program goals 3.3. Confirm the language, literacy and numeracy component of the overall project plan with community program personnel 3.4. Develop an evaluation strategy to enable ongoing monitoring of the language, literacy and numeracy component |
4. Implement support for the program |
4.1. Establish project support systems with community program personnel 4.2. Design and develop resources that address the language, literacy and numeracy components of the program |
5. Devise a communications strategy |
5.1. Analyse possible barriers to communication with the target group 5.2. Draft guidelines to support the development of communication with the target group at an appropriate language and literacy level 5.3. Analyse communications to ensure compliance with guidelines |
6. Review the language, literacy and numeracy component of the project plan |
6.1. Implement the evaluation strategy 6.2. Review the implementation of the language, literacy and numeracy component periodically and make modifications when required 6.3. Review project outcomes for target group 6.4. Meet reporting requirements of stakeholder groups |
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:
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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Goals for community program may include: |
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Role may include: |
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Language , literacy and numeracy implications of program goals may include: |
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Potential risks may include: |
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Intended target group may include: |
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Theoretical understandings may include: |
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Appropriate strategies may include: |
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Evaluation strategy may include: |
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Guidelines 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 |