Modification History
Not applicable.
Unit Descriptor
Unit descriptor |
This unit describes the performance outcomes, skills and knowledge required to initiate, research, design and develop resources to support adult language, literacy and numeracy learning. 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 initiating, developing and evaluating teaching and learning resources with broad applicability to the vocational education and training (VET) sector. These include:
Adult language, literacy and numeracy resources may take a variety of forms, such as materials for practitioners; learner guides; participant resources; and assessment materials, including RPL. They may include e-learning resources, such as computer-based learning resources, simulations, interactive CDs and DVDs, and m-learning using mobile telephone communication. This unit does not include the technical skills required to develop e-learning and m-learning resources. Practitioners developing materials to support learning at the local level are also advised to consider TAADES502B Design and develop learning resources. |
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. Confirm need for language, literacy and numeracy resource |
1.1. Identify possible need for language, literacy and numeracy resource 1.2. Research the language, literacy and numeracy skills and learning strategies to be developed in the resource 1.3. Evaluate existing resources for language, literacy and numeracy skills 1.4. Evaluate whether existing resources reflect current language , literacy and numeracy research and theoretical understandings of good practice 1.5. Evaluate existing resources for accessibility 1.6. Identify opportunities for contextualising existing resources |
2. Establish support for resource development |
2.1. Design broad format of resource 2.2. Locate and access funding sources 2.3. Identify suitable stakeholders for a representative consultative group 2.4. Develop effective relationships with relevant experts 2.5. Refine project brief in consultation with stakeholders and relevant experts 2.6. Prepare project plan for sign-off by the representative consultative group |
3. Design the adult language, literacy and numeracy resource |
3.1. Produce summary of desirable features of resource 3.2. Consider range of design features appropriate to audience 3.3. Agree on best design options with key stakeholders 3.4. Ensure processes comply with relevant policy, legislation, codes of practice and national standards |
4. Develop the adult language, literacy and numeracy resource |
4.1. Select content appropriate to project brief 4.2. Develop activities to ensure coverage of skills and knowledge 4.3. Reflect theoretical understandings of adult language, literacy and numeracy skill development in the choice and sequencing of content 4.4. Align language, literacy and numeracy content to recognised frameworks to ensure consistent interpretation and delivery 4.5. Seek and review feedback on the resource from a wide range of sources and incorporate feedback as appropriate |
5. Evaluate the resource |
5.1. Review design and development process against appropriate evaluation criteria 5.2. Review final product against the brief to ensure it meets all requirements 5.3. Identify a mechanism for ongoing monitoring and responses to feedback |
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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Identifying need for resource may include consideration of: |
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Evaluating may include: |
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Evaluating resources for reflection of current language , literacy and numeracy research and theoretical understandings of good practice may include: |
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Evaluating resources for accessibility may include: |
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Broad format may include: |
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Access to funding sources may include consideration of: |
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Representative consultative group may include: |
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Relevant experts may include: |
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Refining the project brief may include: |
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Project plan may include: |
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Design features may include: |
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Ways in which theoretical understandings of skill development may be reflected in the content include: |
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Evaluation criteria 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 |