Modification History
Not applicable.
Unit Descriptor
Unit descriptor |
This unit describes the performance outcomes, skills and knowledge required to design, implement and evaluate an adult language, literacy and numeracy professional development program. 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 involved in the educational leadership of adult language, literacy and numeracy professional development programs. Adult language, literacy and numeracy professional development programs include those within training organisations or workplace settings, where an experienced adult language, literacy and numeracy practitioner, provides professional development to other practitioners to develop their skills and knowledge in providing language, literacy and numeracy to adult learners. Professional development programs also occur in community settings, such as in volunteer adult literacy programs. Professional development programs may be formal or informal. Examples of formal programs include delivery of:
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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. Design an adult language, literacy and numeracy professional development program |
1.1. Identify skills and skill development requirements of individuals and teams 1.2. Formulate an adult language , literacy and numeracy professional development program plan in consultation with stakeholders 1.3. Design program to reflect social and educational context in which it operates 1.4. Determine mode and methods for professional development program 1.5. Design participant selection criteria 1.6. Design adult language, literacy and numeracy professional development training sessions 1.7. Design processes for monitoring and evaluating professional development program |
2. Implement and deliver program plan |
2.1. Clarify responsibilities of parties involved in adult language, literacy and numeracy professional development program 2.2. Design professional development activities as required 2.3. Locate and develop resources to support program 2.4. Choose, sequence and conduct professional development activities 2.5. Use formal and informal monitoring to support the professional development, and provide feedback 2.6. Undertake assessment of participants and provide support as required 2.7. Maintain records as required by the training organisation |
3. Evaluate professional development program outcomes |
3.1. Implement program evaluation 3.2. Complete program evaluation report for stakeholders 3.3. Introduce changes to program in response to strategic analysis and participant 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 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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Adult language , literacy and numeracy professional development program may include: |
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Program plan may include: |
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Stakeholders may include: |
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Social and educational context may include: |
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Mode and methods for professional development program may include: |
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Participants may include: |
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Selection criteria may include: |
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Design may include: |
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Responsibilities of parties may include: |
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Professional development activities may include: |
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Resources may include: |
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Feedback may include: |
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Program evaluation may include: |
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Program evaluation report 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 |