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:

analyse frameworks, theories and teaching approaches that underpin the teaching of adult literacy, demonstrating a significant depth of knowledge, which has been applied to analyse the literacy needs of those participating in literacy provision

select appropriate learning resources

devise, select and apply adult literacy teaching strategies appropriate to learner needs and delivery context, and demonstrate the rationale for the selection

evaluate effectiveness of teaching strategies.

Context of and specific resources for assessment

Assessment must ensure access to:

a suitable workplace environment

research about profiles of those participating in literacy provision

wide range of resources about adult literacy theories and approaches

resources to support adult literacy teaching.

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:

direct observation or video recording of candidate's adult language, literacy and numeracy practice

evaluation of a portfolio of evidence comprising:

learner responses and feedback

personal reflections

planning notes

preparation, such as detailed session plans, learning activities and assessment tools

samples of resources

review of work samples, which may include session plans, units of work, resources, assessment tasks, evaluations and other work documents

questioning to establish required knowledge

review of third-party reports.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

TAELLN702A Analyse and apply adult numeracy teaching practices

TAELLN704A Implement and evaluate delivery of adult language, literacy and numeracy skills.

Required skills

analysis and interpretation skills to:

evaluate relevant theories and teaching approaches in relation to those participating in literacy provision

identify and analyse literacy embedded in selected contexts

interpret information from pre-training assessments to identify and respond to learner needs, goals, skills and learning styles

communication skills to:

facilitate discussions to encourage sharing of strategies and exploration of different solutions to problems

give clear explanations, present concepts clearly and respond to questions effectively

vary teacher talk to adjust to the English language level of others, including code-shifting activities where relevant to learners

computer skills to:

evaluate literacy development software

teach skills needed to use email, SMS messaging and the internet

teach software packages, including educational software

initiative, enterprise and creativity to:

devise, select and vary teaching strategies

interpret literacy theories in light of current practices

seek appropriate resources and materials

learning skills to maintain currency and relevance of knowledge

literacy skills to:

analyse texts for teaching and learning purposes

customise texts to suit reading levels of audience

design and produce materials to facilitate learning

model written genres

read and interpret complex texts, analyse theoretical viewpoints and form judgements

research current approaches to literacy teaching

write complex texts that meet audience needs

numeracy skills to:

communicate using formal and informal language, symbolic and diagrammatic representations and conventions of mathematics

identify mathematical information and meaning in activities and texts

solve a range of numeracy problems within adult contexts

planning and organising skills to:

identify relevant resources

monitor and evaluate participant progress

plan a sequence of learning activities consistent with a conceptual framework

problem-solving skills to:

analyse, identify and develop strategies to meet identified challenges

identify specific difficulties of those participating in literacy provision

self-management skills to:

comply with requirements, codes of practice and organisational policies and procedures

maintain evidence of performance for a portfolio

Required knowledge

adult learning principles and practices as they apply to teaching literacy

applied linguistics for teaching purposes, for example:

code switching and use of non-standard Australian English

conventions of formal English in a range of genres and registers

text analysis, including how to analyse the linguistic structure and features of a text

understanding learner needs in a multilingual and multicultural learning environment

cognitive processes involved in reading, writing, speaking and listening

diverse needs of those participating in literacy provision and learning resources to support them

English language systems and structures, including basic features of English grammar, phonology and lexis development

knowledge of generic features of texts

national standards, such as:

accredited course documentation

ACSF

Australian Qualifications Framework (AQF)

Australian Quality Training Framework (AQTF)

Training Packages

range of literacy provision in VET, the workplace and the community

relationship of teaching practice to adult literacy teaching theories, such as:

applied linguistics

applied social theory and sociolinguistics

cognitive and metacognitive theories

critical literacy

humanistic and progressivist pedagogy

psycholinguistics

variables that interact to determine the level of difficulty of literacy tasks, for example:

application of language in variety of settings, including personal communication, social communication or workplace communication

familiarity of context

length and complexity of text language and structure

degree of inference the reader is required to make or how explicit a text is

kind of information in a text, for example concrete compared to abstract

extent of support required to respond to a text

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.

Applyingadult learning principles may include:

acknowledging learners' non-standard English as valid communication and a resource for learning

acknowledging that literacy learners have an implicit knowledge of the grammar of spoken and written English, possibly including non-standard varieties

acknowledging the impact on learning of sociocultural differences and attitudes to schooling

assisting learners to assume increasing responsibility for defining their learning objectives, planning their own learning and evaluating their progress

assisting learners to use learning resources, including new technology

creating a supportive environment to encourage efforts to change and to take risks with new literacy learning

emphasising experiential, participative and project-based instructional methods and appropriate use of modelling

encouraging learners to draw on own life experience and world knowledge to make meaning from texts

encouraging learners to reflect on ways literacy skills can empower them

reinforcing learners' view of themselves as learners and doers, by providing for progressive mastery

selecting tasks and content in learning resources appropriate to adult learners in a multicultural context

supporting learners to make links between the development of their literacy skills and areas of current or future employment and other areas of importance to them.

Provision for learning literacy in VET contexts may include:

community programs integrating literacy into activities

literacy integrated into other VET programs

literacy integrated into workplace activities, for example in Workplace English Language and Literacy (WELL) programs

stand-alone adult literacy classes.

Diversity may include:

individual characteristics that limit skills in literacy or ability to achieve goals, such as:

culturally and linguistically diverse backgrounds

effects of socioeconomic factors

low levels of formal schooling

low or limited meta-cognition skills, including adults with a learning or mild intellectual disability

physical or socio-emotional disabilities that impact on learning

'spiky profiles' where oral communication, reading and writing skills vary

range in individual's literacy skills in relation to established frameworks such as ACSF, Training Package requirements and accredited course levels

range of motivation that leads adults to seek literacy provision.

Learninggoals may include:

completing equivalent to compulsory schooling in Australia

completing VET course

gaining employment

improving own education

interacting with bureaucracy

interacting with family and community

maintaining current job or managing promotion to next level

pursuing own interests.

Identifying may include:

analysing features of language at the level of:

discourse or text

sentence and phrase

analysing language of texts for teaching and learning purposes to establish the required literacy skills

analysing tasks to identify their level of difficulty

identifying vocabulary and grammar appropriate to genre and register in a particular context

interpreting requirements of training products and texts in wider use.

Teaching approaches may include:

bilingual approaches or peer support where individuals have low levels of English language

developing lexical and grammatical choices appropriate to genre and register

drawing on range of supports to learning, such as assistive technology

encouraging learners to use own life experiences to illustrate and clarify learning

exploring learners' previous experiences of literacy learning so that learners' perceptions become more positive

multi-sensory approaches, and activities and resources that build on learners' strengths

sequencing activities to reflect increasing level of skill development

using a variety of learning modalities, including:

visual

kinaesthetic

sensory

using a variety of learning resources, including:

games

hands-on activities

real-life materials

visual materials

using strategies that teach learners dominant literacy practices.

Strategies to teach awareness of how language works may include:

acknowledging the relationship between language and social, cultural, political and religious identity

analysing how language varies and changes to suit needs of different groups and how this influences language use

developing meta-language skills and including activities to support learners in their own use of meta-language

discussing language and power relations in order to encourage recognition of dominant language / standard English if appropriate

discussing the role language plays in the formation, maintenance and transformation of power relations

discussing the role language plays in meeting work requirements effectively in a workplace setting

teaching differences between spoken and written forms.

Learning resources may include:

bilingual and multicultural resources

computer-based delivery, software applications, educational software and CDs

documentation drawn from a workplace or vocational environment

everyday texts used by adults, including newspapers, magazines, newsletters, and fiction or non-fiction texts

online resources, including browsers, websites and social networking sites

resources drawn from a workplace or vocational environment

technology used in everyday life, such as automated teller machines (ATMs) and ticket machines.

Devising activities at a range of levels of difficulty may include:

analysing variables that underpin level of difficulty of literacy tasks

drawing on sample activities from levels 1 to 5 of the ACSF.

Strategies to teach reading skills may include:

analysing texts as reflection of writer's culture, experiences and values

analysing features of a range of text types, including:

electronic and printed texts

multi-modal texts

texts containing visual elements

building decoding skills

building meaning-making strategies

developing vocabulary

discussing effectiveness of the text

discussing audience and purpose

using phonological strategies, such as:

letter-sound relationships

blending activities.

Strategies to teach writing skills may include:

building skills through discussion, modelling, scribing, copying and group writing

building text level skills by:

sequencing, paragraphing and using cohesive devices

using layout features

developing sub-skills, such as:

graphology, including handwriting / word processing and punctuation

grammatical structures

vocabulary

spelling patterns of English

evaluating the effectiveness of writing

providing opportunities to draft and edit

selecting relevant texts as models

using, providing and constructing meaningful contexts and purposes for writing activities as they relate to specific requirements, such as workplace recording and reporting requirements.

Strategies to teach oral communication skills may include:

analysing audience and purpose of communication, such as conveying informational requirements in the workplace

developing skills to use a range of registers and styles

interactional strategies, such as:

varying language to reflect changes in social relations or contexts

using voice tone, volume and content to suit different social contexts

using appropriate introductions and greetings

turn taking.