List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
Elements Elements describe the essential outcomes | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Analyse and apply conceptual frameworks and theories underpinning literacy teaching | 1.1 Examine theories that inform adult literacy teaching and their application 1.2 Identify frameworks and structures that apply to adult literacy delivery in vocational education and training (VET) contexts 1.3 Investigate how adult learning principles contribute to an environment conducive to developing literacy skills 1.4 Identify the range of provision for learning literacy in VET contexts |
2. Research literacy requirements of those participating in literacy provision | 2.1 Identify diversity of skills and backgrounds of those participating in literacy provision 2.2 Identify range of learning goals of those participating in adult literacy provision 2.3 Use validated frameworks to develop and evaluate learner LLN profiles 2.4 Review own literacy skills and knowledge in relation to addressing the skill needs of others |
3. Select from a range of teaching approaches and learning resources to develop participants’ literacy skills and knowledge | 3.1 Evaluate teaching approaches that support the development of participants’ literacy skills and knowledge in authentic and relevant contexts 3.2 Determine applicability of teaching approaches to specific needs, levels of literacy, learning styles, and context of those participating in literacy provision 3.3 Examine learning resources from traditional, new and emerging technologies, that link to literacy learning outcomes and promote learner engagement with tasks and activities 3.4 Evaluate materials relevant to social and cultural needs of those participating in literacy provision |
4. Apply and evaluate strategies for teaching literacy skills and knowledge | 4.1 Devise activities that integrate literacy skills appropriate to specific needs, levels of literacy, learning styles, and context of those participating in literacy provision 4.2 Devise and apply activities that integrate numeracy skills appropriate to specific needs, levels of literacy, learning styles and context of those participating in literacy provision 4.3 Apply strategies to teach reading and writing skills at text, sentence and word levels 4.4 Apply strategies to teach oral communication skills with a range of audiences 4.5 Apply strategies to develop learning skills 4.6 Use formal and informal monitoring to evaluate effectiveness of teaching strategies |
Evidence of the ability to:
analyse the literacy demands of a VET delivery context and the literacy needs of those participating in literacy provision with reference to national standards and frameworks
develop and evaluate learner profiles for at least 2 adult literacy learners using a range of resources and frameworks to capture relevant information incorporating diversity of skills, backgrounds and learning goals
plan a series of adult literacy teaching activities, comprising at least 5 sessions, for a specific VET context and learner group, integrating the macro skills of reading, writing, speaking and listening, and:
selecting and using a range of learning resources and teaching approaches to develop adult literacy skills based on adult learning principles and practices, and the identified needs of the learner group
documenting at least 2 reading and 2 writing activities and 2 speaking and listening activities to deliver within a sequence of adult literacy provision
deliver adult literacy teaching activities to at least 2 learners for a period of up to one hour each
use formal and informal monitoring techniques to evaluate effectiveness of teaching strategies.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.
To complete the unit requirements safely and effectively, the individual must:
evaluate own literacy levels using the Australian Core Skills Framework (ACSF) and identify implications for the delivery of skills to others within a range of VET delivery contexts
explain how the diverse needs of those participating in literacy provision impact on the design of learning programs and the selection of learning resources
describe how aspects of applied linguistics have been used in the design of adult literacy activities to meet the needs of the learner group, incorporating:
code switching and use of non-standard Australian English
conventions of formal English in a range of genres and registers
text analysis
learner needs in a multilingual and multicultural learning environment
explain how at least 2 adult literacy teaching theories inform own teaching practice
explain how numeracy embedded within a literacy task can be addressed in a teaching activity.
Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the language, literacy and numeracy practice field of work and include access to:
opportunities to participate in practical exercises and projects
research about profiles of those participating in literacy provision
resources about adult literacy theories and approaches
resources to support adult literacy teaching.
Assessors must satisfy NVR/AQTF assessor requirements.