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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

  1. Analyse language, literacy and numeracy in current Australian context
  2. Analyse personal, social and cultural factors influencing development of language, literacy and numeracy skills
  3. Evaluate strategies to develop literacy and numeracy skills and apply them to support learners
  4. Review strategies

Required Skills

Required skills

communication skills to communicate with a range of people for varying purposes to

clarify meaning

give and respond to feedback

provide instruction

teach technical terms and language

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

literacy skills to

customise learning materials to suit reading levels of learner

design and produce materials

locate and evaluate information within texts

write fluently accurately and legibly using appropriate text types

numeracy skills to

explain terminology processes and calculations

use a combination of formal and informal oral mathematical and general language

planning and organising skills to plan learning opportunities for learners

problemsolving skills to

analyse identify and develop strategies to meet identified challenges

identify difficulties of those participating in provision

select and use a variety of problemsolving strategies

selfmanagement and learning skills to

develop and adjust own teaching practice

reflect on and improve own professional practice

use advice from colleagues and others to adjust strategies

teamwork skills to cultivate collaborative and participative work relationships

Required knowledge

concept of communicative competence

framework of English language literacy and numeracy development for example Australian Core Skills Framework ACSF

how context and purpose affect language use

key features and conventions of spoken and written English language

models of reading

numeracy and language knowledge to the level of the numeracy and language being taught

Evidence Required

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

examine the function of language literacy and numeracy skills in current Australian contexts

analyse factors that impact on the development of language literacy and numeracy skills

examine a range of reading writing oral communication and numeracy teaching strategies

select and apply strategies to support a learner relevant to learner context and purpose

review strategies

Context of and specific resources for assessment

Assessment must ensure access to

learners wishing to develop language literacy and numeracy skills

appropriate adult literacy and numeracy teaching resources

support from colleagues

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 candidates

evaluation of a portfolio of evidence comprising

learner feedback

learning activities

personal reflections

planning notes

samples of resources

questioning to establish required knowledge

review of work samples

review of thirdparty reports

Guidance information for assessment

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


Range Statement

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.

Analysing function of language, literacy and numeracy skills in Australia may include consideration of:

how changes in legal requirements and technology have lead to increased language, literacy and numeracy skills required in most vocational areas, and how this has affected training in the VET sector

links between earnings and levels of language, literacy and numeracy skills

needs of learners from other countries, who may already have the technical skills being taught, to develop vocationally specific language skills

range of language, literacy and numeracy provision available

relationship between language, literacy and numeracy skills and:

access to and use of technology

access to employment

personal and cultural identity

practical and theoretical learning in vocational areas

participation in government and community life

social stigma attached to those with low levels of literacy and numeracy skills.

Profile may include consideration of:

ACSF

national statistical data of language, literacy and numeracy levels in Australia.

Contexts to be examined may include:

contexts outlined in the ACSF

situational contexts

sociocultural contexts.

Analysing role of context may include consideration of:

how choice of linguistic style is affected by roles and relationships

how levels of formality are affected by factors such as age, role and ethnicity

how meaning making relies on linking to context

how people may be more proficient in some contexts and less in others.

Analysing role of purpose may include:

interrelationship of the approach to the text, reading strategies used and purpose

range and significant features of text types

variety of ways texts can be approached, depending on purpose of reader, for example skimming, scanning and critical analysis.

Factors affecting development of language, literacy and numeracy skills may include:

disability

emotional factors

ethnicity

learning difficulties

personal factors

physical factors, such as eyesight and hearing

socioeconomic status.

Potential barriers may include:

cultural barriers relating to, for example:

identity

language

personal barriers relating to, for example:

family circumstances

physical factors

previous formal schooling experiences

social circumstances

language barriers relating to, for example:

influence of the first language on later language learning

use of standard English or non-standard English

learning difficulties.

Approaches for identifying learners with language, literacy and numeracy needs may include:

learner cues, such as reluctance to complete work in class time, and distracting or avoidance activities

feedback from other practitioners

information from pre-training enrolment forms

limited exposure to English language

English as a second language issues.

Strategies to develop reading skills may include:

critical literacy strategies

skimming, scanning and reading for detail

those that focus on sociolinguistic factors

those that focus on syntax, semantics and grapho-phonic cues.

Strategies to develop writing skills may include:

graphology for Roman script and word processing

features and use of grammar, punctuation and spelling and role of these in meaning making

working from models of texts

writing process of planning, drafting and editing.

Strategies to develop speaking skills may include:

conversation

modelling and repetition

pair or group work

role play.

Strategies to develop listening skills may include:

listening for key information in longer spoken text

modelling and repetition.

Strategies to developnumeracy skills may include:

communicating number concepts, skills and information

discussing range of possible responses to problems

drawing on range of knowledge to solve problems

drawing on real-life problems

identifying and using appropriate strategies and processes to solve problems.

Learners may include:

those enrolled in VET programs

those being supported in the workplace

those participating in community programs.

Goals may include:

community participation

employment

personal goals

those related to VET courses.

Colleagues may include:

colleagues more experienced and familiar with working with learners with language, literacy and numeracy needs

colleagues working in other language, literacy and numeracy programs

coordinators of adult literacy and numeracy professional development programs.