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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. Research language, literacy and numeracy demands of vocational training context
  2. Analyse individual's language, literacy and numeracy skills
  3. Develop a language, literacy and numeracy support strategy for vocational training
  4. Select and apply a range of teaching strategies to develop language, literacy and numeracy skills relevant to vocational context
  5. Participate in assessment processes
  6. Evaluate support services

Required Skills

Required knowledge

adult learning principles and practices as they relate to teaching practice

experiential participative and projective instructional methods

language literacy and numeracy skill development

national standards such as

Australian Core Skills Framework ACSF

International Second Language Proficiency Rating ISLPR scale

policies and procedures of the training organisation based on the requirements of the Australian Quality Training Framework AQTF

training specifications of the VET sector

sufficient knowledge of relevant industry or technical area in which working including language reading and writing and calculation requirements to enable the

identifying and teaching of underpinning skills

customising of learning materials methods and strategies

teaching of vocationally relevant terminology

theoretical approaches to adult language literacy and numeracy teaching

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

undertake research resulting in a profile of language literacy and numeracy requirements of vocational context

develop sample of learner profiles with analyses of individuals literacy and numeracy skills and teaching notes developed by the candidate including activities and resources

collaborate with others in the VET context

develop an outline of strategies for language literacy and numeracy support implemented in vocational training

evaluate support strategies and resulting outcomes

Context of and specific resources for assessment

Assessment must ensure access to

learners in vocational programs

wide range of resources appropriate for language literacy and numeracy delivery in vocational contexts

access to vocational teaching 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

evaluation of a report or case study

questioning to establish required knowledge

review of thirdparty reports

review of work samples

Guidance information for assessment

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

TAELLNA Analyse and apply adult literacy teaching practices

TAELLN701A Analyse and apply adult literacy teaching practices

TAELLNA Analyse and apply adult numeracy teaching practices

TAELLN702A Analyse and apply adult numeracy teaching practices.

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.

Broad issues for involvement may include:

developing capacity of vocational trainers to support learners with language, literacy and numeracy needs

developing language, literacy and numeracy skills of learners to allow them to complete training or further training successfully

meeting quality compliance requirements, such as AQTF standards

meeting the language, literacy and numeracy or communication skill requirements of a relevant industry Training Package or accredited vocational course.

Relevant parties may include:

enterprise personnel where there is an on-the-job component of training

school personnel responsible for VET in schools arrangements

those responsible for managing quality compliance within the training organisation

those responsible for vocational training.

Training specifications may include:

accredited courses

manufacturer specifications

standard operating procedures

Training Packages.

Workplace practices may include:

enterprise-specific language, literacy and numeracy demands where known

industry expectations of language, literacy and numeracy skills

practices around core and incidental work activities.

Profile of potential participants may include:

accounts of learners' previous formal education and training experience

background information, such as age or gender

existing skills of learners in relation to work context

learners' attitudes to assessment

learners' perceptions of their learning needs

learners with identified language, literacy and numeracy needs, such as:

those with a low level of formal education

first language, if from a language background other then English.

Identifying language, literacy and numeracy skills may be:

a formal or informal process as required by particular context

consistent with requirements of assessment frameworks, such as the ACSF or ISLPR.

Diagnostic judgements may include:

areas of strengths

specifics of areas in need of improvement

those based on sound knowledge of English phonological, grammatical and lexical systems.

Most appropriate mode(s) of training may include:

delivering course focusing on language, literacy and numeracy underpinning skills of specific units of competency of a Training Package

developing and customising self-access resources for an independent learning centre

developing assessment tools and training support materials for language, literacy and numeracy across a qualification or a range of qualifications

providing specialist course for selected participants, including one-to-one, small group, classroom, face-to-face, distance and on-the-job support

referring to bridging programs with focus on developing language, literacy and numeracy skills

teaching workplace communication and numeracy skills contextualised into relevant industry area

working alongside vocational practitioners to provide language, literacy and numeracy support to learners.

Training arrangements may include:

scheduling of training, including classes, team teaching, one-to-one, self-access, online, and combinations of these

time arrangements, including during class, in learners' own time, and self-access

suitable training venues

teaching equipment

program promotion strategies.

Own role and responsibilities may include:

area of specialisation

arrangements about assessments of technical areas

relationships with other training organisation personnel

reporting arrangements.

Teaching strategies may include:

influential theories in adult literacy pedagogy, including:

psycholinguistics

sociolinguistics

humanistic and progressivist pedagogy

critical pedagogy

influential theories in adult numeracy pedagogy, including:

transmission

constructivism

cultural use of specific mathematics

critical numeracy

language teaching methodologies, including communicative language teaching.

Adult learning practices may include:

assisting learners to assume increasing responsibility for:

defining their learning objectives

planning their language, literacy and numeracy learning in relation to vocational objectives

evaluating their own progress.

Working with VET colleagues may include:

exchanging information about specific individual learner or group needs

sharing ways to identify learners with language, literacy and numeracy needs

suggesting ways to design materials to make them more reader-friendly

supporting them in implementing training customised to meet learners' language, literacy and numeracy needs

using inclusive teaching strategies.

to develop their language, literacy and numeracy teaching capacity to develop their language, literacy and numeracy teaching capacity to develop their language, literacy and numeracy teaching capacity