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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. Examine parameters of adult language, literacy and numeracy program design
  2. Select course level and units
  3. Tailor program to meet needs of learner group
  4. Design program structure
  5. Review the program design

Required Skills

Required skills

analysis and interpretation skills to

identify and analyse the language literacy and numeracy practices used in the context of the program being designed

identify opportunities for learners to develop skills

interpret information about program specifications from commonwealth government state training authorities and other funding bodies

locate and integrate employment family and community resources in program design

communication skills to listen perceptively to colleagues

computer skills to

record and report

support planning

initiative and enterprise skills to

identify opportunities through program design

think broadly about a range of program options

literacy skills to

complete complex reports for a range of bodies

interpret information from the learner placement process to identify and respond to learner needs goals skills and learning styles

pursue new knowledge through reading of professional journals and participation in conferences

select read and interpret accredited course documentation

select read and interpret Training Packages

synthesise information from complex and at times conflicting interpretations

write a training program

planning and organising skills to

collect analyse and organise information

devise a delivery and assessment plan

participate in a continuous improvement process

plan the use of resources

take initiatives and make decisions

problemsolving skills to develop programs according to program guidelines

selfmanagement skills to take responsibility for planning

teamwork skills to plan collaborative activity

Required knowledge

adult learning principles as applied to program design

legislation codes of practice and national standards appropriate to program being designed for example

Australian Core Skills Framework ACSF

Australian Qualifications Framework AQF

Australian Quality Training Framework AQTF

guidelines for course developers

guidelines for labour market and employment initiatives

immigration regulations affecting program eligibility

International Second Language Proficiency Rating ISLPR scale

privacy legislation affecting confidentiality issues relating to adult literacy and numeracy identification procedures

training organisations policies and procedures

pedagogies of adult language literacy and numeracy

relationship of language literacy and numeracy to the Australian vocational education and training VET context

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

analyse factors influencing program design

analyse packaging rules and Assessment Guidelines of courses and Training Packages

tailor a course to meet program requirements

design a program delivery and assessment plan that is consistent with program requirements and demonstrate how the required skills and knowledge were used to inform the design

review a delivery program

Context of and specific resources for assessment

Assessment must ensure access to

course documentation

Training Packages

opportunities to design a plan for program delivery and assessment

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 an example of program design that reflects the program guidelines and needs of particular target groups of learners and the delivery and learning context

evaluation of a report or case study

questioning to establish required knowledge

Guidance information for assessment

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

TAELLNA Analyse policy and formulate strategic language literacy and numeracy response

TAELLN801A Analyse policy and formulate strategic language, literacy and numeracy response.


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.

Program funding guidelines may include:

those from commonwealth and state government departments that fund adult literacy and numeracy programs

those of the training organisation.

Program parameters may include:

eligibility for the program

entry literacy and numeracy skills of participants measured against frameworks, such as the ACSF

length of time of the training to be provided

outcomes to be achieved through the program described in competencies or employment outcomes, or linked to frameworks, such as ACSF levels

qualifications of teaching staff

specific priority groups.

Program focus may include:

employment outcomes

equity initiatives

community integration

general education

labour market

pre-vocational.

Eligibility requirements may include:

people who are employed and wish to improve their literacy and numeracy skills

people who have been unemployed for a defined period

people with a specified level of formal schooling, such as those who haven't completed a Year 12 equivalent level of schooling

those at a particular level of the ACSF

those in a particular age group, such as:

15-19 years

over 55 years

those in Australia with a particular class of visa

those with a language background other than English

those with English as a first language.

Course options may include:

course focussing on cultural or vocational knowledge, but with a major component of literacy and numeracy skill development

those accredited by states and territories, such as:

literacy or numeracy-focused course at relevant AQF level

literacy or numeracy course with vocational skills and knowledge included

literacy or numeracy course with work placement included

literacy or numeracy course with English language skills support included

those designed by a training organisation to meet a specific need

those of the required number of hours to meet program guidelines.

Underpinning theoretical frameworks may include:

adult learning principles

ACSF

those related to pedagogy of adult literacy and numeracy

VET constructs, such as the AQF and AQTF.

Qualification packaging rules may include:

core units of literacy and numeracy only

core and elective units of literacy and numeracy

qualification that addresses 'spiky profiles'

qualification that allows for inclusion of units from Training Packages and other accredited courses

qualification that allows for inclusion of work placement

qualification that encourages use of recognition of prior learning (RPL).

Suitable units of competencyfrom Training Packages may include:

communication

customer service

numeracy

occupational health and safety (OHS)

operating an item of machinery or a process

planning for work or work induction

quality indicators

working in teams.

Assessment Guidelines from Training Packages may include:

qualifications required to assess units from the Training Package

qualifications required to deliver units from the Training Package

restrictions on use of units, such as:

use at specific AQF level.

Learner needs may include:

development of specific English language, literacy, numeracy and communication skills:

reading

writing

speaking

listening

visual literacy

non-verbal communication and body language

learning strategies

use of new technologies

critical thinking.

Profile of the learner group may include:

age

gender ratio

identified language, literacy and numeracy needs, linked to pre-training assessment and qualification level

learners' perception of their learning needs

learners' previous education and training experience

learners' short-term and long-term goals

learners' level of formal education in first language

if of a language background other then English, language and cultural background

specific needs, such as those linked to disability.

Delivery options may include:

classroom-based

delivery of discrete units

flexible delivery options using e-learning technologies

integration of units for delivery and assessment purposes

mix of classroom and project-based activities.

Delivery and assessment plan may include:

adult literacy and numeracy skills to be developed

English language skills to be developed

competencies to be achieved

human and physical resources

needs of individual learners or grouping arrangements, where possible

places of training

program outline and sequencing of training

qualifications and experience of teachers

suitable assessment methods

timetable and length of course.

Collaborative arrangements may include:

activities to integrate learning

division of program into coherent 'chunks', with different practitioners taking responsibility for different areas

timetabling.