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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 programsthose 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 ACSFlength 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 levelsqualifications of teaching staffspecific priority groups. |
Program focus may include: | employment outcomesequity initiativescommunity integration general education labour market pre-vocational. |
Eligibility requirements may include: | people who are employed and wish to improve their literacy and numeracy skillspeople who have been unemployed for a defined periodpeople 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 ACSFthose in a particular age group, such as:15-19 yearsover 55 years those in Australia with a particular class of visathose 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 developmentthose accredited by states and territories, such as:literacy or numeracy-focused course at relevant AQF levelliteracy or numeracy course with vocational skills and knowledge includedliteracy or numeracy course with work placement includedliteracy or numeracy course with English language skills support includedthose designed by a training organisation to meet a specific needthose of the required number of hours to meet program guidelines. |
Underpinning theoretical frameworks may include: | adult learning principles ACSFthose related to pedagogy of adult literacy and numeracyVET constructs, such as the AQF and AQTF. |
Qualification packaging rules may include: | core units of literacy and numeracy onlycore 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 coursesqualification that allows for inclusion of work placementqualification 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 processplanning for work or work induction quality indicatorsworking in teams. |
Assessment Guidelines from Training Packages may include: | qualifications required to assess units from the Training Packagequalifications required to deliver units from the Training Packagerestrictions 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:readingwritingspeakinglisteningvisual literacynon-verbal communication and body languagelearning strategiesuse of new technologiescritical thinking. |
Profile of the learner group may include: | agegender ratioidentified language, literacy and numeracy needs, linked to pre-training assessment and qualification levellearners' perception of their learning needs learners' previous education and training experiencelearners' short-term and long-term goals learners' level of formal education in first languageif of a language background other then English, language and cultural backgroundspecific needs, such as those linked to disability. |
Delivery options may include: | classroom-based delivery of discrete unitsflexible delivery options using e-learning technologiesintegration 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 developedcompetencies to be achievedhuman and physical resourcesneeds of individual learners or grouping arrangements, where possibleplaces of training program outline and sequencing of training qualifications and experience of teacherssuitable 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 areastimetabling. |