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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. |
Identifying need for resource may include consideration of: | consequences of implementation of new language, literacy and numeracy policies or programsimplications of language, literacy and numeracy policy shiftsneed for support to implement social or economic policy with language, literacy and numeracy implicationsintended learner group, including learner profiles and characteristicslevel of language, literacy and numeracy skill described using national frameworks relationship with VET frameworks. |
Evaluating may include: | analysing language, literacy and numeracy skills developed in the resourceanalysing extent to which language, literacy and numeracy underpinning skills are identified in a vocationally-oriented resourceidentifying gaps in available resources related to language, literacy and numeracy skill developmentexamining the suitability of existing resources for culturally and linguistically diverse learners. |
Evaluating resources for reflection of current language, literacy and numeracy research and theoretical understandings of good practice may include: | current language, literacy and numeracy research into good practice to:improve access to training for culturally and linguistically diverse adultsimprove outcomes from language, literacy and numeracy trainingsupport and extend existing vocational trainingsupport community need for language, literacy and numeracy supportsupport and extend language, literacy and numeracy training in workplacesaccessing research available from National Centre for Vocational Education Research (NCVER) or National Research and Development Centre for Adult Literacy and Numeracy (NRDC). |
Evaluating resources for accessibility may include: | analysing language, literacy and numeracy skill levels required to access the resource, aligned to national frameworks, such as the ACSFevaluating:text typestructurelanguageformat. |
Broad format may include: | audiovisual electronic print-based. |
Access to funding sources may include consideration of: | consultation requirements costs involved in process of securing funding, such as researching and writing a competitive tender proposalguidelines from potential funding bodies level of funding in relation to estimated resource costs parameters of fundingreporting requirementstimelinestype of resource. |
Representative consultative group may include: | wide representation of stakeholders, such as:associated industry or community organisationsprofessional associations representatives from states and territoriesrepresentatives of the funding bodysubject matter expertstraining organisations. |
Relevant experts may include: | e-learning designersweb developersaudio designers. |
Refining the project brief may include: | definition of audience in relation to language, literacy and numeracy goals definition of purpose, outcome and impact in terms of language, literacy and numeracy skills to be developed aligned to recognised language, literacy and numeracy frameworksdetailed costinginformation on project personnel and capacity to deliver projecttimeline. |
Project plan may include: | consultation strategyevaluation strategy to ensure product meets the needs of intended userspotential risks and strategies to avert risk staged timeline with activities defined at each stage of development, including meetings and responsibilities of project consultative groupstrategy to communicate information about the project to the adult literacy and numeracy community. |
Design features may include: | by what means the learner is engaged by the resource features of layout, including font, white space and colourif electronic text: ease of navigation, inclusion of audio, inclusion of video, signposting and internal linksif for independent access: level of instructions, ease of accessing materials, sequencing, layout features and linksmix of text-based information and visual information opportunities for collaborative learning practical activity-based contentreading level of text, including:genregrammatical structuresverb tensesactive or passive voice;use of abbreviation, idiom and jargon sequencing of material to reflect adult literacy and numeracy skill developmentsources of further information and further reading. |
Ways in which theoretical understandings of skill development may be reflected in the content include: | decisions about the suitability of particular delivery options to meet learner group needs, such as the suitability of materials for a particular group of learnersinclusion of a 'how to' guide to assist practitioners in using the resourceextent of support a particular learner might need to succeed with materialslevel of difficulty of:reading materialsparticular writing tasksparticular numeracy tasks adult language, literacy and numeracy strategies and activitiesorder in which new material may be introduced. |
Evaluation criteria may include: | extent to which finished resource met the language, literacy and numeracy needs of the learner group progress of the project. |