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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. |
Adult language, literacy and numeracy professional development program may include: | community-based volunteer tutor training programs, where volunteer tutors work with adults to improve skills and knowledgeprograms in training organisations where an experienced adult language, literacy and numeracy practitioner develops the skills of other colleagues so that they can work with learners enrolled in VET programs, or adult language, literacy and numeracy programsprograms in the workplace where an experienced adult language, literacy and numeracy practitioner works with other training colleagues to develop their skills in training in adult literacy and numeracy. |
Program plan may include: | goals and principles of programparticipants possible risks and strategies to avert them program content projected outcomesresources requiredresponsibilities of parties involved in the program. |
Stakeholders may include: | language, literacy and numeracy colleaguesmanagers of community programs other vocational education and training (VET) colleaguespolicy makersprogram managers within VET environmentworkplace personnel. |
Social and educational context may include: | community contexttraining organisation contextworkplace context. |
Mode and methods for professional development program may include: | classroom delivery flexible delivery methods individual or small group mentoringproviding expert advice to technical trainers, as required. |
Participants may include: | adults who wish to assist a learner with reading, writing, oral communication and numeracy skillsthose enrolled in TAELLN401A Address adult language, literacy and numeracy skillsthose enrolled in TAELLN501A Support the development of adult language, literacy and numeracy skills those enrolled in TAE70110 Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practicethose working within a training organisation, a workplace or in a voluntary role in the community. |
Selection criteria may include: | ability to meet legal and regulatory requirements availability to participate in training and ongoing professional developmentmeeting a range of criteria which may affect relationship-building with an adult in a community program, such as particular skills, interests and availabilitymeeting the entry requirements of relevant qualificationsself-audit of training needs, including:developing strategies for evaluating and reflecting on own learning strengths and weaknesseswith assistance, developing or revising individualised plans and strategies to achieve goals. |
Design may include: | adult learning theories and learning stylesanalysis of language, literacy and numeracy:integrated into training specifications, such as Training Packages or accredited curriculum involved in community participationunderpinning workplace activityexamination of adult language, literacy and numeracy learner profiles, including:background information or case studies, which include factors that typically affect language, literacy and numeracy skill developmentgoals and needs of adult learners consistent with the program's contextimpetus for adult learners to participate in language, literacy and numeracy programs, including developing literacy and numeracy skills for a variety of purposes, such as:community participationcoping better with bureaucratic demands of Australian societydealing with technologyemployment-related reasonsimproved outcomes from training personal needslearning strategieslanguage, literacy and numeracy skills aligned to frameworks, such as the ACSFthird-party reports from interested othersstatistical information, such as levels of adult language, literacy and numeracy in the Australian community program guidelines, such as those relating to confidentialityteaching strategies and learning resourcesTAELLN401A Address adult language, literacy and numeracy skillsTAELLN501A Support the development of adult language, literacy and numeracy skillsTAE70110 Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practice. |
Responsibilities of parties may include: | responsibilities of the program leader, such as:educational quality of programmaintaining knowledge of current researchprogram managementrisk management support for program participantsresponsibilities of program participants, such as:working in accordance with program's guidelinesworking in accordance with training organisation's policies and proceduresjoint responsibility to develop a program for adult learners wishing to develop literacy and numeracy skills, including:learning activities and resources to develop language, literacy and numeracy skills sequencing of activities guided by theoretical understandings of skill development teaching activities to develop language, literacy and numeracy skills relevant to the goals, learning styles and strategies of learners. |
Professional development activities may include: | activities to support adult learningactivities to support literacy and numeracy learning adult language, literacy and numeracy teaching strategiesactivities to cover legislation, codes of practice and national standards. |
Resources may include: | human resources, such as:content expertsrepresentatives of support agenciestechnical expertslearning resources, such as:teaching strategies those supporting long-term goals of adultsthose that develop language, literacy and numeracy skills. |
Feedback may include: | advice in relation to personal, social and educational matters that may affect learningadvice regarding theoretical understandings of adult language, literacy and numeracy, learning theories and suitable resourcesadult learning principles, such as collaborative communication and learning approachestechnical aspects of training requirements. |
Program evaluation may include: | evaluation instruments, such as:surveysstructured interviewsquestionnairesobservationsfeedback or debriefing from group discussions or meetings of stakeholders reflection on own professional practicegathering qualitative and quantitative data to review and monitor training outcomes and to initiate corrective action when required. |
Program evaluation report may include: | data gained through monitoring and evaluationoutcomes from program, possibly in relation to participants' original goals and learning objectivesoutcomes in relation to skills and knowledge in delivering literacy and numeracystudent contact hours provided. |