Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

TAELLN501 Mapping and Delivery Guide
Support the development of adult language, literacy and numeracy skills

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency TAELLN501 - Support the development of adult language, literacy and numeracy skills
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to support adult learners to extend their language, literacy and numeracy skills within a workplace or community context. It requires a sound knowledge of the Australian Core Skills Framework (ACSF) and skills to extend own practice, and the practice of others. This unit applies to experienced trainers who provide leadership or guidance to others, and who deal with the language, literacy and numeracy (LLN) needs of learners for a Registered Training Organisation (RTO).No licensing, legislative or certification requirements apply to this unit at the time of publication.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in the language, literacy and numeracy practice field of work, and include access to the necessary assessment tools and assessment resources to:

guide the evidence collection process

provide guidance to the qualified assessor regarding any adjustments to the assessment tools.

Assessors must satisfy the requirements for assessors in applicable vocational education and training legislation, frameworks and/or standards.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Analyse the purpose and context for LLN development
  • Analyse the LLN requirements of the training specification or learning situation, using the ACSF
  • Analyse the LLN requirements of the training context
       
Element: Determine learners’ LLN skill level
  • Identify each learner’s LLN background
  • Identify factors or potential barriers that may affect the learner’s development of LLN skills
  • Determine the learner’s existing LLN skill level, using relevant tools and other approaches, including validated ACSF assessment tasks
       
Element: Design and apply strategies to develop LLN skills
  • Analyse the learner’s strengths and needs, using the ACSF
  • Examine a range of strategies to develop reading, writing, speaking, listening and numeracy skills
  • Design training and assessment to build LLN skills, utilising the ACSF to describe the approach
  • Access relevant LLN resources
  • Modify resources to meet LLN needs, and in relation to context
  • Implement the program
       
Element: Review strategies
  • Monitor learner progress
  • Seek support and feedback from colleagues, and LLN specialists, whenever required
  • Review strategies in terms of their effectiveness and the feedback received
       
Element: Develop and extend own and others’ LLN practice
  • Access, read and analyse current research on adult LLN practice and incorporate knowledge into practice
  • Source and access opportunities, to extend own and others’ practice
  • Propose and implement improvements to LLN practice
  • Provide assistance and advice to less experienced trainers, and assessors in relation to LLN practice
       
Element: Determine learners’ LLN skill level
  • Identify each learner’s LLN background
  • Identify factors or potential barriers that may affect the learner’s development of LLN skills
  • Determine the learner’s existing LLN skill level, using relevant tools and other approaches, including validated ACSF assessment tasks
       
Element: Develop and extend own and others’ LLN practice
  • Access, read and analyse current research on adult LLN practice and incorporate knowledge into practice
  • Source and access opportunities, to extend own and others’ practice
  • Propose and implement improvements to LLN practice
  • Provide assistance and advice to less experienced trainers, and assessors in relation to LLN practice
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Analyse the purpose and context for LLN development

1.1 Analyse the LLN requirements of the training specification or learning situation, using the ACSF

1.2 Analyse the LLN requirements of the training context

2. Determine learners’ LLN skill level

2.1 Identify each learner’s LLN background

2.2 Identify factors or potential barriers that may affect the learner’s development of LLN skills

2.3 Determine the learner’s existing LLN skill level, using relevant tools and other approaches, including validated ACSF assessment tasks

3. Design and apply strategies to develop LLN skills

3.1 Analyse the learner’s strengths and needs, using the ACSF

3.2 Examine a range of strategies to develop reading, writing, speaking, listening and numeracy skills

3.3 Design training and assessment to build LLN skills, utilising the ACSF to describe the approach

3.4 Access relevant LLN resources

3.5 Modify resources to meet LLN needs, and in relation to context

3.6 Implement the program

4. Review strategies

4.1 Monitor learner progress

4.2 Seek support and feedback from colleagues, and LLN specialists, whenever required

4.3 Review strategies in terms of their effectiveness and the feedback received

5. Develop and extend own and others’ LLN practice

5.1 Access, read and analyse current research on adult LLN practice and incorporate knowledge into practice

5.2 Source and access opportunities, to extend own and others’ practice

5.3 Propose and implement improvements to LLN practice

5.4 Provide assistance and advice to less experienced trainers, and assessors in relation to LLN practice

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, including:

determining language, literacy and numeracy (LLN) levels using validated tools, including those based on the Australian Core Skills Framework (ACSF), for at least 5 learners

determining the requirements of training, based on the ACSF

planning training and assessment that incorporates LLN support strategies relevant to at least two different learners, or groups of learners, in response the ACSF assessment and learners’ goals

reviewing own strategy, and strategies of others, used to support LLN

leading others to extend practice.

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

the current function of LLN skills in Australian society, including how LLN skills impact on an individual’s participation in work, education and the community

LLN competence in Australia, according to recent research, such as surveys conducted by the Australian Bureau of Statistics

the ACSF and how it can be used to describe the LLN requirements integral to vocational competence

using the ACSF to design training and assessment programs appropriate to learner needs

a variety of strategies and resources used to build LLN skills appropriate to vocational work

how context affects language use, including:

how the choice of linguistic style is affected by roles and relationships

how levels of formality are affected by factors such as age, role and ethnicity

how meaning making relies on linking to context

how people may be more proficient in some contexts and less in others

the variety of ways texts can be approached, depending on purpose of reader, for example skimming, scanning and critical analysis

numeracy and language knowledge to the level of the numeracy and language being taught.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Analyse the purpose and context for LLN development

1.1 Analyse the LLN requirements of the training specification or learning situation, using the ACSF

1.2 Analyse the LLN requirements of the training context

2. Determine learners’ LLN skill level

2.1 Identify each learner’s LLN background

2.2 Identify factors or potential barriers that may affect the learner’s development of LLN skills

2.3 Determine the learner’s existing LLN skill level, using relevant tools and other approaches, including validated ACSF assessment tasks

3. Design and apply strategies to develop LLN skills

3.1 Analyse the learner’s strengths and needs, using the ACSF

3.2 Examine a range of strategies to develop reading, writing, speaking, listening and numeracy skills

3.3 Design training and assessment to build LLN skills, utilising the ACSF to describe the approach

3.4 Access relevant LLN resources

3.5 Modify resources to meet LLN needs, and in relation to context

3.6 Implement the program

4. Review strategies

4.1 Monitor learner progress

4.2 Seek support and feedback from colleagues, and LLN specialists, whenever required

4.3 Review strategies in terms of their effectiveness and the feedback received

5. Develop and extend own and others’ LLN practice

5.1 Access, read and analyse current research on adult LLN practice and incorporate knowledge into practice

5.2 Source and access opportunities, to extend own and others’ practice

5.3 Propose and implement improvements to LLN practice

5.4 Provide assistance and advice to less experienced trainers, and assessors in relation to LLN practice

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Analyse the LLN requirements of the training specification or learning situation, using the ACSF 
Analyse the LLN requirements of the training context 
Identify each learner’s LLN background 
Identify factors or potential barriers that may affect the learner’s development of LLN skills 
Determine the learner’s existing LLN skill level, using relevant tools and other approaches, including validated ACSF assessment tasks 
Analyse the learner’s strengths and needs, using the ACSF 
Examine a range of strategies to develop reading, writing, speaking, listening and numeracy skills 
Design training and assessment to build LLN skills, utilising the ACSF to describe the approach 
Access relevant LLN resources 
Modify resources to meet LLN needs, and in relation to context 
Implement the program 
Monitor learner progress 
Seek support and feedback from colleagues, and LLN specialists, whenever required 
Review strategies in terms of their effectiveness and the feedback received 
Access, read and analyse current research on adult LLN practice and incorporate knowledge into practice 
Source and access opportunities, to extend own and others’ practice 
Propose and implement improvements to LLN practice 
Provide assistance and advice to less experienced trainers, and assessors in relation to LLN practice 
Identify each learner’s LLN background 
Identify factors or potential barriers that may affect the learner’s development of LLN skills 
Determine the learner’s existing LLN skill level, using relevant tools and other approaches, including validated ACSF assessment tasks 
Access, read and analyse current research on adult LLN practice and incorporate knowledge into practice 
Source and access opportunities, to extend own and others’ practice 
Propose and implement improvements to LLN practice 
Provide assistance and advice to less experienced trainers, and assessors in relation to LLN practice 

Forms

Assessment Cover Sheet

TAELLN501 - Support the development of adult language, literacy and numeracy skills
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

TAELLN501 - Support the development of adult language, literacy and numeracy skills

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: