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

TAELLN706A Mapping and Delivery Guide
Lead the delivery of adult language, literacy and numeracy support services

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency TAELLN706A - Lead the delivery of adult language, literacy and numeracy support services
Description This unit describes the performance outcomes, skills and knowledge required to devise and provide adult language, literacy and numeracy support services within a training organisation.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to those who devise a range of strategies to develop adult language, literacy and numeracy skills in learners enrolled in vocational education and training (VET) within a training organisation, where the vocational course is the major focus.Individuals in this role work collaboratively with a team of VET colleagues and contribute educational leadership in developing adult language, literacy and numeracy skills within the context of vocational courses. They may work alongside VET colleagues by directly teaching individuals and small groups, developing resources and support materials, and designing and delivering self-access materials. This requires that they can apply knowledge of the terminology, language styles, writing conventions, and underpinning skill and knowledge requirements of the technical areas in which the support services are offered, as well as the wider VET environment.Typically, those working in this concurrent support role require wide-ranging skills in formally and informally assessing language, literacy and numeracy skills, and analysing and responding to learner needs. Formal reporting of literacy and numeracy outcomes may not be required. However, those working in this role may work with other VET colleagues on assessment activities through partnerships, assessment panels and other arrangements.Teaching of programs where adult literacy and numeracy is the major focus is covered in TAELLN704A Implement and evaluate delivery of adult language, literacy and numeracy skills.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field Language, literacy and numeracy practice
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: Research language, literacy and numeracy demands of vocational training context
  • Identify broad issues for involvement in training through consultation with relevant parties
  • Analyse training specification outcomes to identify language, literacy and numeracy skills required for successful performance
  • Analyse learner and assessment materials to identify language, literacy and numeracy required for successful performance
  • Analyse training and assessment processes in terms of language, literacy and numeracy demands on learners
  • Analyse workplace practices to determine language, literacy and numeracy skills required
  • Develop a profile of language, literacy and numeracy requirements of vocational context
       
Element: Analyse individual's language, literacy and numeracy skills
  • Develop profile of potential participants
  • Identify language, literacy and numeracy skills of potential participants
  • Make diagnostic judgements about individual's language, literacy and numeracy skills in relation to vocational requirements
       
Element: Develop a language, literacy and numeracy support strategy for vocational training
  • Plan most appropriate mode(s) of training
  • Plan instructional sequence that links to identified language, literacy and numeracy training needs
  • Plan training arrangements
  • Undertake joint planning when working with content experts to integrate language, literacy and numeracy with teaching and assessment activities
  • Seek advice on technical matters from others in the VET environment when required
  • Confirm own role and responsibilities in training and assessment context with relevant parties
  • Confirm stages and processes for gathering evidence for assessment, and monitoring and evaluating training with relevant parties
       
Element: Select and apply a range of teaching strategies to develop language, literacy and numeracy skills relevant to vocational context
  • Evaluate teaching strategies to determine those most appropriate for individual learners in particular vocational context
  • Apply strategies to interpret, explain and produce features of spoken and written English texts used within vocational context
  • Teach terminology and language of the industry and workplace
  • Apply strategies to interpret and teach mathematical features
  • Incorporate adult learning practices
  • Work with VET colleagues to develop their approach to addressing language, literacy and numeracy issues within their training
       
Element: Participate in assessment processes
  • Make assessment arrangements consistent with quality compliance processes
  • Provide advice to vocational trainers and assessors about appropriate reasonable adjustment in conducting assessments
  • Complete reports as required by relevant bodies
       
Element: Evaluate support services
  • Review the support services in collaboration with others
  • Modify the support services in line with recommendations from the review
       


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.

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:

undertake research resulting in a profile of language, literacy and numeracy requirements of vocational context

develop sample of learner profiles with analyses of individual's literacy and numeracy skills, and teaching notes developed by the candidate, including activities and resources

collaborate with others in the VET context

develop an outline of strategies for language, literacy and numeracy support implemented in vocational training

evaluate support strategies and resulting outcomes.

Context of and specific resources for assessment

Assessment must ensure access to:

learners in vocational programs

wide range of resources appropriate for language, literacy and numeracy delivery in vocational contexts

access to vocational teaching colleagues.

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 a report or case study

questioning to establish required knowledge

review of third-party reports

review of work samples.

Guidance information for assessment

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

TAELLN701A Analyse and apply adult literacy teaching practices

TAELLN702A Analyse and apply adult numeracy teaching practices.

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.

Required knowledge

adult learning principles and practices as they relate to teaching practice

experiential, participative and projective instructional methods

language, literacy and numeracy skill development

national standards, such as:

Australian Core Skills Framework (ACSF)

International Second Language Proficiency Rating (ISLPR) scale

policies and procedures of the training organisation based on the requirements of the Australian Quality Training Framework (AQTF)

training specifications of the VET sector

sufficient knowledge of relevant industry or technical area in which working, including language, reading and writing, and calculation requirements to enable the:

identifying and teaching of underpinning skills

customising of learning materials, methods and strategies

teaching of vocationally relevant terminology

theoretical approaches to adult language, literacy and numeracy teaching

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.

Broad issues for involvement may include:

developing capacity of vocational trainers to support learners with language, literacy and numeracy needs

developing language, literacy and numeracy skills of learners to allow them to complete training or further training successfully

meeting quality compliance requirements, such as AQTF standards

meeting the language, literacy and numeracy or communication skill requirements of a relevant industry Training Package or accredited vocational course.

Relevant parties may include:

enterprise personnel where there is an on-the-job component of training

school personnel responsible for VET in schools arrangements

those responsible for managing quality compliance within the training organisation

those responsible for vocational training.

Training specifications may include:

accredited courses

manufacturer specifications

standard operating procedures

Training Packages.

Workplace practices may include:

enterprise-specific language, literacy and numeracy demands where known

industry expectations of language, literacy and numeracy skills

practices around core and incidental work activities.

Profile of potential participants may include:

accounts of learners' previous formal education and training experience

background information, such as age or gender

existing skills of learners in relation to work context

learners' attitudes to assessment

learners' perceptions of their learning needs

learners with identified language, literacy and numeracy needs, such as:

those with a low level of formal education

first language, if from a language background other then English.

Identifying language, literacy and numeracy skills may be:

a formal or informal process as required by particular context

consistent with requirements of assessment frameworks, such as the ACSF or ISLPR.

Diagnostic judgements may include:

areas of strengths

specifics of areas in need of improvement

those based on sound knowledge of English phonological, grammatical and lexical systems.

Most appropriate mode(s) of training may include:

delivering course focusing on language, literacy and numeracy underpinning skills of specific units of competency of a Training Package

developing and customising self-access resources for an independent learning centre

developing assessment tools and training support materials for language, literacy and numeracy across a qualification or a range of qualifications

providing specialist course for selected participants, including one-to-one, small group, classroom, face-to-face, distance and on-the-job support

referring to bridging programs with focus on developing language, literacy and numeracy skills

teaching workplace communication and numeracy skills contextualised into relevant industry area

working alongside vocational practitioners to provide language, literacy and numeracy support to learners.

Training arrangements may include:

scheduling of training, including classes, team teaching, one-to-one, self-access, online, and combinations of these

time arrangements, including during class, in learners' own time, and self-access

suitable training venues

teaching equipment

program promotion strategies.

Own role and responsibilities may include:

area of specialisation

arrangements about assessments of technical areas

relationships with other training organisation personnel

reporting arrangements.

Teaching strategies may include:

influential theories in adult literacy pedagogy, including:

psycholinguistics

sociolinguistics

humanistic and progressivist pedagogy

critical pedagogy

influential theories in adult numeracy pedagogy, including:

transmission

constructivism

cultural use of specific mathematics

critical numeracy

language teaching methodologies, including communicative language teaching.

Adult learning practices may include:

assisting learners to assume increasing responsibility for:

defining their learning objectives

planning their language, literacy and numeracy learning in relation to vocational objectives

evaluating their own progress.

Working with VET colleagues may include:

exchanging information about specific individual learner or group needs

sharing ways to identify learners with language, literacy and numeracy needs

suggesting ways to design materials to make them more reader-friendly

supporting them in implementing training customised to meet learners' language, literacy and numeracy needs

using inclusive teaching strategies.

to develop their language, literacy and numeracy teaching capacity to develop their language, literacy and numeracy teaching capacity to develop their language, literacy and numeracy teaching capacity

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
Identify broad issues for involvement in training through consultation with relevant parties 
Analyse training specification outcomes to identify language, literacy and numeracy skills required for successful performance 
Analyse learner and assessment materials to identify language, literacy and numeracy required for successful performance 
Analyse training and assessment processes in terms of language, literacy and numeracy demands on learners 
Analyse workplace practices to determine language, literacy and numeracy skills required 
Develop a profile of language, literacy and numeracy requirements of vocational context 
Develop profile of potential participants 
Identify language, literacy and numeracy skills of potential participants 
Make diagnostic judgements about individual's language, literacy and numeracy skills in relation to vocational requirements 
Plan most appropriate mode(s) of training 
Plan instructional sequence that links to identified language, literacy and numeracy training needs 
Plan training arrangements 
Undertake joint planning when working with content experts to integrate language, literacy and numeracy with teaching and assessment activities 
Seek advice on technical matters from others in the VET environment when required 
Confirm own role and responsibilities in training and assessment context with relevant parties 
Confirm stages and processes for gathering evidence for assessment, and monitoring and evaluating training with relevant parties 
Evaluate teaching strategies to determine those most appropriate for individual learners in particular vocational context 
Apply strategies to interpret, explain and produce features of spoken and written English texts used within vocational context 
Teach terminology and language of the industry and workplace 
Apply strategies to interpret and teach mathematical features 
Incorporate adult learning practices 
Work with VET colleagues to develop their approach to addressing language, literacy and numeracy issues within their training 
Make assessment arrangements consistent with quality compliance processes 
Provide advice to vocational trainers and assessors about appropriate reasonable adjustment in conducting assessments 
Complete reports as required by relevant bodies 
Review the support services in collaboration with others 
Modify the support services in line with recommendations from the review 

Forms

Assessment Cover Sheet

TAELLN706A - Lead the delivery of adult language, literacy and numeracy support services
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

TAELLN706A - Lead the delivery of adult language, literacy and numeracy support services

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: