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

TAELLN802A Mapping and Delivery Guide
Research and implement new adult language, literacy and numeracy practices

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency TAELLN802A - Research and implement new adult language, literacy and numeracy practices
Description This unit describes the performance outcomes, skills and knowledge required to research new adult language, literacy and numeracy practices and implement them to meet the needs of adults seeking to develop their language, literacy and numeracy skills. New adult language, literacy and numeracy practices may be theories, approaches or strategies that are new to education, new to the adult literacy field, new to Australia, new to particular delivery contexts or provider organisations, or simply new to the practitioner.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 adult language, literacy and numeracy practitioners who need to critically reflect on their own practice in order to research and identify new, innovative or alternative approaches to practice, and adapt and apply these to their own work context as appropriate. An advanced application of adult literacy and numeracy practice is required at this level. It is recommended that those who have previously completed education theory and practice units, and/or have established skills and experience as a teacher or practitioner undertake this unit.
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: Review effectiveness of current adult language, literacy and numeracy practices
  • Identify current adult language, literacy and numeracy teaching practices
  • Review criteria to evaluate effectiveness of current practices
  • Assess and evaluate current practice in relation to requirements of learning context
       
Element: Research advances in practice
  • Identify areas of research relevant to own professional practice
  • Use appropriate sources of information to identify new practices
       
Element: Analyse new adult language, literacy and numeracy practices
  • Evaluate new practices in relation to requirements of learning context
  • Evaluate new practices in relation to specific requirements of learners enrolled in adult language, literacy and numeracy programs
  • Review new practices in relation to adult language, literacy and numeracy teaching theory
  • Identify potential issues arising from new practices
       
Element: Apply new adult language, literacy and numeracy practices
  • Plan introduction of new learning practices into program
  • Undertake joint planning with others as relevant, to introduce new practices into teaching and assessment activities
  • Make changes to existing practices
       
Element: Evaluate new adult language, literacy and numeracy practices
  • Establish criteria to monitor and evaluate new practices
  • Monitor and evaluate learning outcomes
  • Disseminate findings of evaluation to other colleagues
  • Review changes to practices based on feedback and evaluation findings
       


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:

review current practice

undertake research into English language, literacy and numeracy teaching practices, and evaluate their relevance to current context

implement new practices

evaluate the effectiveness of new practices.

Context of and specific resources for assessment

Assessment must ensure:

access to program evaluation information

access to sources of information about new teaching practices in adult language, literacy and numeracy

opportunity to implement and evaluate new practices.

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:

review of applied project or case study

evaluation of documented evidence

questioning to establish required knowledge

review of third-party report.

Guidance information for assessment

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

BSBRES801A Initiate and lead applied research

TAELLN807A Design, implement and evaluate an adult language, literacy and numeracy professional development program.


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 skills

analysis and interpretation skills to evaluate teaching practices in relation to the needs of those participating in adult language, literacy and numeracy provision

communication skills to:

facilitate discussions to encourage sharing of strategies and exploration of different solutions to problems

give clear explanations, present concepts clearly and respond to questions effectively

computer skills to locate sources of information for research purposes

initiative, enterprise and creativity to:

seek appropriate new resources and materials

think critically about teaching practices

learning skills to:

maintain currency and relevance of knowledge

reflect on and improve own professional practice

literacy skills to:

analyse texts for teaching and learning purposes

read and interpret complex texts, analyse theoretical viewpoints and form judgements

research current approaches to adult language, literacy and numeracy teaching

numeracy skills to analyse statistical information

planning and organising skills to:

identify relevant resources

monitor and evaluate progress of learners

plan a sequence of learning activities consistent with teaching practices

problem-solving skills to introduce new learning practices into language, literacy and numeracy programs in vocational education and training (VET)

self-management skills to comply with requirements, codes of practice and organisational policies and procedures

teamwork skills to plan collaboratively with colleagues changes to teaching and assessment activities

Required knowledge

adult learning principles and practices as they apply to teaching language, literacy and numeracy

adult language and literacy teaching theories, such as:

applied linguistics

applied social theory and sociolinguistics

critical literacy

humanistic and progressivist pedagogy

psycholinguistics

adult numeracy teaching theories, such as:

applied social theory, for example mathematics and culture, and mathematics and gender

constructivism

critical literacy and numeracy

cultural use of specific mathematics

functionalism

diverse needs of those participating in adult language, literacy and numeracy provision

national standards, such as:

Australian Core Skills Framework (ACSF)

Australian Qualifications Framework (AQF)

Australian Quality Training Framework (AQTF)

curriculum documents

Training Packages

sources of research into adult language, literacy and numeracy practice

teaching practices that:

meet learner needs in a multilingual and multicultural learning environment

reflect cognitive processes involved in reading, writing, speaking, listening and numeracy

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.

Teaching practices may include:

pedagogy or teaching theories

teaching approaches and strategies.

Criteria to evaluate effectiveness of current practices may include:

feedback from:

community organisations regarding positive impacts

learners regarding positive impacts on language, literacy and numeracy skills

other adult language, literacy and numeracy colleagues

other VET colleagues regarding contribution to successful outcomes from VET courses

workplace personnel regarding positive impacts on workers and workplace

learner persistence

quantitative indicators, such as:

ongoing attendance

satisfactory completion of qualifications or units

non-completion.

Requirements of learning context may include:

funding body guidelines

specific learning needs of adults participating in provision

specific needs of employer or workplace organisation

VET national standards, such as:

accredited course documentation

ACSF

AQF

AQTF

Training Packages.

Appropriate sources of information may include:

adult language, literacy and numeracy journals

communities of practice

conferences

international research organisations, such as the National Research and Development Centre for Adult Literacy and Numeracy (NRDC)

adult language, literacy and numeracy journals

professional workshops

VET research organisations, such as the National Centre for Vocational Education Research (NCVER).

Specific requirements of learners may include:

improving English language skills

improving literacy skills

improving numeracy skills

individual requirements of learners:

from culturally and linguistically diverse backgrounds

with low levels of formal schooling

with physical, intellectual, learning or socio-emotional disabilities that impact on learning

with 'spiky profiles', where oral communication, reading and writing skills vary

who are or have been affected by socioeconomic factors

whose skills in English language, literacy and numeracy limit their ability to achieve their goals

preferred learning styles

range in English language, literacy and numeracy skills in relation to established frameworks such as ACSF, Training Package requirements and curriculum levels

range of motivations that lead adults to seek English language, literacy and numeracy provision.

Potential issues may include:

cultural distance

financial costs

resourcing.

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 current adult language, literacy and numeracy teaching practices 
Review criteria to evaluate effectiveness of current practices 
Assess and evaluate current practice in relation to requirements of learning context 
Identify areas of research relevant to own professional practice 
Use appropriate sources of information to identify new practices 
Evaluate new practices in relation to requirements of learning context 
Evaluate new practices in relation to specific requirements of learners enrolled in adult language, literacy and numeracy programs 
Review new practices in relation to adult language, literacy and numeracy teaching theory 
Identify potential issues arising from new practices 
Plan introduction of new learning practices into program 
Undertake joint planning with others as relevant, to introduce new practices into teaching and assessment activities 
Make changes to existing practices 
Establish criteria to monitor and evaluate new practices 
Monitor and evaluate learning outcomes 
Disseminate findings of evaluation to other colleagues 
Review changes to practices based on feedback and evaluation findings 

Forms

Assessment Cover Sheet

TAELLN802A - Research and implement new adult language, literacy and numeracy practices
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

TAELLN802A - Research and implement new adult language, literacy and numeracy practices

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: