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

TAELLN804 Mapping and Delivery Guide
Implement and evaluate delivery of adult language, literacy and numeracy skills

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency TAELLN804 - Implement and evaluate delivery of adult language, literacy and numeracy skills
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to plan, develop, monitor, and assess adult language, literacy and numeracy skills at different levels and in vocational education and training (VET) contexts. It also includes the performance outcomes, skills and knowledge required to evaluate delivery.It applies to those who deliver adult language, literacy and numeracy skills provision, including:stand-alone courses, such as are required for the Language Literacy and Numeracy Program (LLNP)workplace courses, such as the Workplace English Language and Literacy (WELL) programthose delivering in vocational and community-based settings.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:

opportunities to participate in practical exercises and projects

appropriate training specifications

appropriate adult literacy and numeracy teaching resources.

Assessors must satisfy NVR/AQTF assessor requirements.

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: Plan to develop adult language, literacy and numeracy skills
  • Analyse training specifications
  • Analyse initial assessments to establish learner profiles
  • Ensure legal, organisational and ethical requirements of delivery and assessment are met
  • Plan delivery program with relevant stakeholders
  • Plan evaluation strategy with relevant stakeholders
       
Element: Plan delivery within relevant frameworks
  • Prepare session plans to ensure coverage of skills and knowledge outcomes of training specification according to relevant frameworks
  • Select content appropriate to learners’ needs, interests and goals, and reflecting learning context
  • Confirm content of activities with others to ensure learning goals are addressed
  • Choose and sequence teaching activities to reflect theoretical understandings of skill development
  • Construct frequent and varied opportunities for learners to demonstrate achievement of skills
  • Select wide range of print, media and electronic text appropriate to learner purposes
       
Element: Select and apply adult language, literacy and numeracy teaching strategies appropriate to context
  • Evaluate teaching strategies to determine those most appropriate for the specific learners, learning styles, groups and learning context
  • Contextualise strategies to teach adult literacy and numeracy skills to meet learner needs
  • Use knowledge of language, literacy and numeracy skill development to facilitate learning
  • Establish productive relationships with learners using interpersonal skills
       
Element: Monitor adult language, literacy and numeracy skill development
  • Use formative assessment to monitor learner progress and modify course design
  • Identify perceived barriers to skill development and address them where possible
  • Provide guidance to learners about other options and relevant services when appropriate
  • Maintain records of individual learners’ progress as the basis of reporting
       
Element: Design and implement assessment processes
  • Ensure assessment processes are consistent with training specification requirements
  • Develop assessment tools consistent with training specification requirements
  • Conduct assessment, making reasonable adjustments appropriate to learner needs
  • Provide feedback to learners to facilitate continuous improvement
  • Maintain records of assessment decisions
  • Map learner outcomes to reporting instruments and complete reports
       
Element: Evaluate program
  • Collect feedback on assessment process from relevant parties
  • Review program in light of evidence and make changes as necessary
       


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.

Elements

Elements describe the essential outcomes

Performance Criteria

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

1. Plan to develop adult language, literacy and numeracy skills

1.1 Analyse training specifications

1.2 Analyse initial assessments to establish learner profiles

1.3 Ensure legal, organisational and ethical requirements of delivery and assessment are met

1.4 Plan delivery program with relevant stakeholders

1.5 Plan evaluation strategy with relevant stakeholders

2. Plan delivery within relevant frameworks

2.1 Prepare session plans to ensure coverage of skills and knowledge outcomes of training specification according to relevant frameworks

2.2 Select content appropriate to learners’ needs, interests and goals, and reflecting learning context

2.3 Confirm content of activities with others to ensure learning goals are addressed

2.4 Choose and sequence teaching activities to reflect theoretical understandings of skill development

2.5 Construct frequent and varied opportunities for learners to demonstrate achievement of skills

2.6 Select wide range of print, media and electronic text appropriate to learner purposes

3. Select and apply adult language, literacy and numeracy teaching strategies appropriate to context

3.1 Evaluate teaching strategies to determine those most appropriate for the specific learners, learning styles, groups and learning context

3.2 Contextualise strategies to teach adult literacy and numeracy skills to meet learner needs

3.3 Use knowledge of language, literacy and numeracy skill development to facilitate learning

3.4 Establish productive relationships with learners using interpersonal skills

4. Monitor adult language, literacy and numeracy skill development

4.1 Use formative assessment to monitor learner progress and modify course design

4.2 Identify perceived barriers to skill development and address them where possible

4.3 Provide guidance to learners about other options and relevant services when appropriate

4.4 Maintain records of individual learners’ progress as the basis of reporting

5. Design and implement assessment processes

5.1 Ensure assessment processes are consistent with training specification requirements

5.2 Develop assessment tools consistent with training specification requirements

5.3 Conduct assessment, making reasonable adjustments appropriate to learner needs

5.4 Provide feedback to learners to facilitate continuous improvement

5.5 Maintain records of assessment decisions

5.6 Map learner outcomes to reporting instruments and complete reports

6. Evaluate program

6.1 Collect feedback on assessment process from relevant parties

6.2 Review program in light of evidence and make changes as necessary

Evidence of the ability to:

design a program to develop language, literacy and numeracy skills, including preparing at least 3 session plans appropriate to delivery context – each of the three areas, language, literacy and numeracy, must be covered by a session plan

evaluate, select and contextualise adult language, literacy and numeracy teaching strategies appropriate to learner needs and delivery context

source and use authentic print, media and electronic texts appropriate to the needs of the learner

deliver adult language, literacy and numeracy teaching strategies to at least 3 learners for a period of up to one hour each

develop and use formative assessment processes to monitor learning, make adjustments to program and provide feedback to learners

develop at least 3 summative assessment tools as part of an assessment plan for English LLN learners consistent with training specification and appropriate to learner needs

conduct and record assessments for at least six individual learners

maintain learning and assessment records and prepare reports to meet needs of stakeholders

evaluate learning program and teaching and assessment strategies, and make changes as necessary.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

identify the frameworks and stakeholders that affect the way that LLN programs operate in a particular VET environment

outline how legal, organisational and ethical requirements can be addressed within the design and development of a learning plan

identify options, guidance and relevant services that can be provided to learners who need additional support to address barriers to skill development

outline how theoretical understandings of skill development inform the selection and sequencing of teaching activities

explain how current thinking on aspects of learning and assessment of adult English language, literacy and numeracy influence the adaption of teaching and assessment strategies used with specific learners

outline strategies used to gather student and peer feedback on teaching and assessment and how feedback can be used to inform program review.


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.

Elements

Elements describe the essential outcomes

Performance Criteria

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

1. Plan to develop adult language, literacy and numeracy skills

1.1 Analyse training specifications

1.2 Analyse initial assessments to establish learner profiles

1.3 Ensure legal, organisational and ethical requirements of delivery and assessment are met

1.4 Plan delivery program with relevant stakeholders

1.5 Plan evaluation strategy with relevant stakeholders

2. Plan delivery within relevant frameworks

2.1 Prepare session plans to ensure coverage of skills and knowledge outcomes of training specification according to relevant frameworks

2.2 Select content appropriate to learners’ needs, interests and goals, and reflecting learning context

2.3 Confirm content of activities with others to ensure learning goals are addressed

2.4 Choose and sequence teaching activities to reflect theoretical understandings of skill development

2.5 Construct frequent and varied opportunities for learners to demonstrate achievement of skills

2.6 Select wide range of print, media and electronic text appropriate to learner purposes

3. Select and apply adult language, literacy and numeracy teaching strategies appropriate to context

3.1 Evaluate teaching strategies to determine those most appropriate for the specific learners, learning styles, groups and learning context

3.2 Contextualise strategies to teach adult literacy and numeracy skills to meet learner needs

3.3 Use knowledge of language, literacy and numeracy skill development to facilitate learning

3.4 Establish productive relationships with learners using interpersonal skills

4. Monitor adult language, literacy and numeracy skill development

4.1 Use formative assessment to monitor learner progress and modify course design

4.2 Identify perceived barriers to skill development and address them where possible

4.3 Provide guidance to learners about other options and relevant services when appropriate

4.4 Maintain records of individual learners’ progress as the basis of reporting

5. Design and implement assessment processes

5.1 Ensure assessment processes are consistent with training specification requirements

5.2 Develop assessment tools consistent with training specification requirements

5.3 Conduct assessment, making reasonable adjustments appropriate to learner needs

5.4 Provide feedback to learners to facilitate continuous improvement

5.5 Maintain records of assessment decisions

5.6 Map learner outcomes to reporting instruments and complete reports

6. Evaluate program

6.1 Collect feedback on assessment process from relevant parties

6.2 Review program in light of evidence and make changes as necessary

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 training specifications 
Analyse initial assessments to establish learner profiles 
Ensure legal, organisational and ethical requirements of delivery and assessment are met 
Plan delivery program with relevant stakeholders 
Plan evaluation strategy with relevant stakeholders 
Prepare session plans to ensure coverage of skills and knowledge outcomes of training specification according to relevant frameworks 
Select content appropriate to learners’ needs, interests and goals, and reflecting learning context 
Confirm content of activities with others to ensure learning goals are addressed 
Choose and sequence teaching activities to reflect theoretical understandings of skill development 
Construct frequent and varied opportunities for learners to demonstrate achievement of skills 
Select wide range of print, media and electronic text appropriate to learner purposes 
Evaluate teaching strategies to determine those most appropriate for the specific learners, learning styles, groups and learning context 
Contextualise strategies to teach adult literacy and numeracy skills to meet learner needs 
Use knowledge of language, literacy and numeracy skill development to facilitate learning 
Establish productive relationships with learners using interpersonal skills 
Use formative assessment to monitor learner progress and modify course design 
Identify perceived barriers to skill development and address them where possible 
Provide guidance to learners about other options and relevant services when appropriate 
Maintain records of individual learners’ progress as the basis of reporting 
Ensure assessment processes are consistent with training specification requirements 
Develop assessment tools consistent with training specification requirements 
Conduct assessment, making reasonable adjustments appropriate to learner needs 
Provide feedback to learners to facilitate continuous improvement 
Maintain records of assessment decisions 
Map learner outcomes to reporting instruments and complete reports 
Collect feedback on assessment process from relevant parties 
Review program in light of evidence and make changes as necessary 

Forms

Assessment Cover Sheet

TAELLN804 - Implement and evaluate delivery 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

TAELLN804 - Implement and evaluate delivery 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: