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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 knowledge programs 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 programs programs 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 program participants possible risks and strategies to avert them program content projected outcomes resources required responsibilities of parties involved in the program. |
Stakeholders may include: | language, literacy and numeracy colleagues managers of community programs other vocational education and training (VET) colleagues policy makers program managers within VET environment workplace personnel. |
Social and educational context may include: | community context training organisation context workplace context. |
Mode and methods for professional development program may include: | classroom delivery flexible delivery methods individual or small group mentoring providing expert advice to technical trainers, as required. |
Participants may include: | adults who wish to assist a learner with reading, writing, oral communication and numeracy skills those enrolled in TAELLN401A Address adult language, literacy and numeracy skills those 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 Practice those 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 development meeting a range of criteria which may affect relationship-building with an adult in a community program, such as particular skills, interests and availability meeting the entry requirements of relevant qualifications self-audit of training needs, including: developing strategies for evaluating and reflecting on own learning strengths and weaknesses with assistance, developing or revising individualised plans and strategies to achieve goals. |
Design may include: | adult learning theories and learning styles analysis of language, literacy and numeracy: integrated into training specifications, such as Training Packages or accredited curriculum involved in community participation underpinning workplace activity examination 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 development goals and needs of adult learners consistent with the program's context impetus 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 participation coping better with bureaucratic demands of Australian society dealing with technology employment-related reasons improved outcomes from training personal needs learning strategies language, literacy and numeracy skills aligned to frameworks, such as the ACSF third-party reports from interested others statistical information, such as levels of adult language, literacy and numeracy in the Australian community program guidelines, such as those relating to confidentiality teaching strategies and learning resources TAELLN401A Address adult language, literacy and numeracy skills TAELLN501A Support the development of adult language, literacy and numeracy skills TAE70110 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 program maintaining knowledge of current research program management risk management support for program participants responsibilities of program participants, such as: working in accordance with program's guidelines working in accordance with training organisation's policies and procedures joint 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 learning activities to support literacy and numeracy learning adult language, literacy and numeracy teaching strategies activities to cover legislation, codes of practice and national standards. |
Resources may include: | human resources, such as: content experts representatives of support agencies technical experts learning resources, such as: teaching strategies those supporting long-term goals of adults those that develop language, literacy and numeracy skills. |
Feedback may include: | advice in relation to personal, social and educational matters that may affect learning advice regarding theoretical understandings of adult language, literacy and numeracy, learning theories and suitable resources adult learning principles, such as collaborative communication and learning approaches technical aspects of training requirements. |
Program evaluation may include: | evaluation instruments, such as: surveys structured interviews questionnaires observations feedback or debriefing from group discussions or meetings of stakeholders reflection on own professional practice gathering 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 evaluation outcomes from program, possibly in relation to participants' original goals and learning objectives outcomes in relation to skills and knowledge in delivering literacy and numeracy student contact hours provided. |