This unit applies to practitioners who design programs for the delivery of adult language, literacy and numeracy skills and knowledge.

Practitioners design programs to meet specific requirements of funding bodies and learners accessing adult language, literacy and numeracy provision. Programs are based on delivery of accredited courses in states and territories. The accredited course when contextualised to meet a particular purpose is here described as 'a program'.

Designing adult language, literacy and numeracy programs requires a broad skills and knowledge base in adult language, literacy and numeracy pedagogy and teaching approaches. These skills and knowledge are covered in:

TAELLN701A Analyse and apply adult literacy teaching practices

TAELLN702A Analyse and apply adult numeracy teaching practices

TAELLN703A Develop English language skills of learners.

The skills and knowledge needed for delivering and assessing adult language, literacy and numeracy skills in a range of delivery contexts are covered in TAELLN704A Implement and evaluate delivery of adult language, literacy and numeracy skills.

The design and delivery of specific language-based courses may require additional qualifications as set out in accredited course documentation.

ELEMENT

PERFORMANCE CRITERIA

1. Examine parameters of adult language, literacy and numeracy program design

1.1. Analyse program funding guidelines to establish program parameters

1.2. Use knowledge of pedagogies of adult language, literacy and numeracy to clarify program focus

1.3. Clarify eligibility requirements

1.4. Research range of course options

2. Select course level and units

2.1. Analyse courses to identify underpinning theoretical frameworks

2.2. Examine qualification packaging rules of courses

2.3. Select course with qualification packaging rules that meet the program focus

2.4. Analyse outcome statements of course at a range of levels, to select suitable level for the program

2.5. Review units of competency and Assessment Guidelines from Training Packages

2.6. Select units relevant to level and program focus, consistent with qualification packaging rules

3. Tailor program to meet needs of learner group

3.1. Access pre-training assessment records to establish learner needs, goals, skills and learning styles

3.2. Establish profile of the learner group

3.3. Select learning resources and program content consistent with learner profiles and program focus

4. Design program structure

4.1. Use knowledge of language, literacy and numeracy learning needs of culturally and linguistically diverse adults to plan program structure

4.2. Use knowledge of language, literacy and numeracy skill development to sequence learning

4.3. Select delivery options

4.4. Prepare delivery and assessment plan consistent with course content and learner needs, goals, skills and learning styles

4.5. Plan collaborative arrangements for teaching and learning activities when more than one practitioner is working with a group of learners

4.6. Note reporting requirements of funding body and build in at appropriate points in the program

5. Review the program design

5.1. Devise criteria by which the program is reviewed

5.2. Review the program design in collaboration with others

5.3. Modify the program design according to recommendations from the review

Required skills

analysis and interpretation skills to:

identify and analyse the language, literacy and numeracy practices used in the context of the program being designed

identify opportunities for learners to develop skills

interpret information about program specifications from commonwealth government, state training authorities and other funding bodies

locate and integrate employment, family and community resources in program design

communication skills to listen perceptively to colleagues

computer skills to:

record and report

support planning

initiative and enterprise skills to:

identify opportunities through program design

think broadly about a range of program options

literacy skills to:

complete complex reports for a range of bodies

interpret information from the learner placement process to identify and respond to learner needs, goals, skills and learning styles

pursue new knowledge through reading of professional journals and participation in conferences

select, read and interpret accredited course documentation

select, read and interpret Training Packages

synthesise information from complex and, at times, conflicting interpretations

write a training program

planning and organising skills to:

collect, analyse and organise information

devise a delivery and assessment plan

participate in a continuous improvement process

plan the use of resources

take initiatives and make decisions

problem-solving skills to develop programs according to program guidelines

self-management skills to take responsibility for planning

teamwork skills to plan collaborative activity

Required knowledge

adult learning principles as applied to program design

legislation, codes of practice and national standards appropriate to program being designed, for example:

Australian Core Skills Framework (ACSF)

Australian Qualifications Framework (AQF)

Australian Quality Training Framework (AQTF)

guidelines for course developers

guidelines for labour market and employment initiatives

immigration regulations affecting program eligibility

International Second Language Proficiency Rating (ISLPR) scale

privacy legislation affecting confidentiality issues relating to adult literacy and numeracy identification procedures

training organisation's policies and procedures

pedagogies of adult language, literacy and numeracy

relationship of language, literacy and numeracy to the Australian vocational education and training (VET) context

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:

analyse factors influencing program design

analyse packaging rules and Assessment Guidelines of courses and Training Packages

tailor a course to meet program requirements

design a program delivery and assessment plan that is consistent with program requirements, and demonstrate how the required skills and knowledge were used to inform the design

review a delivery program.

Context of and specific resources for assessment

Assessment must ensure access to:

course documentation

Training Packages

opportunities to design a plan for program delivery and assessment.

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 an example of program design that reflects the program guidelines and needs of particular target groups of learners, and the delivery and learning context

evaluation of a report or case study

questioning to establish required knowledge.

Guidance information for assessment

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

TAELLN801A Analyse policy and formulate strategic language, literacy and numeracy response.

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.

Program funding guidelines may include:

those from commonwealth and state government departments that fund adult literacy and numeracy programs

those of the training organisation.

Program parameters may include:

eligibility for the program

entry literacy and numeracy skills of participants measured against frameworks, such as the ACSF

length of time of the training to be provided

outcomes to be achieved through the program described in competencies or employment outcomes, or linked to frameworks, such as ACSF levels

qualifications of teaching staff

specific priority groups.

Program focus may include:

employment outcomes

equity initiatives

community integration

general education

labour market

pre-vocational.

Eligibility requirements may include:

people who are employed and wish to improve their literacy and numeracy skills

people who have been unemployed for a defined period

people with a specified level of formal schooling, such as those who haven't completed a Year 12 equivalent level of schooling

those at a particular level of the ACSF

those in a particular age group, such as:

15-19 years

over 55 years

those in Australia with a particular class of visa

those with a language background other than English

those with English as a first language.

Course options may include:

course focussing on cultural or vocational knowledge, but with a major component of literacy and numeracy skill development

those accredited by states and territories, such as:

literacy or numeracy-focused course at relevant AQF level

literacy or numeracy course with vocational skills and knowledge included

literacy or numeracy course with work placement included

literacy or numeracy course with English language skills support included

those designed by a training organisation to meet a specific need

those of the required number of hours to meet program guidelines.

Underpinning theoretical frameworks may include:

adult learning principles

ACSF

those related to pedagogy of adult literacy and numeracy

VET constructs, such as the AQF and AQTF.

Qualification packaging rules may include:

core units of literacy and numeracy only

core and elective units of literacy and numeracy

qualification that addresses 'spiky profiles'

qualification that allows for inclusion of units from Training Packages and other accredited courses

qualification that allows for inclusion of work placement

qualification that encourages use of recognition of prior learning (RPL).

Suitable units of competencyfrom Training Packages may include:

communication

customer service

numeracy

occupational health and safety (OHS)

operating an item of machinery or a process

planning for work or work induction

quality indicators

working in teams.

Assessment Guidelines from Training Packages may include:

qualifications required to assess units from the Training Package

qualifications required to deliver units from the Training Package

restrictions on use of units, such as:

use at specific AQF level.

Learner needs may include:

development of specific English language, literacy, numeracy and communication skills:

reading

writing

speaking

listening

visual literacy

non-verbal communication and body language

learning strategies

use of new technologies

critical thinking.

Profile of the learner group may include:

age

gender ratio

identified language, literacy and numeracy needs, linked to pre-training assessment and qualification level

learners' perception of their learning needs

learners' previous education and training experience

learners' short-term and long-term goals

learners' level of formal education in first language

if of a language background other then English, language and cultural background

specific needs, such as those linked to disability.

Delivery options may include:

classroom-based

delivery of discrete units

flexible delivery options using e-learning technologies

integration of units for delivery and assessment purposes

mix of classroom and project-based activities.

Delivery and assessment plan may include:

adult literacy and numeracy skills to be developed

English language skills to be developed

competencies to be achieved

human and physical resources

needs of individual learners or grouping arrangements, where possible

places of training

program outline and sequencing of training

qualifications and experience of teachers

suitable assessment methods

timetable and length of course.

Collaborative arrangements may include:

activities to integrate learning

division of program into coherent 'chunks', with different practitioners taking responsibility for different areas

timetabling.

Unit sector

Language, literacy and numeracy practice

This unit contains employability skills.