Application
This unit describes the 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.
It 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.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
Elements Elements describe the essential outcomes | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Review effectiveness of current adult language, literacy and numeracy practices | 1.1 Identify current adult language, literacy and numeracy teaching practices 1.2 Establish criteria to evaluate effectiveness of current practices 1.3 Assess and evaluate current practice in relation to requirements of learning context 1.4 Identify aspects of current practice that could be improved or enhanced through new, innovative or alternative approaches |
2. Research advances in practice | 2.1 Identify areas of research relevant to the identified aspects of current practice that require improvement 2.2 Formulate a research plan based on an identified areas of research 2.3 Use appropriate sources of information to identify new practices |
3. Analyse new adult language, literacy and numeracy practices | 3.1 Evaluate new practices in relation to requirements of learning context 3.2 Evaluate new practices in relation to specific requirements of learners enrolled in adult language, literacy and numeracy programs 3.3 Review new practices in relation to adult language, literacy and numeracy teaching theory 3.4 Identify potential implementation, professional development and resourcing issues arising from new practices |
4. Apply new adult language, literacy and numeracy practices | 4.1 Undertake joint planning with others as relevant, to introduce new practices 4.2 Implement actions to address identified implementation, professional development or resourcing issues 4.3 Apply new adult language, literacy and numeracy practices to teaching and assessment activities |
5. Evaluate new adult language, literacy and numeracy practices | 5.1 Establish criteria to monitor and evaluate impact of new practices 5.2 Monitor and evaluate implementation according to the established criteria 5.3 Disseminate findings of evaluation to relevant stakeholders 5.4 Review changes to practices based on feedback and evaluation findings |
Evidence of Performance
Evidence of the ability to:
develop or select criteria for evaluating the effectiveness of current adult English language, literacy and numeracy teaching practice
identify at least 2 current aspects of practice that need improvement or issues that need resolving and research any new practices that may be appropriate
evaluate new practices in relation to adult language, literacy and numeracy theory, the requirements of the learning context and the needs of learners
make changes to existing practices to implement new practices into the learning program in collaboration with relevant stakeholders
monitor, evaluate and review the new practices using established criteria
share findings about new practices with colleagues.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.
Evidence of Knowledge
To complete the unit requirements safely and effectively, the individual must:
identify curriculum frameworks, pedagogy or teaching theories and their relationship with current adult language, literacy and numeracy teaching practice
identify any implementation, professional development and resourcing issues that may arise from the introduction of new practices
describe criteria to evaluate the effectiveness of new practices and explain how they are relevant to the specific requirements of the learning context in terms of:
organisational or workplace requirements
funding body guidelines
learner needs
national VET standards and frameworks
explain how potential issues arising from the introduction of new practices can be identified and overcome
identify sources of information and advice on adult language, literacy and numeracy practice.
Assessment Conditions
Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the language, literacy and numeracy practice field of work and include access to:
opportunities to participate in a range of practical exercises and projects
information about new teaching practices in adult language, literacy, numeracy and program evaluation
special purpose tools, equipment, materials and industry software packages.
Assessors must satisfy NVR/AQTF assessor requirements.
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill | Performance Criteria | Description |
Reading | 2.1, 2.3, 5.2 | Sources, analyses and interprets conceptually complex, formal textual information to define strategy and methodology |
Writing | 1.2, 2.2, 5.1, 5.3, 5.4 | Prepares documentation which incorporates the analysis and evaluation of information using specialised language in a format and style appropriate to a specific audience |
Numeracy | 1.2, 5.1, 5.2 | Collates, interprets and reports on statistical information to convey meaning and to indicate efficacy of practice |
Oral Communication | 4.1, 5.3 | Leads complex verbal exchanges of information, opinions and concepts, articulating ideas and conclusions with individuals and groups using suitable style and language to communicate effectively and with influence |
Navigate the world of work | 1.3, 2.1, 5.4 | Identities and follows relevant legislative requirements, explicit and implicit protocols, policies and procedures and meets expectations associated with own role Develops and maintains knowledge related to own role |
Interact with others | 4.2, 5.3, 5.4 | Selects and uses appropriate conventions and protocols when communicating with a range of stakeholders Demonstrates sophisticated control over oral, visual and/or written formats, drawing on a range of communication practices to achieve goals |
Get the work done | 1.1, 1.3, 1.4, 2.2, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 5.1, 5.2, 5.4 | Selects or supports new ideas on the basis of their contribution to the achievement of broader goal Reflects on the application of key principles in a particular context, the appropriateness and effectiveness of different sources of information and problem solving processes for that context, and the potential implications for future situations Actively identifies systems, devices and applications with potential to meet current and/or future needs |
Sectors
Language, literacy and numeracy practice