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Evidence Guide: TAELLN501 - Support the development of adult language, literacy and numeracy skills

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

TAELLN501 - Support the development of adult language, literacy and numeracy skills

What evidence can you provide to prove your understanding of each of the following citeria?

Analyse the purpose and context for LLN development

  1. Analyse the LLN requirements of the training specification or learning situation, using the ACSF
  2. Analyse the LLN requirements of the training context
Analyse the LLN requirements of the training specification or learning situation, using the ACSF

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse the LLN requirements of the training context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine learners’ LLN skill level

  1. Identify each learner’s LLN background
  2. Identify factors or potential barriers that may affect the learner’s development of LLN skills
  3. Determine the learner’s existing LLN skill level, using relevant tools and other approaches, including validated ACSF assessment tasks
Identify each learner’s LLN background

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify factors or potential barriers that may affect the learner’s development of LLN skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the learner’s existing LLN skill level, using relevant tools and other approaches, including validated ACSF assessment tasks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design and apply strategies to develop LLN skills

  1. Analyse the learner’s strengths and needs, using the ACSF
  2. Examine a range of strategies to develop reading, writing, speaking, listening and numeracy skills
  3. Design training and assessment to build LLN skills, utilising the ACSF to describe the approach
  4. Access relevant LLN resources
  5. Modify resources to meet LLN needs, and in relation to context
  6. Implement the program
Analyse the learner’s strengths and needs, using the ACSF

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Examine a range of strategies to develop reading, writing, speaking, listening and numeracy skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design training and assessment to build LLN skills, utilising the ACSF to describe the approach

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access relevant LLN resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Modify resources to meet LLN needs, and in relation to context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review strategies

  1. Monitor learner progress
  2. Seek support and feedback from colleagues, and LLN specialists, whenever required
  3. Review strategies in terms of their effectiveness and the feedback received
Monitor learner progress

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek support and feedback from colleagues, and LLN specialists, whenever required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review strategies in terms of their effectiveness and the feedback received

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and extend own and others’ LLN practice

  1. Access, read and analyse current research on adult LLN practice and incorporate knowledge into practice
  2. Source and access opportunities, to extend own and others’ practice
  3. Propose and implement improvements to LLN practice
  4. Provide assistance and advice to less experienced trainers, and assessors in relation to LLN practice
Access, read and analyse current research on adult LLN practice and incorporate knowledge into practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Source and access opportunities, to extend own and others’ practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Propose and implement improvements to LLN practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide assistance and advice to less experienced trainers, and assessors in relation to LLN practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine learners’ LLN skill level

  1. Identify each learner’s LLN background
  2. Identify factors or potential barriers that may affect the learner’s development of LLN skills
  3. Determine the learner’s existing LLN skill level, using relevant tools and other approaches, including validated ACSF assessment tasks
Identify each learner’s LLN background

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify factors or potential barriers that may affect the learner’s development of LLN skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine the learner’s existing LLN skill level, using relevant tools and other approaches, including validated ACSF assessment tasks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and extend own and others’ LLN practice

  1. Access, read and analyse current research on adult LLN practice and incorporate knowledge into practice
  2. Source and access opportunities, to extend own and others’ practice
  3. Propose and implement improvements to LLN practice
  4. Provide assistance and advice to less experienced trainers, and assessors in relation to LLN practice
Access, read and analyse current research on adult LLN practice and incorporate knowledge into practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Source and access opportunities, to extend own and others’ practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Propose and implement improvements to LLN practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide assistance and advice to less experienced trainers, and assessors in relation to LLN practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

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

1. Analyse the purpose and context for LLN development

1.1 Analyse the LLN requirements of the training specification or learning situation, using the ACSF

1.2 Analyse the LLN requirements of the training context

2. Determine learners’ LLN skill level

2.1 Identify each learner’s LLN background

2.2 Identify factors or potential barriers that may affect the learner’s development of LLN skills

2.3 Determine the learner’s existing LLN skill level, using relevant tools and other approaches, including validated ACSF assessment tasks

3. Design and apply strategies to develop LLN skills

3.1 Analyse the learner’s strengths and needs, using the ACSF

3.2 Examine a range of strategies to develop reading, writing, speaking, listening and numeracy skills

3.3 Design training and assessment to build LLN skills, utilising the ACSF to describe the approach

3.4 Access relevant LLN resources

3.5 Modify resources to meet LLN needs, and in relation to context

3.6 Implement the program

4. Review strategies

4.1 Monitor learner progress

4.2 Seek support and feedback from colleagues, and LLN specialists, whenever required

4.3 Review strategies in terms of their effectiveness and the feedback received

5. Develop and extend own and others’ LLN practice

5.1 Access, read and analyse current research on adult LLN practice and incorporate knowledge into practice

5.2 Source and access opportunities, to extend own and others’ practice

5.3 Propose and implement improvements to LLN practice

5.4 Provide assistance and advice to less experienced trainers, and assessors in relation to LLN practice

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

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

1. Analyse the purpose and context for LLN development

1.1 Analyse the LLN requirements of the training specification or learning situation, using the ACSF

1.2 Analyse the LLN requirements of the training context

2. Determine learners’ LLN skill level

2.1 Identify each learner’s LLN background

2.2 Identify factors or potential barriers that may affect the learner’s development of LLN skills

2.3 Determine the learner’s existing LLN skill level, using relevant tools and other approaches, including validated ACSF assessment tasks

3. Design and apply strategies to develop LLN skills

3.1 Analyse the learner’s strengths and needs, using the ACSF

3.2 Examine a range of strategies to develop reading, writing, speaking, listening and numeracy skills

3.3 Design training and assessment to build LLN skills, utilising the ACSF to describe the approach

3.4 Access relevant LLN resources

3.5 Modify resources to meet LLN needs, and in relation to context

3.6 Implement the program

4. Review strategies

4.1 Monitor learner progress

4.2 Seek support and feedback from colleagues, and LLN specialists, whenever required

4.3 Review strategies in terms of their effectiveness and the feedback received

5. Develop and extend own and others’ LLN practice

5.1 Access, read and analyse current research on adult LLN practice and incorporate knowledge into practice

5.2 Source and access opportunities, to extend own and others’ practice

5.3 Propose and implement improvements to LLN practice

5.4 Provide assistance and advice to less experienced trainers, and assessors in relation to LLN practice

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, including:

determining language, literacy and numeracy (LLN) levels using validated tools, including those based on the Australian Core Skills Framework (ACSF), for at least 5 learners

determining the requirements of training, based on the ACSF

planning training and assessment that incorporates LLN support strategies relevant to at least two different learners, or groups of learners, in response the ACSF assessment and learners’ goals

reviewing own strategy, and strategies of others, used to support LLN

leading others to extend practice.

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

the current function of LLN skills in Australian society, including how LLN skills impact on an individual’s participation in work, education and the community

LLN competence in Australia, according to recent research, such as surveys conducted by the Australian Bureau of Statistics

the ACSF and how it can be used to describe the LLN requirements integral to vocational competence

using the ACSF to design training and assessment programs appropriate to learner needs

a variety of strategies and resources used to build LLN skills appropriate to vocational work

how context affects language use, including:

how the choice of linguistic style is affected by roles and relationships

how levels of formality are affected by factors such as age, role and ethnicity

how meaning making relies on linking to context

how people may be more proficient in some contexts and less in others

the variety of ways texts can be approached, depending on purpose of reader, for example skimming, scanning and critical analysis

numeracy and language knowledge to the level of the numeracy and language being taught.