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Evidence Guide: TAELLN814 - Design programs to develop 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

 

TAELLN814 - Design programs to develop adult language, literacy and numeracy skills

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

Examine parameters of adult language, literacy and numeracy program design

  1. Analyse program funding guidelines to establish program parameters
  2. Use knowledge of pedagogies of adult language, literacy and numeracy to clarify program focus
  3. Clarify eligibility requirements for the planned program with reference to funding guidelines and program focus
  4. Research range of training package or accredited course options available to support stand-alone or integrated adult language, literacy and numeracy skill development
Analyse program funding guidelines to establish program parameters

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify eligibility requirements for the planned program with reference to funding guidelines and program focus

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research range of training package or accredited course options available to support stand-alone or integrated adult language, literacy and numeracy skill development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select course level and units

  1. Identify key underpinning theoretical frameworks of the selected training package or accredited course
  2. Examine qualification packaging rules of the training package or accredited course to select a qualification or combination of units that best meets the program focus
Identify key underpinning theoretical frameworks of the selected training package or accredited course

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Examine qualification packaging rules of the training package or accredited course to select a qualification or combination of units that best meets the program focus

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Tailor program to meet needs of learner group

  1. Access pre-training assessment records to establish learner needs, goals, skills and learning styles
  2. Establish profile of the learner group
  3. Select learning resources and program content consistent with learner profiles and program focus
Access pre-training assessment records to establish learner needs, goals, skills and learning styles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish profile of the learner group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design program structure

  1. Use knowledge of language, literacy and numeracy learning needs of culturally and linguistically diverse adults to plan program structure
  2. Use knowledge of language, literacy and numeracy skill development to sequence learning
  3. Select mode of delivery appropriate for program focus and learner needs
  4. Prepare delivery and assessment plan consistent with course content and learner needs, goals, skills and learning styles
  5. Plan collaborative arrangements for teaching and learning activities when more than one practitioner is working with a group of learners
  6. Note reporting requirements of funding body and build in at appropriate points in the program
Use knowledge of language, literacy and numeracy learning needs of culturally and linguistically diverse adults to plan program structure

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select mode of delivery appropriate for program focus and learner needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review the program design

  1. Devise criteria by which the program is reviewed
  2. Review the program design in collaboration with others
  3. Modify the program design according to recommendations from the review
Devise criteria by which the program is reviewed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review the program design in collaboration with others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Modify the program design according to recommendations from the review

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

Elements

Elements describe the essential outcomes

Performance Criteria

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

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 for the planned program with reference to funding guidelines and program focus

1.4 Research range of training package or accredited course options available to support stand-alone or integrated adult language, literacy and numeracy skill development

2. Select course level and units

2.1 Identify key underpinning theoretical frameworks of the selected training package or accredited course

2.2 Examine qualification packaging rules of the training package or accredited course to select a qualification or combination of units that best meets the program focus

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 mode of delivery appropriate for program focus and learner needs

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 and Knowledge

Elements

Elements describe the essential outcomes

Performance Criteria

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

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 for the planned program with reference to funding guidelines and program focus

1.4 Research range of training package or accredited course options available to support stand-alone or integrated adult language, literacy and numeracy skill development

2. Select course level and units

2.1 Identify key underpinning theoretical frameworks of the selected training package or accredited course

2.2 Examine qualification packaging rules of the training package or accredited course to select a qualification or combination of units that best meets the program focus

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 mode of delivery appropriate for program focus and learner needs

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

Evidence of the ability to:

select a qualification or combination of units from a training package or accredited course that is suitable for language, literacy and numeracy program requirements based on analysis of at least 3 accredited courses or Training Packages – each analysis should consider:

program funding guidelines

program focus

eligibility requirements

course options, underpinning theoretical frameworks, qualification packaging rules and outcome statements

tailor program selecting learning resources and program content to meet identified learner needs

design program structure, delivery and assessment plan, sequence of learning activities, delivery options, collaborative arrangements and reporting points

develop and use review criteria to review and modify a program in collaboration with others.

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:

document and analyse the following factors that influence the design of language, literacy and numeracy programs:

VET context

legislative or regulatory requirements

funding body and other reporting requirements

training provider organisational requirements and constraints

stakeholder or community involvement

program focus and purpose

resource requirements

program eligibility requirements and participation guidelines

explain how adult learning principles and adult language, literacy and numeracy pedagogies inform program design, and the selection and sequencing of learning activities and assessment points

identify standards, frameworks and funding body requirements that influence the selection of program review criteria

explain how input from colleagues and relevant stakeholders can be accessed and used to inform the development, review and modification of programs.