Unit of competency Outline
Date retreived
22/07/2026 2:36 PM AWST
22/07/2026 2:36 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Support adult language and literacy learning and development
Support adult language and literacy learning and development
Unit of competency
National Code
CHCLLN401A
CHCLLN401A
State Code
WB988
WB988
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
15/07/2014
Field of Education
070199 - Teacher Education, N.e.c.
Original Release Date
15/07/2014
Nominal Hours
35
Description
DescriptorThis unit describes the skills and knowledge required by those providing language and literacy support to adult learners who wish to develop their core skills of oral communication, reading, writing and learningThe unit provides the skills and knowledge to work with a supervisor to develop strategies and resources to reinforce language and literacy skills and to support learners during various phases in the development of their language and literacy competence
Notes
Elements and Performance Criteria
1. Identify language and literacy requirements of learners
- 1.1 Meet with supervisor to establish own role and responsibilities and identify learner's language and literacy level and needs
- 1.2 Meet with learner to establish rapport and identify factors that may inhibit the development of language and literacy skills, and discuss with supervisor as required
- 1.3 Negotiate learning needs with learner and establish achievable learning outcomes, in consultation with supervisor where appropriate
2. Plan appropriate strategies and resources to support language and literacy development
- 2.1 Plan learning environment, activities and teaching strategies in advance, seeking advice from supervisor or other specialist as needed
- 2.2 Monitor learner understanding and use of language, and gather information to inform own planning
- 2.3 Adapt or develop resources appropriate to learner's needs and context according to program requirements
3. Encourage and model spoken language
- 3.1 Demonstrate different styles, ranges and contexts of oral communication across appropriate aspects of communication
- 3.2 Use spoken language to effectively interact with learner
- 3.3 Talk about language in order to scaffold learning
4. Support learners to read and interpret texts
- 4.1 Determine strategies for supporting learner in interpreting texts, with supervisor where appropriate
- 4.2 Implement planned strategies to enhance learner abilities and address individual needs
- 4.3 Encourage learner to problem solve in order to make meaning from texts
- 4.4 Use a range of planned strategies to focus learner on specific literacy skills
- 4.5 Evaluate learning outcomes and discuss with supervisor as required
5. Enhance learners' literacy skills through writing activities
- 5.1 Use appropriate terminology with learner as planned
- 5.2 Implement planned strategies to develop learner skills in the use of written language
- 5.3 Use planned strategies to develop performance features of learner's writing
- 5.4 Evaluate learning outcomes and discuss with supervisor as required
6. Review strategies used to enhance learner skills
- 6.1 Monitor learner progress
- 6.2 Seek support and feedback from supervisor when required
- 6.3 Review strategies in terms of their effectiveness and feedback received
RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.
Supervisor may include:
Experienced tutor
Literacy specialist
Mentor
Identifying learner's language and literacy level may include:
Considering:
information provided in supervisor briefing
learner's educational background
psychological, social and cultural factors
Using key concepts of tools such as the ACSF and International Second Language Proficiency Rating (ISLPR), when considering:
strengths and weaknesses of learner's core skills
relevance of context, support, task and text
Factors that may inhibit the development of language and literacy skills may include:
Cultural barriers relating to ethnicity and identity, for example
Disabilities, such as acquired brain injury
Geographic factors, such as isolation
Health issues, including chronic conditions
Language barriers relating to, for example:
influence of first language on later language learning
use of standard English or non-standard English
Learning difficulties
Limited opportunities for practice
Personal barriers relating to such things as:
age
displacement issues for refugees
emotional issues
family circumstances
gender
previous formal schooling experiences
religion
social circumstances
trauma
Technology issues, such as:
lack of access
skill level
Resources may include:
Computer hardware and software
Games
Handouts and workbooks
Online and digital resources
Realia
Reference materials
Visual aids, such as photographs, displays and posters
Program requirements:
May be developed by:
the tutor
consulting with supervisor
consulting with learner
May include:
program guidelines
program resources
Aspects of communication may include:
Different contexts in which an individual uses core skills in all aspects of their lives, including:
cooperative: interacting in groups
personal : expressing identity
procedural: performing tasks
public: interacting with the wider community
systems: interacting in organisations
technical: using tools and technology
Using spoken language to effectively interact may include:
Encouraging participation in group or individual discussions and informal conversation
Using:
clear articulation and diverse intonation
books, stories and photos to stimulate recall, prediction, discussion, and vocabulary
language appropriate to learner background, culture, age, interests, needs and language level
language appropriate to the situation and purpose
realia from learner's life
Talking about language may include speaking about:
Effectiveness of language used for the chosen audience
How a word may be broken into syllables to help with spelling or meaning
Letter-sound relationships
Open-ended questioning about meaning and alternative ways to convey meaning
Processes used to:
determine meaning
work out the spelling of words
Purpose of the language used
Relating the new to the known
Structure of a sentence
Thinking processes involved in constructing communications
Texts may be drawn from many genres and include:
Everyday texts associated with a range of contexts, such as education, leisure, work, family and daily life
Literary texts appropriate to learners' interests
Mass-media texts
Strategies for supporting learners in interpreting texts may include:
Asking for learners' opinions about parts of the text
Asking learners to compare the text to other texts and their own experiences
Encouraging learners to:
analyse and criticise the text
consider the effectiveness of the text's messages
consider the genre of the text
Engaging in discussion that summarises or encourages comment about information in the text
Orientation to the text
Strategies to develop learners' skills in the use of written language may include:
Developing spelling
Helping learners to attempt unknown words
Scribing for beginning writers
Stringing sentences
Transformations for supported writing
Using a digital camera to support writing
Using temporary spelling as a tool for early writing
Written conversations
Performance features may include:
Audience
Grammar and punctuation
Legibility
Plan, proof, draft and review
Range and register
Structure and cohesion
Vocabulary and spelling
Strategies to develop performance features may include:
Deciding on audience, message and purpose
Drafting
Editing, including checking and revising
Researching specific information and references
Structuring the writing to best convey message to audience
Encouraging learners to critically reflect on their writing
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any 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.
Supervisor may include:
Experienced tutor
Literacy specialist
Mentor
Identifying learner's language and literacy level may include:
Considering:
information provided in supervisor briefing
learner's educational background
psychological, social and cultural factors
Using key concepts of tools such as the ACSF and International Second Language Proficiency Rating (ISLPR), when considering:
strengths and weaknesses of learner's core skills
relevance of context, support, task and text
Factors that may inhibit the development of language and literacy skills may include:
Cultural barriers relating to ethnicity and identity, for example
Disabilities, such as acquired brain injury
Geographic factors, such as isolation
Health issues, including chronic conditions
Language barriers relating to, for example:
influence of first language on later language learning
use of standard English or non-standard English
Learning difficulties
Limited opportunities for practice
Personal barriers relating to such things as:
age
displacement issues for refugees
emotional issues
family circumstances
gender
previous formal schooling experiences
religion
social circumstances
trauma
Technology issues, such as:
lack of access
skill level
Resources may include:
Computer hardware and software
Games
Handouts and workbooks
Online and digital resources
Realia
Reference materials
Visual aids, such as photographs, displays and posters
Program requirements:
May be developed by:
the tutor
consulting with supervisor
consulting with learner
May include:
program guidelines
program resources
Aspects of communication may include:
Different contexts in which an individual uses core skills in all aspects of their lives, including:
cooperative: interacting in groups
personal : expressing identity
procedural: performing tasks
public: interacting with the wider community
systems: interacting in organisations
technical: using tools and technology
Using spoken language to effectively interact may include:
Encouraging participation in group or individual discussions and informal conversation
Using:
clear articulation and diverse intonation
books, stories and photos to stimulate recall, prediction, discussion, and vocabulary
language appropriate to learner background, culture, age, interests, needs and language level
language appropriate to the situation and purpose
realia from learner's life
Talking about language may include speaking about:
Effectiveness of language used for the chosen audience
How a word may be broken into syllables to help with spelling or meaning
Letter-sound relationships
Open-ended questioning about meaning and alternative ways to convey meaning
Processes used to:
determine meaning
work out the spelling of words
Purpose of the language used
Relating the new to the known
Structure of a sentence
Thinking processes involved in constructing communications
Texts may be drawn from many genres and include:
Everyday texts associated with a range of contexts, such as education, leisure, work, family and daily life
Literary texts appropriate to learners' interests
Mass-media texts
Strategies for supporting learners in interpreting texts may include:
Asking for learners' opinions about parts of the text
Asking learners to compare the text to other texts and their own experiences
Encouraging learners to:
analyse and criticise the text
consider the effectiveness of the text's messages
consider the genre of the text
Engaging in discussion that summarises or encourages comment about information in the text
Orientation to the text
Strategies to develop learners' skills in the use of written language may include:
Developing spelling
Helping learners to attempt unknown words
Scribing for beginning writers
Stringing sentences
Transformations for supported writing
Using a digital camera to support writing
Using temporary spelling as a tool for early writing
Written conversations
Performance features may include:
Audience
Grammar and punctuation
Legibility
Plan, proof, draft and review
Range and register
Structure and cohesion
Vocabulary and spelling
Strategies to develop performance features may include:
Deciding on audience, message and purpose
Drafting
Editing, including checking and revising
Researching specific information and references
Structuring the writing to best convey message to audience
Encouraging learners to critically reflect on their writing
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Assessment should ensure the candidate addresses the elements and performance criteria on at least three occasions, over a period of time
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
Competency must be demonstrated in a realistic simulated or real work environment
Assessment requires access to a range of opportunities defined in the range statement, including access to:
an educational work environment or simulation to enable candidates to demonstrate their skills and knowledge while working with supervisors and learners
literacy terminology used in the role
Method of assessment:
Assessment methods suitable for valid and reliable assessment of this competency may include a combination of:
case studies
demonstration
observation
oral and written questioning
scenarios, simulation or role plays
authenticated evidence
Assessment methods should reflect work demands, such as literacy, and the needs of particular individuals, such as:
people in rural and remote locations
people with disabilities
people from culturally and linguistically diverse backgrounds
Aboriginal and Torres Strait Islander people
women
young people
older people
Guidance information
This unit may be assessed independently, however holistic assessment with other units relevant to the industry sector, workplace and job role is recommended
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Assessment should ensure the candidate addresses the elements and performance criteria on at least three occasions, over a period of time
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
Competency must be demonstrated in a realistic simulated or real work environment
Assessment requires access to a range of opportunities defined in the range statement, including access to:
an educational work environment or simulation to enable candidates to demonstrate their skills and knowledge while working with supervisors and learners
literacy terminology used in the role
Method of assessment:
Assessment methods suitable for valid and reliable assessment of this competency may include a combination of:
case studies
demonstration
observation
oral and written questioning
scenarios, simulation or role plays
authenticated evidence
Assessment methods should reflect work demands, such as literacy, and the needs of particular individuals, such as:
people in rural and remote locations
people with disabilities
people from culturally and linguistically diverse backgrounds
Aboriginal and Torres Strait Islander people
women
young people
older people
Guidance information
This unit may be assessed independently, however holistic assessment with other units relevant to the industry sector, workplace and job role is recommended
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AVB78 | CHCLLN002 | Support adult language and literacy learning | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J008 | CHC30612 | Certificate III in Active Volunteering | Qualification |