Unit of competency Outline
Date retreived
22/07/2026 1:15 AM AWST
22/07/2026 1:15 AM 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.
Implement and evaluate delivery of adult language, literacy and numeracy skills
Implement and evaluate delivery of adult language, literacy and numeracy skills
Unit of competency
National Code
TAELLN704A
TAELLN704A
State Code
WA895
WA895
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
17/01/2017
Field of Education
070199 - Teacher Education, N.e.c.
Original Release Date
17/01/2017
Nominal Hours
95
Description
This unit describes the performance outcomes, skills and knowledge required to plan, develop, monitor, and assess adult language, literacy and numeracy skills at different levels and in vocational education and training (VET) contexts. It also includes the performance outcomes, skills and knowledge required to evaluate delivery.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
1. Plan to develop adult language, literacy and numeracy skills
- 1.1. Analyse training specifications
- 1.2. Analyse initial assessments to establish learner profiles
- 1.3. Ensure legal, organisational and ethical requirements of delivery and assessment are met
- 1.4. Plan delivery program with others if relevant
- 1.5. Plan evaluation strategy with others if relevant
2. Plan delivery within relevant frameworks
- 2.1. Prepare session plans to ensure coverage of skills and knowledge outcomes of training specification according to relevant frameworks
- 2.2. Select content appropriate to learners' needs, interests and goals, and reflecting learning context
- 2.3. Confirm content of activities with others to ensure learning goals are addressed
- 2.4. Choose and sequence teaching activities to reflect theoretical understandings of skill development
- 2.5. Construct frequent and varied opportunities for learners to demonstrate achievement of skills
- 2.6. Select wide range of print, media and electronic text appropriate to learner purposes
3. Select and apply adult language, literacy and numeracy teaching strategies appropriate to context
- 3.1. Evaluate teaching strategies to determine those most appropriate for the specific learners, learning styles, groups and learning context
- 3.2. Contextualise strategies to teach adult literacy and numeracy skills to meet learner needs
- 3.3. Contextualise strategies to teach learning skills to meet learner needs
- 3.4. Use knowledge of language, literacy and numeracy skill development to facilitate learning
- 3.5. Establish productive relationships with learners using interpersonal skills
4. Monitor adult language, literacy and numeracy skill development
- 4.1. Use formative assessment to monitor learner progress and modify course design
- 4.2. Identify perceived barriers to skill development and address them where possible
- 4.3. Provide guidance to learners about other options and relevant services when appropriate
- 4.4. Maintain records of individual learners' progress as the basis of reporting
5. Design and implement assessment processes
- 5.1. Ensure assessment processes are consistent with training specification requirements
- 5.2. Develop assessment tools consistent with training specification requirements
- 5.3. Conduct assessment, making reasonable adjustments appropriate to learner needs
- 5.4. Provide feedback to learners to facilitate continuous improvement
- 5.5. Maintain records of assessment decisions
- 5.6. Map learner outcomes to reporting instruments and complete reports
6. Evaluate program
- 6.1. Collect feedback on assessment process from relevant parties
- 6.2. Review program in light of evidence and make changes as necessary
agreements with stakeholders that specify training requirements
ACSF
course outline
relevant section of accredited course documentation
training organisation's delivery and assessment plan
unit from relevant Training Package
workplace adult literacy and numeracy skill development plan, as agreed with employers and workforce representatives.
current level of skill when compared with level of skill required for work or training outcome
factors that influence learning, such as:
illness
attendance
income
role as carer
identified language, literacy and numeracy needs, linked to initial assessment
learners' perceptions of their learning needs
learners' previous education and training experience
level of formal education in first language
if of a language background other than English, language and cultural background
level of skills, described using the ACSF
preferred learning strategies
short-term and long-term training goals
third-party reports from supervisors and other training colleagues.
assessment reporting and subsequent procedures, such as:
complaints
grievances
appeals
audit requirements
enrolment and assessment records and other data and information management
equity issues and needs
intellectual property
potential legal consequences of false, misleading or incorrect information
privacy legislation
regulatory requirements, including occupational health and safety (OHS).
pre-training assessment
team teaching
use of training materials
small group or one-to-one support.
colleagues involved in delivery and assessment of learner group or similar groups
external stakeholders, such as Centrelink
in a workplace, all parties involved in the program, such as supervisors, workforce organisations, employers and other trainers
support persons, such as bilingual aides and counsellors
those with knowledge relevant to context in which working, such as vocational or workplace trainers
those with specialist teaching expertise, such as higher level mathematics or English as a second language (ESL) teachers.
Planning delivery within
application of adult learning principles
integration of language, literacy and numeracy delivery with vocational training
pathways to other qualifications
requirements of the AQTF
training specifications as set out in Training Packages and accredited courses.
reading
writing
speaking
listening
critical thinking
employability skills
learning strategies
non-verbal communication and body language
use of new technologies
visual literacy.
Ways in which theoretical understandings of skill development may be reflected in the
judgements about focus of the program and particular sessions to facilitate development of skills
decisions about content and use of resources depending on level of difficulty of reading materials, numeracy tasks or writing tasks
decisions about the suitability of particular delivery options to meet learner group needs
extent of support a particular learner might need to succeed with course materials
order in which new material, such as language structures, may be introduced.
theories that inform adult literacy teaching, such as:
applied linguistics
applied social theory and sociolinguistics
critical literacy
humanistic and progressivist pedagogy
psycholinguistics
theories that inform adult numeracy teaching, such as:
applied social theory, for example mathematics and culture, mathematics and gender
constructivism
critical numeracy
cultural use of specific mathematics
functionalism.
authentic texts, such as written texts commonly found in the home, at workplaces and in the public domain
documents, such as those relating to government services and requirements
numeracy materials, such as:
calendars
money
number
ratio
shapes
street directories and maps
weights and measures
technology, such as:
automated teller machines (ATMs) and EFTPOS
CDs
e-learning activities
m-learning activities
mobile telephones
visual materials, such as:
graffiti
illustrations
photographs
posters, signs and charts
telephone displays
television shows, movies and animations
videos and DVDs
workplace documentation, such as:
manufacturer specifications
OHS notices
personnel forms
rosters
standard operating procedures.
active questioning
correcting learner errors
developing resources to meet specific learner needs
explaining concepts and processes
making judgements about individual's skill development
using peer learning and group work.
ESL course
other adult literacy and numeracy program
other community-based option
peer support
shift to a vocational course
support service, such as counselling or welfare service.
communication styles, preferences and levels of confidence
learners' differing linguistic and cultural backgrounds
learners' previous experiences of assessment
specific learning difficulties or disabilities.
ACSF
training organisation's own reporting systems.
individual and aggregated reports about improved adult literacy and numeracy outcomes, described using the ACSF
reports written for the workplace using particular formats and styles, covering:
benefits to the company
improvements in workplace skills
individuals taking further training of their own
participation in teams and meetings
job flexibility and promotional opportunities
morale and attendance
those required by funding bodies
those required by training organisations.
employers and supervisors
learners
vocational colleagues.
ACSF
course outline
relevant section of accredited course documentation
training organisation's delivery and assessment plan
unit from relevant Training Package
workplace adult literacy and numeracy skill development plan, as agreed with employers and workforce representatives.
current level of skill when compared with level of skill required for work or training outcome
factors that influence learning, such as:
illness
attendance
income
role as carer
identified language, literacy and numeracy needs, linked to initial assessment
learners' perceptions of their learning needs
learners' previous education and training experience
level of formal education in first language
if of a language background other than English, language and cultural background
level of skills, described using the ACSF
preferred learning strategies
short-term and long-term training goals
third-party reports from supervisors and other training colleagues.
assessment reporting and subsequent procedures, such as:
complaints
grievances
appeals
audit requirements
enrolment and assessment records and other data and information management
equity issues and needs
intellectual property
potential legal consequences of false, misleading or incorrect information
privacy legislation
regulatory requirements, including occupational health and safety (OHS).
pre-training assessment
team teaching
use of training materials
small group or one-to-one support.
colleagues involved in delivery and assessment of learner group or similar groups
external stakeholders, such as Centrelink
in a workplace, all parties involved in the program, such as supervisors, workforce organisations, employers and other trainers
support persons, such as bilingual aides and counsellors
those with knowledge relevant to context in which working, such as vocational or workplace trainers
those with specialist teaching expertise, such as higher level mathematics or English as a second language (ESL) teachers.
Planning delivery within
application of adult learning principles
integration of language, literacy and numeracy delivery with vocational training
pathways to other qualifications
requirements of the AQTF
training specifications as set out in Training Packages and accredited courses.
reading
writing
speaking
listening
critical thinking
employability skills
learning strategies
non-verbal communication and body language
use of new technologies
visual literacy.
Ways in which theoretical understandings of skill development may be reflected in the
judgements about focus of the program and particular sessions to facilitate development of skills
decisions about content and use of resources depending on level of difficulty of reading materials, numeracy tasks or writing tasks
decisions about the suitability of particular delivery options to meet learner group needs
extent of support a particular learner might need to succeed with course materials
order in which new material, such as language structures, may be introduced.
theories that inform adult literacy teaching, such as:
applied linguistics
applied social theory and sociolinguistics
critical literacy
humanistic and progressivist pedagogy
psycholinguistics
theories that inform adult numeracy teaching, such as:
applied social theory, for example mathematics and culture, mathematics and gender
constructivism
critical numeracy
cultural use of specific mathematics
functionalism.
authentic texts, such as written texts commonly found in the home, at workplaces and in the public domain
documents, such as those relating to government services and requirements
numeracy materials, such as:
calendars
money
number
ratio
shapes
street directories and maps
weights and measures
technology, such as:
automated teller machines (ATMs) and EFTPOS
CDs
e-learning activities
m-learning activities
mobile telephones
visual materials, such as:
graffiti
illustrations
photographs
posters, signs and charts
telephone displays
television shows, movies and animations
videos and DVDs
workplace documentation, such as:
manufacturer specifications
OHS notices
personnel forms
rosters
standard operating procedures.
active questioning
correcting learner errors
developing resources to meet specific learner needs
explaining concepts and processes
making judgements about individual's skill development
using peer learning and group work.
ESL course
other adult literacy and numeracy program
other community-based option
peer support
shift to a vocational course
support service, such as counselling or welfare service.
communication styles, preferences and levels of confidence
learners' differing linguistic and cultural backgrounds
learners' previous experiences of assessment
specific learning difficulties or disabilities.
ACSF
training organisation's own reporting systems.
individual and aggregated reports about improved adult literacy and numeracy outcomes, described using the ACSF
reports written for the workplace using particular formats and styles, covering:
benefits to the company
improvements in workplace skills
individuals taking further training of their own
participation in teams and meetings
job flexibility and promotional opportunities
morale and attendance
those required by funding bodies
those required by training organisations.
employers and supervisors
learners
vocational colleagues.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
identify and analyse training specifications and learner profiles
design a program to develop language, literacy and numeracy skills, including preparing session plans appropriate to delivery context
apply adult language, literacy and numeracy teaching strategies appropriate to learner needs and delivery context
monitor learning and provide feedback to learners
develop assessment tools consistent with training specification and appropriate to learner needs
prepare records and reports developed to meet needs of stakeholders
evaluate own practice.
Context of and specific resources for assessment
Assessment must ensure access to:
a suitable workplace environment
adult language, literacy and numeracy learners
training specifications appropriate to context
appropriate adult literacy and numeracy teaching resources.
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:
direct observation or video recording of candidate's adult language, literacy and numeracy practice
evaluation of a portfolio of evidence comprising:
learner responses and feedback
personal reflections
planning notes
preparation, such as detailed session plans, learning activities and assessment tools
samples of resources
review of work samples, which may include session plans, units of work, resources, assessment tasks, evaluations, and other work documents
questioning to establish required knowledge
review of third-party reports.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
TAELLN701A Analyse and apply adult literacy teaching practices
TAELLN702A Analyse and apply adult numeracy teaching practices
TAELLN703A Develop English language skills of learners.
Evidence of the ability to:
identify and analyse training specifications and learner profiles
design a program to develop language, literacy and numeracy skills, including preparing session plans appropriate to delivery context
apply adult language, literacy and numeracy teaching strategies appropriate to learner needs and delivery context
monitor learning and provide feedback to learners
develop assessment tools consistent with training specification and appropriate to learner needs
prepare records and reports developed to meet needs of stakeholders
evaluate own practice.
Context of and specific resources for assessment
Assessment must ensure access to:
a suitable workplace environment
adult language, literacy and numeracy learners
training specifications appropriate to context
appropriate adult literacy and numeracy teaching resources.
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:
direct observation or video recording of candidate's adult language, literacy and numeracy practice
evaluation of a portfolio of evidence comprising:
learner responses and feedback
personal reflections
planning notes
preparation, such as detailed session plans, learning activities and assessment tools
samples of resources
review of work samples, which may include session plans, units of work, resources, assessment tasks, evaluations, and other work documents
questioning to establish required knowledge
review of third-party reports.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
TAELLN701A Analyse and apply adult literacy teaching practices
TAELLN702A Analyse and apply adult numeracy teaching practices
TAELLN703A Develop English language skills of learners.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WG877 | TAELLN804 | Implement and evaluate delivery of adult language, literacy and numeracy skills | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D672 | TAE70111 | Graduate Certificate In Adult Language, Literacy and Numeracy Practice | Qualification |