Unit of competency Outline
Date retreived
22/07/2026 8:11 AM AWST
22/07/2026 8:11 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.
Lead the delivery of adult language, literacy and numeracy support services
Lead the delivery of adult language, literacy and numeracy support services
Unit of competency
National Code
TAELLN706A
TAELLN706A
State Code
WA897
WA897
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
50
Description
This unit describes the performance outcomes, skills and knowledge required to devise and provide adult language, literacy and numeracy support services within a training organisation.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
1. Research language, literacy and numeracy demands of vocational training context
- 1.1. Identify broad issues for involvement in training through consultation with relevant parties
- 1.2. Analyse training specification outcomes to identify language, literacy and numeracy skills required for successful performance
- 1.3. Analyse learner and assessment materials to identify language, literacy and numeracy required for successful performance
- 1.4. Analyse training and assessment processes in terms of language, literacy and numeracy demands on learners
- 1.5. Analyse workplace practices to determine language, literacy and numeracy skills required
- 1.6. Develop a profile of language, literacy and numeracy requirements of vocational context
2. Analyse individual's language, literacy and numeracy skills
- 2.1. Develop profile of potential participants
- 2.2. Identify language, literacy and numeracy skills of potential participants
- 2.3. Make diagnostic judgements about individual's language, literacy and numeracy skills in relation to vocational requirements
3. Develop a language, literacy and numeracy support strategy for vocational training
- 3.1. Plan most appropriate mode(s) of training
- 3.2. Plan instructional sequence that links to identified language, literacy and numeracy training needs
- 3.3. Plan training arrangements
- 3.4. Undertake joint planning when working with content experts to integrate language, literacy and numeracy with teaching and assessment activities
- 3.5. Seek advice on technical matters from others in the VET environment when required
- 3.6. Confirm own role and responsibilities in training and assessment context with relevant parties
- 3.7. Confirm stages and processes for gathering evidence for assessment, and monitoring and evaluating training with relevant parties
4. Select and apply a range of teaching strategies to develop language, literacy and numeracy skills relevant to vocational context
- 4.1. Evaluate teaching strategies to determine those most appropriate for individual learners in particular vocational context
- 4.2. Apply strategies to interpret, explain and produce features of spoken and written English texts used within vocational context
- 4.3. Teach terminology and language of the industry and workplace
- 4.4. Apply strategies to interpret and teach mathematical features
- 4.5. Incorporate adult learning practices
- 4.6. Work with VET colleagues to develop their approach to addressing language, literacy and numeracy issues within their training
5. Participate in assessment processes
- 5.1. Make assessment arrangements consistent with quality compliance processes
- 5.2. Provide advice to vocational trainers and assessors about appropriate reasonable adjustment in conducting assessments
- 5.3. Complete reports as required by relevant bodies
6. Evaluate support services
- 6.1. Review the support services in collaboration with others
- 6.2. Modify the support services in line with recommendations from the review
developing capacity of vocational trainers to support learners with language, literacy and numeracy needs
developing language, literacy and numeracy skills of learners to allow them to complete training or further training successfully
meeting quality compliance requirements, such as AQTF standards
meeting the language, literacy and numeracy or communication skill requirements of a relevant industry Training Package or accredited vocational course.
enterprise personnel where there is an on-the-job component of training
school personnel responsible for VET in schools arrangements
those responsible for managing quality compliance within the training organisation
those responsible for vocational training.
accredited courses
manufacturer specifications
standard operating procedures
Training Packages.
enterprise-specific language, literacy and numeracy demands where known
industry expectations of language, literacy and numeracy skills
practices around core and incidental work activities.
accounts of learners' previous formal education and training experience
background information, such as age or gender
existing skills of learners in relation to work context
learners' attitudes to assessment
learners' perceptions of their learning needs
learners with identified language, literacy and numeracy needs, such as:
those with a low level of formal education
first language, if from a language background other then English.
a formal or informal process as required by particular context
consistent with requirements of assessment frameworks, such as the ACSF or ISLPR.
areas of strengths
specifics of areas in need of improvement
those based on sound knowledge of English phonological, grammatical and lexical systems.
delivering course focusing on language, literacy and numeracy underpinning skills of specific units of competency of a Training Package
developing and customising self-access resources for an independent learning centre
developing assessment tools and training support materials for language, literacy and numeracy across a qualification or a range of qualifications
providing specialist course for selected participants, including one-to-one, small group, classroom, face-to-face, distance and on-the-job support
referring to bridging programs with focus on developing language, literacy and numeracy skills
teaching workplace communication and numeracy skills contextualised into relevant industry area
working alongside vocational practitioners to provide language, literacy and numeracy support to learners.
scheduling of training, including classes, team teaching, one-to-one, self-access, online, and combinations of these
time arrangements, including during class, in learners' own time, and self-access
suitable training venues
teaching equipment
program promotion strategies.
area of specialisation
arrangements about assessments of technical areas
relationships with other training organisation personnel
reporting arrangements.
influential theories in adult literacy pedagogy, including:
psycholinguistics
sociolinguistics
humanistic and progressivist pedagogy
critical pedagogy
influential theories in adult numeracy pedagogy, including:
transmission
constructivism
cultural use of specific mathematics
critical numeracy
language teaching methodologies, including communicative language teaching.
assisting learners to assume increasing responsibility for:
defining their learning objectives
planning their language, literacy and numeracy learning in relation to vocational objectives
evaluating their own progress.
exchanging information about specific individual learner or group needs
sharing ways to identify learners with language, literacy and numeracy needs
suggesting ways to design materials to make them more reader-friendly
supporting them in implementing training customised to meet learners' language, literacy and numeracy needs
using inclusive teaching strategies.
developing language, literacy and numeracy skills of learners to allow them to complete training or further training successfully
meeting quality compliance requirements, such as AQTF standards
meeting the language, literacy and numeracy or communication skill requirements of a relevant industry Training Package or accredited vocational course.
enterprise personnel where there is an on-the-job component of training
school personnel responsible for VET in schools arrangements
those responsible for managing quality compliance within the training organisation
those responsible for vocational training.
accredited courses
manufacturer specifications
standard operating procedures
Training Packages.
enterprise-specific language, literacy and numeracy demands where known
industry expectations of language, literacy and numeracy skills
practices around core and incidental work activities.
accounts of learners' previous formal education and training experience
background information, such as age or gender
existing skills of learners in relation to work context
learners' attitudes to assessment
learners' perceptions of their learning needs
learners with identified language, literacy and numeracy needs, such as:
those with a low level of formal education
first language, if from a language background other then English.
a formal or informal process as required by particular context
consistent with requirements of assessment frameworks, such as the ACSF or ISLPR.
areas of strengths
specifics of areas in need of improvement
those based on sound knowledge of English phonological, grammatical and lexical systems.
delivering course focusing on language, literacy and numeracy underpinning skills of specific units of competency of a Training Package
developing and customising self-access resources for an independent learning centre
developing assessment tools and training support materials for language, literacy and numeracy across a qualification or a range of qualifications
providing specialist course for selected participants, including one-to-one, small group, classroom, face-to-face, distance and on-the-job support
referring to bridging programs with focus on developing language, literacy and numeracy skills
teaching workplace communication and numeracy skills contextualised into relevant industry area
working alongside vocational practitioners to provide language, literacy and numeracy support to learners.
scheduling of training, including classes, team teaching, one-to-one, self-access, online, and combinations of these
time arrangements, including during class, in learners' own time, and self-access
suitable training venues
teaching equipment
program promotion strategies.
area of specialisation
arrangements about assessments of technical areas
relationships with other training organisation personnel
reporting arrangements.
influential theories in adult literacy pedagogy, including:
psycholinguistics
sociolinguistics
humanistic and progressivist pedagogy
critical pedagogy
influential theories in adult numeracy pedagogy, including:
transmission
constructivism
cultural use of specific mathematics
critical numeracy
language teaching methodologies, including communicative language teaching.
assisting learners to assume increasing responsibility for:
defining their learning objectives
planning their language, literacy and numeracy learning in relation to vocational objectives
evaluating their own progress.
exchanging information about specific individual learner or group needs
sharing ways to identify learners with language, literacy and numeracy needs
suggesting ways to design materials to make them more reader-friendly
supporting them in implementing training customised to meet learners' language, literacy and numeracy needs
using inclusive teaching strategies.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
undertake research resulting in a profile of language, literacy and numeracy requirements of vocational context
develop sample of learner profiles with analyses of individual's literacy and numeracy skills, and teaching notes developed by the candidate, including activities and resources
collaborate with others in the VET context
develop an outline of strategies for language, literacy and numeracy support implemented in vocational training
evaluate support strategies and resulting outcomes.
Context of and specific resources for assessment
Assessment must ensure access to:
learners in vocational programs
wide range of resources appropriate for language, literacy and numeracy delivery in vocational contexts
access to vocational teaching colleagues.
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:
evaluation of a report or case study
questioning to establish required knowledge
review of third-party reports
review of work samples.
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.
Evidence of the ability to:
undertake research resulting in a profile of language, literacy and numeracy requirements of vocational context
develop sample of learner profiles with analyses of individual's literacy and numeracy skills, and teaching notes developed by the candidate, including activities and resources
collaborate with others in the VET context
develop an outline of strategies for language, literacy and numeracy support implemented in vocational training
evaluate support strategies and resulting outcomes.
Context of and specific resources for assessment
Assessment must ensure access to:
learners in vocational programs
wide range of resources appropriate for language, literacy and numeracy delivery in vocational contexts
access to vocational teaching colleagues.
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:
evaluation of a report or case study
questioning to establish required knowledge
review of third-party reports
review of work samples.
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.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WG879 | TAELLN806 | Lead the delivery of adult language, literacy and numeracy support services | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D672 | TAE70111 | Graduate Certificate In Adult Language, Literacy and Numeracy Practice | Qualification |