Elements and Performance Criteria

Identifying
consequences of implementation of new language, literacy and numeracy policies or programs
implications of language, literacy and numeracy policy shifts
need for support to implement social or economic policy with language, literacy and numeracy implications
intended learner group, including learner profiles and characteristics
level of language, literacy and numeracy skill described using national frameworks
relationship with VET frameworks.

analysing language, literacy and numeracy skills developed in the resource
analysing extent to which language, literacy and numeracy underpinning skills are identified in a vocationally-oriented resource
identifying gaps in available resources related to language, literacy and numeracy skill development
examining the suitability of existing resources for culturally and linguistically diverse learners.

Evaluating resources for reflection of
current language, literacy and numeracy research into good practice to:
improve access to training for culturally and linguistically diverse adults
improve outcomes from language, literacy and numeracy training
support and extend existing vocational training
support community need for language, literacy and numeracy support
support and extend language, literacy and numeracy training in workplaces
accessing research available from National Centre for Vocational Education Research (NCVER) or National Research and Development Centre for Adult Literacy and Numeracy (NRDC).

Evaluating resources for
analysing language, literacy and numeracy skill levels required to access the resource, aligned to national frameworks, such as the ACSF
evaluating:
text type
structure
language
format.

audiovisual
electronic
print-based.

Access to
consultation requirements
costs involved in process of securing funding, such as researching and writing a competitive tender proposal
guidelines from potential funding bodies
level of funding in relation to estimated resource costs
parameters of funding
reporting requirements
timelines
type of resource.

wide representation of stakeholders, such as:
associated industry or community organisations
professional associations
representatives from states and territories
representatives of the funding body
subject matter experts
training organisations.

e-learning designers
web developers
audio designers.

definition of audience in relation to language, literacy and numeracy goals
definition of purpose, outcome and impact in terms of language, literacy and numeracy skills to be developed aligned to recognised language, literacy and numeracy frameworks
detailed costing
information on project personnel and capacity to deliver project
timeline.

consultation strategy
evaluation strategy to ensure product meets the needs of intended users
potential risks and strategies to avert risk
staged timeline with activities defined at each stage of development, including meetings and responsibilities of project consultative group
strategy to communicate information about the project to the adult literacy and numeracy community.

by what means the learner is engaged by the resource
features of layout, including font, white space and colour
if electronic text: ease of navigation, inclusion of audio, inclusion of video, signposting and internal links
if for independent access: level of instructions, ease of accessing materials, sequencing, layout features and links
mix of text-based information and visual information
opportunities for collaborative learning
practical activity-based content
reading level of text, including:
genre
grammatical structures
verb tenses
active or passive voice;
use of abbreviation, idiom and jargon
sequencing of material to reflect adult literacy and numeracy skill development
sources of further information and further reading.

Ways in which
decisions about the suitability of particular delivery options to meet learner group needs, such as the suitability of materials for a particular group of learners
inclusion of a 'how to' guide to assist practitioners in using the resource
extent of support a particular learner might need to succeed with materials
level of difficulty of:
reading materials
particular writing tasks
particular numeracy tasks
adult language, literacy and numeracy strategies and activities
order in which new material may be introduced.

extent to which finished resource met the language, literacy and numeracy needs of the learner group
progress of the project.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

design a project brief and plan agreed by stakeholders, including rationale for the project and research undertaken
develop a draft of the resource, including rationale for choice of content and design features
evaluate and use feedback from consultations
produce a final version of the resource
evaluate the process and product.

Context of and specific resources for assessment

Assessment must ensure:

the opportunity to initiate, develop and evaluate resource
access to colleagues to support development
access to resources to support development.
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 portfolio of evidence
questioning to establish required knowledge
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:

TAELLN801A Analyse policy and formulate strategic language, literacy and numeracy response.