Elements and Performance Criteria

community-based volunteer tutor training programs, where volunteer tutors work with adults to improve skills and knowledge
programs in training organisations where an experienced adult language, literacy and numeracy practitioner develops the skills of other colleagues so that they can work with learners enrolled in VET programs, or adult language, literacy and numeracy programs
programs in the workplace where an experienced adult language, literacy and numeracy practitioner works with other training colleagues to develop their skills in training in adult literacy and numeracy.

goals and principles of program
participants
possible risks and strategies to avert them
program content
projected outcomes
resources required
responsibilities of parties involved in the program.

language, literacy and numeracy colleagues
managers of community programs
other vocational education and training (VET) colleagues
policy makers
program managers within VET environment
workplace personnel.

community context
training organisation context
workplace context.

classroom delivery
flexible delivery methods
individual or small group mentoring
providing expert advice to technical trainers, as required.

adults who wish to assist a learner with reading, writing, oral communication and numeracy skills
those enrolled in TAELLN401A Address adult language, literacy and numeracy skills
those enrolled in TAELLN501A Support the development of adult language, literacy and numeracy skills
those enrolled in TAE70110 Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practice
those working within a training organisation, a workplace or in a voluntary role in the community.

ability to meet legal and regulatory requirements
availability to participate in training and ongoing professional development
meeting a range of criteria which may affect relationship-building with an adult in a community program, such as particular skills, interests and availability
meeting the entry requirements of relevant qualifications
self-audit of training needs, including:
developing strategies for evaluating and reflecting on own learning strengths and weaknesses
with assistance, developing or revising individualised plans and strategies to achieve goals.

adult learning theories and learning styles
analysis of language, literacy and numeracy:
integrated into training specifications, such as Training Packages or accredited curriculum
involved in community participation
underpinning workplace activity
examination of adult language, literacy and numeracy learner profiles, including:
background information or case studies, which include factors that typically affect language, literacy and numeracy skill development
goals and needs of adult learners consistent with the program's context
impetus for adult learners to participate in language, literacy and numeracy programs, including developing literacy and numeracy skills for a variety of purposes, such as:
community participation
coping better with bureaucratic demands of Australian society
dealing with technology
employment-related reasons
improved outcomes from training
personal needs
learning strategies
language, literacy and numeracy skills aligned to frameworks, such as the ACSF
third-party reports from interested others
statistical information, such as levels of adult language, literacy and numeracy in the Australian community
program guidelines, such as those relating to confidentiality
teaching strategies and learning resources
TAELLN401A Address adult language, literacy and numeracy skills
TAELLN501A Support the development of adult language, literacy and numeracy skills
TAE70110 Vocational Graduate Certificate in Adult Language, Literacy and Numeracy Practice.

responsibilities of the program leader, such as:
educational quality of program
maintaining knowledge of current research
program management
risk management
support for program participants
responsibilities of program participants, such as:
working in accordance with program's guidelines
working in accordance with training organisation's policies and procedures
joint responsibility to develop a program for adult learners wishing to develop literacy and numeracy skills, including:
learning activities and resources to develop language, literacy and numeracy skills
sequencing of activities guided by theoretical understandings of skill development
teaching activities to develop language, literacy and numeracy skills relevant to the goals, learning styles and strategies of learners.

activities to support adult learning
activities to support literacy and numeracy learning
adult language, literacy and numeracy teaching strategies
activities to cover legislation, codes of practice and national standards.

human resources, such as:
content experts
representatives of support agencies
technical experts
learning resources, such as:
teaching strategies
those supporting long-term goals of adults
those that develop language, literacy and numeracy skills.

advice in relation to personal, social and educational matters that may affect learning
advice regarding theoretical understandings of adult language, literacy and numeracy, learning theories and suitable resources
adult learning principles, such as collaborative communication and learning approaches
technical aspects of training requirements.

evaluation instruments, such as:
surveys
structured interviews
questionnaires
observations
feedback or debriefing from group discussions or meetings of stakeholders
reflection on own professional practice
gathering qualitative and quantitative data to review and monitor training outcomes and to initiate corrective action when required.

data gained through monitoring and evaluation
outcomes from program, possibly in relation to participants' original goals and learning objectives
outcomes in relation to skills and knowledge in delivering literacy and numeracy
student contact hours provided.

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

Evidence of the ability to:

develop an adult language, literacy and numeracy professional development plan, with stakeholder support
develop an adult language, literacy and numeracy professional development training program, which demonstrates significant depth of knowledge of strategies to support adults wanting to develop language, literacy and numeracy skills
plan and deliver activities to support professional development program
provide a program evaluation report
demonstrate changes made to the program as a result of feedback.

Context of and specific resources for assessment

Assessment must ensure access to:

an actual or simulated environment
appropriate adult literacy and numeracy professional development facilities
media equipment
research materials.
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
review of applied projects and learning activities, such as reports and case studies
questioning to establish required knowledge
review of work samples verified by supervisor.

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
TAELLN803A Formulate workplace strategy for adult language, literacy and numeracy skill development.