Elements and Performance Criteria

acknowledging learners' non-standard English as valid communication and a resource for learning
acknowledging that literacy learners have an implicit knowledge of the grammar of spoken and written English, possibly including non-standard varieties
acknowledging the impact on learning of sociocultural differences and attitudes to schooling
assisting learners to assume increasing responsibility for defining their learning objectives, planning their own learning and evaluating their progress
assisting learners to use learning resources, including new technology
creating a supportive environment to encourage efforts to change and to take risks with new literacy learning
emphasising experiential, participative and project-based instructional methods and appropriate use of modelling
encouraging learners to draw on own life experience and world knowledge to make meaning from texts
encouraging learners to reflect on ways literacy skills can empower them
reinforcing learners' view of themselves as learners and doers, by providing for progressive mastery
selecting tasks and content in learning resources appropriate to adult learners in a multicultural context
supporting learners to make links between the development of their literacy skills and areas of current or future employment and other areas of importance to them.

community programs integrating literacy into activities
literacy integrated into other VET programs
literacy integrated into workplace activities, for example in Workplace English Language and Literacy (WELL) programs
stand-alone adult literacy classes.

individual characteristics that limit skills in literacy or ability to achieve goals, such as:
culturally and linguistically diverse backgrounds
effects of socioeconomic factors
low levels of formal schooling
low or limited meta-cognition skills, including adults with a learning or mild intellectual disability
physical or socio-emotional disabilities that impact on learning
'spiky profiles' where oral communication, reading and writing skills vary
range in individual's literacy skills in relation to established frameworks such as ACSF, Training Package requirements and accredited course levels
range of motivation that leads adults to seek literacy provision.

completing equivalent to compulsory schooling in Australia
completing VET course
gaining employment
improving own education
interacting with bureaucracy
interacting with family and community
maintaining current job or managing promotion to next level
pursuing own interests.

analysing features of language at the level of:
discourse or text
sentence and phrase
analysing language of texts for teaching and learning purposes to establish the required literacy skills
analysing tasks to identify their level of difficulty
identifying vocabulary and grammar appropriate to genre and register in a particular context
interpreting requirements of training products and texts in wider use.

bilingual approaches or peer support where individuals have low levels of English language
developing lexical and grammatical choices appropriate to genre and register
drawing on range of supports to learning, such as assistive technology
encouraging learners to use own life experiences to illustrate and clarify learning
exploring learners' previous experiences of literacy learning so that learners' perceptions become more positive
multi-sensory approaches, and activities and resources that build on learners' strengths
sequencing activities to reflect increasing level of skill development
using a variety of learning modalities, including:
visual
kinaesthetic
sensory
using a variety of learning resources, including:
games
hands-on activities
real-life materials
visual materials
using strategies that teach learners dominant literacy practices.

acknowledging the relationship between language and social, cultural, political and religious identity
analysing how language varies and changes to suit needs of different groups and how this influences language use
developing meta-language skills and including activities to support learners in their own use of meta-language
discussing language and power relations in order to encourage recognition of dominant language / standard English if appropriate
discussing the role language plays in the formation, maintenance and transformation of power relations
discussing the role language plays in meeting work requirements effectively in a workplace setting
teaching differences between spoken and written forms.

bilingual and multicultural resources
computer-based delivery, software applications, educational software and CDs
documentation drawn from a workplace or vocational environment
everyday texts used by adults, including newspapers, magazines, newsletters, and fiction or non-fiction texts
online resources, including browsers, websites and social networking sites
resources drawn from a workplace or vocational environment
technology used in everyday life, such as automated teller machines (ATMs) and ticket machines.

Devising
analysing variables that underpin level of difficulty of literacy tasks
drawing on sample activities from levels 1 to 5 of the ACSF.

analysing texts as reflection of writer's culture, experiences and values
analysing features of a range of text types, including:
electronic and printed texts
multi-modal texts
texts containing visual elements
building decoding skills
building meaning-making strategies
developing vocabulary
discussing effectiveness of the text
discussing audience and purpose
using phonological strategies, such as:
letter-sound relationships
blending activities.

building skills through discussion, modelling, scribing, copying and group writing
building text level skills by:
sequencing, paragraphing and using cohesive devices
using layout features
developing sub-skills, such as:
graphology, including handwriting / word processing and punctuation
grammatical structures
vocabulary
spelling patterns of English
evaluating the effectiveness of writing
providing opportunities to draft and edit
selecting relevant texts as models
using, providing and constructing meaningful contexts and purposes for writing activities as they relate to specific requirements, such as workplace recording and reporting requirements.

analysing audience and purpose of communication, such as conveying informational requirements in the workplace
developing skills to use a range of registers and styles
interactional strategies, such as:
varying language to reflect changes in social relations or contexts
using voice tone, volume and content to suit different social contexts
using appropriate introductions and greetings
turn taking.

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

Evidence of the ability to:

analyse frameworks, theories and teaching approaches that underpin the teaching of adult literacy, demonstrating a significant depth of knowledge, which has been applied to analyse the literacy needs of those participating in literacy provision
select appropriate learning resources
devise, select and apply adult literacy teaching strategies appropriate to learner needs and delivery context, and demonstrate the rationale for the selection
evaluate effectiveness of teaching strategies.

Context of and specific resources for assessment

Assessment must ensure access to:

a suitable workplace environment
research about profiles of those participating in literacy provision
wide range of resources about adult literacy theories and approaches
resources to support adult literacy teaching.
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:

TAELLN702A Analyse and apply adult numeracy teaching practices
TAELLN704A Implement and evaluate delivery of adult language, literacy and numeracy skills.