Unit of competency Outline
Date retreived
23/07/2026 5:49 PM AWST
23/07/2026 5:49 PM 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.
Research and implement new adult language, literacy and numeracy practices
Research and implement new adult language, literacy and numeracy practices
Unit of competency
National Code
TAELLN802A
TAELLN802A
State Code
WA899
WA899
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 research new adult language, literacy and numeracy practices and implement them to meet the needs of adults seeking to develop their language, literacy and numeracy skills. New adult language, literacy and numeracy practices may be theories, approaches or strategies that are new to education, new to the adult literacy field, new to Australia, new to particular delivery contexts or provider organisations, or simply new to the practitioner.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
1. Review effectiveness of current adult language, literacy and numeracy practices
- 1.1. Identify current adult language, literacy and numeracy teaching practices
- 1.2. Review criteria to evaluate effectiveness of current practices
- 1.3. Assess and evaluate current practice in relation to requirements of learning context
2. Research advances in practice
- 2.1. Identify areas of research relevant to own professional practice
- 2.2. Use appropriate sources of information to identify new practices
3. Analyse new adult language, literacy and numeracy practices
- 3.1. Evaluate new practices in relation to requirements of learning context
- 3.2. Evaluate new practices in relation to specific requirements of learners enrolled in adult language, literacy and numeracy programs
- 3.3. Review new practices in relation to adult language, literacy and numeracy teaching theory
- 3.4. Identify potential issues arising from new practices
4. Apply new adult language, literacy and numeracy practices
- 4.1. Plan introduction of new learning practices into program
- 4.2. Undertake joint planning with others as relevant, to introduce new practices into teaching and assessment activities
- 4.3. Make changes to existing practices
5. Evaluate new adult language, literacy and numeracy practices
- 5.1. Establish criteria to monitor and evaluate new practices
- 5.2. Monitor and evaluate learning outcomes
- 5.3. Disseminate findings of evaluation to other colleagues
- 5.4. Review changes to practices based on feedback and evaluation findings
pedagogy or teaching theories
teaching approaches and strategies.
feedback from:
community organisations regarding positive impacts
learners regarding positive impacts on language, literacy and numeracy skills
other adult language, literacy and numeracy colleagues
other VET colleagues regarding contribution to successful outcomes from VET courses
workplace personnel regarding positive impacts on workers and workplace
learner persistence
quantitative indicators, such as:
ongoing attendance
satisfactory completion of qualifications or units
non-completion.
funding body guidelines
specific learning needs of adults participating in provision
specific needs of employer or workplace organisation
VET national standards, such as:
accredited course documentation
ACSF
AQF
AQTF
Training Packages.
adult language, literacy and numeracy journals
communities of practice
conferences
international research organisations, such as the National Research and Development Centre for Adult Literacy and Numeracy (NRDC)
adult language, literacy and numeracy journals
professional workshops
VET research organisations, such as the National Centre for Vocational Education Research (NCVER).
improving English language skills
improving literacy skills
improving numeracy skills
individual requirements of learners:
from culturally and linguistically diverse backgrounds
with low levels of formal schooling
with physical, intellectual, learning or socio-emotional disabilities that impact on learning
with 'spiky profiles', where oral communication, reading and writing skills vary
who are or have been affected by socioeconomic factors
whose skills in English language, literacy and numeracy limit their ability to achieve their goals
preferred learning styles
range in English language, literacy and numeracy skills in relation to established frameworks such as ACSF, Training Package requirements and curriculum levels
range of motivations that lead adults to seek English language, literacy and numeracy provision.
cultural distance
financial costs
resourcing.
teaching approaches and strategies.
feedback from:
community organisations regarding positive impacts
learners regarding positive impacts on language, literacy and numeracy skills
other adult language, literacy and numeracy colleagues
other VET colleagues regarding contribution to successful outcomes from VET courses
workplace personnel regarding positive impacts on workers and workplace
learner persistence
quantitative indicators, such as:
ongoing attendance
satisfactory completion of qualifications or units
non-completion.
funding body guidelines
specific learning needs of adults participating in provision
specific needs of employer or workplace organisation
VET national standards, such as:
accredited course documentation
ACSF
AQF
AQTF
Training Packages.
adult language, literacy and numeracy journals
communities of practice
conferences
international research organisations, such as the National Research and Development Centre for Adult Literacy and Numeracy (NRDC)
adult language, literacy and numeracy journals
professional workshops
VET research organisations, such as the National Centre for Vocational Education Research (NCVER).
improving English language skills
improving literacy skills
improving numeracy skills
individual requirements of learners:
from culturally and linguistically diverse backgrounds
with low levels of formal schooling
with physical, intellectual, learning or socio-emotional disabilities that impact on learning
with 'spiky profiles', where oral communication, reading and writing skills vary
who are or have been affected by socioeconomic factors
whose skills in English language, literacy and numeracy limit their ability to achieve their goals
preferred learning styles
range in English language, literacy and numeracy skills in relation to established frameworks such as ACSF, Training Package requirements and curriculum levels
range of motivations that lead adults to seek English language, literacy and numeracy provision.
cultural distance
financial costs
resourcing.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
review current practice
undertake research into English language, literacy and numeracy teaching practices, and evaluate their relevance to current context
implement new practices
evaluate the effectiveness of new practices.
Context of and specific resources for assessment
Assessment must ensure:
access to program evaluation information
access to sources of information about new teaching practices in adult language, literacy and numeracy
opportunity to implement and evaluate new practices.
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:
review of applied project or case study
evaluation of documented evidence
questioning to establish required knowledge
review of third-party report.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
BSBRES801A Initiate and lead applied research
TAELLN807A Design, implement and evaluate an adult language, literacy and numeracy professional development program.
Evidence of the ability to:
review current practice
undertake research into English language, literacy and numeracy teaching practices, and evaluate their relevance to current context
implement new practices
evaluate the effectiveness of new practices.
Context of and specific resources for assessment
Assessment must ensure:
access to program evaluation information
access to sources of information about new teaching practices in adult language, literacy and numeracy
opportunity to implement and evaluate new practices.
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:
review of applied project or case study
evaluation of documented evidence
questioning to establish required knowledge
review of third-party report.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
BSBRES801A Initiate and lead applied research
TAELLN807A Design, implement and evaluate an adult language, literacy and numeracy professional development program.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WG881 | TAELLN812 | Research and implement new adult language, literacy and numeracy practices | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| W759 | TAE80110 | Graduate Diploma of Adult Language, Literacy and Numeracy Leadership | Qualification |