Unit of competency Outline
Date retreived
22/07/2026 4:52 PM AWST
22/07/2026 4:52 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.
Design programs to develop adult language, literacy and numeracy skills
Design programs to develop adult language, literacy and numeracy skills
Unit of competency
National Code
TAELLN804A
TAELLN804A
State Code
WA901
WA901
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 design and review programs that develop adult language, literacy and numeracy skills. The unit requires analysis of factors that impact on the design of programs where adult language, literacy and numeracy are the major focus, such as the Language, Literacy and Numeracy Program (LLNP).No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Notes
Elements and Performance Criteria
1. Examine parameters of adult language, literacy and numeracy program design
- 1.1. Analyse program funding guidelines to establish program parameters
- 1.2. Use knowledge of pedagogies of adult language, literacy and numeracy to clarify program focus
- 1.3. Clarify eligibility requirements
- 1.4. Research range of course options
2. Select course level and units
- 2.1. Analyse courses to identify underpinning theoretical frameworks
- 2.2. Examine qualification packaging rules of courses
- 2.3. Select course with qualification packaging rules that meet the program focus
- 2.4. Analyse outcome statements of course at a range of levels, to select suitable level for the program
- 2.5. Review units of competency and Assessment Guidelines from Training Packages
- 2.6. Select units relevant to level and program focus, consistent with qualification packaging rules
3. Tailor program to meet needs of learner group
- 3.1. Access pre-training assessment records to establish learner needs, goals, skills and learning styles
- 3.2. Establish profile of the learner group
- 3.3. Select learning resources and program content consistent with learner profiles and program focus
4. Design program structure
- 4.1. Use knowledge of language, literacy and numeracy learning needs of culturally and linguistically diverse adults to plan program structure
- 4.2. Use knowledge of language, literacy and numeracy skill development to sequence learning
- 4.3. Select delivery options
- 4.4. Prepare delivery and assessment plan consistent with course content and learner needs, goals, skills and learning styles
- 4.5. Plan collaborative arrangements for teaching and learning activities when more than one practitioner is working with a group of learners
- 4.6. Note reporting requirements of funding body and build in at appropriate points in the program
5. Review the program design
- 5.1. Devise criteria by which the program is reviewed
- 5.2. Review the program design in collaboration with others
- 5.3. Modify the program design according to recommendations from the review
those from commonwealth and state government departments that fund adult literacy and numeracy programs
those of the training organisation.
eligibility for the program
entry literacy and numeracy skills of participants measured against frameworks, such as the ACSF
length of time of the training to be provided
outcomes to be achieved through the program described in competencies or employment outcomes, or linked to frameworks, such as ACSF levels
qualifications of teaching staff
specific priority groups.
employment outcomes
equity initiatives
community integration
general education
labour market
pre-vocational.
people who are employed and wish to improve their literacy and numeracy skills
people who have been unemployed for a defined period
people with a specified level of formal schooling, such as those who haven't completed a Year 12 equivalent level of schooling
those at a particular level of the ACSF
those in a particular age group, such as:
15-19 years
over 55 years
those in Australia with a particular class of visa
those with a language background other than English
those with English as a first language.
course focussing on cultural or vocational knowledge, but with a major component of literacy and numeracy skill development
those accredited by states and territories, such as:
literacy or numeracy-focused course at relevant AQF level
literacy or numeracy course with vocational skills and knowledge included
literacy or numeracy course with work placement included
literacy or numeracy course with English language skills support included
those designed by a training organisation to meet a specific need
those of the required number of hours to meet program guidelines.
adult learning principles
ACSF
those related to pedagogy of adult literacy and numeracy
VET constructs, such as the AQF and AQTF.
core units of literacy and numeracy only
core and elective units of literacy and numeracy
qualification that addresses 'spiky profiles'
qualification that allows for inclusion of units from Training Packages and other accredited courses
qualification that allows for inclusion of work placement
qualification that encourages use of recognition of prior learning (RPL).
Suitable
communication
customer service
numeracy
occupational health and safety (OHS)
operating an item of machinery or a process
planning for work or work induction
quality indicators
working in teams.
qualifications required to assess units from the Training Package
qualifications required to deliver units from the Training Package
restrictions on use of units, such as:
prerequisite units
use at specific AQF level.
development of specific English language, literacy, numeracy and communication skills:
reading
writing
speaking
listening
visual literacy
non-verbal communication and body language
learning strategies
use of new technologies
critical thinking.
age
gender ratio
identified language, literacy and numeracy needs, linked to pre-training assessment and qualification level
learners' perception of their learning needs
learners' previous education and training experience
learners' short-term and long-term goals
learners' level of formal education in first language
if of a language background other then English, language and cultural background
specific needs, such as those linked to disability.
classroom-based
delivery of discrete units
flexible delivery options using e-learning technologies
integration of units for delivery and assessment purposes
mix of classroom and project-based activities.
adult literacy and numeracy skills to be developed
English language skills to be developed
competencies to be achieved
human and physical resources
needs of individual learners or grouping arrangements, where possible
places of training
program outline and sequencing of training
qualifications and experience of teachers
suitable assessment methods
timetable and length of course.
activities to integrate learning
division of program into coherent 'chunks', with different practitioners taking responsibility for different areas
timetabling.
those of the training organisation.
eligibility for the program
entry literacy and numeracy skills of participants measured against frameworks, such as the ACSF
length of time of the training to be provided
outcomes to be achieved through the program described in competencies or employment outcomes, or linked to frameworks, such as ACSF levels
qualifications of teaching staff
specific priority groups.
employment outcomes
equity initiatives
community integration
general education
labour market
pre-vocational.
people who are employed and wish to improve their literacy and numeracy skills
people who have been unemployed for a defined period
people with a specified level of formal schooling, such as those who haven't completed a Year 12 equivalent level of schooling
those at a particular level of the ACSF
those in a particular age group, such as:
15-19 years
over 55 years
those in Australia with a particular class of visa
those with a language background other than English
those with English as a first language.
course focussing on cultural or vocational knowledge, but with a major component of literacy and numeracy skill development
those accredited by states and territories, such as:
literacy or numeracy-focused course at relevant AQF level
literacy or numeracy course with vocational skills and knowledge included
literacy or numeracy course with work placement included
literacy or numeracy course with English language skills support included
those designed by a training organisation to meet a specific need
those of the required number of hours to meet program guidelines.
adult learning principles
ACSF
those related to pedagogy of adult literacy and numeracy
VET constructs, such as the AQF and AQTF.
core units of literacy and numeracy only
core and elective units of literacy and numeracy
qualification that addresses 'spiky profiles'
qualification that allows for inclusion of units from Training Packages and other accredited courses
qualification that allows for inclusion of work placement
qualification that encourages use of recognition of prior learning (RPL).
Suitable
communication
customer service
numeracy
occupational health and safety (OHS)
operating an item of machinery or a process
planning for work or work induction
quality indicators
working in teams.
qualifications required to assess units from the Training Package
qualifications required to deliver units from the Training Package
restrictions on use of units, such as:
prerequisite units
use at specific AQF level.
development of specific English language, literacy, numeracy and communication skills:
reading
writing
speaking
listening
visual literacy
non-verbal communication and body language
learning strategies
use of new technologies
critical thinking.
age
gender ratio
identified language, literacy and numeracy needs, linked to pre-training assessment and qualification level
learners' perception of their learning needs
learners' previous education and training experience
learners' short-term and long-term goals
learners' level of formal education in first language
if of a language background other then English, language and cultural background
specific needs, such as those linked to disability.
classroom-based
delivery of discrete units
flexible delivery options using e-learning technologies
integration of units for delivery and assessment purposes
mix of classroom and project-based activities.
adult literacy and numeracy skills to be developed
English language skills to be developed
competencies to be achieved
human and physical resources
needs of individual learners or grouping arrangements, where possible
places of training
program outline and sequencing of training
qualifications and experience of teachers
suitable assessment methods
timetable and length of course.
activities to integrate learning
division of program into coherent 'chunks', with different practitioners taking responsibility for different areas
timetabling.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
analyse factors influencing program design
analyse packaging rules and Assessment Guidelines of courses and Training Packages
tailor a course to meet program requirements
design a program delivery and assessment plan that is consistent with program requirements, and demonstrate how the required skills and knowledge were used to inform the design
review a delivery program.
Context of and specific resources for assessment
Assessment must ensure access to:
course documentation
Training Packages
opportunities to design a plan for program delivery and assessment.
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 an example of program design that reflects the program guidelines and needs of particular target groups of learners, and the delivery and learning context
evaluation of a report or case study
questioning to establish required knowledge.
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.
Evidence of the ability to:
analyse factors influencing program design
analyse packaging rules and Assessment Guidelines of courses and Training Packages
tailor a course to meet program requirements
design a program delivery and assessment plan that is consistent with program requirements, and demonstrate how the required skills and knowledge were used to inform the design
review a delivery program.
Context of and specific resources for assessment
Assessment must ensure access to:
course documentation
Training Packages
opportunities to design a plan for program delivery and assessment.
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 an example of program design that reflects the program guidelines and needs of particular target groups of learners, and the delivery and learning context
evaluation of a report or case study
questioning to establish required knowledge.
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.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WG883 | TAELLN814 | Design programs to develop adult language, literacy and numeracy skills | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| W759 | TAE80110 | Graduate Diploma of Adult Language, Literacy and Numeracy Leadership | Qualification |