Elements and Performance Criteria

Analysing
how changes in legal requirements and technology have lead to increased language, literacy and numeracy skills required in most vocational areas, and how this has affected training in the VET sector
links between earnings and levels of language, literacy and numeracy skills
needs of learners from other countries, who may already have the technical skills being taught, to develop vocationally specific language skills
range of language, literacy and numeracy provision available
relationship between language, literacy and numeracy skills and:
access to and use of technology
access to employment
personal and cultural identity
practical and theoretical learning in vocational areas
participation in government and community life
social stigma attached to those with low levels of literacy and numeracy skills.

ACSF
national statistical data of language, literacy and numeracy levels in Australia.

contexts outlined in the ACSF
situational contexts
sociocultural contexts.

Analysing
how choice of linguistic style is affected by roles and relationships
how levels of formality are affected by factors such as age, role and ethnicity
how meaning making relies on linking to context
how people may be more proficient in some contexts and less in others.

Analysing
interrelationship of the approach to the text, reading strategies used and purpose
range and significant features of text types
variety of ways texts can be approached, depending on purpose of reader, for example skimming, scanning and critical analysis.

disability
emotional factors
ethnicity
learning difficulties
personal factors
physical factors, such as eyesight and hearing
socioeconomic status.

cultural barriers relating to, for example:
identity
language
personal barriers relating to, for example:
family circumstances
physical factors
previous formal schooling experiences
social circumstances
language barriers relating to, for example:
influence of the first language on later language learning
use of standard English or non-standard English
learning difficulties.

learner cues, such as reluctance to complete work in class time, and distracting or avoidance activities
feedback from other practitioners
information from pre-training enrolment forms
limited exposure to English language
English as a second language issues.

critical literacy strategies
skimming, scanning and reading for detail
those that focus on sociolinguistic factors
those that focus on syntax, semantics and grapho-phonic cues.

graphology for Roman script and word processing
features and use of grammar, punctuation and spelling and role of these in meaning making
working from models of texts
writing process of planning, drafting and editing.

conversation
modelling and repetition
pair or group work
role play.

listening for key information in longer spoken text
modelling and repetition.

communicating number concepts, skills and information
discussing range of possible responses to problems
drawing on range of knowledge to solve problems
drawing on real-life problems
identifying and using appropriate strategies and processes to solve problems.

those enrolled in VET programs
those being supported in the workplace
those participating in community programs.

community participation
employment
personal goals
those related to VET courses.

colleagues more experienced and familiar with working with learners with language, literacy and numeracy needs
colleagues working in other language, literacy and numeracy programs
coordinators of adult literacy and numeracy professional development programs.

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

Evidence of the ability to:

examine the function of language, literacy and numeracy skills in current Australian contexts
analyse factors that impact on the development of language, literacy and numeracy skills
examine a range of reading, writing, oral communication and numeracy teaching strategies
select and apply strategies to support a learner, relevant to learner context and purpose
review strategies.

Context of and specific resources for assessment

Assessment must ensure access to:

learners wishing to develop language, literacy and numeracy skills
appropriate adult literacy and numeracy teaching resources
support from colleagues.
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

evaluation of a portfolio of evidence comprising:

learner feedback
learning activities
personal reflections
planning notes
samples of resources
questioning to establish required knowledge
review of work samples
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.