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User Guide - Innovation & Business Skills Australia

1. e concurrent assistance teacher training organisation e adult literacy and numeracy teacher training organisation e trainer and assessor training organisation e program coordinator adult community education organisation PACKAGING RULES Total number of units 6 e Acore units plus e 2 elective units Core Units TAELLN801 Analyse and apply adult literacy teaching practices TAELLN802 Analyse and apply adult numeracy teaching practices TAELLN803 Develop English language skills of adult learners TAELLN804 Implement and evaluate delivery of adult language literacy and numeracy skills Elective Units At least 1 of the elective units must be selected from the elective units listed below The second elective unit may be selected from the elective list or from any currently endorsed Training Package or accredited course at Graduate Certificate or Graduate Diploma level Elective units must be relevant to work outcomes and industry requirements TAELLN805 Design and conduct pre training assessment of adult language literacy and numeracy skills TAELLN806 Lead the delivery of adult language literacy and numeracy support services Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 7 of 67 Qualifications IBSA User Guide TAEASS505A Lead and coordinate assessment systems and services TAELLN813 Formulate workplace strategy for adult language literacy and nume
2. international or VET contexts e aVET qualification in training and assessment at Certificate IV Diploma or Advanced Diploma level and delivery and assessment experience in vocational education and training For entry into TAE80213 Graduate Diploma of Adult Language Literacy and Numeracy Leadership candidates may have e ageneral or professional qualification and vocational experience in a relevant field such as management human resources research support services or education e aBachelor s degree or other higher education qualification in education and teaching experience in any of a range of contexts such as in school ACE TESOL international or VET contexts e aVET qualification in training and assessment at Certificate IV Diploma or Advanced Diploma level and experience of delivery and assessment in vocational education and training Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 11 of 67 Pathways IBSA User Guide Mapping to previous versions of the qualifications The alignment of the qualifications to the revised AQF resulted in the following changes Code and title Code and title previous version current version Comments E N TAE70111 Vocational TAE80113 Graduate Elective options have changed E Graduate Certificate Diploma of Adult Two units TAEDES502A and in Adult Language Language Literacy and TAELLN501B have been L
3. o support from teachers with specialist skills and knowledge in working with learners with physical or mental health issues e strategies to develop English language speaking and listening skills o developing accuracy and fluency in spoken English including pronunciation such as drills chants pair work and small group work formulaic expressions and role plays and simulations o developing active listening strategies such as awareness of different accents listening for detail and listening for gist o developing knowledge of and skill in using English grammar and lexis such as choosing appropriate grammatical structures introduction and practice of new lexical items grammatical structures and text types and strategies that equip learners to make lexical and grammatical choices appropriate to genre and register o developing phonological skills such as pronunciation of individual sounds stress rhythm and intonation and the sounds of English o developing skills in interaction such as joining and leaving discussions structured dialogues and turn taking o identifying discourse structure such as basic language features of particular form of interaction depending on context Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 33 of 67 Appendix C Key terms and concepts in units IBSA User Guide e strategies to develop reading and writing skills in Englis
4. The qualifications in the TAE Training and Education Training Package primarily prepare individuals to work in a VET environment As such they provide opportunities for holders of more general teaching qualifications to build their skills and knowledge for the delivery and assessment of competency based training in the specialist LLN field within vocational education and training Graduate Diploma qualifications require sophisticated task conceptualisation organisation and analysis and require the individual to demonstrate their capacity to apply the range of required skills within a professional context Individuals undertaking graduate qualifications generally have completed a post compulsory schooling qualification and have acquired a body of skills and knowledge through experience in a vocational field In the case of the TAE qualifications individuals should have relevant experience and qualifications and a particular interest in adult literacy and numeracy provision within the VET sector Candidates may enter the qualifications in the package through a number of entry points Candidates entering the qualifications must demonstrate potential to pursue graduate studies For entry into TAE80113 Graduate Diploma of Adult Language Literacy and Numeracy Practice candidates may have e a Bachelor s degree or other higher education qualification in education and teaching experience in any of a range of contexts such as in school ACE TESOL
5. IBSA User Guide Appendix C Key terms and concepts in units Project brief Candidates undertaking this unit need to refine a project brief in consultation with stakeholders and other experts In the context of this unit a project brief for a language literacy and numeracy resource development may be expected to include e definition of audience in relation to language literacy and numeracy goals e explanation of resource purpose in terms of the language literacy and numeracy skills to be developed aligned to recognised language literacy and numeracy frameworks e specification of project outcomes and impact e detailed costing e information on project personnel and capacity to deliver project e timeline and milestones Project plan Candidates undertaking this unit are required to prepare a project plan for sign off by the representative consultative group In the context of this unit a project plan could be expected to include e consultation strategy e evaluation strategy to ensure the final product meets the needs of the intended users e identification of potential risks and strategies to avert risk e staged timeline with activities defined at each stage of development including meetings and responsibilities of project consultative group e strategy to communicate information about the project to the adult literacy and numeracy community Representative consultative group Candidates undertaking this unit are requi
6. and evaluate delivery of adult language literacy and numeracy skills Learner profiles Candidates undertaking this unit need to analyse initial assessments to establish learner profiles In the context of this unit learner profiles may include e current level of skill when compared with level of skill required for work or training outcome e factors that influence learning such as o illness o attendance o income o role as carer e identified language literacy and numeracy needs linked to initial assessment e learners perceptions of their learning needs e learners previous education and training experience e level of formal education in first language e if of a language background other than English language and cultural background e level of skills described using the ACSF e preferred learning strategies e short term and long term training goals e third party reports from supervisors and other training colleagues Legal organisational and ethical requirements Candidates undertaking this unit must ensure that the legal organisational and ethical requirements of delivery and assessment are met In the context of this unit candidates need knowledge of e assessment reporting and subsequent procedures such as o complaints o grievances o appeals e audit requirements e enrolment and assessment records and other data and information management e equity issues and needs Graduate Diploma Qualifications in Adult L
7. extensive experience in the field without any formal adult LLN qualifications Credit processes need to be carried out on a case by case basis as an individual s experience and ability to demonstrate their skills and knowledge must be taken into account as well as the qualifications they hold Prior learning and current competence should both be considered when making a case for equivalence with the TAE qualifications Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 12 of 67 Commonwealth of Australia 2013 IBSA User Guide Pathways Individuals need to consider their previous qualifications work history and current employment status to decide whether they want to formally RPL against the new qualifications and participate in gap training where appropriate or establish an agreement with their employer or funding body that their current qualifications and experience are deemed as equivalent with the new qualifications without receiving the credential If practitioners want to be formally credentialed receive an official testamur for either of the new qualifications they will need to follow a delivery and assessment pathway or a formal recognition pathway with an RTO that has the qualifications on its scope of registration Appendix B of this User Guide contains further information on RPL Practitioners may have existing teaching qualifications but may want to develop a particular area
8. for students from diverse backgrounds e be prepared to allow time to develop a relationship of mutual respect with learners as individuals e demonstrate an understanding of the history of Indigenous people and how cultural history can impact on the learning process e recognise how the backgrounds of individual students and the communities in which they live impact on the learning process Learning resources Candidates undertaking this unit are expected to review learning resources from traditional new and emerging technologies They also need to evaluate ICT and e learning resources that link appropriately to language learning outcomes and promote learner engagement In the context of this unit learning resources may include e bilingual materials including reference materials lists of useful words and phrases published dictionaries and personal dictionaries e bilingual Support workers e group members experiences of other cultures e guest speakers e materials that are adult in orientation and relevant to learner needs e technology devices such as mobile telephones and computers e audio recording technology such as podcasts and digital tracks e digital cameras and video capture e educational software such as dictionaries word games and other commercial products e online resources including downloadable learning resources e software applications including digital stories word processing and multimedia packages
9. funding or responding to tender changing administrative and reporting arrangements changing adult language literacy and numeracy provision o using different pedagogical approaches o integrating adult language literacy and numeracy into vocational workplace or community programs o offering stand alone adult language literacy and numeracy programs using particular modes of delivery o developing or accessing resources for adult language literacy and numeracy programs o providing recognition of prior learning RPL and assessment only services Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 46 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix C Key terms and concepts in units e identifying possible funding sources e providing professional development to staff e responding to policy bodies on possible consequences of policy shift and suggestions for revision if necessary e revising organisation s policies Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 47 of 67 Appendix C Key terms and concepts in units IBSA User Guide TAELLN812 Research and implement new adult language literacy and numeracy practices Appropriate sources of information Candidates undertaking this unit need to use appropriate sources of information to identify new adult language literacy and numeracy practices Candidates ne
10. have been unemployed for a defined period e people with a specified level of formal schooling such as those who haven t completed a Year 12 equivalent level of schooling e those at a particular level of the ACSF Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 55 of 67 Appendix C Key terms and concepts in units IBSA User Guide those in a particular age group such as o 15 19 years o 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 Learner profiles Candidates undertaking this unit are required to establish a profile of the learner group and use it to guide the selection of resources and program content In the context of this unit developing learner profiles may include gathering information on 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 learners language and cultural background specific needs such as those linked to disability Program parameters Candidates undertaking this unit are required to analyse program funding guidelines to establish program paramet
11. is seen as providing useful underpinning skills and knowledge in the area of assessment systems Core units from the Vocational Graduate Certificate were originally included in the elective list for the Vocational Graduate Diploma to provide a pathway between the two qualifications However the volume of learning in these practice based units is significantly different from the other elective options and their use has the potential to produce widely variable outcomes from the qualification The unit BSBREL701A has been added to elective list for TAE80213 to provide users with the option to further build the strategic skills that underpin leadership at this level Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 19 of 67 Appendix A Explanation of AQF alignment IBSA User Guide Volume of learning Examination of the AQF qualification type learning outcomes descriptors reveals almost no difference between the Graduate Certificate and Graduate Diploma qualifications aside from volume of learning In a competency based environment using volume of learning as the critical distinction between these two qualifications is not ideal however review of the IBSA qualifications suggests that TAE80113 Graduate Diploma of Adult Language Literacy and Numeracy Practice is a qualification that develops the skills and knowledge to apply practical skill in the delivery and assessment
12. of adult language literacy and numeracy The development of skills and knowledge in this area requires significant time for practice and opportunities to access a practice environment Much of the early uptake of the TAE70111 Vocational Graduate Certificate in Adult Language Literacy and Numeracy Practice has been by learners who are eligible for some RPL assessment For these learners the qualification completion timeframe is less than for learners without current LLN delivery experience To develop and demonstrate all of the skills and knowledge required by the qualification a timeframe of 1 2 years is necessary TAE80213 Gradate Diploma of Adult Language Literacy and Numeracy Leadership is a qualification that develops theoretical skills and knowledge about adult language literacy and numeracy and its relationship to policy environments and current thinking on good practice The development of skills and knowledge in this area requires opportunities for research collaboration testing of ideas and reflection Timeframes are required that will allow the identification analysis application and evaluation of ideas and initiatives For this reason a timeframe of 1 2 years is needed to develop the required skills and knowledge Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 20 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix B Recognition of Prior Learning Appendix B Recognition of P
13. possible need for a language literacy and numeracy resource To do this candidates may consider consequences of the implementation of new language literacy and numeracy policies or programs need for support to implement social or economic policy with language literacy and numeracy implications needs of a specific learner group including learner profiles and characteristics level of language literacy and numeracy skill described using national frameworks extent to which language literacy and numeracy underpinning skills are identified in vocationally oriented resources gaps in available resources related to language literacy and numeracy skill development Policy legislation codes of practice and national standards Candidates undertaking this unit need to ensure that resource development processes comply with relevant policy legislation codes of practice and national standards In the context of this unit these may include VET quality assurance requirements anti discrimination legislation and policies including equal opportunity racial vilification and disability discrimination plagiarism copyright and privacy laws including those relating to electronic technology duty of care under common law industry and workplace standards and codes of practice industrial relations requirements Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 62 of 67 Commonwealth of Australia 2013
14. terms and concepts in units TAELLN805 Design and conduct pre training assessment of adult language literacy and numeracy skills Future options for skill development Candidates undertaking this unit are expected to apply a current knowledge of options when discussing future options for skill development with candidates Candidates will need knowledge of a range of possible options such as e programs at appropriate level and focus within accredited or non accredited adult literacy and numeracy provision e programs involving an adult literacy and numeracy mentor e vocational programs with a literacy and numeracy component e services of other agencies such as Refugee Support Services Community Health Services and youth networks e other training organisations offering more appropriate adult English language literacy and numeracy courses or courses with a different focus e workplace based support Pre training assessment kit Candidates undertaking this unit are expected to create a pre training assessment kit that provides opportunity for those using the kit to demonstrate their range of language literacy and numeracy skills In the context of this unit a pre training assessment kit may comprise e questions to elicit information on learner s educational history and issues that may have affected learning e resources and materials to assess a wide range of language literacy and numeracy skills Such as o numeracy ma
15. this unit need to evaluate existing resources to consider their accessibility for learners and whether they reflect current language literacy and numeracy research When evaluating existing resources candidates may need to consider e current language literacy and numeracy research available from research centres such as National Centre for Vocational Education Research NCVER and the UK National Research and Development Centre for Adult Literacy and Numeracy NRDC into good practice to o improve access to training for culturally and linguistically diverse adults o improve outcomes from language literacy and numeracy training o support and extend existing vocational training o support community need for language literacy and numeracy support o support and extend language literacy and numeracy training in workplaces Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 61 of 67 Appendix C Key terms and concepts in units IBSA User Guide factors that impact on resource accessibility such as o language literacy and numeracy skill levels required to access the resource o suitability of the resource for culturally and linguistically diverse learners o resources or technology required to access the resource o format availability and cost of the resource Need for language literacy and numeracy resource Candidates undertaking this unit are required to identify a
16. training backgrounds o gender ratio o language and cultural backgrounds o level of formal education in first language o previous experience of training e employees perception of their learning needs and attitudes to training and assessment e occupational groups and existing qualifications and skills of employees in relation to work context e self identified language literacy and numeracy needs of the participants Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 53 of 67 Appendix C Key terms and concepts in units IBSA User Guide Pre training assessment process Candidates undertaking this unit are required to design a pre training assessment process relevant to the needs of learners In the context of this unit a pre training expected process may be expected to e link to the Australian Core Skills Framework ACSF e meet the requirements of selected units of competency from Training Packages e reflect actual workplace practice with embedded language literacy and numeracy skills required for a particular work role e require formal or informal processes Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 54 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix C Key terms and concepts in units TAELLN814 Design programs to develop adult language literacy and numeracy skills Collaborative arrangements
17. Candidates undertaking this unit need to plan collaborative arrangements for teaching and learning activities when more than one practitioner is working with a group of learners In the context of this unit collaborative arrangements may include e activities to integrate learning e division of program into coherent chunks with different practitioners taking responsibility for different areas e timetabling Delivery and assessment plan Candidates undertaking this unit are expected to prepare a delivery and assessment plan that is consistent with course content and learner needs goals skills and learning styles In the context of this unit a delivery and assessment plan may include e adult literacy and numeracy skills to be developed e English language skills to be developed e competencies to be achieved e human and physical resources e needs of individual learners or grouping arrangements where possible e places of training e program outline and sequencing of training e qualifications and experience of teachers e suitable assessment methods e timetable and length of course Eligibility requirements Candidates undertaking this unit need to clarify eligibility requirements for the planned program with reference to funding guidelines and the program focus In the context of this unit eligibility requirements may include e people who are employed and wish to improve their literacy and numeracy skills e people who
18. User Guide Graduate Diploma Qualificatio ns i Language Literacy and Numeracy TAE80113 and TAE80213 y P E Australian Government ae Department of Industry Innovation Climate Change Science Research and Tertiary Education Innovation amp Business Skills Australia IBSA User Guide Graduate Diploma Qualifications in Adult Language Literacy and Numeracy TAE80113 Graduate Diploma of Adult Language Literacy and Numeracy Practice TAE80213 Graduate Diploma of Adult Language Literacy and Numeracy Leadership August 2013 These materials were developed by Innovation amp Business Skills Australia in association with the Commonwealth Government through the Department of Industry Innovation Climate Change Science Research and Tertiary Education DIICCSRTE Copyright Statement 2013 Commonwealth of Australia OSS BY NC SA This work is licensed under a Creative Commons Attribution NonCommercial ShareAlike 3 0 Australia License http creativecommons org licenses by nc sa 3 0 au This license lets you distribute remix and build upon the work but only if it is for non commercial purposes you credit the original creator s and any other nominated parties and you license your derivative works under the same terms The copyright of any adaptations and or modifications to this material remains with the Commonwealth of Australia Adapted and or modified materials must have the Inn
19. access to a group of learners from their vocational area They will need opportunities for planning their training and assessment and opportunities to collaborate with other practitioners Assessment of this competence will require the need for candidates to demonstrate skills more than once and for formal documentation of observation to provide evidence of skills Where practitioners have been working in the language literacy and numeracy sector in VET they should be able to provide work samples supported by a supervisor or third party who is familiar with the qualification and familiar with the candidate s work Where learners are new to delivering language literacy and numeracy skills in a VET context candidates will need access to a suitable workplace environment with appropriate supervision monitoring and assessment arrangements In some States and Territories registration as a teacher or promotion to a higher level on the award scale may require completion of a certain number of days in a practicum or supervised teaching situation IBSA research has revealed wide variances in such practices and requirements across State and Territory jurisdictions RTOs offering these qualifications are advised to check their State and Territory requirements and ensure that any workplace assessment requirements they put in place will allow graduates to meet their jurisdiction s requirements Facilitator resources A full suite of resources was deve
20. aching such as o applied social theory for example mathematics and culture mathematics and gender o constructivism o critical numeracy o cultural use of specific mathematics o functionalism Candidates will also need to make judgements and decisions about focus of the program and particular sessions to facilitate development of skills content and use of resources depending on level of difficulty of reading materials numeracy tasks or writing tasks suitability of particular delivery options to meet learner group needs extent of support a particular learner might need to succeed with course materials order in which new material such as language structures may be introduced Training specifications Candidates undertaking this unit are expected to analyse training specifications to identify skills and knowledge outcomes In the context of this unit training specifications may include agreements with stakeholders that specify training requirements Australian Core Skills Framework ACSF course outline relevant section of accredited course documentation training organisation s delivery and assessment plan unit from relevant Training Package workplace adult literacy and numeracy skill development plan as agreed with employers and workforce representatives Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 38 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix C Key
21. ader is required to make or how explicit a text is kind of information in a text for example concrete compared to abstract extent of support required to respond to a text e drawing on sample activities from levels 1 to 5 of the ACSF Strategies for teaching literacy skills and knowledge Candidates undertaking this unit need to apply and evaluate strategies for teaching literacy skills and knowledge They need knowledge of a variety of teaching strategies such as e strategies for teaching reading skills O O 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 and 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 and blending activities e strategies for teaching writing skills O building skills through discussion modelling scribing copying and group writing building text level skills by sequencing paragraphing and using cohesive devices using layout features and developing sub skills such as graphology including handwriting word processing and punctuation grammatical structures vocabulary and spelling patterns of English evaluating the effectiveness of writing providing opportu
22. aditional new and emerging technologies that link to literacy learning outcomes and promote learner engagement with tasks and activities In the context of this unit learning resources may include e bilingual and multicultural resources e computer based delivery software applications educational software and CDs e documentation drawn from a workplace or vocational environment e everyday texts used by adults including newspapers magazines newsletters and fiction or non fiction texts e online resources including browsers websites and social networking sites e resources drawn from a workplace or vocational environment e technology used in everyday life such as automated teller machines ATMs and ticket machines Level of difficulty Candidates undertaking this unit need to be able to consider the level of difficulty of literacy skills when determining the applicability of teaching approaches They may do this by e analysing variables that underpin level of difficulty of literacy tasks including Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 24 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix C Key terms and concepts in units O O O application of language in variety of settings including personal communication social communication or workplace communication familiarity of context length and complexity of text language and structure degree of inference the re
23. aduates at this level will have advanced cognitive technical and communication skills to select and apply methods and technologies to e analyse critically evaluate and transform information to complete a range of activities e analyse generate and transmit solutions to complex problems e transmit knowledge skills and ideas to others Graduates at this level will apply knowledge and skills to demonstrate autonomy well developed judgement adaptability and responsibility as a practitioner or learner TAE80113 Graduate Diploma of Adult Language Literacy and Numeracy Practice advanced cognitive technical and communication skills include e development of learning programs based on detailed analysis of learner needs and required outcomes e review and improvement of learning programs based on the design and use of formal and informal evaluation approaches e delivery of learning and assessment programs that are responsive to the needs of individual learners and skills to work independently as specialist adult language literacy and numeracy practitioners TAE80213 Graduate Diploma of Adult Language Literacy and Numeracy Leadership Examples of the application of Examples of the application of advanced cognitive technical and communication skills include e development of policy responses based on detailed analysis of training context and policy environment e identif
24. age literacy and numeracy component of a community program In the context of this unit an evaluation strategy may include e evaluation instruments such as o surveys o structured interviews o questionnaires o observations o feedback or debriefing from group discussions or meetings of stakeholders e evaluation processes that include o defining the purpose and audience o planning the evaluation o gathering the data o analysing and interpreting the data o using the findings to improve processes practices systems or outcomes o gathering qualitative and quantitative data to review and monitor project outcomes and to initiate corrective action when required Goals of community program Candidates undertaking this unit need to identify and analyse the goals of a community program in order to design an appropriate strategy for addressing language literacy and numeracy issues Candidates need knowledge of the range of goals that community programs may have such as e developing an awareness campaign addressing personal issues that have implications for the community as a whole for example health management programs such as diabetes awareness and management e developing programs that address areas of community need such as using the internet and social networking sites for older citizens e meeting a specific objective such as classes to inform the community about introduction of new fire safety support systems Graduate Diploma Qual
25. age 65 of 67 Appendix C Key terms and concepts in units IBSA User Guide e required resources such as o human resources content experts representatives of support agencies technical experts o learning resources teaching strategies learning materials o physical resources learning environment and equipment e responsibilities of parties involved in the program such as o program leader responsibility for the educational quality of the program providing support for program participants maintaining knowledge of current research o program manager responsibility for accessing resources risk management and quality assurance o program participant responsibility for complying with program guidelines and training organisation s policies and procedures e processes for monitoring and evaluating the program such as o gathering qualitative and quantitative data through evaluation instruments surveys structured interviews questionnaires observations feedback or debriefing from group discussions or meetings of stakeholders o collecting information on program outcomes in relation to participant goals and learning objectives skills and knowledge developed student contact hours provided o using data to review and monitor training outcomes against targets or benchmarks to initiate corrective action when required e timelines and milestones Selection criteria Candidates undertaking this unit are required to design
26. al development for existing language literacy and numeracy teachers and trainers who want to shift their delivery practice from classroom to the workplace or vice versa e up skilling for teachers from the schools sector to move into adult literacy and numeracy teaching e an opportunity for teachers and trainers from a vocational skill area to gain the knowledge and skills to move into adult language literacy and numeracy teaching e skill development opportunities for VET teachers and trainers who want to better integrate language literacy and numeracy skill development into their vocational training practice e an opportunity to develop a specialisation in adult language literacy and numeracy for practitioners working in a range of formal and informal adult education contexts for example volunteer tutors who want to upgrade their credentials or community legal aid or youth welfare workers who want to specialise in language literacy and numeracy Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 4 of 67 Target learners IBSA User Guide The TAE80213 Graduate Diploma of Language Literacy and Numeracy Leadership has an emphasis on policy research and professional leadership and has been developed to provide e credentials for existing language literacy and numeracy teachers and trainers who are working as managers or learning leaders within their organisation and who
27. alia 2013 IBSA User Guide Appendix C Key terms and concepts in units e informal communication networks and practices including o communication between individuals and within teams o social and other informal occasions Company profile Candidates undertaking this unit need to analyse company background information and workforce profile to identify implications for language literacy and numeracy In analysing a company profile candidates may consider e company background information such as o category of Australian Bureau of Statistics ABS industry groups into which the business fits o company s core business o company s learning culture and training history o company s recruitment strategy o company s vision and mission statements business and strategic plans and organisational learning plan o products and or services the company produces o training requirements e profile of the industry workforce including o size of overall workforce o composition of workforce full time and part time casual and permanent gender and age ratios o education and training backgrounds o language and cultural backgrounds o occupational groups Conceptual frameworks underpinning adult language literacy and numeracy teaching Candidates undertaking this unit need to design programs based on the application of conceptual frameworks underpinning adult language literacy and numeracy teaching in vocational education a
28. anguage Literacy and Numeracy Commonwealth of Australia 2013 Page 1 of 67 IBSA User Guide Background Background The impetus for the development of the qualifications and skill set within the TAE Training and Education Training Package comes from a widespread concern about the capacity of the VET workforce to address the foundation skills needs of learners Since the release of outcomes from the 2006 Australian Literacy and Life Skills ALLS survey concerns about workforce literacy levels have been voiced in many industry reports and forums The need to build VET workforce capacity to address workforce literacy has been raised most prominently in recent years through e No More Excuses An Industry Response to the LLN Challenge released in 2011 by Australia s 11 Industry Skills Councils e When Words Fail National Workforce Literacy Project released in 2012 by the Australian Industry Group Building the capacity of the education and training workforces to deliver foundation skills is a national priority area in the National Foundation Skills Strategy for Adults Nationally recognised qualifications and skill sets are needed to support the development of the VET workforce in this identified area of need In 2010 IBSA developed a Vocational Graduate Certificate and a Vocational Graduate Diploma qualification to provide options for the development of language literacy and numeracy specialist practitioners These qualifications have be
29. anguage Literacy and Numeracy Commonwealth of Australia 2013 Page 35 of 67 Appendix C Key terms and concepts in units IBSA User Guide e intellectual property e potential legal consequences of false misleading or incorrect information e privacy legislation e regulatory requirements including occupational health and safety OHS Other options and relevant services Candidates undertaking this unit need to provide guidance to learners about other options and relevant services In the context of this unit other options and relevant services may include e ESL course e other adult literacy and numeracy program e other community based option e peer support e shift to a vocational course e support service such as counselling or welfare service Others Candidates undertaking this unit are expected to confirm the content of activities with others to ensure learning goals are addressed In the context of this unit others may include e colleagues involved in delivery and assessment of learner group or similar groups e external stakeholders such as Centrelink e in a workplace all parties involved in the program such as supervisors workforce organisations employers and other trainers e support persons such as bilingual aides and counsellors e those with knowledge relevant to context in which working such as vocational or workplace trainers e those with specialist teaching expertise such as higher level mathem
30. arget learners The units and qualifications have been specifically designed for application across sectors and different delivery environments and have application across many industries where training and assessment take place The units and qualifications have been developed with a view to providing teaching and educational leadership skills for people working in formal educational settings in the public or private sector e g TAFE colleges private providers or ACE community houses in informal education settings social welfare and community based settings e g housing agencies libraries neighbourhood houses CFA fire sheds in workplace settings e g vocational workplace trainers and assessors and in correctional settings The lists below are not definitive The qualifications are designed to be flexible and can be used as full credentials or as single or clustered units that can be packaged according to demand The TAE80113 Graduate Diploma of Adult Language Literacy and Numeracy Practice has a focus on teaching and delivery and has been developed to provide e credentials for existing language literacy and numeracy teachers and trainers who do not have specific language literacy and numeracy qualifications e skills refreshers for existing language literacy and numeracy teachers and trainers who need specific skills for changing job requirements Such as an upgrade of numeracy skills or delivery to CALD learners e profession
31. atics or English as a second language ESL teachers Relevant frameworks Candidates undertaking this unit are required to plan delivery according to relevant frameworks To do this candidates need to give consideration to e application of adult learning principles e integration of language literacy and numeracy delivery with vocational training e pathways to other qualifications e requirements of the Australian Quality Training Framework AQTF e training specifications as set out in Training Packages and accredited courses Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 36 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix C Key terms and concepts in units Reports Candidates undertaking this unit are expected to complete reports In the context of this unit reports may include e individual and aggregated reports about improved adult literacy and numeracy outcomes described using the ACSF e reports written for the workplace using particular formats and styles covering o benefits to the company o improvements in workplace skills o individuals taking further training of their own o participation in teams and meetings o job flexibility and promotional opportunities o morale and attendance e those required by funding bodies e those required by training organisations Text appropriate to learner purpose Candidates undertaking this unit need to select a wide range of p
32. ckground information or case studies including factors that typically affect language literacy and numeracy skill development o goals and needs of adult learners o impetus for adult learners to participate in language literacy and numeracy programs o language literacy and numeracy skills aligned to frameworks such as the Australian Core Skills Framework ACSF o third party reports from interested others o statistical information such as levels of adult language literacy and numeracy in the Australian community e program guidelines such as those relating to confidentiality e teaching strategies and learning resources e range of available informal and accredited training options for developing the capacity of the education and training workforce in relation to language literacy and numeracy Program plan Candidates undertaking this unit are required to formulate and implement an adult language literacy and numeracy professional development program plan In the context of this unit a program plan may be expected to include information on e purpose goals and intended outcomes e participants e possible risks and strategies to avert them e program content e delivery mode such as o Classroom delivery o flexible delivery methods o individual or small group mentoring o provision of expert advice as required Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 P
33. ctitioners to have a set of strategies to meet learners language development needs This is not language in the strict sense of language acquisition as defined within the TESOL discipline but rather the development of relevant and appropriate language repertoires depending on the context Appendix C includes an explanation of many of the key terms and concepts that underpin each of the units in the Graduate Diploma qualifications Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 16 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix A Explanation of AQF alignment Appendix A Explanation of AQF alignment The qualifications TAE80113 Graduate Diploma of Adult Language Literacy and Numeracy Practice and TAE80213 Graduate Diploma of Adult Language Literacy and Numeracy Leadership have been updated to conform to new Standards for Training Packages Since these qualifications were originally developed as a Vocational Graduate Certificate and a Vocational Graduate Diploma revisions have been made to the Australian Qualifications Framework AQF In preparing the updated qualifications for endorsement IBSA has considered their alignment against the revised AQF The following table summarises the learning outcomes from the updated qualifications against the requirements of AQF Level 8 AQF Level 8 Learning Outcomes TAE80113 Graduate Diploma of Adult Language Literacy and N
34. cy requirements of staff e use of technology Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 45 of 67 Appendix C Key terms and concepts in units IBSA User Guide Analysing policy to identify potential impacts may involve confirming relevance for implementation within the training organisation determining application to the training organisation determining effectiveness of current policy in light of new policy objectives determining intent of policy identifying areas where policy has not been applied appropriately identifying implications for adult language literacy and numeracy provision identifying relationships at the international national state and local levels between potential key stakeholders in VET policy development and implementation identifying stakeholders Stakeholders Candidates undertaking this unit need to consult and collaborate with stakeholders when developing implementing and reviewing a strategic response In the context of this unit stakeholders may include administrative staff enterprises funding bodies government departments industry and community bodies teaching staff training organisation management unions Strategic response Candidates undertaking this unit need to formulate a strategic adult language literacy and numeracy response In the context of this unit a strategic response may include applying for
35. do not have specific adult language literacy and numeracy qualifications e professional development opportunities for existing language literacy and numeracy teachers and trainers who want to shift their emphasis from delivery practice to research or resource development e professional development opportunities for teachers or trainers to develop skills in formulation of workplace or community based learning programs e career pathway opportunities for policy makers program coordinators managers HR managers business consultants within a registered training organisation RTO social welfare practitioners or educational design or learning and development professionals to develop their skills in adult language literacy and numeracy Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 5 of 67 IBSA User Guide Qualifications Qualifications The AQF specifies that graduates of Graduate Diploma qualifications will e have advanced knowledge and skills for professional highly skilled work and or further learning e have advanced theoretical and technical knowledge in one or more disciplines or areas of practice e have advanced cognitive technical and communication skills to select and apply methods and technologies to o analyse critically evaluate and transform information to complete a range of activities o analyse generate and transmit solutions to complex proble
36. e consideration of Commonwealth and State Territory government policies and initiatives in a wide range of areas such as e capacity building programs for Aboriginal and Torres Strait Islander peoples e certification requirements in specified industry areas for example child care and aged care e commonwealth state or territory legislation relating to occupational health and safety OHS e entitlement to English language provision based on immigration status e guidelines for labour market and employment initiatives e immigration regulations affecting categories of visa holders e National Quality Council NQC guidelines and vocational education and training VET policy on quality and compliance e policy on levels of school or equivalent completion Candidates undertaking this unit need knowledge of the variety of forms that relevant policies may take Policies may be expressed in Acts codes of practice guidelines procedures regulations and or standards Potential impact of policy Candidates undertaking this unit are expected to identify the potential impact of policy This will involve consideration of the way in which a policy may affect areas such as e administrative and reporting systems e available funding sources e cross sectoral relationships e current and emerging markets e industrial relations e choice of pedagogical approaches e quality systems and processes e relationships with industry e roles and competen
37. e technology used in everyday life such as o automated teller machines ATMs and electronic funds transfer point of sale EFTPOS o mobile telephones o internet o DVDs television and film Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 32 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix C Key terms and concepts in units Strategies for teaching English language skills Candidates undertaking this unit need to apply and evaluate strategies for teaching English language skills and for addressing barriers and impediments to language development They need knowledge of a variety of teaching strategies such as e strategies to address barriers and impediments to language development o advice and support from specialist English as a second language ESL teachers o approaches and multi sensory activities and resources that build on learners strengths o bilingual approaches or peer support where learners have low levels of English o designing tasks and contexts that provide opportunities for learners to internalise and practise new skills o developing meta language skills by teaching grammatical terms and structures to provide a language for learners to discuss their learning o referring learners to specialist ESL provision where necessary o strategies like scaffolding activities that build on learners existing skills and knowledge in English and other languages
38. ed the ability to access and use a range of appropriate sources of information such as e adult language literacy and numeracy journals e communities of practice e conferences e international research organisations such as the National Research and Development Centre for Adult Literacy and Numeracy NRDC e adult language literacy and numeracy journals e professional workshops e VET research organisations such as the National Centre for Vocational Education Research NCVER Requirements of learning context Candidates undertaking this unit need to evaluate teaching practice in relation to the requirements of the learning context In the context of this unit requirements of learning context may include e funding body guidelines e specific learning needs of adults participating in provision e specific needs of employer or workplace organisation e VET national standards such as o accredited course documentation o Australian Core Skills Framework ACSF o Australian Qualifications Framework AQF o Training Packages Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 48 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix C Key terms and concepts in units Teaching practices Candidates undertaking this unit are required to evaluate current teaching practices and to identify research review and implement new teaching practices in the area of adult language literacy and numerac
39. en taken up in particular through the Australian Government s Language Literacy and Numeracy Practitioner Scholarships Program However since the introduction of the TAE70111 Vocational Graduate Certificate in Adult Language Literacy and Numeracy Practice and the TAE80110 Vocational Graduate Diploma of Adult Language Literacy and Numeracy Leadership revisions have been made to the Australian Qualifications Framework AQF level 7 and 8 descriptors The development of the TAE Training and Education Training Package provided a timely opportunity for IBSA to re align these qualifications against the revised AQF and to update them to meet the Standards for Training Packages Adult language literacy and numeracy practitioners work in a wide variety of organisations and delivery contexts Since their introduction the TAE70111 Vocational Graduate Certificate in Adult LLN Practice and the TAE80110 Vocational Graduate Diploma of Adult LLN Leadership have gained national recognition as suitable qualifications for the development of LLN specialist practitioners The alignment of these qualifications to the revised AQF and the greater clarification of outcomes enabled by the Standards for Training Packages is expected to further strengthen their acceptance and uptake across the adult language literacy and numeracy field The AQF qualification type learning outcomes descriptors including the AQF specification for volume of learning were considered dur
40. ength including overall length length of sentences and unclear sequencing of information e vocabulary including jargon technical terms and idioms Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 60 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix C Key terms and concepts in units TAELLN816 Initiate develop and evaluate adult language literacy and numeracy resources Design features Candidates undertaking this unit need to consider a range of design features for the resource that are appropriate to the needs of the audience In the context of this unit design features may include e methods for engaging the learner e features of layout including font white space and colour e if electronic text ease of navigation inclusion of audio inclusion of video signposting and internal links e if for independent access level of instructions ease of accessing materials sequencing layout features and links e mix of text based information and visual information e opportunities for collaborative learning e practical activity based content e reading level of text including o genre o grammatical structures o verb tenses o active or passive voice o use of abbreviation idiom and jargon e sequencing of material to reflect adult literacy and numeracy skill development e sources of further information and further reading Evaluating existing resources Candidates undertaking
41. er e existing skills of learners in relation to work context e learners attitudes to assessment e learners perceptions of their learning needs e learners with identified language literacy and numeracy needs such as o those with a low level of formal education o first language if from a language background other than English Relevant parties Candidates undertaking this unit are expected to consult with relevant parties to identify the need for support services and to confirm processes for gathering evidence for assessment and monitoring and evaluating training In the context of this unit relevant parties may include e enterprise personnel where there is an on the job component of training e school personnel responsible for VET in schools arrangements e those responsible for managing quality compliance within the training organisation e those responsible for vocational training Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 43 of 67 Appendix C Key terms and concepts in units IBSA User Guide Training arrangements Candidates undertaking this unit need to plan training arrangements In the context of this unit training arrangements may include scheduling of training including classes team teaching one to one self access online and combinations of these time arrangements including during class in learners own time and self access su
42. eracy Skill development ceeeetceceseeeeeeseeeeeseceeeeeseseneeseseaeesecseneesessensesessensesessaneeees TAELLN814 Design programs to develop adult language literacy and numeracy SKINS oca aa RA A E TAELLN815 Develop strategy for adult language literacy and numeracy skill development in a community program ccceccecceceeseneeceeseeeeeeeseeeeeeseeeeseeseeaeeeeseeeeeessnees TAELLN816 Initiate develop and evaluate adult language literacy and numeracy FOSOUICES irnar e aa aaa Enea E ap Ea aE aE o ea aa EE nae aeea aaraa TAELLN817 Design implement and evaluate a language literacy and numeracy professional development program ccccsseeccecesseneeeeseeeeeeeeceeseseeceeeesesseesesesseeseeesseneeees IBSA User Guide Introduction Introduction This User Guide is designed to assist facilitators assessors Registered Training Organisations RTOs and enterprises in implementing e TAE80113 Graduate Diploma of Adult Language Literacy and Numeracy Practice e TAE80213 Graduate Diploma of Adult Language Literacy and Numeracy Leadership The User Guide provides e information on the background and purpose of the qualifications e advice on target learners packaging and pathways e information on recognition of prior learning and equivalence See Appendix B e explanations of key terms used in each of the units of competency in the qualifications see Appendix C Graduate Diploma Qualifications in Adult L
43. erence is the removal of the Range Statement This Appendix explains a number of terms used in the units of competency that were formerly included in the unit s range statement Although many terms and topics are repeated across the units in the two qualifications e g learning resources diversity teaching approaches strategies their exact meaning and intent can vary according to the unit context This section provides a fuller explanation of terms used in each of the units of competency to help training package users to interpret the specific knowledge and skill requirements Explanations in this Appendix supplement the Support Materials that have been developed for each unit in the qualifications These resources are available from the IBSA website lt http www ibsa org au gt Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 22 of 67 IBSA User Guide Appendix C Key terms and concepts in units TAELLN801 Analyse and apply adult literacy teaching practices Adult learning principles Candidates undertaking this unit are expected to investigate how adult learning principles contribute to an environment conducive to developing literacy skills In the context of this unit adult learning principles may include e acknowledging learners non standard English as valid communication and a resource for learning e acknowledging that literacy learners have an implicit
44. ers In the context of this unit program parameters may include entry literacy and numeracy skills of participants measured against frameworks such as the Australian Core Skills Framework 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 Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 56 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix C Key terms and concepts in units Program focus Candidates undertaking this unit need to use knowledge of pedagogies of adult language literacy and numeracy to clarify the program focus In the context of this unit the program focus may be in areas such as employment outcomes equity initiatives community integration general education labour market pre vocational pathways Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 57 of 67 Appendix C Key terms and concepts in units IBSA User Guide TAELLN815 Develop strategy for adult language literacy and numeracy skill development in a community program Evaluation strategy Candidates undertaking this unit are required to develop and implement an evaluation strategy to enable ongoing monitoring of the langu
45. h O O analysing features of a range of text types including electronic and printed texts texts containing visual elements and multi modal texts building sociocultural knowledge to assist learners to make meaning of texts developing graphological skills such as awareness of different scripts handwriting Roman script spelling patterns in English and punctuation in English texts developing letter formation scribing group editing and writing collective texts developing vocabulary locating the text in context including purpose and audience meaning making strategies such as building on existing knowledge and evaluating information in light of previous knowledge modelling and constructing texts process writing reading for meaning reading for gist and reading for details using structured exercises such as cloze exercises and matching Teaching approaches Candidates undertaking this unit are expected to determine the applicability of teaching approaches for specific learners To do this candidates may need to consider variables such as e learners different skill profiles e previous experiences of language learning e range of linguistic backgrounds e requirements of particular learning context Page 34 of 67 Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 IBSA User Guide Appendix C Key terms and concepts in units TAELLN804 Implement
46. heir progress e assisting learners to use learning resources including new technologies e creating a supportive environment to encourage efforts to change and to take risks with new numeracy learning e encouraging learners to draw on their life experience and world knowledge to make meaning from numbers e encouraging learners to reflect on ways numeracy skills can empower e explaining mathematical theories and concepts by linking to learners existing knowledge e reinforcing learners view of themselves as learners and doers by providing for progressive mastery e selecting tasks and content in learning resources appropriate to adult learners e supporting learners to make links between the development of their numeracy skills and other areas of importance to them e using experiential participative and project based instructional methods Diversity Candidates undertaking this unit are expected to identify the diversity of skills and backgrounds of those participating in numeracy provision In the context of this unit diversity may include e individual characteristics for example o culturally and linguistically diverse backgrounds with differing experiences of learning mathematics o low levels of formal schooling o physical intellectual learning or socio emotional disabilities that impact on learning o spiky profiles where numeracy skill levels are different from literacy or oral communication skill le
47. ication and implementation of new practices in adult learning based on research and analysis of specific challenges and Opportunities e strategic management of stakeholders through the use of consultative and collaborative approaches Graduates have the knowledge Graduates have the knowledge and skills to work independently and lead others in the development and implementation of adult language literacy and numeracy initiatives Elective options for the updated qualifications were considered and a number of minor changes were made These are outlined in the tables below TAE80113 Graduate Diploma of Adult Language Literacy and Numeracy Practice Electives removed Electives added TAEDES502A Design and develop learning resources TAELLN813 Formulate workplace strategy for adult language literacy and numeracy skill development TAELLN501B Support the development of adult language literacy and numeracy skills TAELLN816 Initiate develop and evaluate adult language literacy and numeracy resources Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 18 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix A Explanation of AQF alignment TAE80213 Graduate Diploma of Adult Language Literacy and Numeracy Leadership Electives removed Electives added TAELLN 701A Analyse and apply adult BSBREL701A Develop and cultivate literacy teaching pract
48. ices collaborative partnerships and relationships TAELLN 702A Analyse and apply adult numeracy teaching practices TAELLN7O3A Develop English language skills of adult learners The rationale behind changes made to elective options is as follows The packaging of TAE80113 Graduate Diploma of Adult Language Literacy and Numeracy Practice includes only two elective units of competency Qualification learning outcomes will be more consistent with AQF Level 8 if the electives chosen are predominantly at a similar level to the core units The unit TAELLN501B had originally been included in the qualification packaging to provide a possible pathway into the Vocational Graduate Certificate for VET practitioners holding the TAE50111 Diploma of Vocational Education and Training However TAELLN501B has not been widely taken up and therefore does not provide a well trodden pathway The unit may be reviewed when TAE50111 is updated to the new Standards for Training Packages The unit TAEDES502A was originally included in the Vocational Graduate Certificate elective list to provide users with the option to develop skills in the development of learning resources It has been replaced with the unit TAELLN816 focussing more specifically on the development of adult language literacy and numeracy resources The unit TAEASS505A Lead and coordinate assessment systems and services has been maintained in the elective list for TAE80113 This unit
49. ies who have recently seen their skills in action For example as part of an RPL assessment for a unit of competency a candidate may be asked to e respond to questions that assess the Performance Evidence and Knowledge Evidence of the unit e present a third party report from their current Supervisor or others who could verify their experience e present samples of work The assessor needs to establish the relationship of the evidence to the unit elements and performance criteria and most importantly the performance and knowledge evidence requirements NOTE This is general information Contact your employer or local RTO to discuss the specific processes required for applying for RPL Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 21 of 67 IBSA User Guide Appendix C Key terms and concepts in unitsAppendix C Key terms and concepts in units Appendix C Key terms and concepts in units Facilitators who are familiar with units from TAE70111 Vocational Graduate Certificate in Adult Language Literacy and Numeracy Practice and TAE80110 Vocational Graduate Diploma of Adult Language Literacy and Numeracy Leadership will notice that the units of competency in TAE80113 Graduate Diploma of Adult Language Literacy and Numeracy Practice and TAE80213 Graduate Diploma of Adult Language Literacy and Numeracy Leadership have a slightly different structure One notable diff
50. ifications in Adult Language Literacy and Numeracy Page 58 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix C Key terms and concepts in units Target group Candidates undertaking this unit are expected to identify an intended target group for participation in a community program In the context of this unit a target group may include e specific gender e specific groups e specific language and cultural backgrounds e overall population e those wanting to develop specific skills Language literacy and numeracy practitioner role Candidates undertaking this unit are required to clarify the purpose for LLN practitioner involvement in a community program and the role of the LLN practitioner In the context of this unit the LLN practitioner role may include e alerting project team members to potential language literacy and numeracy issues that may affect project outcomes in a community context such as o attitudinal barriers o confidentiality issues relating to language literacy and numeracy identification procedures o cross cultural awareness and sensitivity o learners with multiple needs e analysing material developed by the project team to ensure language style does not create barriers for potential readers e identifying various ways in which language literacy and numeracy practitioners can support community programs including o identifying LLN issues that may affect program outcomes o develo
51. ills in literacy or ability to achieve goals such as o culturally and linguistically diverse backgrounds o effects of socio economic factors o low levels of formal schooling o low or limited meta cognition skills including adults with a learning or mild intellectual disability Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 23 of 67 Appendix C Key terms and concepts in units IBSA User Guide o physical or socio emotional disabilities that impact on learning o spiky profiles where oral communication reading and writing skills vary e range in individual s literacy skills in relation to established frameworks such as ACSF Training Package requirements and accredited course levels e range of motivation that leads adults to seek literacy provision Learning goals Candidates undertaking this unit are expected to identify the range of learning goals of those participating in adult literacy provision In the context of this unit learning goals may include e completing equivalent to compulsory schooling in Australia e completing VET course e gaining employment e improving own education e interacting with bureaucracy e interacting with family and community e maintaining current job or managing promotion to next level e pursuing own interests Learning resources Candidates undertaking this unit are expected to examine learning resources from tr
52. ills requirements at the workplace level such as o changes in legislation o changes in technology o compliance requirements o impact of globalisation o introduction of new management techniques such as team based management practices o workplace quality requirements e implementing general training policies for the whole company or one section of the company e improving language literacy and numeracy skills of the workforce to participate in further training e meeting a specific company objective or set of objectives such as o introduction of new machinery or process o compliance with occupational health and safety OHS requirements o workforce restructure Communication systems and practices Candidates undertaking this unit need to examine a workplace s formal and informal communication systems and practices to identify the level of language literacy and numeracy required in the workplace This examination may include consideration of e formal communication systems including o work emails memos newsletters and information sessions o communication within and between sites and departments o internal and external modes of communication o communications technology used by the company such as intranet and internet o workplace documentation schedules plans personnel forms and pay or time sheets Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 50 of 67 Commonwealth of Austr
53. ing the AQF alignment process for both qualifications Through this process both qualifications were judged as meeting the Graduate Diploma specification Appendix A includes an explanation of the AQF alignment for the revised qualifications Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 2 of 67 IBSA User Guide PurposePurpose Purpose The TAE80113 Graduate Diploma of Adult Language Literacy and Numeracy Practice and the TAE80213 Graduate Diploma of Adult Language Literacy and Numeracy Leadership provide the advanced theoretical and technical skills and knowledge required by LLN specialist practitioners program or department managers researchers and resource developers These qualifications are purpose built for the field and represent some of the only specialist qualifications for adult literacy and numeracy practitioners working in the VET sector The qualifications are designed to provide entry and exit points for a wide variety of practitioners looking to develop consolidate or to extend their skills in this important teaching and training area The packaging allows for flexible use of core and electives to build specific delivery context specialisation such as in the workplace or in the community Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 3 of 67 IBSA User Guide Target learners T
54. ion amp Business Skills Australia Ltd First published August 2013 Level 11 176 Wellington Parade East Melbourne VIC 3002 Phone 61 3 9815 7000 ISBN 978 1 922203 82 3 Fax 61 3 9815 7001 www ibsa org au e mail reception ibsa org au Release Date August 2013 Stock Code CP TAELOGDLLNUG Print Version No 1 Table of Contents INtrOdUCUION ss BARE A ak es RAI Ra A ee ei 1 Backeroundn iida a ea ea a a a e n A a e osai 2 PUN POSE sosio na E EE E E AETS R E a EA EEI T ERA 3 era E E E E A A E T 4 QUALIFICATIONS Sese eara e e E eE AE ae a eE a araara Ean ae aaa aeae ses 6 TAE80113 Graduate Diploma of Adult Language Literacy and Numeracy PRACTICE E Rielle RNs tec E A 7 TAE80213 Graduate Diploma of Adult Language Literacy and Numeracy LG AGSrSNIP secescccekicsliche tiscdectenicebsbedstdadssaletenscbucucaieuhcedeeoducdid O NEEE KATI AO NEK EE NEANS 9 PAWAS ana ONT E E R E O 11 Mapping to previous versions of the QUAIIFICATIONS ccecteeceeesneeeeeeeneeeeeseneeeesenseeeesenees 12 Equivalence and RPL oascuioneirn saen N E E E 12 Articulation to higher education esssssssssssseesesssesrrssriesrnrsrensenesnnnrnnunnnnnnnnnnnnnnnnennnnennnn 13 Implementation AAVICE serorea e A a a eden nit a aE 14 Who can deliver ANd ASSESS cccccsseececssseneeesseeeeeeseeeeeeessseneeseseeneesessensesessenseeeseneeeesseneeess 14 Practice environment sisanra n aee EEN CEEE REA EA E R A A ERNER 14 Facilitator reSOUlCES na EE R E ents 15 Term
55. ipant profile and workplace operations Candidates need to apply knowledge of a range of ways in which workplace based training and assessment may be designed such as e developing a training program with an emphasis on language literacy and or numeracy e developing and customising self access resources for an independent learning centre e developing assessment tools and training to integrate language literacy and numeracy assessment with vocational competency e providing adult literacy and numeracy programs for selected participants including one to one small group classroom face to face distance and on the job support e providing expert advice to technical trainers e working alongside workplace trainers and assessors to identify language literacy and numeracy needs and provide support for selected employees with one to one or gap training e writing enterprise documentation and training resources to match the language literacy and numeracy levels of employees e delivering training focusing on language literacy and numeracy underpinning skills of specific units of competency of a Training Package Participant profile Candidates undertaking this unit are expected to develop a profile of potential participants and take the participant profile into account when designing modes of training and assessment Information that may be included in a participant profile includes e background factors such as o age o education and
56. is unit need to evaluate teaching strategies to determine those most appropriate for individual learners in a particular vocational context When evaluating teaching strategies candidates need to apply knowledge of e influential theories in adult literacy pedagogy including o psycholinguistics o sociolinguistics o humanistic and progressivist pedagogy o critical pedagogy e influential theories in adult numeracy pedagogy including o transmission o constructivism o cultural use of specific mathematics o critical numeracy e language teaching methodologies including communicative language teaching Modes of training Candidates undertaking this unit are required to plan the most appropriate mode s of training for the potential participants To do this candidates need to apply knowledge of a range of training modes such as e delivering course focusing on language literacy and numeracy underpinning skills of specific units of competency of a Training Package e developing and customising self access resources for an independent learning centre e developing assessment tools and training support materials for language literacy and numeracy across a qualification or a range of qualifications e providing specialist course for selected participants including one to one small group classroom face to face distance and on the job support e referring to bridging programs with focus on developing language literacy and numeracy ski
57. itable training venues teaching equipment program promotion strategies Working with VET colleagues Candidates undertaking this unit are expected to help VET colleagues to develop their approach to addressing language literacy and numeracy issues within their training In the context of this unit working with VET colleagues may include exchanging information about specific individual learner or group needs sharing ways to identify learners with language literacy and numeracy needs suggesting ways to design materials to make them more reader friendly supporting vocational trainers and assessors in implementing training customised to meet learners language literacy and numeracy needs using inclusive teaching strategies Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 44 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix C Key terms and concepts in units TAELLN811 Analyse policy and formulate strategic language literacy and numeracy response Policy Candidates undertaking this unit need to analyse policy to identify potential impacts on language literacy and numeracy provision and develop an appropriate response In the context of this unit candidates may need to consider policy from many policy environments including health and community services economic reform education employment Indigenous affairs industry and industrial relations Analysing policy may includ
58. iteracy and Numeracy Practice removed from the elective list Rumeracy Pragtige Two units TAELLN813 and TAELLN816 have been added to the elective list Qualification has been changed from a Vocational Graduate Certificate to a Graduate Diploma TAE80110 Vocational TAE80213 Graduate Elective options have changed E Graduate Diploma of Diploma of Adult Three units TAELLN701A Adult Language Language Literacy and TAELLN702A and TAELLN703A Literacy and Numeracy Leadership have been removed from the Numeracy Leadership elective list One unit BSBREL7011A has been added to the elective list Qualification has been changed from a Vocational Graduate Diploma to a Graduate Diploma Equivalence and RPL There is no mandated requirement to hold either of these qualifications However there are a number of ways the new qualifications may be useful depending on what qualifications a practitioner currently holds and their individual career aspirations It is within practitioners best professional interests to stay current keep up with new research and knowledge and to be innovators in their field Engaging in units for professional development purposes will also align with the continuous improvement philosophy of quality assurance frameworks and processes in the VET system Practitioners currently working in the adult LLN field may hold qualifications that are no longer delivered or may have established
59. ive 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 and sensory using a variety of learning resources including games hands on activities real life materials and visual materials using strategies that teach learners dominant literacy practices Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 26 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix C Key terms and concepts in units TAELLN802 Analyse and apply adult numeracy teaching practices Adult learning principles Candidates undertaking this unit are expected to investigate how adult learning principles contribute to an environment conducive to developing numeracy skills In the context of this unit adult learning principles may include e acknowledging impact of cultural differences and attitudes on learner autonomy e assisting learners with a fear of mathematics or numeracy to overcome that anxiety e assisting learners to assume increasing responsibility for defining their learning objectives planning their learning and evaluating t
60. ividual basis to organisations delivering those qualifications Assessment in VET qualifications is competency based and typically emphasises critical engagement with theoretical frameworks or the received body of disciplinary knowledge within an applied work based context Assessment by essays and written assessments is not widely used Universities may have a preference for evidence that shows critical engagement with disciplinary knowledge and debates in a broader context when evaluating a candidate s application to participate in a higher education credential Learners seeking credit into Higher Education courses may find it useful to highlight that the Graduate Diploma qualifications in the TAE Training and Assessment Training Package are designed with specific reference to theories that inform adult language literacy and numeracy teaching Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 13 of 67 IBSA User Guide Implementation advice Implementation advice Who can deliver and assess For the purpose of national recognition training and assessment must be conducted by an RTO with the qualifications or specific units of competency on its scope of registration RTOs who want to deliver material not on their scope of registration will need to work in partnership with RTOs who do have the material on their scope of registration RTOs are responsible for ensuring traini
61. knowledge of the grammar of spoken and written English possibly including non standard varieties e acknowledging the impact on learning of socio cultural differences and attitudes to schooling e assisting learners to assume increasing responsibility for defining their learning objectives planning their own learning and evaluating their progress e assisting learners to use learning resources including new technology e creating a supportive environment to encourage efforts to change and to take risks with new literacy learning e emphasising experiential participative and project based instructional methods and appropriate use of modelling e encouraging learners to draw on own life experience and world knowledge to make meaning from texts e encouraging learners to reflect on ways literacy skills can empower them e reinforcing learners view of themselves as learners and doers by providing for progressive mastery e selecting tasks and content in learning resources appropriate to adult learners ina multicultural context e 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 Diversity Candidates undertaking this unit are expected to identify the diversity of skills and backgrounds of those participating in literacy provision In the context of this unit diversity may include e individual characteristics that limit sk
62. lace such as particular Training Package outcomes or introduction of new technology e mode s of instruction and the agreed training arrangements e program outline e qualifications and experience of staff e resourcing available e responsibilities of relevant parties e workforce profile Candidates must also develop an evaluation strategy for the language literacy and numeracy skill development plan An evaluation strategy for a workplace based language literacy and numeracy program may be expected to include e evaluation instruments such as surveys structured interviews questionnaires and or observations for gathering qualitative and quantitate data e processes for reviewing and monitoring training outcomes and for initiating corrective action when required e feedback or debriefing from group discussions or meetings with stakeholders including relevant parties such as the training manager line managers workforce representatives and or training committee e mechanisms for analysing and interpreting data and using evaluation findings to improve processes practices systems or outcomes Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 52 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix C Key terms and concepts in units Mode s of training and assessment Candidates undertaking this unit need to design the most appropriate mode s of training and assessment given the partic
63. language skills required by learners This analysis may include e establishing level of complexity of English language features in a wide range of texts by aligning them to a framework such as the ACSF e investigating basic features of language at the level of o discourse or text o sentence and phrase level e aligning learners language use to frameworks such as the ACSF e drawing on existing information for example from o pre training assessment o previous language assessments Barriers and impediments to language development Candidates undertaking this unit need to review strategies to address barriers and impediments to language development In the context of this unit barriers and impediments to language development may include e effects of trauma e extent and type of exposure to English speakers e factors resulting from current socioeconomic circumstances e influence of first language e limited education in first language e sensory disabilities e specific learning difficulties Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 31 of 67 Appendix C Key terms and concepts in units IBSA User Guide Interpersonal skills Candidates undertaking this unit need to create an environment conducive to language learning using interpersonal skills In the context of this unit candidates may need to use interpersonal skills to e demonstrate empathy
64. ledge Candidates undertaking this unit need to review their own mathematical skills and knowledge in relation to addressing the skill needs of others They need knowledge of different types of mathematical knowledge including e data and statistics o gathering and organising data o interpreting and presenting data o understanding everyday probability and chance events and terminology e measurement o length mass weight volume temperature and time o estimating measuring and comparing objects using formal and informal methods o recognising and identifying relationships between attributes o selecting and using appropriate units of metric measurement e number o counting and numeration including place value o whole numbers fractions decimals and percentages o computation and applying number o computation and estimation o identifying number patterns and relationships o simple ratio and scale Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 29 of 67 Appendix C Key terms and concepts in units IBSA User Guide space and location o recognising and identifying shapes and objects o symmetry relevant to common shapes o reading and interpreting location in relation to maps and street directories o calculating simple area perimeter and simple angles of different shapes Range of provision Candidates undertaking this unit need to review the range of
65. lls e teaching workplace communication and numeracy skills contextualised into relevant industry area e working alongside vocational practitioners to provide language literacy and numeracy support to learners Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 42 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix C Key terms and concepts in units Need for support services Candidates undertaking this unit are expected to identify the need for support services through consultation with relevant parties Candidates will need to consider a range of possible needs such as e developing capacity of vocational trainers to support learners with language literacy and numeracy needs e developing language literacy and numeracy skills of learners to allow them to complete training or further training successfully e meeting quality compliance requirements such as Australian Quality Training Framework AQTF standards e meeting the language literacy and numeracy or communication skill requirements of a relevant industry Training Package or accredited vocational course Profile of potential participants Candidates undertaking this unit are required to develop a profile of potential participants In the context of this unit a profile of potential participants may include e accounts of learners previous formal education and training experience e background information such as age or gend
66. loped by IBSA to support the delivery and assessment of the TAE70111 Vocational Graduate Certificate in Adult Language Literacy and Numeracy Practice and the TAE80110 Vocational Graduate Diploma of Adult Language Literacy and Numeracy Leadership These include e a Knowledge Bank to support the two qualifications e LLN readings folder e Facilitator Guides for both qualifications e unit resources for all core and elective units in both qualifications consisting of o Student Workbook o Assessment Materials o unit readings folder These resources are still applicable to the delivery of TAE80113 Graduate Diploma of Adult Language Literacy and Numeracy Practice and TAE80213 Graduate Diploma of Adult Language Literacy and Numeracy Leadership as the skill and knowledge outcomes of the qualifications are equivalent They are freely available on the IBSA website lt http www ibsa org au gt Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 15 of 67 Implementation advice IBSA User Guide Terms used in the units The Graduate Diploma qualifications use the term adult literacy and numeracy to mean the skills required to understand and use various forms of print and digital text in day to day activities at home at work and in the community Literacy Skills for the Knowledge Society OECD 2001 The qualification uses the term language to talk about speaking lis
67. ms o transmit knowledge skills and ideas to others e apply knowledge and skills to demonstrate autonomy well developed judgement adaptability and responsibility as a practitioner or learner The packaging of the Graduate Diploma qualifications allows for flexible use of core and elective units to build advanced specialist knowledge and skills that can be applied in specific workplace education or community contexts Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 6 of 67 IBSA User Guide Qualifications TAE80113 Graduate Diploma of Adult Language Literacy and Numeracy Practice This qualification reflects the roles of individuals who apply substantial specialised skills and knowledge in the field of adult language literacy and numeracy practice In these roles they make significant high level judgements to analyse plan deliver and evaluate specialised teaching functions within complex contexts Adult language literacy and numeracy skills development is provided by a range of training organisations in vocational education settings workplaces and the community Titles for job roles with responsibility for adult language literacy and numeracy delivery and assessment vary across different organisational contexts Possible job titles include e practitioner Workplace English Language and Literacy WELL program e teacher Language Literacy and Numeracy Program LLNP
68. nd training VET Candidates need to apply knowledge of relevant frameworks and theories such as e adult learning principles e theories that inform adult language and literacy teaching o applied linguistics o applied social theory and sociolinguistics o Critical literacy o humanistic and progressivist pedagogy o psycholinguistics Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 51 of 67 Appendix C Key terms and concepts in units IBSA User Guide e theories that inform numeracy teaching o applied social theory for example mathematics and culture and mathematics and gender o constructivism o Critical literacy and numeracy o cultural use of specific mathematics o functionalism e VET frameworks and structures Language literacy and numeracy skill development plan Candidates undertaking this unit are required to develop a language literacy and numeracy skill development plan In the context of this unit a language literacy and numeracy development plan would be expected to include e identified barriers to workplace training and strategies to overcome them e funding and reporting arrangements e language literacy and numeracy skills to be developed described in broad terms such as o those of the ACSF o those required to deal with the company communication system or documentation o skills related to other training being conducted at the workp
69. ng and assessment is conducted by appropriately qualified practitioners and complies with the relevant requirements in the Standards for NVR Registered Training Organisations In some cases RTOs may need to use team based or collaborative approaches to bring together all the necessary skills and knowledge to train and assess the full range of skills within a program of vocational training Trainers and assessors implementing TAE80113 Graduate Diploma of Adult Language Literacy and Numeracy Practice require breadth and depth of both theoretical and practical knowledge in the design delivery and assessment of adult language literacy and numeracy across a range of education and training contexts The core units of TAE80213 Graduate Diploma of Adult Language Literacy and Numeracy Leadership call for trainers with theoretical and practical knowledge of research specialised LLN teaching methodologies and policy response development Depending on the focus of the elective units the expertise required to deliver a unit will vary All units require an expert grounding in theoretical underpinnings whilst some have an emphasis on teaching and assessment methods in specific contexts and others require expertise in research skills or learning resource development Implementation of these qualifications should acknowledge and harness the skills of existing practitioners with qualifications and experience in delivering language literacy and numeracy skills de
70. nities 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 e strategies for teaching oral communication skills Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 25 of 67 Appendix C Key terms and concepts in units IBSA User Guide o analysing audience and purpose of communication such as conveying informational requirements in the workplace o developing skills to use a range of registers and styles o 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 and turn taking Teaching approaches Candidates undertaking this unit must be able to evaluate teaching approaches to select those that are applicable to the specific needs levels of literacy learning styles and context of those participating in adult literacy provision Candidates need knowledge of a wide range of teaching approaches such as 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 assist
71. o which communication supports such as interlocutors translators and calculators may be used by candidate during assessment process Program funding profile Candidates undertaking this unit need to contextualise assessment processes in line with the requirements of the program funding profile In the context of this unit the program funding profile may include e funding sources that determine specific eligibility of candidates for programs based on immigration employment or social status such as eligibility requirements of the o Language Literacy and Numeracy Program LLNP o Workplace English Language and Literacy WELL program e eligibility requirements of state training authorities Relevant parties Candidates undertaking this unit are expected to report outcomes of the assessment process to relevant parties and also to gather feedback on the assessment process from relevant parties In the context of this unit relevant parties may include e government officials such as Centrelink staff e counsellors and support workers e other training organisation staff e practitioners not involved in the assessment process Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 40 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix C Key terms and concepts in units Individual needs Candidates undertaking this unit need to tailor assessment processes to meet the individual needs of tho
72. of strength or move in a different direction for example from classroom delivery to workplace or support teaching or into a leadership role still within the broad umbrella of language literacy and numeracy in VET In this case the TAE80213 Graduate Diploma of Adult Language Literacy and Numeracy Leadership is probably a better choice of qualification than the TAE80113 Graduate Diploma of Adult Language Literacy and Numeracy Practice Practitioners might want to identify further professional development needs related to career goals and interests for example developing specialist numeracy knowledge and skill In this case practitioners could use individual units from either qualification to pursue professional development in specific areas Articulation to higher education It is expected that RTOs delivering the Graduate Diploma qualifications will make formal articulation and credit arrangement with higher education institutions It is anticipated that completion of these qualifications would contribute significantly to existing or proposed higher education qualifications in this field Most universities grant credit for formal study undertaken in recognised tertiary institutions in Australia including universities colleges TAFE and other post secondary education institutions and for study at recognised overseas institutions Learners seeking credit into other post graduate qualifications in higher education will need to apply on an ind
73. ovation and Business Skills Australia logo removed from the work and the following attribution made This is a modified document based on materials prepared by Innovation and Business Skills Australia Ltd the original of which can be found on the IBSA website http www ibsa org au Disclaimer While care has been taken in the preparation of this material DIICCSRTE and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up to date for your State or Territory DIICCSRTE and the original developer do not accept any liability for any damage or loss including indirect and consequential loss incurred by any person as a result of relying on the information contained in this material The Commonwealth through the Department of Industry Innovation Climate Change Science Research and Tertiary Education does not accept any liability to any person for the information or advice or the use of such information or advice which is provided in this material or incorporated into it by reference The information is provided on the basis that all persons accessing this material undertake responsibility for assessing the relevance and accuracy of its content No liability is accepted for any information or services which may appear in any other format No responsibility is taken for any information or services which may appear on any linked websites Published by Innovat
74. participant section criteria for a professional development program In the context of this unit selection criteria may include consideration of e legal and regulatory requirements that apply to the program e access and equity requirements e participant availability to participate in program activities e stakeholder relationships e diversity of participant development needs that can be accommodated in the program e entry requirements for undertaking qualifications included in the program e participant self audit of training needs such as through surveys self assessment processes and the development and review of individual learning and development plans Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 66 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix C Key terms and concepts in units Stakeholders Candidates undertaking this unit need to consult with stakeholders to develop and evaluate a professional development program In the context of this unit stakeholders may include language literacy and numeracy practitioners and program managers managers of community programs vocational education and training VET practitioners and program managers policy makers and funding bodies workplace personnel such as HR and compliance managers Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 67 of 67
75. ping or customising resources to suit participants LLN skill levels o providing advice or mentoring to community program personnel Theoretical understandings Candidates undertaking this unit need to draw on a broad range of theoretical understandings in order to design strategies for addressing language literacy and numeracy issues Candidates need comprehensive knowledge of e how language is structured to o achieve a range of social purposes o establish and maintain social relationships o construct texts e features of written and spoken English across a diverse range of genres e social practices involved in reading writing visual literacy talking and listening The emphasis is not on the theories in isolation but rather the contribution they make to teaching practice Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 59 of 67 Appendix C Key terms and concepts in units IBSA User Guide Barriers to communication Candidates undertaking this unit are required to analyse possible barriers to communication with the target group to identify communication methods and approaches at an appropriate language and literacy level In analysing barriers to communication candidates may need to take account of factors that contribute to difficult communication e complexity of sentence structure e layout including dense text and text not supported by visual cues e l
76. provision for learning numeracy in VET contexts They need knowledge of a range of types of provision such as community programs integrating numeracy into activities numeracy integrated into financial literacy or money management programs numeracy integrated into other VET programs numeracy integrated into workplace activities for example in Workplace English Language and Literacy WELL programs stand alone adult numeracy classes or those integrated into literacy classes tuition from teachers of higher level mathematics Teaching approaches Candidates undertaking this unit must be able to evaluate teaching approaches to select those that are applicable to the specific needs levels of numeracy learning styles and context of those participating in adult numeracy provision Candidates need knowledge of a wide range of teaching approaches such as classroom activities delivered to individuals in small groups and to a whole group bilingual approaches or peer support where individuals have low levels of English language drawing on range of supports to learning such as assistive technology encouraging use of own life experiences to illustrate and clarify learning modelling numeracy operations projects and investigations referring to other educational and community services for support including for higher level mathematics sequencing activities to reflect increasing level of skill development using a variety of learning modali
77. racy skill development TAELLN816 Initiate develop and evaluate adult language literacy and numeracy resources Teaching English to Speakers of Other Languages TESOL The unit TAELL803A Develop English language skills of adult learners responds to the need for all LLN practitioners to have a set of strategies to develop learners existing language skills This is not language in the strict sense of language acquisition as defined within the TESOL discipline but rather the development of relevant and appropriate language repertoires depending on the context The qualifications may not meet the requirements for TESOL teaching It is advisable to check with relevant jurisdictions and in the human resource statements in accredited course documentation Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 8 of 67 Commonwealth of Australia 2013 IBSA User Guide Qualifications TAE80213 Graduate Diploma of Adult Language Literacy and Numeracy Leadership This qualification reflects the role of individuals who apply highly specialised skills and knowledge in the field of adult language literacy and numeracy leadership research development and co ordination In these roles they generate and evaluate complex ideas through the analysis of policy information and concepts at an abstract level and design and implement appropriate responses through a combination of research targeted strategies for language li
78. red to identify suitable stakeholders for a representative consultative group to guide the resource development In the context of this unit a representative consultative group should include a wide selection of stakeholders such as e relevant industry or community organisations e professional associations e representatives from relevant government departments agencies or licensing authorities e representatives of the funding body e subject matter experts e training organisations Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 63 of 67 Appendix C Key terms and concepts in units IBSA User Guide In designing and developing resources candidates also need to consult with relevant experts These may include e e learning designers e instructional designers e web developers e audio designers Theoretical understandings Candidates undertaking this unit are expected to consider theoretical understandings of adult language literacy and numeracy skill development and good practice when evaluating and developing resources Theoretical understandings may be reflected in resource development in a variety of ways including e decisions about the suitability of particular delivery options to meet learner group needs such as the suitability of materials for a particular group of learners e inclusion of a how to guide to assist practitioners in using the re
79. rint media and electronic text appropriate to learner purposes In the context of this unit texts should include a variety of materials such as e authentic texts commonly found in the home at workplaces and in the public domain e numeracy materials including calendars money street directories and maps shapes weights and measures e technology including automated teller machines ATMs and electronic funds transfer point of sale EFTPOS e learning and m learning activities e visual materials including graffiti illustrations photographs posters signs charts television shows movies animation video and DVD e workplace documentation such as manufacturer specifications OHS notices personnel forms rosters and standard operating procedures Theoretical understandings of skill development Candidates undertaking this unit are expected to choose and sequence teaching activities to reflect theoretical understandings of skill development To do this candidates need to give consideration to e theories that inform adult literacy teaching such as o applied linguistics o applied social theory and sociolinguistics o Critical literacy o humanistic and progressivist pedagogy o psycholinguistics Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 37 of 67 Appendix C Key terms and concepts in units IBSA User Guide e theories that inform adult numeracy te
80. rior Learning The recognition of prior learning RPL process suits people who are skilled and need to gain formal recognition of their abilities and become qualified The reasons for seeking RPL differ but may include e needing qualifications in the current field of employment e looking for a career change and seeking to transfer skills for example from primary teaching to working with adult learners in VET e moving from volunteer to paid work Recognising skills and knowledge through RPL means less time spent gaining the qualification overall An RPL process involves the candidate collecting appropriate evidence and with the help of an assessor aligning the evidence to the requirements of the qualification Relevant experience may include a combination of work paid and unpaid learning and life experiences This process is used to document how the evidence meets the requirements of the qualification Additional assessment methods will enable further discussion and clarification to ensure the competencies of the qualification are met To have prior learning recognised a candidate must also be able to show current competence that is that their skills are still current and meet today s standards Candidates will need to produce recent evidence of their skills and knowledge They will also need to provide contact details of people who can confirm their abilities These people might be supervisors or others in their communit
81. s used mthe UniS eseis Aaa A AE Aa a EE EEA TA EA 16 Appendix A Explanation of AQF alignment cccccssssececsseececsseeeeecseneeeeeseneeeesseneeeeessnaeeeesnes 17 Volume of learning n a a aa delet eee 20 Appendix B Recognition of Prior LE rning cescceesceceeeceeeseeeeeeseeeeeeeeeeeseaeeeeaaeseeeeneeneeeneees 21 Appendix C Key terms and concepts iN UNItS cccecesccecssneeceesseeeeecseneeeessneeeecsenaeeeessnaeeeesnes 22 TAELLN801 Analyse and apply adult literacy teaching practiCes ccccccsseecssneeeeeeees 23 TAELLN802 Analyse and apply adult numeracy teaching practices cscececesseeeeeeeees 27 TAELLN803 Develop English language skills of adult learners sssssssessessenerneeernsn 31 TAELLN804 Implement and evaluate delivery of adult language literacy and numeracy SKINS eeen E E A EN AAE ea et aes a at 35 TAELLN805 Design and conduct pre training assessment of adult language literacy andinumeracy sks zesio oiia e iE E AEA EANA A EE 39 TAELLN806 Lead the delivery of adult language literacy and numeracy support TAE E E E E EE EE A E E heel eaten E A EE 42 TAELLN811 Analyse policy and formulate strategic language literacy and NUMELACY TESPONSC ym ra i e a BE ee settee Ace been sete 45 TAELLN812 Research and implement new adult language literacy and numeracy 2151 62 lt gt cole telecaster OP ene entation ee PE TAELLN813 Formulate workplace strategy for adult language literacy and num
82. se being assessed In the context of this unit individual needs may include physical and sensory factors specific learning difficulties changes in cultural and linguistic contexts socioeconomic factors social and mental health issues Tailoring the assessment process for individual needs may include allowing for differences in communication styles preferences and levels of confidence by allowing sufficient time for the assessment process to proceed at the pace required by candidates encouraging questions and explaining unfamiliar concepts providing a support person where appropriate selecting materials at an appropriate level while keeping the range sufficiently broad to allow candidate to demonstrate full range of skills selecting materials of relevance to the candidate using culturally appropriate processes when assessing Indigenous students such as o including community members as part of the process whenever possible and practicable o using appropriately qualified Indigenous assessors varying the process if necessary to accommodate such things as confidentiality considerations Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 41 of 67 Appendix C Key terms and concepts in units IBSA User Guide TAELLN806 Lead the delivery of adult language literacy and numeracy support services Evaluating teaching strategies Candidates undertaking th
83. source e consideration of the extent of support a particular learner might need to succeed with materials e level of difficulty of reading materials and writing speaking and numeracy tasks e instructional design choices such as o adjusting language layout design features to suit appropriate level for learners o ordering the way that new material is introduced o demonstrating cultural awareness in relation to content o using genres o appealing to a range of learning styles and strategies o planning analysing developing synthesising and evaluating content of planned resources Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 64 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix C Key terms and concepts in units TAELLN817 Design implement and evaluate a language literacy and numeracy professional development program Professional development program Candidates undertaking this unit are required to design implement and evaluate an adult language literacy and numeracy professional development program In designing a professional development program candidates need to apply knowledge of e adult learning principles theories and learning styles e how language literacy and numeracy is integrated into training specifications involved in community participation and included in workplace activity e adult language literacy and numeracy learner profiles including o ba
84. tening reading writing and visual communication skills In its broadest sense language involves the words verbal structures and gestures we use to convey meaning It also encompasses using words and grammatical structures and other meaning support systems e g gestures when speaking and listening punctuation and formatting when reading and writing to make meaning or to understand somebody else s meaning What s language literacy and numeracy Taking the Lead 2006 People attending adult language literacy and numeracy provision reflect the cultural and linguistic diversity of the Australian population They may have English as their first second or third language and literacy and numeracy skill levels that inhibit their ability to achieve their aspirations This diversity of learners requires practitioners with skills and knowledge in a wide range of teaching approaches and practices Adult language literacy and numeracy delivery contexts include vocational education settings workplaces and the community A range of training organisations public not for profit community and private provides adult language literacy and numeracy skills development The Graduate Diploma qualifications have been developed to accommodate the extent of the adult language literacy and numeracy field epitomised by the diversity of learners and the range of learning environments The Graduate Diploma qualifications respond to the need for all LLN pra
85. teracy and numeracy programs in different contexts and the application of teaching practices The diversity of learners attending adult language literacy and numeracy provision requires effective and innovative educational leaders program managers and researchers with responsibility for adult language literacy and numeracy policy development and response and program design and review This qualification develops the skills and knowledge required to fulfil this responsibility in a variety of roles Possible job titles include e adult literacy and numeracy teacher or leader training organisation e practitioner or coordinator Workplace English Language and Literacy WELL program e senior educator teaching and learning training organisation e adult literacy and numeracy resource developer e program coordinator training organisation e educational consultant e workforce development leader e policy advisor on language literacy and numeracy PACKAGING RULES Total number of units 8 e 3 core units plus e 5elective units Core Units BSBRES801A Initiate and lead applied research TAELLN811 Analyse policy and formulate strategic language literacy and numeracy response TAELLN812 Research and implement new adult language literacy and numeracy practices Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 9 of 67 Qualifications IBSA User Guide Electi
86. terials drawn from genres familiar to candidate and drawn from candidate s immediate social or training environment o reading samples drawn from genres familiar to candidate and drawn from candidate s immediate social or training environment o sample questions to assess oral communication skills identify learning strategies or styles and identify candidate s purposes in attending assessment o writing tasks and associated materials e tasks and materials that are aligned to levels in the assessment framework Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 39 of 67 Appendix C Key terms and concepts in units IBSA User Guide Pre training assessment process Candidates undertaking this unit must design a pre training assessment process In the context of this unit the pre training assessment process should incorporate e confidentiality conventions about the nature and extent of information which may be disclosed to third parties such as employers and government or other officials e choice of location that meets the needs of the candidate and assessor where o confidential information can be provided o the assessment can be the main focus of attention o awide range of resources is available within close proximity o personal risk factors have been mitigated e feedback on the assessment provided with various options for candidate consideration e extent t
87. ties including visual kinaesthetic and sensory using a variety of learning resources including games hands on activities real life materials and visual materials using strategies to overcome the effects of numeracy and number anxiety verbal based approaches such as discussions and questions and answers to explore plan generalise hypothesise test ideas and form conclusions verbalising processes to establish linkages between language of mathematics and operations symbols and key words Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 30 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix C Key terms and concepts in units TAELLN803 Develop English language skills of adult learners Adult learning principles Candidates undertaking this unit are expected to apply adult learning principles to teaching English language skills In the context of this unit adult learning principles may include e acknowledging learners life experience and world knowledge e acknowledging that implicit and explicit knowledge of the grammar of English and other languages is a resource for learning English e applying awareness of differences in cultural attitudes to learner autonomy e selecting tasks and content in learning resources appropriate to adult learners ina multicultural context Analysing English language skills Candidates undertaking this unit are required to analyse English
88. umeracy Practice TAE80213 Graduate Diploma of Adult Language Literacy and Numeracy Leadership Graduates at this level will have advanced knowledge and skills for professional highly skilled work and or further learning Graduates have advanced knowledge and skills in adult language literacy and numeracy practice appropriate for teaching at a professional level Graduates have advanced knowledge and skills in adult language literacy and numeracy leadership appropriate for professional and strategic management of adult learning programs and initiatives Graduates at this level will have advanced theoretical and technical knowledge in one or more disciplines or areas of practice Graduates have advanced theoretical and technical knowledge in adult language literacy and numeracy teaching and depending on electives chosen may also have expertise in assessment resource development or program design Graduates have advanced theoretical and technical knowledge in adult language literacy and numeracy policy and practice and depending on electives chosen may also have expertise in program design e learning resource development or professional development Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 17 of 67 Appendix A Explanation of AQF alignment IBSA User Guide AQF Level 8 Learning Outcomes Gr
89. uter based delivery software applications educational software and CDs e everyday household and realia authentic materials for example o newspapers and magazines o utility bills bank statements and information leaflets o shopping and advertising materials o goods and materials including foodstuff packaging and containers o domestic measuring equipment such as scales cups builder and dressmaker tapes clocks watches and calendars o local maps plans and street directories o online resources including websites Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Page 28 of 67 Commonwealth of Australia 2013 IBSA User Guide Appendix C Key terms and concepts in units e resources drawn from a workplace or vocational environment e technology used in everyday life such as o automated teller machines ATMs and EFTPOS o ticket machines o internet and telephone banking Level of difficulty Candidates undertaking this unit need to be able to identify the level of difficulty of numeracy skills and knowledge They may do this by e analysing variables that underpin numeracy tasks such as o complexity of mathematical information o type of operation or skill o expected number of operations o kind of information included for example how relevant it is to the task o type of match problem transparency e drawing on sample activities from levels 1 to 3 of the ACSF Mathematical skills and know
90. ve Units At least 3 of the elective units must be selected from the elective units listed below Up to 2 elective units may be selected from the elective list or from any currently endorsed Training Package or accredited course at Graduate Certificate or Graduate Diploma level Elective units must be relevant to work outcomes and industry requirements TAELED704A TAELLN813 TAELLN814 TAELLN815 TAELLN816 TAELLN817 BSBINN801A Review enterprise e learning systems and solutions implementation Formulate workplace strategy for adult language literacy and numeracy skill development Design programs to develop adult language literacy and numeracy skills Develop strategy for adult language literacy and numeracy skill development in a community program Initiate develop and evaluate adult language literacy and numeracy resources Design implement and evaluate a language literacy and numeracy professional development program Lead innovative thinking and practice BSBREL701A Develop and cultivate collaborative partnerships and relationships Page 10 of 67 Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 IBSA User Guide Pathways Pathways The TAE Training and Education Training Package does not mandate entry requirements for any qualification or prerequisites for any unit The package recognises that there are many entry pathways into the qualifications
91. velopment and support services within the VET sector RTOs intending to offer a delivery and assessment pathway for either of these qualifications need a sophisticated approach to gathering a cross disciplined team who can offer the full range of competencies in each qualification This may require collaboration across departments within an RTO and with the higher education sector in order to access the appropriate expertise Practice environment Many of those consulted during the initial development phase of TAE80113 Graduate Diploma of Adult Language Literacy and Numeracy Practice in 2009 expressed the need for some type of practicum or supervised practice to be included in the qualifications However at that time Australian Training Package qualifications did not mandate a particular delivery strategy such as a practicum or supervised practice Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 14 of 67 IBSA User Guide Implementation advice Nevertheless participants completing TAE80113 Graduate Diploma of Adult Language Literacy and Numeracy Practice particularly the core unit TAELLN804 Implement and evaluate delivery of adult language literacy and numeracy skills will need a suitable practice environment where they have access to a learner cohort and the time to develop their practice with learners As a facilitator you will need to ensure that participants have this
92. vels o effects of socioeconomic factors o where skills in numeracy limit ability to achieve goals Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 27 of 67 Appendix C Key terms and concepts in units IBSA User Guide e range in individual s numeracy skills in relation to established frameworks such as ACSF Training Package requirements and accredited course levels e range of motivation that leads adults to seek numeracy provision Learning goals Candidates undertaking this unit are expected to identify the range of learning goals of those participating in adult numeracy provision In the context of this unit learning goals may include e completing equivalent to compulsory schooling in Australia e completing VET course e gaining employment e improving ability to make informed financial decisions and interact with financial institutions e interacting with family and community e maintaining current job or managing promotion to next level e pursuing own interests Learning resources Candidates undertaking this unit are expected to examine learning resources from traditional new and emerging technologies that link to numeracy learning outcomes and promote learner engagement with tasks and activities In the context of this unit learning resources may include e bilingual and multicultural resources e calculators graphic calculators and abacus e comp
93. y In the context of this unit teaching practices includes pedagogy teaching theories teaching approaches and teaching strategies To establish criteria to evaluate the effectiveness of current practices candidates may need to consider feedback from community organisations regarding positive impacts feedback from learners regarding positive impacts on language literacy and numeracy skills advice from adult language literacy and numeracy colleagues reports from VET colleagues regarding contribution to successful outcomes from VET courses feedback from workplace personnel regarding positive impacts on workers and workplace learner persistence quantitative indicators such as ongoing attendance satisfactory completion of qualifications or units non completions Graduate Diploma Qualifications in Adult Language Literacy and Numeracy Commonwealth of Australia 2013 Page 49 of 67 Appendix C Key terms and concepts in units IBSA User Guide TAELLN813 Formulate workplace strategy for adult language literacy and numeracy skill development Broad issues for training Candidates undertaking this unit are required to identify broad issues for training through consultation with enterprise personnel and workforce representatives In the context of this unit broad issues for training may include e responding to changes in the Australian economic and industrial context that can impact on language literacy and numeracy sk

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