Course Content
Advise on literacy demands
1.1 Access nationally recognised training products and analyse their literacy demands using current authorised Australian foundation skill frameworks 1.2 Analyse literacy demands essential to the workplace context and workplace performance using current authorised Australian foundation skill frameworks 1.3 Analyse literacy demands of the learning and assessment context using current authorised Australian foundation skill frameworks 1.4 Share information and provide advice on literacy demands
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Advise on literacy skill support needs of learners
2.1 Collect and analyse information about individual learner and candidate backgrounds to identify strengths and limitations relevant to literacy skill development 2.2 Plan and conduct literacy assessment using validated assessment tasks 2.3 Analyse literacy assessment results using current authorised Australian foundation skill frameworks to determine literacy skill levels 2.4 Analyse and compare literacy demands and learner literacy skill levels to determine the literacy skill support needs 2.5 Share information and provide advice on literacy skill assessment, levels and support needs
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Advise on literacy skill development
3.1 Use current authorised Australian foundation skill frameworks to review and tailor training strategies to support the development of literacy skills 3.2 Use current authorised Australian foundation skill frameworks to review and tailor assessment strategies to support assessment while maintaining the rigour of the assessment process 3.3 Research, access, review and modify learning resources to support the development of learners with literacy skill support needs 3.4 Research, access, review and modify assessment resources to support the assessment of candidates with literacy skill support needs while maintaining the rigour of the assessment process 3.5 Mentor and provide literacy skill advice to colleagues to support the development of their training and assessment practices
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Participate in professional development activities
4.1 Review own adult literacy professional practice and identify opportunities for improving practice 4.2 Access and interpret current adult literacy research and incorporate findings into own practice 4.3 Interact with professional adult literacy networks to share practice and maintain currency of practice
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TAELLN511 Lead the development of adult literacy skills
About Lesson

Here’s how to access nationally recognised training products and analyse their literacy demands using current authorised Australian foundation skill frameworks.

1. Accessing Nationally Recognised Training Products:

  • Training.gov.au: This remains the official Australian Government website for vocational education and training (VET). It provides access to the National Register of VET.
  • Use the search function: Search for the specific training package or qualification you’re interested in by title or code.
  • Training Package or Skill Set Details: Once you locate the training product, explore the details provided. This typically includes unit descriptions, resources, and assessment requirements.

 

2. Analysing Literacy Demands with Foundation Skill Frameworks:

The two main authorised Australian foundation skill frameworks remain the same:

  • Australian Core Skills Framework (ACSF): This framework focuses on the core skills needed across all occupations. It has five skill areas:

    • Reading
    • Writing
    • Oral Communication
    • Numeracy
    • Learning Skills
  • Digital Literacy Skills Framework (DLSF): This framework focuses on the digital literacy skills required in the modern workplace. It has four skill areas:

    • Information Technology
    • Information Management
    • Creating Information
    • Communicating Information

 

Analysing the Training Product:

Here’s how to analyse the literacy demands:

  1. Unit Descriptions: Review the unit descriptions for each unit within the training product. These descriptions usually outline:

    • Performance Criteria: These specify the skills and knowledge a learner needs to demonstrate competency.
    • Knowledge Evidence: This details the types of information a learner needs to understand.
    • Assessment Requirements: These outline the tasks or activities used to assess a learner’s competency.
  2. Identify Skill Requirements: Look for keywords and phrases within the unit descriptions that indicate specific literacy skills required.

  • ACSF:

    • Reading: “interpret”, “analyse”, “follow instructions”
    • Writing: “complete reports”, “prepare documents”
    • Oral Communication: “present information”, “participate in discussions”
    • Numeracy: “calculate”, “estimate”, “measure”
    • Learning Skills: “research information”, “solve problems”, “plan and organise”
  • DLSF:

    • Information Technology: “use software applications”, “operate equipment”
    • Information Management: “search for information”, “organise digital data”
    • Creating Information: “develop presentations”, “create digital content”
    • Communicating Information: “use online communication tools”, “participate in online forums”
  1. Level of Complexity: Consider the complexity of the tasks and the expected level of understanding for each unit. Higher level units will require more advanced literacy skills in each area.

 

Helpful Tips:

  • Use a table or spreadsheet to document the specific literacy demands across different units in the training product.
  • Match the identified literacy skills with the corresponding levels within the ACSF or DLSF frameworks. This helps determine the expected skill level learners should possess.
  • Consider any additional resources like workbooks or learner guides. These may provide further clues about the level and type of literacy skills required.

 

By following these steps, you can effectively analyse nationally recognised training products and identify the literacy demands based on the current Australian foundation skill frameworks. This information can then be used to design appropriate training and assessment strategies that cater to the diverse literacy needs of learners.