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

Understanding and improving literacy skills among learners and candidates is crucial, particularly when tailoring education and training programs to individual needs. The process involves several detailed steps, from collecting background information to sharing insights and advice on literacy skill development. Here’s how you could approach each step:

Collect and Analyse Information about Individual Learner and Candidate Backgrounds

Collecting Information:

  1. Surveys and Questionnaires: Develop and distribute surveys to gather data on the educational background, learning experiences, and cultural context of the learners. Include questions about their previous schooling, languages spoken, and any challenges faced in learning.
  2. Interviews: Conduct one-on-one or group interviews to understand the learners’ personal experiences, attitudes towards learning, and any barriers they’ve faced in developing literacy skills.
  3. Review of Existing Records: Look at educational records, reports from previous teachers or trainers, and any available assessment results to build a profile of each learner’s educational journey.

 

Analysing Information:

  1. Identify Strengths: Look for patterns in the data that indicate areas of strong performance or particular interest in learning. This might include a high level of spoken language skill, enthusiasm for reading certain types of material, or a strong visual memory.
  2. Identify Limitations: Also, identify areas where learners have struggled, such as in writing, understanding complex texts, or in specific aspects of literacy like vocabulary or grammar.
  3. Cultural and Linguistic Considerations: Consider how cultural background and first language can influence literacy development in a second language, recognising both potential transferable skills and areas where differences may pose challenges.

 

Plan and Conduct Literacy Assessment

Planning:

  1. Selection of Validated Assessment Tasks: Choose assessment tools and tasks that are validated, meaning they have been tested and proven to effectively measure literacy skills. Ensure they are appropriate for the age, language background, and educational level of your learners.
  2. Adaptation for Accessibility: Modify assessments as needed to accommodate learners with disabilities or those who require additional support, ensuring the assessment remains fair and valid.

Conducting:

  1. Administering Assessments: Carry out the assessments in a supportive, stress-free environment. This might involve one-on-one sessions or small groups, depending on the nature of the task and the needs of the learners.
  2. Observation: Pay attention not just to the outcomes of the tasks, but to how learners approach them, their strategies, and any difficulties they encounter.

 

Analyse Literacy Assessment Results

  1. Use of Frameworks: Apply current authorised Australian foundation skill frameworks, such as the Australian Core Skills Framework (ACSF), to interpret the results. These frameworks provide detailed levels of performance across different skill areas, allowing you to accurately gauge a learner’s literacy level.
  2. Identifying Skill Levels: Match assessment outcomes to the descriptors in the framework to determine each learner’s literacy level. This involves a detailed analysis of their performance across various components of literacy.

 

Analyse and Compare Literacy Demands and Learner Levels

  1. Understanding Literacy Demands: Analyse the literacy demands of the learners’ current or future educational or occupational paths. This includes the types of texts they need to read, the forms of writing they need to produce, and the level of language complexity involved.
  2. Comparison: Compare these demands to the literacy levels of the learners, identifying gaps where the learners’ current skills may not meet the required standards.
  3. Identifying Support Needs: Based on this comparison, determine what specific literacy skills each learner needs to develop to meet these demands.

 

Share Information and Provide Advice

  1. Reporting: Prepare clear, concise reports on each learner’s literacy strengths, limitations, and progress. Use non-technical language where possible to ensure the information is accessible to all stakeholders, including the learners themselves.

  2. Meetings and Consultations: Arrange meetings with learners, and possibly their families or employers, to discuss the findings. Provide a supportive environment where they can ask questions and express concerns.

  3. Advice and Recommendations: Offer practical advice and strategies for literacy skill development. This might include specific learning activities, resources, and programs. Where appropriate, refer learners to specialist support services.

  4. Follow-Up: Ensure there’s a plan for ongoing assessment and support, adjusting strategies as needed based on the learners’ progress and changing needs.

 

Throughout this process, it’s essential to maintain a respectful and empathetic approach, recognising the individuality of each learner and the potential sensitivity around literacy challenges.