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
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
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
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
TAELLN511 Lead the development of adult literacy skills
About Lesson

Digital Literacy:

  • The Australian Digital Literacy Skills Framework (2020): This framework outlines the continuum of digital competency for various contexts, emphasizing the need for ongoing development across different age groups.
  • PIAAC Survey (OECD): The Programme for the International Assessment of Adult Competencies (PIAAC) surveys assess adult literacy, numeracy, and problem-solving skills in technology-rich environments. The 2012 PIAAC survey results showed that around 40% of Australian adults lacked the basic digital literacy skills needed to navigate the complexities of the digital world effectively.



  • Australian Workplace and Skills Development (SWDS) Report (2023): This report highlights the growing demand for adaptability and lifelong learning skills in the Australian workforce. It emphasizes the need for training programs that equip individuals with the ability to learn new skills and adapt to changing technologies.



  • National Assessment Program – Reading (NAPLAN): These national assessments provide insights into the reading comprehension skills of Australian students in Years 3, 5, 7, and 9. While results show improvement over time, there are still concerns about a significant proportion of students not meeting the expected reading standards.
  • Australian Adult Literacy and Numeracy Program (ALLAN): This program provides data on adult literacy skills in Australia, with a specific focus on reading comprehension. Results consistently show that a significant portion of the adult population struggles with complex texts and requires further support in developing strong reading skills.



  • International Surveys (e.g., PISA): The Programme for International Student Assessment (PISA) assesses writing skills among 15-year-olds. While Australian students generally perform well compared to international averages, there are ongoing concerns about the ability of some students to write fluently and persuasively for different purposes.


Oral Communication:

  • Limited National Data: There’s a lack of comprehensive national data on adult oral communication skills in Australia. However, anecdotal evidence and industry reports suggest communication skills remain an essential focus in workplaces, with clear and confident communication being a sought-after skill for many positions.


VET Sector:

  • VET Student Outcomes (VSO) Data: This data provides insights into the literacy and numeracy skills of VET students. While VET programs typically address these foundational skills, the data highlights the need for ongoing support for some students to reach the required competency levels.


Overall Trends:

  • Uneven Distribution of Skills: Research suggests a digital divide, with some population groups exhibiting stronger digital literacy skills than others.
  • Need for Continuous Learning: The rapid pace of technological change necessitates a focus on lifelong learning skills to stay current with evolving demands.
  • Literacy Skills Remain a Focus: Despite improvements, concerns persist regarding reading comprehension and writing skills in both younger and adult populations.
  • Oral Communication Importance: Clear and confident communication remains a key skill valued in workplaces and social settings.


Authoritative Sources:


Note: This information is based on publicly available data and reports. It’s recommended to consult the latest reports from the listed authoritative sources for a more comprehensive understanding of current trends.