How do we prepare literacy providers in Queensland, Australia?
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1 How do we prepare literacy providers in Queensland, Australia? Center for Literacy, Summer Institute, Montréal June 2011 Ann Kelly Griffith University
2 Two Training Frameworks Formal Informal
3 Formal: University provision example Adult & Vocational Education programs Adult Literacy Major Literacy at Work Teaching literacy and numeracy Literacy and numeracy project Working text
4 Formal: General ALLN Competencies Certificate IV Training & Assessment TAELLN401A: Address adult language, literacy & numeracy skills This unit describes the performance outcomes, skills and knowledge required to recognize the core language, literacy and numeracy (LLN) demands of training and assessment, and tailor training and assessment to suit individual skill levels, including accessing relevant support resources. para 1.
5 TAELLN401B: Address language, literacy and numeracy issues within learning and assessment practice Element 1. Determine the language, literacy and numeracy requirements of the workplace training specifications, the learning program and assessment process Performance criteria 1.1 The level of key language, literacy and numeracy skills is determined from the training specification. 1.2 The level of key language, literacy and numeracy skills required in the workplace and reflected in the learning program and planned assessment methods, are identified. 1.3 Learner's individual learning plan is developed taking into account language, literacy and numeracy requirements. 1.4 The assistance of LLN professionals is sought where necessary. para 8.
6 TAELLN401A: Address adult language, literacy & numeracy skills Element 2. Drawing on the assistance of specialist advice when required, interpret and apply validated tools and other sources of information to determine the language, literacy and numeracy characteristics of the learner. Performance criteria 2.1 The existing literacy skills of learners are determined using validated tools and other sources of information. 2.2 The language proficiency of the learners is determined using validated tools and other sources of information. 2.3 The existing numeracy skills of the learners are determined using validated tools and other sources of information. para 8.
7 TAELLN401A: Address adult language, literacy & numeracy skills Component 3 Element 3. Develop vocational learning program and assessment methodology to take account of learner's language, literacy and numeracy skill levels and those required in the training specification. Performance criteria 3.1 Vocational learning programs are customised to take account of individual learner's language, literacy or numeracy skills and the level of skills required within the training specification. 3.2 Assessment methods and materials are selected and customised to take account of the learner's language, literacy or numeracy skills and the level of skills required within the training specification. 3.3 Learning materials are selected, customised or developed that are appropriate for the language, literacy or numeracy skills of learners para 8.
8 TAELLN401A: Address adult language, literacy & numeracy skills Element 4. Deliver and monitor a vocational learning and assessment program which takes account of learner's language, literacy and numeracy skill levels and those required in the training specification. Performance criteria 4.1 Learning support strategies are applied to assist learners to develop the reading, writing, speaking, listening and numeracy skills required within the training specification to achieve competency. 4.2 Appropriate types of workplace communication are demonstrated in the learning and assessment context consistent with level of language, literacy or numeracy skill required within the training specific. 4.3 Learning program and assessment methods are monitored and evaluated continuously to determine areas for improvement. 4.4 Learner progress towards the achievement of language, literacy and numeracy skill levels required in the workplace for competent performance as determined by the training specification are recorded in order to implement appropriate strategies. para 8.
9 TAELLN401A: Address adult language, literacy & numeracy skills Element 5. Access specialist learning support where required on the basis of evidence. Performance criteria 5.1 The need for specialist language, literacy or numeracy assistance for the learner is determined based on the scope of the training and assessment role and collected evidence about particular needs of the learner. 5.2 Appropriate strategies for collaboration with specialist language, literacy or numeracy services are applied using organisational policies, protocols or guidelines. para 8.
10 VET Competencies Specializations: 1 & 2 TAE70110: Vocational Graduate Certificate in Adult Language, Literacy & Numeracy Practice TAE80110: Vocational Graduate Diploma in Adult Language, Literacy & Numeracy Leadership
11 TAE70110: Vocational Graduate Certificate in 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. This qualification responds to the need for all practitioners to have a set of strategies to meet learners' language development needs. paras 4 & 8
12 TAE70110: Vocational Graduate Certificate in Adult Language, Literacy & Numeracy Practice (core units) 1 Analyze and apply adult literacy teaching practices 2 Analyze and apply adult numeracy teaching practices 3 Develop English language skills of adult learners 4 Implement and evaluate delivery of adult language, literacy and numeracy skills
13 TAE70110: Vocational Graduate Certificate in Adult Language, Literacy & Numeracy Practice (elective units) 1 Support the development of adult language, literacy and numeracy skills 2 Lead the delivery of adult language, literacy and numeracy support services 3 Lead and coordinate assessment systems and services 4 Design and develop learning resource
14 TAE80110: Vocational Graduate Diploma of Adult Language, Literacy and Numeracy Leadership This qualification reflects the role of individuals who apply highly specialized skills and knowledge in the field of adult language, literacy and numeracy practice. 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, literacy and numeracy programs in different contexts, and the application of teaching practices.
15 TAE80110: Vocational Graduate Diploma of Adult Language, Literacy and Numeracy Leadership (core units) 1 Initiate and lead applied research. 2 Analyze policy and formulate strategic language, literacy and numeracy response. 3 Research and implement new adult language, literacy and numeracy practices.
16 TAE80110: Vocational Graduate Diploma of Adult Language, Literacy and Numeracy Leadership (electives) 1 Formulate workplace strategy for adult language, literacy and numeracy skill development 2 Design programs to develop adult language, literacy and numeracy skills. 3 Formulate strategy for adult language, literacy and numeracy skill development in a community program. 4 Initiate, develop and evaluate adult language, literacy and numeracy resources. 5 Design, implement and evaluate an adult language, literacy and numeracy professional development program. 6 Lead innovative thinking and practice. 7 Review enterprize e-learning systems and solutions implementation
17 Key informal training providers
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