Home / Resources / Units of Competency / Training and Education Training Package / TAELLN803
← Back to units in TAE
TAELLN803 Current

Application

This unit describes the skills and knowledge required to develop English language teaching strategies to meet the literacy and numeracy needs of adult learners in vocational education and training (VET) contexts. It includes analysing the English language requirements of VET contexts, applying teaching approaches and strategies for teaching English language skills, and selecting English language learning resources that meet learner requirements.
The unit applies to those who deliver adult language, literacy and numeracy skills provision, including:
• stand-alone courses, such as are required for the Language Literacy and Numeracy Program (LLNP)
• workplace courses, such as the Workplace English Language and Literacy (WELL) program
• those delivering in vocational and community-based settings.
No licensing, legislative or certification requirements apply to this unit at the time of publication.

What You'll Learn

1.

  • 1.1 Identify and analyse English language skills required by learners
  • 1.3 Analyse English language skills of learner group
  • 1.4 Review own English language skills and knowledge in relation to addressing the skill needs of others

2.

  • 2.1 Review strategies to address barriers and impediments to language development
  • 2.2 Examine English language teaching approaches
  • 2.3 Determine applicability of teaching approaches for specific learners

3.

  • 3.1 Identify and review realia and authentic materials for use as learning resources
  • 3.3 Evaluate ICT and e-learning resources that link appropriately to language learning outcomes and promote learner engagement
  • 3.4 Select, contextualise and use appropriate resources, drawing on knowledge of English language and knowledge of learner needs and goals

4.

  • 4.1 Create an environment conducive to language learning using interpersonal skills
  • 4.3 Apply strategies to develop English language speaking and listening skills
  • 4.4 Apply strategies to develop reading and writing skills in English
  • 4.5 Develop activities that integrate listening, speaking, reading and writing skills appropriate to purposes, contexts and learners’ level of English language skills
  • 4.6 Use formal and informal monitoring to evaluate effectiveness of teaching strategies

Assessment Requirements

Performance Evidence

Evidence of the ability to:
• identify the English language demands of a VET delivery context and the English language needs of those participating in training with reference to national standards and frameworks
• develop and evaluate learner profiles for at least 2 learners using a range of resources and frameworks to capture relevant information that describes diversity of skills, backgrounds and learning goals
• plan a series of English language teaching activities, comprising at least 5 sessions, for a specific VET context and learner group, which integrates the macro skills of reading, writing, speaking and listening
• select and use learning resources and teaching approaches to develop English language skills based on adult learning principles and practices and the identified needs of the learner group
• document at least 2 reading and 2 writing activities and 2 speaking and listening activities to deliver within a sequence of English language provision
• deliver English language teaching activities to at least 2 learners for a period of up to one hour each
• evaluate the effectiveness of teaching strategies.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:
• evaluate own English language skills and knowledge using the Australian Core Skills Framework and identify implications for the delivery of skills to others within a range of VET delivery contexts
• explain how the diverse needs of those participating in English language provision impact on the design of learning programs and the selection of learning resources from traditional, new and emerging technologies
• document the English language demands of a VET delivery context by analysing the social context and linguist features of at least 2 resources
• describe how aspects of applied linguistics have been used in the design of English language activities to meet the needs of the learner group
• explain how interpersonal skills can be used to create an environment conducive to language learning.

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Conditions must be typical of those experienced in the language, literacy and numeracy practice field of work and include access to:
• opportunities to participate in practical exercises and projects
• research about profiles of learners with English language needs
• resources on teaching approaches and strategies that develop English language skills
• resources to use with learners to support English language skill development.
Assessors must satisfy NVR/AQTF assessor requirements.

Foundation Skills

  • {'skill': 'Reading', 'description': '1.1, 2.2, 3.1, 3.2, 3.3'}
  • {'skill': 'Writing', 'description': '3.4, 4.5, 4.6'}
  • {'skill': 'Oral Communication', 'description': '1.1, 1.2, 1.3, 3.4, 4.1, 4.2, 4.3, 4.4, 4.6'}
  • {'skill': 'Navigate the world of work', 'description': '3.5, 4.6'}
  • {'skill': 'Interact with others', 'description': '1.1, 1.2, 1.3, 4.1, 4.2, 4.3, 4.4, 4.5'}
  • {'skill': 'Get the work done', 'description': '2.1, 2.3, 3.1, 3.2, 3.3, 3.4, 4.3, 4.4, 4.5, 4.6'}

Related Units

Generate Compliant Training Materials for TAELLN803

RTOFlow automatically creates learner guides, assessment workbooks, marking guides, and trainer resources aligned to this unit of competency — saving you weeks of manual work.

Request Early Access

Last updated from training.gov.au: 07 April 2026