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TAELLN814 Current

Application

This unit describes the skills and knowledge required to design and review programs that develop adult language, literacy and numeracy skills. The unit requires analysis of factors that impact on the design of programs where adult language, literacy and numeracy are the major focus, such as the Language, Literacy and Numeracy Program (LLNP).
The design and delivery of specific language-based courses may require additional qualifications as set out in accredited course documentation.
No licensing, legislative or certification requirements apply to this unit at the time of publication.

What You'll Learn

1.

  • 1.1 Analyse program funding guidelines to establish program parameters
  • 1.3 Clarify eligibility requirements for the planned program with reference to funding guidelines and program focus
  • 1.4 Research range of training package or accredited course options available to support stand-alone or integrated adult language, literacy and numeracy skill development

2.

  • 2.1 Identify key underpinning theoretical frameworks of the selected training package or accredited course
  • 2.2 Examine qualification packaging rules of the training package or accredited course to select a qualification or combination of units that best meets the program focus

3.

  • 3.1 Access pre-training assessment records to establish learner needs, goals, skills and learning styles
  • 3.3 Select learning resources and program content consistent with learner profiles and program focus

4.

  • 4.1 Use knowledge of language, literacy and numeracy learning needs of culturally and linguistically diverse adults to plan program structure
  • 4.3 Select mode of delivery appropriate for program focus and learner needs
  • 4.4 Prepare delivery and assessment plan consistent with course content and learner needs, goals, skills and learning styles
  • 4.5 Plan collaborative arrangements for teaching and learning activities when more than one practitioner is working with a group of learners
  • 4.6 Note reporting requirements of funding body and build in at appropriate points in the program

5.

  • 5.1 Devise criteria by which the program is reviewed
  • 5.2 Review the program design in collaboration with others
  • 5.3 Modify the program design according to recommendations from the review

Assessment Requirements

Performance Evidence

Evidence of the ability to:
• select a qualification or combination of units from a training package or accredited course that is suitable for language, literacy and numeracy program requirements based on analysis of at least 3 accredited courses or Training Packages – each analysis should consider:
• program funding guidelines
• program focus
• eligibility requirements
• course options, underpinning theoretical frameworks, qualification packaging rules and outcome statements
• tailor program selecting learning resources and program content to meet identified learner needs
• design program structure, delivery and assessment plan, sequence of learning activities, delivery options, collaborative arrangements and reporting points
• develop and use review criteria to review and modify a program in collaboration with others.
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:
• document and analyse the following factors that influence the design of language, literacy and numeracy programs:
• VET context
• legislative or regulatory requirements
• funding body and other reporting requirements
• training provider organisational requirements and constraints
• stakeholder or community involvement
• program focus and purpose
• resource requirements
• program eligibility requirements and participation guidelines
• explain how adult learning principles and adult language, literacy and numeracy pedagogies inform program design, and the selection and sequencing of learning activities and assessment points
• identify standards, frameworks and funding body requirements that influence the selection of program review criteria
• explain how input from colleagues and relevant stakeholders can be accessed and used to inform the development, review and modification of programs.

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 a range of practical exercises and projects
• course documentation
• Training Packages
• special purpose tools, equipment, materials and industry software packages.
Assessors must satisfy NVR/AQTF assessor requirements.

Foundation Skills

  • {'skill': 'Reading', 'description': '1.1, 1.3, 1.4, 2.1, 2.2, 3.1, 3.3, 4.6'}
  • {'skill': 'Writing', 'description': '4.4, 5.1, 5.3'}
  • {'skill': 'Oral Communication', 'description': '4.5, 5.2'}
  • {'skill': 'Numeracy', 'description': '3.1, 3.2, 4.1, 4.2'}
  • {'skill': 'Navigate the world of work', 'description': '1.1, 1.3'}
  • {'skill': 'Interact with others', 'description': '4.5, 5.2'}
  • {'skill': 'Get the work done', 'description': '1.3, 1.4, 2.1, 2.2, 3.1, 3.3, 4.1, 4.2, 4.4, 4.5, 5.1, 5.3'}

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