Assessor Resource
TAELLN706A
Lead the delivery of adult language, literacy and numeracy support services
Assessment tool
Version 1.0
Issue Date: June 2024
This unit applies to those who devise a range of strategies to develop adult language, literacy and numeracy skills in learners enrolled in vocational education and training (VET) within a training organisation, where the vocational course is the major focus.
Individuals in this role work collaboratively with a team of VET colleagues and contribute educational leadership in developing adult language, literacy and numeracy skills within the context of vocational courses. They may work alongside VET colleagues by directly teaching individuals and small groups, developing resources and support materials, and designing and delivering self-access materials. This requires that they can apply knowledge of the terminology, language styles, writing conventions, and underpinning skill and knowledge requirements of the technical areas in which the support services are offered, as well as the wider VET environment.
Typically, those working in this concurrent support role require wide-ranging skills in formally and informally assessing language, literacy and numeracy skills, and analysing and responding to learner needs. Formal reporting of literacy and numeracy outcomes may not be required. However, those working in this role may work with other VET colleagues on assessment activities through partnerships, assessment panels and other arrangements.
Teaching of programs where adult literacy and numeracy is the major focus is covered in TAELLN704A Implement and evaluate delivery of adult language, literacy and numeracy skills.
This unit describes the performance outcomes, skills and knowledge required to devise and provide adult language, literacy and numeracy support services within a training organisation.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)