TAELLN512 — Lead the development of adult numeracy skills

Elements & performance criteria

Performance evidence

• lead the development of adult numeracy skills by providing advice to at least 3 vocational education and training (VET) teachers, trainers or assessors.
• analyse and provide advice on the digital literacy, learning and numeracy skill demands of workplace, learning and assessment context texts and tasks for at least 3 learners
• assess, analyse and provide advice on the digital literacy, learning and numeracy skill levels of each of the above learners
• develop, review and provide advice on training and assessment strategies that address digital literacy, learning and numeracy skill gaps for the each of the above learners
• research, access, review, modify and provide advice on learning and assessment resources that address digital literacy, learning and numeracy skill gaps for the each of the above learners
• participate in 2 different professional development activities to extend own practice in supporting adult numeracy development.

Knowledge evidence

• current function of digital literacy, learning and numeracy skills in Australian society, including how those skills impact on an individual’s participation in work, training and community contexts
• current digital literacy, learning and numeracy skill competence in Australian adults and youth in authoritative research and surveys, including in VET and in relation to numeracy skill competence
• features and components of current authorised Australian foundation skill frameworks that describe adult numeracy skills, and how they can be used to describe the digital literacy, learning, and numeracy skill requirements integral to vocational competence
• uses of current authorised Australian foundation skill frameworks that describe adult numeracy skills in the design of training and assessment strategies and development of learning and assessment resources appropriate to learner and candidate digital literacy, learning, and numeracy gaps
• features of validated digital literacy, learning and numeracy assessment tasks and the validation process
• prevalence of maths anxiety in society, how maths anxiety negatively impacts numeracy participation and skill development, and strategies for identifying and working with adults with maths anxiety
• strategies and resources used to build digital literacy, learning and numeracy skills required by the work context, including: • use and role of digital technology to underpin numeracy development: • use and application of tools and devices used in the workplace • use and application of software applications in the workplace • relationship between numeracy, mathematics, literacy and problem solving, including: • how numeracy and mathematics are related, and interdependent in work, education and the community participation • how numeracy and literacy are related, and interdependent, in work, education and the community participation • how numeracy skill development is related to literacy skills • how the difficulty of a numeracy task can be related to a combination of mathematical and literacy demands • how the difficulty of a numeracy task can be related to a combination of mathematical and problem-solving processes, including estimating and reflecting • effect of context on numeracy skill use, including: • how levels of formality of mathematical language and symbols are affected by variables including age, role and ethnicity • how meaning making relies on linking to context • how people may be more proficient in some contexts and less in others • strategies for approaching numeracy tasks and their relationship to the purpose of using and applying mathematics
• types of professional development activities that can be used to extend own practice in supporting adult numeracy practice.

Foundation skills

• Digital literacy: Uses main features and functions of digital tools and electronic applications required in own role in a range of contexts to access and exchange information
• Reading: Interprets and explains written texts to inform numeracy skill assessment and strategy development
• Writing: Develops and maintains accurate documentation using language appropriate to audience and context, including learning and assessment materials
• Oral communication: Leads verbal exchanges using techniques that effectively provide and elicit information, and facilitate professional development Interprets and explains oral texts to inform numeracy skills assessment and strategy development
• Numeracy: Interprets and discusses mathematical information embedded in workplace, learning and assessment context texts and tasks Interprets, analyses and communicates assessment results
• Teamwork: Collaborates, seeks feedback and shares knowledge and experience with others to confirm understanding and to develop improved practice
• Problem solving: Identifies and responds to problems and opportunities for improvement, and considers options for different approaches

Unit content sourced from training.gov.au — © Commonwealth of Australia, licensed under CC BY 4.0. Auditori is not affiliated with the Department of Employment and Workplace Relations.

Questions about assessing TAELLN512