Course Title: Address adult language, literacy and numeracy skills

Part B: Course Detail

Teaching Period: Term2 2015

Course Code: TCHE5749C

Course Title: Address adult language, literacy and numeracy skills

School: 360T Education

Campus: City Campus

Program: C5307 - Diploma of Vocational Education and Training

Course Contact : Program Administrative Officer

Course Contact Phone: 9925 4933

Course Contact

Name and Contact Details of All Other Relevant Staff

All enquiries:
Course coordinator
Mark Mossuto

ph 99254929

Peter Murphy
ph 99254343

Nominal Hours: 30

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

This unit describes the performance outcomes, skills and knowledge required to recognise the core language, literacy and numeracy (LLN) demands of training and assessment, and to tailor training and assessment to suit individual skill levels, including accessing relevant support resources.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

TAELLN401A Address adult language, literacy and numeracy skills


3. Customise program to develop core LLN skills

Performance Criteria:

3.1. Select and customise or develop learning and assessment materials that are appropriate to core LLN skills of training specification, training context and learners
3.2. Apply learning support strategies to assist learners to develop required core LLN skills
3.3. Continuously monitor and evaluate approaches to determine areas for improvement


1. Determine the core LLN requirements of the training

Performance Criteria:

1.1. Determine core LLN skill requirements of the training specification
1.2. Determine core LLN requirements of the training context
1.3. Use validated tools and other sources of information to determine existing core LLN skills of learners


2. Access specialist learning support

Performance Criteria:

2.1. Determine the need for specialist core LLN assistance for the learner, based on evidence collected
2.2. Apply appropriate strategies for collaboration with specialist language, literacy and numeracy practitioners

Learning Outcomes

Upon successful completion of this course you will be able to:
. determine the core LLN elements of a training program
. access specialist learning support as required
. customise a training program so that the program develops core LLN skills

Details of Learning Activities

This course is online. Activities include:

• blog/wiki discussion and participation
• participation in online discussion boards/threads and Collaborate sessions or other webinar-type activities
• keeping an online reflective journal
• analysis/critique of relevant reading material
• individual or group projects conducted through electronic media
• peer teaching and workshop presentations
• online research

Teaching Schedule

For students who commenced February or July 2015

This course is taught over 14 sessions in semesters 1 & 2.  The course forms part of a cluster of 4 courses which together are referred to as the "Delivery" cluster; the other 3 units of the Delivery cluster are TAEDEL501A Facilitate e-learning, TAEPDD501A Maintain and enhance professional practice and TAEDEL502A Provide advanced facilitation practice. In every session various elements will be covered from each unit in the cluster.

Note: While your teacher will cover all the material in this schedule, the order is subject to change depending on student needs.

Session Content TAEDEL502A (Facil) TAEDEL501A (E-learning) TAEPDD501A(Maintain PP) TAELLN401A(LLN)


Overview of course content and assessment requirements. The overview will summarise and define what is meant by advanced facilitation practice, which includes the facilitation of e-learning, and advanced assessment practice and how, in both practices, language, literacy and numeracy issues are addressed.


 E1,E2,E3,E4,E5  E1,E2,E3,E4,E5  E1,E2,E3,E4,E5  E1,E2,E3

Facil: update knowledge

E-learning: understanding program and learners

Maintain PP: prepare personal work plans

LLN: identify core LLN requirements using ACSF

 E1  E1  E1  E1

Facil: remain flexible and responsive

E-learning: delivery plan

Maintain PP: model professional behaviours

LLN: identify core LLN requirements using ACSF, continued

 E1  E1  E1  E1

Facil: reflective practice

E-learning: technical requirements

Maintain PP: self-assess your skills

LLN: identify core LLN requirements using ACSF, continued

 E1  E1  E2  E1

Facil: identify environmental conditions

E-learning: protocols for online behaviour

Maintain PP: seeking input from others

LLN: determine core LLN within the training context


 E2  E1  E2  E1

Facil: consult relevant personnel

E-learning: introducing the e-learning environment

Maintain PP: create PD plan for currency as both an educator and VET practitioner

LLN: determine core LLN within the training context, continued


 E2  E2  E2  E1

Facil: review training and assessment (TAS) strategy

E-learning: establishing relationships and connecting learners

Maintain PP: observe and provide feedback to others

LLN: tools for determining LLN skills of learners


 E2  E2  E3  E1

Facil: research possible barriers to learning

E-learning: use of e-learning tools

Maintain PP: interview and provide feedback to assessors/invite feedback on your own assessment practice

LLN: tools for determining LLN skills of learners, continued


 E3  E3  E3  E1

Facil: customising TAS and resources

E-learning: supporting learners

Maintain PP: identify and engage in professional development opportunities

LLN: identifying the need for LLN specialists


 E3  E3  E4  E2

Facil: enhance learner experiences

E-learning: keeping track of progress

Maintain PP: participate in professional networks

LLN: working with LLN specialists


 E4  E4  E4  E2

Facil: acknowledge and address possible barriers to learning

E-learning: managing at a distance

Maintain PP: engaging in observation and feedback opportunities

LLN: choosing existing resources


 E4  E4  E5  E3

Facil: encourage learner autonomy

E-learning: monitoring interactions

Maintain PP: research developments and trends

LLN: applying learning support strategies


 E4  E4  E5  E3

Facil: reflect on and improve practice

E-learning: reflect on and improve practice

Maintain PP: document PD activities

LLN: monitor and evaluate approaches to LLN improvements


 E5  E5  E5  E3
14  Revision of whole cluster  E1,E2,E3,E4,E5  E1,E2,E3,E4,E5  E1,E2,E3,E4,E5  E1,E2,E3

Learning Resources

Prescribed Texts

"Professional Training and Assessment" by Dan Hill, Terry Hill and Lee Perlitz, McGraw-Hill, 2013 will be the prescribed text for this course.


Other Resources

At the beginning of the course students will be directed to various web-based material and/or
electronic copies of learning resources.

Electronic resources are located on myRMIT>myStudies. 

Overview of Assessment


During the program you will complete assessment tasks which are listed, in detail, at the beginning of the course. These tasks include:


- Workplace based projects
- Contributions to online discussion forums

An assessment policy summarises your responsibilities as an RMIT student as well as those of your teachers.
Your courses assessment conforms to RMIT assessment principles, regulations, policies and procedures see

If you have a long-term medical condition and/or disability it may be possible to negotiate to vary aspects of the learning or assessment methods. You can contact the program coordinator or the Disability Liaison Unit if you would like to find out more.



Assessment Tasks

To demonstrate competency in this course you will need to complete all of the following tasks to a satisfactory standard.
You will receive written feedback on all assessment tasks.

Task 1: Address core LLN issues in training and assessment practice twice

You will address core LLN issues on at least two different occasions. You will need to provide evidence that includes:

  • documentation setting out activities, resources and individual learning plans for a particular learner
  • third-party observations of the candidate with a range of learners
  • documentation of the use of the ACSF to determine LLN level.

Task 2: Online discussion boards

Contribute to online discussion boards. You will be evaluated using the following criteria:

  • frequency of reading messages and posting responses;
  • keeping to the topic with pertinent quality posts;
  • engaging in critical dialogue through responding to other student’s posts and comments

Further details of the above assessment tasks will be provided in week 1, semester 1 via myRMIT> myStudies.

It is a requirement of the Dip VET (TAE50111) program that all assessment work be submitted electronically through the program shell in Blackboard. You are asked to submit any workplace projects as a single Word or PDF file which must include a signed RMIT Cover Sheet; multiple project files will not be accepted.

Submission deadlines:

For students who commenced July 2015: Tasks 1 & 2 need to be submitted/completed by midnight Sunday May 9, 2016

Grades used in this unit are as follows:

CA Competency Achieved
NYC Not Yet Competent
DNS Did Not Submit For Assessment

Assessment Matrix

An assessment matrix will be available in week 1 of semester 1 via myRMIT>my Studies.

Other Information

Your course involves participating in all online activities as directed by your facilitator. It is strongly advised that you do participate in order to engage in the required learning activities, ensuring the maximum opportunity to successfully complete this course.

Student Progress
Monitoring academic progress is an important enabling and proactive strategy to assist you to achieve your learning potential. Student program policy
You will be asked to participate in discussions with relevant teachers and your Program Co-ordinator. Such discussions may be conducted in a number of ways eg face-to-face, via telephone, using Skype or Google Hangout, etc. They are an important way of giving you feedback and supporting you by monitoring your academic progress.

Special consideration policy (Late submissions)
All assessment tasks are required to be completed to a satisfactory level. If you are unable to complete any piece of assessment by the due date, you will need to apply for an extension.Extension
Special consideration is an assessment adjustment for unexpected circumstances that are outside your control, which:
• have a significant adverse impact on your performance in assessment or
• prevent you from attempting or submitting the assessment. Special Consideration


RMIT appeals process is available on the Appeals webpage

Academic Integrity and Plagiarism

RMIT University has a strict policy on plagiarism and academic integrity. Please refer to the Academic Integrity and Plagiarism policy

Course Overview: Access Course Overview