This course reflects the roles of individuals who apply substansial specialised skills and knowledge in the field of adult language, literacy and numeracy practice. In these roles they make significant high level judgements to analyse, plan, deliver and evaluate specialised teaching functions within complex contexts.
Adult language, literacy and numeracy skills development is provided by a range of training organisations in vocational education settings, workplaces and the community. Titles for job roles with responsibility for adult language, literacy and numeracy delivery and assessment vary across different organisational contexts.
The course structure below shows what you must do to complete this course. Units/modules are arranged in groups and sometimes also in subgroups.
There is a practicum requirement in each of the units where you have an opportunity to develop and demonstrate your competence in LLN teaching and assessment, including formal documentation of observation to provide evidence of skills. The practicum will require between 30 and 50 hours in total. Integration across the units is encouraged.
Where you have been working in the language, literacy and numeracy sector in VET you should be able to provide work samples supported by a supervisor or third party who is familiar with the qualification, and familiar with your work. If you are new to delivering language, literacy and numeracy skills in a VET context, you will need access to a suitable workplace environment with appropriate supervision, monitoring and assessment arrangements. If necessary, the training facilitator will help to negotiate access.
- Practitioner, Workplace English Language and Literacy (WELL) progam
- Teacher, Language, Literacy and Numeracy Program (LLNP)
- Concurrent assistance teacher, training organisation
- Adult literacy and numeracy teacher, training organisation
- Trainer and assessor, training organisation
- Program coordinator, adult community education organisation
There are no entry requirements for this qualification however the preferred pathway is a Certificate IV in Training and Assessment or other qualification relating to delivery and assessment of training.
Recognition of prior learning (RPL) is the process of assessing a candidate’s competence based on evidence other than a recent testamur listing identical or equivalent units. Evidence that may be used for recognition includes (but is not limited to)
- older testamur listing identical or equivalent units together with evidence of currency
- current testamur listing similar, but not equivalent, units of competence together with evidence of competence in the gaps between those units and the target units
- evidence of competence gained through informal learning and/or work experience
Credit Transfer is the process of acknowledging successful completion of one or more units of competence with TAFE NSW or any other RTO. To have those units credited towards the current qualification, the student must be able to provide a testamur with transcript of competencies achieved.
If the date of the testamur is more than three years prior to the current enrolment the candidate will need to demonstrate that their competencies are still current. This changes the process from credit transfer to recognition.
Note: For Credit Transfer and RPL - Units are only considered ‘equivalent’ if the current Training Package lists them as such in the mapping of units from the immediately previous version of that Training Package.