Certificate of Adult Literacy and Numeracy

Unit 1 – Respond to client language literacy and numeracy needs

• Establish clients (language literacy and numeracy) LLN needs
• Signs of needs
• Impacts of LLN needs
• Acquired brain injury (ABI)
• Parental education attainment
• Illiterate parents
• Socioeconomic status
• Access to resources
• People from remote and rural areas
• Refugee status/displacement
• Language other than English
• Interrupted formal education
• People with disability
• Youth experiences
• Strategies used to avoid revealing LLN issues
• Review scope of LLN skill requirements
• Practical civic and professional mathematics/numeracy
• Maths for leisure
• Identify LLN skills gaps
• Using body language to show interest
• Impacts of LLN needs
• Substance abuse
• ADD and ADHD
• Specific learning difficulties
• Symptoms of dyslexia and dyscalculia
• Symptoms of dyspraxia and dysgraphia
• Auditory Processing Disorder (APD)
• Visual Processing Disorder (VPDs)
• Expressive language disorder
• Intellectual disability
• Agree on areas of LLN needs with client
• Assessing clients reading, writing
• Agree on areas of need
• Assessing oral communication and numeracy
• The Skills for Education and Employment (SEE) program
• Adult Migrant English Program (AMEP)
• Cultural needs
• Working with Aboriginal clients
• Learning styles
• Visual learners
• Auditory learners
• Kinaesthetic learners
• Prioritise areas for action based on needs
• Health literacy
• Adjusting delivery approaches
• Tools and aids used to support communication
• Visual and reading aids
• Auslan and braille
• Interpreters
• Community learning centres
• Home tutor schemes
• Assistive technology
• The reading writing hotline
• Records management
• ACSF guidelines
• Monitor and support clients

Unit 2 – Support adult language and literacy learning

• Confirm scope of own role and responsibility
• The Australian Core Skills Framework (ACSF)
• Assessing a learner’s ability level
• Assessing a learner’s writing level
• Assessing a learner’s oral communication level
• Factors inhibiting the development of language and literacy skills
• Sharing experiences
• Using questions that facilitate two-way communication
• Using body language to show interest
• Factors that may inhibit the development of language and literacy skills
• Parents who are not literate
• Refugee displacement
• Acquired Brain Injury (ABI)
• Childhood socioeconomic status
• Home language other than English
• Learning disorders
• Establish learning outcomes
• SMART goals
• Plan learning environment (mapping room)
• Noise and temperature
• Eliminating sensory overload
• Seating plans/patterns
• Well designed lesson plans
• Strategies for learners with identified inhibitors to language and literacy development
• Using games and pictures
• Smartboards and data projectors
• Use of written language
• PowerPoint presentations
• Designing handouts
• Oral communication
• Personal and cooperative communication
• Procedural and technical communication
• Systems and public communication
• Using language to interact effectively
• Speaking with learners from cultural backgrounds
• Scaffold learning
• Using cliches
• Three main forms of language
• Interpreting texts and literary genres
• Text selection based on the ability
• The process to teach illiterate adults to read
• Making educated guesses
• Encourage problem solving
• Three types of cues
• Specific literacy skills to be taught
• Evaluate learning outcomes
• Using appropriate terminology (terms and definitions)
• Implement planned strategies
• Scaffolding writing
• Develop performance features
• Purpose of a learner’s writing affects
• Evaluate learning outcomes
• Rubric for responding to customer complaints
• Monitor learners progress
• Review and adjust strategies
• Continuous improvement cycle

Unit 3 – Support adult numeracy learning

• Scope of own role and responsibilities
• Assessing a learner using the ACSF
• Assess a learner’s writing
• Asses a learner’s oral communication
• Assess a learner’s numeracy
• Factors that inhibit the development of numeracy skills
• Gender
• Refugee status
• Mathematics anxiety phobia
• Dyscalculia
• Visual Processing Disorder (VPD’s)
• Negotiating numeracy learning needs
• Establishing goals
• Learning environments activities and evaluation methods
• Noise in the learning environment
• Eliminating sensory overload
• Flexibility
• Seating plans and patterns
• Well designed lesson plans
• Monitor learner understanding to inform planning
• Resources
• Smartboards, data projectors
• Charts and graphs
• PowerPoint presentations
• Using manipulatives
• Adapting resources
• Numeracy demands and opportunities in daily life
• Uses and functions of mathematics
• Practical and civil mathematics
• Civic and professional mathematics
• Demonstrations
• Numerate understandings and age
• Numerate understandings and culture
• Numerate understandings and indigenous culture
• Numerate understandings and interests, needs and learning styles
• Visual, auditory and kinaesthetic learners
• Applying mathematics skills and knowledge for numeracy
• Scaffold learning
• Using faded works sheets
• Teaching mathematics skills via modelling
• Small group/cooperative learning
• Use of computers/technology
• Learning support
• Mathematics games
• Enhancing learner abilities and needs
• Multi-level teaching
• Individualised instruction
• Encouraging learners to problem solve
• Using numeracy language to focus learners on mathematics
• List of words and definitions
• Evaluating learning outcomes
• Planning strategies
• Personal and cooperative communication
• Procedural and technical communication
• Systems and public communication
• Improving mental computation and calculation skills
• Making mistakes and reasonable solutions
• Encouraging learners and building their confidence
• Formative and summative assessment
• Review and feedback
• Continuous improvement