| Effective Term: | 2026/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Language Literacy and Numeracy in the Adult Education Context |
| Unit ID: | EDTAS3002 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070109 |
| Other Change: | |
| Brief description of the Unit |
This unit aims to explore Language, Literacy and Numeracy (LLN) teaching and learning strategies for adult learners. The unit examines how VET teachers understand the learning needs of diverse learners in the adult learning context and understand the mechanisms, theories and practices that assist LLN learning to take place. Students will develop skills and knowledge relating to the appropriate curricular requirements for LLN teaching, understand and critically reflect on the adult education context to better understand the appropriate teaching methods to engage learners. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | | |  | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Develop an understanding of the relationship between language, literacy and numeracy (LLN) skills and knowledge in a diverse adult learner group. |
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| K2. | Investigate key strategies, theories and approaches in literacy and numeracy teaching in the adult education context. |
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| K3. | Identify curricular requirements for the delivery of language, literacy and numeracy in the adult learning and Vocational Education and Training (VET) context. |
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| Skills: |
| S1. | Critically reflect on a situation in the adult education context to further develop understandings of learning processes. |
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| S2. | Interpret the language, literacy and numeracy requirements and demands in the workplace context. |
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| S3. | Interpret the content processes and standards in competency-based training programs and resources to meet the language literacy and numeracy needs of diverse adult learners. |
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| Application of knowledge and skills: |
| A1. | Apply key strategies in language literacy and numeracy teaching. |
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| A2. | Critically reflect on a situation to further develop understandings of the learning process for adult learners with diverse needs. |
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| A3. | Demonstrate the capacity to design training programs with appropriate language, literacy and numeracy content. |
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| Other outcomes: |
| Unit Content: |
Topics will include:
How teaching strategies, theories and practices are used to engage VET and adult learners in language, literacy and numeracy learning.
Language literacy and numeracy curriculum development specific for adult learners.
The exploration of components of language , literacy and numeracy and its connection to competency-based curriculum.
Introduction to the theories and strategies of teaching LLN to equity groups and diverse groups such as migrants, refugees and indigenous students.
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| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate high-level skills to effectively communicate, interact and work with others both individually and in groups Students will be required to display (in person and/or online) high-level skills in-person and/or online in: • Effective verbal and non-verbal communication via a range of synchronous and asynchronous methods • Active listening for meaning and influencing • High-level empathy for others • Negotiating and demonstrating extended conflict resolution skills • Working respectfully in cross-cultural and diverse teams | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 2
Leadership | Students will demonstrate the ability to apply leadership skills and behaviours Students will be required to display skills in: • Creating, contributing to, and enabling collegial environments • Showing self-awareness and the ability to self-reflect for personal growth • Inspiring and enabling others • Making informed and evidence-based decisions through consultation with others • Displaying initiative and ability to solve problems | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complex and ambiguous environments, using their imagination to create new ideas Students will be required to display skills in: • Reflecting critically on complex problems • Synthesising, evaluating ideas, concepts and information • Proposing alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts through deep inquiry • Proposing creative solutions in problem solving | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work proficiently across a range of tools, platforms and applications to achieve a range of tasks Students will be required to display high-level skills in: • Finding, accessing, collating, evaluating, managing, curating, organising and appropriately and securely sharing complex digital information at a high-level • Receiving and responding to messages in a range of digital media • Using digital tools appropriately to conduct research • Contributing proficiently to digital teams and working groups • Participating in and utilising digital learning opportunities | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to think ethically and sustainably. Students will be required to display skills in: • The responsible conduct of research • Making informed judgments that consider the impact of devising solutions in multiple global economic environmental and societal contexts • Demonstrating commitment to social responsibility as a professional and a citizen • Generating research solutions which are sustainable,ethical, socially responsible and/or sustainable • Extending lifelong, life-wide and life-deep learning to be open to diverse others • Demonstrate extended actions to foster sustainability in their professional and personal life. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, S1, S3, A3 |
Write an essay which discusses one numeracy and one literacy topic. Explore the relevant challenges and implications for teaching and learning language, literacy and numeracy in a competency-based setting. |
Essay |
40-60% |
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| 2. |
K2, K3, S2, A1, A2 |
Discuss a case study involving a VET or adult education setting and student. Identify the literacy and numeracy needs of the student. Describe your knowledge and theories and practices to make decisions and recommendations based on the students needs. |
LLN Lesson Development for the Adult Education Context |
40-60% |
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