INFORMATION TO ASSIST IN COMPLETING CERT 1 CIALN TAS
Delivery period
114 Weeks at one whole day session per week
(Insert course start and finish dates)
Training product
22293VIC Certificate I in Initial Adult Literacy and Numeracy
Skill sets
This program is for the full qualification
Version number of package
This course has been accredited under Parts 4.4 and 4.6 of the Education and Training Reform Act 2006. Accredited for the period: 1 July 2015 to 30 June 2020
Packaging rules

22293VIC Certificate I in Initial Adult Literacy and Numeracy
To be eligible for the award of 22293VIC Certificate I in Initial Adult Literacy and Numeracy, learners must successfully complete a total of 11 units comprising:
  • 3 literacy units from the following literacy units list
  • 3 numeracy units from the following numeracy units list
  • 5 literacy and / or numeracy units from the following list that have not previously been completed.
Course structure
The Certificate I in Initial Adult Literacy and Numeracy and the Certificate I in Initial Adult literacy and Numeracy have been designed to allow for flexible selection of units from a bank of specific literacy and numeracy units. This is to maximise the opportunities for learners with intellectual disabilities to engage with learning, due to the diversity of intellectual disabilities of learners, which can be accompanied by physical disabilities.
Entry requirements
Standard 9 AQTF Standards for Accredited Courses
Entry to the Certificate I in Initial Adult Literacy and Numeracy is restricted to post compulsory school age learners with evidence of a permanent cognitive impairment / intellectual disability which may be accompanied by additional conditions such as:
  • Autism Spectrum Disorder
  • Social and / or emotional issues
  • Attention Deficit Hyperactivity Disorder
  • Specific learning disabilities
  • Mental health conditions
  • Physical disabilities
Permanent cognitive impairment / intellectual disability must be evidenced. Evidence could include:
  • Formal assessment by a registered medical practitioner
  • Doctors / specialist reports
  • Attendance at a Special School / SDS
  • Integration support at school
  • Integration support at school with modified curriculum
Standards 1, 2 and 3 AQTF Standards for Accredited Courses
The outcomes of the 22293VIC Certificate I in Initial Adult Literacy and Numeracy are consistent with Australian Qualifications Framework (AQF) Level 1 through:
  • Developing knowledge of strategies to:
-read and make meaning of words, phrases and sentences and / or
-convey personally relevant information orally and / or
-write words, phrases and sentences
-recognise and count whole number figures and / or
-estimate measures of length and / or weight and / or liquids
  • Developing skills to:
-read and write words, phrases and sentences and / or
-communicate orally using words, phrases and sentences and / or
-use numerical information related to time, money and / or measure of length, weight or liquids
Application of skills and knowledge in highly structured, familiar and personally relevant contexts.
The volume of learning for this qualification is typically between 0.5 and 1 year and incorporates structured training delivery and opportunities for practice and reinforcement of skills.
Entry into this is course will be determined by an assessment of a student’s literacy and numeracy skill level using the ACSF.
Selection of participants is based on their need to develop literacy, numeracy and general education skills.
CODE / UNIT NAME / CORE / ELECTIVE / NOMINAL HOURS
VU21737 / Read phrases /  core elective
 pre-requisite  co-requisite
 licensing requirements / 85
VU21738 / Write phrases /  core elective
 pre-requisite  co-requisite
 licensing requirements / 85
VU21739 / Communicate orally using phrases /  core  elective
 pre-requisite  co-requisite
 licensing requirements / 80
VU21740 / Read simple sentences /  core  elective
 pre-requisite  co-requisite
 licensing requirements / 70
VU21741 / Write simple sentences /  core  elective
 pre-requisite  co-requisite
 licensing requirements / 70
VU21742 / Communicate orally using simple sentences /  core  elective
 pre-requisite  co-requisite
 licensing requirements / 35
VU21745 / Count and use numbers from 1 to 100 /  core  elective
 pre-requisite  co-requisite
 licensing requirements / 20
VU21746 / Count to 50 by multiples of 2 /  core  elective
 pre-requisite  co-requisite
 licensing requirements / 20
VU21754 / Use coins and notes /  core  elective
 pre-requisite  co-requisite
 licensing requirements / 25
VU21755 / Use simple addition skills /  core  elective
 pre-requisite  co-requisite
 licensing requirements / 40
VU21756 / Use simple subtraction skills /  core  elective
 pre-requisite  co-requisite
 licensing requirements / 40
Learner group
The Certificate I in Initial Adult Literacy and Numeracyis intended to support development of the literacy and numeracy skills of learners with intellectual disabilities.
Students with an intellectual disability may also have one or more of the following associated conditions:
  • autism
  • physical disability
  • communication impairment
  • behavioural
  • emotional
  • medical
  • mental illness
  • developmental delay
  • Heightened sensitivity and fear of formal learning environments when coupled with a structured authority
Research into the development and use of literacies by people with intellectual disabilities has been limited and has not been reflected in the broader policy context relating to the area of literacy and numeracy development applied to the general population. Until recently there has remained a common perception that becoming literate is not possible for people with intellectual disabilities and that a plateau of learning occurs for these learners. However recent studies have found that young adults with intellectual disability engage in literacy in their everyday lives using literacy strategies that are multiple and varied (Moni, Jobling Morgan and Lloyd 2011). Literacy for this group is complex, multi modal and challenging and what constitutes literacy for this group also needs to be broadened. (Morgan, Moni, Cuskelly (2013). Moni et al identified a number of literacy events and the strategies used by adults with intellectual disabilities to negotiate them.
A number of studies (Wilson, A & Hunter, K 2010), (Moni, Jobling Morgan and Lloyd 2011) concluded that literacy development for learners with intellectual disabilities should be based on their everyday needs and interests and should be more closely linked with activities undertaken as part of community based programs and services to maximise experiences and participation.
Learning needs to take place using a variety of methods including; visual, written, spoken and practical activities to assist the participant with any learning difficulties they have.
Teaching, learning strategies and delivery options need to be selected to reflect the varying learning needs, educational backgrounds, preferred learning styles and constraints of the individual participants.
As result of anticipated learning needs/barriers the following support strategies can be provided to participant for training and assessments as per participants pre-training review:
  • Support/Aid personnel
  • Interpreter or Scribe
  • Magnifying glasses / Reading glasses
  • Large print of texts / assessments
  • Oral assessments
  • Assistive electronic or special equipment
  • Adjustment of physical environment
  • Extra time to complete tasks

The Certificate I in Initial Adult Literacy and Numeracy course has been specifically designed to allow for flexible selection of units from a bank of specific literacy and numeracy units. This is to maximise the opportunities for learners with intellectual disabilities to engage with learning, due to the diversity of intellectual disabilities of learners, which can be accompanied by physical disabilities.
Assessment of the Certificate I in Initial Adult Literacy and Numeracy must consider the appropriate level of support and time required by learners with intellectual disabilities to demonstrate achievement of competency. When developing an assessment strategy it can be useful to refer to the Australian Core Skills Framework (ACSF) to assist in identifying the text and task complexity and level of support appropriate for each level. Wherever possible an integrated approach to assessment should be used.
Together with Assessor competencies as listed in Standard 12 AQTF Standards for Accredited Courses, assessors / trainers delivering this course also need additional demonstrable expertise in teaching in the special education field in the context of assessing literacy, some experience and / or a qualification in teaching literacy in the context of assessing numeracy, some experience and / or a qualification in teaching numeracy. Expertise in teaching in the special education field can be demonstrated by holding a qualification with a special education specialisation.
Please see Attachment One: Best practice teaching and learning approaches for supporting students with an intellectual disability for further information in how to support students with an intellectual disability.
Learner requirements
Entry to the Certificate I in Initial Adult Literacy and Numeracy is restricted to post compulsory school age learners with evidence of a permanent cognitive impairment / intellectual disability which may be accompanied by additional conditions such as:
  • Autism Spectrum Disorder
  • Social and / or emotional issues
  • Attention Deficit Hyperactivity Disorder
  • Specific learning disabilities
  • Mental health conditions
  • Physical disabilities
Permanent cognitive impairment / intellectual disability must be evidenced. Evidence could include:
  • Formal assessment by a registered medical practitioner
  • Doctors / specialist reports
  • Attendance at a Special School / SDS
  • Integration support at school
  • Integration support at school with modified curriculum
Delivery modes
Standard 11 AQTF Standards for Accredited Courses
The intellectual disabilities of learners enrolled in these courses may be diverse and delivery strategies should be selected to enable learners to develop competence in the skills and knowledge contained in the units. Face to face delivery modes should allow for active involvement of all participants. Additional support should also be provided through programs such as mentoring and peer support where appropriate.
Delivery should take into account the intellectual and physical constraints of individual learners and ensure learning and assessment methods are sensitive to their specific needs.
Where there are synergies between unit outcomes integration of delivery can be appropriate. Delivery strategies should actively involve the learner and learning should be related to highly familiar contexts.
To achieve quality outcomes for learners and to address complex learning needs, an appropriate ratio of teachers to learners is highly recommended. A ratio of one teacher to six learners is optimum. Variations such as one teacher and support person to ten learners may also be appropriate.
Learning resources, facilities and environment
Training and assessment for this qualification will occur in:
Classroom
RTO resources
Standard 12 AQTF Standards for Accredited Courses
Resources include teachers/trainers who meet the Australian Quality Training Framework Essential Conditions and Standards for Initial / Continuing Registration Standard 1.4.
or
Standard 1: Clauses 1.13.1.14,1.15,1.16 and 1.17 of the Standards for Registered Training Organisations (SRTOs) 2015
Vocational Competency
Relevant vocational competency to deliver the Course in and / or the Certificate I in Initial Adult Literacy and Numeracy means:
  • demonstrable expertise in teaching in the special education field
  • in the context of teaching literacy, some experience and / or a qualification in teaching literacy
  • in the context of teaching numeracy, some experience and / or a qualification in teaching numeracy.
Expertise in teaching in the special education field can be demonstrated by holding a qualification with a special education specialisation. Appropriate qualifications can include:
  • Bachelor of Education with a Special Education specialisation area
  • Masters degree which includes a Special Education specialisation such as:
  • Master of Special Education
  • Master of Education (Special Education needs)
Where a teacher does not hold a formal relevant qualification they would need to demonstrate relevant knowledge of theories, methods and practices in teaching learners with a range of intellectual disabilities.
Appropriate qualifications in teaching literacy and / or numeracy can include undergraduate or postgraduate qualifications which include literacy and / or numeracy development.
Where a teacher does not hold a formal relevant qualification they would need to demonstrate experience in the teaching of literacy and / or numeracy.
Units of competency imported from accredited curriculum must reflect the requirements of trainers specified in that accredited curriculum.
Please refer to the attached facility and equipment resource list for a full description of all facilities and equipment required to deliver the qualification as per Standards for RTOs (SRTOs) 2015, Standard 1.
Duration
This course is delivered on a part-time basis once a week over 114 weeks. Classes will not be scheduled during school holidays and public holidays. Each session will involve a minimum of 5 hours face to face teaching with additional homework assignments as required.
Refer to course time table for a detailed outline of dates and lengths of units and how they will be delivered.
Amount of learning
Students will undertake between three and five units per whole day session. This amount of proposed learning, session duration time and length of course are all based on long standing educational practices in the Karingal EdLinks Program.
The Certificate I in Initial Adult Literacy and Numeracy was originally designed based on the educational needs, skills and abilities of students with an intellectual disability attending a large Victorian adult literacy program specifically for teenage and adult learners with intellectual disability. Through extensive experience it has been determined the people with an intellectual disability prefer to and learn best, as adults, in a part-time study mode as opposed to an intensive full-time study mode. This is in part due to their individual concentration and energy levels. However, a part-time study mode also permits students with an intellectual disability to participate in training while still being able to be fully involved in the life of community on other days of the week. eg through work, volunteering and/or a range of other community participation activities.
The training they undertake not only assists in developing literacy and job ready skills, it also assists them in maintaining their currents skills in the life of the community. New literacy, numeracy, communication and social skills which may be required in the workplace or community can also be addressed and supported in classroom studies once a week. eg a certain student may need to learn to read a new set of instructional statements for the workplace, another student may need to develop basic money skills for living independently in the community.
Requirements for delivery and assessment
Delivery modes
Standard 11 AQTF Standards for Accredited Courses
The intellectual disabilities of learners enrolled in these courses may be diverse and delivery strategies should be selected to enable learners to develop competence in the skills and knowledge contained in the units. Face to face delivery modes should allow for active involvement of all participants. Additional support should also be provided through programs such as mentoring and peer support where appropriate.
Delivery should take into account the intellectual and physical constraints of individual learners and ensure learning and assessment methods are sensitive to their specific needs.
Where there are synergies between unit outcomes integration of delivery can be appropriate. Delivery strategies should actively involve the learner and learning should be related to highly familiar contexts.
To achieve quality outcomes for learners and to address complex learning needs, an appropriate ratio of teachers to learners is highly recommended. A ratio of one teacher to six learners is optimum. Variations such as one teacher and support person to ten learners may also be appropriate.
Assessment strategy
Standard 10 AQTF Standards for Accredited Courses
All assessment will be consistent with the AQTF Essential Conditions and Standards for Initial/Continuing Registration Standards 1.2/1.5.
or
Standard 1: Clauses 1.1 and 1.8 of the Standards for Registered Training Organisations (SRTOs) 2015
See
Assessment of the Certificate I in Initial Adult Literacy must consider the appropriate level of support and time required by learners with intellectual disabilities to demonstrate achievement of competency. When developing an assessment strategy it can be useful to refer to the Australian Core Skills Framework (ACSF) to assist in identifying the text and task complexity and level of support appropriate for each level.
Wherever possible an integrated approach to assessment should be used to:
  • maximise opportunities for holistic skill development
  • reduce atomisation and duplication of evidence collection
  • support authentic assessment by reflecting activities that are personally relevant to the learner.

Unit structure
Units of competency will be delivered as:
Stand-alone units
Mode of delivery
Standard 11 AQTF Standards for Accredited Courses
The intellectual disabilities of learners enrolled in these courses may be diverse and delivery strategies should be selected to enable learners to develop competence in the skills and knowledge contained in the units. Face to face delivery modes should allow for active involvement of all participants. Additional support should also be provided through programs such as mentoring and peer support where appropriate.
Delivery should take into account the intellectual and physical constraints of individual learners and ensure learning and assessment methods are sensitive to their specific needs.
Where there are synergies between unit outcomes integration of delivery can be appropriate. Delivery strategies should actively involve the learner and learning should be related to highly familiar contexts.
To achieve quality outcomes for learners and to address complex learning needs, an appropriate ratio of teachers to learners is highly recommended. A ratio of one teacher to six learners is optimum. Variations such as one teacher and support person to ten learners may also be appropriate.
Work placement
NA
Assessment strategy
Standard 1: Clauses 1.1 and 1.8 of the Standards for Registered Training Organisations (SRTOs) 2015
See
Assessment of the Certificate I in Initial Adult Literacy and Numeracy must consider the appropriate level of support and time required by learners with intellectual disabilities to demonstrate achievement of competency. When developing an assessment strategy it can be useful to refer to the Australian Core Skills Framework (ACSF) to assist in identifying the text and task complexity and level of support appropriate for each level.
Wherever possible an integrated approach to assessment should be used to:
  • maximise opportunities for holistic skill development
  • reduce atomisation and duplication of evidence collection
  • support authentic assessment by reflecting activities that are personally relevant to the learner