Programming and assessment in language literacy and numeracy
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Programming and assessment in language literacy and numeracy


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This task is designed for you to focus on the learning needs of a group of students and to what degree curriculum supports their learning. 

  1. Nominate a group of learners of language, literacy and/or numeracy. Identify their general learning needs (why are they attending a particular program?). (500 words). (I chose Adults students Level 1 in English beginners, they need to improve their English to study and live in Australia).
  2. Identify a program – curriculum, learning package – that has been designed to teach these students. (I chose CSWE 1 program, I attached CSWE1 program definition). Analyse the main features of this program and to what degree these features address learner needs. Identify weaknesses or areas that need further consideration for these particular learners. Justify choices with reference to the readings from the subject. (800 words)
  3. Suggest what types of texts, materials or resources could be used to support the existing program and what considerations you would make in choosing supporting materials. Justify choices with reference to the readings from the subject. (700 words)

Ensure your writing maintains a formal, academic register with a minimum of 5 readings from the subject, all cited correctly. Academic writing and citations are hurdle requirements for this task.


Learner's background

Language, literacy and numeracy skills are critical to all language learners in varied stages of their learning process. While, it is one thing to be aware of the varied aspects of language and gaining its skills, it is a different consideration to assess the applicant' literacy and awareness in response to the information they possess. Through the course of the present review, it is argued that this awareness in effect becomes the driver for improving language learning and proficiency for a learner (Burns and Richard, 2012, p. 145). As per De Silva et al. (2009, p. 245), this awareness further contributes towards increased motivation and personal efforts of the students in a learning class. 

While, it is often challenging to teach a language to adults as opposed to their younger counterparts, it is realized that the adults possess basic skills of identifying their language literacy, which can improve their assessment and training process. As per Black and Yasukawa (2010), most English beginners uses their language literacy skills as a social capital, which guides them towards drawing the network and partnerships in their vocations (p.45). Through research by De Silva et al. (2012), this competency allows the educator to bring forth personalized form of learning in the classroom (p. 53)


For the present exercise, the participant selected are the Adults students Level 1 in English beginners. These participants are primarily vocational and skilled workers that are living in Australia and need to improve their English competency. This audience possess basic spoken and written English language skill. However, there is a need to increase their proficiency in the language, such that they can engage within the Australian society efficiently. As per a review by Huhta et al. (2013), no learner group is homogenous, and even as learners comes with specific needs, and similar profile, it is not ensured that they will have a common need for language (p.10). However, it is argued that the primary need for most adult learners is to gain an ability to transfer and comprehend the interaction they have with respect to varied work-related training. In this sense, Huhta et al. (2013) argues that there is a need to comprehend that often in such frameworks a conflict of interest might be seen, since the specific needs of the learners might vary (p. 11). However, the same can be resolved through identifying the needs of the learners, and classifying them as per target needs and learning needs, and then individually catering to the same.

Even if the learners have just started to learn English language, it is vital that they become comfortable with the language. In this sense, Black and Yasukawa (2010), argues that they are in need of integrating reasons for the training of the students with this background, to provide them proper guidance (p. 49). It is for this reason that there is a need to address these students in terms of their standing in the Australian society. in the present case, some students are immigrant, while others are refugee, which are all looking to be accommodated in the Australian society.

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