Recognition guide for volunteer LLN tutors
Assessor resource
CHCCS427A Facilitate adult learning and development
CHCLLN401A Support adult language and literacy
learning and development
CHCLLN402A Support adult numeracy learning and
development
Resources to Support the Language, Literacy and Numeracy (LLN) components for
volunteer literacy tutors and Community Services and Health Care Workers was funded
under the Workplace English Language and Literacy Program (WELL) by the
Commonwealth Government through the Department of Education, Employment and
Workplace Relations (DEEWR).
This resource is under license and copyright restrictions.
Please refer to the licensing agreement for complete information.
Published by Community Services and Health Industry Skills Council Ltd
ABN 96 056 479 504
PO Box 49
Strawberry Hills, NSW 2012
Telephone: (02) 9270 6600 Fax: (02) 9270 6601
Email: admin@cshisc.com.au
Contents
Introduction ........................................................................................................................... 1
What is recognition? .......................................................................................................................... 1
Target audience ................................................................................................................................. 1
Assessor requirements ...................................................................................................................... 1
Responsibilities of the assessor......................................................................................................... 2
Responsibilities of the participants..................................................................................................... 2
This assessor guide .............................................................................................................. 3
Using this recognition guide ............................................................................................................... 3
The participant guide ......................................................................................................................... 4
The recognition model........................................................................................................... 5
Guided conversations ........................................................................................................................ 5
The process ....................................................................................................................................... 5
Evidence ............................................................................................................................... 8
Evidence requirements ...................................................................................................................... 8
A range of evidence ........................................................................................................................... 8
Presenting the evidence .................................................................................................................. 10
The holistic approach .......................................................................................................... 11
Clusters ............................................................................................................................................ 11
Appendix I: Relationship between the units of competency ................................................. 21
Appendix II: Mapping of clusters to elements and performance criteria ............................... 25
Appendix III: Mapping of essential knowledge and skills to clusters .................................... 28
Appendix IV: Sample recording note taking document ........................................................ 38
Cluster 1: Plan strategies and resources to support identified learner needs ................................. 38
Cluster 2: Facilitate development of adult learners’ language, literacy and numeracy skills........... 41
Cluster 3: Review and evaluation .................................................................................................... 43
Introduction
This guide has been developed to provide a holistic assessment tool that may be used by
assessors for recognition of the following three units of competency:
CHCCS427A Facilitate adult learning and development
CHCLLN401A Support adult language and literacy learning and development
CHCLLN402A Support adult numeracy learning and development.
A separate guide to help participants in the recognition process has been developed.
What is recognition?
Several terms are used to describe the recognition process, with a number of attempts to
distinguish between them. Some terms are Recognition of Prior Learning (RPL), Recognition
of Current Competency (RCC) or Skills Recognition (SR).
The term ‘recognition’ will be used in this guide. It refers to a process to recognise a person’s
skills and knowledge gained through work and life experience as well as through related
formal or informal training. It does not matter where or how a person has gained the skills
and knowledge, as long it is current and matches the requirements of the job as expressed
in a unit of competency.
Target audience
The target group for this recognition process is people working as, or wanting to work as,
volunteer language, literacy and numeracy (LLN) tutors. This group will be working with
people in the community services sector, to support the development of language, literacy
and numeracy skills required in the learner’s particular workplace.
In this guide, the people applying for recognition are referred to as’ participants’, and the
people they will be tutoring are referred to as ‘learners’.
Assessor requirements
In order to assess the participant as part of this recognition process, you must have, or be
working with someone else who has:
assessment competencies as detailed in the Standards for NVR Registered Training
Organisations
current vocational competence, which includes competence in language, literacy and
numeracy assessment and development
a thorough knowledge of the three units of competency being assessed
well developed interview, listening and observation skills.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
1
Responsibilities of the assessor
As an assessor, you have some key responsibilities. This is a collaborative process between
you and the participant, and you have the responsibility to:
brief the participants prior to application for recognition, and support them through the
process
organise for a time and place to meet with the participants
examine evidence, explore evidence further through a conversation, and seek other
assessment such as observation, if required
make the decision about whether recognition has been granted
keep accurate records as required by your organisation.
As an assessor, you also have the responsibility to make sure that this recognition
process, as with any other assessment:
meets the requirements of the units of competency – following this guide will help this
requirement
is conducted in accordance with the principles of assessment and the rules of evidence –
in particular you must make sure that the evidence is sufficient, current and authentic
is validated.
Responsibilities of the participants
The participants also have some responsibilities in the recognition process. They will need
to:
conduct a self assessment against the requirements of the unit of competency, using a
streamlined form in the Participant guide
gather evidence, following suggestions made in the participant guide, and think about
what they will tell you about their experience.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
2
This assessor guide
This assessor guide will help you conduct a streamlined yet rigorous recognition process
with people wishing to work as volunteer language, literacy and numeracy tutors. This guide
includes:
an outline of the recognition model based on a guided conversation, and a flow chart of
the process
a summary of the requirements of the three units of competency, divided into three
clusters. These clusters have integrated the elements, performance criteria, skills and
knowledge of the units of competency. If you use these clusters as the basis for your
decision making, you can be confident that the requirements of the units of competency
have been met.
Each cluster has:
o
o
typical evidence you could encourage the participant to submit, if it is available
some suggested questions for the guided conversation, along with some possible
responses
a table with the elements and performance criteria side by side, to show how they relate
to each other (Appendix I)
mapping documents, which show how the clusters relate to the elements, performance
criteria, skills and knowledge of the three units of competency:
o
o
mapping of clusters to elements and performance criteria (Appendix II)
mapping of essential knowledge and skills to clusters (Appendix III)
sample recording document (Appendix IV) – your registered training organisation (RTO)
may have its own recording processes, but you could use this document to help make
notes during the conversation with the participant, or customise it to suit the needs of
your training organisation.
Using this recognition guide
Before you begin, make sure you are thoroughly familiar with the three units of competency
covered in this recognition guide. You could obtain them from your RTO, or they can be
downloaded from www.training.gov.au. Go to ‘Quick search’, then put code in ‘Nationally
recognised training’.
The three units are:
CHCCS427A Facilitate adult learning and development
CHCLLN401A Support adult language and literacy learning and development
CHCLLN402A Support adult numeracy learning and development.
Make sure that the participants receive information about the recognition process, in line with
the procedures in your RTO. Also make sure that they have a copy of the participant guide,
and know how to use it. Stress that telling you about their experiences is valid evidence –
they don’t have to produce reams of evidence, and they don’t have to write long stories
about what they have done.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
3
Read this guide thoroughly, and think about the types of questions you might ask. Once you
have received a self assessment form and evidence from a participant, you will need to
refine these questions, and also be prepared to change them during the conversation.
Download the recording proforma, and adapt it to your training organisation’s recording
requirements if necessary.
The participant guide
An accompanying participant guide will provide information for the people applying for
recognition, with guidelines for how to gather evidence. It includes:
an overview of the recognition process
suggestions for typical evidence, with an emphasis on talking about their experience
rather than just gathering paper evidence – this includes some suggested topics for
conversation
a breakdown of the units of competency into clusters
sample evidence recording form
sample third party report form.
You may need to customise parts of this guide to fit in with your RTO’s assessment and
recognition procedures.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
4
The recognition model
Guided conversations
The recognition process described in this guide is based on guided conversations with the
participants. It acknowledges that although evidence is critical to making a professional
judgement about whether someone has the required skills and knowledge and at the right
level for a unit of competency, evidence can take several forms.
One important aspect of evidence can be gathered by talking with people about what they
have done and why. The process of the guided conversation with the participant is described
in more detail in the next section.
Many recognition processes are bureaucratic, paper driven and time consuming, and often
people just give up, buried under the weight of the evidence requirements. This model is
streamlined, yet still rigorous enough to make a decision about current competency.
Supporting evidence is asked for, but not to the extent that it becomes the main body of
evidence.
The process
Step 1: Participant information
Step 2: Candidate self assessment and evidence gathering
Step 3: Review of evidence, planning for guided conversation
Step 4: Guided conversation
Step 5: Further evidence (optional)
Step 6: Decision and recording
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
5
Step 1: Participant information
The participant will need information about the recognition process, in line with your
registered training organisation’s (RTO) procedures. It should include:
how to apply for recognition, and any costs involved
typical evidence, but make sure participants understand that telling you about what they
have done is valid evidence
the requirements of the unit of competency, written in plain English – the language of the
vocational education and training (VET) sector is often inaccessible to people outside the
system
how to use the self assessment form
where to go for further information.
You may need to hold a briefing session, to guide participants through the process.
Step 2: Participant self assessment and evidence gathering
The participants need to think about their own experience, and do some initial matching
against the criteria, as set out in the self assessment form. This will help them focus on their
skills and knowledge, and will help streamline the evidence gathering process.
It is important to let the participants know that they can provide physical evidence, such as
documents, references or samples of work, but that this is not necessarily the main source of
evidence. Participants may not have physical evidence for all areas. However, being able to
talk about their experiences, for example when they have been involved in tutoring others in
language, literacy and numeracy, is also evidence.
Step 3: Review of evidence, planning for guided conversation
Once the participant has completed a self assessment form and gathered any available
physical evidence, you can do an initial examination of the evidence. Some suggested
questions have been provided in this guide. However, you can change these, depending on
the type of evidence that has been submitted. For example, you may focus on a piece of
evidence such as a session plan, and formulate your questions around this.
Step 4: Guided conversation
The guided conversation establishes evidence, and helps validate physical evidence. Even
though you are using or adapting the suggested questions in this guide, depending on the
experience of the participant, you may need to probe further in order to have enough
information to make a decision about a person’s competence.
Use your communication skills to make the participants feel comfortable and relaxed, and
reassure them that this is not an examination, but a conversation about their experience.
You could ask the participant where they would like the conversation to take place, for
example some would prefer it to be in their own workplace, some at the RTO, or another
venue.
Step 5: Further evidence if required
This is an optional step which you can use if you are not able to make a judgement about a
person’s competency on the available evidence. You may ask for further evidence, such as
a report from a supervisor, or you could even ask for the contact details of the supervisor so
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
6
that you can directly ask about the participant’s experience. This would be similar to a
referee check for a job application.
You could also ask for a demonstration of skills, for example if the participant is currently
tutoring someone you ask to be present for part of the session, on the proviso that the
learner agrees.
Step 6: Decision and recording
With the available evidence, use your professional judgement to make a decision about
whether or not the participant meets the requirements of the three units of competency.
There may be some instances where you can only grant recognition for one or two of the
units of competency, for example the participant may be very experienced in tutoring
language and literacy, but not numeracy, so may need to undertake training for that
particular unit of competency.
Most RTO recording systems only allow the recording of competence for whole units of
competency, so you will need to fit with your RTOs processes.
You could use the sample recording proforma in this guide to help you make notes about the
participant’s competency. Keeping these notes about the participant’s response is important,
as it can be used if there is a dispute, and for auditing.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
7
Evidence
Evidence requirements
The critical aspects of evidence for each of the three units of competency covered in this
guide are:
The critical aspects for assessment in the
Evidence Guide state that:
What this means for the assessment
The individual being assessed must provide
evidence of specified essential knowledge as
well as skills
Skills will be assessed through the
participants providing evidence that they
have:
planned for and worked with a range of
people to facilitate the development of
their language, literacy and numeracy
skills
produced or adapted, and used suitable
resources
reviewed their own strategies.
Assessment should ensure the candidate
addresses the elements and performance
criteria on at least three occasions, over a
period of time.
The participants will need to show evidence
that they have :
worked with three (3) different learners
with different language, literacy needs
and numeracy needs
or
worked with one (1) learner over three
sessions, to see a progression in skill
development in language, literacy and
numeracy.
A range of evidence
As an assessor, you will need evidence that the person applying for recognition has the skills
and knowledge required by the unit of competency, and at the appropriate level. When you
are advising the participants on the recognition process, remind them that the outcome of
the learning is the most important thing, not how or where or when they gained the skill or
knowledge. However, you will be looking at whether the person still knows or can do what is
required , that is you will be looking at currency.
People often tell stories of how difficult it is to apply for recognition, because of the emphasis
on gathering physical evidence, leading to lots of paper work, and a lot of time and effort
trying to trace information, for example when people have moved jobs or where there are
confidentiality issues, or when the tasks do not lend themselves physical evidence.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
8
Although the process described in this guide suggests the gathering of some physical
evidence, it accepts that people’s stories about what they have done, told as part of a guided
conversation, can constitute evidence. This, in conjunction with some other sorts of
evidence, such as physical evidence, observation of the person performing the skill and third
party reports, gives the assessor a range of information on which to make a decision.
Here are some suggestions about the evidence gathering process.
Guided conversations
Talking to people is valid
evidence.
The process explained in this guide is based on guided conversations with the participant.
This can be supported by other evidence such as documentation and other physical
evidence, third party reports (written or verbal) or actual demonstration of skills. The
conversation can also be used to verify this supporting evidence.
Having a guided conversation with the participant will give the participant an opportunity to
provide in-depth information about what they can do and why they do it. It will give you as
the assessor an opportunity to gain a deeper understanding of the participant’s experience
than you would through just looking at documents.
As a trained assessor, with vocational competence, knowledge of the three units of
competency and well developed interview, listening and observation skills, you will be able to
use the conversations, combined with other evidence, to make a professional judgement
about a person’s competency.
In a guided conversation, there are several types of questions you could use to gain
evidence of a participant’s current competency.
Discussion around relevant topics—this could provide an opportunity for participants to
show broad knowledge and skill based on their own experience. For example you could ask
the participant to talk about some success stories when facilitating learning. Then if any
aspect is missing you could ask some direct questions, e.g. ‘What did you do when that
happened?’
Factual questions – these could be used to get a record of details, e.g. ‘When did you ...?’
Probing questions – these could be used to ask further questions about a particular detail,
e.g. ‘Can you tell me more about what you did when ...?’
Hypothetical questions – these could be used to invite the participant to respond to
questions about what they would do in a certain circumstance, e.g. ‘What would you do if ...?’
Some suggestions for guided conversations, with possible responses, are provided in the
cluster information in the next section. However, it is important to remember that these are
suggestions only. It is not a question bank which must be completely adhered to, and you
must be prepared to change direction as required.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
9
As you conduct conversations with the participant, it is also important to keep the participant
on track as much as possible, and always have the outcomes of the units of competency in
mind, to make sure it is all addressed.
As you have vocational competency and a thorough knowledge of the units of competency,
you will easily be able to keep the conversation on track in accordance with the unit
requirements.
Physical evidence
The participant can be encouraged to provide physical evidence to support the claim for
recognition. However, in most cases this will not form the main part of the evidence. Some
suggestions for the types of physical evidence which the participant could submit are
provided in the cluster information in next section.
This information is also in the guide for the participants. However, it is important to stress to
the participants that these are suggestions only.
Observation
If it is appropriate, you could observe the participant as they carry out tasks related to the
unit of competency, for example if they already facilitate adult learning in the areas of
language, literacy and numeracy.
Third party reports
To establish authenticity of evidence, you could ask for reports from other people who may
know the participant’s work. A sample third party report form is provided at in the guide for
participants.
Presenting the evidence
Encourage the participant to put resources and other evidence together in a folder, which
could be paper based or electronic. A form has been provided in the Participant guide, to
help the participant record evidence, including physical evidence as well as when they will
be telling you about their experiences.
Each folder will be different, as the participants’ experience will be different and the types of
evidence they will produce will vary. Discuss the possible contents and presentation of a
folder with the participants before they start the recognition process.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
10
The holistic approach
There is clear relationship between the three units of competency, allowing for an integrated
assessment. This holistic assessment tool encourages you to look at the units together, in
clusters of skill and knowledge, rather than looking at all the separate parts. For this purpose
the requirements of the units have been divided into three clusters:
 Cluster 1: Plan strategies and resources to support identified learner needs
 Cluster 2: Facilitate development of adult learners’ language, literacy and numeracy
skills
 Cluster 3: Review and evaluation
Appendix I, shows the elements and performance criteria of the three units of competency,
side by side, so you can see the relationship between them.
Appendix II shows how the clusters relate to the elements and performance criteria in the
units of competency.
Appendix III shows how the required skills and knowledge relate to the clusters.
Clusters
The clusters are described below. Typical evidence, suggested questions and possible
responses for guided conversations are also provided. However, your professional
judgement based on your own vocational competence, knowledge of the units of
competency and the information gathered during the recognition process, will guide how you
interpret evidence and make the final decision about a person’s competence.
Cluster 1: Plan strategies and resources to support identified learner needs
This is the setting up stage. The participants, with your assistance, will need to show
evidence that they have planned strategies and resources to support identified learner
needs. This includes:
meeting with own supervisor to:
o
o
o
o
establish roles and responsibilities in the development of learner’s skills
any assistance the supervisor may give, including information about the learners, and
organisation support such as time with learners, facilities and equipment
additional support available for learners
suggested individual learning techniques and processes suitable for supporting the
learners
using the key concepts of the Australian Core Skills Framework (ACSF) to engage in
discussion with supervisor about learner levels and requirements
developing rapport with the learner, to assist with the planning stage
finding out the learner’s language, literacy and numeracy levels and needs, including
workplace application of the skills, and any factors which may make the developing of
the learners’ skills difficult
finding out about the individual learner’s preferred learning style, learning characteristics
and where and for how long the learning will take place
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
11
establishing achievable learning outcomes as well as the best way to achieve these
outcomes, including learning strategies to use and any additional support needed
developing and documenting an individualised learning plan with achievable learning
outcomes and methods to evaluate outcomes
adapting or developing resources appropriate to the learner’s needs and context.
Typical evidence – Cluster 1
Physical evidence: some typical physical evidence that the participants may produce as
evidence for this cluster could be:
evidence of a job they have done or are doing which involves training and facilitation,
such as a position description, reference, qualifications or session plans
any pre-assessment tasks they have completed with a learner, such as a spiky profile
using the ACSF
an individualised learning plan which could include:
o
o
o
o
o
proposed learning outcomes or goals
logistics
activities to be undertaken
resources and equipment to be used
OHS considerations
any resources which have been developed or adapted for use in the learning process,
such as:
o
o
o
o
o
o
o
games and puzzles
handouts and worksheets
models of good practice, e.g. a completed workplace form
multimedia
relevant online and digital resources
role play scenarios or dialogues
visual aids such as photographs, posters.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
12
Suggested questions for guided conversations – Cluster 1
Here are some suggested questions you could ask with possible responses. Use your
professional judgement about which questions you will ask, and keep asking probing
questions like ‘why..?.’, ‘then what did you do ...?’, ‘how did the learner respond ...?
Remember that talking to someone and listening to them talk about what they have done is
valid evidence.
Suggested questions
Possible responses
Tell me about any tutoring or
teaching you have done with
adult learners.
This question could open up the discussion, and could lead
to a lot of information, with some prompts if necessary.
When you facilitated adult
learning, what was your role,
and what was your
supervisor’s role?
This will be workplace specific, and could be supported by a
position description.
The participant may also show qualifications, position
descriptions, references, session plans, resources and other
evidence, and talk about these.
The supervisor’s role may be to:
assess the language, literacy and numeracy levels of the
learners
provide resources and equipment for the volunteer tutor
assist the tutor with suggestions for suitable learning
techniques
help the volunteer tutor to access and adapt resources
advise on additional support available for the learners
provide assistance when needed.
The tutor’s role may be to:
confirm these levels
establish rapport with the learner
identify any barriers to learning
access and adapt resources
work with the learner to develop required skills.
Can you tell me about the
key concepts of the
Australian Core Skills
Framework (ACSF).
If you and your supervisor
have used this to discuss
learner levels and
requirements, tell me about
how it was used.
If the participant has not used the ACSF, ask them to explain
the key concepts, and how they could use it.
The participant would need to show at least:
a basic understanding of the latest ACSF framework
its core skills
how it can be used to assess levels of language, literacy
and numeracy.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
13
Suggested questions
Possible responses
When you first meet with
your learners, what are some
things you do to develop
rapport with them?
This will depend on the type of learner, but might include:
Why is this important?
When you have been
working with learners who
needed to develop skills,
how did you find out their
language, literacy and
numeracy needs?
choosing a suitable place to meet where the learner will
feel comfortable
having someone else present
taking some resources you may be using
encouraging the learner to talk about their work and their
experiences.
This may include:
asking their supervisor
asking the learners about the types of tasks they do in
their workplace, to establish what type of reading, writing,
oral communication and numeracy they do
asking the learners where they think they need help
using specially prepared assessment instruments, e.g.
these may be commercially available or prepared by the
tutor’s supervisor.
This conversation could be supported by assessment tools
used, or a sample spiky profile using the ACSF
How did you find out what
barriers there might be to the
development of skills?
There are many factors which may have prevented the
development of the required skills, including:
early schooling experiences
limited opportunities for practice
personal barriers such as age, language background,
social circumstances
health issues
physical factors such as eyesight
psychological issues, such as a fear of maths
lack of technology skills.
Some ways the volunteer tutor could find these out could be:
talking to the learners about their past experience with
learning, e.g. what they liked and didn’t like at school and
why
asking their supervisors, but being careful of
confidentiality
observation, but being careful of making assumptions.
How did you find out about
the learners’ preferred ways
of learning?
This could include:
asking the learners about what the ways they prefer to
learn, giving some options such as ‘Would you prefer me
to show you, or would you prefer me to give you a
worksheet so you can work on your own?’
talking to the learner about what they liked doing at
school, and why; and what they didn’t like doing and why
using a copyright free learning styles questionnaire, but
making sure it was easy to use.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
14
Suggested questions
Possible responses
How did you establish when,
where and for how long the
learning will be conducted?
This could include:
When you have been
working with some learners,
what learning outcomes were
you attempting to achieve?
The outcomes would be specific to the particular learner and
preferred learning style.
How did you decide which
learning strategies to use?
asking the learners and their supervisor, so that it fits in
with the workplace times
making judgements about a learner’s attention span
establishing learning outcomes and making an estimate
of how long the development will take, based on the
learners’ needs.
Encourage the participants to talk about some individualised
learning plans they have developed, if appropriate, and why
it was developed in a particular way.
Also ask about how they would evaluate the learning
outcomes.
Later, or at this stage, you could also ask what worked and
didn’t work, and what they would do differently next time.
Can you show me some
resources you used with your
learners. Why were they
chosen? What was your role
in developing these
resources?
This will be specific to the participants and their learners.
At this stage, or later in the conversation, you could talk
about what worked and didn’t work, and how it could be
improved, if necessary.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
15
Cluster 2: Facilitate development of adult learners’ language, literacy and
numeracy skills
This is the actual development stage. The participant will need to be able to show facilitation
skills in order to support learners to develop language, literacy and numeracy skills.
This includes:
preparing for each meeting or sessions, such as preparing session plans
using effective communication and interpersonal skills to motivate the learners to
participate actively in the learning and to take responsibility for their own learning
developing structured learning activities and strategies; and using prepared resources to
support the learning process
using these techniques and process to support the development of the learners’
language, literacy and numeracy skills required in the workplace and the community,
including:
o
o
o
o
o
spoken language
reading and interpreting texts
written language
numeracy and the language of numeracy
problem solving using mathematics skills and knowledge
monitoring the effectiveness of the learning process and changing the approach when
necessary in response to learner cues, complex situations and difficult learning
environments
demonstrating ethical behaviour; and acknowledging, respecting and valuing individual
differences.
Typical evidence – Cluster 2
Physical evidence: some typical physical evidence that the participant may produce as
evidence for this cluster could be:
session plans
activities completed by the learner, particularly those showing a progression in learning,
such as samples of writing, completed worksheets or tape of learner speaking
reports from supervisor who may have observed the sessions
evaluation sheets from learners
recording of tutoring sessions - however, permission would need to be sought from the
learner, and the recording would need to comply with confidentiality issues.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
16
Suggested questions for guided conversations – Cluster 2
Remember that talking to someone and listening to them talk about what they have done is
valid evidence.
Suggested questions
Possible responses
Tell me about some of the
different types of learners
you have worked with. How
did you encourage them to
participate actively in the
learning and to take
responsibility for their own
learning.
The response will be specific to the learners the participant
has worked with.
In particular, talk about your
communication and
interpersonal skills and how
you used them effectively.
Communication and interpersonal skills could include:
providing clear instructions
modelling appropriate verbal and written language
using and checking understanding of typical workplace
language
confirming and clarifying understanding
active listening
providing constructive feedback
showing empathy
using verbal and non-verbal language and concepts
appropriate to individual and cultural differences
drawing on expertise and background of the learner
recognising and responding to verbal and non-verbal
messages
recognising and responding to individual differences and
diversity.
Can you talk about how you
prepared for each meeting or
session with the learners.
This will depend on the context, but if available the
participant could use the individualised learning plans and
the session plans to describe what they did and why.
Describe some typical
sessions with learners.
Cover sessions which
require development of
learners’:
This will be specific to the learners, but as this RPL
assessment covers three units of competency, the
participant will need to talk about the development of the
range of skills listed.
spoken language
reading and interpreting
texts
written language
numeracy and the
language of numeracy
problem solving using
mathematics skills and
knowledge
What activities and
resources did you use?
What worked and what didn’t
work? Why?
What would you do
differently next time? Why?
Some activities and resources, depending on the skill to be
developed and learner needs, could be:
scaffolding, e.g. modelling typical tasks in workplace,
social, community and leisure contexts and then helping
learner complete them
written exercises and worksheets, with constructive
feedback given
using relevant online and digital resources
using examples from the workplace or from the learners’
own life
using visual aids such as photographs, displays and
posters
using games and quizzes
demonstration of skill followed by practice
role play activities using a scenario or script.
The participant should be able to critically evaluate the
activities and resources, and make suggestions about how
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
17
Suggested questions
Possible responses
they would change them or use them differently at another
time.
Describe some examples of
when you had to change
your approach in response to
learner cues, complex
situations and difficult
learning environments.
Why did you change your
approach and what did you
do?
Some learner cues to show a need for a change in approach
could be:
evidence of frustration, distraction or stress
low levels of communication and interaction
lack of independence
difficulty in undertaking learning activities
stagnation in learning
irregular attendance.
Other situations that may require a change in approach
could be:
noise or lack of privacy where the learning is taking place
lack of support from workplace.
Tell me how you
demonstrate ethical
behaviour, and acknowledge,
respect and value individual
differences.
Some suggestions could be:
maintaining confidentiality of learner information
keeping records of the relationship, and making sure
they are only given to relevant personnel
checking that the learner is comfortable with the learning
progression and environment
learning about a person and catering for individual
differences, such as catering for a disability, acting in a
culturally sensitive manner, being aware of nervousness
about learning because of factors such as age, lack of
technology skills, early experiences of learning., using
language appropriate to the learner’s age, gender and
background.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
18
Cluster 3: Review and evaluation
In this the stage of the process, the participant will evaluate the program and close the
learning relationship. This will include:
deciding when it is ready to close the individual learning relationship, and using
appropriate interpersonal and communication skills to close the relationship
evaluating whether the outcomes have been achieved, for example by:
o
asking for feedback from the learner or learners on the outcomes achieved
o
seeking feedback from supervisor
o
monitoring learner progress
reflecting on own performance
completing any required documentation.
Typical evidence – Cluster 3
Physical evidence: some typical physical evidence that the participants may produce as
evidence for this cluster could be:
written feedback from learner and/or supervisor
samples of learners’ work to show that the goals, as detailed on the individualised
learning plan, have been reached
any documentation required by the organisation, for example, individualised learning
plans, records of sessions and outcomes—but be aware of confidentiality issues.
Suggested questions for guided conversations – Cluster 3
Remember that talking to someone and listening to them talk about what they have done is
valid evidence.
Suggested questions
Possible responses
Can you tell me about
some situations when you
finished tutoring a learner.
The learning relationship will be closed when the outcomes
have been achieved, but it could also be affected by:
Why did the tutoring finish?
How did the learner react?
Did you do anything to help
the learner continue to
develop skills after the
learning relationship
finished?
How did you know that the
learning program was
effective and the planned
outcomes had been
the amount of time or funding available
the willingness of the learner to keep attending.
The participant may not have had any particular issues with
closing a relationship, but in some cases there may be a need
to use particular interpersonal and communication skills, e.g.:
explaining carefully why the tutoring is finished
giving the learner some suggestions for independent
learning to keep developing skills
setting the learner up with a mentor in the workplace to
provide ongoing support
providing the learner’s supervisor with some activities to
use with the learner.
Knowledge of the effectiveness of the learning process and
whether or not the learning outcomes were achieved will
depend on the learners and the type of session or sessions,
but could include:
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
19
Suggested questions
achieved? Or not
achieved?
How do you think your
tutoring sessions went?
What were the highlights?
Possible responses
checking progress of the learners’ skill development during
the learning process to see if there is a development of
skills
examination of evaluation forms completed by learners
asking the learners about the sessions
supervisor noticing a development of skills
increased learner confidence and motivation to learn
formal assessment, e.g. asking learners to perform typical
workplace tasks requiring the relevant skills.
Encourage the participant to reflect on their own performance
and critically evaluate it. You could be looking at how they
thought about their performance and the suggestions they
would make to improve.
What were the problems?
What would you do
differently next time?
Did you have to complete
any documentation as a
result of the learning? If so,
what?
Documentation may be paper based or electronic, and
include:
attendance record
evaluation
record of achievements.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
20
Appendix I: Relationship between the units of competency
This table shows the elements and performance criteria of the three units of competency, side by side. By looking at them together like this you
can see the relationship between the units, allowing for the integrated assessment process.
You can see the relationship between the essential knowledge and skills of the three units of competency in Appendix III.
CHCCS427A Facilitate adult learning and
development
CHCLLN401A Support adult language and
literacy learning and development
CHCLLN402A support adult numeracy
learning and development
Cluster 1: Plan strategies and resources to support identified learner needs
1. Identify individual learning requirements
1.1 In consultation with learner, identify needs and
goals for individual learning in the learning area
and discuss with relevant persons
1.2 Consult with supervisor to identify appropriate
individual learning techniques and processes and
document them to support individual learning
needs and goals
1.3 Obtain organisational support for
implementation, where relevant
2. Establish the learning relationship
2.1 Identify individual's learning style, learner
characteristics and abilities, and context for
learning and discuss with supervisor
2.2 Select or organise appropriate technique or
process to facilitate individual learning and explain
and discuss the basis of the technique or process
with the individual learner
Community Services and Health Industry Skills Council
1. Identify language and literacy requirements
of learners
1.1 Meet with supervisor to establish own role and
responsibilities and identify learner's language and
literacy level and needs
1.2 Meet with learner to establish rapport and
identify factors that may inhibit the development of
language and literacy skills, and discuss with
supervisor as required
1.3 Negotiate learning needs with learner and
establish achievable learning outcomes, in
consultation with supervisor where appropriate
1. Identify numeracy learning requirements of
learners
1.1 Meet with supervisor to establish own role and
responsibilities and identify learner's language and
numeracy levels and needs
1.2 Meet with learner to establish rapport and
identify factors that may inhibit the development of
mathematical skills for numeracy, and discuss with
supervisor as required
1.3 Negotiate numeracy learning needs with
learner and establish achievable learning
outcomes, in consultation with supervisor where
appropriate
1.4 Monitor learner understanding and use of
numeracy to inform planning of strategies and
resources (ongoing)
2. Plan appropriate strategies and resources to
support language and literacy development
2.1 Plan learning environment, activities and
teaching strategies in advance, seeking advice
from supervisor or other specialist as needed
2.2 Monitor learner understanding and use of
language, and gather information to inform own
planning (ongoing)
2.3 Adapt or develop resources appropriate to
2. Plan resources to support mathematics
learning for numeracy
2.1 Plan learning environments, activities and
appropriate method to evaluate learning outcomes
in advance with the supervisor
2.2 Adapt or develop resources appropriate to
learner needs and context according to program
requirements
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
21
CHCCS427A Facilitate adult learning and
development
CHCLLN401A Support adult language and
literacy learning and development
2.3 Clarify and agree upon boundaries and
expectations of the learning relationship
2.4 Clarify additional support required in
consultation with supervisor
2.5 Develop and document individualised learning
plan, and discuss with learner
learner's needs and context according to program
requirements
CHCLLN402A support adult numeracy
learning and development
Cluster 2: Facilitate development of adult learners’ skills
3.Maintain and develop the learning relationship
3.1 Prepare for each meeting or session
3.2 Grow the relationship and sustain active
participation using effective communication and
interpersonal skills
3.3 As planned with supervisor, develop structured
learning activities to support and reinforce new
learning, build on strengths and identify areas for
further development
3.4 Demonstrate leadership and motivational skills
to enable the learner to take responsibility for
learning, practising ethical behaviour at all times
3.5 Observe learner cues and change approach
where necessary to maintain momentum
3.6 Acknowledge, respect and value individual
differences and clients with particular needs
3.7 Schedule regular meetings in consultation with
both parties to monitor the effectiveness of the
learning relationship
Community Services and Health Industry Skills Council
3. Encourage and model spoken language
3.1 Demonstrate different styles, ranges and
contexts of oral communication across appropriate
aspects of communication
3.2 Use spoken language to effectively interact
with learner
3.3 Talk about language in order to scaffold
learning
4. Support learners to read and interpret texts
4.1 Determine strategies for supporting learner in
interpreting texts, with supervisor where
appropriate
4.2 Implement planned strategies to enhance
learner abilities and address individual needs
4.3 Encourage learner to problem solve in order to
make meaning from texts
4.4 Use a range of planned strategies to focus
learner on specific literacy skills
4.5 Evaluate learning outcomes and discuss with
supervisor as required
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
22
3. Facilitate application of mathematics skills
for numeracy
3.1 Identify and explain a variety of numeracy
demands and opportunities in daily life
3.2 Demonstrate the different uses and functions
of mathematics using activities and examples
3.3 Develop numerate understandings appropriate
to learners' culture, age, abilities, interests and
needs
3.4 Use examples and activities to highlight and
explain applications of mathematics skills and
knowledge for numeracy to scaffold learning
3.5 Use diverse strategies to model use of
mathematics skills relevant to specific learners
4. Support learners to develop mathematics
skills for numerate understanding
4.1 Determine strategies for supporting learners in
the application of mathematics skills for numeracy,
seeking advice from supervisor or other specialist
as needed
4.2 Implement planned strategies to enhance the
abilities of learners and address their individual
needs
4.3 Encourage learners to problem solve using
mathematics knowledge and skills in everyday life
contexts
CHCCS427A Facilitate adult learning and
development
CHCLLN401A Support adult language and
literacy learning and development
CHCLLN402A support adult numeracy
learning and development
4.4 Use the language of numeracy at the
appropriate level to focus learners on specific
mathematics skills and knowledge
4.5 Evaluate learning outcomes and discuss with
supervisor as required
5. Enhance learners' literacy skills through
writing activities
5.1 Use appropriate terminology with learner as
planned
5.2 Implement planned strategies to develop
learner skills in the use of written language
5.3 Use planned strategies to develop
performance features of learner's writing
5.4 Evaluate learning outcomes and discuss with
supervisor as required
5. Provide structured activities to further
develop learners' mathematics skills and
knowledge
5.1 Plan strategies with supervisor where
appropriate, including accurate mathematics
terminology and concepts, to support learners'
learning
5.2 Implement strategies that develop learner skills
in using mathematics for numeracy understanding
across appropriate aspects of communication
5.3 Encourage learners to improve mental
computation and calculation skills using strategies
appropriate to individual learners
5.4 Ensure learners check for reasonableness of
solutions when calculating and measuring, using a
range of strategies and tools
5.5 Encourage learners and build their confidence
to attempt problem solving that requires the use of
mathematics skills and knowledge
Cluster 3: Evaluation
4. Close and evaluate the learning relationship
4.1 Use tools and signals developed with
supervisor to determine readiness for closure of
individual learning relationship
4.2 Carry out closure using appropriate
interpersonal and communication skills
4.3 Seek feedback from the learner on the
Community Services and Health Industry Skills Council
6. Review strategies used to enhance learner
skills
6.1 Monitor learner progress
6.2 Seek support and feedback from supervisor
when required
6.3 Review strategies in terms of their
effectiveness and feedback received
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
23
6. Review strategies used to enhance learner
skills
6.1 Monitor learner progress
6.2 Seek support and feedback from supervisor
when required
6.3 Review strategies in terms of their
effectiveness and feedback received
CHCCS427A Facilitate adult learning and
development
CHCLLN401A Support adult language and
literacy learning and development
outcomes achieved and the value of the
relationship
4.4 Evaluate whether the learning relationship met
learning needs and goals
4.5 Reflect on own performance in managing the
relationship, identify areas for improvement and
discuss with supervisor
4.6 Document outcomes as required by the
learning relationship
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
24
CHCLLN402A support adult numeracy
learning and development
Appendix II: Mapping of clusters to elements and performance criteria
Cluster
Performance criteria in each unit
CHCCS427A
CHCLLN401A
CHCLLN402A
Meeting with own supervisor to establish roles and responsibilities in the development of
learner’s skills, and any assistance the supervisor may give, such as information about the
learners, and organisation support such as time with learners, facilities and equipment.
1.1, 1.2, 1.3,
2.3, 2.4
1.1
1.1
Using the key concepts of the Australian Core Skills Framework (ACSF) to engage in
discussion with supervisor about learner levels and requirements.
1.1, 1.2
1.1, 1.2, 1.3
1.1, 1.2, 1.3
Developing rapport with the learner, to assist with the planning stage.
1.1
1.2
1.2
Finding out the learner’s language, literacy and numeracy levels and needs and any
factors which may make the developing of the learners’ skills difficult.
1.1, 2.2
1.2, 1.3, 2.2
1.2, 1.4
Finding out about the individual learner’s preferred learning style, their learning
characteristics and where and for how long the learning will take place.
2.1
1.3
1.3
Establishing achievable learning outcomes as well as the best way to achieve these
outcomes, e.g. Learning strategies to use, any additional support needed.
2.2, 2.5
1.3
1.3
Developing and documenting an individualised learning plan with achievable learning
outcomes.
2.5, 2.2
2.1
2.1
Adapting or developing resources appropriate to the learner’s needs and context.
2.5
2.3
2.2
Cluster 1: Plan strategies and resources to support identified learner needs
Cluster 2: Facilitate development of adult learners’ language, literacy and numeracy skills
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
25
Preparing for each meeting or sessions, e.g. preparing session plans.
3.1
2.1, 2.3, 4.1
3.1, 5.2
Using effective communication and interpersonal skills to encourage the learner to
participate actively in the learning and to take responsibility for own learning.
3.2, 3.4
3.2, 4.1, 4.3,
5.1
3.1, 4.3, 5.2,
5.4, 5.5
Developing structured learning activities and strategies; and using prepared resources to
support the learning process.
3.1, 3.3
3.1, 3.3, 4.1,
5.2
3.2, 3.4, 3.5,
4.1, 5.1
Using these techniques and process to support the development of the learners’ language,
literacy and numeracy skills required in the workplace and the community, including:
3.2, 3.3, 3.4
3.1, 3.2, 3.3,
4.2, 4.3, 4.4,
5.2, 5.3
3.1, 3.2, 3.3,
3.4, 3.5, 4.2,
4.3, 4.4, 5.2,
5.3, 5.4
Monitoring the effectiveness of the learning process and changing the approach when
necessary in responsible to learner cues.
3.5, 3.7
4.5, 5.4, 61.
4.5, 6.1
Demonstrating ethical behaviour; and acknowledging, respecting and valuing individual
differences.
3.4, 3.6
1.2
1.2
Deciding when it is ready to close the individual learning relationship, and using
appropriate interpersonal and communication skills to close the relationship.
4.1, 4.2
6.1
6.1
Evaluating whether the outcomes have been achieved, e.g. by:
4.3, 4.4
4.5, 5.4, 6.2,
6.3
4.5, 6.2, 6.3
spoken language
reading and interpreting texts
written language
numeracy and the language of numeracy
problem solving using mathematics skills and knowledge.
Cluster 3: Review and evaluation
seeking feedback from the learner or learners on the outcomes achieved
seeking feedback from supervisor
monitoring learner progress
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
26
Reflecting on own performance and identify areas for improvement.
4.5
Complete any required documentation
2.5, 4.6
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
27
6.3
6.3
Appendix III: Mapping of essential knowledge and skills to clusters
CHCCS427A Facilitate adult
learning and development
CHCLLN401A support adult
language and literacy learning
and development
CHCLLN402A support adult
numeracy learning and
development
Cluster 1
Cluster 2
Cluster 3

`

Essential knowledge
The candidate must be able to demonstrate essential knowledge required to effectively do the task
outlined in elements and performance criteria of this unit, manage the task and manage contingencies in
the context of the identified work role.

Change processes, for example:
how people work through
change
behaviour associated with
change
Codes of practice, standards and
legal requirements relating to
role, such as:




duty of care under common
law
recording information and
confidentiality requirements
anti-discrimination, including
equal opportunity, racial
vilification and disability
discrimination
Different learning styles and how
to encourage different learners
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
28

CHCCS427A Facilitate adult
learning and development
CHCLLN401A support adult
language and literacy learning
and development
CHCLLN402A support adult
numeracy learning and
development
Cluster 1
Cluster 2
Effects of verbal and non-verbal
communication, such as:
Range of basic communication
and learning strategies, including
techniques that:
Range of basic communication
and learning strategies, including
techniques that:


How to create or adapt new
learning activities as well as other
learning options, learning
activities and referrals


Learning cycle, including:




how to interpret behaviour
how to model behaviour and
values
model talk to support learner
comprehension
scaffold learning and assist
learners to problem solve
encourage critical thinking
about mathematics and its
use as a learning tool
scaffold learning and assist
learners to problem solve
concrete experience
observation and reflection
concept formation
testing new learning
Adult learning principles

Learner cues that may reflect
difficulties with individual learning
relationships

Needs and characteristics of
individual learners and current
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
29

Cluster 3
CHCCS427A Facilitate adult
learning and development
CHCLLN401A support adult
language and literacy learning
and development
CHCLLN402A support adult
numeracy learning and
development
Cluster 1
Requirements of the support
program, including administrative
and OHS
Requirements of the support
program, including administrative
and confidentiality requirements
Requirements of the support
program, including administrative
and confidentiality requirements

Roles and responsibilities of
those providing language, literacy
and numeracy support and their
specialist supervisors
Roles and responsibilities of
those providing language and
literacy support and of their
supervisors

Roles and responsibilities of
those providing numeracy support
and of their supervisors
Cluster 2
techniques to facilitate individual
learning

Sources of external support
Tools to evaluate learning
outcomes, such as the ACSF
Tools to evaluate learning
outcomes, such as the ACSF
Tools to evaluate learning
outcomes, such as the ACSF
Key concepts of the Australian
Core Skills Framework (ACSF) to
engage in discussion with
supervisor of learner levels and
requirements and learning plan,
including:
Key concepts of the Australian
Core Skills Framework (ACSF) to
engage in discussion with
supervisor of learner levels and
requirements and learning plan,
including:
the five core skills
spiky profiles: varying levels
of performance in each core
skill
factors that may influence
performance
Community Services and Health Industry Skills Council
the five core skills
spiky profiles: varying levels
of performance in each core
skill
factors that may influence
performance
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
30


Cluster 3
CHCCS427A Facilitate adult
learning and development
CHCLLN401A support adult
language and literacy learning
and development
CHCLLN402A support adult
numeracy learning and
development
Cluster 1
Cluster 2
Definition of texts and range of
texts that learners need to
interpret


Language and literacy concepts
and terminology relevant to
learner needs and context






Mathematical concepts,
operations and terminology
relevant to learner needs and
context
Relationships between spoken
language and literacy
Risk-management strategies to
negotiate sometimes complex
situations and learning
environments
Risk-management strategies to
negotiate sometimes complex
situations and learning
environments
Negotiate learner language and
literacy needs and program
outcomes based on identified skill
gaps, in consultation with
supervisor and learner where
Negotiate learner numeracy
needs and program outcomes
based on identified skill gaps, in
consultation with supervisor and

Essential skills
Negotiate and manage a learning
relationship, while working with
supervisors and learners
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
31


Cluster 3
CHCCS427A Facilitate adult
learning and development
CHCLLN401A support adult
language and literacy learning
and development
appropriate
CHCLLN402A support adult
numeracy learning and
development
learner where appropriate
Cluster 1
Cluster 2
Identify, adapt, develop and use a
variety of learning strategies and
resources based on agreed
outcomes
Identify, adapt, develop and use a
variety of learning strategies and
resources based on agreed
outcomes



Support language and literacy
skill development in learners
Use a range of strategies to
encourage and model skill
development
Support numeracy skill
development in learners

Use a range of strategies to
encourage and model skill
development


Demonstrate communication
skills and flexibility, using a range
of processes and techniques
Use a range of methods to
evaluate the learning relationship
Communication skills to:
Communication skills, including:
Community Services and Health Industry Skills Council
Communication skills, including:
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
Cluster 3
32






CHCCS427A Facilitate adult
learning and development
clarify and agree upon
boundaries and expectations
of the learning relationship
confirm, clarify or repair
understanding
provide constructive feedback
use verbal and non-verbal
language and concepts
appropriate to individual and
cultural differences
Initiative and enterprise skills to:
inform supervisor of learner
progress and issues as
required
identify suitable learning
techniques and activities for
the individual learner
model facilitation and learning
behaviour
manage complex situations,
including conflict
Interpersonal skills to:
interact with clients from a
range of social, cultural,
religious and linguistic
backgrounds and with varying
physical and mental abilities,
CHCLLN401A support adult
language and literacy learning
and development
listening skills to identify
learner needs and elicit
learner responses
speaking skills to model
language and question
effectively
writing skills to model
learners' writing requirements
and fulfil reporting
requirements
CHCLLN402A support adult
numeracy learning and
development
listening skills to identify
learner needs and elicit
learner responses
speaking skills to model
language and question
effectively
Cluster 1
Cluster 2
Cluster 3
Initiative and enterprise skills to
use appropriate support
strategies for diverse learner
needs
Initiative and enterprise skills to
use appropriate support
strategies for diverse learner
needs


v
Interpersonal skills to:
Interpersonal skills to:


interact with clients from a
range of social, cultural,
religious and linguistic
backgrounds and with varying
physical and mental abilities
show respect for, and draw
Community Services and Health Industry Skills Council
interact with clients from a
range of social, cultural,
religious and linguistic
backgrounds and with varying
physical and mental abilities
show respect for, and draw
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
33
CHCCS427A Facilitate adult
learning and development
while:
o
o
o
o
recognising and
responding to verbal
and non-verbal
messages
recognising and
responding to
individual difference
and diversity
acting without bias or
discrimination
responding sensitively
to diverse
backgrounds and
particular needs
CHCLLN401A support adult
language and literacy learning
and development
on, the expertise and
background of the learner
CHCLLN402A support adult
numeracy learning and
development
on, the expertise and
background of the learner
Cluster 1
Cluster 2
facilitate individual learning
through a collaborative and
respectful relationship,
keeping sessions learnercentred and drawing on the
expertise and background of
the learner
establish a supportive
environment that builds
rapport
use appropriate humour to
lighten atmosphere

Leadership and motivational skills
to empower and inspire the
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
34
Cluster 3
CHCCS427A Facilitate adult
learning and development
CHCLLN401A support adult
language and literacy learning
and development
CHCLLN402A support adult
numeracy learning and
development
Cluster 1
Cluster 2
Cluster 3
Language and literacy skills to:
Language, literacy and numeracy
skills to:




learner
Literacy skills to:
develop the learning plan
maintain records and other
documentation
read and interpret relevant
documentation
Planning and organising skills to
organise appropriate
techniques and processes to
facilitate individual learning
prepare for learning sessions
Teamwork skills to collaborate
with supervisor to:
analyse learner needs
apply appropriate model of
learning to develop learners'
required skills
implement support strategies
identify, collate and develop
or adapt resources to support
the development of learners'
language and literacy skills
maintain and complete
records, where required
apply mathematical concepts
appropriate to the diversity of
learner needs being
supported
maintain and complete
records, where required
identify, collate and develop
or adapt resources to support
the development of learners'
mathematics skills and
knowledge for numeracy
Planning and organisation skills
to develop, follow and evaluate
learning plans
Planning and organisation skills
to develop, follow and evaluate
learning plans


Teamwork skills to collaborate
with supervisor to:
Teamwork skills to collaborate
with supervisor to:


analyse learner needs in
relation to development of
language and literacy
apply appropriate model of
learning to develop learners'
Community Services and Health Industry Skills Council
analyse learner needs in
relation to development of
numeracy understanding
apply appropriate model of
learning to develop learners'
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
35
CHCCS427A Facilitate adult
learning and development
appropriate to learner needs
Technical skills to:
determine and alter a learning
plan in consultation with
supervisor
negotiate with learners to
ensure suitable learning
interpret information gathered
and adapt own style
accordingly
lead and motivate learners to
take responsibility for their
own learning
maintain momentum during
the learning process
Technology skills to:
use a range of technology to
support numeracy learning
use software packages as
part of the learning program
CHCLLN401A support adult
language and literacy learning
and development
language and literacy skills
implement support strategies
appropriate to learner needs
CHCLLN402A support adult
numeracy learning and
development
mathematics skills and
knowledge
implement support strategies
appropriate to learner needs
Cluster 1
Cluster 2
Technical skills to:
Technical skills to:




adapt spoken language to
meet the needs of individual
learners and the learning
program
apply key concepts of the
ACSF
use a range of strategies to:
o
o
support learners in
acquiring and
applying language
and literacy skills and
knowledge
adapt or design
resources that cater
for individual learners
Technology skills to:
use a range of technology to
support language and literacy
learning
use software packages as
part of the learning program
Community Services and Health Industry Skills Council
adapt examples and activities
to meet the specific numeracy
needs of individual learners
apply key concepts of the
ACSF
use a range of strategies to:
o
o
support learners in
acquiring and
applying mathematics
skills and knowledge
adapt or design
resources that cater
for individual learners
Technology skills to:
use a range of technology to
support numeracy learning
use software packages as
part of the learning program
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
36
Cluster 3
CHCCS427A Facilitate adult
learning and development
CHCLLN401A support adult
language and literacy learning
and development
CHCLLN402A support adult
numeracy learning and
development
Cluster 1
Cluster 2
Time-management skills to
Time-management skills to plan
and deliver learning programs
Time-management skills to plan
and deliver learning programs


Problem-solving skills to select
strategies that address learner
needs
Problem-solving skills to select
strategies that address learner
needs


Self-management skills to:
Self-management skills to:


structure sessions
drive the process to achieve
goals
know own limitations and set
appropriate boundaries
review own practice
Community Services and Health Industry Skills Council
know own limitations and set
appropriate boundaries
review own practice
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
37
Cluster 3

Appendix IV: Sample recording note taking document
Cluster 1: Plan strategies and
resources to support identified
learner needs
Evidence
Comments
The participants, with your assistance, will need to show evidence that they have planned strategies and resources to support
identified learner needs. This includes the following.
Meeting with own supervisor to:
establish roles and responsibilities in
the development of learner’s skills
any assistance the supervisor may give,
including information about the learners,
and organisation support such as time
with learners, facilities and equipment
additional support available for learners
suggested individual learning
techniques and processes suitable for
supporting the learners.
Using the key concepts of the Australian
Core Skills Framework (ACSF) to engage in
discussion with supervisor about learner
levels and requirements.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
38
Cluster 1: Plan strategies and
resources to support identified
learner needs
Evidence
Comments
Developing rapport with the learner, to
assist with the planning stage.
Finding out the learner’s language, literacy
and numeracy levels and needs, including
workplace application of the skills, and any
factors which may make the developing of
the learners’ skills difficult.
Finding out about the individual learner’s
preferred learning style, learning
characteristics and where and for how long
the learning will take place.
Establishing achievable learning outcomes
as well as the best way to achieve these
outcomes, including learning strategies to
use and any additional support needed.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
39
Cluster 1: Plan strategies and
resources to support identified
learner needs
Evidence
Comments
Developing and documenting an
individualised learning plan with achievable
learning outcomes and methods to evaluate
outcomes.
Adapting or developing resources
appropriate to the learner’s needs and
context.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
40
Cluster 2: Facilitate development of
adult learners’ language, literacy and
numeracy skills
Evidence
Comments
This is the actual development stage. The participant will need to be able to show facilitation skills in order to support learners to
develop language, literacy and numeracy skills. This includes the following.
Preparing for each meeting or sessions,
such as preparing session plans.
Using effective communication and
interpersonal skills to motivate the learners
to participate actively in the learning and to
take responsibility for their own learning.
Developing structured learning activities
and strategies; and using prepared
resources to support the learning process.
Using these techniques and process to
support the development of the learners’
language, literacy and numeracy skills
required in the workplace and the
community, including:
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
41
Cluster 2: Facilitate development of
adult learners’ language, literacy and
numeracy skills
Evidence
Comments
spoken language
reading and interpreting texts
written language
numeracy and the language of
numeracy
problem solving using mathematics
skills and knowledge.
Monitoring the effectiveness of the learning
process and changing the approach when
necessary in response to learner cues,
complex situations and difficult learning
environments.
Demonstrating ethical behaviour; and
acknowledging, respecting and valuing
individual differences.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
42
Cluster 3: Review and evaluation
Evidence
Comments
In this the stage of the process, the participant will evaluate the program and close the learning relationship. This includes the
following.
Deciding when it is ready to close the
individual learning relationship, and using
appropriate interpersonal and
communication skills to close the
relationship.
Evaluating whether the outcomes have
been achieved, for example by:
asking for feedback from the learner or
learners on the outcomes achieved
seeking feedback from supervisor
monitoring learner progress.
Reflecting on own performance.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
43
Cluster 3: Review and evaluation
Evidence
Comments
Completing any required documentation.
Community Services and Health Industry Skills Council
www.cshisc.com.au
Trial recognition guide for volunteer LLN tutors assessor resource
44