Fresh Ideas in Training
Book 4
Language
Literacy
Numeracy
TAELLN411
Address adult language, literacy and
numeracy skills
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This Learning Resource contains the following competencies
TAELLN411A Address adult language, literacy and numeracy skills
Unit Descriptor: This unit describes the performance outcomes, skills and knowledge required to recognise the
core language, literacy and numeracy (LLN) demands of training and assessment, and to tailor training and
assessment to suit individual skill levels, including accessing relevant support resources.
This book is the FOURTH of four (4) Learning Books for the TAE40110 Certificate IV in Training and Assessment.
It is strongly advised you work though the four books in order as each book builds on the lessons from the
previous book.
This book contains all the learning materials you will need to complete the above competency unit. There is a
separate assessment booklet for each competency unit. It is strongly advised you work through assessment
materials in the order provided to you.
Book 1 – Design – Introduction to Vocational Education & Training
Book 2 – Assess - Developing and Using Assessment Tools
Book 3 – Deliver - Delivering Training
Book 4 – Language, Literacy and Numeracy
This booklet was produced by Hospitality Institute of Australasia (HIA) and is to be used as resource material. The booklet is
not designed to be an independent program in itself.
Every effort has been made to ensure that this booklet is free from error or omissions. However, you should conduct your
own enquiries and seek professional advice before relying on any fact, statement or matter contained in this book. Hospitality
Institute of Australasia is not responsible for any injury, loss or damage as a result of material included or omitted from this
course. Information in this module is current at the time of publication. The time of publication is indicated in the date stamp
at the bottom of each page.
Hospitality Institute of Australasia Pty Ltd
Phone: 1 300 783 757
Web: http://www.hia.edu.au
Queensland 15 Godwin St., Bulimba QLD 4171
New South Wales PO Box 738 Newcastle NSW 2300
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Table of contents
Page #
TAELLN411 Address adult language, literacy and numeracy skills
4
Section 1: LLN in Training and Assessment
9
Section 2: The Australian Core Skills Framework
11
Section 3: Core LLN Skill Requirements of the Training
17
Section 4: Assessing Learner's Core LLN Skills
32
Section 5: Working with an LLN Specialist
38
Section 6: Strategies to Support Learners
40
Section 7: Monitoring Performance
55
Appendix 1 – The Five Core Skills
56
Appendix 2 - Way To Go Checklist – Learning Styles
61
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TAELLN411 Address adult language, literacy and numeracy
skills
About this learning guide
This learner guide introduces you to the core language, literacy
and numeracy issues in training and assessment practice.
You may be employed as a trainer and/or assessor in an RTO that
provides training and assessment to learners who wish to gain
nationally recognised qualifications. Part of your role may be to
identify the LLN requirements of training/assessment; to identify
instances where specialist support is required and to collaborate
with specialist practitioners; or develop and evaluate learning and
assessment materials appropriate to core LLN skill requirements.
The information in this learner guide requires an understanding of
the following concepts and issues.
Core LLN skills within a training specification/context
You should have an awareness of the fundamental LLN skills required to participate effectively in the workforce
and the community generally and an understanding of how to access, analyse and apply the Australian Core
Skills Framework (ACSF) to different training specifications and contexts.
Validated tools
To accurately and effectively determine the core LLN requirement of the training context you may use validated
tools based on the ACSF or rely on information, feedback or reports from LLN specialists. These tools should help
you make judgments about the LLN requirements of learner skill levels.
Specialist core LLN assistance can come from different sources, including in-house LLN support staff, specialist
consultants, government or community services or funded support programs. You should know how to access
this support; how to communicate with specialists; and how to apply an appropriate/approved strategy.
Learning support strategies
When developing or customising a learning program or learning and assessment materials, you need to apply,
monitor and evaluate suitable learning support strategies that assist learners to develop core LLN skills.
Strategies can take a variety of forms, including:
 using plain English, especially to provide explanations at a level appropriate to learners
 supporting training with audiovisual material
 sharing decision-making with learners.
Access and equity issues
Access and equity issues are important in a learning situation. Learners must have access to an environment that
does not discriminate on any basis or cause offence through cultural or language misunderstandings. You require
the skills and knowledge necessary to ensure that the learning process accommodates the needs of particular
target groups, such as people with disabilities, Aboriginal and Torres Strait Islander people, women and people
with a language background other than English.
I
I
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Review of the VET System
Understanding vocational education and training
To work effectively in the Vocational Education and Training (VET) system, you need to understand its essential
components, particularly training packages, since they are the backbone of VET. You also need to understand
how to use training packages in a training delivery and assessment role.
Vocational education and training
VET develops skills and knowledge for work through a national
training system that seeks to provide consistent training across
Australia. The primary purpose of VET is to equip people with the
skills, knowledge and attributes they require to be 'work ready'
and/or to operate effectively in employment. The Australian VET
system comprises two fundamental elements that help ensure
quality and consistency in training:
 Training packages
 The VET Quality Framework (VQF), which includes the Australian Qualifications Framework (AQF)
The National Skills Standards Council (NSSC) (formerly the National Quality Council) is responsible for the
endorsement and quality assurance of training packages. It is also responsible for developing and maintaining
national standards for the regulation of VET and advising on the operation of the regulators.
The Australian Skills Quality Authority (ASQA) is the national VET regulator responsible for registering
training providers and accrediting courses. It does this mainly through the VQF. (Note: Victoria and Western
Australia have not referred their powers of regulation to the ASQA and continue to be subject to their respective
state regulators if they operate solely within their state.)
Training Packages
Training packages are the foundation of Australia's VET system. A training package is defined as 'a set of
nationally endorsed standards and qualifications used to recognise and assess people's skills in a specific
industry, industry sector or enterprise. Copies of individual training packages can be viewed by accessing the
training.gov.au website.
Training packages also provide the structure for competency-based training. A competency-based approach relies
on outcomes that are judged against specific standards established in the endorsed components of a training
package. Endorsed components are the various units of competency, the qualifications within which they sit and
assessment guidelines that describe industry's desired approach to assessment and qualifications in a training
package.
A unit of competency represents a discrete workplace outcome. It specifies the skills, the knowledge and the
standard of performance expected in the workplace. In other words, it is a set of skills and knowledge that form
part of a person's job role.
Units of competency are packaged as groups into qualifications and qualification levels in each training package.
Each qualification has a descriptor that provides guidelines for performance at a particular level, including:
 information-processing capabilities
 problem-solving capabilities
 responsibility for a person's own work
 responsibility for the work of others
 the breadth and depth of skill and knowledge
 the operational environment in which the work is performed.
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Non-endorsed components of a training package include resources used to support learning and assessment; for
example, assessment materials and training support materials.
Registered training organisations
Training packages do not prescribe how training is to be delivered. They provide guidance on assessment and
the methods of assessment that may be appropriate for each unit of competency. Registered training
organisations (RT0s) are responsible for how training and assessment occur.
Industry Skills Councils
Training packages are developed and maintained by the relevant industry skills councils in consultation with
industry stakeholders. There are currently 11 industry skills councils that are responsible for leading the
development of industry-responsive training packages.
The VET Quality Framework
The VQF is a set of standards and conditions used by the ASQA (the industry regulator) to assess whether an
RTO meets the requirements for registration. The National Vocational Education and Training Regulator Act 2011
established the National VET Regulator (NVR) and underpins the VQF.
The Australian Qualifications Framework
The AQF is a policy framework that defines the standards for regulated qualifications in Australian education and
training. It specifies the learning outcomes for 16 nationally recognised qualifications.
Training and assessment
The primary role of RTOs in the VET system is to deliver accredited training and assessment-based units of
competency and qualifications. You may be employed by an RTO to facilitate classroom or blended learning, to
deliver workplace-based training and assessment on-site to enterprise staff, or to coordinate and support
enterprise trainers, coaches and mentors in their roles.
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Exploring a unit of competency
You should unpack a unit of competency and consider each part of the unit to form a picture of what a
competent person looks like, how assessment should occur and what evidence is required.
The following table summarises the components of a unit of competency.
Component
feature
What it relates to
Descriptor
The descriptor details the distinguishing features and characteristics of learning
outcomes that people should be able to achieve on completion of the training or
assessment.
Application of the
competency
The application of the competency fleshes out the scope, purpose and operation
of the unit of competency in different contexts; for example, its application in the
workplace and/or its relationship to licensing outcomes.
Elements of
competency
Elements describe the skills required to perform a work activity; they define the
outcomes to be assessed.
Performance
criteria
Performance criteria define the level of skill necessary to achieve the requirements
of each element.
Evidence guide
The evidence guide provides essential advice for assessment of the unit and must
be read in conjunction with the performance criteria, the range statement and the
training package assessment guidelines.
Required skills and
knowledge
Competency requires the application of skills and knowledge in the workplace.
Required knowledge identifies what a person needs to know to perform the work
in an informed way. Required skills describe how this knowledge is applied.
Range statement
The range statement allows for different work environments and contexts that
affect performance. An individual unit of competency may be relevant to a wide
range of workplace contexts.
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Exploring dimensions of competency
Reviewing the dimensions of competency is an important part of unpacking a unit of competency. The
dimensions of competency relate to all aspects of work performance in both routine and non-routine work
situations. A competent person can successfully apply their skills and knowledge to work activities in a range of
contexts.
The following table explores the four dimensions of competency in more detail.
Dimensions of
competency
Meaning
Task skills
The candidate must perform the individual skills required to complete a work
activity to the required standard.
Task management
skills
The candidate must manage a number of different tasks to complete a whole work
activity, such as working to meet deadlines.
Contingency
management skills
The candidate must use problem-solving skills to resolve issues that arise when
performing a work activity.
Job/role
environment skills
The candidate must perform effectively in the workplace when undertaking a work
activity by working well with all stakeholders and following workplace policies and
procedures.
Assessment methods
Assessment is a focus of training packages and a key part of RTO responsibilities, since it involves forming and
recording a judgment about a person's skills and knowledge, no matter how they are acquired.
The competency-based assessment system relies on an assessor making a judgment about a person's
competence against performance benchmarks in a unit of competency, using methods such as criterionreferenced assessment, standards-based assessment or evidence-based assessment. An assessment candidate
should be judged as either 'competent' or 'not yet competent' according to whether they demonstrate that they
can meet the specified standards.
The recognition process (RPL)
The recognition process allows candidates/learners to provide evidence that their previous training, work or life
experience aligns to the required skills and knowledge described in a qualification or unit of competency.
Recognition of prior learning (RPL) is one form of this process. Recognition can also include recognition of current
competency, trade recognition and credit transfer.
Evidence of competency may include work samples, journals, certificates of achievement and third-party
testimonials. In addition, candidates/learners may be asked questions, observed undertaking set tasks or asked
to demonstrate the authenticity of their work.
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Section 1: LLN in Training and Assessment
What is LLN?
LLN underpins all aspects of our lives, and the types of LLN
people use depends on the circumstances in which they are
operating. The language used to speak to family members,
for example, may be different to the language used when
speaking to an employer. In the same way, people need to
use different literacy skills when reading a book compared
with, for example, reading customer specifications for
building a barbeque.
Take a look at the following definitions and think about
how these skills are used in a workplace.
Language
Language commonly refers to spoken words.
Language involves listening as well as using verbal
and non-verbal forms of communication, such as
gestures and body movements. Together these
enable people to communicate meaningfully with
each other.
Language can be defined as the understanding and use of:

spoken and written English

first nations or Indigenous languages

languages other than English

forms of communication based on visual communication skills, such as Australian Sign Language
(AUSLAN).
Workplaces and industries can also have their own languages.
Literacy
[Literacy] means the integration of listening, speaking, reading, writing and critical thinking. It incorporates
numeracy and it includes the cultural knowledge that enables a speaker, writer or reader to recognise and use
language appropriate to different situations. Providing literacy training and assistance helps people to fully
participate in the labour force, participate in adult education and training, and use literacy at home and in the
community.
Although this definition of literacy encompasses spoken and written text as well as numeracy, in its more
common usage, literacy refers to the ability to read and write. It is also the ability to use higher order skills of
thinking about what is read in a written text, the background of the text and how the text is used.
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Numeracy
The knowledge and skills required to effectively manage and respond
to the mathematical demands of work, education, social interaction
and negotiation of everyday living.
Numeracy can incorporate a range of skills depending on the context,
from basic number skills to complex spatial and graphical concepts,
use of measurement and problem-solving. Numeracy may also involve
the use of literacy skills such as extracting mathematical information
from written text.
Numeracy also covers everyday tasks, for example, counting money,
calculating numbers, estimating weights and distances, and using
measures of time.
To be literate and numerate means mastering different skills in
different environments, and understanding the rules and strategies
that govern that particular environment.
Do you agree with these definitions? How would you define LLN?
LLN skills of Australians
The Adult Literacy and Life Skills Survey (ALLS) undertaken by the Australian Bureau of Statistics in 2006
identified that 46% of Australians did not have the LLN skills to meet the demands of everyday work and life. The
survey also revealed that the LLN skill level of Australians has shown little improvement in the last 10 years. In
order to meet the skill requirements of Australian industries, LLN skill levels must be addressed.
LLN and compliance with standards required of RTOs
Identifying learners' LLN requirements, providing LLN training and support is an expectation within all vocational
training. But LLN issues are not just the responsibility of the trainer. The training organisation that employs
trainers and assessors has a role in providing policies and procedures that support learners' needs, including LLN.
RTOs are subject to regulation by either the Australian Skills Quality Authority (ASQA), or by their state regulator
or, in some cases, by both their state regulator and ASQA. Depending on the regulator, every RTO must comply
with either the Standards for National VET Regulator (NVR) Registered Training Organisations 2011 (for RTOs
regulated by ASQA) or (for RTOs regulated by their state regulator) standards within the Australian Quality
Training Framework (AQTF).
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Section 2: The Australian Core Skills Framework
The Australian Core Skills Framework (ACSF) is a document,
which describes the five core skills considered essential to
participate effectively in society. It provides a common reference
point for describing and discussing performance in the five core
skills.
The framework was developed initially to enable consistent
reporting of results in government funded English language,
literacy and numeracy courses and training.
The ACSF can also be used to:
 describe the LLN skills in the workplace or training;
 identify individual's LLN skills;
 tailor LLN skills and resources in delivering training and assessment; and
 monitor /measure improvements in LLN skills.
Five core skills
Learning - a person's awareness of themselves as a learner and their skills to direct their learning
Reading - a person's ability to make meaning of different types of writing
Writing - a person's knowledge and skill to write according to the purpose, audience and situation
Oral Communication (speaking and listening) - a person's ability to use different styles of language
appropriate for the purpose, participants, subject matter and channels of communication
Numeracy - a person's skill to use mathematics to make sense of the world
Five levels of performance across four variables
Table (1) on the following page shows the 5 levels of performance for the 5 core skills (level 1 being the lowest
and level 5 the highest) and the variables (Support, Context, Text Complexity and Task Complexity) for each
level. When reading across a level this grid provides information performance requirements for each level. When
reading down the column for Support level 1 requires a high level of support and level 5 does not require any
form of support.
Table (2) provides an example performance criteria for “writing – level 1” from the ACSF.
In this table you will find the following elements:
 four performance variables to be taken into account in determining the performance level
 two Performance Indicators providing an overview of exit performance at each level
 a set of Focus Areas for each Indicator against which Performance Features are organised
 a set of Performance Features providing detailed descriptions of what an individual is able to do at each
level
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 a set of Sample Activities providing examples of tasks and text types from a range of contexts, grouped
according to the Domains of Communication.
Table 3 contain sample activities for each core skill at each of the five levels. The examples contained in this
table are sources from the ACSF.
Appendix 1 contains each of the five (5) core LLN skill indicators specified in the ACSF.
Accessing the ACSF
Detailed information about the ACSF is available at:
http://www.innovation.gov.au/skills/LiteracyAndNumeracy/AustralianCoreSkillsFramework/Pages/Library%20Card
/ACSF_Document.aspx
Note; whilst this document is over 200 pages in length you should not let this worry you because most of the
document is tables. You should at least scan though the document and familiarise yourself with the structure of
the ACSF and in particular the various levels within each of the 5 core skills.
LLN in the training context
Although there may be commonalities in respect of the core LLN
requirements, each learning setting places different demands on
both learners and trainers.
Learners in a work setting are exposed to the full range of oral
and written texts, online systems and industry standard
equipment used in the course of routine work. They hear, see
and can practise communicating within work teams; be part of
organisational structures; and follow organisational protocols
and procedures.
Trainers should ensure that the worksite is typical of the
industry and that the training covers all the contingencies
covered in the training package or relevant specification. For example, a small enterprise with a small number of
employees communicates less formally and uses fewer written documents. Large organisations tend to have
sophisticated communication systems and place greater reliance on technology. Training needs to ensure that
workers can operate in what would be typical for the industry.
Workplace training delivers more authentic LLN skills and provides plenty of opportunities to apply new skills. On
the other hand, gaps in LLN may not be easily recognised and training may not include a focus on theory or
knowledge to the same degree that might be common in a classroom situation. Workplace-based trainers need to
be able to:
 recognise when a learner is struggling with LLN skills of the work and the training
so they can adjust training and provide support for development of those skills
 provide opportunities for reflection and explanation about underpinning or required knowledge
 provide references and access to experts
 provide opportunities for group learning and discussion.
Learners in community settings such as a community house, adult or community education centre or a training
setting like a TAFE institute may be following a pathway from an LLN accredited course into a vocational
qualification. Funding may be through government employment initiatives and provide specialist LLN support.
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Delivery in these settings is predominantly classroom based.
These community and institutional settings should have a relationship with an industry partner to:
 validate the workplace communication practices taught in the course
 validate assessment tasks
 provide opportunities for work experience or placement in a workplace to apply learning; for example,
linking theory with practice, and/or for assessment.
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Table 1 - ACSF Performance Variables Grid
1
SUPPORT
CONTEXT
TEXT COMPLEXITY
TASK COMPLEXITY
Works alongside an expert/mentor
where prompting and advice can be
provided
Highly familiar contexts
Short and simple
Concrete tasks of 1 or 2 steps
Concrete and immediate
Highly explicit purpose
Very restricted range of contexts
Limited, highly familiar vocabulary
Processes include locating,
recognising
May work with an expert/mentor
where support is available if
requested
Familiar and predictable contexts
Limited range of contexts
Simple familiar texts with clear
purpose
Explicit tasks involving a limited
number of familiar steps
Familiar vocabulary
Processes include identifying,
simple interpreting, simple
sequencing
Works independently and uses own
familiar support resources
Range of familiar contexts
Some less familiar contexts
Routine texts
Tasks involving a number of steps
Processes include sequencing,
integrating, interpreting, simple
extrapolating, simple inferencing,
simple abstracting
.
FIVE LEVELS OF PERFORMANCE
2
3
Some specialisation in
familiar/known contexts
May include some unfamiliar
elements, embedded information and
abstraction
Includes some specialised
vocabulary
4
Works independently and initiates
and uses support from a range of
established resources
Range of contexts, including some
that are unfamiliar and/or
unpredictable
Some specialisation in less
familiar/known contexts
5
Autonomous learner who accesses
and evaluates support from a broad
range of sources
Complex texts
Embedded information
Includes specialised vocabulary
Includes abstraction and symbolism
Broad range of contexts
Highly complex texts
Adaptability within and across
contexts
Highly embedded information
Specialisation in one or more
contexts
includes highly specialized
language and symbolism
Complex task organisation and
analysis involving application of a
number of steps
Processes include extracting,
extrapolating, inferencing,
reflecting, abstracting
Sophisticated task conceptualisation,
organisation and analysis
Processes include synthesising,
critically reflecting, evaluating,
recommending
The levels of performance demonstrated for any skill, at any level within the ACSF is influenced by the amount of support given, the context in which the task occurs, the features and
content of the text and the complexity of the task. This is very important because it means that performance levels will change, depending on these variables. For example, a person
requiring support to complete a writing task at level 3 will most likely be competent at level 2.
The ABOVE table provides some details about factors affecting performance. It is very important to keep these factors in mind when assessing a candidate's skills against the ACSF.
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Table 2 – Sample Performance for Writing Level 1 – from ACSF page 76
Performance
WRITING LEVEL 1
Performance
Factors affecting
performance
1.06
Displays limited vocabulary, grammatical accuracy and understanding of conventions of written text
SUPPORT
CONTEXT
TEXT COMPLEXITY
TASK COMPLEXITY
Works alongside an expert/mentor
where prompting and advice can
be provided
Highly familiar contexts
Concrete and immediate
Short and simple Highly
explicit purpose
Concrete tasks of 1 or 2 steps
Very restricted range of
contexts
Limited highly familiar
vocabulary
FOCUS AREA:
PERFORMANCE FEATURES INCLUDE:
Vocabulary
Uses a small bank of individual words and phrases or word lists related to giving personal details or meeting survival
needs. May be memorised or formulaic
Grammar
Uses basic structures and limited verb tenses
Punctuation
Uses basic punctuation (e.g. capital letters and full stops), but this may be inconsistent
Spelling
Approximates spelling, with inconsistencies and variations apparent
Legibility
Writes mostly legible script. May prefer to print rather than write in cursive script, with lack of consistency likely
between printed and cursive letters, and upper and lower case
Processes include locating,
recognising
The ACSF includes not only five skills at five levels of performance. At each level, within each skill, the ACSF describes performance features that give examples of what could be
expected from candidate for each indicator.
For example, take a look at page 76 of the ACSF. The indicator 1.06 (which is a level 1 writing indicator) describes the ability to convey a simple idea, opinion, factual information or
message in writing, with support, examples of performance features include:
 writes two short, simple texts - this could be completing a form with personal details, or writing one or two simple sentences
 shows some recognition that texts have different purposes
 demonstrates a limited understanding of sequence
 begins to check work by re-reading.
The following is a table taken from the ACSF and is included to show how information about performance indicators is organised. Note the placement of the performance indicator,
the factors affecting performance and the performance features.
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Table 3 - Sample of activities for each core skill at each of the five levels
1
2
Learning
Reading
Writing
Oral Communication
Numeracy
o
o
Asks a friend for assistance
Begins to use email with
support
Uses access codes
Expresses desire to improve
skills
o
Reads brief personal
message
Reads simple form
Follows familiar work
timetable
o
Completes simple
enrolment form
Completes workplace
checklist
Writes routine, everyday
workplace vocabulary
o
Exchanges personal details
in casual conversation
Tells a supervisor about a
hazard
Gives short straight forward
instructions
o
Makes a checklist of tasks
to do
Accepts guidance from a
mentor
Searches for courses
o
Reads simple factual texts
for enjoyment
Identifies main points in job
advert
Reads entries in a training
log book
o
Completes a training log
book
Writes message for a fellow
worker
Writes brief dot points
about information in
training
o
Listens to brief recorded
telephone instructions and
follows prompts
Receives and passes on
phone messages
Asks questions to clarify
o
Bounces ideas of others
Learns how to use new
software
Reviews on skills to clarify
further study
o
Identifies key messages in
longer text (newspaper)
Reads and
interprets diagrams
o
o
Writes a routine report
Records comments from a
customer regarding quality
Completes workplace
records
o
Delivers a short prepared
talk
Communicates using radio
equipment
Presents information to
small group
o
Actively seeks view of
others in relation to a
problem
Organises own workplace
training plan
Accesses and scans internet
sites to evaluate for
research
o
Write a book review
Documents a detailed
action plan
Writes complex work
instruction
o
Provides feedback to
trainee
Facilitates team discussions
Determines client
requirements for a brief
Negotiates a process
to complete a group
activity
o
Mentors others
Uses academic databases
Leads change management
Leadership role in planning
o
o
o
o
Participates in a formal
debate
Negotiates win-win
outcome with colleague
o
o
o
o
o
o
o
3
o
o
o
4
o
o
o
5
o
o
o
o
o
o
o
o
o
o
Reads various reports on
one event and analyses
opinions
Compares and contrasts
texts on a contentious issues
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Reads aloud with
confidence
Evaluates validity of
recommendations
o
o
o
Write a lengthy essay
Writes a position paper
Writes a risk management
plan
Sourced from Australian Core Skills Framework
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o
o
o
o
o
o
o
o
o
o
o
Estimates height of person,
length of room
Recognises safe handling
weights
Reads time from digital clock
Measures contents to make a
product
Keeps a record of casual
hours
Uses directory to give
directions to familiar place
Compares costs of buying in
different sizes
Prepare a bill of materials or
parts list for a job
Collects and collates data
from a survey
Uses calculator to compare
repayments on an item
Prepares detailed budget
Uses ratios to make up a
mixture
Investigates financial options
for business
Designs an item using
geometry
Section 3: Core LLN Skill Requirements of the Training
This topic covers the core LLN requirements of training, which includes:

requirements of a particular workplace or organisation

trainers and assessors expectations of learners

the vocational literacy required of the industry

requirements of the unit of competency or benchmark used for training.
Core LLN skills in the workplace
In the workplace, core LLN skills are integral to getting the job done. Key processes within the workplace include
tasks like reading or using standard operating procedures, teamwork, providing instructions or feedback, and
organising workloads and scheduling. A great example of literacy requirements is the course you are reading
now; it is full of new terminology and industry jargon which can present problems to many trainers and assessors
if they are not familiar with the subject matter. Once we become familiar with the new terminology and jargon
everything seems so much easier to comprehend.
Often the core LLN skills used are so closely connected to the skills of a specific job that they are not thought of
as LLN tasks. For example, tasks such as checking customer accounts, calculating the amount of paint needed on
a job, loading a furniture van or adding chemicals to mixing vats can sometimes be overlooked.
Vocational literacy
Vocational literacy refers to the core LLN skills used in a specific vocational context. Each industry has particular
words and ways of using language.
The following is an example from the horticulture industry - a workplace supervisor is giving instructions.
o
Those Malus domesticas down the back of the propagation area are going to be espaliered. You need to
prune them to get the cordons established and then guy them to keep them flat against the wall.
If you are not familiar with the language of horticulture, you might find that instruction difficult to understand.
The situation is similar in the next example, which comes from a cabinet making context.
o
Cameron was building a small table with Jason, a trainee who had started with the company a few days
before.
o
`Grab me a couple of biscuits from the back shelf, will ya, Jason?'
o
'No worries!' said Jason. Jason returned with the whole packet of chocolate biscuits just in case Cameron
was hungry.
o
Cameron looked up and had to suppress his smile. 'Sorry mate, / should've explained that biscuits can
also be the small disks that are put into a horizontal/ joint for strength. Come and I'll show you.'
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English Refresher - the following three (3) pages are not part of the
course curriculum
The following section provides a small refresher for the
different parts of speech that many of us may not have
studied for 10, 20 or 30 years.
What is a verb?
A verb, from the Latin verbum meaning word, is a word
(part of speech) that in syntax conveys an action (bring,
read, walk, run, learn). So in summary verbs are action words.
The verb is perhaps the most important part of the sentence. A verb or compound verb asserts something about
the subject of the sentence and express actions, events, or states of being.
In each of the following sentences, the verb or compound verb is highlighted:
Dracula bites his victims on the neck.
The verb "bites" describes the action Dracula takes.
In early October, Giselle will plant twenty tulip bulbs.
What is a noun?
A noun is a word used to name a person, animal, place, thing, and abstract idea. Nouns are usually the first
words which small children learn. The highlighted words in the following sentences are all nouns:
Late last year our neighbours bought a goat.
Portia White was an opera singer.
The bus inspector looked at all the passengers' passes.
According to Plutarch, the library at Alexandria was destroyed in 48 B.C.
Philosophy is of little comfort to the starving
A noun can function in a sentence as a subject, a direct object, any indirect object, a subject complement,
an object complement, an appositive, an adjective or an adverb.
What is a Pronoun?
A pronoun can replace a noun or another pronoun. You use pronouns like "he," "which," "none," and "you" to
make your sentences less cumbersome and less repetitive.
Personal Pronoun
A personal pronoun refers to a specific person or thing and changes its form to indicate person, number, gender,
and case.
Subjective Personal Pronoun
A subjective personal pronoun indicates that the pronoun is acting as the subject of the sentence. The subjective
personal pronouns are "I," "you," "she," "he," "it," "we," "you," "they."
In the following sentences, each of the highlighted words is a subjective personal pronoun and acts as the
subject of the sentence:
I was glad to find the bus pass in the bottom of the green knapsack.
You are surely the strangest child I have ever met.
He stole the selkie's skin and forced her to live with him.
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When she was a young woman, she earned her living as a coal miner.
Objective Personal Pronoun
An objective personal pronoun indicates that the pronoun is acting as an object of a verb, compound
verb, preposition, or infinitive phrase. The objective personal pronouns are: "me," "you," "her," "him," "it," "us,"
"you," and "them."
In the following sentences, each of the highlighted words is an objective personal pronoun:
Seamus stole the selkie's skin and forced her to live with him.
After reading the pamphlet, Judy threw it into the garbage can.
The pronoun "it" is the direct object of the verb "threw."
Possessive Personal Pronouns
A possessive pronoun indicates that the pronoun is acting as a marker of possession and defines who owns a
particular object or person. The personal possessive pronouns are "mine," "yours," "hers," "his," "its," "ours," and
"theirs." Note that possessive personal pronouns are very similar to possessive adjectives like "my," "her," and
"their."
In each of the following sentences, the highlighted word is a possessive personal pronoun:
The smallest gift is mine.
Here the possessive pronoun "mine" functions as a subject complement.
This is yours.
Here too the possessive pronoun "yours" functions as a subject complement.
What Is An Adjective?
An adjective modifies a noun or a pronoun by describing, identifying, or quantifying words. An adjective usually
precedes the noun or the pronoun which it modifies.
In the following examples, the highlighted words are adjectives:
The truck-shaped balloon floated over the treetops.
Mrs. Morrison papered her kitchen walls with hideous wall paper.
The small boat foundered on the wine dark sea.
The coal mines are dark and dank.
Many stores have already begun to play irritating Christmas music.
What is an Adverb?
An adverb can modify a verb, an adjective, another adverb, a phrase, or a clause. An adverb indicates manner,
time, place, cause, or degree and answers questions such as "how," "when," "where," "how much".
While some adverbs can be identified by their characteristic "ly" suffix, most of them must be identified by
untangling the grammatical relationships within the sentence or clause as a whole. Unlike an adjective, an adverb
can be found in various places within the sentence.
In the following examples, each of the highlighted words is an adverb:
The seamstress quickly made the mourning clothes.
In this sentence, the adverb "quickly" modifies the verb "made" and indicates in what manner (or how
fast) the clothing was constructed.
The midwives waited patiently through a long labour.
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Similarly in this sentence, the adverb "patiently" modifies the verb "waited" and describes the manner in
which the midwives waited.
The boldly spoken words would return to haunt the rebel.
In this sentence the adverb "boldly" modifies the adjective "spoken."
What is a Preposition?
A preposition links nouns, pronouns and phrases to other words in a sentence. The word or phrase that the
preposition introduces is called the object of the preposition.
A preposition usually indicates the temporal, spatial or logical relationship of its object to the rest of the sentence
as in the following examples:
The book is on the table.
The book is beneath the table.
The book is leaning against the table.
The book is beside the table.
She held the book over the table.
She read the book during class.
What is a Conjunction?
You can use a conjunction to link words, phrases, and clauses, as in the following example:
I ate the pizza and the pasta.
Call the movers when you are ready.
Co-ordinating Conjunctions
You use a co-ordinating conjunction ("and," "but," "or," "nor," "for," "so," or "yet") to join individual words,
phrases, and independent clauses. Note that you can also use the conjunctions "but" and "for" as prepositions.
In the following sentences, each of the highlighted words is a co-ordinating conjunction:
Lilacs and violets are usually purple.
In this example, the co-ordinating conjunction "and" links two nouns.
This movie is particularly interesting to feminist film theorists, for the screenplay was written by Mae West.
In this example, the co-ordinating conjunction "for" is used to link two independent clauses.
What is an Interjection?
An interjection is a word added to a sentence to convey emotion. It is not grammatically related to any other
part of the sentence.
You usually follow an interjection with an exclamation mark. Interjections are uncommon in formal academic
prose, except in direct quotations.
The highlighted words in the following sentences are interjections:
Ouch, that hurt!
Oh no, I forgot that the exam was today.
Hey! Put that down!
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Unpacking LLN in training packages
The core skills of learning, reading, writing, oral communication and numeracy are not often referred to directly
or overtly in components of training packages. Trainers need to be able to identify in each component of a unit of
competency the LLN core skills.
The components of a unit of competency hold different levels of information about LLN. You need to go through
each of the following components to gain a picture of the ACSF:
 Summary of employability skills for the qualification
 Unit title
 Elements and performance criteria
 Required skills and knowledge
 Evidence guide
 Range statement
LLN in competency standards
As has been noted, LLN features prominently in every unit of competency. As you unpack and interpret a unit of
competency you need to be mindful of how extensively LLN permeates the unit.
LLN in the unit title
In some instances LLN features clearly in a unit title. A search on the National Register for the term 'workplace
communication' locates 35 separate units in which communicating in the workplace is seen as a complete
workplace activity. There are similar discrete units covering mathematical aspects of work or numeracy skills.
These units cover a range of certificate levels and training packages. These units emphasise the importance of
LLN and may be co-delivered and co-assessed with other units.
LLN in elements and performance criteria
LLN is embedded in elements and performance criteria and is generally referred to actively; that is, using a verb.
(English refresher - A verb, from the Latin verbum meaning word, is a word (part of speech) that in syntax
conveys an action (bring, read, walk, run, learn) – also referred to as doing words.
The examples in the following table will help you recognise what core LLN skill may be involved.
LLN key word chart
Reading
Writing
Oral
communication
Numeracy
Learning
Follow
Record
Report
Calculate
Plan
Report
Respond
Measure
Set goals or targets
Advise
Understand
Estimate
Evaluate
Recognise
Clarify
Analyse
Synthesise
Respond
Negotiate
Compare
Understand
Understand
Comprehend
Advise
Check
Present
interpret
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Reading and listening are receptive skills; that is, they are skills used to take in or process information. Writing
and speaking are productive skills; that is, for giving out or producing information. The term 'report', for example,
could be either spoken or written.
To illuminate the kind of skills required in a unit of competency, as you read and interpret the elements and
performance criteria of the unit, ask yourself, what the worker needs to:
 listen to
 say
 read
 write
 interpret (for example, diagrams, pictures and symbols)
 calculate
Information in the range statement and required skills and knowledge components of the unit give you more
information about:
 the types of workplace communication (written, verbal, graphic and so on) that are expected to be used
 how information is communicated (face to face, radio, email, etc.).
So, if a report is required, a trainer also needs to use their knowledge of the workplace context to interpret what
sort of report and at what level it may be mapped to the ACSF. LLN in the range statement
The range statement often sets out the sort of documentation, procedures, systems and so on used in a
workplace context. This information helps you to work out the level of LLN core skills.
Organisation policies and procedures vary between workplaces. Trainers and assessors need to familiarise
themselves with the range of workplace documents used; this is part of the industry consultation and validation
processes for delivery and assessment. It is also recommended that trainers and assessors collect workplace
documents for use in training and assessment tasks. An analysis of policy and procedural documents can identify
the modes of communication.
The range statement in the unit CHCAC410A Collect technical data to support client health care plan specifies the
data to be collected and measured; how it is recorded; and the attention to checking records. From the range
statement:
 Data collection processes may include:
data collection processes delegated by a health professional, and in which the worker has had training
specific to the needs of each client, including:
o
taking and recording a temperature
o
taking and recording a pulse rate
o
taking and recording a respiratory rate
o
taking and recording blood pressure
o
taking and recording a blood sugar level
o
measuring and recording weight.
 Reporting may be and include:
o
checking client details
o
checking the chart
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o
checking for authorization
o
checking the health plan.
In the preceding range statement, you can surmise that 'data collection processes' require numeracy skills;
'checking' and 'taking' relies on reading skills. These are key words you can look for that indicate core skills
embedded in the unit.
As you read through the range statement when unpacking and interpreting a competency standard ask and note
down:
 the documentation the worker uses
 what communication equipment the worker uses
 who the worker communicates with.
By noting the types of communication being used, the trainer and assessor can make links to the sample
activities in the ACSF. The following table provides some commonly used types of communication. Building a
table like this one helps establish which LLN core skills are required.
Example
Types of communication
Reading
Writing
Oral
communication
Numeracy
Email
Checklist
Telephone
Graph
Letter
Letter
Face to face
Thermometer
Procedures
Applications
Two-way radio
Scale
Signs
Specifications
Meetings
Tape measure
Technical reports
Procedures
Interview
Map
Minutes
Minutes
Brief/debrief
Spreadsheet
Report
PowerPoint/Keynote or
other appropriate media
presentation
Handover
Database
Message
Report
Presentation
Chart
File/record
File/record
Plan
Plan
SMS
SMS
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LLN in required skills and knowledge
The required skills and knowledge component of the unit gives you further information about specific LLN skills.
For example, in the Business Services Certificate IV unit BSBCC0402A Gather, collate and record information the
required skills can be extrapolated to identify some more detailed information about the unit.
Required skills
ACSF core skill
Analytical skills to effectively analyse information and data
Reading and numeracy
Interpersonal skills to establish rapport and to develop relationships
with customers
Oral communication
Literacy skills to clearly articulate information, advice and
instructions, and to prepare and compile detailed statements or
reports
Reading, writing and oral
communication
Numeracy skills to accurately analyse, record and store data in
accordance with organisational requirements
Numeracy
Organisational skills to manage own tasks within time frames
Learning
Questioning and listening skills to effectively understand and resolve
issues raised
Oral communication
ACSF analysis of a qualification
If a qualification is being delivered, you also need to do an analysis of all the core units in the qualification to get
a picture of the minimum LLN core skill levels embedded in the training specification.
Follow these steps to determine the LLN levels of a qualification:
1. Using all the information from the unit components, together with your knowledge of the industry and
workplace, gather all the cue words and types of communication for each of the core skills; attach an
ACSF level to this list of words you have created.
2. Check your mapping by reading through the summary of sample activities for the level you think best
matches for each core skill; settle on the level that best matches
3. Go through each core unit of competency in the training specification and note ACSF levels for each unit.
4. Take the highest level for each core skill; this determines the minimum LLN core skills in the training
specification.
As you use the ACSF more frequently this process becomes easier. Until you become accustomed to determining
LLN levels, or if you are uncertain of which level to apply, you can get an LLN specialist to confirm your analysis.
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Here is an example of how a trainer analyses units of competency from a Certificate III in Aged Care to
determine the level of LLN in the training specification.
Example
Peggy works for Best Care Aged Care Residential Facility and is planning for the delivery of Certificate III
in Aged Care.
Peggy selects the unit on personal care and analyses the components of the competency. She has worked
as a trainer in the industry for some time; from her collection of samples of typical workplace
documentation, she identifies the cue words and creates a table to record the communication required.
Reading
Writing
Numeracy
Oral
communication
Delivery plan
Make notations in
client plan
Outlined to older
person
Basic math functionsaddition, subtraction
multiplication & division
Organizational
policies, protocols
and procedures
Complete workplace
forms and records
Communicated to
older person
Solve problems of
limited difficulty
Charts
Report to supervisor
Clarified with older
person
Provided with
information
Follow instructions
Clarify information
Peggy then looks at the sample activities in the ACSF and locates similar activities. She notes the level and
aspects of communication for each of the core skills. It isn't always easy or clear but she uses her
workplace knowledge to help make the judgment.
She uses the same process to analyse all the core units of the certificate. Having completed the analysis,
Peggy then collects the information and compares it with the ACFS.
This next table shows you how Peggy uses her notes on the units and her industry knowledge to
determine the LLN core skills levels using the ACSF for this particular qualification.
Indicators
Reading
3.03, 3.04
Writing
3.05, 3.06
Oral communication
3.07, 3.08
Numeracy
2.09, 2.10, 2.11
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Aspects of communication
Procedural
Collaborative
Systems
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The following table lists 'trigger words’ for each core LLN skill that will help identify where the learning, reading,
writing, oral communication or numeracy skills exist in a unit. The list is not exhaustive and you might like to add
your own words to it.
Sometimes the words in this list might represent more than one core skill. For example, 'follow procedures' might
apply to the two core skills of reading or oral communication. You will then need to think about the application of
the skill in the workplace to decide which way learners will be expected to 'follow instructions - either by reading
or listening, or a combination of both.
Learning
Reading
Writing
o
organise and monitor progress
o
select from processes
o
apply a range of mediums to learn
o
transfer skills and knowledge
o
apply planning and
o
organise and make connections
o
organising skills
o
organise ideas
o
clarify meaning or advice
o
select from a range of strategies
o
follow instructions
o
build on prior knowledge
o
take follow-up action
o
critically evaluate
o
identify and access information
sources
o
apply legislative, organisation and
site requirements and procedures
o
comply with directions
o
follow written procedures
o
according to policies and procedures
o
identify
o
according to signage and labels
o
interpret and monitor
o
analyse
o
legislation
o
appropriate documentation
o
o
check
obtain information from written
instructions
o
understand
o
articulate
o
monitor
o
chart
o
obtain permits
o
complete reports
o
notes
o
document
o
outline
o
format
o
record data
o
identify
o
report
o
inventory
o
tag out
o
label
o
written reporting.
o
maintain records
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Oral
communication
Numeracy
o
access relevant
o
identify
o
information
o
inform c liaise
o
recognise and respond to alarms
o
make suggestions
o
articulate
o
monitor
o
allocate
o
negotiate
o
clarify
o
refer to
o
conduct a meeting
o
relate
o
contribute
o
supervise
o
deliver
o
team discussions
o
discuss
o
use questions
o
explain
o
verbal reporting.
o
feedback
o
follow verbal instructions or
procedures
o
according to signage
o
directions
o
adjust
o
estimate
o
allowance
o
formula
o
analyse
o
interpret charts and graphs
o
calculate
o
levels
o
collect data
o
measuring techniques
o
computations
o
perform
o
convert
o
proportion
o
determine value
o
size
o
directions
o
time
o
estimate
o
tolerance
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These trigger words have been used as prompts to locate where the core LLN skills are in the following
extract of a unit of competency from the RII09 Resources and Infrastructure Industry Training Package.
The highlighted words identify the required core LLN skills,
Table 4 – RIIOHS201A Work safely and follow OHS policies and procedures
RIIOHS201A
Unit descriptor
Think about what this
means in a training
context. Compliance
documentation can
include documents such
as policies, procedures
and legislation.
Sometimes these types
of documents are
difficult to engage with,
particularly within lower
AQF level programs.
Within lower AQF level
programs, it's important
that learners at lower
levels understand the
intent of the
documentation.
Reading plans is a skill
that may need to be
scaffolded for learners assist with recognising
shapes and symbols,
aerial views, across and
down measurements,
abbreviations, directions,
orientations, etc.
Work safely and follow OHS policies and
procedures
This unit covers working safely and follow
OHS policies and procedures in resources
and infrastructure industries. It includes
accessing and applying site safety
procedures; applying personal safety
measures and operational safety measures;
maintaining personal wellbeing for job; and
identifying and reporting incidents.
ELEMENT
PERFORMANCE CRITERIA
1. Access a apply site
safety procedures
1.1 Access, interpret and apply compliance
documentation relevant to working safely
and follow OHS policies and procedures
1.2 Carry out isolation of energy sources and
immobilisation of potential energy sources,
including tagging according to required
procedure
1.3 Locate destinations within the site by
interpreting and applying site plans,
transport rules and signage
1.4 Identify and act on or report breaches in
site safety in accordance with required
procedures
2. Apply personal
safety measures
2.1 Use personal protective equipment in
accordance with required procedures
2.2 Establish and maintain a clean and tidy
safe working area in accordance with
required procedures
2.3 Obtain permits and clearances in
accordance with required procedures,
before specialised work is carried out
2.4 Apply safe manual handling procedures in
accordance with guidance and/or
procedures
2.5 Identify and apply site procedures for
conduct of high- risk activities
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Table 4 – continued
REQUIRED SKILLS AND KNOWLEDGE
This section describes the skills and knowledge required for
this unit.
Required skills
Teamwork
Requires particular
communication skills listening, awareness of
others' needs,
responding to others'
needs, contributing a
point of view, etc.
Specific skills are required to achieve the performance criteria
in this unit, particularly for the application in the various
circumstances in which this unit may be applied. This
includes the ability to carry out the following as required to
work safely and follow OHS policies and procedures:
o
apply legislative, organisation and site requirements and
procedures for working safely
o
o
o
o
o
source, interpret and apply safety information
o
apply teamwork to a range of situations, particularly in a
safety context
o
solve problems, particularly in teams and in dealing
practically with safety issues such as recognising and
responding to alarms
o
show initiative in adapting to changing work conditions or
contexts particularly when working across a variety of
work areas and in choosing appropriate personal
protective equipment for each context
o
manage time, particularly in organising priorities and
planning work
o
take responsibility for self organisation of work priorities
to follow site safe work procedures
o
o
apply a range of mediums to learn
use and care of personal protective equipment
apply safe lifting and handling techniques
implement workplace reporting procedures
communicate clearly and directly, listening carefully to
instructions and information, responding to and clarifying
directions
apply and use appropriate technology in a safety context.
As a trainer and assessor, you will also need to be aware of the LLN skills required within the workplace, or the
vocational context in which you train and assess. Your learners will need to acquire these vocational literacy skills
so that they are able to succeed in the vocational training environment.
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The table below maps the LLN specifications from the unit of SITXWHS101 Participate in safe work practices
from the Tourism, Travel and Hospitality Training Package.
For the example below there are multiple possible LLN skills for a single criteria reflecting the nature of the
task and workplace requirements.
Table (5) - SITXWHS101 Participate in safe work practices
Element
Performance criteria
1. work
Safely
1.1
Follow organisational health and safety
√
√
1.2
Incorporate safe work practices into all
workplace activities.
√
√
1.3
Follow safety directions of supervisors,
managers and workplace safety warning
signs.
√
√
1.4
Use personal protective equipment and
clothing.
1.5
Promptly report unsafe work practices,
√
√
1.6
Identify and remove hazards from
immediate workplace area and report all
workplace hazards as they arise.
√
√
2.1
Recognise emergency and potential
emergency situations.
√
√
2.2
Follow organisational security and
√
√
2.3
Seek assistance from colleagues or
authorities.
2.4
Complete emergency incident reports
accurately, following organisational
procedures.
2. Follow
procedures
for
emergency
situations
Reading
procedures
Required Knowledge
K1
basic aspects of the relevant state or
territory OHS or WHS legislation. This would
include:
√
√
Reading
Writing
K2
o
employee responsibilities to participate
in work health and safety practices
√
K3
o
employee responsibility to ensure safety
of self, other workers and other people
in the workplace
√
ramifications of failure to observe OHS
or WHS legislation and organisational
policies and procedures
√
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Oral
√
actions that must be adhered to by
businesses
© Hospitality Institute of Australasia
Numeracy
√
o
K4
Oral
√
issues and breaches of health, safety
and security procedures.
emergency procedures
Writing
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Numeracy
Required Skills
S1
Writing
communication skills to:
o
o
S3
Reading
Numeracy
√
participate in consultation processes
report and explain hazards
problem-solving skills to:
o
o
Oral
√
√
identify and report hazards
identify security and emergency issues.
Range statement
Reading
Health and safety procedures may cover
√
Issues and breaches of health, safety
and security procedures may involve
√
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Writing
Oral
P a g e | 31
Numeracy
Section 4: Assessing Learner's Core LLN Skills
Determining the LLN skills of learners
The purpose of determining the LLN skills of the learners in the VET sector is to be able to provide the
appropriate level of support and not as a selection tool to limit entry into a vocational training program.
Determining the learner LLN skills is particularly important for online learning.
These assessments may be done:
 prior to a learner enrolling in a course of training
 on commencement of the training
 during the training
 on completion of training.
The LLN skill levels of a learner can be determined by using formal, semi-formal or informal methods
Formal assessments - Validated assessment tools
There are various validated assessment tasks available that can be used to assess a learner's skill level against
the ACSF.
Tools and tasks that are validated against the ACSF ensure that the skill levels achieved through completing the
task are accurate and agreed to by a number of LLN specialists.
Core skills assessments are usually the domain of LLN specialists, but there is no reason why vocational trainers
cannot develop the skills to assess LLN and have a specialist validate the outcome.
Finding validated tools and tasks to use with learners in your practice environment may take some searching out,
but having a bank of your own to draw on is very worthwhile.
A number of these validated assessment tools together with a user guide is available from:
http://www.precisionconsultancy.com.au/acs_framework
Semi-formal and informal structured activities
o
Completing a general pre enrolment or registration.
o
A telephone conversation as part of the enrolment or registration process with some scripted
questions and recording of responses.
o
Customised course related tasks /questions as part of the enrolment or registration process.
o
Self-assessment checklist to address skills in a general context.
o
Self-assessment checklist to address skills in the training context.
o
Self-assessment checklist based on tasks that are workplace specific.
o
Complete a task that is required in the workplace such as filling in a form.
The following page contains and example of a self-assessment checklist to address skills in a generic context.
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A self-reflection
Tell us about your skills.
I can …
Yes
Sometimes No
Understand signs
Fill in a time sheet
Count and check change when shopping
Send a text message
Use the internet to get information like telephone
numbers
Fill in a leave form
Read a staff memo
Use a computer to email
Use a calculator for + – x ÷
Read a newspaper
Read a work roster
Follow instructions for mixing a solution or to follow a
recipe
Read a Google map or street directory
Read and understand an MSDS
Use an equipment manual
Complete a log book
Write an incident report
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Carrying out an LLN assessment
Learners often undertake a core LLN skills assessment before beginning a training program. The outcome of the
assessment provides a trainer with information about learners' core LLN skill levels, and allows for identification
of gaps in skills required to successfully complete the training program, highlighting where support is required.
An LLN assessment would usually involve an interview with the candidate, followed by the candidate completing
appropriate LLN tasks to help determine performance levels.
Good LLN assessment practice, as with any assessment in the VET sector, should respect candidates as adults
and acknowledge the skills and experience they bring to the learning and assessment environment.
The assessment interview
Start by putting the candidate at ease and explaining that the purpose of the LLN assessment interview is to
gather information about their educational background and LLN skill level to help determine future training
support needs. Explain that the assessment will include a one-on-one chat and then some time will be given for
the candidate to complete two or three LLN activities.
Selecting appropriate tasks
Once you have some background information about the candidate, choose two or three assessment tasks to
assess their core LLN skills. Select tasks that relate to the candidate's background and experience so that they
are not made to feel uncomfortable - particularly if the candidate has low level skills. Select a task that will be in
the candidate's comfort zone, especially for the first task. Otherwise you run the risk of reinforcing inabilities and
destroying self-esteem.
Remember to consider the support, context, text and task complexity factors when selecting the tasks. For
example, a level 2 task given with a high level of support will deem the task level 1 in many cases.
Implement the assessment
As the candidate attempts the first task, gauge whether he or she needs support and offer it as required.
Remember that the level of support provided can change the level of skill identified for that task.
Once the candidate has completed the first task, you can decide whether the remaining tasks are relevant or
whether you need to select alternative tasks.
Once the assessment is complete, thank the candidate and let him or her know about the process that will
follow, which should include letting them know about any recommendations.
Make an assessment judgement
Using the information collected through the assessment, make a judgement about the candidate's core LLN
skill levels against the levels identified in the ACSF. You should seek out the assistance of an LLN specialist to
discuss the outcomes of the assessment and to validate the judgement you have made.
Other types of assessment - Language proficiency tests
All of the following language proficiency tests are delivered by specialists or certified facilitators. At the end of
each test, the applicant is given a rating that indicates a certain level of proficiency. The rating scales for each
vary.
The International Second Language Proficiency Rating (ISLPR) is the Australian Government-approved
assessment scale. People from overseas may have had an assessment using the International English Language
Testing System (IELTS) or Test of English as a Foreign Language (TOEFL).
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The ISLPR is the test used by the Department of Immigration and Citizenship for entry to the Adult Migrant
English Program. Newly arrived migrants and humanitarian entrants who do not have functional English are
provided with an entitlement of up to 510 hours of English language tuition, or the number of hours it takes to
achieve a functional level of English, whichever comes first. Functional English is defined as Level 2 on the ISLPR
scale.
The IELTS test is also recognised by the Australian Government as a test of English language proficiency for
immigration purposes and is a prerequisite test to gain visa entry into Australia, particularly under the skilled
migration program. Applicants must have what is termed 'vocational English' or have made arrangements for
their sponsor to help them improve their English up to this required level.
Students from overseas wanting to come to Australia to study may have also taken the TOEFL. The TOEFL test is
accepted by some Australian training providers as an indicator of proficiency for admission into courses where
instruction is in English.
Many instructors ask, “How can I tell for sure if a learner has a LLN issues?”
To address that question, we will look at:
 signs that point to possible LLN issues,
 what LLN validated assessment tools can tell you,
Some Observable Signs of Learning Difficulties
 Hyperactive or impulsive behaviour. Easily distracted by other sounds and activities in the area. Moves
around a great deal, fidgets. Speaks too softly or too loudly.
 Uneven achievement, varying from task to task and time to time.
 Can’t estimate time or distance with reasonable accuracy or consistency.
 Poor memory. Gets lost easily.
 Difficulty in grasping abstract ideas or relationships.
 Doesn’t follow what you are saying and therefore,
o
can’t answer questions appropriately.
o
misses the point in discussions.
o
has trouble following verbal and/or written directions.
o
has to look intently at speaker to understand what is being said.
o
takes a long time to answer a simple question.
o
daydreams.
o
appears to be confused or slow.
o
talks to self.
o
makes irrelevant remarks in conversation.
 Cannot read and/or write at all or at an age appropriate level.
 Cannot relate events in proper sequence.
 Can verbalize, but can’t write well.
 Has difficulty in expressing thoughts.
 Doesn’t read documents before signing.
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 Won’t fill in forms, or fills them in incorrectly, or with difficulty.
 Doesn’t remember, or won’t give address, phone number etc.
 Shows wide variation in moods and responsiveness.
 Shows mixed or confused laterality – for example: may use right hand to catch a ball and left foot to kick it.
No one will manifest all or even most of these signs of learning difficulties. However, most people with learning
difficulties will have some difficulties in several areas of functioning.
Behaviours which may indicate LLN issues
Reading
Writing
Oral Communication
Numeracy
o
o
o
Getting words out of
order
o
o
Carrying out an
instruction wrongly
Getting confused and
easily distracted
when counting
o
Unable to read large
numbers
o
Avoiding tasks
involving
mathematical
calculations and
processes
o
Refusing to calculate
without a calculator
o
Not contributing to
problem solving
o
Not writing answers
until the answers
worked
o
o
o
o
o
Showing signs of
hesitation, confusion,
fear or anger while
reading
Reading very slowly,
frequently pausing to
re-read work
Asking what a simple
sentence or
paragraph means
Not wanting to
take or use printed
material
o
o
o
o
Getting someone
else to read a form
Avoiding activities
where reading
may be required.
o
Poor handwriting;
e.g. shaky letters not
shaped properly
Mis-copying
information from one
place to another
Not filling in answers
to essential questions
on forms
Very slow writing;
pausing to recheck
work
Needing to copy
letters or words
from another
document to
avoid errors
o
Having difficulty
answering questions,
needing prompts
o
Asking the speaker to
repeat what they've
said or to talk slower
o
Avoiding speaking
up; staying quiet,
staying in the
background
o
Wanting to take
forms home to fill
out, "when I can
think about it".
Being unable to
concentrate for long
when someone is
talking to them.
Factors influencing LLN
The need for attention to LLN is widespread and not limited to groups or individuals with specific characteristics
or background. Each individual will have different requirements. Research shows that some learners may be
more likely to need LLN support than others.
They may include learners:
 whose first language is not English
 who have been educationally disadvantaged for example, low-level, interrupted or gaps in formal
education
 who have had a poor previous learning experience
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 in older age groups
 with learning or intellectual disability
 from an oral communication tradition
 who have good English speaking and listening skills but low literacy
 who have good skills in a language background other than English but who need to use English language
in an Australian context
 who have not worked for extended periods
 with chronic health conditions including mental illness
 who are geographically or personally isolated.
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Section 5: Working with an LLN Specialist
You are not expected to be a specialist in addressing core LLN skills, but through developing an understanding of
the ACSF and how it works, you will develop a knowledge and language base to be able to have conversations
about learners' core LLN skills. If you can understand the learner's skills, you are on the right track to being able
to assist.
LLN specialists know a great deal about the acquisition and function of language skills, developmental issues in
learning, and learning difficulties, but cannot know all the intricacies of every vocational area.
Vocational trainers know a lot about the vocational area, training packages and qualifications, and their
application in an industry setting, but may have limited LLN expertise.
Collaborating with a specialist LLN practitioner can provide you with support in knowing what to do in particular
circumstances, along with essential support for your learners.
Different organisations will have different strategies for dealing with the provision of LLN support, depending on
the size and the configuration. You should clarify what the resources are in your practice environment by drawing
on the policies, protocols and guidelines covering core LLN skills support. (Remember that under the Standards
for NVR Registered Training Organisations and the AQTF it is essential that all learners be provided with support
for language, literacy and numeracy if required.)
Ongoing liaison with LLN specialists
Sometimes trainers and core LLN specialists can liaise closely to resolve specific LLN difficulties identified for one
or more learners. Each collaboration may resolve quite different LLN issues. Solutions arrived at through this
method fully integrate LLN and the vocational area. The support is then delivered by the trainer as part of the
vocational training. Learners requiring support are not being singled out or segregated and do not have to attend
extra classes. An added advantage is that the support benefits all the learners in the group. Each time the
process occurs, the trainer's knowledge of core LLN skills training and support is enhanced, improving training
skills for the future.
One-on-one LLN tuition delivered by a specialist
Where learners have very specific and intensive needs, one-to-one tuition may be necessary to support them in
learning. But this only works well when what they are learning is linked directly to the skills they need in their
main vocational training.
Where are the LLN specialists?
Depending on the size and configuration of your training organisation, you will have differing resources available
to you. You should clarify these by drawing on the policies, protocols or guidelines covering LLN within your
training organisation.
Large training organisations often incorporate a department that employs a number of specialist LLN practitioners
to deliver programs that focus on the development of core LLN skills. Other organisations may have a particular
staff member who has specialist LLN knowledge; they may employ contract specialist staff as required,
sometimes through specialist funding programs.
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Funding
The Commonwealth Government funds programs to assist with the development of core LLN skills. The
Workplace English Language and Literacy (WELL) program provides funding for LLN support in the vocational
training context. For details, go to: <http://www.deewrgov.au/weil>.
Pre-vocational core LLN skill support is available through:
o
the Australian Apprenticeships Access Program, which targets prevocational learners - for further
information, go to: <http://www.centrelink.gov.au/internet/internetnsf/services/naap.htm>
o
the Language, Literacy and Numeracy Program (LLNP) for job seekers - for details, go to:
<http://www.deewrgov.au/Ilnp>.
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Section 6: Strategies to Support Learners
Developing strategies - the instructor’s challenge
What do we mean by “strategies”?
A strategy is a carefully planned way to manage a task; it’s the “how-you-will-go-about-solving-the-problem” part
of doing something. The instructor’s job is to introduce learners to effective strategies so that learners develop
successful ways of solving literacy-related problems, on their own, wherever they are.
How do you choose the best strategies? Where do you start?
Should you...
1. Figure out the learner’s preferred learning style and design training based on those strengths? Refer to
Appendix 2 for Learning Styles assessment tool.
2. Identify what possible learning difficulties are present and see what the research can tell us about what
works or doesn’t work in each case?
3. Learn from the learner and be guided by what works or what doesn’t work for the individual?
4. Do each of the above?
Instructors who have a lot of experience with LLN difficulties would say the answer is, “do each of the above.”
Here are some of their reasons:
1) You have to start somewhere. If you suspect a learner may have a learning difficulty but you haven’t worked
with the learner long enough to gather enough evidence about that, doing a preferred learning-style inventory is
a good way to start. It will quickly let you see how the learner likes to learn (which is probably because it’s how
the learner does learn).
2) Research is helpful in giving you guidance about what you can expect to find with particular learning
difficulties. It will generalize about what usually works and what probably will not. This kind of information can
inform and shape your general teaching strategy so that it will have the most effective impact possible right from
the start.
3) Learning the learner is time consuming, but, in the end, the most important thing we can do. Even though
there’s plenty of good research out there about learning difficulties, LLN learners each have their own unique
combination of difficulties manifestations and trouble spots. It’s not likely that you will find their particular,
individual, and best ways of learning in any manual.
To recap, the “bottom-line” advice is:
 be proactive by starting with, and building on, what you know about the learner’s strengths,
 be responsive by being ready and able to suggest another way when the learner encounters a barrier.
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Proactive choices: building on the learner’s strengths and using what we already know about
learning difficulties
The learner’s strengths:
In order to work with an LLN learner’s strengths, the instructor will want to consider:
 the learner’s preferred learning style,
 other strategies the learner has discovered over the years that help them work around their learning
difficulties.
As a trainer plans ahead for lessons and prepares learning materials, they should think about what they can do to
reinforce these already successful strategies so that learning can happen in the most positive and efficient way.
A trainer might work through a mental checklist like this one:
 What’s the best way to introduce this new information?
 What would make it even more vivid for learners who pick things up quickly by watching? What would
make it more emphatic for those who learn best through listening?
 What would make it more tangible for kinaesthetic learners? (Learning takes place by the student
carrying out a physical activity, rather than listening to a lecture or watching a demonstration).
 What learning activities would be most meaningful and most effective for each of these kinds of learners?
 What kind of demonstration would most accurately allow each kind of learner to show what they have
learned?
While the learner’s preferred learning style may be a good place to start when planning how to deliver training,
teaching to a particular learning style on its own may not be enough to meet the learners LLN needs. The
instructor must also work to discover what additional and unique approaches and strategies the learner requires.
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What can an instructor do if she suspects that a learner in her program has a learning difficulty?
The instructor might…
choose, at this time, not to talk with the learner about the possibility of a learning difficulty, but determine to
stay aware of the learner’s ongoing challenges and work to find ways to help the learner learn. This sounds like
an OK solution.
What happens with this option?
Possible repercussions
The instructor assumes the
responsibility for finding strategies that
work best for the learner,
o There will probably be evidence of the learner’s progress within
the program.
o The learner will continue to have no clearer understanding of
why certain things are difficult to do.
There will probably be evidence of the
learner’s progress within the program.
o The learner may become dependent upon the instructor for
providing the ways that will help him work along successfully.
o The learner may not be able to tell why he was successful when
he is.
o The learner will not likely be very successful in transferring skills
for learning that were developed in the classroom, to learning
situations outside the classroom.
What possible reasons could an instructor have for choosing not to talk with the learner about a
possible learning difficulty?
 The instructor may not feel there is enough clear evidence yet to support a possible learning difficulty
theory.
 The learner may be exhibiting signs that tell the instructor this is not the right time to talk about a
possible learning difficulty, or to discuss further screening. (i.e. emotional distress or problems with
medication.)
 The instructor may not have the necessary time to do further investigative work using screening tools
with individual learners.
 The instructor may want to have more assessment training, or feel more confident in the use of a
screening tool before using one with a learner.
 The instructor may feel they have all the information he needs at the present to be able to help the
learner work with their barriers to learning.
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How can this instructor still help the learners who may have learning difficulty?
 Provide explicit teaching to all learners on how different people learn in different ways.
 Help each learner identify his preferred learning style.
 Teach in ways that meet the needs of various preferred learning styles.
 Help each learner to find what specific ways works best for him when he has to learn something
new. Help them link “what I am learning here is…” to “how I need to go about learning this is…” until
the learner is able to articulate that for themself.
The instructor might...
choose to talk with the learner in order to introduce the possibility of a learning difficulty, and see if the learner
would be open to further screening.
What happens with this option?
Possible repercussions
o The instructor and the learner work
o The learner will understand better why certain things are
together to better understand what
the barriers are, and what strategies
might help.
difficult to do.
o The learner may begin to select and apply strategies on his
own that will help him work around the barriers and move
towards success.
o There will probably be evidence of
the learner’s progress within the
program.
o The learner may now be able to explain what strategies help
him perform more successfully.
o The learner will likely be more able to transfer learning skills
that were developed in the classroom, to learning situations
outside the classroom.
How does the instructor introduce the learner to the idea of a possible learning difficulty, and ask
about further screening?
Determining when the time is right: It is not always easy to determine the right time, or the best approach
for telling a learner that she may have a learning difficulty. Experienced instructors have different philosophies
about this, but all would agree that the learner needs to be ready for this conversation.
Some indicators the instructor can look for:
The learner may be ready to hear about a possible learning disability if she:
 is asking questions about why she is not learning more quickly
 repeatedly expresses frustration about her lack of progress
 asks the instructor what she thinks the problem is, i.e. “What’s wrong with me?”
 expresses interest in finding out about learning disabilities
 makes leading comments such as:
“I don’t understand why my stupid sister-in-law can read those trashy novels all the time when I’m a lot
smarter than her, and I’ve been going to classes for years and I still don’t read good!”
“I’m always so dumb at math. My Mother always said I would never be no good at school because I’m just
dumb like my Dad.”
“My daughter’s teacher thinks my daughter has a learning disability. Does that mean she can’t learn things?”
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Applying learning support strategies to assist learners to develop core LLN skills
A learning plan is used to organise training to meet the training specifications and learning needs of learners. You
may need to employ specific strategies to support learner LLN skills development. You should employ plain
English pitched at the LLN level you have identified for the training; or when other resources are used, you need
to use strategies to help learners’ access samples of workplace texts.
Some of these strategies are just good practice in adult learning and are aimed at assisting adult learners to
engage in the learning process; that is, learning as a core skill. There are also support strategies designed
specifically for the development of reading, writing, oral communication and numeracy. One such strategy
commonly used in education and training is 'scaffolding'.
Scaffolding is a term used by educators to describe how they support learners with specific strategies when
introducing them to a new skill or concept. For example, to train a person to operate a photocopier a trainer may
describe the process using terms the learner understands; show the learner a photocopier and discuss its parts
and functions; provide a simple diagram with relevant terms explained; demonstrate the skill; ask the learner to
demonstrate using workplace tasks; ask questions to verify learning and provide coaching sessions. As the
learner masters the skill, these supports are gradually taken away.
Learning-to-learn strategies
An important skill for adult learners is the capacity to be self-aware and to organise themselves for learning. The
ACSF has two indicators for learning with performance indicators
ACSF learning indicators
INDICATOR ONE
INDICATOR TWO
Active awareness of self as a learner, learning
orientations and approaches to the management of
learning.
Acquisition and application of practical strategies that
facilitate learning.
o
Goal setting
o
Designing and negotiating learning pathways
o
Self-awareness, strengths, weaknesses, ability to
reflect on performance, learning style
o
Dispositions — active engagement in learning and
degree of resilience
o
Constructing knowledge
o
Strategies for designing, managing and
monitoring learning
o
Finding, managing and evaluating learning
resources
o
Transferring prior skills and knowledge
o
Selection and application of cognitive strategies to
assist learning
o
Social construction
Trainers can actively develop these skills through some of the following strategies.
 Enable learners to make a self-assessment of their skills to identify their strengths and weaknesses and
to set short- and long-term goals within the program.
 Build on the strengths of the learner — this means to commence training sessions or workplace activities
by working from the known to the unknown; establish what learners know and can do, draw on their
knowledge and experience when commencing a new topic; and use peers as mentors.
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 Share decisions about learning with the learners. This includes providing some choice of learning and
assessment activities in light of preferred ways of learning that may be culturally defined.
 Ensure a variety of activities are available to accommodate preferred learning styles and to utilise all the
senses in learning.
 Provide opportunities to discuss, attach importance to, and build on different culturally based behaviours
and values.
Strategies to support reading development
Reading is about gaining meaning from written text, or understanding what the writer is saying. The text can be
on a screen or paper based. The ACSF looks at the following components of reading. Go to the level of the ACSF
that learners need and pitch your strategies at the performance criteria.
ACSF reading indicators
INDICATOR ONE
INDICATOR TWO
Audience, purpose and meaning-making strategies.
Text structure and features, grammatical expression
of ideas, word identification strategies and
vocabulary.

Purpose and audience

Strategies

Complexity

Textual clues

Prediction and prior knowledge

Grammar

Text structure

Vocabulary

Textual analysis

Critical literacy
The two reading indicators tackle specific parts of reading.
Indicator 1 is about the content of the text. People can understand a text better when they know what it is about
Indicator 2 is about using what learners know about text — letter/sound symbols (alphabet), meaning of words,
word order, and the choice of words, paragraphs and location of diagrams or visual clues— to put the whole
picture together and understand what the writer is saying.
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Some of the following strategies can help you develop both these aspects of reading.
Strategy
Example/comment
Talk about the content of a new
topic before introducing written
texts
o
Who the writer is talking to and what their message is
o
What sort of text is this? What do we expect to see?
o
Teach learners about the structure of common workplace texts
identified when you analysed the training specifications
o
Draw out what the learners know about a concept or principle and build
the vocabulary for the content of the learning
o
Read the summary together and then independently
o
Have a discussion that lets the learner hear and use new words and
gain an understanding of the topic using their own language or words
o
Learners to write their own notes in their own words
o
The trainer or a small group can engage in a jointly constructed version
of content — verbal retell or written notes
Build group or learner personal
word banks
o
Encourage use of dictionaries
o
Build learners' personal word lists with photos (picture dictionaries)
Give learners opportunity to
read independently
o
Provide cue questions; for example, what information are they looking
for?
o
Provide hints about text structure, such as headings or paragraphs
o
Allow learners time to process what they have read before asking them
questions
o
Check learner comprehension by written or verbal questioning, verbal
retell or notes
o
It is okay to ask people and check the facts by referring to workplace
documents:
o
Check charts and procedures — locate, match and clarify
o
Demonstrate the reading charts and dot points — read stem sentence
or header and then locate and match each separate part
o
Show use of reading cues — guess and have a go; check with a
supervisor
Provide a simplified explanation
of underpinning concepts and
principles
Model reading in the workplace
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Strategies to support writing development
Writing is about giving a message using the conventions of sound/letter system and Standard Australian English.
You can write by hand or by using a keyboard. There are different writing conventions for paper-based
documents and using electronic media. The ACSF looks at the following components of writing. Go the level of
the ACSF that learners need and pitch your strategies at the performance criteria.
ACSF writing indicators
INDICATOR ONE
INDICATOR TWO
Audience, purpose and meaning-making strategies.
Vocabulary, grammatical structure, and the
conventions of writing.
o
Range
o
Vocabulary
o
Audience
o
Grammar
o
Structure and cohesion
o
Punctuation
o
Register
o
Spelling Legibility
o
Plan, proof, draft, review
The two writing indictors tackle different aspects of writing:
 Indicator 1 deals with how you send your message to the audience you have chosen and the process of
organising your text.
 Indicator 2 is about the mechanics of the written language: words, word order, spelling and so on.
The same understanding about how English works is needed for both reading and writing. It is often the case
that adults can read but have greater difficulty with writing and can feel ashamed of their handwriting and their
spelling. Some strategies you can use for learners who experience difficulty with writing are outlined in the
following table.
Strategy
Example/comment
Model common texts used in the
industry and workplace
o
Collect and use authentic texts
o
Show learners the common features of these texts
o
Always provide an example before asking learners to write in the same
style
Explicitly teach the plan, draft,
proof and review processes at
the appropriate ACSF levels
o
As learners learn to write they need to be scaffolded through the
process for each new text type and level of complexity; a number of
redrafts may be necessary before the writing process is completed to
the satisfaction of both learner and trainer; (an example of scaffolding
a writing task is provided following this table)
Provide spelling tips
o
Some people never quite master spelling and it is very important in the
community: poor spellers are often ridiculed
o
Build resilience in learners by giving them some strategies
o
Explain that English is not a 'phonetic' language; learning the
background of words kelps people remember the spelling
o
Actively use and encourage the use of a dictionary and thesaurus
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Strategies to support oral communications
Oral communication is about the core skills of speaking and listening in English. The ACSF has an indicator for
both. Go the level of the ACSF that learners need and pitch your strategies at the performance criteria.
ACSF oral-communication indicators
INDICATOR ONE
INDICATOR TWO
Speaking:
Listening:
o
Range and context
o
Range and context
o
Audience and purpose
o
Audience and purpose
o
Register
o
Structure and grammar
o
Cohesion and structure
o
Comprehension
o
Grammar
o
Vocabulary
o
Vocabulary
o
Rhythm, stress, intonation
o
Pronunciation and fluency
o
Paralinguistics
o
Paralinguistics
Listening is like reading in that the skill is used for processing or taking in information. Speaking is more like
writing in that a person is giving out or producing a message.
For those whose first language is English, listening and speaking skills are often taken for granted and rarely is
training offered except for making formal presentations. For many of these learners the issue of 'register is
important. As with reading and writing, the audience and purpose of the communication is important. Trainers
need to understand the concept of 'register': that is, how we choose what is said to different groups of people.
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Speaking
Speaking is the productive skill in communicating orally. The following table outlines some strategies for learning
to speak appropriately in training and on the job.
Strategy
Example/comment
Workplace register
o
In the workplace patterns of communication can be taught. Common
spoken texts in the workplace include: verbal briefings and debriefings,
verbal reports, creating rapport and empathy, dispute resolution and
negotiations.
o
Consider how you can use workplace communication to support
learning:

show learners models of appropriate communication; video and
observation

show learners the features of these types of communication and
allow opportunities for practice

use scenarios and role-plays for practice and record for evidence
and re-use.
Training register
o
In training, the conditions for learning are set up through rules for
asking questions, allowing everyone to take a turn, and creating a safe
environment for expressing and challenging opinion, discussion and
reflection.
Fluency
o
Learners who cannot be understood because of pronunciation and
grammar issues should be referred for additional support; but be aware
that the more the learner is exposed to good models of English and has
opportunity to rehearse, the more their skills improve.
Listening
Listening is the most fundamental and vital of communication skills. Again, here are some strategies that foster
effective listening.
Strategy
Example/comment
Strategies for active listening
are useful for learning in
training and workplace
contexts
o
Maintain eye contact with the speaker and give them your complete
attention
o
Show that you are following by nodding, make affirming sounds: 'yes',
‘mmm’ and so on
o
Repeat what has been said or summarise
Learners can be given
strategies for interpreting
paralinguistics
Paralinguistics are all the sounds we use in addition to words - such as
exclamations like ‘ah!’"Huh?' or 'rnmmrn’ - and body language cues we use
when we talk
Many of these are distinct to cultures and in cross-cultural communication
nonverbal communication can be very important; eye contact is a good
example: while Western culture values it, other cultures find it rude; in some
industries, due to noise and distance factors, elaborate hand signals are used
to communicate
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Strategies to support numeracy
In the ACSF there are three indicators for numeracy. The indicators cover:
 how mathematical concepts are embedded in spoken and written text
 the skills of problem-solving and using mathematical processes
 the skills of using the specific symbols to communicate.
ACSF numeracy indicators
INDICATOR ONE
INDICATOR TWO
o
Identification of the
mathematical information and
meaning in activities and texts
o
Level of comprehension of
mathematical information
o
Explicitness of mathematical
information
o
Complexity of mathematical
information and representation
o
Problem-solving and
mathematical processes used
o
Problem-solving processes
o
Estimating and reflecting
o
Methods of solution
o
Mathematical skills and
knowledge: number and
calculations, shape and space,
data and statistics,
measurement, location and
direction, formulae and algebra
INDICATOR THREE
o
The way informal and formal
language, symbolic and
diagrammatic representations
and conventions of
mathematics are used to
communicate
o
Written mathematical language
o
Oral mathematical language
o
Complexity of mathematical
symbolism, representation and
conventions
Support strategies for reading and numeracy cover indicators 1 and 3. These are concerned with the
representation of mathematical concepts embedded in text and the specific symbols and representation of
mathematical concepts. You can employ similar support strategies for these Indicators, as are used for reading
and writing.
Indicator 2 is specific to numeracy skills that trainers can support with the following strategy.
Strategy
Example/comment
Problem-solving tools
and mathematical
knowledge should be
grounded in concrete
resources and activities
o
Locate authentic workplace activities or appropriate simulations
o
Model the process for solving the problem
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Designing LLN Friendly learning and assessment materials
Effective training and assessment practice requires that you use your own learning, reading, writing, oral
communication, and numeracy skills to demonstrate to learners’ what is expected in a workplace context by
providing explanations and examples. It's important to make your expectations clear and to involve learners in
the learning process - checking if all is on track', and then modifying or reinforcing as you go.
Oral communication
It is important that you give clear instructions and explanations, present concepts clearly and respond to learner
questions effectively. To do this you may need to adapt your own vocabulary and delivery to match learner
comprehension levels. You may also need to explicitly demonstrate spoken language skills required in the training
specification to learners, for example, ordering parts on the telephone, using the exact style that would be
required in a workplace. The following case study includes an example of how this can be done.
Keep your language clear and simple
This sounds obvious, but it is very easy to use unnecessary terms or phrases to explain information, without
realising. Watch out for informal slang (also called colloquialisms), for example, 'kangaroo court', 'bottom line',
'rule of thumb', when explaining information, principles and concepts. Also avoid euphemisms. That is, using
expressions to cover up what might be socially inappropriate, for example, going to the 'little girls' or 'little boys'
room is a euphemism for going to the toilet. Euphemisms and colloquialisms may confuse learners, so think
ahead about how you will ensure that your language is clear and simple.
Reading
Trainers and assessors need to produce written documents appropriate to learners, settings and topics. Trainers
also need to make judgements about which documents are suitable for the learners to read. It is important to
encourage learners to focus on their purpose for reading by helping them recognise the features of different
types of documents. By giving learners clues such as common layout features on the page, typeface, use of
graphics, and the way the text is structured, learners become selective about what they read and the reading
strategies used for different texts.
Provide reader-friendly documents
When you provide your learners with written information, make sure the information is as clear as possible.
Plain English is straightforward writing that communicates simply and effectively. But it is not about 'dumbing
down' or being overly simplistic.
Plain English focuses on the message. It can include technical or specialised terms where appropriate, but written
in a way that is straightforward.
Even complex concepts can be explained in plain English. Many legal documents, such as contracts and
legislation, have been rewritten in plain English and are still legally accurate.
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Writing
As with reading, it is important that learners know the reasons why they are writing something. In the case of a
workplace function they need to know what to write, who needs to read it, why it needs to be written and to
what standard. Is a quick set of handwritten notes sufficient or does the writing need to be word processed in a
specific template?
When learners have to write something, trainers should be clear about what they are expecting them to write
and the style in which it needs to be completed, for example, standard operating procedures in dot points using
appropriate instructional words.
Always provide learners with examples that model the types of text required and provide opportunities for
learners to practise their skills before expecting them to be assessed.
Numeracy
Every vocational area has associated numeracy tasks within it. Some areas require low level incidental skills, for
example, the time it takes to warm a pie in a microwave; while some require high-level specialist skills, for
example, calculating the amount of explosive required to open up a quarry. You may not be a numeracy or
maths expert but you should still be able to use your own numeracy skills to identify or locate the numeracy
strategies required to solve a problem.
Explicit examples include:

assisting learners to do calculations and measurements by demonstrating how to use measuring
equipment or calculators accurately

demonstration of simple formulae to work out ratios

the interpretation of graphs or numerical information in written documents, such as technical
specifications.
Implicit examples include:

deciding on the logical order in which to carry out a set of tasks

estimating the amount of time required to complete them.
Be clear about when it is important to be accurate, for example, construction of a pattern to cut sheet metal, and
when estimation is appropriate, for example, the time it will take a group to complete a walking trial as part of an
outdoor recreation activity.
Learners may carry a large degree of anxiety about maths and struggle to see the related numeracy skill in a
workplace task, for example, calculating change without use of a register. It is crucial to create a supportive
group atmosphere in which learners can relax and be themselves, and to make learning new maths related skills
as practical as possible.
Learning
The core skill of learning covers the awareness of self as a learner and the strategies that learners can draw on
to facilitate their own learning. The factors that influence learning cover aspects such as self-awareness,
motivation, engagement and interactions with others. You can influence how people learn and their engagement
in that process by modelling enthusiasm, encouraging learners to understand why they are learning and how the
learning can be used.
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Other support strategies
The design of your training sessions and the way you structure the learning within a particular session will assist
learners to develop and consolidate LLN skills. Sometimes learners having difficulties with the LLN requirements
of the workplace or training environment will find the following approaches useful.
Demonstrate it
Where possible, it is a good idea to demonstrate the application of an abstract concept to give it meaning and
build in opportunities to practise. Learners are often motivated by a practical demonstration, an example or an
activity.
Talk about it
Learning new language is enhanced by talking about how the words are used in practice or by putting the words
into a context or real life situation.
While Rif was out in the paddock, he thought he'd make the most of the opportunity and mention the term
'perimeter'. 'Now we've worked out the length and width of this paddock, it'll be easy to work out the perimeter,'
he said. The perimeter is the distance around the outside of the paddock - how could you work that out using the
information that we already have?'
'You could add up the length plus the width plus another length plus the width,' said one of the learners.
'Yeah - you're right,' said Rif. 'Why would we want to work out the perimeter?'
'Maybe we're gonna build a fence and we need to make sure we buy enough wire.'
'Right again,' says Rif. 'Keep that word "perimeter" in mind for when we talk about fencing next week.'
Reasonable adjustment
Reasonable adjustment is the process of adjusting or changing the assessment process to meet the needs and
requirements of the candidate being assessed. Reasonable adjustments sometimes need to be made to
accommodate a candidate's core LLN skill requirements. Any reasonable adjustments to the assessment process
must ensure that the integrity of the unit of competency being assessed is maintained.
Reasonable adjustments to accommodate LLN requirements may include:

verbal assessment, rather than written

presentations

demonstration of a skill

use of diagrams.
Assessors often offer learners an option to be assessed verbally, rather than through a written assessment.
However, if the job task requires core LLN skills to be used, then they should also be assessed.
Interpreting
Sometimes it is appropriate to seek assistance from an interpreter when working with learners from culturally
and linguistically diverse backgrounds. Interpreters are often used for assessment purposes to ensure that
learners are treated fairly. When using interpreters, ensure that you find out not only the correct language, but
the correct dialect. Some languages differ according to the region they are spoken in and are not understood by
all who speak that language, for example, Mandarin Chinese has many different dialects and Indigenous
languages vary enormously in different parts of Australia.
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Sometimes it is appropriate to use an interpreter. You should only use qualified interpreters as:

not everyone who speaks a language can interpret effectively

personal issues, such as friendship or antagonism between the parties, may affect the training and/or
assessment

you cannot assume that two people from the same country will understand each other as some countries
have many dialects

political and religious difference may divide groups from similar ethnic backgrounds

there are also issues of confidentiality - learners may not want the interpreter to know their business.
Specific preparation for assessment
As well as the general preparation that you give learners before assessment, and the support you provide
throughout the training program, there are some additional tips that you can incorporate into your practice that
will specifically assist learners to deal with the LLN demands of the assessment itself. Assessments are often first
and foremost an LLN test and secondly a test of underpinning knowledge or skill. You must be clear, and learners
should be clear, about what the assessment is assessing.
Multiple choice tests: This form of test requires high-level language skills to understand what to do, and
how to reason through the options and choose the correct answer.
For general assessment purposes they should be avoided but, as they are often the preferred mode of testing for
industry licensing purposes they may be unavoidable. If learners are required to be assessed by multiple choice
tests, explain how these tests work by pointing out how they are constructed - one or two distracters or wrong
answers and usually two likely right answers. Explain the link between the first part of each question (the stem)
and the possible response choices (the answers). You will be surprised how many learners will find this new
information! Go through some old multiple choice tests to familiarise learners with the way they work and allow
for plenty of practice.
Written short answer: Some learners will find getting the answers down in a written form quite stressful if it
has to be done under test conditions. It is a good idea to include practice runs of the same tasks when there is
no pressure.
Extended written responses: Extended written responses may take the form of an essay, a report, a plan
or an assignment. When asking learners to carry out extended written responses, be sure that the task is
appropriate or valid for the training specification and that the core LLN skill requirement is at a suitable level.
Spoken presentations: Standing up and talking in front of others can be a daunting task for many people. If
you decide on this as a form of assessment, prepare for the task by providing plenty of opportunities for learners
to speak for short bursts, with the class as audience, without pressure.
Spoken word tests or interviews: Providing verbal answers forms a large part of how information is
exchanged in the workplace and a large part of many assessments. It is a powerful skill but is very different from
everyday speech. It requires clear thinking and discipline to provide a focused answer. Explain the kinds of
questions that might form part of a spoken test, for example, open questions may be used to draw out
knowledge and experience of learners, while closed questions usually require a specific answer.
Individual or group projects: Individual or group projects are useful for holistic assessment. Identify the
end products or expected outcomes of the project and provide examples for learners to observe, analyse or
evaluate. Once they are clear on the process and agree on the steps required to achieve each outcome to an
acceptable standard, they are likely to perform more effectively and this will make the assessment process
clearer and more effective.
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Section 7: Monitoring Performance
All RTOs are required to evaluate their delivery and obtain feedback from learning documented as part of their
VQF/AQTF obligations.
Collecting monitoring and evaluating data
Monitoring and reviewing learning programs for their effectiveness is an important part of ensuring that current
and future goals and outcomes are met. The specific data you gather and how you use it to monitor and evaluate
a learning program can vary according to a range of factors. These factors can include the program itself, learner
group composition and their needs, and organisational policy and procedure.
What is constant, however, is the need to collect and analyse meaningful information. During a learning program
it is useful to collect:
 program outcomes - units of competency and ACSF assessments
 attendance records for group sessions and appointments for workplace training
 records that monitor participation in group activities and completion of workplace activities
 evidence of milestones established to meet LLN learning goals and monitor progress towards competency
 learning plans, session plans and modifications
 minutes of planning and coordinating meetings.
Check the RTO's assessment system for information regarding the method they use to gather feedback from
learners. You may find that the RTO uses a survey or questionnaire to collect information regarding various
aspects of training and assessment, Learners may be asked to comment on:
 rapport with learners
 effectiveness in facilitating learning
 organisation of learning and assessment
 quality of training resources for the audience; that is, whether the training resources were easy to read
and understand
 quality of additional support services.
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Appendix 1 – The Five Core Skills
The following core skill indicator summaries have been taken from the ACSF, 2011.
Learning
The core skill of learning is crucial to adapting to and participating in various social, community, work and
training situations. The ACSF describes the core skill of learning against two indicators:

the active awareness of self as a learner, learning orientations and approaches to the management of
learning

the acquisition and application of practical strategies that facilitate learning.
ACSF
Level
Learning Indicator
1
1.01
Demonstrates some awareness of self as a learner
1.02
Takes first steps towards developing explicit learning strategies
2.01
Demonstrates some awareness of learning strengths and areas of need, and begins to plan
and manage the learning process
2.02
Applies a limited range of learning strategies in structured and familiar contexts
3.01
Plans, implements and adjusts processes as required to achieve learning outcomes and
begins to seek new challenges
3.02
Experiments with new learning strategies in familiar contexts and applies some strategies
in less familiar contexts
4.01
Accepts new learning challenges, explicitly designing, reflecting on and redesigning
approaches to learning as an integral part of the process
4.02
Adapts a range of familiar strategies to new contexts and experiments with new
approaches
5.01
Self directs learning, actively designing and managing learning processes appropriate to
the context
5.02
Draws on a broad and expanding repertoire of strategies to I facilitate persona' and
professional learning
2
3
4
5
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Reading
To actively engage with texts, readers need to develop and manage the conventions of reading. The ACSF
describes the core skill of reading against two indicators:

audience, purpose and meaning-making strategies

text structure and features, grammatical expression of ideas, word identification strategies and
vocabulary.
ACSF
Level
Reading Indicator
1
1.03
Identifies personally relevant information and ideas from texts on highly familiar topics
1.04
Uses a limited range of strategies to locate specific information and construct meaning
from explicit and highly familiar texts
2.03
Identifies and interprets relevant information and ideas from texts on familiar topics
2.04
Uses a number of reading strategies to identify and interpret relevant information within
familiar text types
3.03
Evaluates and integrates information and ideas to construct meaning from a range of
familiar, and some unfamiliar, texts and text types
3.04
Selects and applies a range of reading strategies as appropriate to purpose and
text type
4.03
Interprets and critically analyses complex texts
4.04
Applies appropriate strategies to construct meaning from complex texts
5.03
Organises, evaluates and critiques ideas and information from a range of complex texts
5.04
Draws on a broad range of strategies to build and maintain understanding throughout
complex texts
2
3
4
5
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Writing
The writing core skill includes the knowledge and strategies required to be able to shape written language
according to purpose, audience and context. It includes a range of skills, including traditional pen and paper,
computer literacy (for example word processing and email) and sending SMS messages. The ACSF describes the
core skill of writing against two indicators:

purpose and meaning-making strategies

vocabulary, grammatical structure and the conventions of writing.
ACSF
Level
Writing Indicator
1
1.05
Conveys a simple idea, opinion, factual information or message in writing
1.06
Displays limited vocabulary, grammatical accuracy and understanding of
conventions of written text
2.05
Conveys intended meaning on familiar topics for a limited range of purposes and audiences
2.06
Produces familiar text types using simple vocabulary, grammatical structures and
conventions
3.05
Communicates relationships between ideas and information in a style appropriate to
audience and purpose
3.06
Selects vocabulary, grammatical structures and conventions appropriate to the text
4.05
Communicates complex relationships between ideas and I information, matching style
of writing to purpose and audience
4.06
Displays knowledge of structure and layout employing broad vocabulary, grammatical
structure and conventions appropriate to text
5.05
Generates complex written texts, demonstrating control over a broad range of writing
styles and purposes
5.06
Demonstrates sophisticated writing skills by selecting appropriate conventions and stylistic
devices to express precise meaning
2
3
4
5
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Oral communication
Oral communication has been divided into two areas - speaking and listening. It involves both transactional and
interpersonal exchanges. Transactional exchanges are primarily practical in purpose, designed to achieve a
specific outcome such as providing or obtaining information, or purchasing goods and services. The ACSF
describes the core skill of oral communication against two indicators:

speaking

listening.
ACSF
Level
Oral Communication Indicator
1
1.07
Gives or elicits basic information in a short, simple spoken context
1.08
Listens for basic information in short, simple oral texts
2.07
Uses everyday language to provide information or maintain a conversation in familiar
spoken contexts
2.08
Listens for relevant information in oral texts across familiar contexts
3.07
Selects and uses appropriate strategies to establish and maintain spoken communication in
familiar and some unfamiliar contexts
3.08
Derives meaning from a range of oral texts in familiar and some unfamiliar contexts
4.07
Demonstrates flexibility in spoken texts by choosing appropriate structures and strategies
in a range of contexts
4.08
Applies appropriate strategies to extract main ideas from oral texts across a range of
contexts
5.07
Establishes and maintains complex and effective spoken communication in a broad
range of contexts
5.08
Displays depth of understanding of complex oral texts which include multiple and unstated
meanings
2
3
4
5
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Numeracy
Numeracy in the ACSF is about using and applying mathematical skills and knowledge in workplace, personal,
training and community settings. The ACSF describes the core skill of numeracy against three indicators:

identification of the mathematical information and meaning in activities and texts

the problem-solving and mathematical processes

the way informal and formal language, symbolic and diagrammatic representations and conventions of
mathematics are used to communicate.
ACSF
Level
Numeracy Indicator
1
1.09
Locates and recognises key mathematical information in ' simple activities or texts
1.10
Uses simple mathematical and personal problem solving strategies in highly familiar
contexts
1.11
Uses everyday informal oral language or highly familiar written representation to
communicate simple mathematical information
2.09
Identifies and comprehends relevant mathematical information in familiar
activities or texts
2.10
Selects and uses appropriate familiar mathematical problem solving strategies to solve
problems in familiar contexts
2.11
Uses informal and some formal oral and written mathematical language and
representation to communicate mathematically
3.09
Selects and interprets mathematical information that may be partly embedded in a range of
familiar, and some less familiar, tasks and texts
3.10
Selects from and uses a variety of developing mathematical and problem solving strategies
in a range of familiar and some less familiar contexts
3.11
Uses a combination of both informal and formal oral and written mathematical language
and representation to communicate mathematically
4.09
Extracts and evaluates the mathematical information
2
3
4
embedded in a range of tasks and texts
5
4.10
Selects from, and applies, an expanding range of mathematical and problem solving
strategies in a range of contexts
4.11
Uses a range of informal and formal oral and written mathematical language and symbols
to communicate mathematically
5.09
Analyses and synthesises highly embedded mathematical information in a broad range of
tasks and texts
5.10
Selects from, and flexibly applies, a wide range of highly developed mathematical and
problem solving strategies and techniques in a broad range of context
5.11
Uses a wide range of mainly formal, and some informal, oral and written mathematical
language and representation to communicate mathematically
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Appendix 2 - Way to Go Checklist - Learning Styles
What’s your learning style?
Check the boxes beside those statements that describe you. Then add up the check marks you’ve made for each
learning style.
Learning through seeing
 I remember something better if I write it down.
 I enjoy doodling. I draw pictures or doodles in my notebooks.
 I find it hard to understand what a person is saying when background music is playing
 I get more work done in a quiet place.
 I get lost if someone tells me directions and I didn’t write them down.
 I am good at remembering faces.
 It’s much easier for me to add three simple numbers if I write them down rather than add them up in my
head.
TOTAL: ________
Learning through hearing
 I understand instructions better that someone tells me, rather than reading them.
 I’m good at remembering names.
 I’m good at remembering what other people say.
 I say the numbers to myself when I do math.
 When I’m listening to someone give a talk, it’s better for me to just listen, and not take notes
 When I’m trying to remember what I’ve learned, I usually ask myself questions out loud.
 I’d rather listen to the news than read a newspaper.
 TOTAL: __________
Learning through doing
 I think best when I can move around. I don’t like sitting at a desk very long.
 I like to do crafts or repairs where I get to use my hands.
 I need lots of breaks when I’m learning.
 I don’t get lost very often, even in a new place.
 I remember recipes after I make the dish once or twice.
 I don’t like to stop to read the directions. I’d rather just figure something out by doing it.
 I learn best when the teacher explains things using models or experiments.
TOTAL: __________
Results
Do you have more check marks for one of the learning styles? Which one? _______________
What might that tell you about HOW you like to learn?
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