ASSESSMENT BOOK
TAELLN411 Address adult language, literacy and numeracy skills
Student/candidates - please complete your details:
Student name:
Phone number:
Email:
Date Submitted:
By submitting this Assessment Book, the Student confirms the information contained in this document is their
own work.
Send your completed assessment to your designated course assessor:
Email
info@hia.edu.au
Mail
TAE Manager – HIA/Daniels Associates
P.O. Box 254
MORNINGSIDE QLD 4170
Assessor Feedback (Refer to following page)
Is re-assessment necessary?
(Assessor to write YES)
(If YES refer to the following page for detailed feedback)
If the work is competent the
assessor will write
SATISFACTORY
Date Re-submitted:
(if required)
Hospitality Institute of Australasia
A registered trading name of Daniels Associates
Queensland Office:
New South Wales Office:
P: 1300 776 728
P: 1300 783 757
15 Godwin St., Bulimba QLD 4171
Version: 12.4
Web: http://www.hia.edu.au
(Date of issue 2.4.13)
Unit 16/7 Revelation Close,
Tighes Hill NSW 2297
Page 1
Student Feedback
The information below should be used by the student to correct answers to Assignment Activities and Work
Based Projects when the assessor has reviewed the work and requested additional information.
SECTION (1) Assignment Activities
Refer to individual questions for assessor feedback.
Section (2) Work Based Project
Did the student:
S
NS
Comments
S- Satisfactory
NS – Not Satisfactory
Case Studies
Identify core LLN skills in a
competency unit
Addressed access and
equity issues in relation to
training and LLN.
Identified key requirements
of LLN specialist to support
training programs.
Project
Use tools to identify the LLN
skill requirements (reading,
writing, speaking, listening
and numeracy) of the
training specification and/or
assessment process.
Use various sources to
gather information on the
current LLN skills of a learner
group
Identify available sources of
support to address at least
two of the identified LLN
skill needs of the learner
group
Customise and use at least
two learning resources to
address LLN requirements
Select, use and review at
least two instructional
strategies that directly
address the identified LLN
needs of the learner group
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 2
Use advice from specialist
LLN practitioners to inform
practice
Select, use and review at
least two assessment
strategies that cater for the
identified LLN needs of the
learner group
Determine areas for
improvement of own
practice.
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 3
INSTRUCTIONS FOR STUDENT/CANDIDATES
This workbook contains the assessment activities for the competency unit TAELLN411A Address adult
language, literacy and numeracy skills. This booklet also includes instructions for completing and
submitting this assessment workbook.
OVERVIEW OF UNIT
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.
To achieve competency in this unit student/candidates must demonstrate their ability to:
1. Analyse LLN requirements
2. Select and use resources and strategies to address LLN skill requirements
3. Use specialist LLN support where required
4. Evaluate effectiveness of learning support and assessment strategies in addressing LLN
requirements
ASSESSMENT ACTIVITES CONTAINED IN THIS WORKBOOK
Student/candidates are required to complete all of the assessment activities contained within this
assessment book.
For this unit of competency, three (3) forms of assessment have been used, each of which are described in
more detail on this page. The three (3) forms of assessment are:
1. Assignment questions
2. Case Studies; and
3. Work based projects
1. Assignment comprises five (5) Activities. Some of these activities have multiple parts. You are
required to complete all activities.
A number of the written activity questions consist of multiple parts. You are required to answer all five (5)
assignment questions, including all their parts.
Answers should be a maximum of 150-200 words (1-2 paragraphs).
2. Case Studies involve the practical demonstration of skills and knowledge. For this competency you are
required to complete three (3) short Case Studies.
Answers should be a maximum of 150-200 words (1-2 paragraphs).
3. Work based project involves the practical demonstration of skills and knowledge. The project is in (4)
four sections. You must complete all (4) four sections and attached all required information to be deemed
competent in the unit.
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 4
SECTION (1) – Researching LLN Requirements
o
In this section you are required to perform research on the qualification and competency units you will
be evaluating for LLN requirements.
o
After developing an understanding of these LLN requirements you should discuss your information with
the learner’s workplace supervisor and comment on workplace LLN requirements.
SECTION (2) – Assessing LLN Requirements
o
You are required to complete an LLN assessment with two (2) different learners using the two (2)
LLN Assessment Tools contained in this workbook.
o
After completing the two LLN assessments with a minimum of (2) two learners you are required to
complete form (iii) ACSF Assessment Record for the two (2) learners you assessed.
SECTION (3) – Learning and Assessment Strategies for LLN
o
Identify sources/types of support such as learning and assessment materials to address at least
two of the identified LLN skill needs in section 2.
o
Customise and use at least two learning resources to address the LLN requirements.
o
Select and use at least two instructional/ learning support strategies that directly address the
identified LLN needs of your group of learners.
o
Determine and use at least two assessment strategies that cater for the identified LLN needs of
the learner group.
o
Review the LLN requirements of your competency units and your learner profiles (completed in
Section 2) to determine if specialist LLN support is required.
SECTION (4) - Feedback & Recommendations for Improvement
o
Obtain at least TWO learner feedback sheets for the learning support provided and assessment
strategies used.
o
Evaluate the learning support and assessment strategies used and determine areas for improvement
based on the evaluation.
HOW TO COMPLETE THIS WORKBOOK
It is recommended that student/candidates complete this workbook on their computer. It is recommended
students type their answers into the boxes/spaces provided. Remember to save the workbook!
Student/candidates may also complete this workbook by hand. Student/candidates can request a printed
copy of this assessment booklet, or they may print it themselves, and then complete by writing in the
answers in hand.
STUDENT/CANDIDATES ARE STONGLY ADVISED TO KEEP A COPY OF ANY ASSESSMENT
BOOKLETS SENT BY MAIL.
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 5
SECTION (1) Assignment Activities
Assessment Instructions to student/candidate
For this assessment student/candidates are required to complete all the ASSIGNMENT activities in this
section and answer all the questions related to these activities.
The student/candidate is required to answer five (5) assignment questions. Where a written activity
question consists of multiple parts, the student/candidate is required to answer all parts.
Answers should be a maximum of 150-200 words (1-2 paragraphs).
Any incorrect answers will be discussed with the student/candidate and their trainer/ assessor.
Student/candidates cannot be deemed competent without satisfactorily completing all questions.
Adjustment can be made for people who require language and literacy support.
At the end of this assignment, is a reference guide to assist student/candidates in locating information to
answer these questions.
Activity 1
1a) Explain how you would go about determining the core LLN skill requirements for a particular set of study
units or for a qualification.
Type your answer in the box below:
1b) Make a list of keywords or phrases, related to written and verbal language, literacy and
numeracy that might apply in the qualification or units of competency that you do or will deliver. For
each of the words listed (at least six for each category) give a brief explanation of what these keywords
or phrases actually mean in terms of language, literacy or numeracy.
Type your answer in the box below:
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 6
Activity 2
There is only one (1) part to this activity.
Explain how contextualisation and customisation that addresses LLN requirements can be achieved
without compromising or interfering with the required learning outcomes and performance criteria of a
particular unit of competency. Give specific examples.
Type your answer in the box below:
Activity 3
3a) What sources of information can be used to determine the LLN skills required by learners?
Type your answer in the box below:
3b) How can validated tools aid trainers to determine learners LLN level?
Type your answer in the box below:
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 7
3c) You have been asked to deliver health and safety training to a group of six employees who work in
the kitchen of an aged care facility.
You attend the facility to introduce yourself to the group and to explain how the training will proceed. You
notice that two of the group members appear to have difficulty comprehending what you are telling them.
After the introductory session you speak to these two people and discover that although they have lived in
Australia for nearly two years they have only a rudimentary understanding of English.
How could you assess their current LLN skills?
Type your answer in the box below:
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 8
Activity 4
4a) You have been asked to deliver training to a group of 12 tradespeople. Although the training specification
indicates that fairly low level literacy skills are required, the numeracy skills that these people need to
demonstrate are relatively stringent. Of the 12 people in the group, four have indicated that they struggle with
numeracy.
When interviewing the employees, prior to enrolment, you identified another two employees who will
possibly struggle with the literacy requirements.
(i) What will you do to determine whether there is a need for specialist assistance?
(ii) What evidence might you use to develop appropriate strategies for addressing these problems?
Type your answer in the box below:
4b) Provide two (2) examples of strategies that could be appropriately used when collaborating with LLN
specialists. For each of the strategies suggested describe what you consider to be the advantages and
disadvantages.
Type your answer in the box below:
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 9
Activity 5
a) Jennifer is a 33-year-old from a severely disadvantaged background. She did not complete her
schooling and when enrolling for the training program she appears to be highly suspicious and
defensive. What do you think her problems are likely to be and how might you address them?
Type your answer in the box below:
b) Petro, an apprentice carpenter struggles with reading and writing English; which is his second
language. He can understand English and communicate using simple, spoken English. One of the
methods you intend to use for assessing underpinning knowledge is a short answer, written quiz. The
other learners in the group will be able to complete this test. What can you do to ensure that Petro is
not disadvantaged?
Type your answer in the box below:
c) As part of an assessment candidates are given a written list of the key features of a piece of
processing equipment. The candidates are expected to read the list and point out each feature on the
actual piece of equipment. How can this assessment be adapted to accommodate the needs of a
candidate with low level skills in reading and writing?
Type your answer in the box below:
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 10
d) One of the work tasks for a kitchen hand working in an aged care facility kitchen is to record, for each
meal service, the number of meals placed on the trolleys ready for delivery to facility clients. At the
end of each shift the figures are added together and recorded and at the end of each day they are
totalled.
The learner with whom you are interacting can work with single figure additions but becomes
flustered and confused when numbers reach two or more figures. What can you do to help this
learner?
Type your answer in the box below:
e) What can be done to make it easier for learners with low LLN scores to cope with written text?
Type your answer in the box below:
f)
How might the requirements of learners with poor numeracy skills be accommodated?
Type your answer in the box below:
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 11
Reference Materials & Learning Resources
Information related to the activities can be found in the section titled:
Activity
Reference
1
Pages 5, 21-27
2
Pages 12, 21-25
3
Pages 21-24, 32-35
4
Pages 32-35, 40-55
5
Pages 32, 40-55
End of Section (1)
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 12
SECTION (2) Case Studies
Instructions to trainee/student: You are required to complete all the Case Studies in this section and
answer all the questions related to these case studies.
Case Study 1:
You are required to identify the LLN core skills for the competency unit BSBINM202A - Handle mail
In the grid below outlines all the performance criteria, skills, knowledge, critical aspects of assessment and
range statement for the competency unit BSBINM202A - Handle mail.
You are required to look at the information in each row and decide of the type of core LLN skills require to
perform the action required in each statement. You may select more than one skill; for example, some
statement way require reading and writing skills.
Place a tick, or mark the “check box” next to the appropriate skill for each row in the table below.
Competency unit: BSBINM202A - Handle mail
Element & Performance Criteria
Reading
Writing
Oral
1. Receive and distribute incoming mail
1.1
Ensure that incoming mail is checked
and registered in accordance with
organisational policies and procedures
1.2
Identify titles and locations of company
personnel and departments
1.3
Identify and distribute urgent and
confidential mail in accordance with
organisational requirements
1.4
Sort and despatch mail to nominated
person/location in accordance with
organisational requirements
1.5
Record and/or report damaged,
suspicious or missing items and take
appropriate action in accordance with
organisational policies and procedures
2. Collect and despatch outgoing mail
2.1
Collect, check and sort outgoing mail to
ensure all items are correctly prepared
for despatch in accordance with
organisational policies and procedures
2.2
Record and process outgoing mail for
despatch in accordance with
organisational requirements
2.3
Despatch mail to meet designated time
lines
3. Organise urgent and same day deliveries
3.1
Evaluate delivery options and select
best option
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 13
Numeracy
Competency unit: BSBINM202A - Handle mail
Element & Performance Criteria
3.2
Prepare items for urgent delivery in
accordance with organisational
requirements and carrier specifications
3.3
Organise lodgement or pick up of
emergency deliveries and follow-up if
necessary
Reading
Writing
Oral
Required skills
S1
Communication skills to receive
instructions of several steps to complete
task, to give information to others, and to
consult with or question supervisor and
peers to clarify information
S2
Literacy skills to keep records, to check
accuracy of written material and to follow
policies and procedures
S3
Numeracy skills to check weights and
addresses; and to sort, collate and
estimate time for mail despatches and
bulk mail outs
S4
Problem-solving skills to choose
appropriate method for urgent delivery
S5
Technology skills to use electronic mail.
Required knowledge
K1
Australian geography and postal codes
K2
Key provisions of relevant legislation from
all forms of government that may affect
aspects of business operations, such as:

Anti-discrimination legislation

Ethical principles

Codes of practice

Privacy laws

Occupational health and safety
(OHS/WHS)
K3
Organisational policies and procedures
specific to handling electronic mail
procedural requirements for
receiving/despatching and prioritising
correspondence
K4
Range of mail services available.
Critical aspects for assessment
C1
Working with a variety of incoming and
outgoing mail
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 14
Numeracy
Competency unit: BSBINM202A - Handle mail
Element & Performance Criteria
C2
Applying carriers' and organisational
requirements (e.g. Postal and courier)
C3
Knowledge of relevant legislation.
Reading
Writing
Oral
Range Statement Information
R1
Checking mail may include:

R2
Enclosures; mail marked confidential,
urgent or personal; mail sent express
post or registered; mail that has been
damaged; mail that looks suspicious
Registering mail may include:
 assigning file number; addressee;
condition of mail item (e.g. damaged,
no return address); contents e.g.
cheque; date received; sender;
subject
R3
Distributing urgent and confidential mail
R4
R5
R6
R7
may include:
 immediate, hand delivery, express
post, registered; separating and
prioritising urgent mail
Sorting mail may include:
 adding a circulation slip; separating by
order of importance for each
individual; separating internal
(organisational) mail and external
mail; separating junk mail; separating
urgent mail to be distributed first;
sorting by departments; sorting by
location; sorting by seniority of
personnel; sorting invoices, cheques
and accounts
Nominated person/location may include:
 administrative support person;
department; individual addressee
Damaged, suspicious or missing items
may include:
 mail exposed to weather (e.g. water
damage from rain); mail roughly
handled (e.g. broken contents, torn
address labels); mail that looks like it
has been interfered with (re-sealed
mail); mail that looks unusual; mail
that makes noises; mail that smells
strange
Appropriate action in relation to
damaged, missing or suspicious
items may include:
 immediately calling supervisor or
security staff ; contacting sender to
ensure everything sent was received;
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 15
Numeracy
Competency unit: BSBINM202A - Handle mail
Element & Performance Criteria
Reading
Writing
Oral
Numeracy
filling out forms for sender's insurance
company; negotiating replacement of
missing or damaged items with
sender; not touching or moving
suspicious mail
R8
R9
R10
R11
Correctly preparing items for despatch
may include:
 checking enclosures; checking letter
and envelope are addressed to same
person; checking the address is not
obscured; checking letter has been
signed; checking return address is
included; checking address details and
layout are correct; determining most
appropriate carrier; ensuring correct
requirements for chosen carrier are
being followed
Recording outgoing mail may include:
 electronic (specialist software,
database, spreadsheet systems);
paper-based (mail book, form, file)
Processing mail for despatch may
include:
 calculating and paying for postage;
registering mail
Best option may include:
 cost; delivery location; nature of
contents (bulky, fragile, confidential);
quantity of delivery items; time
constraints
Question:
Refer to the ACSF in Appendix 1 of your Learning Materials and make suggestions for the LLN level
required for each of the 5 core LLN skills for this competency unit
Core Skills
1
Learning
2
Reading
3
Writing
4
Oral Communication
5
Numeracy
Version: 12.4
Suggest ACSF level
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 16
Case Study 2
Research and review your RTO's access and equity policies and procedures in respect to language, literacy
and numeracy. If you are not working for an RTO you will find these policies and procedures on most RTO
and TAFE web sites.
Using this information, rewrite the policy about referral and support for LLN so that all learners can
understand their rights and access to support. This plain English version of the policy can be produced in
the form of an enrolment brochure or a document to be placed on the RTO's website.
Type your answer in the box below:
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 17
Case Study 3
Choose one of the following activities.
a) Develop a position description for the employment of an LLN specialist at your RTO. Outline the role
they are to play in supporting training and assessment within the context of your delivery and locate
their role within an organisational structure.
OR
b) Locate an external LLN provider and develop a memorandum of understanding between your RTO
and the company outlining the services to be delivered.
Type your answer in the box below:
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 18
SECTION (3) Work Based Project
Instructions to trainee/student:
Your RTO has an agreement with a company to conduct training. The training offered will be either
Certificate II or Certificate III depending on the individual job roles, and will be delivered both on and off
the job. You have been asked to determine the LLN requirements of the employees. You must also select
and use resources and strategies to address the LLN skill requirements that you identify and determine
whether or not to use specialist LLN support.
To do this, you may select an industry sector of your choice, for example as aged care, catering, hospitality,
cleaning or retail or any other a Training Package. Since you will need to conduct an analysis of the LLN
skills requirements, you should choose a company to which you have access. You will then need to select
a ‘learner group’ to whom training will be delivered, for example, the kitchen staff in a hospital. Your
learner group should consist of least two (2) to (6) learners.
Where possible perform these LLN assessments with your current learners. If you are unable to access a
group of learners you may simulate your assessment with a group of colleagues or friends.
Introductory Information
The evidence requirements for this unit state that Skills must be demonstrated with real vocational learners.
Therefore to complete this unit you need to have access to a suitable practice environment with a group of
learners from your vocational area. You are required to complete workplace information on the following page
The project is in (4) four sections. You must complete all (4) four sections and attached all required
information to be deemed competent in the unit.
SECTION (1) – Researching LLN Requirements
o
In this section you are required to perform research on the qualification and competency units you will
be evaluating for LLN requirements.
o
After developing an understanding of these LLN requirements you should discuss your information with
the learner’s workplace supervisor and comment on workplace LLN requirements.
SECTION (2) – Assessing LLN Requirements
o
You are required to complete an LLN assessment with two (2) different learners using the two (2)
LLN Assessment Tools contained in this workbook.
o
After completing the two LLN assessments with a minimum of (2) two learners you are required to
complete form (iii) ACSF Assessment Record for the two (2) learners you assessed.
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 19
SECTION (3) – Learning and Assessment Strategies for LLN
o
Identify sources/types of support such as learning and assessment materials to address at least
two of the identified LLN skill needs in section 2.
o
Customise and use at least two learning resources to address the LLN requirements.
o
Select and use at least two instructional/ learning support strategies that directly address the
identified LLN needs of your group of learners.
o
Determine and use at least two assessment strategies that cater for the identified LLN needs of
the learner group.
o
Review the LLN requirements of your competency units and your learner profiles (completed in
Section 2) to determine if specialist LLN support is required.
SECTION (4) - Feedback & Recommendations for Improvement
o
Obtain at least TWO learner feedback sheets for the learning support provided and assessment
strategies used.
o
Evaluate the learning support and assessment strategies used and determine areas for improvement
based on the evaluation.
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 20
Introductory Information
Details about the Practice Environment I will be using for my assessments
Name of organisation
(Practice Environment)
Address
Nature of the Business
Your role in the business
Your vocational area
About the learner group
Overview of your training
role in this organisation
Name of suitable person
in the organisation (to
verify that skills were
demonstrated with real
vocational learners)
Contact details
Phone
Email
Will this person be the
Third Party who will
complete the report as
part of your assessment?
Any other relevant
information you would like
to provide to your
assessor?
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 21
SECTION (1) - Researching LLN Requirements
Tasks
1.1
Briefly describe the group of learners (industry, company, particular group of employees, job roles)
and training package and qualification (title and code of certificate II or III qualification) the
learners are enrolling in.
Type your answer in the box below:
1.2
Determine the LLN skill requirements of the training specification. For this you should; refer to (2)
two core competency units from qualification you have outlined in point (1). Summarise what you
believe are the ACSF LLN requirements for each of the 5 core LLN skills. These being: Learning;
Reading; Writing; Oral Communication and Numeracy.
Refer to Case Study (1) you should have already completed
Refer to Appendix (1) in your learning materials for a summary of the ACSF. For more detailed
information download the ACSF from:
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.
Type your answer in the box below:
1.3
In additional to your review of the ACSF you should briefly interview the learner’s workplace
supervisor to understand the LLN requirements of their workplace. You should summarise the
discussions from this interview. The evidence provided during the interview should be used with
your ACFS review to confirm workplace literacy requirements. Comment on any differences
between your initial review and the findings from the workplace supervisor.
Type your answer in the box below:
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 22
SECTION (2) - Assessing LLN Requirements
Tasks
2.1
You are required to complete an LLN assessment with two (2) different learners using the two (2)
LLN Assessment Tools contained in this workbook.
o
Assessment Tool (1) - A self-reflection (refer to following pages)
o
Assessment Tool (2) - Stay safe in the workplace (refer to following pages.
If required you may customise the above LLN Assessment tools.
Alternatively you may use other tools from your RTO.
2.2
After completing the two LLN assessments with a minimum of (2) two learners you are required to
complete form (iii) ACSF Assessment Record for the two (2) learners you assessed.
You are required to submit completed copies of all three forms as part of your assessment portfolio.
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 23
A self-reflection – LLN Assessment (1)
Reference: The information contained in this assessment tool is sourced from
http://www.precisionconsultancy.com.au/acs_framework
Target core skills
This task covers ACSF:

Learning and Reading at Level 2

Oral communication at Level 1.
Target audience
This interview form can be used within any industry.
Content coverage
This task requires the candidate to communicate how they view their language, literacy and numeracy (LLN)
skills. It also requires candidates to listen to the questions being asked by the assessor and read the assessment
form which they can then complete by ticking the appropriate boxes.
Instructions to assessor
This interview activity requires the candidate to:

reflect on their LLN skills

read and complete a self-assessment form.
Put the candidate at ease. Explain that the purpose of the activity interview is to build a picture about the
candidate’s LLN skill level to help determine if they have the required skills for a particular course of training, or if
support is needed.
You could ask the questions orally and complete the form, or ask the candidate to complete the form by ticking
the appropriate boxes.
Encourage the candidate to feel comfortable and ask questions at any time.
ACSF mapping
Question
ACSF skill level indicator
Domains of Communication
No numbering
2.01 2.02 2.03 2.04 or 1.07 1.08
Workplace and employment and/or
Education and training
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 24
A self-reflection – LLN Assessment (1)
Candidate Name: __________________________________________
Date: ____________________
Tell us about your skills. (tick the box most appropriate to you)
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
Assessor notes
Assessors Name: ________________________________________
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Date: __________________
Page 25
Stay safe in the workplace – LLN Assessment (2)
Part A
Minezone is a large mining company that employs approximately 7000 workers and had a total revenue of $8.5
million in 2008. In recent years the company had become increasing concerned about workplace safety as there
had been a growing number of incidents, including one death in 2007. Minezone was extremely concerned
about this and the company’s management was committed to improving the safety of their workers. In 2008
they undertook a large scale training program to educate their workforce about work safety. According to the
CEO, Martha Henderson, the focus of the program was the slogan workplace safety is everybody’s business. Ms
Henderson stated that the company specifically worked at including every individual in the work safety program.
Some successful aspects of the program included:

all workers were given the opportunity to offer their point of view on what would make a difference to their
safety in the workplace

all workers were retrained in aspects of safety

a system of rewards was offered to work teams that demonstrated a decrease in the number of workplace
incidents

new workers were provided with extensive training in the correct use of equipment.
Although considered to be successful, the workplace safety program is very expensive (approximately 3% of
revenue in 2008). However, the costs involved in not having a safe workplace are also very high.
1. Approximately how many workers are employed at Minezone?
..............................................................................
2. In what year did the death of a worker occur?
.............................................................................
3. What was Minezone’s management committed to?
..............................................................................
4. Who is the CEO of Minezone?
..............................................................................
5. Note two successful aspects of the workplace safety program.
..............................................................................
6. The main purpose of this text is:
□ to persuade
□ to inform □ to complain
7. Approximately how much was spent on work safety in 2008? Show how you work out your answer.
..............................................................................
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 26
Part B
The following graph shows the number of workplace injury incidents during 2008. This covers all incidents
ranging from very minor incidents (e.g. cuts and bruises) to more serious ones requiring hospitalisation. Look at
the graphs and answer the following questions.
Number of incidents
Workplace Injury Incidents 2008
100
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
Jan
Feb
Mar
Apr
May
Jun
Jul
Aug
Sep
Oct
Nov
Dec
8. Which month had the highest number of workplace injuries?
..............................................................................
9. Which month had the lowest number of workplace injuries?
..............................................................................
10. What was the total number of injuries in September and October combined? Show your working out.
..............................................................................
..............................................................................
11. What is the difference in the number of incidents between July and October 2008? Show your working.
..............................................................................
..............................................................................
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 27
12. What is the general trend in the number of incidents?
..............................................................................
..............................................................................
13. Between which two months did the injuries reduce by 50%?
..............................................................................
14. In September 2008, 15 workers reported with back injuries. What fraction and percentage was this of the
total for that month? Show your working.
..............................................................................
..............................................................................
15. Do you think that the safety program was effective? Explain your answer.
..............................................................................
..............................................................................
Assessor notes:
Assessors Name: ________________________________________
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Date: __________________
Page 28
Form (iii) ACSF Assessment Record
Use the following form to record information about the LLN assessment and your judgement of the candidate’s
skills levels. Include any notes that may be useful.
Core LLN skill assessment summary
Candidate’s name: _______________________________
Date assessed: ________________
Assessed by: ___________________________________
Summary of core LLN skills (refer to the ACSF for details of what defines the levels of performance within each
skill).
Skill
Support
Note the level of support
given, if any, during
assessment
ACSF level
of
performance
Notes
Learning
Reading
Writing
Oral
communication
Numeracy
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 29
Comment on the following for each learner:
Were all assessment tasks completed?
Type your answer in the box below:
What was the educational background of the learner?
Type your answer in the box below:
Comments on any social and/or cultural sensitivities’ when discussing LLN difficulties with learners.
Type your answer in the box below:
Recommendations for support (if any):
Type your answer in the box below:
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 30
SECTION (3) Learning and Assessment Strategies for LLN
Tasks
Having identified the LLN skills requirements of your learner group you must now identify the resources
and strategies to address them. For your learner group you must:
3.1
Identify sources/types of support such as learning and assessment materials to address at least
two of the identified LLN skill needs (remember the (5) core skills: Learning; Reading; Writing;
Oral Communication and Numeracy).
For example what are the resources, strategies and LLN support available in your own training
organisation and what are the procedures for accessing them. (If you are not currently working as
a trainer you will need to access a training organisation for the purpose of this task). You may also
refer to a TAFE website or any other RTO web site for this information.
3.2
Customise and use at least two learning resources to address the LLN requirements.
You are required to provide TWO (2) short power point (or equivalent) presentations covering (1)
one element of competency from each of the (2) two competency units you selected as part of
your response in task (1.2). These presentations should use one slide for each performance criteria.
3.3
Select and use at least two instructional/ learning support strategies that directly address the
identified LLN needs of your group of learners. In answering this task you should use the same
competency unit, elements of competency and performance criteria you used in task (3.2).
Complement the table below for each competency unit.
Competency unit (1)
Competency unit code
and title
Element of competency
Performance Criteria
Version: 12.4
Instructional strategies that
will be used during the
program to support the learner
(Date of issue 18-02-14)
Resources/Learning materials
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 31
Competency unit (2)
Competency unit code
and title
Element of competency
Performance Criteria
3.4
Instructional strategies that
will be used during the
program to support the learner
Resources/Learning materials
Determine and use at least two assessment strategies that cater for the identified LLN needs of
the learner group.
In answering this task you should use the same competency unit, elements of competency and
performance criteria you used in task (3.2 and 3.3). Complete the table below for each competency
unit.
Competency unit (1)
Competency unit code
and title
Element of competency
Performance Criteria
Version: 12.4
Assessment strategies that will
cater for identified LLN
(Date of issue 18-02-14)
Types of assessment instruments
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 32
Competency unit (2)
Competency unit code
and title
Element of competency
Performance Criteria
3.5
Assessment strategies that will
cater for identified LLN
Types of assessment instruments
Review the LLN requirements of your competency units and your learner profiles (completed in
Section 2) to determine if specialist LLN support is required. You may consider use of other
teachers at your RTO or other specialist RTOs. Explain the reasons for your decision.
Type your answer in the box below:
3.6
If you decide that it is required, you should identify the kind of support and how it will be
integrated into your training and assessment practice.
Type your answer in the box below:
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 33
SECTION (4) – Feedback & Recommendations for Improvement
Tasks
Once you have finished training, you must evaluate the effectiveness of the learning support and
assessment strategies in addressing the LLN requirements.
You must:
1. Obtain at least TWO learner feedback sheets for the learning support provided and assessment
strategies used. See “Learner/Student Feedback Form” on the following page.
2. Evaluate the learning support and assessment strategies used and determine areas for improvement
based on the evaluation. Complete the attached form “Evaluation of learning support and assessment
strategies”.
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 34
Learner/Student Feedback Form
A minimum of TWO Learner/Student feedback forms must be completed.
Learner/Student Name: _______________________________
Date: _______________
Please indicate what you though for each of the following
Criteria
Strongly
Agree
Agree
Neutral
Disagree
1. The learning support met my expectations.
2. The assessment support met my expectations
3. I will be able to apply the knowledge learned.
4. The learning and assessment objectives for
each topic were identified and followed.
5. The content was organized and easy to follow.
6. The trainer was knowledgeable.
7. The quality of instruction was good.
8. Adequate time was provided for questions and
discussion.
Comments:
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 35
Strongly
Disagree
Evaluation of learning support and assessment strategies
Review and comment on accuracy of feedback provider by learners for each of the following criteria.
Provide your own thoughts either in support of feedback or in disagreement with feedback.
Trainer/Assessor comments
The learning support
strategies and learning
materials met the learners
needs
The time provided for
learning support was
appropriate
What additional learning
support would have benefited
the program?
The assessment materials
were adjusted to meet
learner needs
The time provided for
assessment was appropriate
What additional assessment
support would have benefited
the learners
Additional Comments for
improvements:
End of Section
Version: 12.4
(Date of issue 18-02-14)
Competency: TAELLN411A Address adult language, literacy and numeracy skills
Page 36