LLN Skills Check:
for use by volunteer LLN tutors working in
Community Services
Resources to Support the Language, Literacy and Numeracy (LLN) components for
volunteer literacy tutors and Community Services and Health Care Workers was funded
under the Workplace English Language and Literacy Program (WELL) by the
Commonwealth Government through the Department of Education, Employment and
Workplace Relations (DEEWR).
This resource is under license and copyright restrictions.
Please refer to the licensing agreement for complete information.
Published by Community Services and Health Industry Skills Council Ltd
ABN 96 056 479 504
PO Box 49
Strawberry Hills, NSW 2012
Telephone: (02) 9270 6600 Fax: (02) 9270 6601
Email: admin@cshisc.com.au
Contents
Introduction ........................................................................................................................... 1
LLN Skills Checks and LLN Assessments ......................................................................................... 1
Using this resource ............................................................................................................................ 1
Conducting the LLN Skills Check .......................................................................................... 3
Step 1 ................................................................................................................................................. 3
Step 2 ................................................................................................................................................. 3
Step 3 ................................................................................................................................................. 3
Step 4 ................................................................................................................................................. 3
Step 5 ................................................................................................................................................. 3
Step 6 ................................................................................................................................................. 6
Step 7 ................................................................................................................................................. 6
Step 8 ................................................................................................................................................. 6
Appendix I: LLN Skills Check interview form ......................................................................... 7
Appendix II: A self-assessment ........................................................................................... 10
Appendix III: Sample form ................................................................................................... 11
Appendix IV: LLN Skills Check summary ............................................................................ 12
Introduction
Welcome to the LLN Skills Check. This resource has been developed for volunteer
language, literacy and numeracy (LLN) tutors who work in the community services and
health industry.
LLN Skills Checks and LLN Assessments
This resource is not an assessment tool, but a resource to determine whether a client, or a
learner, would benefit from having a thorough language, literacy and numeracy skill
assessment, carried out by an assessor who has expert knowledge of the Australian Core
Skills Framework (ACSF) and who is also a trained assessor. As a volunteer LLN tutor, you
are not expected to carry out in-depth ACSF assessments but you do have a valuable role in
determining whether a client would benefit from that process.
An initial LLN Skills Check will determine whether learners have the skills to be able to carry
out their job or training effectively, or whether they may struggle. If you identify that a learner
may struggle, then it will be valuable to refer that learner for a thorough ACSF assessment,
which will determine the detail of the learner’s skill level, covering core skills and aspects of
skills which require development. This information can then be used to plan appropriate
support for individual learners.
An example
Katie is a volunteer LLN tutor working with a group of personal carers at a community aged
care facility, who are all enrolled in a Certificate III in Aged Care. Several of the workers can
cope quite well with the language, literacy and numeracy tasks required of their job, and of
the training, but Katie is not sure about a small group of three.
After negotiating with her supervisor, Katie invites each of the three learners for a one to one
LLN Skills Check. Two of the learners seemed to struggle through the skills check tasks, so
she decides to refer them both on for a further ACSF assessment. The other learner
completed all the tasks with no difficulty at all, but seems to be very shy. After another chat
with her supervisor, Katie makes a plan to support the shy learner to be more confident in
her role.
The follow up ACSF assessment of the two learners determines that both have learning,
reading and writing skills lower than the requirements of the job, and lower than a learner
competent in the core units of competency in the Certificate III in Aged Care. The ACSF
assessor recommends support for learning, reading and writing, and identifies some
strategies to develop procedural reading and writing skills in line with those required of a
personal carer.
Using this resource
This resource outlines a process for the volunteer LLN tutor to work through, set out in series
of steps that would be carried out in a face to face, one to one, interview.
Before you start using the LLN Skills Check you should read through the entire resource.
You may need to modify some of the steps or tasks to suit the requirements of your learners
and their workplace or simulated workplace.
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The following chart summarises the steps included in the process.
Step 1:
Set up interview in a comfortable
space
Step 2:
Explain the purpose of the interview
Step 3:
Talk to the learner about their
background and skills
Step 4:
Ask the learner to carry out the selfassessment
Step 5:
Ask the learner to complete three
written tasks
Step 6:
Make a judgement about the learner's
core LLN skills
Step 7:
Explain to the learner whether you will
make a recommendation for a more
thorough core LLN skills assessment
Step 8:
Complete summary report
The following section outlines each of the steps in detail.
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Conducting the LLN Skills Check
Step 1
Interviews can be daunting, even for people who have well developed skills and knowledge.
Many of the learners that you interview will be nervous and perhaps suspicious of why they
are being interviewed. Do what you can to put the learner at ease, including arranging a
comfortable space for the interview to take place.
Throughout the interview, you will also need to be sensitive to anxieties or stresses that may
affect the LLN Skills Check, for example if a learner is obviously upset the interview should
be postponed. Be aware that there could also be cultural issues that may affect the interview
process.
Step 2
Reinforce that the learner should feel at ease. Explain that the purpose of the LLN Skills
Check is to gather information about their language, literacy and numeracy skill level to help
determine future training needs. Also explain that the process will include a one-to-one chat
and then some time will be given for the learner to complete two or three activities – all up
the interview will take about an hour. Encourage the learner to feel comfortable and ask
questions at any time.
The interview is an opportunity for you to gather information about the learner’s oral
communication (speaking and listening) and also about their approach to learning.
Step 3
Use the LLN Skills Check interview form to guide an interview with the learner. The form is
included at Appendix I. You should complete the form in conversation with the learner, using
the suggested prompts where required, or your own prompts. Not all the questions will be
relevant – they are a guide to getting learners to talk about their educational background,
their interests and about their language, literacy and numeracy skills. This is all useful
information to help you determine language, literacy and numeracy skill levels.
Step 4
The self-assessment, included at Appendix II, is also designed to be completed by you
during the interview. Again, it is a tool to encourage learners to talk about the skills they have
and the skills they would like to develop.
Because they are conducted orally, the LLN Skills Check interview and the self-assessment
are ways of specifically collecting information about the learner’s oral communication skills.
Step 5
Ask the learner to complete up to three written tasks.
Task 1
The first task should be a form – it may be the form included at Appendix III, or it may be a
form that the learner would be familiar with from the workplace or immediate environment.
Forms are a part of everyday life and it is more than likely that your learner will have
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completed numerous forms. Because of this, completing a form is likely not to be too
confronting and so it serves as a good first written task. Provide assistance to the learner if
required.
If the learner struggles to complete the form, do not give any further written tasks. Go
straight to Step 6. If the learner completes the form with not too much assistance required,
provide a further task.
Task 2
Make the second task a reading task. You could use any of the following texts:
a brochure about a service
a work document, such as instructions to complete an individual care plan or a simple
safety procedure
a local newspaper
a position description
a summary table.
Select a part of the text, for example an introductory paragraph, or an advertisement.
Ask the learner to read the text and answer three or four simple questions to check his or her
understanding. See an example below.
An example
The second written task that Katie gives during the LLN Skills Check is based on a small
advertisement for a nearby cafe that she cut out of the local newspaper.
Cafe Bloom
Nika and her team would
like to welcome you to Cafe
Bloom! We have more than
20 years experience in
serving good food to tempt
your taste buds.
Why not join us for
breakfast, lunch or dinner?
Open hours:
Mon – Sat 8am – 7pm
Sun – closed
Katie asked the learner to read through the advert, and then asked the following questions.
What is the name of the cafe?
Who runs the cafe?
What meals are served?
Could you have breakfast there at 7.30am on Tuesday?
Would you go there for a celebratory birthday dinner with a group of friends?
How many days a week is the cafe open?
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If the learner has difficulty in answering your questions, then do not give any further tasks.
Go straight to Step 6. If the learner answers your questions without needing to be prompted,
then give a further task.
Task 3
The third task could be a more complex reading task or perhaps a numeracy task if the
learner needs to have numeracy to carry out their job effectively. You could use any of the
following texts:
a complex work procedure
an instruction manual
an annual report
Select a few pages of the text, for example a section or a chapter.
Ask the learner to read the text and answer three or four questions to check their
understanding. Ask further questions if the learner shows no difficulties with what has been
asked, but be careful not to push the learner too far which may result in embarrassment or
withdrawal.
See an example below.
Go to Step 6.
An example
Katie picked up the annual report of the organisation she worked for, which was sitting on
the coffee table. She chose a page that summarised the background or the organisation and
asked the learner to read the first column. Then she asked:
How many years has the organisation been in business?
Why was the organisation established?
What is the focus of the business now?
What is the aim for the next 10 years?
What is the purpose of the document titled Towards 2020.
When the learner had no difficulties in answering the information, Katie went on to ask
further questions:
How does the organisation manage risk?
How are outcomes measured?
What was the expenditure on training in the year 2008-9?
And when the learner could answer those questions without any issues, Katie asked more:
How does the expenditure on training in 2008-09 compare to 2010-11?
Why would the organisation aim for sustainable employment?
Summarise the sustainability action plan.
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Step 6
Now you need to make a judgement about whether to refer this person for a more thorough
language, literacy and numeracy skill assessment, or not.
If the learner carried out each task without any difficulties or requiring no prompting, then it is
very likely that they have the core language, literacy and numeracy skills to be able to carry
out their work effectively and participate in training with little or no support.
If the learner completed some of the tasks and required assistance, or if you are unsure
about whether they could carry out their work or participate in training without support, then
refer them for a more thorough assessment against the ACSF to determine their skills and to
identify particular areas where they may require support.
Step 7
Explain to the learner whether they will be referred on for a further assessment and your
reasoning, reinforcing that any further assessment will help to identify the learner’s
requirements for support.
Remember that the LLN Skills Check you have carried out is an initial check only. Follow-up
language, literacy and numeracy assessments should be carried out by an assessor who
complies with the requirements of the Standards for NVR Registered Training Organisations.
Step 8
Where required, summarise the LLN Skills Check on the form included at Appendix IV and
store according to organisational record-keeping procedures. The LLN Skills Check report
will provide useful background information for an assessor who may carry out a follow up
ACSF assessment.
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Appendix I: LLN Skills Check interview form
Name: _________________________________________________________________
Interviewed by: __________________________________________________________
Date: __________________________________________________________________
Tell me about your job (if not employed, substitute different role, such as ‘tell me about living
in Richmond’, or ‘tell me about being a parent’)
Prompt
Who do you work for? What are the tasks you carry out?
This question is about getting the learner to talk so that you can start to understand their
speaking and listening skills. It is also about you beginning to understand the language,
literacy and numeracy requirements of their job.
_________________________________________________________________
_________________________________________________________________
What reading and writing tasks to you need to carry out for your job?
Prompt
Do you have to read forms or charts or individual care plans? Do you write on individual
care plans? phone messages?
_________________________________________________________________
_________________________________________________________________
What numeracy or maths tasks do to you need to carry out for your job?
Prompt
Do you record your hours? Do you take measurements? Read diagrams?
_________________________________________________________________
_________________________________________________________________
What about speaking and listening – who do you talk to in your job?
Prompt
Do you have to read forms or charts or individual care plans? Do you write on individual
care plans?
_________________________________________________________________
_________________________________________________________________
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How about using a computer?
Prompt
Can you use a computer? Could you find a document if required? Send an email?
_________________________________________________________________
_________________________________________________________________
What are you good at?
Prompt
This may include reading (magazines, emails, websites, notice boards); writing (emails,
forms, lists, messages, reports); numeracy (money, times tables, 24 hour clock,
measurement); speaking and listening (talking on the phone, asking for information, giving
instructions).
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
What would you like to learn?
Prompt
This might include reading novels or TV guides, writing letters, reading maps, using a
calculator, or reading the types of programs listed on the community centre timetable.
_________________________________________________________________
_________________________________________________________________
When did you leave school?
Prompt
When did you leave school? Where did you go to school? Have you done any training
since you left school? If yes, which courses?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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What jobs have you had?
Prompt
What jobs aside from the current job?
_________________________________________________________________
_________________________________________________________________
What language do you speak at home?
Prompt
This may be obvious from the outset, but not always.
_________________________________________________________________
_________________________________________________________________
Notes:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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Appendix II: A self-assessment
Tell me about your reading, writing and numeracy skills.
I can …
Yes
Sometimes
No
understand signs at work
write a supermarket shopping list
check change when shopping
write a SMS message
use the internet to get information such
as telephone numbers
read a TV Guide
read the prompts at an ATM
read an account or bill
send an email
use a calculator
understand a timetable
read a map
read and understand a newspaper
use a dictionary
write a job application
read a novel
calculate fractions, decimals and
percentages
keep a journal
write a work report
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Appendix III: Sample form
Please complete the following details using BLOCK letters.
Family name
Given names
Gender
Please tick ()
M 
F 
Home address
Postal address
Telephone number
DOB
Place of birth
Nationality
Occupation
Employer
Business address
Business telephone
Signature
Date
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Appendix IV: LLN Skills Check summary
Name: __________________________________________________________________
Interviewed by: ___________________________________________________________
Date: ___________________________________________________________________
Tasks carried out for LLN Skills Check:
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
5. ___________________________________________________________________
Referred for ACSF assessment:
Yes

No


Explain your reasons:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
**Attach any tasks attempted in the LLN Skills Check.
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