Contents
Contents
Before you begin
v
Learning outcomes for TAELLN401A Address adult language, literacy and numeracy skills
v
Understanding the competency standard
v
Developing and recording employability skills
x
What is expected of a Certificate IV learner
xiii
How to use this book xiv
Assessment
xiv
Developing an evidence portfolio
xv
Resources
xvi
Overview: Understanding vocational education and training
xix
Introduction: Addressing adult language, literacy and numeracy skills
1
Chapter 1: Determining the core LLN skill requirements of the
training
7
1.1 Determining core LLN skill requirements of the training specification
9
1.2 Determining core LLN requirements of the training context
27
1.3 Using validated tools and other sources of information to determine learner 34
LLN skills
Portfolio instructions
40
Discussion topics
40
Chapter summary
40
Record your employability skills
41
Chapter 2: Accessing specialist learning support
43
2.1 Determining the need for specialist core LLN assistance
44
2.2 Applying strategies for collaboration with specialist LLN practitioners
51
Portfolio instructions
55
Discussion topics
55
Chapter summary
56
Record your employability skills
56
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TAELLN401A Address adult language, literacy and numeracy skills
Chapter 3: Customising the program to develop core LLN skills 57
3.1 Customising or developing materials appropriate to core LLN skills
58
3.2 Applying learning support strategies to assist learners to develop core LLN skills
66
3.3 Monitoring and evaluating approaches to determine areas for improvement
77
Portfolio instructions
79
Discussion topics
80
Chapter summary
80
Record your employability skills
80
Final assessment: TAELLN401A Address adult language, literacy 81
and numeracy skills
Employability skills
88
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TAELLN401A Address adult language, literacy and numeracy skills
Training and assessment
The primary role of RTOs in the VET system is the delivery of 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 onsite to enterprise staff; or to coordinate and support enterprise trainers,
coaches and mentors in their roles.
Alternatively, you may be an enterprise trainer whose role it is to facilitate learning
and carry out assessment in the workplace, perhaps based on national competency
standards or possibly internal enterprise standards. The work you do may or may not
lead to a recognised qualification.
About competency and competency standards
When working with training packages and before providing training or assessment
services there are two aspects of competency and competency standards that you need
to understand: firstly how to identify and ‘unpack’ the key features of a competency
standard and secondly the dimensions of competency and their role in ensuring that
competency incorporates all aspects of work performance.
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 the
evidence 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 the element.
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.
continued …
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Chapter 1: Determining the core LLN skill requirements of the training
1.2 Determining core LLN requirements of the
training context
You now have a process for identifying LLN core skills using the ACSF in training
specifications taken from training packages, accredited courses or other specifications.
In other words, you know the minimum level of reading, writing, oral communication
and numeracy skills that a learner needs to participate and to be able to demonstrate
competence.
The training context also makes demands of learner LLN skills. Methods of instruction
and training resources need to be pitched at a level similar to the skills that are needed
to do the job. This is not always the case with resources, particularly written resources
such as textbooks and general information on the Internet. Although written for a
general audience some information can be quite complex. Trainers need to support
learners in how they use these types of resources or provide other means of accessing
relevant information.
A good understanding of the training context helps you develop a process to determine
the core LLN requirement of the training context using the ACSF.
The training environment
Training packages, accredited courses or industry programs provide training
specifications. The RTO/training provider determines how learning is planned and
organised. In the case of an RTO, the strategies outlined in its scope of delivery will
provide this detail.
Training packages outline training outcomes but provide for flexibility in how skills
and knowledge are learnt. RTO learning plans should balance the level of workplace
LLN practices outlined in the training package with the LLN skills required by the
learner to access written training materials and follow oral instructions.
Training may take place in different settings, most commonly a workplace, a community
setting or in a training organisation context.
Ensuring that LLN skills are integrated into the training program presents different
challenges depending on where and how training is delivered. Trainers need to be
mindful that the LLN used in training delivery is not at a higher level than what is
required by the training specification. For example, trainers need to select the appropriate
level of language to explain the theory behind a process and not expect learners to listen
to long technical lectures; nor require learners to write lengthy reports to demonstrate
their knowledge if this is not the LLN level in the training specification.
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Chapter 1: Determining the core LLN skill requirements of the training
Validated LLN tools reference assessment tasks to ACSF levels and indicators; these
tools are developed in consultation with or moderated by an LLN specialist who has
recognised LLN qualifications.
Validated LLN assessment tasks have been developed to meet industry needs. The
Australian Government has commissioned development of a task bank for the ACSF
and it is likely that over time a bank of validated assessment tools will be available for
most industries. A search of Industry Skills Council (ISC) and LiteracyNet sites on
the Internet should enable you to locate validated tasks in industry sectors relevant to
your work.
In addition, RTOs can develop sets of validated assessment tasks relevant to their
workplaces or training expertise.
As a trainer and assessor you need to be able to:
ƒƒ read and use LLN validated assessments
ƒƒ develop workplace assessment tasks understanding the levels of LLN
ƒƒ locate validated LLN tasks
ƒƒ work with LLN specialists to develop customised LLN validated tools and to ensure
moderation of tasks.
Sources of information about LLN skills
ACSF level of performance
Trainers need to be able to read an ACSF learner profile. In section 1.1 you learnt how
to determine the LLN needs of a training specification for a Certificate III in Aged Care
unit. The following graph from the ACSF provides a profile of a worker showing the gap
between the LLN levels of the training specification for the qualification and the LLN
levels of a learner.
5
4
3
2
1
Core skill
y
er
ac
N
um
co
m
m
un O
ica r
tio al
n
W
rit
in
g
di
ng
Re
a
Le
ar
ni
ng
0
Current level of competence
(Source: Australian Core Skills Framework, www.deewr.gov.au/Skills/Programs/LitandNum/ACSF/
Cases/spikyprofiles/Pages/Scenario2.aspx. Copyright Commonwealth of Australia reproduced by
permission.)
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TAELLN401A Address adult language, literacy and numeracy skills
Learning activity 3
1. Locate a validated LLN assessment task from the bank developed by Precision Consulting on
their website, www.precisionconsultancy.com.au/acs_framework. There are industry-specific
as well as generic tasks available.
2. Choose an assessments task and trial it with three of your learners.
3. Use the record sheet on the website to record your assessment and include it in your
portfolio.
Portfolio instructions
Discuss with your trainer the items they recommend for inclusion in the portfolio that
you will submit for assessment for Element 1. In addition to their recommendations,
you could consider including the following pieces of evidence:
ƒƒ Mapping documentation or products associated with determining the LLN core
skills in training specifications and training context
ƒƒ Documentation or products used to assess learner LLN core skills, learner profiles,
interpretation of tests, skills audits, E-scan (environmental scan conducted by
Industry Skills Council) of relevant industry workforce needs
ƒƒ Products such as assessment tools and tasks, RPL/RCC, pre-training assessment,
self-assessment, skills audit and gap analysis; there should be evidence of the use of
LLN core skills in tools and use of the ACSF
ƒƒ A journal of your reading and research activity
Discussion topics
Learners in a classroom can form a discussion group or have a debate. Those in the
workplace might like to brainstorm these ideas with their colleagues. If you are learning
independently, you might like to set up a chat room with other learners or ask a friend
for their opinion.
ƒƒ Explain and discuss why the AQF does not provide guidance on LLN levels.
ƒƒ ‘LLN is a significant issue in all training and is not just an equity consideration’.
ƒƒ Using the ACSF is an added burden to planning for training. True or false? Justify
both points of view.
Chapter summary
ƒƒ Language literacy and numeracy skills are a fundamental part of social interaction.
They are also integral to training packages and other training specifications. All
trainers and assessors should be able to:
−− identify the LLN of the units of competency or specification they use
−− understand the LLN demands of their training and assessment strategies
−− identify and understand the employability and core skills required of workers
in workplaces.
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Chapter 2: Accessing specialist learning support
2.2 Applying strategies for collaboration with
specialist LLN practitioners
As a trainer and assessor you may form collaborative relationships with a number of
professionals to provide support to learners in line with the RTO’s access and equity
policy or to simply provide high-quality and customised training and assessment
services.
Having a Certificate IV in Training and Assessment and completing this unit equips
you to deliver training in the industry area in which you hold qualifications. It also
gives you awareness of LLN core skills needs in training and of learners.
However, you need to collaborate with a specialist LLN practitioner to deliver
LLN‑accredited courses; to validate assessment linked to the ACSF; and to provide
specialist support or training for learners with LLN needs. For example, you need an
LLN specialist to validate an LLN core skills assessment; and specialist advice is useful
in adjusting learning plans and lesson plans for training sessions integrating LLN into
industry skills. You may seek specialist skills in delivering aspects of the training or
supporting identified learners with LLN needs.
LLN specialists
An LLN specialist needs to have relevant qualifications and demonstrated experience in
using the ACSF and delivering adult language, literacy and numeracy services.
Working with an RTO is an advantage but not a requirement as long as an RTO is
responsible for the assessment of the qualification. A relevant LLN qualification ensures
that the specialist has:
ƒƒ knowledge of adult learning
ƒƒ knowledge of language and literacy development as a first and/or additional
language
ƒƒ knowledge of the structure and use of Standard Australian English in the Australian
community
ƒƒ knowledge and application of mathematical concepts and numeracy
ƒƒ knowledge of the VET sector
ƒƒ the capacity to use the ACSF.
A relevant qualification ensures up-to-date knowledge and application of using the
ACSF for measuring and assessing language, literacy and numeracy.
Among the acceptable LLN qualifications are:
ƒƒ Certificate IV in Language, Literacy and Numeracy Practice in VET
ƒƒ Diploma in Language, Literacy and Numeracy Practice in VET or its equivalent
ƒƒ Advanced Diploma in Language, Literacy and Numeracy Practice in VET
ƒƒ recognised post-graduate qualifications in TESOL.
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Chapter 3: Customising the program to develop core LLN skills
Chapter 3
Customising the program to develop
core LLN skills
In the Australian VET system trainers have an obligation to develop the LLN core skills
identified in the training specification; remember that LLN core skills are explicit in
training packages. The approach taken by an RTO to how training and assessment is
delivered is documented in the learning and assessment strategy prepared for scoping
the qualification in the registration process.
Regardless of whether it is for an RTO or an enterprise training program, a well-designed
learning program includes the identification of LLN core skills and their integration
into the choice of instruction methods, learning materials and assessment. Consistent
with adult learning theory, the strategies used need to be customised to the learners’
experience and interests while inducting the learner into the communicative practices
of the industry and organisations in which they are working.
Addressing adult language, literacy and numeracy skills involves unpacking a unit of
competency or qualification and using the ACSF to identify core skill requirements.
Subsequently, the LLN needs of learners can be determined and LLN specialists engaged
to get the best advice and additional services for a program and for learners.
The ACSF and your analysis of the training specification can then be used to develop
or customise a learning plan to meet the needs of a particular group of learners. To
effectively achieve this you need to know about strategies to use in your training to
assist the development of speaking, listening, reading, writing, numeracy and learning
in your learners’ underpinning competency; how to select, develop or modify resources
to suit the program; and how to collect formative data and feedback to monitor and
improve your delivery.
In this chapter you will learn about:
3.1 Customising or developing materials appropriate to core LLN skills
3.2 Applying learning support strategies to assist learners to develop core LLN skills
3.3 Monitoring and evaluating approaches to determine areas for improvement
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TAELLN401A Address adult language, literacy and numeracy skills
Indicator 2 is about using what learners know about text – letter/sound symbols
(alphabet), meaning of words, word order, 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.
Strategies for developing reading skills can include using workplace
documents to help learners identify the structure of text.
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
‚‚ Who the writer is talking to and what their message is
Provide a simplified
explanation of
underpinning concepts
and principles
‚‚ Draw out what the learners know about a concept or principle
and build the vocabulary for the content of the learning
‚‚ What sort of text is this? What do we expect to see?
‚‚ Teach learners about the structure of common workplace texts
identified when you analysed the training specifications
‚‚ Read the summary together and then independently
‚‚ 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
‚‚ Learners to write their own notes in their own words
‚‚ 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
‚‚ Encourage use of dictionaries
‚‚ Build learners’ personal word lists with photos (picture
dictionaries)
continued …
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TAELLN401A Address adult language, literacy and numeracy skills
Learning activity 7
Marlena is one of the learners in the Best Care Certificate III training group. Her level of LLN
in four of the core skills (learning, reading, writing and oral communication) are at levels lower
than she needs to access the training successfully. The ACSF LLN targets for the program are:
LLN core skills
Indicators
Aspects of communication
Learning
3.01, 3.02
Procedural
Reading
3.03, 3.04
Cooperative
Writing
3.05, 3.06
Oral communication
3.07, 3.08
Numeracy
2.09, 2.10, 2.11
Systems
Marlena’s profile ACSF profile is:
ACSF Core skill
Indicators
Learning
1.10; 1.02
Reading
1.03; 1.04
Writing
1.05; 1.06
Oral communication
2.07; 2.08
Numeracy
2.09; 2.10; 2.11
Peggy has been able to get one of the Best Care workers to mentor Marlena. To focus the
work they do together for two hours each week, Peggy needs you to write a learner support
program.
Write an individual learning plan for Marlena to provide her with additional LLN support using
some of the support strategies in the workbook at the appropriate level.
Learner support program: language, literacy and numeracy
Workplace
skill
LLN goal
Development
strategy
Core skill/level
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Sample
activities
Chapter 3: Customising the program to develop core LLN skills
3.3 Monitoring and evaluating approaches to
determine areas for improvement
Just as learners learn by gaining feedback on their performance, trainers also need to
seek feedback on their learning plan and activities from learners, workplaces and RTO
supervisors. They also need to critically evaluate their own plans, organisational and
facilitation skills and their choice of resources and strategies.
This information can serve a number of purposes: it may feed into improving the
program in the future; it may be part of a reporting process; and it can contribute to the
continuous improvement of policies and procedures.
All RTOs are required to evaluate their delivery and obtain feedback from learning
documented as part of their AQTF obligations.
Collecting monitoring and evaluating data
Monitoring and reviewing learning programs for their effectiveness is an important
part of ensuring that present 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:
ƒƒ program outcomes – units of competency and ACSF assessments
ƒƒ attendance records for group sessions and appointments for workplace training
ƒƒ records that monitor participation in group activities and completion of workplace
activities
ƒƒ evidence of milestones established to meet LLN learning goals and monitor progress
towards competency
ƒƒ learning plans, session plans and modifications
ƒƒ minutes of planning and coordinating meetings.
Most training providers and trainers also ask participants to participate in some kind
of end-of-session or course completion survey. There are generic surveys in response to
VET system requirements, though often training providers really need to know more
about the effectiveness of the direct interaction between learners, the learning program
and each trainer.
In any survey of workplace or learners, trainers should ask to be rated for the
following:
ƒƒ rapport with learners
ƒƒ effectiveness in facilitating learning
ƒƒ organisation of learning and assessment
ƒƒ quality of training resources for the audience
ƒƒ quality of additional support services
ƒƒ capacity for flexibility and ability to adjust to LLN need.
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TAELLN401A Address adult language, literacy and numeracy skills
Discussion topics
Learners in a classroom can form a discussion group or have a debate. Those in the
workplace might like to brainstorm these ideas with their colleagues. If you are learning
independently, you might like to set up a chat room with other learners or ask a friend
for their opinion.
ƒƒ Many learners drop out of training because they get frightened about having to read
a lot of books and write reports – the LLN level of resources is often too difficult.
ƒƒ The best resources are the ones you make yourself.
ƒƒ Share your five best resources for developing LLN core skills with your colleagues.
Discuss why they work with your learners.
Chapter summary
ƒƒ The ACSF core LLN skills in the training specifications and the core LLN levels of
learners should be used to inform the choices of learning and assessment resources.
Training resources and strategies need to be developed to respond to each new
group of learners and to each delivery context.
ƒƒ A wide range of commercial training resources is available; they can be used in
different ways or customised to develop LLN core skills. Designing and developing
specific resources is also an option for trainers.
ƒƒ The ACSF provides a framework for specific learning support strategies for learning,
reading, writing, oral communication and numeracy at different levels.
ƒƒ Program monitoring and evaluation are important processes to improve assessment
and training delivery.
ƒƒ Evaluation processes can also be important to continuous improvement processes
and for meeting AQTF compliance obligations.
Record your employability skills
When you have completed each chapter, make sure you record the employability skills
you have developed in the table at the end of the workbook. Keep copies of material you
have prepared as further evidence of your skills.
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