Professional Documents
Culture Documents
Book 4
Language
Literacy
Numeracy
TAELLN411
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.
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.
Page #
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.
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.
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.
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 The application of the competency fleshes out the scope, purpose and operation
competency of the unit of competency in different contexts; for example, its application in the
workplace and/or its relationship to licensing outcomes.
Elements of Elements describe the skills required to perform a work activity; they define the
competency outcomes to be assessed.
Performance Performance criteria define the level of skill necessary to achieve the requirements
criteria 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 Competency requires the application of skills and knowledge in the workplace.
knowledge 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.
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 Meaning
competency
Task skills The candidate must perform the individual skills required to complete a work
activity to the required standard.
Task management The candidate must manage a number of different tasks to complete a whole work
skills activity, such as working to meet deadlines.
Contingency The candidate must use problem-solving skills to resolve issues that arise when
management skills performing a work activity.
Job/role The candidate must perform effectively in the workplace when undertaking a work
environment skills 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 criterion-
referenced 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.
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.
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.
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.
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
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.
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.
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.
WRITING LEVEL 1
Performance
1.06 Displays limited vocabulary, grammatical accuracy and understanding of conventions of written text
Works alongside an expert/mentor Highly familiar contexts Short and simple Highly Concrete tasks of 1 or 2 steps
where prompting and advice can Concrete and immediate explicit purpose Processes include locating,
be provided Very restricted range of Limited highly familiar recognising
contexts vocabulary
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
Performance
2 o Makes a checklist of tasks o Reads simple factual texts o Completes a training log o Listens to brief recorded o Measures contents to make a
to do for enjoyment book telephone instructions and product
o Accepts guidance from a o Identifies main points in job o Writes message for a fellow follows prompts o Keeps a record of casual
mentor advert worker o Receives and passes on hours
o Searches for courses o Reads entries in a training o Writes brief dot points phone messages o Uses directory to give
log book about information in o Asks questions to clarify directions to familiar place
training
3 o Bounces ideas of others o Identifies key messages in o Writes a routine report o Delivers a short prepared o Compares costs of buying in
o Learns how to use new longer text (newspaper) o Records comments from a talk different sizes
software o Reads and customer regarding quality o Communicates using radio o Prepare a bill of materials or
o Reviews on skills to clarify interprets diagrams o Completes workplace equipment parts list for a job
further study records o Presents information to o Collects and collates data
small group from a survey
4 o Actively seeks view of o Reads various reports on o Write a book review o Provides feedback to o Uses calculator to compare
others in relation to a one event and analyses o Documents a detailed trainee repayments on an item
problem opinions action plan o Facilitates team discussions o Prepares detailed budget
o Organises own workplace o Compares and contrasts o Writes complex work o Determines client o Uses ratios to make up a
training plan texts on a contentious issues instruction requirements for a brief mixture
o Accesses and scans internet o Negotiates a process
sites to evaluate for to complete a group
research activity
5 o Mentors others o Reads aloud with o Write a lengthy essay o Participates in a formal o Investigates financial options
o Uses academic databases o confidence o Writes a position paper debate for business
o Leads change management o Evaluates validity of o Writes a risk management o Negotiates win-win o Designs an item using
o Leadership role in planning o recommendations plan outcome with colleague geometry
This topic covers the core LLN requirements of training, which includes:
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.'
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.
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.
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!
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:
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 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.
Understand Understand
Comprehend Advise
Check Present
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:
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
Plan Plan
SMS SMS
Analytical skills to effectively analyse information and data Reading and numeracy
Literacy skills to clearly articulate information, advice and Reading, writing and oral
instructions, and to prepare and compile detailed statements or communication
reports
Questioning and listening skills to effectively understand and resolve Oral communication
issues raised
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.
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.
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.
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.
Table 4 – RIIOHS201A Work safely and follow OHS policies and procedures
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.
For the example below there are multiple possible LLN skills for a single criteria reflecting the nature of the
task and workplace requirements.
The LLN skill levels of a learner can be determined by using formal, semi-formal or informal methods
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
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.
The following page contains and example of a self-assessment checklist to address skills in a generic context.
Understand signs
Read a newspaper
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.
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.
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.
Many instructors ask, “How can I tell for sure if a learner has a LLN issues?”
o daydreams.
o talks to self.
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.
o Showing signs of o Poor handwriting; o Getting words out of o Getting confused and
hesitation, confusion, e.g. shaky letters not order easily distracted
fear or anger while shaped properly when counting
reading
o Carrying out an
o Mis-copying instruction wrongly o Unable to read large
o Reading very slowly, information from one numbers
frequently pausing to place to another
o Having difficulty
re-read work
answering questions, o Avoiding tasks
o Not filling in answers needing prompts involving
o Asking what a simple to essential questions mathematical
sentence or on forms
o Asking the speaker to
calculations and
repeat what they've
paragraph means processes
o Very slow writing; said or to talk slower
o Not wanting to pausing to recheck o Refusing to calculate
take or use printed work
o Avoiding speaking
without a calculator
up; staying quiet,
material
o Needing to copy staying in the o Not contributing to
o Getting someone letters or words background problem solving
else to read a form from another
document to
o Being unable to o Not writing answers
o Avoiding activities
avoid errors
concentrate for long until the answers
where reading when someone is worked
may be required. o Wanting to take talking to them.
forms home to fill
out, "when I can
think about it".
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.)
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.
The instructor assumes the o There will probably be evidence of the learner’s progress within
responsibility for finding strategies that the program.
work best for the learner,
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 o The learner may become dependent upon the instructor for
learner’s progress within the program. 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.
o The instructor and the learner work o The learner will understand better why certain things are
together to better understand what difficult to do.
the barriers are, and what strategies
o The learner may begin to select and apply strategies on his
might help.
own that will help him work around the barriers and move
o There will probably be evidence of towards success.
the learner’s progress within the
o The learner may now be able to explain what strategies help
program.
him perform more successfully.
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.
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
Active awareness of self as a learner, learning Acquisition and application of practical strategies that
orientations and approaches to the management of facilitate learning.
learning.
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.
Provide opportunities to discuss, attach importance to, and build on different culturally based behaviours
and values.
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.
Audience, purpose and meaning-making strategies. Text structure and features, grammatical expression
of ideas, word identification strategies and
vocabulary.
Textual analysis
Critical literacy
Strategy Example/comment
Talk about the content of a new o Who the writer is talking to and what their message is
topic before introducing written
o What sort of text is this? What do we expect to see?
texts
o Teach learners about the structure of common workplace texts
identified when you analysed the training specifications
Provide a simplified explanation o Draw out what the learners know about a concept or principle and build
of underpinning concepts and the vocabulary for the content of the learning
principles
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
Give learners opportunity to o Provide cue questions; for example, what information are they looking
read independently for?
Model reading in the workplace o It is okay to ask people and check the facts by referring to workplace
documents:
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
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 o Collect and use authentic texts
industry and workplace
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, o As learners learn to write they need to be scaffolded through the
proof and review processes at process for each new text type and level of complexity; a number of
the appropriate ACSF levels 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
Speaking: Listening:
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.
Strategy Example/comment
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.
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 o Maintain eye contact with the speaker and give them your complete
are useful for learning in attention
training and workplace o Show that you are following by nodding, make affirming sounds: 'yes',
contexts ‘mmm’ and so on
o Repeat what has been said or summarise
Learners can be given Paralinguistics are all the sounds we use in addition to words - such as
strategies for interpreting exclamations like ‘ah!’"Huh?' or 'rnmmrn’ - and body language cues we use
paralinguistics 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
In the ACSF there are three indicators for numeracy. The indicators cover:
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
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.
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.
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
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.
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.
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.
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.
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.
All RTOs are required to evaluate their delivery and obtain feedback from learning documented as part of their
VQF/AQTF obligations.
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.
2 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 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 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 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
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 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 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
5 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 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
3.06 Selects vocabulary, grammatical structures and conventions appropriate to the text
4 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 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
2.08 Listens for relevant information in oral texts across familiar contexts
3 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 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 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
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 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 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 4.09 Extracts and evaluates the mathematical information
embedded in a range of tasks and texts
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 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
TOTAL: ________
What might that tell you about HOW you like to learn?