Language, Literacy and Numeracy (LLN) Test

Language, Literacy and Numeracy (LLN) Test
Language, Literacy and Numeracy (LLN) Tool
ACSF skill and level

coverage
Assessment tasks Description
Part A
Learning 1-3, Oral Reflective question and answer

Interview communication 1-3 Particularly useful for new workers
Part B
Task 1: Reading Reading 3, Writing 2-3 Read and interpret a poster Write
and Writing Writing 3-5 or deliver an opinion piece
Numeracy 2-3
Task 2: Numeracy Complete various numeracy tasks
Language, Literacy and Numeracy (LLN) Test
Guide and Mapping

Introduction
This test includes a range of tasks designed to be used to identify an
individual’s level in the core language, literacy and numeracy (LLN) skills
of Learning, Reading, Writing, Oral Communication and Numeracy. The
tasks in this test are adapted from tasks bank developed by Precision
Group in collaboration with Commonwealth of Australia.
The assessment tasks align with the Australian Core Skills Framework
(ACSF). The ACSF is a national framework that provides:
• a consistent national approach to the identification of the core LLN

skills requirements in diverse work, training, personal and community
contexts
• a common reference point for describing and discussing performance

in the five core LLN skill areas.
The tasks bank, from which the tasks of this test have been reformed, on the
Precision Consultancy website (at
www.precisionconsultancy.com.au/acs_framework) have been validated
by both ACSF and industry experts. The tasks are maintained as valid while
they remain on the Precision site.
Why assess core LLN skill levels?

Assessment of core LLN skill levels identifies an individual’s skill levels. This
individual assessment can then be compared with the LLN levels required
of a training program (or unit or qualification), or workplace tasks. The
person may be a new entrant to the training sector, or may be following
a training pathway to a new course or qualification.
The purpose
Language, Literacy of
andthe assessment
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International College of Tasmania Pty Ltd trading as: TasCollege
RTO Code: 45352 | CRICOS Code: 03683K
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Language, Literacy and Numeracy
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• should complete an LLN bridging R F program before commencing the
training, or M O
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• requires LLN support throughout the training program (or unit or
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qualification) or workplace tasks.
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Identified gaps can be addressed in various ways, for example bridging
courses, specialist LLN practitioner support, or activities provided by a
vocational trainer with knowledge of developing LLN skills.
Assessment tasks
This test includes tasks that focus on ACSF Level 3 to 5. The following table
notes information about each assessment task.
ACSF skill and level

Assessment task Description
coverage
Part A
Interview Learning 1-3, Oral Reflective question and answer
communication 1-3 Particularly useful for new workers
Part B
Task 1: Reading and Reading 3, Writing 2- Read and interpret a poster
Writing 3 Write or deliver an opinion piece
Writing 3-4
Task 2: Numeracy Numeracy 2-3 Complete various numeracy tasks
Note: Levels of tasks can be influenced by the amount of support

provided to the candidate throughout the test.
Language, Literacy and Numeracy (LLN) Tool| Page of

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Coverage of tasks R F
M O tasks to ACSF skills and levels. Note
The following table maps the assessment
that most tasks cover more than one A skill,
R and more than one level – often
depending on the response from theTcandidate.
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ACSF skills and levels covered by assessment tasks
Level Learning Reading Writing Oral Numerac

communicatio y
n
4-5 Part B - Task Part B - Task 1:
1: Q.3 Q.3
3 Part A Part B - Task Part B - Task 1: Part A Part B –
1: Q.1, Q.2 Q.1, Q.2, Q.3 Part B - Task 1: Task 2
Q.3
2 Part A Part A Part B –
Task 2
1 Part A Part A
Pre-level 1
Mapping of levels and indicators

Each of the tasks includes is mapped as given above. Each task is
mapped
Language, to and
Literacy one or more
Numeracy (LLN) Tool|skill
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of indicators, and the aspects of
communication have also been identified.
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ACSF levels refer to exit levels; that is, the person is able to demonstrate
A R
what is required at that level. Users should always remember the factors
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that may influence a person’s performance
1 at each level (in each core
A
skill). These are:
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• the degree and nature of support available
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• the familiarity with the context
• the complexity of text
• the complexity of the task.
The level of skill demonstrated by a candidate can be changed by the

factors, for example, if significant support is given to a candidate
completing a level 3 task, the outcome of the assessment could be that the
candidate is at exit level 2.
The table on the following page is from page 7 of the ACSF document, and
shows how the levels of support, context, text and task complexity vary across
the five levels of performance of the ACSF. It is critical that an assessor take in
account this table when undertaking test and interpreting assessment results.
Support, context, text complexity, task complexity
ACSF Performance
SUPPORT CONTEXT TEXT TASK

COMPLEXITY COMPLEXITY
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Works Highly familiar Short and simple Concrete tasks of
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alongside contexts Highly explicit 1 or 2 steps
A R
1 an expert/ Concrete and purpose Processes include
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mentor immediate Very locating,
1
A Limited, highly
where restricted range recognising
T familiar
prompting of contexts 33 vocabulary
and advice
can be
provided
May work with Familiar and Simple familiar Explicit tasks
an expert/ predictable texts with involving a limited
mentor where contexts clear purpose number of familiar
2
support is Familiar steps
Limited range of
available if vocabulary
contexts Processes
requested
include
identifying,
simple
interpreting,
simple
sequencing
Works Range of Routine texts Tasks involving a
independentl familiar contexts May include number of steps
y Some less some unfamiliar Processes include
3 and uses own familiar elements, sequencing,
familiar contexts
embedded integrating,
support Some
information and interpreting, simple
resources specialisation in
abstraction extrapolating,
familiar/known
contexts
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R F Includes some simple inferencing,
M O specialised simple abstracting
A R vocabulary
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1
A
Works Range of T Complex texts Complex task
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independentl contexts, Embedded organisation and
y and initiates including information analysis involving
4 and uses some that Includes application of a
support from a are specialised number of steps
vocabulary
range unfamiliar Processes include
Includes
and/or extracting,
of established abstraction
resources unpredictabl and extrapolating,
e symbolism inferencing,
Some reflecting,
specialisation in abstracting
less
familiar/known
contexts
Autonomous Broad range of Highly complex Sophisticated task
learner who contexts texts conceptualisation,
accesses and Adaptability Highly organisation and
5 within and embedded analysis
evaluates across contexts information Processes include
support Specialisation in Includes highly synthesising,
from a broad one or more specialised critically reflecting,
range contexts language and evaluating,
of sources symbolism recommending
Language,
Steps inLiteracy and Numeracy (LLN)
the assessment
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Step 1: The assessment interview M O
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The assessment process should begin with an interview with the candidate.
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Use the PART A of test to guide the interview.
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The assessor should put the candidate at ease and explain that the
purpose of the LLN test interview is to gather information about their
educational background and LLN skill level to help determine future training
support needs. They should also explain that the assessment will include a
one-tone chat and then some time will be given for the candidate to
complete tasks of PART B. Assessors should encourage candidates to feel
comfortable and ask questions at any time.
The interview is an opportunity for the assessor to gather information about

the candidate’s oral communication and learning skills. Assessors can also
start thinking about which tasks may be appropriate, depending on the
candidate’s background, interest areas and future training goals.
PART A should be completed by the assessor in conversation with the
candidate. Not all questions will be relevant. The form includes prompts for
the assessor to flesh out questions where appropriate, but they could also
use their own prompts.
The self-reflection (included in PART A) is also designed to be completed
through interview. It is a task to encourage candidates to talk about the skills
they have and the skills they would like to develop.
Because they are conducted orally, the assessment interview and the
selfassessment are ways of specifically collecting information about the
candidate’s oral communication skills.
Ideally, an assessment interview would be conducted in a quiet place on
a one-to-one basis.
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Step 2: PART B Assessment tasks R F
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There are two assessment tasks in PART B. These are useful to get an idea
A R
of the candidate’s skill level. The tasks can provide valuable information
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about the candidate’s ability to cope with specific skills and language
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relevant to particular training. A
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Remember to consider the support, context, text and task complexity
factors when selecting the tasks. For example, a level 3 task given with a
high level of support will deem the task level 2 in many cases.
Step 3: Test by candidate

Ask the candidate to complete the first task and offer support if required.
Remember that the level of support provided can change the level of skill
noted in the task mapping. Ask the candidate to complete the tasks.
Thank the candidate for completing the test and inform them about the
process that will follow, which should include letting them know about any
recommendations.
Step 4: Make the assessment

judgement
Based on your knowledge of the ACSF skill levels, make a judgement about
the candidate’s skill level. When making the judgement, remember to
consider the support provided, the context, the task and the task complexity.
For example, the candidate may have completed an ACSF level 3 task, but
was only able to do it with support. The assessor will need to make a decision
about whether this candidate is perhaps only performing at ACSF level 2 or
lower. If the candidate’s performance indicates that they are not operating
at the required ACSF level to complete the training successfully it might be
necessary to recommend
Language, Literacy LLNTool|
and Numeracy (LLN) support prior to, or during the training.
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Step 5: Communicate the assessment R F decision to
the candidate M O
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It is good practice to ensure that candidates understand more about their
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LLN skill levels, having undertaken the1assessment. Explain the results of the
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assessment to the candidate, what the levels mean, and how they may
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impact on and training that the candidate 33 may undertake. Answer any
questions that candidates may have.
Step 6: Complete the report
Fill out the ACSF assessment record with details of the assessment.
Getting Started
Please read this information carefully before commencing the LLN Test.
1. WELCOME
Welcome to TasCollege.
Before you are able to commence your course, you must
successfully complete the LLN Test. Please note that if you are
enrolled in more than one course with TasCollege, you will only
need to complete the LLN Test once.
2.Language,
ENTRY REQUIREMENTS
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All students are required to undertake a Language Literacy and
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Numeracy (LLN) test prior to commencement of training. Outcomes
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from this test will be used by TasCollege
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for students’ enrolment. It will also help TasCollege to decide whether or
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not it is able to provide required support33 services or referral to external
agencies is required.
TasCollege requires at least ACSF level 3 in all areas for enrolment into:

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Code Title
A R
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SIT30816 Certificate III in Commercial Cookery
1
A
SIT40516 T Cookery
Certificate IV in Commercial
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SIT50416 Diploma of Hospitality Management
CHC5201
Diploma of Community Services
5
BSB50420 Diploma of Leadership and Management
BSB60420 Advanced Diploma of Leadership and Management
TasCollege requires at least ACSF level 5 in all areas for enrolment into:
Code Title
BSB80515 Graduate Certificate in Management (Learning)
BSB80120 Graduate Diploma of Management (Learning)
3. LLN TEST
Meeting Clause 1.7 of the Standards for RTOs 2015
The Standards for Registered Training Organisations (SRTOs) 2015 requires
all RTOs to determine the support services necessary for individuals to meet
the requirements of their desired training product, as outline in clause 1.7
(see clause below). As part of meeting this standard, we require that all
prospective
V4.0: learners
May 2021, Approved: QACcomplete the LLN Test.
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Clause 1.7 from the Standards for Registered
T M Training Organisations 2015:
1
The RTO determines the support Aneeds of individual learners and
provides access to the educational and T support services necessary for the
individual learner to meet the requirements
33 of the training product as
specified in training packages or VET accredited courses.
Format of LLN Test

The LLN Test covers the five foundation skills (i.e. numeracy, learning,
writing, reading and oral component). Please ensure you allocate time to
complete the LLN Test in full.
4. STARTING THE LLN TEST

Be honest and complete this test without any external help although you
can ask your trainer/assessor/staff for any questions about the requirements
of this test and follow the instructions.
5. COMMENCEMENT OF TRAINING
Once you have successfully completed the LLN Test, the outcome will be
communicated to you and training will be commenced accordingly.
6. SUPPORT SERVICES
TasCollege recognises the importance of adequate skills in English. LLN
improving literacy skills will assist in ensuring education is available to all. LLN
test has been designed to describe variations in arrangements for our
clients who have specific language, literacy and numeracy needs and the
support services available to these persons. Students with special needs in
the areas of Language, Literacy and Numeracy will have access to
assistance
Language, and
Literacy and support to fulfil
Numeracy (LLN) Tool| their
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of needs.
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TasCollege endeavours to equip TtheOparticipant to undertake the tasks of
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R will consult with the Trainers and
the profession. The Training Department
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Assessors to analyse necessary requirements to meet the participant’s
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individual needs. Where these needs cannot be met, a refund will be given
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to the participant.
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Where support needs to go beyond what can be met with reasonable

adjustment during the training and assessment process, and additional
support is required, TasCollege will direct participants to an external literacy
specialist.

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Language, Literacy and Numeracy G Test
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Purpose of the documents: A F
T you
The purpose of this test is to ensure O have the language, literacy and
10
numeracy skills needed to undertakeR your course of training. It will also
show how we can assist you in any areas M where you may need help to
A
ensure your success to gain the qualification.
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Personal details: Please provide the information required in the form below.
TasCollege respects your privacy and will not pass on your personal details
to other organisations except as required by law.
Muhammad
Candidate name: ……………………………………………………………
Jahanzeb
Signature: ……………………jahanzeb……………
Commercial Cookery Certificate III , IV & Diploma

Course name:…………
hospitality
…………………………………………………………
Address: ………………………………45 Threkledave Avenue CATTAI NSW

………………2756…………………………………
Phone(s): ……………………………………………………… +61 470 016 255
12010464
Student ID: ...............................................
DoB: ………… 26 09 /…………../………………… 1994

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A F Pakistan
Country of birth: ……………………………………………………..
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10
R 5 Years
How many years have you lived in Australia? …………………
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Male
Gender: ………………… T
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Urdu , English
Languages you speak……………
……………………………………………………… Part A
Assessor Instructions:
• This task covers ACSF Learning and Oral communication at Levels

1, 2, 3 or 5
• This part (Part A) has to be completed by Assessor
• This task requires the candidate to:
• listen and respond to
oral questions
• reflect on his/her
learning
• Put the candidate at ease and explain that the purpose of the
LLN test interview is to gather information about the candidate’s
LLN skill level to help determine if they have the skills for a
particular course of training, or if support is required. It includes a
series of questions followed by a self-reflection task.
• Ask the questions orally and note the candidate’s answers in the space
provided.
• Encourage the candidate to feel comfortable and ask questions at any
time. Training goals
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Can you tell me about something
A Uthat you learned recently?
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I have tried to learn the Cookery Study cookery
A from another college.
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Also I have done my bachelor in Accounting.
What do you like about learning? Can you talk about how you think you like
to learn?
Actually I am willing to learn something that can enhance my career. I actually want to do
something for trade. Willing to start my own business so I think cookery is the right pathway to
take a start.

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What are you good at?
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I am good at doing things by hand like working
A in the kitchen or yard.
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What would you like to learn?
I would like to learn the cooking cutting safety
What helps you to learn?
Institute
Language, good
Literacy tutors, trainers,
and Numeracy (LLN) Tool|chefs
Page and of also co students.
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Educational background
When did you leave school? For example, 1992
Have you been enrolled in training (vocational training or tertiary studies)
since you left school? If yes, which courses?
After leaving school I have been enrolled in Diploma and Bachelor of Accounting
Finally I got a chance to get enrolled in a Trade course and complete it.
Employment
In what sort of jobs have you worked?
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A U services of food company and
I have been working currently with delivery
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Working as a trainee in a restaurant to learn the kitchen stuff.
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Did you receive on-the-job training?
Yes they are still training me along with experience..
Did you do any writing at work? If so, what sort? What

types of tasks involved writing? For example, taking
telephone messages or filling in forms.
Yes I kept writing the stuff of orders and delivery and purchasing record too
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Which skills would you require to be able to work in as an Administrative

Manager?
To become an administrative Manager I have to study office works and management

skills
also I have to be proficient in Microsoft office applications.
What sorts of maths did you use at work?
I have been working on preparing invoices. Also, Excel is helping me alot.

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What work skills do you already have?
I can handle orders , Also I can prepare invoices , Team player and Good supervisor
What skills would you like to develop from this course?
I would like to develop my chef skills .

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Self-reflection
Tell us about your reading, writing and numeracy skills.

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Part B
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Student Instructions: A U
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• This part (Part B) has to be completed
M by prospective student (Tasks 1
– 2) A
• T questions
Provide answers to the following
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• Print Clearly
• Answer all questions
• Use a pen or type the answers in a word document. Answers written in
pencil will not be accepted Do not cheat.
• Your text may be in full sentences and may also include dot points. Use
paragraphs and correct spelling and grammar. Check with your assessor
if you need clarification. You may use the computer if you need to.
Remember to plan your work before you start and to check your work
before you finish.
Task 1: Reading and Writing
This task covers:

• ACSF Reading Level 3
• ACSF Writing Levels 2 and 3 (Q.1 and Q.2)
• ACSF Writing Levels 3 or 4, depending on response (Q.3)
Q1. Given below is a poster by WorkSafe at

www.worksafe.vic.gov.au/forklift. In your own words explain what you think is
meant by the following words that appear on poster – Forklifts and people
don’t mix.

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Health and safety always comes first actually in the above given photo while forklift trying to
pull
Some staff are trying to help, in fact interfering with the operation of the forklift that should be
done
at
all .
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We shouldn't enter the fork lift area without
G M getting permission or following the signs.
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Q2. Using the poster given below write a text that includes:
• an introduction
• what is similar in this poster and poster in Q.1.
• a description about what is different about the two posters
• an opinion with supporting reasons about which poster is more
effective in communicating its message.

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Difference in first poster staff trying to help the forklift and getting involve
2nd poster staff standing in the way of forklift while the forklift can't be able to see them

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Q3. Choose one of the following
13 topics and write as much as you can. Add
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• A outside workplaces as well as inside •
Smoking should be banned
CEOs are overpaid T
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• Two weeks paternity leave should be a right for all male workers
• Women make better managers
Use paragraphs and correct spelling and grammar. Check with your
assessor if you need clarification. You may use the computer if you need to,
but cannot copy. Remember to plan your work before you start and to
check your work before you finish.
Smoking should be banned outside the workplaces as well as inside.
Smoking is injurious to health and has a bad effect on other colleagues too
Also disturbing their health and making it difficult for them to work with smokers due to smell.
Also smokers waste time during the work too.
And in order to keep clean the working place we shall avoid the smoking.

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Task 2: Numeracy
This task covers ACSF Numeracy Levels 2, 3 and 5
Q.1 A box holds 15 lettuces. At the end of the day the farm crew had filled
86 boxes. How many lettuces is that in total? Show how you worked this out.
86 X 15 = 1280
Q.2 Diesel costs $1.86 per litre. The tractor’s fuel tank is empty. When full it
holds 1200 litres. How much money would it cost to fill up the tractor with
fuel? Show how you worked this out.
1200 x 1.86 = 2232 P N
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Q.3 The table below shows the average
T price of petrol per litre for the
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period July 2017 to June 2018. Read the information and then answer the
questions that follow.
Month Average
price/litre
July 2017 $1.14
August 2017 $1.15
September 2017 $1.13
October 2017 $1.18
November 2017 $1.20
December 2017 $1.22
January 2018 $1.26
February 2018 $1.23
March 2018 $1.24
April 2018 $1.23
May 2018 $1.27
June 2018 $1.30
a) In which month was the petrol price the lowest?

September 2017
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b) In which two months was theMprice of petrol the same?
A
FebTand April 2018
33
c) In which month was the price of petrol the highest?
June 2018
d) In which month did the price of petrol increase the most?
October 2017
e) What was the general trend in the price of petrol over this 12 month
period?
The price normally increased from 1 Cent to 3 Cents
Q.4 HandyStores is having a sale. All items have been reduced by 30%.
Complete
V4.0: May theQAC
2021, Approved: table to show the sale price of the items. Show how you
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worked out your answers.
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Item Normal
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R price Sale price – 30%
M off
Men’s woollen 2 Apair pack for
socks $20.00
T $14.00
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Children’s pyjamas $18.00
$ 12.6
Women’s jumpers $35.00 $24.5
Sports shoes $50.00

$350.00
Football scarves $22.00

$15.4
Q.5 A phone survey asked 300 people the following question:

Should Australia export live cattle? Answer: Yes or No.
The results of the survey were: Yes 45% No 55%
a) How many people voted yes? Show how you worked this
out.
135
b) How many people voted no? Show how you worked this
out.
165
c) Plot a bar graph P onNthe
grid below to illustrate the poll
A U results.
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0%
Yes No
Vote
Q.6 Use the information from the signs below to answer the questions that
follow. Show how you worked out all your answers.
CAFÉ Allegra CAFÉ Star

Days Monday – Friday Days Tuesday –
Open Open Sunday
Days Saturday – Days
Closed Sunday Closed Monday
Hours Hours
Open QAC8am – 5pm
V4.0: May 2021, Approved: Open Tuesday –
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RTO Code: 45352 | CRICOS Code: 03683K Thursday
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10am – 7pm
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M 11am – 11pm
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a) What are the total hours that Café Allegra is open in one full week?
45 Hrs
b) What are the total hours that Café Star is open in one full week?
51 Hrs
c) Tony works in Café Allegra on the following days – Monday,

Wednesday, Thursday, Friday. Ramos works in Café Star on
Wednesday, Saturday, Sunday. Who works more hours in a week,
Tony or Ramos? Show how you worked this out. (Ignore break times)
Tony worked 4 days each day 9 Hrs = 36 hrs
Ramos worked 3 days each day 9 hrs = 27 hrs
So Tony worked more days and hours too.
d) Ramos is paid $18.00/hour. What is his total pay for one week (before
tax)? Show how you worked this out.
486 AU$
e) Tony is paid 25%/hour more than Ramos. What is his total pay for one
week (before tax)? Show how you worked this out.
810 AU$ ( 25 % more than ramo's is 4.5 AU$ per hour extra )
Tony got paid 22.5 per her so he worked 36 hours 22.5 x 36
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Q.7 The perimeter of a rectangle
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measurements for the length and
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rectangles? A
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Answer
number Length Width Area
a)
64 32 Side
b)
32 64 B Side
c)
64 32 Center
Q.8 Fill in the gaps in the following table. Simplify the fraction in column one.
The first one has been done for you.
Fraction Decimal Percentage
0.1 10%
1/10
0.5
1/5
50%
0.7 70%
1/7
0.65
65%
1/6.5
16/25 64%
0.64
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Outcome 13
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Note to Assessor: M
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Use the following form to record information about the LLN assessment and
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your judgement of the candidate’s skills
33
level. Include any notes that may be
useful.
Core LLN skill assessment summary
Candidate Name:___________________________________________
Date assessed: _________________ Assessed by:___________________________
Summary of core LLN skills (refer to the ACSF for detail of what defines the
levels of performance within each skill).
Skill Support Notes ACSF level of
Note the level of performance
support given, if
any, during
assessment
Learning
Reading
Writing

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Oral 13
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Communication M
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Numeracy
The use of this test does not remove the need to consult with a Language,
Literacy and Numeracy (LLN) specialist or external networks and agencies if
and when required. Fill out the table below based on your observations and
the conversations held.
I have assessed the student’s performance of the test and based on the
results obtained, the student:
Has demonstrated they have the required level of ACSF to enable them to
complete the course successfully with no support in this area required.
Does not have a required level of ACSF and may require extensive
additional support to complete this course successfully. I am referring this
student
Language, for
Literacy andsupport thatTool|
Numeracy (LLN) can be ofoffered with possible referral to external
Page
agencies
International if of
College and when
Tasmania required.
Pty Ltd P N
trading as: TasCollege
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Has demonstrated they may require
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level and I am able to provide this. The
M student and I will develop an action
plan to ensure they are given the Aopportunity to develop their language,
literacy and/or numeracy skills to Tenable them to complete the course
33
successfully.
* Please outline the arrangements made for supporting the student through
the course.

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Assessor Name A
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33
Assessor Signature
Date

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Language, Literacy and Numeracy (LLN) Test

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Language, Literacy and Numeracy (LLN) Test

Language, Literacy and Numeracy (LLN) Tool

ACSF skill and level

Learning 1-3, Oral Reflective question and answer

Guide and Mapping

• a consistent national approach to the identification of the core LLN

• a common reference point for describing and discussing performance

Why assess core LLN skill levels?

ACSF skill and level

Note: Levels of tasks can be influenced by the amount of support

Language, Literacy and Numeracy (LLN) Tool| Page of

ACSF skills and levels covered by assessment tasks

Level Learning Reading Writing Oral Numerac

Mapping of levels and indicators

• the familiarity with the context

• the complexity of text

• the complexity of the task.

The level of skill demonstrated by a candidate can be changed by the

Support, context, text complexity, task complexity

Language, Literacy and Numeracy (LLN) Tool| Page of

The interview is an opportunity for the assessor to gather information about

Step 3: Test by candidate

Step 4: Make the assessment

questions that candidates may have.

Step 6: Complete the report

Before you are able to commence your course, you must

need to complete the LLN Test once.

Language, Literacy and Numeracy (LLN) Tool| Page of

SIT50416 Diploma of Hospitality Management

BSB50420 Diploma of Leadership and Management

BSB60420 Advanced Diploma of Leadership and Management

BSB80515 Graduate Certificate in Management (Learning)

BSB80120 Graduate Diploma of Management (Learning)

the requirements of their desired training product, as outline in clause 1.7

Format of LLN Test

4. STARTING THE LLN TEST

Where support needs to go beyond what can be met with reasonable

Language, Literacy and Numeracy (LLN) Tool| Page of

Commercial Cookery Certificate III , IV & Diploma

Address: ………………………………45 Threkledave Avenue CATTAI NSW

Phone(s): ……………………………………………………… +61 470 016 255

DoB: ………… 26 09 /…………../………………… 1994

• This task covers ACSF Learning and Oral communication at Levels

Language, Literacy and Numeracy (LLN) Tool| Page of

What would you like to learn?

I would like to learn the cooking cutting safety

What helps you to learn?

Did you receive on-the-job training?

Yes they are still training me along with experience..

Did you do any writing at work? If so, what sort? What

Which skills would you require to be able to work in as an Administrative

To become an administrative Manager I have to study office works and management

also I have to be proficient in Microsoft office applications.

What sorts of maths did you use at work?

I have been working on preparing invoices. Also, Excel is helping me alot.

What work skills do you already have?

What skills would you like to develop from this course?

I would like to develop my chef skills .

Language, Literacy and Numeracy (LLN) Tool| Page of

Language, Literacy and Numeracy (LLN) Tool| Page of

Language, Literacy and Numeracy (LLN) Tool| Page of

Task 1: Reading and Writing

This task covers:

Date assessed: _ Assessed by:___________