Elements and Performance Criteria

validated tools based on the National Reporting System levels and sample activities (www.dest.gov.au/literacynet)
information gained from an LLN specialist including results from prior assessment such as:
International Second Language Proficiency Rating (ISLPR)
International English Language Testing System (IELTS)
Test of English as a Foreign Language (TOEFL)
NRS assessment from Language, Literacy and Numeracy Program (LLNP)
information gained through the enrolment process and/or introductory learning activities and/or informal assessment

the range of reading, writing, speaking, listening and numeracy skills used within the training specification to describe workplace communication and activity

Within the context of their vocational learning characteristics of the learner group may include:
preferred learning styles of individuals
educational disadvantage, e.g. non-completion of an equivalent to compulsory schooling in Australia
limited formal schooling in their country of origin
oral communication tradition
physical or intellectual disabilities
specific cultural or ethnic groups
competent oral communication in English but low literacy
good skills in language background other than English, but need to use English language in an Australian context

Training Package units of competency
learning outcomes from accredited courses with a vocational outcome
non accredited industry specific learning programs

English words, verbal structures and gestures used to convey meaning
first or Indigenous language
languages other than English
forms of communication based on visual communication skills such as Australian Sign Language (AUSLAN)

examples for reading literacy skills include:
basic reading, such as letters of the alphabet, own personal details and/or OHS signage, to reading, interpreting and integrating a range of sources of complex information
texts from the everyday environment relevant to a learner needs including first language or bilingual resources
text in formats other than paper
examples for writing literacy skills include:
copying letters of the alphabet, own personal details and signature, to writing a report in the appropriate format
tracing, copying, scribing, and independent and collaborative writing of texts
discussion of topic/content area, brainstorming, vocabulary development, mind mapping, planning outlines, drafting text
planning, reviewing, proofreading and editing skills
accuracy with handwriting, spelling, grammar and punctuation as appropriate to the purpose
composing text on screen and involve manipulating a mouse, using a keyboard, using a communication aid
examples for speaking and listening include:
skills ranging from using single words or common expressions, to providing information on a topic of relevance to a group of peers
speaking and listening skills for collecting and providing information, or exchanging/providing services
negotiating meaning by clarifying intended meaning, showing interest or attitude, making constructive additions, using language to build relationships
examples for numeracy include:
skills ranging from reading and writing numbers, naming familiar shapes and calculating money in personally relevant contexts, to applying formulae
using calculators to assist with calculations
evaluating results of calculations in relation to personal and work related knowledge

practical application of mathematical skills to absorb, use and critically evaluate information in numerical or graphical form.
basic number and calculation skills, spatial and graphical concepts, the use of measurement and problem solving
extracting mathematical information from written materials

specific language, literacy and numeracy skills needed for the workplace
specific language, literacy and numeracy skills to meet personal needs in the workplace
technical or specialist English language and literacy: being able to use words, concepts or communication methods that relate to specific cultures or environments
the capacity to evaluate information in the workplace and respond accordingly
examples include but are not limited to:
spoken exchanges: on the phone, one-to-one conversations, group discussions, formal meetings, presentations, dispute resolution processes, questioning processes for clarity
production and/or interpretation of: shift rosters, order forms, OHS notices, standard operating procedures, product information sheets, memos, business letters, legal documents, reports, database data

breaking goals in the individual learning plan into smaller steps
demonstrating the language, literacy and numeracy practices to be learned in a workplace context
simplification and use of plain English
audio recording key learning texts
video and/or audio material supporting the training
simplified explanations of underpinning principles and concepts
explanations and examples of text types required
decision making responsibilities shared with learners
allowance for use of personal word lists and dictionaries by learner
mentoring in a learning situation
acknowledging and building on strengths of learners
provision of opportunities to discuss and build on different culturally based behaviours and values

specialist in-house support services
Workplace English Language and Literacy (WELL) program support
specialist consultants
team teaching approaches
government and community support services
national Reading and Writing Hotline referral

constraints of time imposed by mode of assessment and training
lack of resources to implement language, literacy or numeracy strategies
limit of knowledge and experience reached about language, literacy or numeracy to identify or offer support

enrolment procedure information
analysis of data gained through specialist's application of tools
feedback from learner about skills development
maintaining a folio of learner work
observation of learner and trainer notes

referral within the workplace
reporting to appropriate people e.g. manager, training manager
respect for privacy and discretion for the learner
request literacy specialist for collaborative delivery

Overview of assessment
To demonstrate competency against this unit candidates must be able to provide evidence that they have the required knowledge and skill to create a supportive environment for adult learners, and have a range of appropriate strategies to adjust their practice to accommodate the English language, literacy, and/or numeracy needs of the learner.
Assessment is based on observation, documentary evidence of planning and training activities, and oral questioning and reflection.

Processes that could be used as evidence include:
questioning to establish underpinning knowledge and application of adult learning principles and language, literacy and numeracy learning support strategies

Resource implications for assessment include:
specialist language, literacy and numeracy practitioners for consultation and verification of approaches
access to tools based on the NRS levels and sample activities on the Literacynet website www.dest.gov.au/literacynet
resources listed in
industry-specific Training Package support materials

Specific evidence requirements must include:
documentation setting out activities, resources and individual learning plans for a particular learner. It should also include third party observations of the trainer and/or assessor with a range of learners

Integrated assessment means that:

this unit can be assessed alone but more effectively as part of an integrated assessment activity involving relevant units. The following units are suggested:

TAAENV401B Work effectively in vocational education and training
TAAENV402B Foster and promote an inclusive learning culture
TAADEL403B Facilitate individual learning
TAADEL401B Plan and organise group-based delivery
TAADEL402B Facilitate group-based learning
TAADEL404B Facilitate work-based learning
TAADEL405B Coordinate and facilitate distance-based learning
TAAASS401B Plan and organise assessment
TAAASS402B Assess competence
TAAASS403B Develop assessment tools
TAAASS404B Participate in assessment validation