Elements and Performance Criteria

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Language, literacy and numeracy skills include:
core skills, as described by the Australian Core Skills Framework
the range of learning, reading, writing, oral communication and numeracy skills required to participate in work and the wider community.
Training specification may include:
training package units of competency
learning outcomes from accredited courses
non-accredited industry programs
Training context describes:
the environment in which the learning takes place, which may include:
work setting
community setting
training organisation
may also include situational or sociocultural contexts.
Language, literacy and numeracy background may include:
past experiences in the education system
country or location in which language was learned
the style by which language was learned
identity as a learner
age
culture
ethnicity
socioeconomic background.
Factors that affect development of language, literacy and numeracy skills may include:

disability
emotional factors
ethnicity
learning difficulties
personal factors
physical factors, such as eyesight and hearing
socioeconomic status.
Potential barriers that affect development of language, literacy and numeracy skills may include:

cultural barriers relating to, for example:
identity
language
personal barriers relating to, for example:
family circumstances
physical factors
previous formal schooling experiences
social circumstances
language barriers relating to, for example:
influence of the first language on later language learning
use of standard English or non-standard English
learning difficulties.
Validated tools include:
tools based on the ACSF
tools validated by LLN specialists.
Other approaches for identifying learners with language, literacy and numeracy needs may include:
learner cues, such as reluctance to complete work in class time, and distracting or avoidance activities
feedback from other practitioners
information from pre-training enrolment forms
limited exposure to English language.
Strategies to develop reading skills may include:
critical literacy strategies
skimming, scanning and reading for detail
those that focus on sociolinguistic factors
those that focus on syntax, semantics and grapho-phonic cues.
Strategies to develop writing skills may include:
graphology for Roman script and word processing
features and use of grammar, punctuation and spelling and role of these in meaning making
working from models of texts
writing process of planning, drafting and editing.
Strategies to develop speaking skills may include:
conversation
modelling and repetition
pair or group work
simulated work activities.
Strategies to develop listening skills may include:
listening for key information in longer spoken text
modelling and repetition.
Strategies to develop numeracy skills may include:
communicating number concepts, skills and information
discussing range of possible responses to problems
drawing on range of knowledge to solve problems
drawing on real-life problems
identifying and using appropriate strategies and processes to solve problems.
Goals may include:
to work more effectively
those related to VET learning programs
employment
community participation
personal goals.
Colleagues may include:
colleagues more experienced and familiar with working with learners with language, literacy and numeracy needs
colleagues working in other language, literacy and numeracy programs
coordinators of adult literacy and numeracy professional development programs.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
determine language, literacy and numeracy levels using tools based on the ACSF, for at least ten (10) learners
select and apply language, literacy and numeracy support strategies relevant to each learner’s context and purpose, for at least ten (10) learners
review strategies.
Context of and specific resources for assessment
Assessment must ensure access to:
learners wishing to develop language, literacy and numeracy skills
appropriate adult literacy and numeracy teaching resources
support from colleagues.
Assessment must also ensure the use of culturally appropriate processes, and techniques appropriate to the language, literacy and numeracy capacity of the candidate and the work being performed.
Method of assessment

Guidance information for assessment