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 includes:
the way we communicate, including the modes and skills involved in speaking, listening, reading and writing, words, phrases and sentences, grammatical structures, including the use of idioms, slang or jargon
can include forms other than the verbal or spoken word, including:
non-verbal language
the tactile language of Braille for the blind community
the visual language of AUSLAN for the deaf community
can be made up of a mix of languages that make up a discrete language, such as Kriol and/or Aboriginal English.
Literacy includes:
reading skills to understand written information, such as signs, work instructions, policies, procedures, legislation, specifications, checklists and reports
writing skills to complete or produce written texts, such as emails, checklists, work record sheets, safety or risk assessment, reports and SMS
oral communication skills to interact with others in ways such as greeting customers, providing instructions, clarifying information, working with team members, using the telephone, requesting information, contributing at meetings, and negotiating
skills to use digital technology for sending emails, storing and retrieving information from databases, developing documents and delivering information.
Numeracy includes skills to carry out mathematical activities for work, in order to:
add, subtract, multiply and divide
locate information in tables, use numbers, read various scales and gauges, use calculations (such as determine weight of load, quantity)
measure, plan time, read and interpret tables and diagrams
problem solve
read and interpret maps
record and interpret data, such as forms and checklists.
Simple approaches for developing and practising LLN skills include:
developing and using oral communication scripts
developing and using model written texts and simplified workplace forms
developing and using workplace vocabulary lists or personal word lists
providing opportunities for oral communication practise using role plays
using active questioning to confirm understanding of written or verbal instructions
using measuring tools customised for the workplace or for specific tasks.
Personal and cultural differences may include:
a disability
cultural differences towards formal education
experiences causing trauma
non-English speaking background or English as a second language background
religious beliefs.
Behaviours indicating language, literacy and/or numeracy issues may include:
absenteeism
avoiding tasks
displaying frustration or aggression
making mistakes
not completing work
requesting others to complete work
taking a long time to complete tasks
taking tasks home to complete.
Appropriate personnel may include:
a supervisor or manager
an LLN specialist
human resources
the worker.
LLN specialist support will depend on the needs of the individual and resources available in the workplace and/or local community, and may include:
registered training organisations (RTOs)
an LLN specialist or teacher with relevant qualifications in a related area
Department of Immigration and Citizenship (DIAC)
government and community support services
national government funded programs, such as the Literacy and Numeracy Program (LLNP), the Adult Migrant English Program or Workplace English Language and Literacy (WELL) program support
specialist in-house support services
the Reading Writing Hotline
the Translating and Interpreting Service (TIS)
volunteer or paid tutoring.

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:

demonstrate understanding of the LLN skill demands of the workplace
identify behaviours that may indicate LLN difficulties in the workplace and discuss them with relevant personnel
use simple approaches to help at least two individuals develop and practise their LLN skills in the workplace or a simulated work environment.
Context of and specific resources for assessment
Assessment must ensure that competency is demonstrated in the context of a relevant workplace or a closely simulated work environment.

Additional support may be needed for the Indigenous community and others from a non-English speaking background.
Method of assessment
A range of assessment methods should be used to assess practical skills and knowledge. The following examples, in combination, are appropriate for this unit:

evaluating an integrated activity which combines the elements of competency for the unit or a cluster of related units of competency
observing processes and procedures in the workplace or role plays
verbal or written questioning on underpinning skills and knowledge
accessing and validating third-party reports.
Guidance information for assessment