Google Links

Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

  1. Analyse the purpose and context for LLN development
  2. Determine learners’ LLN skill level
  3. Design and apply strategies to develop LLN skills
  4. Review strategies
  5. Develop and extend own and others’ LLN practice
  6. Determine learners’ LLN skill level
  7. Develop and extend own and others’ LLN practice

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, including:

determining language, literacy and numeracy (LLN) levels using validated tools, including those based on the Australian Core Skills Framework (ACSF), for at least 5 learners

determining the requirements of training, based on the ACSF

planning training and assessment that incorporates LLN support strategies relevant to at least two different learners, or groups of learners, in response the ACSF assessment and learners’ goals

reviewing own strategy, and strategies of others, used to support LLN

leading others to extend practice.


Knowledge Evidence

The candidate must be able to demonstrate essential knowledge to effectively complete the task outlined in the elements and performance criteria of this unit. This includes knowledge of:

the current function of LLN skills in Australian society, including how LLN skills impact on an individual’s participation in work, education and the community

LLN competence in Australia, according to recent research, such as surveys conducted by the Australian Bureau of Statistics

the ACSF and how it can be used to describe the LLN requirements integral to vocational competence

using the ACSF to design training and assessment programs appropriate to learner needs

a variety of strategies and resources used to build LLN skills appropriate to vocational work

how context affects language use, including:

how the choice of linguistic style is affected by roles and relationships

how levels of formality are affected by factors such as age, role and ethnicity

how meaning making relies on linking to context

how people may be more proficient in some contexts and less in others

the variety of ways texts can be approached, depending on purpose of reader, for example skimming, scanning and critical analysis

numeracy and language knowledge to the level of the numeracy and language being taught.