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 Frameworkthe 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 competencylearning outcomes from accredited coursesnon-accredited industry programs |
Training context describes: | the environment in which the learning takes place, which may include:work settingcommunity settingtraining organisationmay also include situational or sociocultural contexts. |
Language, literacy and numeracy background may include: | past experiences in the education systemcountry or location in which language was learnedthe style by which language was learnedidentity as a learneragecultureethnicitysocioeconomic background. |
| Factors that affect development of language, literacy and numeracy skills may include: | disabilityemotional factorsethnicitylearning difficultiespersonal factorsphysical factors, such as eyesight and hearingsocioeconomic status. |
| Potential barriers that affect development of language, literacy and numeracy skills may include: | cultural barriers relating to, for example:identitylanguagepersonal barriers relating to, for example:family circumstancesphysical factorsprevious formal schooling experiencessocial circumstanceslanguage barriers relating to, for example:influence of the first language on later language learninguse of standard English or non-standard Englishlearning difficulties. |
Validated tools include: | tools based on the ACSFtools 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 activitiesfeedback from other practitionersinformation from pre-training enrolment formslimited exposure to English language. |
Strategies to develop reading skills may include: | critical literacy strategiesskimming, scanning and reading for detailthose that focus on sociolinguistic factorsthose that focus on syntax, semantics and grapho-phonic cues. |
Strategies to develop writing skills may include: | graphology for Roman script and word processingfeatures and use of grammar, punctuation and spelling and role of these in meaning makingworking from models of textswriting process of planning, drafting and editing. |
Strategies to develop speaking skills may include: | conversationmodelling and repetitionpair or group worksimulated work activities. |
Strategies to develop listening skills may include: | listening for key information in longer spoken textmodelling and repetition. |
Strategies to develop numeracy skills may include: | communicating number concepts, skills and informationdiscussing range of possible responses to problemsdrawing on range of knowledge to solve problemsdrawing on real-life problemsidentifying and using appropriate strategies and processes to solve problems. |
Goals may include: | to work more effectivelythose related to VET learning programs employmentcommunity participationpersonal goals. |
Colleagues may include: | colleagues more experienced and familiar with working with learners with language, literacy and numeracy needscolleagues working in other language, literacy and numeracy programscoordinators of adult literacy and numeracy professional development programs. |