The 2025 Training Package Organising Framework has replaced the 2012 Standards for Training Packages. The 2025 Training Package Organising Framework makes a significant change regarding Foundation Skills:
The definition of Foundation Skills has changed, and
The information about Foundation Skills has changed.
The definition of Foundation Skills has changed
The 2012 Standards for Training Packages required Foundation Skills to be documented at the Unit of Competency level. Also, the 2012 Standards for Training Packages clearly defined Foundation Skills as the language, literacy, numeracy and employment skills. [1]
Training Package developers described Foundation Skills that specifically related to the Unit of Competency. For example, the following shows the Foundation Skills that have been specified for the BSBSUS211 Participate in sustainable work practices unit.
In the above example it describes three language, literacy and numeracy skills and several employment skills (teamwork, initiative and enterprise, self-management, and technology). This information about Foundation Skills will no longer be required at the Unit of Competency level. Also, this detailed information about Foundation Skills that specifically relates to the Unit of Competency will no longer be provided.
The 2025 Training Package Organising Framework makes a significant change to Foundation Skills. Instead of specifying Foundation Skills at the Unit of Competency level, Foundation Skills are to be specified within the Qualification or Skill Set. However, a Training Package developer may document Foundation Skills for a Unit of Competency that is a standalone unit or has high delivery as a single unit. [2]
A standalone unit is defined as a unit that is not packaged as part of a qualification. Previously, all units had to be packaged as part of a qualification. This requirement has changed. [2]
An example of a single unit with high delivery is First Aid. [2]
The 2025 Training Package Organising Framework redefines Foundations Skills. Foundation Skills are now defined as the five Australian Core Skills Framework (ACSF) skills: [2] [3]
Learning skills
Reading skills
Writing skills
Oral communication skills
Numeracy skills.
Specifying digital literacy skills is optional. [2]
The information about Foundation Skills has changed
The 2025 Training Package Organising Framework require Foundation Skills to be specified within the Qualification or Skill Set. The Training Package developer may document Foundation Skills within a Unit of Competency that is a standalone unit or has high delivery as a single unit, but this is optional. [2]
Importantly, the information about Foundation Skills provided by Training Package developers has changed. Instead of providing detailed information about relevant Foundation Skills for a Unit of Competency, the Training Package developers will state the required ACSF level for each of the five Core Skill from the ACSF and display this information as a bar chart. For example: [2]
Specifying digital literacy skills is optional. The Training Package developer may specify digital literacy skills as a descriptive statement below the Foundation Skills bar chart. [2]
The following table compares pre-2025 Foundation Skills and post-2025 Foundation Skills.
I hope the last row in the above table clearly shows how information about Foundation Skills provided by Training Package developers are significantly changing.
In conclusion
Units of Competency are the building blocks for Qualifications and Skill Sets. Each Unit of Competency has its own unique foundation skill requirements. The Foundation Skills bar chart for a Qualification or Skill Set provides no information relevant to foundation skills required to perform work tasks covered by any particular Unit of Competency.
When the 2012 Standards for Training were implemented many people complained about losing useful Range Statement information. As the 2025 Training Package Organising Framework are implemented, I wonder if people are going to complain about losing useful Foundation Skills information.
“You don’t know what you have until it’s gone.”
References
[1] 2012 Standards for Training Packages (last updated in 2022)
[2] 2025 Training Package Organising Framework
[3] Australian Core Skills Framework
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The Australian competency-based VET system defines competency as the consistent application of knowledge and skills to the standard of performance required in the workplace. [1]
This definition highlights the importance of skills and knowledge as foundations for effective performance at work.
Two types of foundation skills
The Australian VET system has two types of foundation skills:
Foundation skills from the FSK Foundation Skills Training Package
Foundation skills for each Unit of Competency
Foundation skills from the FSK Foundation Skills Training Package
The FSK Foundation Skills Training Package describe the skills and knowledge that underpin vocational performance. It provides an opportunity for registered training organisations (RTOs) to select and deliver foundation skills units and qualifications that will enable learners to build the specific foundation skills required to achieve vocational competency. [2]
The following are four units of competency from the FSK Foundation Skills Training Package:
The above examples shows how the FSK units of competency focus on the development of learning, reading, writing, oral communication, and technology skills at a really low level.
Foundation skills for each Unit of Competency
Foundation skills are described or implied within all units of competency in the Australian VET system. These are the focus of this article, covering:
A brief history of foundation skills
Integration of foundation skills
Integration of knowledge
Putting it all together
Examples are provided throughout this article. Please prepare yourself for a long but informative read.
A brief history of foundation skills
It has been 30 years since Australia commenced the implementation of the competency-based VET system that operates today (this article was published in 2022). At the very beginning, there was a recognition that skills were needed to perform work tasks, and it wasn’t just about having the technical skills. Non-technical skills, such as communication skills and other generic skills, were recognised as being essential for effectiveness in the workplace.
1992
In 1992, a committee, chaired by Eric Mayer, released a report that identified the generic skills needed for effective participation in future work. Isn’t it interesting that the requirements for ‘future work’ was being considered many decades ago. Both ‘generic skills’ and ‘technical skills’ were seen as necessary for a person to have the capability to perform work tasks. These employment-related generic skills became known as the Mayer Key Competencies.
The seven Mayer Key Competencies were:
Collecting, analysing and organising information
Communicating ideas and information
Planning and organising activities
Working with others and in teams
Using mathematical ides and techniques
Solving problems
Using technology
The Mayer Key Competencies were integrated explicitly and systematically with technical competencies. The first Training Packages contained information about how the Mayer Key Competencies related to each Unit of Competency.
There were three key competency levels that related to effective workplace practices:
Level 1 where work is within set conditions and process
Level 2 where the management or facilitation of conditions or process is exercised
Level 3 where the design and/or development of conditions or process is required.
The following is an example of the Mayer Key Competencies for the BSZ407A Deliver training session unit of competency (initially released in 1998).
Many trainers found the Mayer Key Competencies difficult to understand and difficult to integrate when delivering training. A number assigned to each of the seven key competencies lacked information to be useful.
2002
In 2002, the Australian Chamber of Commerce and Industry (ACCI) and the Business Council of Australia (BCA) released a publication titled, ‘Employability skills for the future’. This publication presented eight generic competencies as an alternative to Mayer Key Competencies. These became known as the Employability Skills.
The following table compares Mayer Key Competencies with the Employability Skills.
The Employability Skills replaced Mayer Key Competencies in Training Packages. The Employability Skills were described for each qualification and explicitly embedded in units of competency.
Employability skills for a qualification
The following two pages is an example of Employability Skills being described for the TAA40104 Certificate IV in Training and Assessment qualification (initially released in 2004).
Employability skills embedded in units of competency
The following 3 pages is an example of how Employability Skills were explicitly embedded in the TAEDEL402B Facilitate group-based learning unit of competency (initially released in 2004).
In the above the 3 pages, the technical and non-technical skills were given under the heading, ‘Required skills and attribute’. The Employability Skills were embedded, and the information provided context and details.
2012
In 2012, a new Standards for Training Packages were released. This coincided with the release of the Australian Core Skills Framework (ACSF) and the Core Skills for Work Developmental Framework (CSfW).
Australian Core Skills Framework (ACSF)
The Australian Core Skills Framework (ACSF) is a tool which assists both specialist and non-specialist English language, literacy and numeracy (LLN) practitioners describe an individual’s performance in the five core skills of learning, reading, writing, oral communication, and numeracy. [3]
Core Skills for Work Developmental (CSfW)
The Core Skills for Work Developmental Framework describes a set of non-technical skills that underpin successful participation in work. These skills are often referred to as employment or generic skills. [4]
The Cores Skills for Work were developed to replace the Employability Skills. The following table compares the Employability Skills with the Cores Skills for Work.
Foundation skills
The 2012 Standards for Training Packages introduced ‘Foundation skills’. Foundation skills describes employment skills and LLN skills and that are essential to performance of the work task. [4]
The following is an example of the foundation skills described for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency.
In the above example, one reading skills, one writing skill, two oral communication skills, and six employment skills. The Core Skills for Work framework has been used to describe the employment skills. The foundation skills have been described within the context of performing the work task.
Also, this example provides useful mapping information that clearly links each foundation skill with the relevant performance criteria.
Note: Not every Training Package developer has described Foundation Skills in the same way. And some Training Package have limited or no details about Foundation Skills.
2022
It has taken 10 years for Training Packages to implement the ‘new format’ specified by the Standards for Training Packages that were released in 2012. However, there is still a small number of qualifications that are still in the ‘old format’, for example: [5]
14 qualifications in the MEM05 Metal and Engineering Training Package
9 qualifications in the LMT07 Textiles, Clothing and Footwear Training Package
And some qualifications in the CPC08/CPC Construction, Plumbing and Services Training Package may not need to transition to the ‘new format’ version of the qualification until 2024.
Some changes in the Australian VET system are slow. This can create issues because ‘new changes’ commence while ‘old changes’ are still being implemented. And this can lead to confusion and chaos, and people then scream out for more changes. The management of change in the Australian VET system has often been lacking. Also, we should recognise that not all changes lead to improvements.
On the 31th of August 2022, the TAFE Directors Australia (TDA) presented a webinar about ‘general capabilities’. The advertisement for this webinar stated:
General capabilities, often referred to as employability skills are increasingly important. In the process of attaining a tertiary education qualification learners will acquire and demonstrate general capabilities. These general capabilities are fundamental for success as a lifelong learner, and they are demanded by industry as necessary for successful workforce participation. Lifelong learning has become essential as workplaces demand existing workers to continually uplift their skills.
The The Mayer Key Competencies were mentioned at the start of the webinar. Then the webinar proceeded to blurred ‘general capabilities’ with ’employability skills’ and ‘foundation skills’.
The following diagram illustrates the path that the VET system has taken over the pass 30 years. We don’t need yet another thing to replace the existing foundation skills.
I believe that we should embrace ‘Foundation Skills’ as they are, and integrate these skills when delivering training to develop the capability of performing work tasks.
Note: Not every Training Package developer has described Foundation Skills in the same way. And some Training Package have limited or no details about Foundation Skills.
Integration of foundation skills
Integration means identifying when foundation skills are used to perform the work tasks, and then delivering training to develop the required skills immediately prior to, or at the same time as, delivering training that addresses the performance. Here is a 3-step process when designing training that integrates the learning of work tasks and the development of skills to perform those work skills.
Step 1 Number each foundation skill
Foundation Skills are not numbered. The following example for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency illustrates one approach that can be used to give each foundation skill a number.
Step 2 Identify link between performance criteria and required skills
The following matrix is an example for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency. It can be used to visually identify the link between each performance criteria and the foundation skills.
The above matrix can be used to identify the links between performance criteria and foundation skills. For example:
It shows that reading , organising, and technology skills are required for the performance specified by Performance Criteria 1.1
It shows that reading skills are required for Performance Criteria 1.1, 1.2, 1.3, 2.1, 3.1, and 5.1
Step 3 Determine learning strategy and sequence
After identifying the linkage between performance criteria and foundation skills, we can determine the learning strategy and sequence of delivery.
Integration of knowledge
Integration means identifying when particular knowledge is used to perform the work tasks, and then delivering training to develop the required knowledge immediately prior to, or at the same time as, delivering training that addresses the performance. The Assessment Requirements for each unit of competency specify the required knowledge under the heading ‘Knowledge Evidence’.
Here is a 3-step process when designing training that integrates the learning of work tasks and the learning of knowledge to perform those work skills.
Step 1 Number each Knowledge Evidence item
Knowledge Evidence items are not numbered. The following example for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency illustrates one approach that can be used to give each item of Knowledge Evidence a number.
Step 2 Identify link between performance criteria and required knowledge
The following matrix is an example for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency. It can be used to visually identify the link between each performance criteria and required knowledge.
The above matrix can be used to identify the links between performance criteria and required knowledge. For example, it shows that a knowledge of learning theories and principle (KE1) is required for Performance Criteria 2.2 and 2.3.
Step 3 Determine learning strategy and sequence
After identifying the linkage between performance criteria and required knowledge, we can determine the learning strategy and sequence of delivery.
Putting it all together
A person will need to learn the required knowledge and required skills to develop their capability to perform a work task.
The following matrix is an example for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency. It makes the connection between the required knowledge (Knowledge Evidence), required skills (Foundation Skills), and the performance of the work task (Performance Criteria).
It does take time to unpack and re-assemble the Unit of Competency and Assessment Requirements. However, better and more coherent training can be delivered.
Note: The above matrix can also be used as a diagnostic tool. For example, if a person is have difficulties learning the particular work task, we can determine the likely lack of knowledge or skill that needs to be addressed.
In conclusion
A competent person at work will require knowledge, technical skills, and non-technical skills.
Elements and Performance Criteria specify the performance of a particular work task.
Knowledge Evidence specify the required knowledge.
Foundation Skills specify the required skills.
We need to unpack and re-assemble the information in a Unit of Competency and Assessment Requirements to deliver effective training that integrates knowledge, skills and performance.
References
[1] Standards for RTOs 2015, Glossary
[2] Foundation Skills Training Package Implementation Guide v1.1
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The TAELLN421 Integrate core skills support into training and assessment unit of competency can be difficult to read and understand because of the jargon it uses.
This unit has four elements:
Identify core skill demands
Identify learner and candidate core skill needs
Integrate core skill support
Review effectiveness of integrated core skill support.
Just looking at the elements of competency, there are a few questions raised:
What is a core skill?
What are core skill demands?
What is the difference between a learner and candidate?
What is core skills support?
What is meant by integrated core skill support?
What is a core skill?
There are five core skills in the Australian Core Skills Framework (ACSF):
Learning
Reading
Writing
Oral communication
Numeracy.
What are core skill demands?
I will use the word ‘requirement’ instead of the word ‘demand’. The following is an example of questions we can ask to help us determine the reading skill requirements:
What level of reading skill is required to perform a work task?
What level of reading skill is required to participate in the training and assessment?
What level of reading skill is required to use the training and assessment materials?
And ask the same questions for the other four core skills.
What is the difference between a learner and candidate?
A learner is a person we provide training to. A candidate is a person we assess. Often, the learner and the candidate are the same person.
What is core skills support?
We can support the development of a person’s core skills by using training strategies and learning resources designed. For example:
We could allow more time for the person to learn the content
We could provide support sessions for the individual learner
We could use learning resources based on images and diagrams to help the person learn the content.
Also, we can use assessment strategies appropriate for the person being assessed. For example, we could use oral questioning instead of written questioning to gather knowledge evidence if the person has low level of reading and writing skills.
What is meant by integrated core skill support?
We need to address the development of the core skill at the same time as helping the person learn how to perform the work skills. For example, we can help a person develop their reading skill by helping them learn to read a relevant workplace procedure.
Also, ‘integrated core skill support’ means incorporating strategies and resources when we deliver training and conduct assessment. In other words, no doing something separately.
How do we integrate core skills support into training and assessment?
I have unpacked the elements, performance criteria and performance evidence to create the following 4-part process that gives greater clarity to the TAE Student about what they need to do.
Assessment requirements for the TAELLN421 unit
Knowledge evidence
An assessment task will be required to gather the specified Knowledge Evidence. A TAE Student must demonstrate they have the following knowledge:
Core skill levels of the Australian adult population, and of VET learners
Australian Core Skills Framework and Digital Literacy Skills Framework
Impact of core skills on a person’s capability to participate in work and in training and assessment, and the implications for design and delivery of vocational training and assessment
Overview of core skill demands in the workplace that relate to the nationally recognised training products
VET regulatory requirements relating to integrating core skills support into training and assessment
RTO procedures relating to integrating core skills support into training and assessment
Benefits of integrating vocational and core skill training for all individuals
How to identify core skills in nationally recognised training products, workplace tasks and texts, etc.
Responsibilities and limitations of own job and practice in relation to providing core skills support in training and assessment.
Performance evidence
The Performance Evidence for the TAELLN421 Integrate core skills support into training and assessment unit of competency is reasonably complex. This complexity may mean that the assessment task or tasks will be complex.
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Many people studying for their TAE40116 Certificate IV in Training and Assessment qualification will need to know what a ‘validated LLN assessment tool’ is. This is because Performance Criteria 1.3 of the TAELLN411 Address adult language, literacy and numeracy skills unit of competency requires a person to demonstrate they can ‘determine the LLN skills of the learner group from validated tools and other sources’.
This article answers the following questions:
What is the ACSF?
What is a validated LLN assessment tool?
Is an RTO required to use a validated LLN assessment tool?
What is an approved LLN assessment tool?
When is an RTO required to use an approved LLN assessment tool?
What is the ACSF?
We need to understand the Australian Core Skills Framework (ACSF) before we can understand what a ‘validated LLN assessment tool’ is. The ACSF has been developed to provide a consistent national approach to identifying and developing five core skills: learning, reading, writing, oral communication, and numeracy. A copy of the ACSF can be download from the Australian Government’s Department of Education, Skills and Employment website.
The ACSF document has a very plain cover page (as shown below).
The ACSF document consists of:
an introduction to the ACSF, pages 1 to 10
examples showing how to use the ACSF, pages 11 to 14
statement that the AQF does not match up directly with the performance levels of the ACSF, page 15.
The first 15 pages are worth reading to get a basic understanding about the ACSF. The remainder of the ACSF document gives detailed descriptions for each level of each core skill. The ACSF is a 5 x 5 framework:
5 core skills: learning, reading, writing, oral communication, and numeracy
5 level of performance ranging from one (low level performance) to five (high level performance) for each core skill
Each core skill has been colour-coded (as shown below).
What is a validated LLN assessment tool?
The term, ‘validated LLN assessment tool’, has nothing to do with assessment validation. A validated LLN assessment tool is a diagnostic assessment used to ascertain a person’s language, literacy and numeracy skills.
Using a validated LLN assessment tool is a method of determining an individual’s LLN skill levels. It is usual for the ACSF to be used as the basis to describe an individual’s performance for the five core skills.
A validated LLN assessment tool is usually a set of questions or tasks designed to determine an individual’s ACSF skill levels. The tool has been ‘validated’. In other words, it has been tested for validity and reliability:
validity means the LLN assessment tool can produce true results
reliability means the LLN assessment tool can produce consistent results.
For example, if a validated LLN assessment tool determines that a person has an ACSF reading level of 3, then there is a high probability that the person’s ACSF reading level is 3.
A self-assessment questionnaire is not a validated LLN assessment tool. For example, asking a learner the following questions will not properly determine their current LLN skill level:
When learning new things, do you need information to be repeated in order to understand it?
Do you struggle with learning that requires you to conduct your own research?
Do you possess English writing skills to at least a Year 10 level?
Do you have mathematical skills to at least a Year 10 level?
Can you speak English to at least a Year 10 level?
Is English your second language?
Instead of using subjective self-assessment questions, the ACSF can be used to conduct a 3-step process for determining if a person will have any LLN skill gaps.
Step 1 – Determine the ACSF level required
The following illustrates a graphing technique that can be used to record the ACSF level required. This can be done for a unit of competency. However, it would be more common for it to be done for an entire qualification or skill set.
Step 2 – Determine the individual’s current ACSF level of performance
The following illustrates a graphing technique that overlays the individual’s current ACSF level of performance. This is sometimes referred to as a ‘spiky profile’.
Step 3 – Analyse LLN skill gaps
The graph can be used to identify any LLN skill gaps. In the above example, the most critical gap is for writing skills. Writing skills at the ACSF Level 4 is required but the person currently has writing skills at the ACSF Level 2. Also, the person’s reading and oral communication skills are less than what is required. Most likely this person would struggle during the training program if relevant and adequate support was not provided.
Is an RTO required to use a validated LLN assessment tool?
The Standards for RTOs, Clause 1.7, states:
The RTO determines the support needs of individual learners and provides access to the educational and support services necessary for the individual learner to meet the requirements of the training product as specified in training packages or VET [vocational education and training] accredited courses.
RTOs will conduct a pre-training review to determine support needs of learners. And this will include determining a learner’s current LLN skills. It does not imply that a validated LLN assessment tool must be used. Therefore, it is up to the RTO to decide what tool they shall use.
An example of a validated LLN assessment tool
The Core Skills Profile for Adults is an example of a validated LLN assessment tool. It is has been developed by the Australian Council for Educational Research (ACER). Further information is available from: https://www.acer.org/au/cspa
I am not endorsing ACER’s Core Skills Profile for Adult. I am offering this as information for TAE40116 students to conduct their own further research about validated LLN assessment tools.
What is an approved LLN assessment tool?
You are unlikely to find a list of validated LLN assessment tools. But the Australian Government’s Department of Education, Skills and Employment has provided a very short list of approved LLN assessment tools.
These approved LLN assessment tools have been assessed by the Department as being LLN assessment tools that are validated. This is not to say that these tools are the only validated LLN assessment tools.
When is an RTO required to use an approved LLN assessment tool?
When an RTO is receiving government funding or a learner is requesting government-funded study assistance (such as VET Student Loans (VSL)), the RTO will need a proper process to determine a learner’s current LLN skills and identify support needed. This is when an approved LLN assessment tool would need to be used by the RTO.
In conclusion
Some people struggle with various topics and terminologies used during their TAE40122 studies. For example:
What is a validated LLN assessment tool?
What is the ACSF? And how can the ACSF be used?
What techniques can be used to identify LLN skill gaps?
My TAE Tutoring service has been designed to help you with your studies.
Do you want more information? Ring Alan Maguire on 0493 065 396 to discuss.
The basic knowledge and skills required to address adult language, literacy, and numeracy (LLN) skills in the Australian VET system is covered by the TAELLN411 Address adult language, literacy and numeracy skills unit.
This article has been primarily written for people studying for their TAE40116 Certificate IV in Training and Assessment qualification. However, qualified VET practitioners may still get something from the content or the way the content has been presented.
Analysis of the TAELLN411 unit
An analysis of the TAELLN411 unit reveals five fundamental activities that relate to addressing adult LLN skills:
Identify LLN skill gaps
Implement strategies to address the LLN skill gaps
Use resources to address the LLN skill gaps
Seek assistance from LLN specialists
Arrange support services.
The following diagram shows that the identification of LLN skill gaps is central to everything else we do in regards to addressing adult LLN skills.
Some important notes before we begin
I have previously published four articles that provide some essential background information:
The TAELLN411 unit describes the skills and knowledge a VET trainer or assessor requires to:
identify LLN skill requirements of the training and work environments
use strategies and resources that meet the needs of learners.
Competence in this unit does not indicate that a person is a qualified specialist LLN practitioner.
Developing the the LLN skills for children and adults is different. Therefore, addressing the LLN skills for children is outside the scope of VET and is not covered by the TAELLN411 unit.
1. Identify LLN skill gaps
Our starting point is to identify the type and severity of LLN skill gaps. The two occasions when LLN skill gaps are identified are:
Before the training program starts
During the training program.
1.1 Before the training program starts
An RTO will usually conduct a pre-training review (PTR) before enrolment into a training program. It will consist of a diagnostic assessment of a person current LLN skills. Also, a person’s computer or digital literacy skills are usually assessed. The person’s current LLN skills are compared with the LLN skills required for the training program to identify any LLN skill gaps.
The Australian VET system uses the Australian Core Skills Framework (ACSF) to identify LLN skill levels. For more information, go to:
The conduct of a PTR supports compliance with Clause 1.7 of the Standards for RTOs. And most programs delivered with state government funding will also require a PTR to be conducted.
1.1.1 Validated ACSF tools
When a diagnostic assessment tool is ‘validated’, it simply means that the developer of the tool or instrument has come to the opinion that it measures what it was designed to measure (with some assurance that the result is accurate). Therefore, when a validated ACSF tool gives the result that a person has a reading skill at the ACSF Level 2, then it is reasonably assured that the person’s reading skill is at the ACSF Level 2
The Australian Government’s Department of Education, Skills and Employment has published information about providers of validated or approved LLN assessment tools.
1.2 During the training program
It will be common for trainers and TAFE teachers to discover learners who have poor LLN skills during the delivery of a training program. Learners may be observed struggling to learn training program content or complete assessment tasks. Some learners can become frustrated or angry because they are struggling. Some learners can become quiet or withdrawn. And some may become disruptive and display challenging behaviours.
It is a good idea to encourage learners to:
be self-aware of any learning difficulties they experience
ask for help as soon as they become aware of their struggles.
This will require the trainer or TAFE teacher to establish and maintain an emotionally safe and supportive learning environment.
2. Implement strategies to address the LLN skill gaps
Once an LLN skill gap or gaps have been identified, the trainer or TAFE teachers will need to take action. Considering options, selecting strategies that meet individual needs, and preparing to deliver strategies to develop LLN skills can be time consuming activities.
However, I know from first-hand experience that not all trainers and TAFE teachers will be allocated time to support LLN skill development. A VET practitioner may be ready and willing to provide support but unable to deliver this support due to the lack of available time.
There are two broad areas for action that that can be taken by trainers and TAFE teachers:
Select and use instructional strategies
Select and use assessment strategies.
This is the terminology from the TAELLN411 unit. You may like to translate the term ‘instructional strategies’ to be ‘training strategies’. An RTO’s training and assessment strategy (TAS) for the delivery of a particular qualification may give some general guidance. However, the general guidance may not be appropriate or adequate for all individuals with LLN skill gaps.
2.1 Select and use instructional strategies
Instructional strategies are actions that support the development of LLN skills, and these include:
General instructional strategies
Instructional strategies that target a specific LLN skill.
2.1.1 General instructional strategies
The following are some general strategies we can used when we design and deliver a training program:
Allow more time to learn new knowledge and skills
Provide time or opportunities to practice
Increase the number and duration of breaks between training sessions
Provide more feedback and guidance
Acknowledge attainment or progress towards attainment of knowledge and skills
Deliver a foundation skills qualification before or at the same time as the vocational qualification.
The FSK Foundation Skills Training Package consists of three qualifications that can be used to develop a person’s LLN skills.
A strategy, such as ‘deliver a foundation skills qualification’ is likely to be outside the scope of a trainer’s or TAFE teacher’s responsibility. However, a trainer or TAFE teacher can raise this with a person who does have the appropriate responsibility within the RTO.
2.1.2 Instructional strategies that target a specific LLN skill
The following are some strategies that target a specific type of LLN skill:
Reading
Explain and help the learner develop reading strategies such as skimming or reading for gist
Give the learner time to read and process the information
Identify and explain terminology, jargon, abbreviations, or acronyms
Encourage the learner to develop their own glossary of terms.
Writing
Explain and help the learner develop writing strategies such as paragraph. sentence structure, spelling, and grammar
Give the learner time and opportunities to practice writing
Provide constructive feedback and suggestions for improved writing
Encourage the learner to proofread or read aloud what they have written.
Oral communication
Give examples of words or phrases that can be used when communicating with others
Demonstrate the communication techniques and standards required
Use role plays for the learner to practice speaking, listening, and interacting with others
Build confidence by starting with simple role play situations before moving onto more complex or challenging situations
Numeracy
Only cover the numeracy skills required to perform a particular work skill or activity
Cover underpinning mathematical principles, concepts or methods, and explain how it relates to the work skill or activity
Cover one mathematical principle, concept or method at a time
Give the learner time and opportunities to practice the math.
2.2 Select and use assessment strategies
Assessment strategies are actions that support learners when being assessed, and these include:
Provide detailed instructions before commencing the assessment
Allow opportunity for the candidate to ask questions about the assessment
Allow adequate time for the candidate to prepare for the assessment
Arrange for assessment to occur at a different time or place.
Note: These support strategies should apply to all learners being assessed, not just offered to learners with a low level of LLN skills.
3. Select and use resources to address the LLN skill gaps
As previously mentioned, I know that not all trainers and TAFE teachers will be allocated time, or sufficient time, to support the development of LLN skills. A VET practitioner may want to provide support but unable to deliver this support due to the lack of available time.
Another time consuming activity can be searching, selecting, developing and customising resources. Again, the VET practitioner may be ready and willing to produce resources but unable to do this due to the lack of available time.
3.1 Search and review available learning and assessment resources
It is relatively easy to conduct a internet search for available learning and assessment resources. Use your internet browser and enter search terms, such as:
[Unit code or Topic] training resources
[Unit code or Topic] workbook
[Unit code or Topic] worksheets
[Unit code or Topic] activity sheets.
Also, try filtering your search by selecting ‘Images’. For example, if you use Google to search images for ‘sandwich making activity sheet’ you get the following result.
If you find a resource, then it will need to be reviewed for:
Relevance
Currency
Readability
Usability
Ability to be purchased or freely used without breaching copyright.
An internet search may not get you exactly what you need but it may give you ideas for creating your own resource.
3.1.1 Copyright
Not everything we can find on the internet can be used by us. We must think that everything is copyright and we should avoid breaching copyright. Sometimes we can find resources on the internet that can be used but they must be appropriately acknowledged. For example, government departments or regulatory authorities publish relevant documents and video resources to be used for training purposes, such as:
Example of documents that can be used without breaching copyright
Sometimes a trainer or TAFE teacher is unable to address an LLN skill gap because of a lack of time or lack of capability in regards to supporting learners with LLN skill gaps. This is why we might need to seek assistance from an LLN specialists.
What can an LLN specialist do?
Conduct detailed analysis if a learner’s LLN skills gap
Work directly with the learners to close LLN skill gaps
Provide advice to the trainer or TAFE teacher.
Some RTOs may employ an LLN specialist, while other RTOs may use a consultant to provide LLN specialist support. To find an LLN specialist, you may need to contact your local TAFE or adult and community education provider.
5. Arrange support services
Learners may experience a range of issues that can be a distraction or impede their learning progress. A learner may benefit from a support service, such as:
Youth services
Mental health services
Drugs or alcohol services
LLN support services.
You may need to suggest, encourage, support, or arrange for your learner to connect with a support service.
5.1 Reading Writing Hotline
The Reading Writing Hotline is a free national phone referral service for adults looking to improve their reading, writing, maths, or computer skills. It is funded by the Australian Government and managed by TAFE NSW.
5.2 Cultural and social sensitivities
Someone who is told that they may need help from an LLN specialist or a support service may feel a range of emotions, including disappointment, embarrassment, or shame. We need to speak to the person confidentially, and with sensitivity.
In particular, we need to be aware how people from different cultural and social backgrounds may feel or respond to an offer of support or assistance when they lack the required LLN skills.
Some people have developed strategies to hide their lack of LLN skills. And sometimes these people have been hiding their lack of LLN skills for a long time.
In conclusion
There is a high chance that all trainers and TAFE teachers will frequently have learners with LLN skills lower than what is required. It is important for VET practitioners to be ready, willing and able to respond when LLN skill gaps are identified. But more important is for RTOs to be ready, willing and able to provide adequate resourcing to address LLN needs of enrolled learners.
The following diagram shows the essential activities covered by the TAELLN411 Address adult language, literacy and numeracy skills unit.
The first thing is to identify LLN skill gaps. Then we need to take action to address the LLN skill gaps, for example:
Implement strategies to address the LLN skill gaps
Use resources to address the LLN skill gaps
Seek assistance from LLN specialists
Arrange support services.
Evaluate effectiveness
It is good practice to evaluate effectiveness of the actions we have taken to address LLN skill gaps. We can continuously learn from our experience. And we may uncover areas for our own ongoing professional development as a trainer or TAFE teacher.
Do you need help with your TAE studies?
Are you a doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?
On Target Work Skills 