Assessment Book – (UPGRADE)
TAELLN401A Address adult language, literacy and numeracy skills
Student/candidates - please complete your details:
Student name:Phone number:
Email:
Date Submitted:
By submitting this Assessment Book, the Student confirms the information contained in this document is their own work.
Send your completed assessment to your designated course assessor:
Email /
Mail / TAE Manager – HIA/Daniels Associates
P.O. Box 254
MORNINGSIDE QLD 4170
Assessor Feedback (Refer to following page)
Is re-assessment necessary?
(Assessor to write YES)
If the work is competent the assessor will write SATISFACTORY / (If YES refer to the following page for detailed feedback)
Date Re-submitted:
(if required)
Version: 12.4 (Date of issue 2.4.13) Page 1
Student Feedback
The information below should be used by the student to correct answers to Assignment Activities and Work Based Projects when the assessor has reviewed the work and requested additional information.
SECTION (1) Assignment ActivitiesRefer to individual questions for assessor feedback.
Section (2) Work Based Project
Did the student: / S / NS / Comments
S- Satisfactory
NS – Not Satisfactory
Case Studies
Identify core LLN skills in a competency unit
Addressed access and equity issues in relation to training and LLN.
Identified key requirements of LLN specialist to support training programs.
Project
Address LLN issues in training and assessment practice on TWO occasions with TWO learners.
Used two validated LLN assessment tools and assessed two learners
Used validated assessment tools to determine existing core LLN skills of learners.
Based on result of LLN assessment summarised findings including recommendations for LLN support.
Instructions for student/candidates
This workbook contains the assessment activities for the competency unit TAELLN401A Address adult language, literacy and numeracy skills. This booklet also includes instructions for completing and submitting this assessment workbook.
Overview of Unit
This unit describes the performance outcomes, skills and knowledge required to recognise the core language, literacy and numeracy (LLN) demands of training and assessment, and to tailor training and assessment to suit individual skill levels, including accessing relevant support resources.
To achieve competency in this unit student/candidates must demonstrate their ability to:
1. Determine the core LLN requirements of the training
2. Access specialist learning support
3. Customise program to develop core LLN skills
ASSESSMENT ACTIVITES CONTAINED IN THIS WORKBOOK
Student/candidates are required to complete all of the assessment activities contained within this assessment book.
For this unit of competency, three (3) forms of assessment have been used, each of which are described in more detail on this page. The three (3) forms of assessment are:
1. Assignment questions
2. Case Studies; and
3. Work based projects
1. Assignment comprises five (5) Activities. Some of these activities have multiple parts. You are required to complete all activities.
A number of the written activity questions consist of multiple parts. You are required to answer all five (5) assignment questions, including all their parts.
Answers should be a maximum of 150-200 words (1-2 paragraphs).
2. Case Studies involve the practical demonstration of skills and knowledge. For this competency you are required to complete three (3) short Case Studies.
Answers should be a maximum of 150-200 words (1-2 paragraphs).
3. Work based project involves the practical demonstration of skills and knowledge. For this competency you are required to complete an LLN assessment with two (2) different learners using the two (2)) LLN Assessment Tools contained in this workbook.
o Assessment Tool (1) - A self-reflection
o Assessment Tool (2) - Stay safe in the workplace
After completing the two assessment tools you are required to complete form (iii) ACSF Assessment Record for the two (2) learners you assessed.
You are required to submit completed copies of all three forms as part of their assessment portfolio.
How to complete THIS workbook
It is recommended that student/candidates complete this workbook on their computer. It is recommended students type their answers into the boxes/spaces provided. Remember to save the workbook!
Student/candidates may also complete this workbook by hand. Student/candidates can request a printed copy of this assessment booklet, or they may print it themselves, and then complete by writing in the answers in hand.
Student/candidates ARE STONGLY ADVISED TO KEEP A COPY OF ANY ASSESSMENT BOOKLETS SENT BY MAIL.
SECTION (1) Assignment Activities
Assessment Instructions to student/candidate
For this assessment student/candidates are required to complete all the ASSIGNMENT activities in this section and answer all the questions related to these activities.
The student/candidate is required to answer five (5) assignment questions. Where a written activity question consists of multiple parts, the student/candidate is required to answer all parts.
Answers should be a maximum of 150-200 words (1-2 paragraphs).
Any incorrect answers will be discussed with the student/candidate and their trainer/ assessor. Student/candidates cannot be deemed competent without satisfactorily completing all questions. Adjustment can be made for people who require language and literacy support.
At the end of this assignment, is a reference guide to assist student/candidates in locating information to answer these questions.
Activity 11a) Explain how you would go about determining the core LLN skill requirements for a particular set of study units or for a qualification.
Type your answer in the box below:
1b) Make a list of keywords or phrases, related to written and verbal language, literacy and numeracy that might apply in the qualification or units of competency that you do or will deliver. For each of the words listed (at least six for each category) give a brief explanation of what these keywords or phrases actually mean in terms of language, literacy or numeracy.
Type your answer in the box below:
Activity 2
There is only one (1) part to this activity.
Explain how contextualisation and customisation that addresses LLN requirements can be achieved without compromising or interfering with the required learning outcomes and performance criteria of a particular unit of competency. Give specific examples.
Type your answer in the box below:
Activity 3
3a) What sources of information can be used to determine the LLN skills required by learners? Type your answer in the box below:
3b) How can validated tools aid trainers to determine learners LLN level?Type your answer in the box below:
3c) You have been asked to deliver health and safety training to a group of six employees who work in the kitchen of an aged care facility.
You attend the facility to introduce yourself to the group and to explain how the training will proceed. You notice that two of the group members appear to have difficulty comprehending what you are telling them.
After the introductory session you speak to these two people and discover that although they have lived in Australia for nearly two years they have only a rudimentary understanding of English.
How could you assess their current LLN skills?
Type your answer in the box below:
Activity 4
4a) You have been asked to deliver training to a group of 12 tradespeople. Although the training specification indicates that fairly low level literacy skills are required, the numeracy skills that these people need to demonstrate are relatively stringent. Of the 12 people in the group, four have indicated that they struggle with numeracy.
When interviewing the employees, prior to enrolment, you identified another two employees who will possibly struggle with the literacy requirements.(i) What will you do to determine whether there is a need for specialist assistance?
(ii) What evidence might you use to develop appropriate strategies for addressing these problems?
Type your answer in the box below:
4b) Provide two (2) examples of strategies that could be appropriately used when collaborating with LLN specialists. For each of the strategies suggested describe what you consider to be the advantages and disadvantages.
Type your answer in the box below:
Activity 5
a) Jennifer is a 33-year-old from a severely disadvantaged background. She did not complete her schooling and when enrolling for the training program she appears to be highly suspicious and defensive. What do you think her problems are likely to be and how might you address them?
Type your answer in the box below:
b) Petro, an apprentice carpenter struggles with reading and writing English; which is his second language. He can understand English and communicate using simple, spoken English. One of the methods you intend to use for assessing underpinning knowledge is a short answer, written quiz. The other learners in the group will be able to complete this test. What can you do to ensure that Petro is not disadvantaged?
Type your answer in the box below:
c) As part of an assessment candidates are given a written list of the key features of a piece of processing equipment. The candidates are expected to read the list and point out each feature on the actual piece of equipment. How can this assessment be adapted to accommodate the needs of a candidate with low level skills in reading and writing?
Type your answer in the box below:
d) One of the work tasks for a kitchen hand working in an aged care facility kitchen is to record, for each meal service, the number of meals placed on the trolleys ready for delivery to facility clients. At the end of each shift the figures are added together and recorded and at the end of each day they are totalled.
The learner with whom you are interacting can work with single figure additions but becomes flustered and confused when numbers reach two or more figures. What can you do to help this learner?
Type your answer in the box below:
e) What can be done to make it easier for learners with low LLN scores to cope with written text?
Type your answer in the box below:
f) How might the requirements of learners with poor numeracy skills be accommodated?
Type your answer in the box below:
Reference Materials & Learning Resources
Information related to the activities can be found in the section titled:
Activity / Reference
1 / Pages 5, 21-27
2 / Pages 12, 21-25
3 / Pages 21-24, 32-35
4 / Pages 32-35, 40-55
5 / Pages 32, 40-55
End of Section (1)
SECTION (2) Case Studies
Competency: TAELLN401A Address adult language, literacy and numeracy skills
Instructions to trainee/student: You are required to complete all the Case Studies in this section and answer all the questions related to these case studies.
Case Study 1:
You are required to identify the LLN core skills for the competency unit BSBINM202A - Handle mail
In the grid below outlines all the performance criteria, skills, knowledge, critical aspects of assessment and range statement for the competency unit BSBINM202A - Handle mail.
You are required to look at the information in each row and decide of the type of core LLN skills require to perform the action required in each statement. You may select more than one skill; for example, some statement way require reading and writing skills.
Place a tick, or mark the “check box” next to the appropriate skill for each row in the table below.
Competency unit: BSBINM202A - Handle mail // Element & Performance Criteria / Reading / Writing / Oral / Numeracy /
1. Receive and distribute incoming mail
1.1 / Ensure that incoming mail is checked and registered in accordance with organisational policies and procedures
1.2 / Identify titles and locations of company personnel and departments
1.3 / Identify and distribute urgent and confidential mail in accordance with organisational requirements
1.4 / Sort and despatch mail to nominated person/location in accordance with organisational requirements
1.5 / Record and/or report damaged, suspicious or missing items and take appropriate action in accordance with organisational policies and procedures
2. Collect and despatch outgoing mail
2.1 / Collect, check and sort outgoing mail to ensure all items are correctly prepared for despatch in accordance with organisational policies and procedures
2.2 / Record and process outgoing mail for despatch in accordance with organisational requirements
2.3 / Despatch mail to meet designated time lines
3. Organise urgent and same day deliveries
3.1 / Evaluate delivery options and select best option
3.2 / Prepare items for urgent delivery in accordance with organisational requirements and carrier specifications
3.3 / Organise lodgement or pick up of emergency deliveries and follow-up if necessary
Required skills
S1 / Communication skills to receive instructions of several steps to complete task, to give information to others, and to consult with or question supervisor and peers to clarify information
S2 / Literacy skills to keep records, to check accuracy of written material and to follow policies and procedures
S3 / Numeracy skills to check weights and addresses; and to sort, collate and estimate time for mail despatches and bulk mail outs
S4 / Problem-solving skills to choose appropriate method for urgent delivery
S5 / Technology skills to use electronic mail.
Required knowledge
K1 / Australian geography and postal codes
K2 / Key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as:
· Anti-discrimination legislation
· Ethical principles
· Codes of practice
· Privacy laws
· Occupational health and safety (OHS/WHS)
K3 / Organisational policies and procedures specific to handling electronic mail procedural requirements for receiving/despatching and prioritising correspondence.
K4 / Range of mail services available.
Critical aspects for assessment
C1 / Working with a variety of incoming and outgoing mail.
C2 / Applying carriers' and organisational requirements (e.g. Postal and courier).
C3 / Knowledge of relevant legislation.
Range Statement Information
R1 / Checking mail may include:
· Enclosures; mail marked confidential, urgent or personal; mail sent express post or registered; mail that has been damaged; mail that looks suspicious.
R2 / Registering mail may include:
· assigning file number; addressee; condition of mail item (e.g. damaged, no return address); contents e.g. cheque; date received; sender; subject.
R3 / Distributing urgent and confidential mail may include:
· immediate, hand delivery, express post, registered; separating and prioritising urgent mail.
R4 / Sorting mail may include:
· adding a circulation slip; separating by order of importance for each individual; separating internal (organisational) mail and external mail; separating junk mail; separating urgent mail to be distributed first; sorting by departments; sorting by location; sorting by seniority of personnel; sorting invoices, cheques and accounts.
R5 / Nominated person/location may include:
· administrative support person; department; individual addressee.
R6 / Damaged, suspicious or missing items may include:
· mail exposed to weather (e.g. water damage from rain); mail roughly handled (e.g. broken contents, torn address labels); mail that looks like it has been interfered with (re-sealed mail); mail that looks unusual; mail that makes noises; mail that smells strange.
R7 / Appropriate action in relation to damaged, missing or suspicious items may include:
· immediately calling supervisor or security staff ; contacting sender to ensure everything sent was received; filling out forms for sender's insurance company; negotiating replacement of missing or damaged items with sender; not touching or moving suspicious mail.
R8 / Correctly preparing items for despatch may include:
· checking enclosures; checking letter and envelope are addressed to same person; checking the address is not obscured; checking letter has been signed; checking return address is included; checking address details and layout are correct; determining most appropriate carrier; ensuring correct requirements for chosen carrier are being followed.
R9 / Recording outgoing mail may include:
· electronic (specialist software, database, spreadsheet systems); paper-based (mail book, form, file)
R10 / Processing mail for despatch may include:
· calculating and paying for postage; registering mail.
R11 / Best option may include:
· cost; delivery location; nature of contents (bulky, fragile, confidential); quantity of delivery items; time constraints.
Question: