Complete the profile description of the group of learners below and then work through the four LLN skills - reading, writing, oral communication and literacy - filling in the following cells as required:
'Workplace examples'
Provide one or more specific examples of tasks or documents at each performance level that apply to the workers' normal job responsibilities. For levels that the workers are not expected to achieve, write N/A in the corresponding cell to indicate it is not applicable.
'Ability to do tasks'
Assess the whole group's ability to competently carry out the tasks nominated in the Workplace examples column. Summarise their ability with descriptions such as:
'Sources of evidence' / 'Comments'
The sources of evidence may come from your own observations, reports from the learners' supervisor or another trainer, or feedback from the learners themselves. Evidence should be gathered from as many sources as possible.
Where particular issues are raised, these should be noted in the 'Comments' box.
Current job descriptions (including typical job titles and brief summary of general work duties) |
Group of 15 block-release apprentices undertaking the Certificate III in Flooring Technology. All are employed by flooring installation companies as apprentice floor layers. Work duties include installing floor coverings (e.g. vinyl, carpet and timber floating floors), loading materials at the warehouse and cleaning up at the end of the job. At this stage they all work under the supervision of a qualified installer, but there are times when they are left on-site alone, so they do need to be able to speak to the client and organise their own activities. |
Previous training undertaken (such as typical highest level of schooling and post-school training) |
Generally no previous post-school training. About half of the apprentices left school after completing year 10. The remainder completed years 11 or 12. |
Identified LLN problems (e.g. from workplace supervisors, other trainers or the learners themselves) |
Some employers have indicated that the apprentices have trouble with job sheets and other forms. Some also have trouble with calculations, particularly working out square metreages and material quantities. |
Reading | |||
Level | ACSF task examples | Workplace examples | Ability to do tasks |
1 | Recognises signs, letters and single words in immediate work environment | Building site safety signs, warehouse signs | All can do |
2 | Reads short simple texts that are relevant to the person | Jobsite address and client details | All can do |
3 | Reads and interprets texts with several ideas which are non-routine, but simple | Floor covering plan (showing installation details, materials required, floor plan of area) | Some can do |
4 | Reads and understands texts with some complex ideas and non-routine vocabulary | Job specifications, building plans | Only a couple can do |
5 | Reads texts which contain several complex and/or ambiguous ideas | N/A | Not required |
Sources of evidence | Personal observation Supervisor (or manager) report Report from another trainer Feedback from learners |
Comments | Level 3 skills: About 50% of the group said that they have trouble reading floor covering plans without assistance - about normal for apprentices at this stage. Level 4 skills: Only a couple of learners indicated that they are reading full specifications and building plans. Several employers indicated that their on-site installers do not need to read detailed plans at this level without assistance, so specialist LLN support should not be needed for this skill. |
Writing | |||
Level | ACSF task examples | Workplace examples | Ability to do tasks |
1 | Writes a sentence, or a group of words | Writes a sentence, or a group of words | All can do |
2 | Writes a paragraph about a simple subject | Customer complaint form, telephone message | Some can do |
3 | Produces and sequences several paragraphs to make meaning | N/A | Not required |
4 | Writes texts conveying ideas beyond everyday concepts | N/A | Not required |
5 | Writes to convey complex ideas, exercising control with various styles and stylistic devices | N/A | Not required |
Sources of evidence | Personal observation Supervisor (or manager) report Report from another trainer Feedback from learners |
Comments | Level 2 skills: Most of the group were able to complete the course enrolment form without assistance, although 3 people needed help interpreting the questions and 1 person (who self-reported his dyslexia) needed one-to-one assistance to write some details. This corresponds with the employers' reports on their apprentices' abilities at work. The dyslexic learner indicated that he was unable to complete typical level 2 workplace forms and said he conveyed all information verbally at work, and any written records were completed by his supervisor. It is recommended that he receive specialist LLN support for the writing components of the qualification. He should be allowed to provide verbal answers for written assignments, and be monitored closely by the trainer and LLN specialist. |
Oral communication | |||
Level | ACSF task examples | Workplace examples | Ability to do tasks |
1 | Participates in very short oral exchanges in familiar circumstances | Answering simple questions | All can do |
2 | Takes part in short oral exchanges which are relevant to routine tasks | Routine dialogue as part of an installation team | All can do |
3 | Participates in oral exchanges where the listener/speaker is required to vary and/or understand concepts which are non-routine, but simple | Working in a team and dealing with typical installation problems or special circumstances | All can do |
4 | Participates in oral exchanges that require control of non-routine language and structures | N/A | Not required |
5 | Takes part in complex oral assessments demonstrating flexible and effective use of language | N/A | Not required |
Sources of evidence | Personal observation Supervisor (or manager) report Report from another trainer Feedback from learners |
Comments | All learners are either native English speakers or have lived in Australia for several years. No oral communication problems at level 3 have been noticed or reported. |
Numeracy | |||
Level | ACSF task examples | Workplace examples | Ability to do tasks |
1 | Interprets and communicates everyday numerical concepts | Job sheets (involving starting times, hours etc.) | All can do |
2 | Selects and uses mathematical actions in straightforward circumstances | Measuring room dimensions and cutting materials to length | All can do |
3 | Uses a range of algebraic formulae and calculating tools to solve work-based problems | Calculating lineal quantities and wastage factors | Most can do |
4 | Uses a range of algebraic formulae and calculating tools to solve work-based problems | Calculating sq. metre areas and cubic metre volumes | Some can do |
5 | Uses a wide range of mathematical tools in a work context to interpret data, solve problems and communicate mathematically | N/A | Not required |
Sources of evidence | Personal observation Supervisor (or manager) report Report from another trainer Feedback from learners |
Comments | Level 3 skills: Most of the group have said that they can use a calculator to work out wastage factors and tallies without assistance. Employers indicate that the true figure is less, but plenty of practice should overcome any difficulties. Level 4 skills: Only 40% of learners completed Year 12 maths. The group will require extensive instruction and practice in these calculations, but this is normal and it is not expected that specialist assistance will be needed. |