Assessor Resource

BSBFLM313A
Apply language, literacy and numeracy to support others in the workplace

Assessment tool

Version 1.0
Issue Date: May 2024


The unit applies to those in a workplace who have limited responsibilities over work colleagues and who provide assistance to those who may have LLN challenges, such as trainees and apprentices, culturally diverse workers, migrants, refugees and/or Aboriginal groups. This could include mentors, coordinators, managers or supervisors.

This unit may be applied in any context where awareness of LLN requirements is needed.

This unit describes the performance outcomes, skills and knowledge required to demonstrate an understanding of language, literacy and numeracy (LLN) demands in the workplace and to provide support to other workers who need to develop LLN skills specific to their job role.

Competency in this unit does not indicate that a person is a qualified adult LLN specialist, and does not provide them with the skills or knowledge to provide diagnostic LLN solutions or specialist LLN advice, training or assessment.

Note: The term cultural diversity is used in this unit of competency in the context of ‘the principles of equal employment opportunity to include inherent differences such as gender, age, ethnicity, race, cultural/linguistic background, sexual orientation and/or gender identity, intellectual and/or physical ability.

Diversity also refers to other ways in which people are different, such as life experience, socio-economic or educational background, personality, marital status, religious beliefs and family responsibilities.’

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

demonstrate understanding of the LLN skill demands of the workplace

identify behaviours that may indicate LLN difficulties in the workplace and discuss them with relevant personnel

use simple approaches to help at least two individuals develop and practise their LLN skills in the workplace or a simulated work environment.

Context of and specific resources for assessment

Assessment must ensure that competency is demonstrated in the context of a relevant workplace or a closely simulated work environment.

Additional support may be needed for the Indigenous community and others from a non-English speaking background.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples, in combination, are appropriate for this unit:

evaluating an integrated activity which combines the elements of competency for the unit or a cluster of related units of competency

observing processes and procedures in the workplace or role plays

verbal or written questioning on underpinning skills and knowledge

accessing and validating third-party reports.

Guidance information for assessment

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

learning skills to identify the broad LLN skills that underpin workplace tasks

reading skills to read routine workplace documents

oral communication skills to:

participate in workplace teams

communicate with a diverse range of other workers, including those with LLN skill development needs

planning and organising skills to apply strategies to support workplace LLN

self-management skills to apply strategies to support workplace LLN

problem-solving skills to use common strategies to assist workers that may need LLN support

Required knowledge

broad features of LLN, including the five core skills and key principles of the Australian Core Skills Framework (ACSF)

LLN demands of everyday workplace tasks, documents and procedures

benefits of LLN skill development in the workplace

sources of internal and external LLN specialist support and how to access them

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 includes:

the way we communicate, including the modes and skills involved in speaking, listening, reading and writing, words, phrases and sentences, grammatical structures, including the use of idioms, slang or jargon

can include forms other than the verbal or spoken word, including:

non-verbal language

the tactile language of Braille for the blind community

the visual language of AUSLAN for the deaf community

can be made up of a mix of languages that make up a discrete language, such as Kriol and/or Aboriginal English.

Literacy includes:

reading skills to understand written information, such as signs, work instructions, policies, procedures, legislation, specifications, checklists and reports

writing skills to complete or produce written texts, such as emails, checklists, work record sheets, safety or risk assessment, reports and SMS

oral communication skills to interact with others in ways such as greeting customers, providing instructions, clarifying information, working with team members, using the telephone, requesting information, contributing at meetings, and negotiating

skills to use digital technology for sending emails, storing and retrieving information from databases, developing documents and delivering information.

Numeracy includes skills to carry out mathematical activities for work, in order to:

add, subtract, multiply and divide

locate information in tables, use numbers, read various scales and gauges, use calculations (such as determine weight of load, quantity)

measure, plan time, read and interpret tables and diagrams

problem solve

read and interpret maps

record and interpret data, such as forms and checklists.

Simple approaches for developing and practising LLN skills include:

developing and using oral communication scripts

developing and using model written texts and simplified workplace forms

developing and using workplace vocabulary lists or personal word lists

providing opportunities for oral communication practise using role plays

using active questioning to confirm understanding of written or verbal instructions

using measuring tools customised for the workplace or for specific tasks.

Personal and cultural differences may include:

a disability

cultural differences towards formal education

experiences causing trauma

non-English speaking background or English as a second language background

religious beliefs.

Behaviours indicating language, literacy and/or numeracy issues may include:

absenteeism

avoiding tasks

displaying frustration or aggression

making mistakes

not completing work

requesting others to complete work

taking a long time to complete tasks

taking tasks home to complete.

Appropriate personnel may include:

a supervisor or manager

an LLN specialist

human resources

the worker.

LLN specialist support will depend on the needs of the individual and resources available in the workplace and/or local community, and may include:

registered training organisations (RTOs)

an LLN specialist or teacher with relevant qualifications in a related area

Department of Immigration and Citizenship (DIAC)

government and community support services

national government funded programs, such as the Literacy and Numeracy Program (LLNP), the Adult Migrant English Program or Workplace English Language and Literacy (WELL) program support

specialist in-house support services

the Reading Writing Hotline

the Translating and Interpreting Service (TIS)

volunteer or paid tutoring.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify the broad features of ‘language’, ‘literacy’ and ‘numeracy’ and the differences between them 
Identify simple approaches for developing and practising LLN skills 
Identify the LLN requirements of simple everyday workplace tasks, documents and procedures that are explicit and non-explicit 
Identify personal and cultural differences that can contribute to LLN challenges in the workplace 
Identify benefits of LLN skill development in the workplace 
Encourage and support others to assess their own LLN competencies and ask for help with their learning and development needs 
Identify behaviours that may indicate language, literacy and/or numeracy issues and discuss with appropriate personnel if necessary 
Identify formal and informal community and workplace LLN specialist support that could be used to assist colleague with LLN skill development 
Seek advice from appropriate personnel on strategies to support workers with LLN skill development needs 
Use simple approaches for developing and practising LLN skills to assist workers with LLN skill development needs, in line with LLN specialist advice 

Forms

Assessment Cover Sheet

BSBFLM313A - Apply language, literacy and numeracy to support others in the workplace
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

BSBFLM313A - Apply language, literacy and numeracy to support others in the workplace

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: