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Matilda Jeffries
LLN Evaluation Form
Date of Assessment 20/3/2019
Work Role/Job Title Catering Assistant
Assessed By ABC
Position Trainer
Signature ABC

Work Role LLN Requirements

Learning 3 Reading 4 Writing 4 Oral 4 Numeracy 5
Work Role Support Level ACSF Level Comments
Works alongside a supervisor/mentor where prompting and advice can be provided.

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Works with a supervisor/mentor who can provide support when requested.

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Works independently and uses own familiar support resources.

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Works independently and initiates and uses support from a range of established resources.

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Works well independently and with others.

Works Autonomously and accesses and evaluates support from a broad range of sources.

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This form was developed from information contained in the ACSF by Compliant Learning Resources Learning

Context Text Complexity Task Complexity ACSF Level Comments Task Details

Highly familiar contexts
Concrete and immediate
Very restricted range of contexts Short and simple
Highly explicit purpose

Limited highly familiar vocabulary Concrete tasks of 1 or 2 steps

Processes include locating, recognising FORMCHECKBOX 1 Examples Attends work as required and informs the supervisor if they are unable to attend
Attends work ready with appropriate clothing, tools and other resources as required Context Text Complexity Task Complexity ACSF Level Comments Task Details
Familiar and predictable contexts Limited range of context Simple familiar texts with clear purpose Familiar vocabulary Explicit tasks involving a limited number of familiar steps
Processes include identifying, simple interpreting, simple sequencing FORMCHECKBOX 2 Examples Attempts to take supervisors feedback into account when practising new skills.

Context Text Complexity Task Complexity ACSF Level Comments Task Details

Range of familiar contexts
Some less familiar contexts
Some specialisation in familiar/known contexts Routine texts
May include some unfamiliar elements, embedded information and abstraction
Includes some specialised vocabulary Tasks involve a number of steps
Processes include sequencing, integrating, simple extrapolating, simple inferencing, simple abstracting FORMCHECKBOX 3 Has ability to read and adhere to standard timeframes and quantities for food service.
Capable to locate and read instruction manuals for new or unfamiliar equipment
Example Reviews own skills in relation to job selection criteria to clarify future study or a training plan
Participates in quality improvement processes in the workplace, considering the priorities and commitments of self and other members Context Text Complexity Task Complexity ACSF Level Comments Task Details
Range of contexts, including some that are unfamiliar and/or unpredictable
Some specialisation in less familiar/known contexts Complex texts
Embedded information
Includes specialised vocabulary
Includes abstraction and symbolism Complex task organisation and analysis involving application of a number of steps
Processes include extracting, extrapolating, inferencing, reflecting, abstracting FORMCHECKBOX 4 Example Organises own workplace professional development/training plan to achieve a negotiated outcome with consideration of personal priorities and demands on time Context Text Complexity Task Complexity ACSF Level Comments Task Details.
Broad range of contexts
Adaptability within and across contexts
Specialisation in one or more contexts Highly complex texts
Highly embedded information
Includes highly specialised language and symbolism Sophisticated task conceptualisation, organisation and analysis
Processes include analysing, reflecting, synthesising, evaluating, recommending FORMCHECKBOX 5 Example Develops a brief for a complex project that includes several staff with different skills
Evaluates workplace learning culture and pathways in relation to own need for further training and development.
Reading Skills Level

Context Text Complexity Task Complexity ACSF Level Comments Task Details

Highly familiar contexts
Concrete and immediate
Very restricted range of contexts Short and simple, highly explicit purpose, limited, highly familiar vocabulary Concrete tasks of 1 or 2 steps. Processes include locating, recognising FORMCHECKBOX 1 FORMTEXT.
Example Follows simple written or pictorial instructions, e.g. simple signs and warnings, emergency stop procedures for machines, warnings such as prohibited area and wash hands before entering or safety symbols on chemical containers. Context Text Complexity Task Complexity ACSF Level Comments Task Details.

Familiar and predictable contexts

Limited range of contexts Simple familiar texts with clear purpose
Familiar vocabulary Explicit tasks involving a limited number of familiar steps. Processes include identifying, simple interpreting and sequencing FORMCHECKBOX 2 FORMTEXT.
Example Interprets instructions which combine pictorial and written information, e.g. directions on how to operate a piece of machinery safely or routine step-by-step instructions for logging into an organisations computer network.
Reads forms or notices containing personally relevant information, e.g. a notice at the workplace about a fire drill. Context Text Complexity Task Complexity ACSF Level Comments Task Details
Range of familiar and some less familiar contexts.
Some specialisation in familiar/known contexts Routine texts. May include some unfamiliar elements, specialised vocabulary, embedded information and abstraction Tasks involve several steps. Processes include sequencing, integrating, interpreting, simple extrapolating, simple inferencing, simple abstracting FORMCHECKBOX 3 FORMTEXT.
Example Interprets information in a range of formats that has been produced using familiar software programs, e.g. memos, instant messages, reports, spreadsheets or data presentations.
Interprets information gained from tables, charts and other graphic information using a range of sources, including brochures, internet and memos, e.g. plans travel arrangements using a flight schedule.

Context Text Complexity Task Complexity ACSF Level Comments Task Details

Range of contexts, including some that are unfamiliar and/or unpredictable
Some specialisation in less familiar/known contexts Complex texts
Embedded information
Includes specialised vocabulary, abstraction and symbolism Complex task organisation and analysis involving the application of a number of steps. Processes include extracting, extrapolating, inferencing, reflecting, abstracting FORMCHECKBOX 4 Easily locates and reads instruction manuals.
Can effectively receiving and interpret orders and requests, and can record information as required
Example Analyses, compares and contrasts information gained from tables and charts, e.g. information on products and materials in order to determine the suitability of cleaning chemicals for use in a laboratory.
Demonstrates understanding of texts describing interrelationships of events, e.g. reviews conflicting incident reports to identify key issues and possible follow up action.

Context Text Complexity Task Complexity ACSF Level Comments Task Details

Broad range of contexts.

Adaptability within and across contexts

Specialisation in one or more contexts Highly complex texts. Highly embedded information. Includes highly specialised language and symbolism. Sophisticated task conceptualisation, organisation and analysis. Processes include synthesising, critically reflecting, evaluating, recommending FORMCHECKBOX 5 Example Reads a series of complex texts which include commentary or interpretative remarks and discusses how these may relate to the organisation, e.g. analyses information comparing the impact of downturns in the global economy on the cost of producing and selling a product.
Identifies and extracts relevant information from complex diagrams, graphs and charts, e.g. tracks the source of non-compliance through a workplace process or analyses a diagram representing a business process and identifies areas for improvement. Writing Skills Level.

Context Text Complexity Task Complexity ACSF Level Comments Task Details

Highly familiar contexts
Concrete and immediate
Very restricted range of contexts Short and simple, highly explicit purpose, limited, highly familiar vocabulary Concrete tasks of 1 or 2 steps. Processes include locating, recognising FORMCHECKBOX 1 Example Writes routine, everyday workplace specific vocabulary and abbreviations, e.g. product names.
Completes workplace checklists, e.g. a vehicle pre-start inspection
Fills in details on a simple form, e.g. an application for leave, a payroll authority or a quality log form.

Context Text Complexity Task Complexity ACSF Level Comments Task Details

Familiar and predictable contexts
Limited range of contexts Simple familiar texts with clear purpose
Familiar vocabulary Explicit tasks involving a limited number of familiar steps. Processes include identifying, simple interpreting and sequencing FORMCHECKBOX 2 Example Completes a range of forms requiring routine, factual data, e.g. OHS records, a job application, a reimbursement form for expenses such as use of a vehicle, or pickup and delivery dockets.
Writes a list of tasks to be completed by other members of the work group, e.g. a roster or an action plan.
Creates a list or simple flyer on information to be discussed at a workplace meeting.
Context Text Complexity Task Complexity ACSF Level Comments Task Details
Range of familiar and some less familiar contexts
Some specialisation in familiar/known contexts Routine texts. May include some unfamiliar elements, specialised vocabulary, embedded information and abstraction Tasks involve several steps. Processes include sequencing, integrating, interpreting, simple extrapolating, simple inferencing, simple abstracting FORMCHECKBOX 3 FORMTEXT
Example Writes a routine report, e.g. an accident report, an incident report, a report on a case where repair work is not able to be completed as requested or a summary of a service provided.
Completes workplace records and forms accurately and legibly using correct technical and enterprise specific vocabulary.
Context Text Complexity Task Complexity ACSF Level Comments Task Details
Range of contexts, including some that are unfamiliar and/or unpredictable
Some specialisation in less familiar/known contexts Complex texts
Embedded information
Includes specialised vocabulary, abstraction and symbolism Complex task organisation and analysis involving the application of a number of steps. Processes include extracting, extrapolating, inferencing, reflecting, abstracting FORMCHECKBOX 4 Maintains and takes record of supplies within workspace
Participates in weekly meetings, asks question and joins discussions where appropriate.
Example Writes organisational procedures and time frames to take into account, different roles and perspectives, e.g. writes a report as a committee member to resolve difficulties about definitions of job responsibilities.
Prepares data for a team/group using graphs to compare production or activity over a period of time, and includes recommendations for improvements.
Creates a range of formal texts incorporating specific workplace proformas and language and maintains records on a computer, e.g. memos, letters to clients, agendas, minutes, emails or reports.
Context Text Complexity Task Complexity ACSF Level Comments Task Details
Broad range of contexts.
Adaptability within and across contexts
Specialisation in one or more contexts Highly complex texts. Highly embedded information. Includes highly specialised language and symbolism. Sophisticated task conceptualisation, organisation and analysis. Processes include synthesising, critically reflecting, evaluating, recommending FORMCHECKBOX 5 FORMTEXT
Example Writes a position paper or report based on analysis of data and stakeholder consultations.
Prepares a contract for service delivery.
Writes an organisational plan based on task analysis, worker input and financial data.
Writes a case analysis report, including recommendations for future care.
Designs a survey to accurately ascertain customer satisfaction levels and presents a process to evaluate responses. Oral Communication Skills Level
Context Text Complexity Task Complexity ACSF Level Comments Task Details
Highly familiar contexts
Concrete and immediate
Very restricted range of contexts Short and simple, highly explicit purpose, limited, highly familiar vocabulary Concrete tasks of 1 or 2 steps. Processes include locating, recognising FORMCHECKBOX 1 FORMTEXT
Example Asks questions and follows specific information/instructions in an immediate environment in order to complete a highly familiar procedure, e.g. stop machine when a red light goes on.
Listens to and responds to short, clearly worded requests, e.g. attends a meeting area, takes an early lunch break or indicates availability for weekend work.
Tells a supervisor about a problem/hazard/defect.
Context Text Complexity Task Complexity ACSF Level Comments Task Details
Familiar and predictable contexts
Limited range of contexts Simple familiar texts with clear purpose
Familiar vocabulary Explicit tasks involving a limited number of familiar steps. Processes include identifying, simple interpreting and sequencing FORMCHECKBOX 2 FORMTEXT
Example Follows directions to perform a sequence of routine tasks, e.g. uses machinery/equipment such as fax machine or forklift, or makes pre operational checks on machinery/plant equipment.
Listens for specific information in a formal workplace meeting.
Participates in straightforward face to face discussions with customers or co-workers.
Listens to short, explicit instructions for new work procedures and asks questions to clarify.
Context Text Complexity Task Complexity ACSF Level Comments Task Details
Range of familiar and some less familiar contexts
Some specialisation in familiar/known contexts Routine texts. May include some unfamiliar elements, specialised vocabulary, embedded information and abstraction Tasks involve several steps. Processes include sequencing, integrating, interpreting, simple extrapolating, simple inferencing, simple abstracting FORMCHECKBOX 3 FORMTEXT
Example Delivers a short prepared talk to co-workers and responds to audience questions.
Participates in an oral exchange requiring some negotiation, e.g. responds to specific enquiries, complaints or problems with clients or customers.
Listens to clear, sequenced instructions of several steps, and asks clarifying questions as required.
Gives clear sequenced instructions of several steps, e.g. how to use a photocopier or hand-held drill, or how to log on or off a computer.
Context Text Complexity Task Complexity ACSF Level Comments Task Details
Range of contexts, including some that are unfamiliar and/or unpredictable. Some specialisation in less familiar/known contexts Complex texts
Embedded information
Includes specialised vocabulary, abstraction and symbolism Complex task organisation and analysis involving the application of a number of steps. Processes include extracting, extrapolating, inferencing, reflecting, abstracting FORMCHECKBOX 4 Communicates well with customers and receives orders.
Confirms orders with colleagues and seeks advice from superior, wherever necessary.
Example Delivers a short prepared talk to co-workers and responds to audience questions.
Participates in an oral exchange requiring some negotiation, e.g. responds to specific enquiries, complaints or problems with clients or customers.
Listens to clear, sequenced instructions of several steps, and asks clarifying questions as required.
Gives clear sequenced instructions of several steps, e.g. how to use a photocopier or hand-held drill, or how to log on or off a computer.
Context Text Complexity Task Complexity ACSF Level Comments Task Details
Broad range of contexts.

Adaptability within and across contexts

Specialisation in one or more contexts Highly complex texts. Highly embedded information. Includes highly specialised language and symbolism. Sophisticated task conceptualisation, organisation and analysis. Processes include synthesising, critically reflecting, evaluating, recommending FORMCHECKBOX 5 FORMTEXT
Example Presents an explanation of a workplace procedure to a group, adapting, reiterating, summarising and clarifying information as required to facilitate maximum learning for the audience.
Determines customer requirements through open-ended questioning, active listening, paraphrasing and summarizing.
Leads and/or facilitates group discussion which explores solutions to specific problems with new technology, e.g. implementation issues arising from changing work practices as a result of installation of a new computer system.
Discusses organisational or system requirements in a conversation with a colleague or supervisor, e.g. discusses suitability of skills and prior experience for an advertised position or mentors a new colleague on the demands of the role. Numeracy Skills Level
Context Text Complexity Task Complexity ACSF Level Comments Task Details
Highly familiar contexts
Concrete and immediate
Very restricted range of contexts Short and simple, highly explicit purpose, limited, highly familiar vocabulary Concrete tasks of 1 or 2 steps. Processes include locating, recognising FORMCHECKBOX 1 FORMTEXT
Example Uses a calculator to add whole numbers of stock of familiar items in a workplace store.
Reads digital weight scales and accurately copies onto a recording sheet.
Names and compares common two dimensional shapes in familiar situations, e.g. compares two different road or warning signs.
Understands time-to-task allocations in a work instruction.
Uses a calendar or planner to record information, e.g. meeting times and dates.
Context Text Complexity Task Complexity ACSF Level Comments Task Details
Familiar and predictable contexts
Limited range of contexts Simple familiar texts with clear purpose
Familiar vocabulary Explicit tasks involving a limited number of familiar steps. Processes include identifying, simple interpreting and sequencing FORMCHECKBOX 2 FORMTEXT
Example Correctly follows simple instructions and measures content in order to make a product, e.g. the ingredients in a recipe or in mixing up weed control spray.
Keeps a record of casual hours of work and uses a calculator to calculate gross pay expected.
Measures familiar and predictable quantities using simple and routine measuring instruments and units.
Records numbers or quantities of materials distributed or enters sales figures and data onto a spreadsheet, a familiar workplace computer or a hand-held device.
Identifies and names common uses of shapes in a familiar environment, e.g. compares use of the shapes used for road or OHS danger signs.
Accesses and compares information contained in two-column tables, e.g. calculates postage and fees for certified mail.
Content Text Complexity Task Complexity ACSF Level Comments Task Details
Range of familiar and some less familiar contexts
Some specialisation in familiar/known contexts Routine texts. May include some unfamiliar elements, specialised vocabulary, embedded information and abstraction Tasks involve several steps. Processes include sequencing, integrating, interpreting, simple extrapolating, simple inferencing, simple abstracting FORMCHECKBOX 3 FORMTEXT
Example Identifies and explains uses and applications of shapes in different work-related contexts, e.g. use of 2D and 3D shapes in building plans or in industrial packaging.
Selects, totals and orders items from a catalogue within budgetary constraints, e.g. a workplace stationery order or food for a special event.
Prepares a bill of materials or parts list for a particular job, e.g. to build a fence of a set length.
Correctly enters data onto an electronic cash register and undertakes end-of-day summaries and the balancing of a till or accounts ledger.
Uses appropriate technological devices to measure and record data and interpret the results, e.g. uses a blood pressure machine or reads micrometres and temperature gauges.
Content Text Complexity Task Complexity ACSF Level Comments Task Details
Range of contexts, including some that are unfamiliar and/or unpredictable. Some specialisation in less familiar/known contexts Complex texts
Embedded information
Includes specialised vocabulary, abstraction and symbolism Complex task organisation and analysis involving the application of a number of steps. Processes include extracting, extrapolating, inferencing, reflecting, abstracting FORMCHECKBOX 4 FORMTEXT
Example Works in a team to plan and develop an operating budget for a task or project, including the income from different sources (e.g. government funding, membership fees or sales) and expenses (e.g. staffing, materials, marketing, overheads, travel, training or IT support).
Collects and accurately records data (e.g. measurements, quantities or digital outputs) on to an appropriate device (e.g. a graph, chart, spreadsheet or hand-held device), interprets results and outcomes, identifies anomalies or errors and can respond appropriately by acting to correct processes or inputs.
Interprets and uses ratios and scales to read and discuss the design and dimensions on the plan of a property (e.g. a building, workplace, office or shop) in order to allocate working space and furniture.
Represents statistical system information and data (e.g. customer satisfaction survey results, phone enquiry data or customer profiles), and analyses and interprets the data using graphical and numerical processes (e.g. graphs, charts or averages) to show different interpretations and influences.
Uses a job or task description or a set of instructions for making up a mixture based on ratios and selects, measures and makes up the mixture to any required amount correctly and according to OHS constraints, e.g. a chemical spray or industrial recipe.
Calculates, compares and interprets the probabilities of some given or described events in both numerical and qualitative terms, e.g. production numbers or faults, or accidents.
Prepares a detailed budget for a project and manages expenditure, making adjustments to ensure the project is completed within budget.
Content Text Complexity Task Complexity ACSF Level Comments Task Details
Broad range of contexts.
Adaptability within and across contexts
Specialisation in one or more contexts Highly complex texts. Highly embedded information. Includes highly specialised language and symbolism. Sophisticated task conceptualisation, organisation and analysis. Processes include synthesising, critically reflecting, evaluating, recommending FORMCHECKBOX 5 Accepts payments and effectively return changes to customers.

Assists in daily food preparation by accurately weighing ingredients

Example Works in a team to research, investigate and analyse workplace data gathered on a selected topic (e.g. accident rates, sales figures or causes of contamination or pollution), writes a detailed report based on a comprehensive statistical analysis and develops recommendations based on the analysis.
Provides a materials list for a building project that requires trigonometric calculations to determine outcomes, e.g. roof structure with bull nose veranda and 30o pitch.
Investigates financial options for a business or organisation, e.g. decides on a major purchase that would need to be financed by a loan, compares options, including interest paid and repayment schedules, and recommends the best loan deal relative to repayment affordability and conditions.
Investigates and analyses an organisational and logistical problem and documents and explains a mathematical solution to the problem.

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