In addition to the primary TAE text Vocational training and assessment the following library resources have been recommended to support the Certificate IV in Training and Assessment.
Train the trainer : attaining the TAE40122 Certificate IV in Training & Assessment by 
Training and assessment: theory & practice by 
Learning theories simplified by
The ANMF Library referred to the following resources in the creation of this guide:
Hill, D. et al (2023). Vocational training and assessment. North Ryde, NSW. McGraw-Hill Education (Australia)
VOCEDplus NCVER's international tertiary education research database
Recommended videos for LLN assessment, development and implementation of support strategies.
Lost for Words SBS
A heartwarming documentary that follows eight adults as they improve their reading and writing.
Reading Between the Lines SBS Insight Episode 29
Watch this program on SBS Demand Reading Between the Lines
Standards for Registered Training Organisations 2015 clause 1.7 requires RTOs to ensure that students receive training, assessment and support services that meet their individual needs.
Use trigger word tools to identify core skills linked to workplace tasks
Observe the learner using LLN skills required for the workplace
Use a self-assessment checklist based on workplace requirements
Work with an LLN specialist to use a pre-training assessment using validated questions related to industry activities
Design and teach numeracy activities that meaningfully connect students to current life and future work
Statistics, vaccination data & maps, daily comparisons, lock down limits, etc. provide excellent activities to support numeracy teaching (Tips for a trauma-informed approach when discussing data that may have a direct impact on learners)
Hands on blood pressure activities to support numeracy skills
Conducting an audit of waste in the workplace is an excellent vocational numeracy activity
Use the measures and estimates in the clinical waste backlog survey as a guide for understanding volumes of clinical waste in residential aged care facilities
Further ideas for approaches to numeracy teaching with health applications (vocational numeracy)
Scroll down to 'A classroom example – health numeracy' for examples
Final report from a parliamentary inquiry into adult literacy, numeracy and problems solving skills and the importance in Australia
Readability checkers, blog post from Australian Government Style Manual
OECD 2011-2012 data found 43.7% of Australian have below-proficiency level literacy, numeracy skills and problem solving in technology rich environments (PSTRE)
Andragogy: adult learning theory
The linked article describes how adult learning principles are applied to teaching practice.
The ADDIE learning program instruction design model (analyse, design, develop, implement, evaluate)
Job or discipline-specific skills required in the workplace that are described in industry qualifications and are underpinned by the Australian Qualifications Framework (AQF).
Broadly, foundation skills are defined as a combination of English language, literacy and numeracy (LLN) - listening, speaking, reading, writing, digital literacy, and use of mathematical ideas; and employability skills, such as collaboration, problem solving, self-management, learning and information and communications technology (ICT) skills required for participation in modern workplaces and contemporary life.
Employability skills: More general skills that support someone to achieve their potential and contribute successfully within the workplace. These are described by 2 government-supported frameworks used equally in developing nationally recognised training products: the Employability Skills Framework and the Core Skills for Work Developmental Framework.
Language, literacy and numeracy, or ‘core’ skills: The five skills described in the Australian Core Skills Framework: Learning, reading, writing, oral communication, and numeracy.
Other digital capability frameworks
Build digital confidence
Assess digital literacy
The Plain English School Let's talk about jargon
Nominal or supervised hours represent structured learning and assessment activities required to sufficiently address the content in each unit of competency. Unsupervised hours represent activities that contribute to achieving the course outcomes but are not supervised by a provider’s trainer or assessor. e.g., private study and/or assignment work.
Nominal (supervised) hours + unsupervised hours = volume of learning