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Library Resource Guides: Design and the learning environment (DES cluster)

Recommended resources

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.

  • TAEPDD401 Work effectively in the VET sector
  • TAEDES412 Design and develop plans for vocational training
  • TAEDES411 Use nationally recognised training products to meet vocational training needs


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

Language, Literacy and Numeracy videos

Recommended videos for LLN assessment, development and implementation of support strategies.

Radio & podcast episodes about literacy

Stations - ABC Radio

SBS documentaries about adult literacy

Lost for Words SBS 

A heartwarming documentary that follows eight adults as they improve their reading and writing.

Lost for Words

Reading Between the Lines SBS Insight Episode 29

Watch this program on SBS Demand Reading Between the Lines

Recommended web resources, reports and articles

Strategies to evaluate LLN skills

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

Numeracy teaching strategies

Design and teach numeracy activities that meaningfully connect students to current life and future work

Teacher magazine

Further ideas for approaches to numeracy teaching with health applications (vocational numeracy)

More information about Australia's literacy

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)

Instructional Design Models

The ADDIE learning program instruction design model (analyse, design, develop, implement, evaluate)

Technical skills

Job or discipline-specific skills required in the workplace that are described in industry qualifications and are underpinned by the Australian Qualifications Framework (AQF).

Foundation skills

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.

Digital skills

Other digital capability frameworks

Build digital confidence

LLN resources for teaching and learning

The Plain English School Let's talk about jargon

Relevant government departments & organisations

Volume of learning

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

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