LLN/English Requirements


Entry Requirements – Language

For entry to ATMC VET courses, a student must:

  • Be assessed for Language, Literacy, and Numeracy (LLN) capabilities; and
  • Meet English language requirements (if applicable. See English Language Requirements for more information)

 

Language, Literacy, and Numeracy Requirements

It is essential that students have the language, literacy, and numeracy (LLN) skills to allow successful participation in and completion of their enrolled course.

The Australian Core Skills Framework (ASCF) identifies five core skills as essential for individuals to participate effectively in the workplace and education sector.

These five skills are:

  • Learning
  • Reading
  • Writing
  • Oral communication
  • Numeracy

LLN requirements for successful completion vary from qualification to qualification. Core Skill capability levels for courses delivered by ATMC are outlined in the ATMC ACSF Benchmarks table below.

See the ACSF Level Performance Indicators table below for further information on LLN and the ACSF Core Skills.

Part of ATMC’s enrolment process is to determine a student’s current LLN capabilities to compared to the benchmarks required for successful completion of a qualification.

If there is a gap between your current LLN capabilities and the course benchmarks, our LLN expert will look at what support we can provide to help you develop your skills to the required level to achieve competency.

 

English Language Requirements

Students studying in Australia on a student visa must demonstrate they meet the English Language Requirements by providing any of the following evidence:

  • Evidence of a current IELTS test result (or equivalent, such as TOEFL iBT, PTE Academic, OET, Cambridge C1 Advanced. (See the Department of Home Affairs website for further info)
    • Score of IELTS 5.5 or equivalent for Certificate III and Certificate IV qualifications
    • Score of IELTS 6.0 or equivalent for Diploma and Advanced Diploma qualifications
  • Evidence of successful completion of an Upper Intermediate ELICOS course or equivalent
  • Evidence of successful completion of final two years of secondary schooling at an institution that teaches entirely in English
  • Evidence of completing at least one year of full-time study of an AQF qualification, delivered in English within Australia

 

ATMC ACSF Benchmarks:

Unit Code Course Learning Reading Writing Oral Communication Numeracy
CHC30113 Certificate III in Early Childhood Education and Care 4 3 3 4 3
ICT40118 Certificate IV in Information Technology 5 4 4 4 3
CHC50113 Diploma of Early Childhood Education and Care 5 4 4 4 3
ICT50118 Diploma of Information Technology 4 4 4 4 4
BSB50215 Diploma of Business 5 5 4 4 3
BSB51918 Diploma of Leadership and Management 4 4 4 4 4
SIT50416 Diploma of Hospitality Management 4 4 4 4 4
BSB60215 Advanced Diploma of Business 5 4 4 4 3

 

 

ACSF Level Performance Indicators

The table below shows expected performance indicators for each level of each ACSF skill.

This information is taken from the Australian Core Skills Framework.

Level 1 Level 2 Level 3 Level 4 Level 5
Learning ·    Demonstrates some awareness of self as a learner

·    Takes first steps towards developing explicit learning strategies

·    Demonstrates some awareness of learning strengths and areas of need, and begins to plan and manage the learning process

·    Applies a limited range of learning strategies in structured and familiar contexts

·    Plans, implements, and adjusts processes as required to achieve learning outcomes and begins to seek new challenges

·    Experiments with new learning strategies in familiar contexts and applies some strategies in less familiar contexts

·    Accepts new learning challenges, explicitly designing, reflecting on and redesigning approaches to learning as an integral part of the process

·    Adapts a range of familiar strategies to new contexts and experiments with new approaches

·    Self directs learning, actively designing and managing learning processes appropriate to the context

·    Draws on a broad and expanding repertoire of strategies to facilitate personal and professional learning

Reading ·    Identifies personally relevant information and ideas from texts on highly familiar topics

·    Uses a limited range of strategies to locate specific information and construct meaning from explicit and highly familiar texts

·    Identifies and interprets relevant information and ideas from texts on familiar topics

·    Uses a number of reading strategies to identify and interpret relevant information within familiar text types

·    Evaluates and integrates information and ideas to construct meaning from a range of familiar, and some unfamiliar, texts and text types

·    Selects and applies a range of reading strategies as appropriate to purpose and text type

·    Interprets and critically analyses complex texts

·    Applies appropriate strategies to construct meaning from complex texts

·    Organises, evaluates, and critiques ideas and information from a range of complex texts

·    Draws on a broad range of strategies to build and maintain understanding throughout complex texts

Writing ·    Conveys a simple idea, opinion, factual information or message in writing

·    Displays limited vocabulary, grammatical accuracy and understanding of conventions of written text

·    Conveys intended meaning on familiar topics for a limited range of purposes and audiences

·    Produces familiar text types using simple vocabulary, grammatical structures, and conventions

·    Communicates relationships between ideas and information in a style appropriate to audience and purpose

·    Selects vocabulary, grammatical structures, and conventions appropriate to the text

·    Communicates complex relationships between ideas and information, matching style of writing to purpose and audience

·    Displays knowledge of structure and layout employing broad vocabulary, grammatical structure, and conventions appropriate to text

·    Generates complex written texts, demonstrating control over a broad range of writing styles and purposes

·    Demonstrates sophisticated writing skills by selecting appropriate conventions and stylistic devices to express precise meaning

Oral Communication ·    Gives or elicits basic information in a short, simple spoken context

·    Listens for basic information in short, simple oral texts

·    Uses everyday language to provide information or maintain a conversation in familiar spoken contexts

·    Listens for relevant information in oral texts across familiar contexts

·    Selects and uses appropriate strategies to establish and maintain spoken communication in familiar and some unfamiliar contexts

·    Derives meaning from a range of oral texts in familiar and some unfamiliar contexts

·    Demonstrates flexibility in spoken texts by choosing appropriate structures and strategies in a range of contexts

·    Applies appropriate strategies to extract main ideas from oral texts across a range of contexts

·    Establishes and maintains complex and effective spoken communication in a broad range of contexts

·    Displays depth of understanding of complex oral texts which include multiple and unstated meanings

Numeracy ·    Locates and recognises key mathematical information in simple activities or texts

·    Uses simple mathematical and personal problem-solving strategies in highly familiar contexts

·    Uses everyday informal oral language or highly familiar written representation to communicate simple mathematical information

·    Identifies and comprehends relevant mathematical information in familiar activities or texts

·    Selects and uses appropriate familiar mathematical problem-solving strategies to solve problems in familiar contexts

·    Uses informal and some formal oral and written mathematical language and representation to communicate mathematically

·    Selects and interprets mathematical information that may be partly embedded in a range of familiar, and some less familiar, tasks and texts

·    Selects from and uses a variety of developing mathematical and problem-solving strategies in a range of familiar and some less familiar contexts

·    Uses a combination of both informal and formal oral and written mathematical language and representation to communicate mathematically

·    Extracts and evaluates the mathematical information embedded in a range of tasks and texts

·    Selects from, and applies, an expanding range of mathematical and problem-solving strategies in a range of contexts

·    Uses a range of informal and formal oral and written mathematical language and symbols to communicate mathematically

·    Analyses and synthesises highly embedded mathematical information in a broad range of tasks and texts

·    Selects from, and flexibly applies, a wide range of highly developed mathematical and problem-solving strategies and techniques in a broad range of contexts

·    Uses a wide range of mainly formal, and some informal, oral, and written mathematical language and representation to communicate mathematically