English & LLN Policy and Procedure

English & LLN Policy and Procedure

English & LLN Policy and Procedure

Note: Refer to the glossary at the end of the document for explanations of the terminology and acronyms used.


Scope

This document describes Charter’s Australia’s policies and procedures for determining the English and LLN proficiency levels of potential students (hereafter referred to as ‘applicants’). Applicants who meet the minimum English/LLN requirements for a course may be proceed with enrolment to a Charter Australia course, subject to other admissions requirements. Applicants who do not meet the minimum requirements may be declined entry to a course, offered alternative options, or offered additional LLN support, depending on their specific circumstances. In the scope of these policies and procedures, the following categories of students are included:

  1. Vocational courses for domestic students
  2. Vocational courses for international student visa holders
  3. Vocational courses for working holiday visa holders
  4. ELICOS course: English for Healthcare and Nursing Upper Intermediate/Intermediate

The scope of this document is limited to English and LLN policies and procedures. Other admission requirements are not included. If you have any other enquiries regarding the admissions process, please contact Charter Australia.


Purpose

The purpose of this document is to establish clear and consistent guidelines for determining the English/LLN proficiency levels of applicants and determining the appropriate course of action based on the English/LLN proficiency level of the applicant. This document can be used as a reference by Charter Australia staff, education agents and applicants.

Additionally, the policies and procedures help to ensure that:

  • all applicants are treated fairly and equally;
  • applicants and their agents receive clear and consistent information;
  • applicants are not placed into a course in which the English/LLN requirements are beyond their capabilities;
  • applicants who participate in work placements do not put themselves or others at risk because their English/LLN levels are below the requirements of the course;
  • Charter Australia’s admissions processes are fully compliant with all regulations;
  • all parties are aware of which processes are within Charter Australia’s scope and which process are not within its scope (for example, visa processing is not within Charter Australia’s scope);
  • applicants who do not meet the minimum English/LLN requirements for a course are given appropriate advice and support.

1. Vocational Course For Domestic Students

In order to be admitted into a vocational course, an applicant must demonstrate that they have the following minimum LLN levels:

Table 1

Core Skill ACSF skill level indicator
Oral Communication 3
Writing 2
Reading 3
Numeracy 3

These minimum requirements apply to all Charter Australia’s training products, with the exception of Certificate III courses. As these is are entry-level qualifications, applicants may still be admitted to the course if they demonstrate LLN skills not more than one level below that which is indicated in Table 1. These applicants will be given additional LLN training and support during their course of study.

In line with standard industry practice, the ACSF is Charter Australia’s preferred framework for measuring the LLN levels of domestic student applications.

The method of determining LLN levels is outlined in the procedures below.

1. Has the applicant completed Year 12 or equivalent in Australia or another English-language education system?

1.1 Yes

Charter Australia staff collects and verifies the evidence. LLN requirements for vocational study have been met.

1.2 No

Proceed to Step 2.

2. Has the applicant completed a qualification in Australia at Certificate III level or higher?

2.1 Yes

Charter Australia staff collects and verifies the evidence. LLN requirements for vocational study have been met.

2.2 No

Proceed to Step 3.

3. The applicant takes Charter Australia’s LLN test.

3.1 The applicant meets the minimum LLN requirements set out in Table 1.

LLN requirements have for vocational study have been met.

3.2 The applicant’s LLN levels are below the requirements set out in Table 1, but no more than one level below.

The applicant may only enrol in a Certificate III course and no higher. The applicant must agree to participate in LLN support activities from Charter Australia. The applicant may articulate to a Certificate IV course once they have completed Certificate III.

3.3 The applicant’s LLN levels are more than one level below the minimum requirements in at least one core skill area.

Charter Australia staff will decide on the most appropriate course of action, depending on the LLN levels of the applicant, as well as the applicant’s personal goals and circumstances. The applicant will be supported in creating a plan to improve their LLN skills, either concurrently with their vocational studies, or prior to their enrolment in a vocational course. The student cannot be enrolled in any course higher than Certificate III level.

Throughout these procedures, if there are any uncertainties about the applicant’s LLN levels, Charter Australia staff should offer the LLN test to the applicant. The LLN test should be offered if any of the following situations arise:

  • Through interactions with the applicant, Charter Australia staff observe that the applicant may potentially have LLN issues.
  • The applicant discloses to Charter Australia staff that they have LLN issues.
  • The applicant has recently participated in a course related to adult basic education, such as the SEE Program, the AMEP or Foundation Skills.
  • There are problems in obtaining and verifying evidence of the applicant’s past education.

2. Vocational Course For International Students (Student Visa)

The English language requirements for international students is determined by the Australian Department of Home Affairs. English tests are usually done externally (for example, through IELTS or PTE), and the application process is usually managed by the applicant’s agent. As such, Charter Australia does not test the English levels of international student applicants for the purposes of determining eligibility for a vocational course.

To make our courses as accessible as possible, Charter Australia does not impose any additional English language requirements on international students. In other words, Charter Australia’s minimum English requirements for international students are the same as the minimum requirements for a student visa.

If a student is using an external English test as evidence of their English level, information can be found at:

https://immi.homeaffairs.gov.au/visas/getting-a-visa/visa-listing/student-500#Eligibility

Then click on ‘English language tests’.

Refer to Table 2 (below) to see how English language tests can be used to provide evidence. Please note that any English language test must have been taken no more than two years before the visa application. Also note that if an applicant is slightly below the requirement for direct entry into a vocational course, they may undertake ELICOS study beforehand.

Table 2

Information from https://immi.homeaffairs.gov.au/visas/getting-a-visa/visa-listing/student-500#Eligibility

(Accurate as of 04/06/2020. Please check for updates.)

Some international students do not need to provide an English language test result. Information can be found at:

https://immi.homeaffairs.gov.au/visas/getting-a-visa/visa-listing/student-500#Eligibility

Then click on ‘English language evidence exemptions’.

Information from https://immi.homeaffairs.gov.au/visas/getting-a-visa/visa-listing/student-500#Eligibility

(Accurate as of 04/06/2020. Please check for updates.)

Important Note

Charter Australia staff cannot give specific visa or immigration advice to an applicant. Charter Australia staff can only provide general information such as that given by the Department of Home Affairs.


3. Vocational courses for working holiday students

In order to be admitted into a vocational course, an applicant must demonstrate that they have the following minimum English levels (refer to Table 4).

If an applicant does not have the minimum English requirement for direct entry into a vocational course, they may be eligible to concurrently enrol in the Certificate III in Individual Support and English (vocational course) for Healthcare and Nursing (15-week ELICOS course). This is known as the ‘Study-Work Program’.

Exemptions for English language testing may apply to students who have previously studied in Australia and also to students who have completed their secondary education in an English-language education system.

Table 4

* The writing level can be one level lower than the level stated in the table. All other core skills should meet the minimum requirements. If two core skills are below the required level, the student may still be granted entry (subject to conditions, refer to point #3 below).

Additional Notes regarding the entry requirements for working holiday students:

1. In most cases, only one piece of evidence is required to demonstrate a student’s English level:

An internal placement test (this can be done online while the student is still outside Australia).

A recognised external test (e.g. IELTS, PTE) that is not more than 2 years old. If the external test is not listed in Table 4, Charter Australia is not obligated to accept as evidence.

A certificate from another ELICOS institution whose results can be aligned to any of the frameworks listed in Table 4. This can only be used as evidence if it is less than 2 years old.

2. Charter Australia’s internal placement test uses the CEFR as its reference framework. For working holiday applicants, the CEFR is used instead of an LLN test (based on ACSF) because it often overlaps as an ELICOS assessment. Furthermore, the CEFR levels are more recognisable to the international market compared to the ACSF. However, an LLN (ACSF) test can also be used as evidence.

3. If an applicant partially meets the language requirements (having some core skills at CEFR B1+, and some at B1), they may be granted entry into a vocational course under certain conditions:

Because the applicant’s English level is below the benchmark, Charter Australia cannot guarantee that the applicant will be successful in obtaining work placements or paid employment. Before enrolling, the applicant must sign a waiver to demonstrate that they cannot request a refund if they do not obtain a work placement or paid employment.

The applicant must agree to maintain 80% (or full?) attendance in the English course as well as active class participation.

The applicant must agree to participate in language support and job-seeking support activities offered by Charter Australia.

4. Due to study restrictions on the working holiday visa, applicants must be aware that they need to finish the course(s) within a 4-month period.

The method of determining English levels is outlined in the procedures below.

1. Has the applicant completed Year 12 or equivalent in Australia or another English-language education system?

1.1 Yes

Charter Australia staff collects and verifies the evidence. LLN requirements for vocational study have been met.

1.2 No

Proceed to Step 2.

2. Has the applicant completed a qualification in Australia at Certificate III level or higher?

2.1 Yes

Charter Australia staff collects and verifies the evidence. LLN requirements for vocational study have been met.

2.2 No

Proceed to Step 3.

3. Has the applicant completed ELICOS study in Australia within the past two years?

3.1 Yes – Charter Australia staff collects and verifies the evidence. What level did the applicant achieve?

3.1.1 Upper-intermediate or higher – LLN requirements for direct entry to vocational study have been met. English study is optional.

3.1.2 Intermediate or higher – LLN requirements for concurrent Certificate III and English courses have been met (Study-Work Program).

3.1.3 Lower than Intermediate – Proceed to Step 4

3.2 No – Proceed to Step 4.

4. The applicant takes Charter Australia’s internal placement test.

4.1 The applicant achieves at least CEFR level B2 in all core skills (and writing is at least B1+).

LLN requirements for direct entry into vocational study have been met. English study is optional.

4.2 The applicant achieves at least CEFR level B1+ in all core skills (and writing is at least B1).

LLN requirements for concurrent Certificate III and English courses have been met (Study-Work Program).

4.3 The applicant partially achieves CEFR B1+ (at least two core skills at B1+ or higher and two at B1).

LLN requirements for concurrent Certificate III and English courses have been met (Study-Work Program), subject to certain conditions: A) work placement and employment are not guaranteed; B) full attendance and participation in both courses are mandatory; C) agree to participate in support activities.

4.4 The applicant’s English levels are below B1+ (most core skills are below B1+).

LLN requirements for vocational study have not been met. The student may still enrol in an English course.

Throughout these procedures, if there are any uncertainties about the applicant’s English levels, Charter Australia staff should offer the placement test to the applicant in order to verify their English level.


4. ELICOS Course: English for Health Care and Nursing Upper-Intermediate / Intermediate

Students may enter an ELICOS course with different visa types, for example, a student visa or working holiday visa. A domestic student may also enrol in an ELICOS course.

The Department of Home Affairs does not apply any English language requirements for international students who undertake an ELICOS course, except that a student cannot complete one ELICOS course and then enrol in another ELICOS course at a lower level.

Charter Australia applies its own English language requirements for applicants to the English for Healthcare and Nursing course to ensure that only students who will benefit from the course will enrol. As such, applicants whose English levels are either too low or too high may be excluded from the course.

English for Healthcare and Nursing are aimed at students at intermediate or upper intermediate levels of English. The appropriate range of English proficiency levels is outlined in Table 5:

Table 5


The method of determining English levels is outlined in the procedures below.
Table 5 is to be used as a guide only. If one or two skills are slightly lower than intermediate level, particularly writing, the applicant may still be admitted.

*an OET  course for Advanced level learners is currently being developed. Contact Charter for more details

1. Has the applicant completed ELICOS study in Australia within the past two years?

1.1 Yes – Charter Australia staff collects and verifies the evidence. What level did the applicant achieve?

1.1.1 Upper-intermediate

English for Healthcare and Nursing Upper Intermediate is recommended, which includes an introduction to OET and OET practice tests.

1.1.2 Pre-intermediate or intermediate

The applicant is suitable for English for Healthcare and Nursing Intermediate.

1.1.3 Lower than Pre-intermediate

Lower than Pre-intermediate à English for Healthcare and Nursing is not recommended as it is too difficult easy for the applicant. Suggest suitable alternative study options (Examples include General English course. Suggestions will depend on the applicants visa type and learning goals.)

1.2 No – Proceed to Step 2.

2. The applicant takes Charter Australia’s internal placement test.

2.1 The applicant achieves scores of CEFR: B2

English for Healthcare and Nursing Upper Intermediate is recommended, which includes an introduction to OET and OET practice tests.

2.2 The applicant was able to achieve B1+ in at least two macroskills (with no scores lower than B1).

The applicant is suitable for English for Healthcare and Nursing Intermediate.

2.3 The applicant was unable to achieve B1+ in at least two macroskills.

English for Healthcare and Nursing is not recommended as it is too difficult for the applicant. Suggest suitable alternative study options (Examples include General English course. Suggestions will depend on the applicants visa type and learning goals.)

Throughout these procedures, if there are any uncertainties about the applicant’s English levels, Charter Australia staff should offer the placement test to the applicant in order to verify their English level.


Glossary
Terminology Meaning Further Information
ELICOS English Language Intensive Courses for Overseas Students English language courses for international students; 20 hours of face-to-face study per week. Link.
LLN Language, Literacy and Numeracy A general term used in the vocational training industry; it does not refer to any particular test, although ACSF is the most common measurement tool for LLN.
ACSF Australian Core Skills Framework A tool for measuring or describing LLN levels; widely used in Australian vocational training. There is no standardised test – any test must be contextualised. Link.
CEFR The Common European Framework of Reference for Languages A tool for measuring and describing language levels. There is no standardised test. Link.
IELTS International English Language Testing System A standardised English test. Link.
TOEIC The Test of English for International Communication A standardised English test. Link.
TOEFL IBT The Test of English as a Foreign Language (Internet-Based Test) A standardised English test. Link.
PTE Academic Pearson Test of English Academic A standardised English test. Link.
Cambridge Cambridge English Language Assessment Standardised English tests. Available at different levels. Link.
OET Occupational English Test A standardised English test for 12 different healthcare professions. Link.
Macroskill / Core Skill The skills of listening, speaking, reading and writing. In a vocational/LLN context, the skills of learning and numeracy are also included. Most English tests are divided up into different sections based on macroskills. A person may be stronger in some macroskills and weaker in others. This is often referred to as their ‘profile’.
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