Review LLND Compliance Across Courses

The LLND Compliance page brings Language, Literacy, Numeracy and Digital screening readiness into one organisation-wide view. It helps staff identify screenings that are still pending and learners whose results indicate that support should be recorded.

LLND results do not reject or block a learner. When a screened level is below the level expected by the course, RTObase records a support need so the RTO can respond and retain evidence of the support provided.

Access required

Choose the task you are doing. Each row is a separate action.

The trainer portal does not grant access to organisation-wide oral review evidence. Reviewers must listen to the actual recording before recording an Oral Communication decision.

Open the overview

Completed enrolments

Completing an enrolment closes its outstanding LLND support follow-up. The original screening concerns remain visible, and the closure does not count as support provided. Existing staff support records stay intact.

Open Overview > Critical records to review the closed follow-up or record support that was offered before completion. If the enrolment is reopened, any unresolved recommendation returns to the active worklist.

Course table

The table groups LLND readiness by course and shows:

• the expected level for each configured LLND skill
• how many enrolments require screening
• pending and completed screenings
• results reused from a prior screening
• support needs still outstanding
• support records already provided

Use the course search, sorting and pagination controls to focus the worklist. Select a course name to review that course's configuration.

A course's LLND settings live on its Requirements tab: require the screening, set the expected ACSF level per skill, and enable the Oral Communication task. See Add a Course.

Oral Communication worklists

When a course expects Oral Communication, the portal presents a short recorded speaking-and-listening task after the written screening. Listening instructions are delivered only as a fixed audio clip; the internal clip script is not shown to the learner. The task is advisory and does not hold the enrolment gate open.

Oral status is also visible where you already work: the student header shows an Oral · review chip when a recording is waiting on staff, or Oral · awaiting when the task is still with the learner, aggregated across the student's live enrolments and mirroring the chip on the enrolment header.

The page separates oral follow-up into two worklists:

• Recordings to review: open Review, play every response and any listening clip the learner heard, then record the ACSF Speaking and Listening levels. RTObase stores the lower indicator as the Oral Communication level and keeps the staff judgement with the evidence.
• Waiting on the student: the learner has not submitted every recording, or staff requested a new take because the audio was unusable. Follow up with the learner, or use Adjust levels on the enrolment after a genuine live conversation. Recording an Oral Communication level there closes the outstanding recorder task and records the live-observation method.

Use Request new recording only when the evidence cannot be heard or is incomplete. Select a specific reason so the learner knows what to correct. Earlier submitted takes remain in the evidence history.

Move the recording to a phone

If the learner opened the screening on a computer without a usable microphone, they can choose Use your phone, scan the QR code and complete the same Oral Communication task on their phone. The hand-off page displays the RTO name so the learner can confirm they opened the intended task.

The QR link is temporary, works only for that screening and does not sign the learner into the portal. If the page says the phone link is unavailable, the learner should return to the original device and generate a fresh code. Replacing a code immediately invalidates the earlier one.

Writing task worklists

When a course expects Writing at ACSF 4 or 5 (or Learning at 5), multiple-choice items cannot evidence the level, so the portal presents a written-composition task instead: the learner writes their own response to a scenario prompt. Like the oral task, a task still awaiting review is evidence not yet gathered, never a deficiency, and it does not hold the enrolment gate open.

The page separates writing follow-up into two worklists:

• Writing to review: open Review, read the learner's responses against the prompts they received, then record the ACSF Writing level (and the Learning level when the task also evidences Learning). The dialog is bounded to the levels the course expects, and the rating folds into the student's LLND record, the enrolment evidence, and any support concerns the same way every other LLND result does.
• Waiting on the student: the learner has not submitted their writing yet. Follow up with the learner, or use Adjust levels after a genuine observation. A staff adjustment closes an outstanding writing task only when it covers everything the task was due to evidence; a Writing-only adjustment leaves a combined Writing-and-Learning task open for its Learning rating.

Adjust levels is available from the enrolment and from the student header, so a level can be corrected wherever the record is in front of you. An adjustment re-stamps the LLND evidence on every live enrolment that requires it, not only the one you started from.

Question-bank coverage

The lower section summarises the validated LLND question bank by skill and ACSF level. Open a skill to inspect the available concepts and confirm that the organisation has suitable screening coverage.

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