ACT Government How to support learners’ foundation skill ... · VET classroom . jana@ltg.net.au L...

ACT Government

Education and Training

29 May 2015 Workshop

Facilitated by Jana Scomazzon, LTG

How to support learners’

foundation skill

development in your

VET classroom

L . T . G . jana@ltg.net.au

Foundation skills: What they are

• employment skills

+ • language, literacy and numeracy (core skills)

2

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employment skills + core skills

Foundation skills =

communication

teamwork

problem solving

initiative and enterprise

planning and organising

self-management

technology

learning

3

Planning and

managing

own learning

Building

strategies to

learn,

and then

applying them

oral communication

writing

reading

numeracy

learning

L . T . G . jana@ltg.net.au

Foundation skills: Why the focus?

4

Changed Training

Package policy

Units with

foundation

skills section

L . T . G . jana@ltg.net.au

Getting it right

5

Gaps

Levels

Support

•Foundation skill demands of course

•Learner FS (core skill) levels

•Learner FS support needs

•Targeted support in your classroom

L . T . G . jana@ltg.net.au

Getting it right

6

Gaps

Levels •Identify foundation skill demands of course

Support

L . T . G . jana@ltg.net.au

Foundation skills: in redesigned units

7

Unit code and title

Application This unit specifies the outcomes required to …..

Competency field

Unit sector

ELEMENTS PERFORMANCE CRITERIA Elements describe the

essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the

element.

FOUNDATION SKILLS This section describes the language, literacy, numeracy and employment skills

essential to performance in this unit but not explicit in the performance criteria.

L . T . G . jana@ltg.net.au

Foundation skills: in redesigned units

8

Required skills

The skills required for

this unit.

Superseded units

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Foundation skills: in redesigned units

9

Required skills Vs Foundation skills

The skills required for

this unit.

Language, literacy, numeracy

and employment skills that are

essential to performance and

not explicit in the performance

criteria.

Superseded Vs current units

L . T . G . jana@ltg.net.au

Foundation skills: in redesigned units

10

Unit code and title

Application This unit specifies the outcomes required to …..

Competency field

Unit sector

ELEMENTS PERFORMANCE CRITERIA Elements describe the

essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the

element.

FOUNDATION SKILLS This section describes the language, literacy, numeracy and employment skills

essential to performance in this unit and not explicit in the performance criteria.

L . T . G . jana@ltg.net.au

Foundation skills: Unit demand

11

FOUNDATION SKILLS (HLTWHS003 Maintain work health and safety) This section describes those language, literacy, numeracy and employment skills that are essential to

performance and not explicit in the performance criteria.

• Writing skills to complete a workplace incident report in

line with regulatory guidelines and organisational policies

Performance evidence:

• complete a workplace incident report

• Oral communication skills to present information to a

small group PC2.4 Maintain WHS incident records in the work area

according to workplace procedures and legislative requirements

L . T . G . jana@ltg.net.au

Incident report: A session plan

12

Unit content Evidence required for unit

PC2.4 Maintain WHS incident

records in the work area according

to workplace procedures and

legislative requirements

Complete a workplace incident report

How would you teach this?

In your group, plan a session.

L . T . G .

Plan a teaching session

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ACCIDENT/INCIDENT REPORT FORM

Date: Time:

Report completed by: Signature:

Accident or incident

Details of accident or incident:

Contact details of witnesses:

Injuries

Details of who was injured:

Details of injury:

Details of medical/first aid provision:

Comments

Action taken:

Action required:

L . T . G . jana@ltg.net.au

Getting it right

14

Gaps

Levels •Identify core skill demands of course

Support

1 Low

5 High

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Australian Core Skills Framework

1 2 3 4 5

Learning

Reading

Writing Low High

Oral Communication

Numeracy

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Level of writing demand

jana@ltg.net.au 16

What level would a learner need to be

deemed competent in completing an

incident report?

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Example of a writing skill check

Task ACSF

level Indicator Correct

Incident

report

1 Description of incident: simple structure

1-2 simple sentences

Attempts punctuation; may be inconsistent

Approximates spelling

Vocabulary limited to basic words

2 Description of incident: factual and relevant

Writes several sentences (1 paragraph)

Basic punctuation (full stop, capital letters)

Some spelling mistakes but overall meaning clear

Vocabulary sufficient to relay meaning; not extensive

3 Description of incident: detailed and comprehensive

Uses paragraphs or substantial amount of text

Punctuation used to assist understanding (commas,

apostrophes, quotation marks, etc.)

Spelling is consistent and reasonably accurate

Vocabulary specific and relevant to task and setting

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Building a writing assessment

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1. Identify essential writing skill demands of your course

2. Establish performance features required of the

essential writing skill

L . T . G . jana@ltg.net.au 19 Source:

http://www.cshisc.com.au/media/276984/Writing_Skills_Check.pdf

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Example of a writing skill check

Task ACSF

level Indicator Correct

Incident

report

1 Description of incident: simple structure

1-2 simple sentences

Attempts punctuation; may be inconsistent

Approximates spelling

Vocabulary limited to basic words

2 Description of incident: factual and relevant

Writes several sentences (1 paragraph)

Basic punctuation (full stop, capital letters)

Some spelling mistakes but overall meaning clear

Vocabulary sufficient to relay meaning; not extensive

3 Description of incident: detailed and comprehensive

Uses paragraphs or substantial amount of text

Punctuation used to assist understanding (commas,

apostrophes, quotation marks, etc.)

Spelling is consistent and reasonably accurate

Vocabulary specific and relevant to task and setting

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ACSF level?

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Building a core skill assessment

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1. Identify essential core skill demands of your course

2. Establish performance features required of the

essential core skill(s)

3. Build assessment based on course content and

required core skills

4. Review learner responses against ACSF to identify

needs

– e.g. Handout 2

– e.g. writing skill check (Handout 3)

L . T . G . jana@ltg.net.au

Getting it right

26

Gaps

Levels

Support

•Foundation skill demands of course

•Learner FS levels

•Learner FS support needs

(course demands = learner levels?)

L . T . G . jana@ltg.net.au

Getting it right

27

Gaps

Levels

Support

•Foundation skill demands of course

•Learner FS levels

•Learner FS support needs

•Targeted support in your classroom

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FSK Foundation Skills Training Package

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FSK Foundation Skills Training Package

FSKWTG08 Complete routine workplace formatted texts

Element Performance Criteria

1. Prepare to complete

routine workplace

formatted texts

1.1 Identify the audience and purpose of formatted text

1.2 Identify text features

1.3 Plan to write text

2. Draft routine workplace

formatted texts

2.1 Use drafting strategies to write formatted text

2.2 Use appropriate grammar and vocabulary and

writing conventions

3. Review and finalise

routine workplace

formatted texts

3.1 Review draft text

3.2 Revise and finalise text

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FSK Foundation Skills Training Package

FSKRDG11 Read and respond to complex workplace information

Element Performance Criteria

1. Prepare to read

complex workplace

texts

1.1 Analyse purpose of text

1.2 Analyse text features

2. Analyse information

in complex

workplace texts

2.1 Use navigation skills to identify information

2.2 Interpret specialised or technical vocabulary in texts

2.3 Apply reading strategies to interpret and analyse

information

3. Evaluate and

respond to

information in

complex workplace

texts

3.1 Critically evaluate information in complex workplace

text

3.2 Use information to respond appropriately

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FSK Foundation Skills Training Package

Information and

advice to

support FSK

users

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Integrated support using FSK and ACSF

Free and available in Word takingthelead.com.au

L . T . G . jana@ltg.net.au

Getting it right

33

Gaps

Levels

Support

• Identify level of course demand in unit of competency:

Sample FS assessment items (ACSF)

Map learner responses to FS levels

• Identify learner FS levels (ACSF, FSAT, your own)

• Identify learner FS support needs

(course demands = learner levels?)

ACSF, FSAT, your own

• Targeted, integrated support in your classroom:

FSK Training Package

Support resources (Model for Integrated FS Support)

ACSF to match support to delivery strategies

TAELLN411 skill set