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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 . [email protected]
Foundation skills: What they are
• employment skills
+ • language, literacy and numeracy (core skills)
2
L . T . G . [email protected]
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
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Foundation skills: Why the focus?
4
Changed Training
Package policy
Units with
foundation
skills section
L . T . G . [email protected]
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 . [email protected]
Getting it right
6
Gaps
Levels •Identify foundation skill demands of course
Support
L . T . G . [email protected]
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 . [email protected]
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Superseded units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Superseded Vs current units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 . [email protected]
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 . [email protected]
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
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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
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:
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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
What level would a learner need to be
deemed competent in completing an
incident report?
L . T . G . [email protected] 17
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
L . T . G .
Building a writing assessment
1. Identify essential writing skill demands of your course
2. Establish performance features required of the
essential writing skill
L . T . G . [email protected] 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
L . T . G .
Building a core skill assessment
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 . [email protected]
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 . [email protected]
Getting it right
27
Gaps
Levels
Support
•Foundation skill demands of course
•Learner FS levels
•Learner FS support needs
•Targeted support in your classroom
L . T . G . [email protected] 29
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
L . T . G . [email protected] 30
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
L . T . G . [email protected] 31
FSK Foundation Skills Training Package
Information and
advice to
support FSK
users
L . T . G . [email protected] 32
Integrated support using FSK and ACSF
Free and available in Word takingthelead.com.au
L . T . G . [email protected]
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
