Using the Australian Core Skills Framework to Address Foundation Skills within Training and Assessment. Training Package Companion Guide

Using the Australian Core Skills Framework to Address Foundation Skills within Training and Assessment Training Package Companion Guide

AgriFood Skills Australia Limited ABN: 56109612356 10 12 Brisbane Avenue BARTON ACT 2600 PO Box 5450 KINGSTON ACT 2604 P: (02) 6163 7200 F: (02) 6162 0610 E: reception@agrifoodskills.net.au With the exception of the AgriFood Skills Australia logo, any material protected by a trade mark and where otherwise noted, all material presented in this document is provided under a Creative Commons Atribution-Share Alike 3.0 Australia licence. The details of the relevant licence conditions are available on the Creative Commons website (www.creativecommons.org.au) as is the full legal code. The document must be attributed as the AgriFood ACSF Training Package Companion Guide. Version: 1.0 Release Date: 2 September 2014 Status: Approved Acknowledgements: Wignall Consulting Services: Jenni Olfield and Louise Wignall. Funded by the Commonwealth Department of Education, Employment and Workplace Relations. i

TABLE OF CONTENTS Purpose of this Guide... 1 What are Foundation Skills?... 2 Where are the core skills in an AgriFood unit of competency?... 3 Using the Trigger Word tool to identify core skills... 3 Sample Unit... 4 Assessment requirements... 5 Tips for Locating Core Skills... 5 The Australian Core Skills Framework... 6 Why use the ACSF?... 6 What is in the ACSF?... 6 The AgriFood ACSF Mapping Project... 8 Determining Learners Foundation Skills... 9 Pre-training assessments... 9 Informal assessment... 10 Comparing learner s skill levels to a course profile... 10 Strategies to Support the Development of Foundation Skills... 12 Training strategies... 12 AgriFood Foundation Skills Guides... 12 Other AgriFood resources... 13 The Foundation Skills Training Package... 13 Professional development support resources... 14 Taking the Lead... 14 What Works for LLN... 14 TAESS00009 - Address Foundation Skills in Vocational Practice Skill Set... 15 APPENDIX A: Trigger Words... 16 APPENDIX B: ACSF Performance Descriptions and Sample Activities... 20 APPENDIX C: ACSF Mapping of Priority Units... 23 ii

PURPOSE OF THIS GUIDE Business success in the agrifood industry comes from having well trained personnel with the right skills for their jobs. Employers and participants need complete confidence that the national training system is providing them with high quality training delivery and assessment that produces graduates with the relevant skills and knowledge that can be applied in the workplace. The National Foundation Skills Strategy for Adults emphasises the importance of strong foundation skills in a modern, knowledge-based society. As modern workplaces become increasingly complex, the demand for individuals to continually build and adapt their foundation skills for new contexts, technologies and purposes becomes critical. Quality training and assessment must address the foundation skills of workers. Core skills are a key component of foundation skills. This guide provides information to RTO staff (trainers, assessors, and instructional designers) about how to identify core skills that are critical to vocational competence within an AgriFood unit. It includes information about the Australian Core Skills Framework (ACSF) mapping project and how trainers and assessors can use that information to support the development of foundation skills within vocational practice. It is AgriFood Skills Australia s intention to promote the value of improving practice related to foundation skills, to ensure a proficient and skilled workforce. RTO s operating in the agrifood industry will need to work closely with their industry clients to ensure their programs meet the organisation or enterprise s skill requirements and business goals while maintaining a consistent approach to supporting the development of appropriate foundations skills for the job. The focus of this guide is on AgriFood Skills Australia Training Packages; however the principles outlined can also be applied to all accredited training, including Accredited Courses. 1

WHAT ARE FOUNDATION SKILLS? Foundation skills include the skills that underpin almost everything we do at work, at home and in the community. There are several terms that have been used to refer to the skills that make up the definition of foundation skills in recent years, usually incorporating one or more of the following: language, literacy and numeracy (LLN) core skills (learning, reading, writing, oral communication and numeracy 1 ) employability skills (communication, teamwork, problem solving, initiative and enterprise, planning and organising, self-management, learning, technology 2 ) Core Skills for Work Developmental Framework 3. The National Foundation Skills Strategy for Adults, 2012, defines foundation skills as: the combination of: English language, literacy and numeracy (LLN) listening, speaking, reading, writing, digital literacy and use of mathematical ideas; and employability skills, such as collaboration, problem solving, self-management, learning and information and communication technology (ICT) skills required for participation in modern workplaces and contemporary life. Foundation skills are embedded in all units of competency and all Training Packages. It is important that units of competency and assessment requirements clearly define the foundation skills that are integrated into job tasks, so that trainers and assessors can address those skills as part of their practice, and workers learn the skills to carry out their jobs efficiently and effectively. For a brief overview of the importance of foundation skills in vocational education and training watch videos 1 and 2 on the Innovation and Business Skills Australia (IBSA) website (https://ibsa.org.au/fsk-video-series). For a brief overview of ACSF core skills mapped to units from the Foundation Skills Training Package that shows the relationship between core and employability skills see the IBSA website (https://ibsa.org.au/sites/default/files/media/fsk%20unit%20matrix.pdf). This guide concentrates on the use of the Australian Core Skills Framework (ACSF) to identify the core skills of,,, and within a unit. Further work will examine the skills within the Core Skills for Work Developmental Framework. 1 Defined by the Australian Core Skills Framework (ACSF), 2012 2 Defined by Business Council of Australia (BCA) and the Australian Chamber of Commerce and Industry (ACCI), 2002 3 Defined by the Core Skills for Work Developmental Framework, 2013. 2

Where are the core skills in an AgriFood unit of competency? All job tasks and all units of competency include core skills listening to instructions, completing an animal health record, or telephoning a supplier to order goods to name a few. Units of competency revised to meet the 2012 Standards for Training Packages, now include two parts: the unit of competency (that defines the standard of performance required of a workplace task) and the assessment requirements (that outline specific performance and knowledge evidence required for assessment, along with any assessment conditions). Both sections of the unit template are important to consider when looking for the core skills that are critical to vocational competence. Rather than list skills within the Foundation Skills section of a unit, AgriFood Skills Australia has made every effort to ensure that core skills essential to performance are explicit in the Elements and Performance Criteria within the units of competency and within both Performance and Knowledge Evidence sections of the assessment requirements. Training providers will still need to take some time to identify exactly what core skills are required within a specific workplace context and make sure that those skills are covered in the training and assessment program. Using the Trigger Word tool to identify core skills The sample unit of competency below has been marked up to show the core skills that are critical to workplace performance. The underlined words are the trigger words that prompt the reader to consider how a particular core skill is linked to a workplace task. In a published unit these words are not underlined so trainers and assessors have to develop the skill to recognise these words and consider the implications for training and assessment. An important concept to consider is how an individual is expected to take in information and then generate information as these can help define which core skills they need to use. For example, as instructed might be instructions from a supervisor that have to be listened to or instructions that have to be read. Reporting can involve speaking or it might involve writing something down in a particular format. tasks such as counting and interpreting data can be tied in with reading, writing and speaking skills like recording and reporting. There will be variation as to which core skills are required according to the individual workplace context and expectations. It is up to trainers and assessors to consider the realistic needs of industry and expectations of employment when deciding on how a core skill is used. 3

There is a Trigger Words list included at Appendix A (pg 16) that you can use to help identify where the foundation skills are in the units or competency and assessment requirements that guide your training and assessment. Sample Unit AHCLSK207 Application Element 1. Check facilities and equipment for sound working conditions Load and unload livestock This unit of competency describes the skills and knowledge required to load and unload animals for transport. This unit applies to individuals who work under general supervision and exercise limited autonomy with some accountability for own work. Performance criteria 1.1 Identify facilities and equipment required for the task 1.2 Check the work site, facilities and equipment for hazards and report safety concerns 1.3 Carry out repairs and maintenance of facilities and equipment required for loading or unloading livestock where necessary 1.4 Select appropriate personal protective equipment and ensure correct fit 2. Load animals 2.1 Muster, yard or catch, prepare for transport, load and count animals using safe working methods 2.2 Record numbers of livestock 2.3 Record identification details of individual animals as required 2.4 Complete vendor declarations and any other required documentation 2.5 Fit animal identification tags as required 2.6 Load livestock in a safe manner to ensure no injury to other workers or animals 3. Unload animals 3.1 Unload animals in safe manner to ensure no injury to other workers or animals 4. Perform appropriate animal health procedure 3.2 Record numbers of livestock 3.3 Reach agreement on condition of animals with the receiving or dispatching party 4.1 Sort stock if required 4.2 Undertake animal health treatments off truck as instructed 4.3 Feed and water animals as instructed Reporting could be oral, where the worker relays a message to a supervisor, or it could be written, on a checklist or run sheet Counting small numbers of animals can be simple, but larger numbers will require strategies to keep count Safe working methods may be demonstrated, but trainers may provide written or visual information to assist the learner to know what they are and when to use The forms that need to be completed to record animal numbers, and animal identification details, will vary and can be complex. Learners will need opportunities to practise. Likewise, vendor declarations can be paper based or online - learners will need to practise. Reaching agreement can involve dealing with different points of view, or sometimes conflict. Does this involve listening to instructions or reading them? Or both? 4

Assessment requirements The Assessment Requirements will also include core skills tasks. Both the Performance Evidence and Knowledge Evidence sections of the Assessment Requirements may have core skill demands. Trainers will need to ensure that learners cover the core skills that are an integral part of the job task within training, so that they are prepared for assessment. For example in the Performance Evidence section of the Load and unload stock unit on the previous page, trainers will need to ensure that candidates have had an opportunity during training to become familiar with documentation such as animal identification records and animal health records and had practise filling them out before being expected to demonstrate the skill as part of an assessment process. Trainers and assessors need to locate the real documentation requirements of the job in order that they are providing candidates with a chance to perform at the appropriate level for the workplace. Counting animals individually or learning to estimate a large number of animals accurately is an important underpinning numeracy skill that may also require development. Estimating the feed and water requirements will vary depending on the age and type of the animal and the number of animals. This will require various calculations. Within the Knowledge Evidence component, trainers will need to consider how candidates both acquire and convey their knowledge. In the Load and unload stock unit would it be reasonable to expect that candidates would need to have read certain information or documented certain information about things such as types of animal treatments or biosecurity requirements for example? How would this knowledge be conveyed within an assessment process? Assessors have to ensure that the core skill requirements of the assessment process are not higher than the level of core skills required on the job. The next section on the ACSF provides information on factors that influence performance and how to determine the level of complexity of a core skill in a particular task. Tips for Locating Core Skills Consider both the AQF level of the unit and the level of the job role, then: use the trigger word tool (at Appendix A) to identify words within the unit that indicate the requirement for learning, reading, writing, speaking and listening and numeracy apply your knowledge of industry/workplace practice to make a judgment about the practical application of the skill (e.g. in a particular context does reporting = writing or speaking or both?) identify (and gather) samples of real workplace texts that are associated with the stated core skills requirements examine the ACSF performance descriptions and sample activities chart (at Appendix B), and make a judgment about the exact nature and level of complexity of the required core skills. 5

THE AUSTRALIAN CORE SKILLS FRAMEWORK Why use the ACSF? Engaging with the ACSF and understanding the basics about what is required within different skills at different levels can help trainers and assessors to understand more about the foundation skills requirements within a unit and how to address these in training and assessment. The framework is useful in a number of ways. It can be used to: describe the level of core skills required in units of competency describe the performance of core skills by a learner plan for appropriate core skill development within a vocational context, and inform approaches to training and assessment. What is in the ACSF? The Australian Core Skills Framework, or ACSF, is a framework that is used to consistently describe the five core skills of learning, reading, writing, oral communication and numeracy at five levels, where one is lowest 4 and five is highest. The tool provides a common language that can be used to describe aspects of each core skill that are part of a workplace task and in assigning levels of complexity of a required core skill. The framework takes into account that tasks are carried out in different contexts and that a range of factors can influence performance. The factors that influence PERFORMANCE are: the degree and nature of support available (people with lower level core skills will often require more support or guidance compared to those operating at higher levels, who can work more independently) the familiarity with the context in which the task is carried out (if the context is very familiar it will be easier to carry out a task than if it is unfamiliar) the complexity of the text, these include written, diagrammatic, visual and oral texts (short and simple texts are easier deal with than texts that are specialised and have information embedded), and the complexity of the task (or how many steps are involved to be able to complete the task) 5. 4 The ACSF also includes a pre-level 1 supplement that includes a list of skills that support the initial development of literacy and numeracy skills. Refer to page 180 of the ACSF 5 Refer to the Performance Variable Grid on page 7 of the ACSF 6

It is useful to consider these factors when determining the expected level of performance within a particular work task or job and when describing the appropriate level of skill within an assessment task. For a quick orientation to the ACSF take a look at the table in Appendix B (pg 20), which provides summary information about performance at pre-level 1 through to level 3 of the ACSF, as well as some sample activities from the workplace. A full copy of the ACSF can be downloaded from the Department of Industry (www.innovation.gov.au/acsf). A short clip explaining the structure of the ACSF can be viewed in Video 6 on the IBSA website (https://ibsa.org.au/fsk-video-series). 7

THE AGRIFOOD ACSF MAPPING PROJECT To illustrate the type of information about core skills that can be identified within a unit, AgriFood Skills Australia has mapped 45 priority units of competency across the following Training Packages to the ACSF: Animal Care and Management (ACM10) Agriculture, Horticulture and Conservation and Land Management (AHC10) Agri-Food (AGF07) Food Processing (FDF10) Australian Meat Industry (MTM11) Racing (RGR08) Seafood Industry (SFI11) The mapping process involved using the Trigger Words tool to identify the words within each unit that indicate the requirement for reading, writing, speaking and listening, numeracy and learning skills. This mapping process predated the move to 2012 Standards for Training Packages so the Performance Criteria, Assessment Guidelines and Range Statements were analysed to assess the complexity of texts and tasks and the degree of support that might be available according to the job role. Final mapping documents have been produced for the priority units in each industry sector. The language and structure of the ACSF has been used to: capture the various text types that appear to play a major role in the unit describe the core skill requirements using examples from the unit where possible provide detailed description of the types of things a person would be able to do at each level for each identified core skill, and identify the factors that might influence performance that a trainer may need to take into account when working with learners (these variables are important because they can also have some bearing on the assignment of an ACSF level). A list of the 45 mapped units is included in the table in Appendix C (pg 23). The table includes Industry sector information, the Australian Qualifications Framework (AQF) qualification level in which the units are packaged and summary information about the ACSF level each of core skill requirement within the unit. The detail of the ACSF mapping is available at on the AgriFood website (https://agrifoodskills.site-ym.com/?acsfmapping). Locate the mapping of units in your industry sector to find information that will assist you in identifying the required core skill requirements of a unit and to design vocational training programs that will support the development of these skills relevant to the job. The mapping also acts as a model of the types of detail you can glean by analysing the core skill requirements of any unit using the ACSF. 8

DETERMINING LEARNERS FOUNDATION SKILLS Identifying the core skill requirements of units is just one part of the picture. You then need to build them into your training and assessment program so that learners exiting your course are deemed vocationally competent. Pre-training assessments RTO regulatory processes often include a foundation skills pre-training assessment to build an overall picture of a potential learner s skills. This assessment usually includes an assessment of core skills. It s important to understand a learner s core skills to be able to advise them on the most effective course of action. For example, it might not be helpful to have a learner undertake a training program if they don t have the core skills to cope. This information will assist an RTO to assist learners in planning realistic pathways. There are core skill pre-training assessment resources available for RTOs to use. These include the following: The Core Skills Profile for Adults, produced by ACER, is an online, indicative assessment tool available for use under license. For further details, see the ACER website (www.acer.edu.au/tests/cspa). ACSF assessment tasks, produced by Precision Consultancy. These validated tasks are designed to be used by experienced practitioners with a sound working knowledge of the ACSF, and over various industry areas. Tasks can be downloaded from Precision Consultancy (www.precisionconsultancy.com.au/acs_framework). The Foundation Skills Assessment Tool, funded by the Department of Industry, is currently under development by ACER. The interactive, online resource will be available by mid-2015. For further information, see the Department of Industry website (www.innovation.gov.au/skills/literacyand/fsat). If your RTO uses a pre-training assessment process make sure to ask for results that relate to your learner group. There is no point in doing a pre-training assessment if the results are not used to support the development of the training and assessment program or individual training plans of students. Trainers and Assessors can also learn to develop their own pre-training assessments based on the specific requirements of their training program. For further information, go to Taking the Lead at www.takingthelead.com.au and access the online PD program to inform practice. 9

Informal assessment Once they are placed in a course, understanding learner s foundation skill levels can assist trainers and assessors to make decisions about the formulation of individual training plans and the types of support that learners may need along the way. It s common for people with low-level foundation skills to be very reluctant to disclose issues as they often feel embarrassed or ashamed and frightened of consequences. Many people with low-level foundation skills have developed their own ways of coping. You can also glean a lot about a learner in your first interactions with them. As your course commences you might ask a learner about his or her educational background and interests to get a conversation going. Then you might ask the learner to complete a short task based on course content. Be on the lookout for: uneasiness or nervousness reluctance to read or write in front of others (often excused by saying things like I forgot my glasses or I ll take that home and have a good look at it ) providing very short responses with only one word or one sentence making obvious mistakes communication that is very difficult to understand (written or verbal) not seeming to be aware of mistakes when spelling, using capitals, punctuation and grammar, adding, subtracting or multiplying using simple numbers reporting that they don t feel they have very good reading or writing skills needing to ask for a lot of support, or providing little or no detail or refusing to expand when encouraged to do so. If you identify learners who need support be sensitive to the issue. You may consider that with additional help the learner will be able to build their skills to the required level. Take a look at the Strategies to support the development of foundation skills on page 12. If you consider you cannot deal with this alone you will need to seek advice from your RTO to identify any resources that can be made available. You may also consider using units from the Foundation Skills Training Package as bridging or support content for learners who demonstrate a significant weakness in one or more core skills (see the section on the Foundation Skills Training Package on page 13). Comparing learner s skill levels to a course profile Once a pre-training assessment has been completed, the learner or learners performance levels can be compared to the core skill requirements of a unit, unit cluster or qualification. 10

When there is a variation in levels of performance across core skills this is described as a spiky profile. It is common for individuals to have a spiky profile, that is strengths and weaknesses across the five core skills. This is to be expected at all AQF levels. Figure 1: Comparison of core skill requirements 5 4 ACSF levels of performance 3 2 1 The red bars are the core skill level requirements within the unit FDFFS1001A Follow work procedures to maintain food safety The dotted line represents an individual learner s skill levels The table shows the core skill level requirements for the unit FDFFS1001A Follow work procedures to maintain food safety and the assessed core skill levels of an individual learner. The comparison shows that the learner s oral communication is not yet at the level required for vocational competence in this unit. Their listening skills may not be proficient enough to follow work procedures that are conveyed to them verbally. This gap needs to be addressed within the vocational training program either through the direct opportunity to practice these skills, or if significant, then though additional assistance. The next section provides some options for addressing identified core skill gaps. 11

STRATEGIES TO SUPPORT THE DEVELOPMENT OF FOUNDATION SKILLS There are some basic training strategies you can use straight away and several professional development guides you can access to get ideas about how to support the development of learners foundation skills. In addition, there are resources such as the Foundation Skills Training Package (FSK) that provide additional units that can be used to provide learners with additional learning time to develop a particular skill. How you might use the FSK can be used will depend on the resources available to you within your RTO and the funding mechanisms of your State or Territory (see below for details on the FSK). Training strategies Trainers can support learners to develop foundation skills through a range of strategies, such as: use a scaffolding approach, structuring activities step by step always point out the purpose for learning break instructions into chunks of information to break up concentration periods provide individual, pair and small group activities reluctant learners may learn from a supportive partner teach in context and point out how the task links to the real world support learners to understand that taking risks is part of learning use diagrams to illustrate points encourage the use of personal word lists provide learners with models of writing that explain different types of texts for different purposes, for example, a set of instructions, completed forms (for personal file or somewhere they can be easily accessed) ensure learners understand to think about who the audience is and what the purpose of a text is (when both reading and writing and also viewing digital texts) provide opportunities to practise, especially speaking and listening skills keep your language clear and avoid jargon avoid teaching via rote teach through understanding use problem-solving approaches, investigating options and thinking through best solutions (including using the internet for research), or move from known to unknown, concrete to abstract when teaching numeracy skills. The following resources provide detailed information about how to put these techniques into action. AgriFood Foundation Skills Guides The Foundation Skills Guides cover four job functions shared by a wide range of roles throughout the agrifood industries. They include activities, resources and support strategies that can be adapted and customised to suit the context in which training or assessment occurs. They are accompanied by an 12

Overview Guide containing background information on foundation skills and how to use the resources. You can download the resources from the AgriFood website (www.agrifoodskills.net.au/?page=foundationskills). Other AgriFood resources From the Ground Up AgriFood Skills Australia produced From the Ground Up in 2008 to support trainers to address core skill development in entry level qualifications. It includes lots of sample activities and tips for trainers. You can download this resource from the AgriFood website (www.agrifoodskills.net.au/?page=llnresources). The Get Real Factor AgriFood Skills Australia updated The Get Real Factor in 2009 as a model for addressing language, literacy and numeracy skills in the agrifood industry. The guide outlines a series of steps that vocational trainers can use to support the development of foundation skills for work. You can download this resource from the AgriFood website (www.agrifoodskills.net.au/?page=llnresources). The Foundation Skills Training Package The FSK Foundation Skills Training Package includes a bank of units covering the five ACSF skills of,,, and. The Foundation Skills Training Package also includes a stream called Digital technology. Units from the Foundation Skills Training Package can be imported into vocational qualifications so that learners can have additional time and support to build foundation skills specific to their job. Units align with skills and levels from the ACSF, so there is often an obvious choice of unit to be made to address a learner s skill gap. The Foundation Skills Training Package matrix of units provides an overview of the relationship between the core skill of the ASCF and range of employability skills. The matrix is available on the IBSA website (https://ibsa.org.au/sites/default/files/media/fsk%20unit%20matrix.pdf). 13

The package also includes three qualifications that could be used as a pathway into a vocational qualification: The Certificate I in Access to vocational pathways is intended to provide a vocational learning pathway at ACSF Level 1 for individuals with significant support needs. The Certificate I in Vocational preparation and pathways contains core units at ACSF Level 2 and is intended to prepare learners for vocational pathway qualifications or further foundation skills development. The Certificate II in Preparation for work and vocational pathways is intended to prepare individuals for workforce entry or vocational training pathways. Each of the preparatory qualifications listed can be contextualised for a particular work context to ensure that learners build the specific foundation skills for their job role. Vocational units can be imported into these foundation skills qualifications to provide an agrifood industry pathway. More information about the Foundation Skills Training Package is available from the IBSA website (http://www.ibsa.org.au/foundation-skills-fsk) and Building Strong Foundations is a useful resource to assist with implementing the package, also available from the IBSA website (https://ibsa.org.au/landingpage/building-strong-foundations). For further information about using the Foundation Skills Training Package within agrifood sectors, refer to the guides produced by AgriFood Skills Australia. You will find them on the AgriFood website (www.agrifoodskills.net.au/?page=foundationskills). Professional development support resources Taking the Lead Taking the Lead (www.takingthelead.com.au) is a website that offers a one-stop shop for information and advice on developing foundation skills. It is updated regularly with news about new resources, professional development opportunities and information about research. It provides information to help RTOs and employers, including: online PD for trainers and assessors that covers the Address Foundation Skills in Vocational Practice Skill Set case studies showing how employers and employees benefit from training that supports and develops foundation skills tips on how to improve foundation skills a searchable resource directory of foundation skills resources, and the latest news and events on foundation skills training services and funding opportunities. What Works for LLN What Works for LLN (www.ideasthatwork.com.au/what-works-for-lln) is an online library of free language, literacy and numeracy (LLN) training and professional development videos covering a range of topics related to addressing LLN skills within vocational practice. 14

The What Works for LLN videos are for: VET practitioners supporting the delivery of LLN specific units such as TAELLN401A/TAELLN411 Address adult language, literacy and numeracy skills LLN professional development for RTOs and their non-training staff learners undertaking qualifications such as 'TAE40110 Certificate IV in Training and Assessment', and trainers, managers, team leaders and supervisors in the workplace. TAESS00009 - Address Foundation Skills in Vocational Practice Skill Set The Address Foundation Skills in Vocational Practice Skill Set (www.ibsa.org.au/free/taess00009- address-foundation-skills-vocational-practice-skill-set) builds the capacity of vocational trainers to explicitly address the development of the foundation skills integrated into training package units and qualifications in their delivery and assessment practice, within their vocational context. The Skill Set gives vocational practitioners a better understanding of the relevance of foundation skills to their specific vocational area. The Skill Set provides strategies for more effectively addressing foundation skills within program planning and implementation and assessment. With the Skill Set, vocational practitioners will be more able to contribute to the planning and implementation of integrated programs that build learners vocational and foundation skills. The Skillset consists of three units: TAELLN411 Address adult language, literacy and numeracy skills TAELLN412 Access resources and support to address foundation skills in vocational practice TAELLN413 Integrate foundation skills into vocational training delivery 15

APPENDIX A: TRIGGER WORDS Trigger Words Access relevant information According to signs Adjust Allocate Apply Appropriate documentation Articulate Assist Build on (prior knowledge and experience) Calculate Chart Check Clarify meaning or advice Codes and labels Collect Collect data Compare and contrast Complete reports Comply with directions Foundation Skills Problem solving Teamwork Self-management Problem solving Problem solving Self-management Problem solving Planning and organising Self-management 16

Trigger Words Computations Contact Contribute Convert Critically evaluate Delegate Determine value Document Estimate Explain Feedback Follow instructions Follow procedures Formula Goal setting Graph Identify Information sources Interpret Inform Inventory Foundation Skills Initiative and enterprise Problem solving Planning and organising Teamwork Problem solving Problem solving Self-management Self-management Planning and organising Planning and organising Problem solving 17

Trigger Words Label Legislative requirements Level Liaise Maintain Marked out Measure Monitor Note Obtain information Organise Outline Own role Participate Prioritise Punctual Question Record Refer to Report Select Self-reflection Size and proportion Sources Foundation Skills Teamwork Initiative and enterprise Planning and organising Planning and organising Planning and organising Teamwork Self-management Teamwork Self-management Planning and organising Self-management Planning and organising Self-management Problem solving Initiative and enterprise Planning and organising Problem solving 18

Trigger Words Supervise Tagged Team discussions Time management Time Tolerance Transfer skills and knowledge Understand Foundation Skills Teamwork Teamwork Planning and organising Self-management Reproduced from IBSA Building Strong Foundation site (www.ibsa.org.au/identifying-foundationskills-requirements). 19

APPENDIX B: ACSF PERFORMANCE DESCRIPTIONS AND SAMPLE ACTIVITIES ACSF Level Description of performance Sample activities Pre-level 1 Level 1 Needs significant support Works with very short and highly explicit texts only Can do single step activities only Follows simple instruction but may need prompting (L) Identifies letters of alphabet (R) Uses one or two word identification strategies e.g. sounding out letters (R) Copies letters and whole words (W) Writes left to right and top to bottom, with model (W) Participates in highly familiar conversations using mainly single words (OC) Relies heavily on body language (OC) Recognises numbers up to 100 Reads and writes personally relevant numbers e.g. birth date (W, N) Needs support Can operate in highly familiar contexts only Works with texts with explicit purpose Can do concrete tasks with 1 or 2 steps Can do tasks involving locating and recognising (R, N) Identifies a personal/career goal (L) Recognises common signs and symbols (R) Writes one or two simple sentences (W) Has limited vocabulary of highly familiar words (W, OC) Spells some highly familiar words, e.g. own name (W) May check writing but not recognise errors (W) May write with mixed upper/lower case (W) Participates in simple conversations of short questions/answers (OC) Relies on facial and other gestures (OC) Adds and subtracts simple whole number amounts (into the 100s) and familiar monetary amounts in personally relevant contexts (N) Orders days of the week Links everyday signs with corresponding words, e.g. stop Can read and write own name (R,W) Copies personal details onto a simple form Completes a sentence when a stem is provided Understands and responds to common greetings Follows short, one step instructions e.g. open the book Read digital time (but not AM/PM) Matches money amounts to coins and notes Logs on and off a computer website Uses a diary to record key dates Reads and fills in a simple form Follows simple or pictorial instructions Reads familiar labels in workplace Creates and sends a short SMS Writes routine product names Sends a short SMS Tells supervisor that a machine is broken In answer to simple questions can provide own name, address, DOB, country of origin Locates and adds the whole dollar price of two items in a catalogue Uses a calculator to add whole numbers of stock in workplace 20

ACSF Level Description of performance Sample activities Level 2 Level 3 May request support to complete tasks in familiar contexts Can do tasks with a limited number of familiar steps Can do tasks involving identifying, simple interpreting, simple sequencing Demonstrates some awareness of learning strengths and areas of need Understands the main ideas in familiar texts (R) Begins to use layout and headings when reading (R) Can write at least one paragraph (W) Accurately uses basic punctuation, e.g. capital letters, full stops, commas (W) Can ask simple questions and seek clarification (OC) Able to do multiplication and simple division (N) Can work with everyday fractions, decimals and percentages, e.g. 1/4, 1/10, 50%, 0.25 (N) Works independently on routine tasks Begins to work in less familiar contexts Completes tasks with a number of steps Can do tasks involving integrating, interpreting and some abstraction Can set a personal/career goal and identify a learning plan to achieve this (L) Can integrate information presented in different ways, e.g. paragraphs and charts (R) Can identify fact from opinion (R, OC) Can sequence paragraphs (W) Uses familiar acronyms and spells most words accurately (W) Will plan, draft and proofread and self-correct (W) Uses consistent grammar and punctuation e.g. dot points all begin with verb, apostrophes (W) Can begin and maintain conversations (OC) Speaks at a normal rate with pronunciation that is mostly clear (OC) Listens for relevant information to make notes, follow instructions (OC, W) Constructs a table or graph using routine scales and axes (N) Uses distance, direction, simple scales and keys to read maps or routine plans (N) Applies rates in routine situations, e.g. km/hr, $/kg (N) Uses key word and search engine to find information Makes a checklist of tasks to be completed Follows simple instructions on a fire hydrant Reads dials and scales on workplace machinery/equipment Creates a simple flyer to advertise community event Writes a description of an item for sale to be placed on noticeboard Writes a paragraph describing country of origin Receives and passes on phone messages Listens for specific information in a meeting Calculates change from simple petty cash purchases Selects personally relevant job advertisement online or in newspaper Interprets information from a graph, to predict a trend Prepares an agenda for a workplace meeting Understands that domains(.com,.gov,.net etc) are relevant to the way information is communicated on the internet Writes clear sequenced instructions for using a piece of machinery Writes a formal letter of complaint Listens and responds to routine customer complaints Expresses an opinion and makes a suggestion regarding a new procedure Creates a budget in a spread sheet Correctly prepares an invoice with itemised costs and GST to undertake a specific task, e.g. build a fence 21

ACSF Level Description of performance Sample activities Level 4 Works independently in a range of contexts including some that are unfamiliar and/or unpredictable Works in some areas of specialisation Works with complex texts with embedded information and specialised vocabulary Undertakes complex task analysis involving a number of steps Can do tasks involving extracting, extrapolating, inferencing, reflecting Independently accesses a range of information resources/services (L) Participates in professional networks (L) Synthesises relevant ideas and information from several sources (R) Communicates complex relationships between ideas and information (W, OC) Demonstrates accurate use of a range of text types, e.g., reports, procedures, narratives (W) Engages in complex negotiations ( OC, W) Selects and understands words that create shades of meaning (W, OC) Uses and applies ratio and proportions (N) Calculates with fractions, decimals and percentages (N) Uses relevant routine formulae (N) Level 5 Autonomous and self-directed learner who accesses and evaluates support from a broad range of sources Adaptability within and across broad range of contexts with specialisation in one or more contexts Works with highly complex texts, highly embedded information, highly specialised language and symbolism; sophisticated task conceptualisation, organisation and analysis Can do tasks involving synthesising, critically reflecting, evaluating, recommending Actively monitors performance against goals and milestones (L) Draws on and understands extensive vocabulary including specialised terms and idiom (R, W, OC) Demonstrates sophisticated control of a broad range of writing and speaking styles and purposes (W, OC) Selects from and flexibly applies a wide range of highly developed mathematical and problem solving strategies and techniques (N) Uses and solves a range of equations using a variety of algebraic techniques (N) Accesses and scans a number of websites prior to a purchase Takes a leadership role in project teams Reads and responds to online postings in chat room and discussion forums as part of an online training course Analyses product review data to make purchasing recommendations Documents and communicates roles, responsibilities and timeframes for a project plan Actively participates in workplace or community meeting and accurately reports back key information Develops a survey tool, collects and analyses data and documents the outcomes Uses a set of instructions for making up a mixture based on ratios and alters the mixture to any required amount according to WHS/OHS constraints Leads change management processes in the workplace Reads a detailed manual for a complex new machine and prepares an operator manual with all key information Compares and contrasts all aspects (including fine print) of competing offers, e.g. health insurance, mortgage packages Prepares a contract for service delivery Writes a scientific report using an analysis of qualitative and quantitative research methods and writes up results and recommendations for action Negotiates a win-win outcome with work colleague or neighbour demonstrating conflict resolution skills Uses trigonometric calculations in agricultural surveying or in fencing or building construction L, R, W, OC, N. 22

APPENDIX C: ACSF MAPPING OF PRIORITY UNITS Unit Code Title Field AQF Level ACSF Levels Oral communication 1 AHCOHS101A Work safely OHS 1 2 1-2 1 2 2 AHCOHS201A Participate in OHS processes 2 2 2 1-2 3 3 AHCOHS301A Contribute to OHS processes 3 3 3 3 3 3? 4 AHCOHS401A Maintain OHS processes 4 3 4 3 4 3 5 AHCOHS501A Manage OHS processes 4 4 4 4 3 6 AGFCMN101A Adapt to work requirements in agri-food industry Agri-Food 3 3? 2-3 7 AGFCMN102A Apply effective work practices 2 2 2 2? 8 AGFCMN103A Demonstrate care and apply safe practices at work 1 2-3 2-3? 2 2 9 AGFCMN201A Contribute to animal care through work activities 2-3 2-3? 2 2-3 1 10 AGFCMN202A Contribute to work activities to produce food 2 2-3 2 2 2? 11 FDFFS1001A Follow work procedures to maintain food safety Cross-sector Food Safety 12 FDFFS2001A Implement the food safety program and procedures 13 FDFFS3001A Monitor the implementation of quality and food safety programs 3 2 1 2 1 3 3 2 2 2 3-4 3-4 3 4 2-3 14 FDFFS4001A Supervise and maintain a food safety plan 4 4 4 4 3 15 FDFFS4002A Supervise and verify supporting programs for food safety 4 4 4 4 3 16 FDFFS5001A Develop a HACCP-based food safety plan 4 4 4 4 3-4 17 RGRCMN001A Comply with the rules of racing and related protocols Racing 3 3 3-4 2-3 3-4 18 RGRCMN003A Manage personal health and fitness 3 3 2 2-3 3 19 RGRCMN403A Participate in racing industry appeals 4 4 4 4 3? 20 SFICORE101C Apply basic food handling and safety practices Seafood core 1-2 2 1 2 2 21 SFICORE103C Communicate in the seafood industry 1-2 2 1-2 2 2 22 SFICORE105B Work effectively in the seafood industry 3 2-3 2 2-3 2 23 SFICORE106B Meet workplace OHS requirements 1 3-23 2 2 2 24 ACMGAS101A Investigate job opportunities in animal care and related industries 2-3 3 3 2 2 25 ACMGAS206A Provide basic first aid for animals Animal care 3 3 2 3 2 26 ACMGAS303A Plan for and provide nutritional requirements for animals 3 4 3 3 3 27 AHCCHM303A Prepare and apply chemicals Chemicals 3 3 3 2 2-3 3 23

Unit Code Title Field AQF Level ACSF Levels Oral communication 28 AHCCHM304A Transport handle and store chemicals 3 3 3? 2? 2-3 2? 29 SFICOMP302C Exercise compliance powers Seafood 3 4 4 4 4 3? Compliance 30 SFICOMP308C Monitor fish catches for legal compliance 3 4 4 4 4 3 31 MTMCOR202A Apply hygiene and sanitation practices Meat core 1-4 2 1? 1 2/3 2 32 MTMCOR205A Communicate in the workplace 1-4 2 2/3? 1/2 3 2 33 MTMCOR404A Facilitate hygiene and sanitation performance 4 3/4 3/4 3 3/4 3? 34 MTMP2054C Inspect hindquarter and remove contamination Meat 2 2 2 1/2 2 1 processing 35 MTMP2074C Identify cuts and specifications 2 2? 2 1? 2 2 36 MTMP3001C Knock and stun animal 3 2 1/2 1/2 2 1/2 37 MTMP3043B Operate air knife 3 2 1/2 1 2? 38 MTMP3059C Break carcase using a bandsaw 3 2 2 1? 2 2 39 MTMP3075B Perform process monitoring for meat hygiene 3 4 4? 4 4? 40 MTMP403B Oversee plant compliance with the Australian Standard for meat processing 4 3 3/4 3 3 3/4 41 MTMPSR411A Lead communication in the workplace 4 4 4 4 4 n/a 42 MTMR104C Prepare minced meat and minced meat products Meat retail 1-3 2 2 1? 2 2 43 MTMR203C Select, weigh and package meat for sale 1-3 2 2 1 2 2? 44 MTMR303C Calculate yield of carcase or product 1-3 3? n/a n/a 2? 3/4? 45 MTMR304C Manage stock 1-3 2 2 2 2 2 Note: Where a question mark (?) appears against a level more information is required. A trainer and assessor need to make a professional judgment about the level of complexity of the particular core skill within a vocational context. Where a range of ACSF levels are given e.g. 2-3 this means the exact level of complexity needs to be decided based on the trainer s knowledge of the specific requirements of the workplace and what would be considered as a reasonable level of competence. 24