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User Guide - Innovation & Business Skills Australia

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1. 21 PRACTICAL Kc Irt 22 Access professional development eese Peeran aa AnA nennen nennen nennen nnn nnns 22 Access r sour es arid SUDpOFTL ceci ete ec iets Manan deer ean 24 Analyse vocational practice esseeesseesesee E EAEE EN nennen nnn 25 Collaborate with foundation skills specialists esses 26 Customise learning materials eeesssesseseeeeeeeeeene entree nennen nennen nnn enne 27 Develop learner profiles cios desse sete ce ere eite pee nez ea poe re gear uera ecce teeentetenawin anode 28 Develop training SCQUENCES c ccccssencecesseeeseeseeeeeeeseneeseseaneeseseaeeesesseneesesseneesessaneeeessaneees 29 Identify foundation skills in training specifications 0 00 eeeeeeeeeeeteeeeseeeeeeesseeeeseessneeeesseneees 30 Monitor and evaluate practice eeeseessessseeeeee essen enne nnne nnns nnn nnn nnns 31 Select use and review assessment strategies 32 Appendix A User Guide Topic Mapping cccccesseccecessececseeeeecsenaeeecseneeeecsenaeeesssnaeeeessnes 33 User Guide Introduction Introduction This User Guide is designed to assist facilitators assessors Registered Training Organisations RTOs and enterprises in delivering the Address Foundation Skills in Vocational Practice Skill Set It provides e anoverview of the Skill Set and its purpose e advice on implementation and resources for fac
2. and also have an idea of the level of complexity of these skills so that they can understand the skills essential for workplace competence Example In order to cut a series of lengths of wood in a workshop against a set of plans a worker needs to be able to understand the notions of scale and measurement To get the cuts accurate they have to be clear about how to read the plan and how to use their knowledge of parts of a metre to make accurate measurements A training sequence may require explicit attention to reading the scale on the plans revising metres centimetres and millimetres and the types of measuring devices that are to be used to do the job Learners may require time to do in their head calculations or make notes to ensure they are on the right track Having an understanding of how complex these requirements are will provide the practitioner with some guidance about how to structure a training sequence what supports might need to be provided what teaching approaches are best used TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 Page 15 of 37 Knowledge concepts IBSA User Guide Where vocational practitioners identify that the particular core skills are beyond their own capacity to deliver and assess vocational practitioners will need to talk to a foundation skills specialist about what support is required By using the language of the ACSF to describe the comple
3. but it is applied in different ways The table in Appendix A provides information on how these knowledge concepts relate to the performance and knowledge evidence requirements of the units Candidates undertaking the Skill Set need to develop and demonstrate the knowledge described in the knowledge evidence section of the Assessment Requirements for each of the three units of competency Topics in this User Guide provide only a broad introduction to these areas of knowledge and some suggested resources to guide facilitators They are not designed as comprehensive learning and assessment material for the Skill Set Knowledge concepts that underpin the Address Foundation Skills in Vocational Practice Skill Set are e Australian Core Skills Framework ACSF e barriers to learning e cultural and social considerations e instructional strategies that address foundation skills in vocational training e language literacy and numeracy and foundation skills in a workplace context Australian Core Skills Framework ACSF Evidence of knowledge of the ACSF is required in all three units of the Skill Set Competence in each unit requires an understanding of the construct of the ACSF notably the components levels of performance principles and the variables that influence performance As VET practitioners candidates undertaking the Skill Set need to determine which foundation skills their learners need for competence in a specific vocational area
4. diversity resources tools index html Page 10 What s language literacy and numeracy section on Taking the Lead an online resource developed by Service Skills Australia lt http www takingthelead com au IIn tips industry 1 what s language literacy and numeracy gt Literacy is like Velcro Canadian YouTube video explaining literacy to community leaders lt http www youtube com watch v VGbsA_y5cgM amp feature related gt Literacy for the 21st century US YouTube video exploring the meaning of 21st century literacy lt http www youtube com watch v d9ZRDRPqoxo amp feature related gt Validated tools The use of validated tools to interpret language literacy and numeracy skill levels is required in all three units Candidate undertaking the Skill Set are required to interpret the LLN requirements of the workplace and vocational training specifications and broadly identify the LLN skills of the learner cohort but they are not expected to conduct detailed ACSF assessments of individual learners skills Validated tools may include key concepts of the Australian Core Skills Framework ACSF such as core skill levels complexity of tasks and texts in the workplace key concepts of the Core Skills for Work framework information provided by individual Industry Skills Councils ISCs on foundation skills in vocational training packages training package companion volume information information gained from an LLN specialis
5. innovation gov au Skills LiteracyAndNumeracy LiteracyNet Pages default aspx gt professional development available through professional associations such as the Australian Council for Adult Literacy or Industry Skills Councils community based support for learners for example literacy and numeracy programs sourced through advisory services such as the Reading Writing Hotline resources addressing specific topics as identified throughout this User Guide Analyse vocational practice Evidence of skills in analysing vocational practice is required in the unit TAELLN412 Access resources and support to address foundation skills in vocational practice Vocational training and assessment can develop a momentum of its own that means that practitioners rarely have the time to pause and reflect on their current practice The purpose of this unit and the term analysis of vocational practice is to allow individual practitioners to take a step back and examine how they are currently dealing with foundation skills within training and assessment what support and resources are available to them and ways they can improve their approach Suggested ways of doing this include reviewing training and assessment plans to establish the extent to which foundation skills are explicitly identified delivery and assessment plans to identify the extent to which explicit attention to foundation skills is required student and industry employer satisfaction
6. Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 Page 5 of 37 Implementation advice IBSA User Guide Implementation advice In planning to implement the Address Foundation Skills in Vocational Practice Skill Set facilitators will need to refer to the following sources of information e TAE Training Package and Implementation Guide e State Territory Purchasing Guide e Standards for NVR Registered Training Organisations Target learners It is strongly recommended that participants undertake the Skill Set concurrently with or after having completed TAE40110 Certificate IV in Training and Assessment It is expected that participants undertaking the Skill Set have a technical or vocational specialisation as the focus of their training and assessment practice Participants in your delivery program will possibly come from a variety of backgrounds with mixed experience It is critical that you know your participants backgrounds and what they want to achieve from completing the Address Foundation Skills in Vocational Practice Skill Set Contextualisation Units of competency in the Address Foundation Skills in Vocational Practice Skill Set are designed to build the skills and knowledge of trainers and assessors working in a wide range of vocational areas and workplace environments In delivering the Skill Set you should contextualise it to the specific industry or workplace context of your learners
7. Centre Department of Education and Training 2011 http training gld gov au information equity diversity resources tools index html e Promoting Emerging Practice resources for Indigenous learners available through links on the TAFE NSW website http Irrpublic cli det nsw edu au IrrSecure Sites Web 13289 resources indige nous vet delivery htm e Building Strong Foundations an online resource to support the implementation of the FSK Foundation Skills Training Package developed by Innovation and Business Skills Australia lt http buildingstrongfoundations ibsa org au gt TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 Page 17 of 37 Knowledge concepts IBSA User Guide Cultural and social considerations VET programs include learners from a wide range of cultural social and educational backgrounds whose learning needs must be addressed when designing and implementing training and assessment This includes but is not limited to learners e with disrupted education or limited formal education for a range of reasons e from Australian Aboriginal and Torres Strait Islander backgrounds who speak Indigenous language s as their first second third or more language e whose first language is not English but who have been resident in Australia for long periods and have developed differing levels of spoken and written skills e with disabilities who require specific lear
8. Knowledge concepts Australian Core Skills Framework explain the use of tools that analyse training specifications and learner profiles which must include the Australian Core Skills Framework ACSF and Core Skills for Work KE use the Australian Core Skills Framework ACSF to interpret the level of LLN skills required for vocational competence in the training program PE describe components of the Australian Core Skills Framework ACSF and Core Skills for Work relevant to analysing training and assessment materials and explain how to use them when planning and implementing training KE TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 Page 33 of 37 IBSA User Guide Appendix A User Guide Topic Mapping User Guide topic TAELLN411 TAELLN412 TAELLN413 Barriers to learning describe ways in which foundation skills can be a barrier to the development of specific vocational competencies KE Cultural and social considerations identify cultural and social sensitivities relevant to communicating with individuals who are identified as requiring LLN support KE Instructional strategies that address foundation skills in vocational training select use and review at least two instructional strategies that directly address the identified LLN needs of the learner group PE plan and implement instruc
9. by using relevant training specifications and materials from vocational programs Participants need to build their understanding of the foundation skills requirements that apply in their own area of vocational practice Basing learning or assessment activities on the examination and use of generic cross industry training specifications or vocational programs is not recommended Practice environment As a facilitator you need to ensure that all participants have the opportunity to develop and apply the skills and knowledge of the Skill Set Participants will need a suitable practice environment where they have access to a learner cohort and the time to develop their practice with learners Participants may be outside the sector but seeking employment in a VET setting or already employed in a VET context You may find that participants are employed in a range of training organisations with subsequent impact on their roles in delivering foundation skills For example some participants may come from organisations with established supports available such as the capacity for team teaching with foundation skills experts while other organisations may not have that capacity and the VET practitioner will be assisting learners with less immediately available support You will need to ensure that participants have access to a suitable practice environment with a group of learners from their vocational area They will need opportunities for planning their tra
10. can adjust their practice in a spirit of continuous improvement Keeping a personal record of resources and instructional strategies that were useful or not useful is another strategy Evaluation is generally a more formal process of making judgments of merit worth and significance based on criteria against a set of standards and evidence A range of criteria would need to be considered RESOURCES e Part 4 Are we there yet In From the ground up Addressing core skills in the Agrifood industry http www google com au url sa t amp rct j amp q amp esrc s amp source web amp cd 1 amp ved OCDEQFjAA amp url http 3A 2F 2Fc ymcdn com 2Fsite s 2Fwww agrifoodskills net au 2Fresource 2Fresmgr 2Fwell 2Ffrom_the_ ground_up_final pdf amp ei dbKyUP7uUGZIQFTXID YAg amp usg AFQjCNHFviGnkrLanie N_7RWyIASKFHVMA gt e Tipsheet 12 Promoting effective training content and delivery in The crux of the matter Language literacy and numeracy and vocational education and training Queensland VET Development Centre Department of Education and Training Brisbane 2011 lt http training qld gov au information equity diversity resources tools index html e Topic 5 Monitoring and Evaluation in the Knowledge Bank developed for TAE70110 Vocational Graduate Certificate in Adult Language Literacy and Numeracy Practice http www ibsa org au news and projects news tabid 112 articleType ArticleView articleld 4 7 7 Knowledge Bank for TAE70110 TAE80110 aspx g
11. communicate including the modes and skills involved in speaking listening reading and writing It can involve micro elements of meaning at word phrases and sentence level grammatical structures of spoken or written texts and includes the use of idioms slang or jargon Non verbal components of language include facial expressions physical gestures and other forms of body language e Language can include Languages other than English and dialects of English such as Aboriginal English or an Australian Creole and forms other than the verbal or spoken word including the visual language of AUSLAN for the deaf community and the tactile language of Braille for the blind community There can be a complex set of languages in play at any one time Literacy is the ability to read and use written information as well as to write appropriately at home at work and in the community Literacy is more than basic reading and writing sometimes called functional literacy following instructions filling in forms reading bus timetables or writing a note to a household member It is also a process of using higher order reading and thinking skills to question what we see in written texts sometimes called critical literacy Literacy is purposeful and changes constantly along with changing social and cultural contexts Our literacy skills enable us to interact with one another to achieve particular purposes to explain debate retrieve and provide information e
12. level of skill development e small group work and whole of class discussion to model numeracy operations e verbal based approaches such as discussions and questions and answers to explore plan generalise hypothesise test ideas and form conclusions e verbalising processes to establish links between the language of mathematics and operations symbols and key words e monitoring level of difficulty of information o too much o too concentrated o too much unfamiliar maths language e using a variety of learning modalities including visual kinaesthetic and sensory RESOURCES e Tipsheet 12 Promoting effective training content and delivery in The crux of the matter Language literacy and numeracy and vocational education and training Queensland VET Development Centre Department of Education and Training 2011 http training gld gov au information equity diversity resources tools index html e Canadian Construction Sector workbook on developing trade maths worksheets models how to design effective training sequences to teach a selected foundation skill http 7 www nald ca library learning csc developing trades math worksheets d eveloping trades math worksheets pdf e Tools developed by Industry Skills Councils for example o LLN Tip 5 What simple things can do to support learners in developing LLN skills in Taking the Lead developed by the Service Skills Australia http 7 www takingthelead com au llIn tips train
13. stages Content The Core Skills for Work Framework complements the ACSF and together the two frameworks describe foundation skills Some Industry Skills Councils have chosen to use this framework to describe employment related skills in their training packages IBSA has used descriptors consistent with Core Skills for Work to describe the foundation skills requirements of units of competency in the Skill Set Page 8 of 37 TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 IBSA User Guide Implementation advice Resource Making the connections and Putting the Jigsaw together Access Free downloads from lt www mskills com au online products product Making the Connections gt lt www mskills com au online products product Putting the Jigsaw Together gt Description Professional development resources developed by Manufacturing Skills Australia to build the capacity of vocational practitioners to address foundation skills Content Making the Connections has been developed to build the capability of vocational trainers to effectively address the language literacy and numeracy embedded in vocational training Putting the Jigsaw Together is a series of tool kits to support VET trainers with practical strategies to assist apprentices to develop their numeracy skills Resource Taking the Lead Access Access at lt http www t
14. support study groups mentoring e LLN specialist support for the practitioner such as mentoring team teaching approaches and professional development e learning materials developed to address LLN skills in different vocational contexts e g automotive numeracy report writing for health care e access to funding models to support the integrated delivery of foundation skills perhaps through use of the FSK Foundation Skills Training Package Where support is available within an organisation the candidate undertaking the Skill Set needs to be able to explain the organisational operating procedures and processes for securing suitable resources and specialist input In smaller training organisations there may be no dedicated LLN support available In this case the candidate undertaking the Skill Set will need to research and access support available externally The candidate undertaking the Skill Set needs to be able to explain the organisational operating procedures and processes for securing suitable resources and specialist input from external sources TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Page 24 of 37 Commonwealth of Australia 2013 IBSA User Guide Practical skills RESOURCES e specific learning and assessment materials that help trainers to teach and assess the underpinning foundation skills that are relevant to the vocational program such as those available on LiteracyNet lt http www
15. Council for Adult Literacy lt http www acal edu au gt Customise learning materials Evidence of the ability to select and customise learning materials is required in the unit TAELLN411 Address adult language literacy and numeracy skills In many delivery situations VET practitioners are directed towards existing learning materials developed to meet the requirements of a specific industry tied to a particular training package or unit of competency They need the skills to be able to assess whether the learning materials are suitable for the learners in their delivery context and if not how they might customise them build some instructional strategies around them or access alternatives Example Bev was preparing to deliver units from the Retail Training Package to a number of Access Apprenticeship participants who were looking for a traineeship Although she was a casual trainer she had been enticed by the offer from her employer that learning materials would be supplied She picked up the workbooks from the office and took them home to review their suitability The workbooks required a lot of reading about customer service and OH amp S and contained a lot of space for writing short answers to questions As an introduction to working in retail they looked pretty boring According to the information she had the prospective learners were a mix of early school leavers and long term unemployed she really felt nervous about the reading and w
16. LN411 TAELLN412 TAELLN413 Practical skills Access professional development e determine areas for improvement of own practice PE e participate in at least two professional development activities with a foundation skills focus PE e participate in at least two professional development activities with a focus on improving planning and delivery of integrated foundation skills delivery PE e outline sources of professional development focussed on foundation skills delivery KE Access resources and support e identify sources of resources strategies and LLN support available in own training organisation and procedures for accessing them KE e explain the organisational operating procedures for securing suitable resources and specialist input KE Analyse vocational practice e analyse training plans to identify where foundation skills will need to be addressed in training and assessment for at least two of the core skills learning reading writing oral communication numeracy PE Collaborate with foundation skills specialists e use advice from specialist LLN practitioners to inform practice PE e identify available sources of support to address at least two of the identified LLN skill needs of the learner group PE e identify and access specialist input required to support own vocational practice PE TAESSOO009 Address Foundation Skills in Vocat
17. Reasonable Adjustment in teaching learnin and assessment for learners with a disability A Suide for VET practitioners developed by the Queensland VET Development Centre Department of Education and Training http training gld gov au information equity diversity resources tools index html o Promoting Emerging Practice resources for Indigenous learners available through links on the TAFE NSW website http Irrpublic cli det nsw edu au IrrSecure Sites Web 13289 resources indigenous vet delivery htm TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Page 18 of 37 Commonwealth of Australia 2013 IBSA User Guide Knowledge concepts Instructional strategies that address foundation skills in vocational training Instructional strategies are introduced in TAELLN411 Address adult language literacy and numeracy skills and further developed in TAELLN413 Integrate foundation skills into vocational training delivery As a facilitator of these units you may focus on the instructional strategies that are of particular relevance to the candidates undertaking the Skill Set given the vocational context and the profile of learners with whom they are working There is no one set of correct strategies rather practitioners are invited to select and experiment with new ways of conveying information that suit their vocational context learner group and delivery mode Candidates undertaking the Skill Set need to deve
18. User Guide TAESSo0009 Address Foundaten Skills in Vocational Practice Skill Set ae Department of Industry Innovation Climate Change Science Research and Tertiary Education Innovation amp Business Skills Australia ye Australian Government User Guide TAESSOOOO9 Address Foundation Skills in Vocational Practice Skill Set These materials were developed by Innovation amp Business Skills Australia in association with the Commonwealth Government through the Department of Industry Innovation Climate Change Science Research and Tertiary Education DIICCSRTE Copyright Statement 2013 Commonwealth of Australia OSS BY NC SA This work is licensed under a Creative Commons Attribution NonCommercial ShareAlike 3 0 Australia License http creativecommons org licenses by nc sa 3 0 au This license lets you distribute remix and build upon the work but only if it is for non commercial purposes you credit the original creator s and any other nominated parties and you license your derivative works under the same terms The copyright of any adaptations and or modifications to this material remains with the Commonwealth of Australia Adapted and or modified materials must have the Innovation and Business Skills Australia logo removed from the work and the following attribution made This is a modified document based on materials prepared by Innovation and Business Skills Australia Ltd the o
19. ability Skills e Training packages endorsed before 2013 include Employability Skills Statements for each qualification and LLN requirements that are critical to vocational competence embedded in the elements performance criteria and or required skills and knowledge of each unit e The FSK Foundation Skills Training Package includes units of competency that describe foundation skills outcomes and can be contextualised to support the achievement of vocational competency RESOURCES e Unpacking LLN from Training Packages in Topic 1 The National Vocational Education and Training System in the Knowledge Bank developed for TAE70110 Vocational Graduate Certificate in Adult Language Literacy and Numeracy Practice e Tipsheets 7 and 8 and Template 1 in The crux of the matter Language literacy and numeracy and vocational education and training Queensland VET Development Centre Department of Education and Training Brisbane 2011 http training gld gov au information equity diversity resources tools index html e Video segments and advice in Building Strong Foundations an online resource development Innovation and Business Skills Australia to support the implementation of the FSK Foundation Skills Training Package lt http buildingstrongfoundations ibsa org au gt TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Page 30 of 37 Commonwealth of Australia 2013 IBSA User Guide Practical skills e Resource
20. aining for A vocational practitioner s role is to help learners to develop and demonstrate their vocational skills and knowledge Foundation skills are essential to that and so vocational practitioners also need to help learners to adapt and use their foundation skills to meet the demands of vocational training and the workplace Many VET learners have not completed any post compulsory education or training and may not have participated in competency based assessment Some learners may have limited experience or low confidence in their ability to use communication or numeracy skills in a workplace Without help to apply their foundation skills in a vocational context many learners will struggle to demonstrate competency in their chosen vocational field TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 Page 3 of 37 Purpose IBSA User Guide Policy drivers VET policy requires that all VET trainers and assessors address foundation skills as part of their routine practice Building the capacity of the education and training workforces to deliver foundation skills is included in the National Foundation Skills Strategy for Adults SCOTESE 2012 as a national priority area Many other recent reports have highlighted the importance of building VET workforce capacity in this area including e Future Focus 2013 National Workforce Development Strategy released by the Australian Wor
21. akingthelead com au IIn tips trainers and assessors gt Description Online resource developed by Service Skills Australia Content One stop shop for information and advice on developing core language literacy and numeracy LLN skills in the service industries This site is also suitable as a resource for participants undertaking the Skill Set Resource The crux of the matter Language literacy and numeracy and vocational education and training Access Available for download from lt http training qld gov au information equity diversity resources tools index html Description Guide to addressing language literacy and numeracy within VET developed by the Queensland VET Development Centre Content Tip sheets and other templates included in the document may be useful resources for participants undertaking the Skill Set TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 Page 9 of 37 Key terms used in the units IBSA User Guide Key terms used in the units A number of terms are used in the Skill Set to describe the foundation skills needed for work vocational training and participation in the community The unit TAELLN411A Address adult language literacy and numeracy skills has a focus on the language literacy and numeracy skills to be addressed in training These skills underpin all vocational and foundation skills and are central to all communication and lear
22. and other sources of feedback completion rates RESOURCES the ACSF can be used to identify a trainers own core skills profile and the areas of personal skills they may seek to enhance based on any identified skill gaps Simple tools risk analysis tools such as SWOT can be used to assess any risks associated with the models of delivery of foundation skills lt www businessballs com gt Getting Clever About Completions in a NSW TAFE publication examining the variety of variables that contribute to completion rates lt www tafensw edu au about assets pdf getting clever about completions pdf gt TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 Page 25 of 37 Practical skills IBSA User Guide Collaborate with foundation skills specialists Evidence of collaborating with specialist colleagues is required in all three units of the Skill Set In addition candidates undertaking the Skill Set need to know what support is available within their organisation and in the wider community and how to access it In collaborating with foundation skills specialists candidates undertaking the Skill Set are expected to build their own capacity to deal with foundation skills issues in their practice and build sustainable resources and relationships that they can use in future Collaboration happens in different ways depending on the size and resources of the training organisation It should
23. be noted that all RTOs are required to have resources available to meet the needs of learners Examples of ways this is being done include e in house LLN specialist services who provide mentoring team teaching joint planning and or individual support This can be a continuum that ranges from providing advice on resources to a shared classroom experience where a VET practitioner and an LLN specialist are equal partners in training and assessment e partnerships with another RTO or specialist consultants who offers LLN specialist services e partnerships with Workplace English Language and Literacy WELL experts familiar with workplace requirements e participation in LLN and WELL networks e moderation meetings to discuss issues strategies and resources e guest speakers with LLN expertise workshopping issues with VET practitioners e regular staff meetings at which expertise and strategies are shared e professional development options accredited and non accredited are available and offered to staff e amember of staff or faculty provides an internal resource for LLN matters Integrated delivery includes activities carried out in the design planning delivery and or evaluation phases of training so that foundation skills and vocational skills are developed concurrently as interrelated elements of the one process Integrated delivery includes delivery by a single trainer who has skills and knowledge across both areas or by a partnership
24. between vocational practitioners and foundation skill specialists RESOURCES e Collaboration advice is included in Building Strong Foundations an online resource development by Innovation and Business Skills Australia to support the implementation of the FSK Foundation Skills Training Package lt http buildingstrongfoundations ibsa org au gt e Tipsheets 5 and 13 in The crux of the matter Language literacy and numeracy and vocational education and training Queensland VET Development Centre Department of Education and Training 2011 lt http training qld gov au information equity diversity resources tools index html TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Page 26 of 37 Commonwealth of Australia 2013 IBSA User Guide Practical skills e Places where LLN specialist practitioners may be found include o Reading Writing Hotline 1300 6555 06 o Commonwealth government funded programs such as Literacy and Numeracy Program LLNP the Adult Migrant English Program or the Workplace English Language and Literacy WELL program support o Translating and Interpreting Service TIS Department of Immigration and Citizenship DIAC o TAFE English as a Second Language ESL and general education departments o Regionally based Local Learning and Employment Networks LLENs o Adult Community Education ACE providers o National and State based professional associations such as the Australian
25. d numeracy skill requirements of training and the work environment e use resources and strategies that meet the needs of the learner group TAELLN412 Access resources Skills and knowledge a vocational trainer or assessor and support to needs to address foundation seer ap a skills in vocational e p MH ne collaboration wit practice oundation skills specialists e integrate foundation skills into a vocational training program TAELLN413 Integrate Skills and knowledge a vocational trainer or assessor foundation skills into vocational training delivery needs to e identify the foundation skills requirements within a vocational training specification that are critical to vocational competence e plan design and address identified foundation skills using integrated approaches NOTE it is recommended that TAELLN411 Address adult language literacy and numeracy skills is undertaken first as it introduces participants to key concepts that underpin the other two units The units of competency in the Skill Set have been developed to conform to the Standards for Training Packages NSSC November 2012 Page 2 of 37 TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 IBSA User Guide Purpose Purpose The Address Foundation Skills in Vocational Practice Skill Set builds on the skills and knowledge provided by the TAE40110 Certificate IV in Training and Assessment
26. diversity resources tools index html e Tools developed by Industry Skills Councils for example o LLNTip 4 How dol identify LLN skills in learners in Taking the Lead developed by the Service Skills Australia lt http www takingthelead com au In tips trainers and assessors gt e The Australian Council for Educational Research ACER has a number of tools based on the ACSF and particular vocational training requirements lt www acer edu au tests vocational gt NOTE Caution should be taken with generic testing as results may not indicate the exact types of support that learners will require once they are engaged in a specific vocational training program Develop training sequences Candidates undertaking the Skill Set need to provide evidence of their ability to develop training sequences for the unit TAELLN413 Integrate foundation skills into vocational training delivery A training sequence is an identified chunk of learning within a learning program with teaching activities organised to build skills and knowledge In the previous example of cutting lengths of wood according to a set of plans a training sequence could be developed around reading plans The focus of a training sequence may range from delivery of formal training specifications such as a specific unit from the FSK Foundation Skills Training Package to instructional activities based around a single workplace task The training sequence may include using
27. eir development at the same time as vocational skills is essential for meaningful learning In most cases foundation skills development occurs as part of the development of a particular vocational skill but sometimes learners do not have a strong enough set of foundation skills to develop the required vocational skill For example fractions parts of a whole underpin the mixing of materials whether that is concrete hair dye or weed killers If learners do not have an understanding of fractions they may struggle to demonstrate competency in the vocational unit e The focus of the Skillset is that practitioners examine and settle upon a practical definition that suits their own industry sector and delivery context The FSK Foundation Skills Training Package has been developed to facilitate the inclusion of foundation skills into vocational delivery This package provides opportunities for foundation skills development to occur concurrently with vocational training Core Skills The core skills that form part of the definition of foundation skills are comprehensively defined within the Australian Core Skills Framework ACSF The ACSF describes the skills of learning reading writing oral communication and numeracy across five levels of complexity and provides a consistent national approach to the identification and development of the core skills in diverse personal community work and education and training contexts See ACSF p 15 Lang
28. ers and assessors TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Page 20 of 37 Commonwealth of Australia 2013 IBSA User Guide Knowledge concepts Language literacy and numeracy and foundation skills in a workplace context The ability to identify the foundation skills that are essential to workplace competence in a particular vocational context is part of the knowledge evidence in all of the Skill Set units Candidates undertaking the Skill Set need to be able to interpret the real workplace requirements of the vocational training specifications that they work with When a training specification includes a statement such as reading workplace documentation training programs should be designed to take account of the actual documents that a worker might need to read as part of their job For example a reference to OHS legislation may not require the reading of a legal document but rather safety information available in the immediate work context such as signage and work protocols Trainers and assessors need to make informed decisions about the realistic types of texts and tasks typically found in the modern workplace and incorporate these into training and assessment To do this they need be fully aware of the demands of units from within their industry and the application of these skills within contemporary work practices RESOURCES e Fora general sense of how critical these skills are to ind
29. for vocational trainers and assessors Its purpose is to build 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 will give vocational practitioners a better understanding of the relevance of foundation skills to their specific vocational area The Skill Set will also provide them with strategies for more effectively addressing foundation skills within their program planning 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 Rationale Everyone uses foundation skills every day for a variety of purposes personal social and work Skills like planning and organising working in a team and increasingly the use of technology underpin most vocational activities Different tasks and contexts call for different types of reading writing listening speaking and numeracy skills so people need to continually develop and adapt these skills to suit new situations These are not skills that are just learned once at school and then forgotten Every learner in vocational education and training VET is presented with new foundation skills challenges that are particular to the industry they are tr
30. ific issues that might arise in the assessment process RESOURCES e Tipsheets 10 and 11 and Template 4 in The crux of the matter Language literacy and numeracy and vocational education and training Queensland VET Development Centre Department of Education and Training Brisbane 2011 lt http training qlid gov au information equity diversity resources tools index html e Examples of integrated approaches to assessment are included on Building Strong Foundations Innovation and Business Skills Australia s online resource to support the implementation of the FSK Foundation Skills Training Package lt http buildingstrongfoundations ibsa org au gt TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Page 32 of 37 Commonwealth of Australia 2013 IBSA User Guide Appendix A User Guide Topic Mapping Appendix A User Guide Topic Mapping This table shows how Performance Evidence PE and Knowledge Evidence KE from each of the three units in the Address Foundation Skills in Vocational Training Skill Set relate to the topics included in this User Guide NOTE Topics in the User Guide provide only a broad introduction and some suggested resources to guide facilitators on the knowledge concepts and practical skills that are relevant to the Skill Set They are not designed as comprehensive learning and assessment material for the Skill Set User Guide topic TAELLN411 TAELLN412 TAELLN413
31. ilitators e information on key terms knowledge concepts and practical skills Appendix A provides information on how knowledge concepts and practical skills included in this User Guide relate to the performance and knowledge evidence requirements of the three Skill Set units TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 Page 1 of 37 Overview IBSA User Guide Overview Skill sets are defined as single units of competency or combinations of units of competency from an endorsed training package which link to a licensing or regulatory requirement or a defined industry need The Address Foundation Skills in Vocational Practice Skill Set is made up of three units of competency and is designed to build the capacity of vocational trainers and assessors to address the foundation skills development needs of learners within their vocational practice Achievement of the Skill Set requires completion of all three units e TAELLN411 Address adult language literacy and numeracy skills e TAELLN412 Access resources and support to address foundation skills in vocational practice e TAELLN413 Integrate foundation skills into vocational training delivery Unit code Unit title Unit content TAELLN411 Address adult Skills and knowledge a vocational trainer or assessor language literacy needs to and numeracy fi s skills e identify the language literacy an
32. ining and assessment and opportunities to collaborate with other practitioners TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Page 6 of 37 Commonwealth of Australia 2013 IBSA User Guide Implementation advice Facilitator resources This Skill Set draws on an extensive body of knowledge about language literacy and numeracy skills development It is important that facilitators are familiar with this underpinning knowledge Some useful resources that provide underpinning knowledge for facilitators are detailed in the tables below Resource Knowledge Bank Access Free download from IBSA website lt http www ibsa org au news and projects news tabid 112 articleType ArticleView articleld 4 7 7 Knowledge Bank for TAE 70110 TAE80110 aspx gt Description IBSA resource originally developed for the TAE70111 Vocational Graduate Certificate in Adult Language Literacy and Numeracy Practice Content Includes coverage of core concepts underpinning the Skill Set Topics include e The national VET system e Learner characteristics e Adult language literacy and numeracy teaching theories e The English language system and the ACSF e Monitoring and evaluation It is recommended that all facilitators are familiar with these topics as they relate to the knowledge required for the Skill Set Resource LLN Readings Access Free access on IBSA website lt http www ibsa org au training pac
33. into vocational training delivery There are many opportunities for accessing professional development about integrating foundation skills into vocational training and assessment A key plank of the National Foundation Skills Strategy for Adults is building the capacity of the education and training workforces to deliver foundation skills Resources will be directed to both new entrants and existing VET practitioners and may provide opportunities for participation by candidates undertaking the Skill Set TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Page 22 of 37 Commonwealth of Australia 2013 IBSA User Guide Practical skills Professional development can include formal options such as undertaking training and assessment based on relevant qualifications or units of competency or more informal options Informal professional development options may include participating in workshops to introduce the FSK Foundation Skills Training Package and supporting materials accessing information on foundation skills from Industry Skills Council websites participating in LLN and WELL networks using moderation meetings to discuss issues strategies and resources for integrating foundation skills into vocational programs inviting guest speakers with LLN expertise to workshop issues with other VET practitioners RESOURCES Building Strong Foundations is an online resource developed by Innovation and Business Skills Au
34. ional Practice Skill Set Commonwealth of Australia 2013 Page 35 of 37 IBSA User Guide Appendix A User Guide Topic Mapping User Guide topic TAELLN411 TAELLN412 TAELLN413 Customise learning materials customise and use at least two learning resources to address LLN requirements PE e access and use appropriate resources with learners to address at least two of the core skills learning reading writing oral communication numeracy PE Develop learner profiles use various sources to gather information on the current LLN skills of a learner group PE analyse sources of information to create a foundation skills profile of the learner group PE Develop training sequences collaborate with specialist LLN practitioners and other vocational education and training VET colleagues to plan a training sequence covering at least two core skills from the ACSF which integrates instructional strategies that match the requirements of the training specification learner group and vocational delivery context PE deliver the planned training sequence to a group of vocational learners PE Identify foundation skills in training specifications use tools to identify the LLN skill requirements reading writing speaking listening and numeracy of the training specification and or assessment process relevant to vocational delivery PE e analyse a training specifica
35. ity is important in being able to select and customise suitable learning materials RESOURCES e Information Sheet 1 Complexity in LLN and Tipsheet 5 in The crux of the matter Language literacy and numeracy and vocational education and training Queensland VET Development Centre Department of Education and Training 2011 lt http training qld gov au information equity diversity resources tools index html e The ACSF can be downloaded from lt http www innovation gov au Skills LiteracyAndNumeracy AustralianCoreSkillsF ramework Pages default aspx gt or a printed copy can be requested through the contact points on the Department of Innovation website e Videos introducing the ACSF available on Building Strong Foundations the online resource developed by Innovation and Business Skills Australia to support the implementation of the FSK Foundation Skills Training Package lt http buildingstrongfoundations ibsa org au gt TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Page 16 of 37 Commonwealth of Australia 2013 IBSA User Guide Knowledge concepts Barriers to learning Candidates undertaking the Skill Set need to know how to identify barriers to learning by analysing the learner profiles and the foundation skills requirements of training and the workplace This knowledge is relevant to the units TAELLN411 Address adult language literacy and numeracy skills and TAELLN412 Access resources and suppo
36. kages by industry education In readings folder aspx gt Description Collection of resources reproduced to support delivery of the TAE70111 Vocational Graduate Certificate in Adult Language Literacy and Numeracy Practice Content Includes a variety of academic papers research reports and resources Topics include e Vocational Education and Training VET System e Learner Characteristics e Theories e ACSF and English Language Systems e Monitoring and Evaluation The readings support the content of the Knowledge Bank by exploring topic areas in greater detail TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 Page 7 of 37 Implementation advice IBSA User Guide Resource Australian Core Skills Framework ACSF Access Free download from lt http www innovation gov au Skills LiteracyAndNumeracy AustralianCore SkillsFramework Pages default aspx gt or a printed copy can be requested through the contact points on the Department of Innovation website Description National framework for describing the core skills of learning reading writing oral communication and numeracy Content As a facilitator of this Skill Set you need to be familiar with the key components of the ACSF and how it might be used for a range of purposes You will need a copy of the current version of the ACSF Although the focus of the Skill Set is not abo
37. kforce and Productivity Agency asserts that more needs to be done to ensure that all of the VET workforce has a baseline awareness and understanding of LLN issues so they have the ability to identify students experiencing problems with LLN and adjust their practice as appropriate e Innovation and Business Skills Australia s 2011 Environmental Scan recognised the need to develop VET practitioners who can meet changing client needs and expectations such as language literacy and numeracy support and skill development and specialist support for disadvantaged learners e No More Excuses produced by Industry Skills Councils in 2011 called for an increased capacity in the VET system and all practitioners to support the LLN skill development needs of learners and workers e Australian Workforce Futures report released in 2010 by Skills Australia highlighted the need to ensure that education and training providers have the skills and networks to identify and address core skill needs VET workforce capacity building The Address Foundation Skills in Vocational Practice Skill Set will build the capacity of the VET workforce by increasing practitioners understanding of the balance between the foundation skills demands of vocational training programs and the foundation skills of learners Through the Skill Set practitioners will develop the skills and knowledge to e identify the foundation skills demands of training a
38. lls Framework ACSF learning reading writing oral communication and numeracy including in a digital environment and e skills required for employment such as those described in the Core Skills for Work developmental framework In a number of other industry training packages foundation skills encompass e skills described by the Australian Core Skills Framework and e Employability Skills communication teamwork problem solving initiative and enterprise planning and organising self management learning technology TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Page 10 of 37 Commonwealth of Australia 2013 IBSA User Guide Key terms used in the units Foundation skills exist on a continuum from very basic skills to highly developed and specialised skills and underpin the successful achievement of vocational competencies at all levels The foundation skills that are required are dependent on context job role level of support familiarity with task previous experience and the level of autonomy required An individual s capacity to develop and demonstrate these skills in combination are heavily dependent on their past educational experiences and confidence in their ability to learn Foundation skills including language literacy and numeracy skills are contextual Often they are inseparable from vocational skills such as in the development of communication skills for customer service and th
39. lop knowledge of instructional strategies that will allow them to choose an appropriate strategy for specific contexts Candidates need to be able to explain how the selected strategy assists in strengthening foundation skill concepts and why that strategy is effective They should not be randomly applying strategies without a rationale Examples of suitable instructional strategies include e using questions to establish prior knowledge of words and concepts e introducing key industry and technical terminology and encouraging use of learners personal word lists and dictionaries e breaking down activities and giving specific instructions in small chunks both oral and written communication e providing oral support such as practitioner reading texts aloud and paraphrasing into key points introducing new terminology questioning to review and check comprehension e providing hand outs written at a suitable LLN level to supplement information provided orally e modelling text types common in the industry and workplace e Using audio video pictures and other forms of communication e teaching note taking skills from oral presentations or written materials if this is a relevant delivery method e Using structured small group activities or role plays to practice oral communication skills suitable for a workplace context e demonstrating active listening and questioning e providing opportunities for practising relevant foundation skills i
40. ls are relevant to more than one of the Skill Set units and may be assessed holistically The table in Appendix A provides information on how these practical skills relate to the performance and knowledge evidence requirements of the units Candidates undertaking the Skill Set need to develop and demonstrate the skills described in the performance evidence section of the Assessment Requirements for each of the three units of competency Topics in this User Guide provide only a broad introduction to these practical skills and some suggested resources to guide facilitators They are not designed as comprehensive learning and assessment material for the Skill Set Practical skills that are required for the Address Foundation Skills in Vocational Practice Skill Set include e access professional development e access resources and support e analyse vocational practice e collaborate with foundation skills specialists e customise resources and learning materials e develop learner profiles e develop training sequences e identify foundation skills in training specifications e monitor and evaluate practice e select use and review assessment strategies Access professional development Candidates undertaking the Skill Set need to provide evidence of their ability to access professional development for the units TAELLN412 Access resources and support to address foundation skills in vocational practice and TAELLN413 Integrate foundation skills
41. n a learning environment e providing opportunities to discuss requirements of job tasks or required knowledge e providing resources to help the learner to evaluate the appropriateness of their own foundation skills practices in the workplace TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 Page 19 of 37 Knowledge concepts IBSA User Guide Example If the participants were training in industry areas where oral skills are central such as Aged Care practitioners might develop a training sequence to develop the listening and speaking skills of learners who will be Aged Care workers This can be done through discussion of issues in Aged Care that the attendant needs to be aware of when working with clients and supervisors introduction of relevant industry and workplace terminology modelling exchanges with clients and supervisors analysis of videoed exchanges from actual workplaces to evaluate skills displayed and role playing so learners have opportunities to practise these skills Examples of suitable instructional strategies for developing numeracy skills include e making connections with other subject areas and other mathematical ideas e problem solving activities such as project work investigations e opportunities to practise routine procedures e opportunities for learners to collaborate to problem solve and share discoveries e sequencing activities to reflect increasing
42. n these cases unit s from the FSK Foundation Skills Training Package may be added to the vocational program to increase the nominal hours of delivery time and allow additional time to build the necessary underpinning foundation skills TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Page 28 of 37 Commonwealth of Australia 2013 IBSA User Guide Practical skills In the case of an individual learner support may be provided using either a stand alone or integrated approach to assist where the learner is struggling with the foundation skills requirements of a vocational program Learner profiles may be provided to the trainer as part of the enrolment process or they may choose to do some type of pre training activity to generate information about learner foundation skills and identify areas that will need specific attention in the training delivery RESOURCES e Topic 2 Learner Characteristics in the Knowledge Bank developed for TAE70110 Vocational Graduate Certificate in Adult Language Literacy and Numeracy Practice lt http www ibsa org au news and projects news tabid 112 articleType ArticleView articleld 4 7 7 Knowledge Bank for TAE70110 TAE80110 aspx gt e Tipsheets 2 3 9 and 10 in The crux of the matter Language literacy and numeracy and vocational education and training Queensland VET Development Centre Department of Education and Training 2011 lt http training qld gov au information equity
43. nd assessment in vocational programs e analyse the complexity of foundation skills required for workplace competence e interpret profiles of the learner group using validated tools and other resources e understand the Australian Core Skills Framework ACSF and its implications for designing and delivering vocational training and assessment e identify when they need to involve an expert in their program e communicate with foundation skills experts about the vocational and foundation skills learning needs of their learners e access suitable resources for use within their program e use instructional strategies that support a wide range of learners e continue to develop their professional practice in addressing foundation skills in vocational contexts TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Page 4 of 37 Commonwealth of Australia 2013 IBSA User Guide Purpose The skills and knowledge described by the Skill Set may also be relevant to others who work with clients with foundation skills needs such as youth workers ACE providers employment services personnel and community services workers This Skill Set is not designed to develop specialist knowledge or skills in the delivery and assessment of foundation skills Refer to TAE80113 Graduate Diploma of Adult Language Literacy and Numeracy Practice for the development of specialist skills in foundation skills delivery and assessment TAESSOO009
44. ning The units TAELLN412 and TAELLN413 use two additional terms reflecting policy changes in VET over the last five years foundation skills and core skills VET practitioners need to understand the differences and connections between these two terms Key terms that are used in the Skill Set units are e foundation skills e language literacy and numeracy LLN e validated tools Foundation skills The National Foundation Skills Strategy for Adults 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 development includes both skills acquisition and the critical application of these skills in multiple environments for multiple purposes Foundation skills are fundamental to participation in the workplace the community and in adult education and training SCOTESE 2012 National Foundation Skills Strategy for Adults p2 Foundation skills is a relatively new term you may see these skills represented within training products in varying ways In the TAE Training and Education Training Package foundation skills encompass e skills described by the Australian Core Ski
45. ning supports Communication is not just about language It is also about the unspoken conventions and rules about how people communicate so that people know what to do in a particular situation This is called the cultural context Apologising asking questions interrupting and joking are all forms of communication that depend on an understanding of cultural context In a multicultural workplace there will be a wide range of cultures and so a wide range of in built customs and rules about communicating Unless people are aware of and respect these differences misunderstandings and offence can occur Cross cultural and social sensitivity does not only apply to communication between people from different language backgrounds They may apply to any communication between people from different social or educational backgrounds It is important that trainers and assessors find out as much as they can about the culture of the learners so they are aware of social or cultural factors when planning and preparing the training and assessment processes RESOURCES e Tipsheets 2 3 and 9 Checklist 3 and Information Sheet 2 in The crux of the matter Language literacy and numeracy and vocational education and training Queensland VET Development Centre Department of Education and Training 2011 http training gld gov au information equity diversity resources tools index html e Resources and tools for equity and diversity for example o
46. or developing a series of activities that focus on reading plans that build increasing levels of complexity TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 Page 29 of 37 Practical skills IBSA User Guide RESOURCES e Tipsheet 12 Promoting effective training content and delivery in The crux of the matter Language literacy and numeracy and vocational education and training Queensland VET Development Centre Department of Education and Training 2011 lt http training qld gov au information equity diversity resources tools index html Identify foundation skills in training specifications The ability to identify foundation skills in training specifications is required in all of the Skill Set units Unpacking the LLN foundation skills requirements in training specifications can be done in a number of ways The method used will be influenced by the design of the training specification Training packages vary in the way that LLN foundation skills have been included e Training packages that comply with the Standards for Training Packages released by the National Skills Standards Council in 2012 include specific reference to foundation skills in all units of competency All Industry Skills Councils are using the Australian Core Skills Framework to describe the LLN requirements Employment skills are described with reference to the Core Skills for Work framework or to Employ
47. reception ibsa org au Release Date August 2013 Stock Code CP TAESSOOOO9UG Print Version No 1 Table of Contents INntrOdUCUION ese Aa a ea ane la a ll a eee 1 OVeLVIG Ws ient eos dede A D Cer siste Lo e cce deed ed a ay Ae te ach ein 2 miVlgejo i ue RN 3 Rationale a a a a aaa a a duisi 3 EEEE EE E E E E e E co E E lA aa 4 VET workforce capacity building eese esses eeeeeee eene 4 IPMIPlEMeENtation adibe BOR EE 6 Targetlearne rs iei eee uu eR ERR RULES 6 Context aliSatlon z 2 D n edic m ie d e AUR Ee eiue dte 6 Practice environment octets eve oboe eae 6 Facilitator rOSOUICES MEME 7 Key terms USEC IA MEU PITS occas cone ooo cocer ptio eerte ass eo Denn eroe abd Dee nre eas eo een ERO ve ados 10 Foundatiornskills eec e co PE ERE een nsa 10 Language literacy and numeragcy ssssseseseeeeeeeeeenne entree nennen nennen nennen nnn 11 Validated tools x i de aa neige in 13 Knowl dg6e COriCepts eu ii eee rta bet e ELI DESEE CERERI ED deste tance eee scans 15 Australian Core Skills Framework ACSF cccccccecssseeeeeeseeeesesseneesesseeeesesseneesesseneesesseneees 15 BarriersS to learnlng oi ieee Eie ere er bee epic See ee 17 Cultural and social considerations eesssssssesesenee enne entren nnne 18 Instructional strategies that address foundation skills in vocational training 19 Language literacy and numeracy and foundation skills in a workplace context
48. riginal of which can be found on the IBSA website http www ibsa org au Disclaimer While care has been taken in the preparation of this material DIICCSRTE and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up to date for your State or Territory DIICCSRTE and the original developer do not accept any liability for any damage or loss including indirect and consequential loss incurred by any person as a result of relying on the information contained in this material The Commonwealth through the Department of Industry Innovation Climate Change Science Research and Tertiary Education does not accept any liability to any person for the information or advice or the use of such information or advice which is provided in this material or incorporated into it by reference The information is provided on the basis that all persons accessing this material undertake responsibility for assessing the relevance and accuracy of its content No liability is accepted for any information or services which may appear in any other format No responsibility is taken for any information or services which may appear on any linked websites Published by Innovation amp Business Skills Australia Ltd First published August 2013 Level 11 176 Wellington Parade East Melbourne VIC 3002 Phone 61 3 9815 7000 ISBN 978 1 922203 81 6 Fax 61 3 9815 7001 www ibsa org au e mail
49. riting requirements of the workbooks Bev s hunch was right On day one it was clear that the Workbooks would not be suitable and instead Bev began with some background work on listening to customer requests that she presented by showing YouTube clips and following up with role plays TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 Page 27 of 37 Practical skills IBSA User Guide RESOURCES e Tipsheet 12 Promoting effective training content and delivery in The crux of the matter Language literacy and numeracy and vocational education and training Queensland VET Development Centre Department of Education and Training 2011 lt http training qld gov au information equity diversity resources tools index html e Resources developed with Commonwealth Workplace English Language and Literacy WELL and other funding and available on LiteracyNet http 7 www innovation gov au Skills LiteracyAndNumeracy LiteracyNet Pages d efault aspx gt e Resources developed by the Industry Skills Councils Follow the links to individual Industry Skills Council websites to note LLN and foundation skills resources they have developed such as Taking the Lead developed by Service Skills Australia e Universal instructional design principles lt www training qld gov au resources information doc universal design checklist doc lt http training qid gov au resources information pdf crux matter j
50. rt to address foundation skills in vocational practice Barriers to learning may arise if e foundation skills in the training specification are significantly higher than the learners current skills strategies to develop learners underpinning foundation skills may be needed e reading and writing requirements of course materials are at a higher level than the learners current skills instructional techniques for example independent study workbooks may be inappropriate and need revision e training delivery is largely oral instruction and learners include those with poor oral communication skills in English oral communication may need to be supplemented with written materials e assessment methods require higher level LLN skills than are required or are mismatched to assessment of competence assessment tools e g the use of multiple choice questions to assess a practical skill should be replaced with practical demonstration e assessments are not culturally appropriate If learner s language educational history and understanding of the context of assessment are not considered the result of an assessment can be flawed e delivery methods don t support practical skill development delivery plan may need to include access to simulated or real workplace environments RESOURCES e SeeTips 10 and 11 from The crux of the matter Language literacy and numeracy and vocational education and training Queensland VET Development
51. s available on individual Industry Skills Council websites such as o LLNTip 1 How does LLN relate to employability skills in Taking the Lead developed by Service Skills Australia lt http www takingthelead com au IIn tips trainers and assessors e The Core Skills for Work CSfW framework can be found at lt http www ithacagroup com au wp content uploads 2012 08 draft core skills for work framework for working sessions pdf gt e Canada s Literacy and Essential Skills Network have a number of practical resources dealing with trade areas lt www nald ca library learning csc developing_trades_math_worksheets developing_trades_math_worksheets padf gt e Resources developed with Commonwealth Workplace English Language and Literacy and other funding and available on LiteracyNet www innovation gov au Skills LiteracyAndNumeracy LiteracyNet Pages default aspx gt Monitor and evaluate practice Monitoring and evaluating the efficacy of the foundation skills intervention is included in all three units of this Skill Set Monitoring and feedback should focus on the impact of the explicit teaching of foundation skills on the achievement of vocational competence Monitoring is the process of checking progress or quality over a period of time and can involve informal observation and judgements about progress It is important that participants develop processes to enable them to gather feedback from learners in a systematic way so they
52. stralia to help assessors trainers registered training organisations RTOs and enterprises to use the FSK Foundation Skills Training Package to support effective vocational education and training It includes implementation advice examples and a series of videos to help VET practitioners build their ability to address foundation skills within vocational programs lt http buildingstrongfoundations ibsa org au gt The IBSA VET Community site has been designed specifically for VET professionals to provide a space to connect and share with others Sign up to access the site s features lt http vetcommunity ibsa org au gt Taking the Lead lt www takingthelead com au gt is an online resource developed by Service Skills Australia providing information and advice on language literacy and numeracy including o online professional development for trainers and assessors o case studies showing how employers and employees benefit from training that supports and develops LLN skills o LLN tips giving comprehensive advice on how to improve LLN o asearchable resource directory of LLN resources o the latest news and events on LLN training services and funding opportunities What Works produced by Ideas that Work is an online library of free video segments that can be used to support all units in the Skill Set lt www ideasthatwork com au gt TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Aus
53. t TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 Page 31 of 37 Practical skills IBSA User Guide Select use and review assessment strategies Candidates undertaking the Skill Set need to provide evidence of their ability to select use and review assessment strategies for the unit TAELLN411 Address adult language literacy and numeracy skills Selecting and using appropriate assessment materials tasks and tools are all part of a fair valid and reliable assessment process The assessment of foundation skills integrated into vocational training specifications is part of the assessment of vocational competence so it should not be seen as a Separate assessment process Candidates undertaking the Skill Set need to be aware of the foundation skills integrated into the training specifications that they use in their practice and the application of these in a workplace context Any assessment must not overstate the workplace requirements and should be appropriate for how the task is normally performed in a workplace Candidates undertaking the Skill Set need to be able to judge that assessment materials are at a suitable level of literacy for learners They also need to be aware of any potential barriers that the assessment might present for learners and know how to make appropriate adjustments To do this they need to be familiar with the profile of the learner group and any spec
54. t tools or assessments used by an RTO in the pre enrolment process tools or assessments used by a trainer as part of a pre training assessment Note Dependence on a generic test for pre enrolment or pre training assessment will only give a partial picture of an individual s skills and capacity to apply them in a vocational context An accurate picture of capability will only be gained if assessments are contextualised to the needs of the learner and the vocational program TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 Page 13 of 37 Key terms used in the units IBSA User Guide RESOURCES e The ACSF can be downloaded from lt http www innovation gov au Skills LiteracyAndNumeracy AustralianCoreSkillsF ramework Pages default aspx gt or a printed copy can be requested through the contact points on the Department of Innovation website e Tools based on the ACSF for example o Anumber of assessment tasks validated by both ACSF and industry experts can be accessed at www precisionconsultancy com au acs_framework Each task includes e asummary of the ACSF skills covered and notes about content coverage and contextualisation e instructions for the assessor e amapping of the ACSF skill indicator and domains of communication covered in the task o Information Sheet 1 Complexity in LLN and Checklist 3 LLN observation checklist that have been validated through modera
55. tion activities with LLN practitioners Available from The crux of the matter Language literacy and numeracy and vocational education and training Queensland VET Development Centre Department of Education and Training Brisbane 2011 lt http training qld gov au information equity diversity resources tools index html e Online tests such as the Australian Council for Educational Research s Core Skills Profile for Adults lt http www acer edu au tests cspa gt This tool is aligned to ACSF levels and vocational contexts but as a generic tool it may not effectively test for the core skill required in a particular training specification e Tools developed by Industry Skills Councils for example o LLN Tip 4 How do identify LLN skills in learners in Taking the Lead developed by the Service Skills Australia http 7 www takingthelead com au lIn tips trainers and assessors o Q2 1LLN tools and information in Taking the Lead developed by Service Skills Australia http www takingthelead com au online pdquestion 2 IIn characteristics learner q 21 lIn tools and information gt TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Page 14 of 37 Commonwealth of Australia 2013 IBSA User Guide Knowledge concepts Knowledge concepts A number of knowledge concepts underpin the Address Foundation Skills in Vocational Practice Skill Set This knowledge is relevant to each of the three units in the Skill Set
56. tion to identify key areas where foundation skills are critical to vocational competence PE identify the foundation skills content in a training specification and its relationship to workplace competence PE explain how to identify foundation skills content within a training specification in a relevant vocational area KE Page 36 of 37 TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 IBSA User Guide Appendix A User Guide Topic Mapping User Guide topic TAELLN411 TAELLN412 TAELLN413 Monitor and evaluate e explain techniques for evaluating document successful training and check that the integrated practice own training and assessment assessment practices and strategies are addressing practice KE resources PE foundation skills requirements e outline techniques used to and make pee adjustments evaluate approaches and seek to practice PE feedback KE e explain the techniques used for evaluating own training and assessment practice KE Select use and review e select use and review at least assessment strategies two assessment strategies that cater for the identified LLN needs of the learner group PE TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 Page 37 of 37
57. tional strategies and assessments that integrate foundation skills in collaboration with vocational and foundation skills practitioners PE describe range of resources and strategies that facilitate successful integration of foundation skills into vocational practice KE identify at least two instructional strategies that are suitable for the foundation skills requirements of the learner group covering at least two core skills from the ACSF PE describe at least two instructional strategies that address at least two foundation skills in vocational training KE Language literacy and numeracy and foundation skills in a workplace context specify the critical LLN skills essential to workplace performance in an identified industry or sector KE describe techniques for identifying foundation skills content that is central to vocational competence KE describe the foundation skills that are essential to workplace competence in a particular vocational context focussing on at least two of the core skills learning reading writing oral communication numeracy KE list the foundation skills that are essential to workplace competence in a particular vocational context KE Page 34 of 37 TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 IBSA User Guide Appendix A User Guide Topic Mapping User Guide topic TAEL
58. tralia 2013 Page 23 of 37 Practical skills IBSA User Guide e Australian WELL Practitioners Network website contains information and resources relevant to the ongoing professional development of WELL practitioners It also includes information on professional development opportunities that is relevant to the broader VET workforce lt http wellpractitioners com au gt e LiteracyNet is maintained by the Australian government to provide information on adult literacy activities and links to a range of program professional development resource and research sites lt http www innovation gov au Skills LiteracyAndNumeracy LiteracyNet Pages default aspx gt Access resources and support Evidence of skills in accessing resources and specialist LLN input and support is required for the units TAELLN411 Address adult language literacy and numeracy skills and TAELLN412 Access resources and support to address foundation skills in vocational practice The types of resources and support that may need to be accessed include learning and assessment materials professional development specialist advice input time access to simulated or real workplace environments and funding to support integrated practice Resources to address foundation skills delivery may include those available within the training organisation including e specialist LLN support services for learners such as individualised support within the vocational setting external
59. uage literacy and numeracy These are terms that convey broad definitions of the ability to speak listen read and write in English and to use mathematical concepts These skills are critical to vocational competence in any field It used to be the case when people thought of literacy and numeracy that they were thinking of the simplest most basic of those skills and mainly thought of them as pen and paper related Now we think of language literacy and numeracy skills in a broader Way as a continuum from very basic skills such as reading and writing basic personal details to quite complex skills such as reading a number of reports on a particular topic evaluating the contents and writing a response Included are also the skills required to work with and use new technologies TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 Page 11 of 37 Key terms used in the units IBSA User Guide Adult language and literacy can no longer be considered as a simple set of skills based in reading and writing printed texts Rather it may be viewed as a tool for making meaning the use of which is determined by context Foster S and Beddie F 2005 Adult literacy and numeracy NCVER LLN as an acronym is often used in quite an offhand way to describe what is actually a complex set of skills The L Land N each describe a sophisticated set of concepts Language includes the way we
60. une 2011 pdf gt e Advice on contextualisation of learning materials is included in the online resources to support the implementation of the FSK Foundation Skills Training Package lt http buildingstrongfoundations ibsa org au gt Develop learner profiles Candidates undertaking the Skill Set need to provide evidence of their ability to develop learner profiles for the units TAELLN411 Address adult language literacy and numeracy skills and TAELLN413 Integrate foundation skills into vocational training delivery Depending on the training organisation environment information about the LLN foundation skills profile of the learner group can be gathered in a variety of ways e through analysis of enrolment information e from learner self evaluation e through pre training assessment processes e from information collected by a LLN specialist possibly including the generation of spiky profiles of core skills described by the ACSF e observation of learner behaviour Learner profiles may take two forms the profile of a group e g men from a non English speaking background NESB with existing vocational skills but low level English or the profile of an individual e g young woman with year 10 education who has had a pre enrolment assessment that indicates low level numeracy skills In the case of a whole group a specific core skill that figures prominently within a vocational course may need additional training time or emphasis I
61. ustry and the Australian economy access No More Excuses developed by the Industry Skills Councils lt http www isc org au pdf NoMoreExcuses_FINAL 2O0single 20page pdf gt e Tipsheet 6 and Templates 3 and 4 in The crux of the matter Language literacy and numeracy and vocational education and training Queensland VET Development Centre Department of Education and Training Brisbane 2011 lt http training qld gov au information equity diversity resources tools index html gt e Video segments and advice in Building Strong Foundations an online resource development Innovation and Business Skills Australia to support the implementation of the FSK Foundation Skills Training Package lt http buildingstrongfoundations ibsa org au gt e Resources developed with Commonwealth Workplace English Language and Literacy and other funding available on LiteracyNet http7 www innovation gov au Skills LiteracyAndNumeracy LiteracyNet Pages default aspx gt e Section LLN tips for industry in Service Skills Australia Taking the Lead website lt http www takingthelead com au gt TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Commonwealth of Australia 2013 Page 21 of 37 Practical skills IBSA User Guide Practical skills To achieve the Skill Set candidates need to acquire and demonstrate a number of practical skills for identifying and addressing foundation skills in vocational practice Some of these skil
62. ut use of the ACSF for individual diagnostic assessments as might be performed in a pre training assessment within a government funded programme such as the LLNP it is intended that participants undertaking this Skill Set are familiar with how to interpret the ACSF to make judgements about the complexity of texts and tasks both within training and assessment and those required within the workplace and how appropriate or challenging these might be for their learners Resource Building Strong Foundations Access Free access at lt http buildingstrongfoundations ibsa org au gt Description IBSA support resource for implementing the FSK Foundation Skills Training Package Content The FSK Foundation Skills Training Package is designed to work in combination with other Training Packages to support the integrated delivery of foundation skills in vocational programs This resource includes video segments and written advice aimed specifically at vocational trainers and assessors to help them address foundation skills in their practice It has potential for use as a learner resource to support delivery of the Skill Set Resource Core Skills for Work Access Draft framework available at lt http www ithacagroup com au wp content uploads 2012 08 draft core skills for work framework for working sessions pdf gt Description Framework that describes employment skills across a range of development
63. xity of core skills vocational practitioners can communicate more easily with foundation skills specialists This is a key focus of the unit TAELLN412 Access resources and support to address foundation skills in vocational practice VET practitioners also need to interpret information about the learner group In some instances this will include information based on the ACSF Again it is important that VET practitioners have the shared language required to understand the information provided by foundation skills specialists This enables them to tailor instructional activities and discuss learner support needs Vocational practitioners and foundation skills practitioners will increasingly need to collaborate as delivery of the FSK Foundation Skills Training Package is implemented Planning will need to be a joint activity If all VET practitioners share an understanding around the complexity of foundation skills this collaboration will be enhanced VET practitioners need to understand that the methods and activities they use to deliver the vocational content of a training program can also make demands on participants LLN skills and at times these may be above the level of LLN skill actually required for vocational competence VET practitioners also need to select and customise resources that are at a level of complexity appropriate to the learners LLN skills Understanding the factors that influence performance and underpin level of complex
64. xplore issues entertain and create Numeracy is not just limited to mathematics numeracy is seen as the bridge between mathematics and the real world Numeracy is an umbrella term that both expands the breadth of the mathematics that is considered and the contexts in which adults use that mathematics Numeracy is about making meaning of mathematics at whatever level of mathematical skill and mathematics is a tool to be used in a variety of applications in both education and life Tout D and Schmitt M J 2002 Introductory Thoughts on Numeracy Individuals need LLN skills to participate in any vocational training program to do the reading required to participate in discussions and to write notes or assignments and participate in assessment They also need to develop the LLN skills required in their industry such as effective speaking and listening for customer service accurate measurement for materials manufacture logical processing of information read from a Standard Operating Procedure clear written records in administration The exact type of skills required will differ from industry to industry TAESSOO009 Address Foundation Skills in Vocational Practice Skill Set Page 12 of 37 Commonwealth of Australia 2013 IBSA User Guide Key terms used in the units RESOURCES The crux of the matter Queensland VET Development Centre Department of Education and Training 2011 lt http training qid gov au information equity

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