40+ years experience as a trainer, instructional designer, quality manager, project manager, program manager, RTO auditor, RTO manager and VET adviser.
This morning I read a media release from the Victorian Minister for Training and Skills. It proudly announced that the Victorian Government spent $1.2m to train nine expert sheep shearers to be trainers. That works out at costing $133,333 to train each trainer.
The $1.2m was used to deliver the Certificate IV in Training and Assessment qualification. And some of the money was used for the development of an App with some videos. Did someone make a profit? Was this value for money? Should tax-payers be outraged?
I would have delivered the Certificate IV in Training and Assessment qualification and made some videos for half that price!!!
From my experience, many new and existing trainers and TAFE teachers struggle with the design and development of learning resources. And some struggle with the basics of using software applications and developing basic documents. Over a series of articles, I will explore how to design and create basic documents.
Also, in my first article, I established the need for a person to understand document design principles and have the skills to use software applications.
In this article I shall begin to explore document design principles.
I suggest that there is an ‘art and science’ to designing and developing documents. I consider myself as an ‘artist’ rather than a ‘scientist’. The information I provide is based on more than three decades of experience. During this time, I am sure that some of what I have learnt has been based on science (and some based on pseudoscience).
Before we can design a document, we need some principles to help and guide us.
What are the principles of document design?
An internet search for ‘principles of document design’ will give you many results. I like the principles of document design described by Ricky Telg. In his introduction to the topic, he says:
“Good design does not call attention to itself, but good designers use the principles of document design to make sure their layouts look pleasing and attractive. The principles of document design are balance, proportion, order, contrast, similarity, and unity.” [1]
Ricky Telg’s article provides a clear and concise description for each of the six principles.
I have decided to create my own list of document design principles. My three principles are:
Easy to navigate
Easy to read and use
Looks good.
Easy to navigate
We want our readers and users to easily and quickly navigate their way through documents that we produce. The following are five suggestions for making our document easy to navigate.
Headings and sub-headings
Page numbers
Table of Contents
Page breaks
Decimal numbering.
Headings and sub-headings
In recent times, I still encounter documents being produced without a title. We should always tells our readers what they are looking at. Heading and sub-headings are essential for document navigation.
If you are using Microsoft Word, I recommend using heading styles, and I recommend using a maximum of three layers of headings: Heading 1, Heading 2, and Heading 3.
Page numbers
Add page numbers to your document. I like to use ‘Page X of Y’ format.
Table of Contents
It is a good idea to include a table of contents when a document has ten or more pages. However, documents with less pages may still benefit from having a table of contents if it would improve access of the information.
Microsoft Word makes it easy to insert a table of contents if you have used ‘heading styles’. Also, it would be important for you to have added page numbers to your document. If you are using Microsoft Word, go to [References] then select [Table of Content].
Access to information is quick and easy from the Table of Contents because each line item is a link. Ctrl + Click is used to follow the link to the place in the document where the heading is.
Page breaks
As an option, I sometimes insert page breaks so that every Heading 1 and Heading 2 will be at the top of a page. The aim is to make it easier for the reader to skim through the document.
Also, as an option, I sometimes insert page break so that paragraphs or blocks of associated information are not split over two pages.
Decimal numbering
Decimal numbering is another option. It does not always have to be used but is can be useful to help give clear sequence and hierarchy to your document. This is useful for long or complex documents with many headings and sub-headings. The following gives an example of decimal numbering.
As previously stated, I recommend a maximum of three layers of headings: Heading 1, Heading 2, and Heading 3. For example:
2. [Heading 1]
2.1 [Heading 2]
2.1.1 [Heading 3]
Easy to read and use
Readability
The documents we produce should be easy to read. This includes being written in plain English, and written in a style that is clear and concise. Terminology, abbreviations and acronyms can make reading difficult. Therefore, these things will need to be explained.
Readability is also determined by the document’s style and format, such as:
Font type and size
Page width and alignment
Bullet points and numbered lists
Tables
Charts and graphic organisers.
These will be covered by the next article in this series.
Usability
If we produce documents that are to be used, such as forms or checklists, then they should be easy to use. Ask someone to use these types of documents before they are implemented. Seek feedback about the usability of the document and how the document could be improved.
Looks good
The principles of document design aim to ensure documents are attractive. The following are five suggestions for making our document look good.
Simple and consistent
Uncluttered and balanced
Images and visual style
Colour theme
White space
Simple and consistent
My one most important guiding principle is to keep our documents simple. Simple can be defined as ‘plain, basic, or uncomplicated in form, nature, or design; without much decoration or ornamentation‘.
In addition to keeping our documents simple, we should keep the style and layout consistent throughout the entire document:
Left alignment
Same heading and sub-heading structure
Same font type and size
Same colour theme
Same image styles.
We should always think about the readers or users of the documents that we produce. We want them to find our documents to be easy to read and easy to use. Keeping our documents simple and consistent will be greatly appreciated by them.
Uncluttered and balanced
Uncluttered means that we do not include unnecessary things. Do not decorate your documents. Decoration can be a distraction to the reader or user of your document. Avoid having ‘dense text’ by keeping paragraphs short and insert a line space between paragraphs.
Balanced means having different elements in the correct proportions. Microsoft PowerPoint has some standard features that can help in creating balance. Guidelines and grid lines assist with positioning blocks of information, such as; headings, images, text, etc.
If you are using Microsoft PowerPoint, go to [View] and select [Guidelines], [Grids], or both.
Another feature of Microsoft PowerPoint are Smart Guides. These are red, dotted lines that appear and then disappear when repositioning objects. Smart Guides will help position objects evenly and easily. For example:
Same width
Same height
Same space between objects
On the same level
Centred.
A method for creating a balanced document is to mock up some different versions of the same document, then compare which one looks best. The time to create a different version may range from a few seconds to a few minutes. Brochures, posters and PowerPoint slides are the types of documents that benefit from being balanced.
The following are some examples of different versions of the same document.
Example 1
Do you prefer the page to have portrait [A] or landscape [B] orientation?
Most documents will have a portrait orientation with the exception of presentation slides. However, a document may include a diagram or table that would require a landscape orientation. A document can have a mix of portrait and landscape pages.
Example 2
In the above example, do you prefer A, B, or C? Why?
Often, there is no right or wrong way of laying out your document. Usually, there is more than one way to present information. Your challenge is to quickly create a document that looks good and is effective.
Example 3
In the above example, do you prefer the logo on the left, centred, or on the right? Which looks more balanced?
My preference is to locate an organisation’s logo at the bottom right corner of a document. For me, the next best location is the top right corner. These locations are based on how we read English. We start at the top left corner and our eyes move to across to the right, and pause for a moment. Then our eyes repeat this movement from left to right until reaching the bottom right corner. And that is when we stop for a moment. I like to reserve the top left corner of the document for the heading or title.
Example 4
In above example, do you prefer A, B, or C?
I think [A] looks good for a document to be printed on paper. I think [B] makes the reader work too hard reading from one side to the other, then back again. And I think [C] works best if being read on screen because the text and photos are all left aligned making all elements of the document flow.
The qualities of uncluttered and balanced can be subjective. However, I believe we should invest a little time and effort to make our documents look good. An attractive document is more likely to read and used. And a good looking document says to a reader or user that the creator of the document cared about their reading or using experience.
Images and visual style
A picture is worth a thousand words. Most people will respond quickly to visual images compared to a block of text. And people will have better retention of an image. Images may include:
Charts and graphs
Pictures and icons
Diagrams.
These will be covered by the future articles in this series. However, there are two things I want to briefly raise in this article:
Consistent visual style
Copyright compliance.
I recommend using a limited and consistent visual style throughout an entire document. I prefer to keep the images plain and simple.
In the above example, which icon would be consistent with the picture?
Importantly, we should comply with copyright law. This will be covered by an article dedicated to copyright compliance.
Colour theme
The internet has a lot of information about colour theory – some theory is based on science, some pseudoscience, and some make-believe.
It is common for colours to be used to represent types of information, convey meanings, or evoke emotions. Hot colours may represent energy or action. Cool colours may represent calmness.
I recommend using a limited and consistent colour theme throughout an entire document. You can use a standard colour scheme or create your own. Microsoft PowerPoint has an’eyedropper’ tool that can help select colours that match of images or pictures. These can be used as the basis for a colour scheme.
If you are using Microsoft PowerPoint, go to [Home], then select [Shape Fill]. The following example shows how the ‘eyedropper’ tool can be used to create a small selection of greens from the photo of leaves.
The above greens can then be used for charts, graphs, tables, and diagrams to give a consistent colour theme throughout the document.
White space
‘White space’ is any part of a document that is unused or space around an object. It helps to separate headings, paragraphs of text, images, and other elements of a document. White space avoids having dense text that is difficult to read, and it helps a document from looking crowded or cluttered.
In the above example, do you prefer A, B, or C?
White space can be used to balance the various design elements and better organise content to improve the readers or users experience.
In conclusion
This article has explored some principles of document design. The following summaries my three principles and identifies five suggestions for applying each principle.
My one most important guiding principle is to keep our documents simple. We should always think about the readers or users of the documents that we produce. We want them to find our documents to be easy to read and easy to use.
The principles of document design are based on art and science. Good design can be subjective. And usually there is more than one way to design documents that can be effective. We want our documents to look good but they must be readable and usable. It is a good idea to collect samples of documents that you like and create a ‘scrapbook’. This can be used as a sources of reference or inspiration for the document you produce in the future.
This has been the second of a series of articles about how to design and develop basic documents. Future articles shall cover:
Copyright compliance
Document style and format
Screen-based document layout.
I hope you have liked this article. And I hope you will ‘like‘ it.
I welcome your feedback and comments. Also, it would be great to hear about your experience:
What are some examples of well designed documents?
What are some impacts of poorly designed documents?
Do you have other suggestions for good design?
Do you need help with your TAE studies?
Are you a doing the TAE40116 or TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?
From my experience, many new and existing trainers and TAFE teachers struggle with the design and development of learning resources. And some struggle with the basics of using software applications and developing basic documents.
The Australian VET system has units that can provide a structured approach to learning the basics:
BSBTEC201 Use business software applications
ICTICT216 Design and create basic organisational documents.
These two low level units of competency can be seen as foundations for others units, such as the TAEDES502 Design and develop learning resources unit.
Also, a person studying for their TAE40116 Certificate IV in Training and Assessment qualification need basic computer skills. Most trainers and TAFE teachers use technology on a daily basis to perform their role.
Using software applications
The BSBTEC201 Use business software applications unit of competency can cover:
Using a word processing application, such as Microsoft Word
Using a presentation application, such as Microsoft PowerPoint.
Managing files including version control of documents is another basic skill required. And a trainer or TAFE teacher will usually need technology skills for:
Using an Learning Management System (LMS), such as Moodle or Canvas
Using a web conferencing application, such as Zoom.
Developing basic documents
The ICTICT216 Design and create basic organisational documents unit of competency gives a useful framework for learning how to design and develop basic documents. The following lists the elements and performance criteria for the ICTICT216 unit.
I have interpreted, simplified, and reworded the above performance criteria to develop a 9-step procedure for designing and creating documents. The following outlines the nine steps with reference to the associated ICTICT216 performance criteria.
The ‘design document stage’ can be relatively quick compared with creating the document. The time and effort required to create a document can vary greatly depending on the type and size of the document being developed. The time and effort for the ‘finalise document stage’ can also vary depending on the feedback received.
How to design and create basic documents
Over a series of articles, I will explore how to design and create basic documents. Some key topics I will cover are document design principles, copyright compliance, and how to use software applications to create basic documents.
What is a basic document?
My aim to cover the basic knowledge and skills required to produce basic documents. I won’t go beyond the basics. I believe that we can create quality documents without having advanced capabilities. However, the more experience we get, the better our documents will become.
Basic documents that may be produced by a trainer or TAFE teacher are:
Instructions
Procedures
Forms
Checklists
Presentation slides
Brochures
Posters.
Other basic documents may include letters, agendas, minutes of meetings, and reports.
The 9-step procedure
I will use the 9-step procedure to guide my exploration of how to design and develop basic documents.
Let’s start looking at the first three steps associated with the ‘design document phase’.
Step 1. Establish and confirm document requirements
The following questions can help us establish and confirm the document requirements:
What type of document is to be created?
Who will read or use the document?
Who will provide the content?
Is there a style guide?
Are there any special requirements?
Step 2. Determine document orientation, style, and format
A document can be ‘paper-based’ or ‘screen-based’.
A ‘paper-based’ document will usually be A4 sized or A3 sized. Typically, the default size will be A4. If we are using Microsoft Word and want to change the size to A3, we select [Layout] then [Size].
The design of screen-based documents, such as presentation slides and web pages, is different than paper-based documents. I will cover this topic in greater depth in later articles.
Document orientation
A document can be orientated in two directions: portrait and landscape. If we are using Microsoft Word we select [Layout] then [Orientation].
Most basic documents will have a portrait orientation with the exception of presentation slides. However, a basic document may include a diagram or table that would require a landscape orientation. A document can have a mix of portrait and landscape pages.
Another consideration is the width of margins. If we are using Microsoft Word we select [Layout] then [Margins].
I recommend ‘normal’ margins for most basic documents. But ‘narrow’ margins might be used for some forms, checklists or landscape documents if required.
Document style and format
Document formatting refers to the way a document is laid out on the page, in other words, the way it looks and how it is visually organised. It may include:
Font type, size, and colour
Line and paragraph spacing
Margins and alignment.
I do not recommend the use of columns. It is becoming more common for ‘paper-based’ documents not to be printed on paper. Instead, these documents are being read and used onscreen. Reading up and down columns on a screen decreases readability and increases the time it takes to read the document.
My one most important guiding principle is to keep our documents simple. We should always think about the readers or users of the documents that we produce. We want them to find our documents to be easy to read and easy to use.
Style guides
If your organisation has a style guide, this eliminates the need for you to devise your own style and format for documents. A style guide is a reference point that sets standards for creating documents within an organisation. It may include:
Logo size and placement
Colour scheme to be used
Image and photography guidelines
Layout and document formatting.
The topic of style and format will be comprehensively covered in the articles:
A guide to document style and formatting for trainers and TAFE teachers.
Step 3. Select application software
From my experience working with Registered Training Organisations (RTOs), Microsoft applications are more widely used compared with Apple or Google applications. Having said this, I know that some trainers and TAFE teachers prefer and use Apple, Google and other software applications.
Microsoft Word will be used for most basic documents, and Microsoft PowerPoint will be used for presentation slides. Either of these Microsoft applications can be used to produce brochures or posters. However, I have a preference to use Microsoft PowerPoint. This will get explained in the next and later articles.
In conclusion
The ICTICT216 Design and create basic organisational documents unit of competency can be used to provide a structured approach to learning how to produce basic documents.
The ICTICT216 unit has been interpreted and simplified, resulting in a 9-step procedure for designing and creating documents. The first three steps can be relatively quick to complete:
What type of document is to be developed?
What software application will be used?
Will the document use a portrait or landscape orientation?
Will the document be A4 or A3 sized?
Should the margins be kept at ‘normal’ or changed to ‘narrow’?
Is there a style guide to be complied with?
This has been the first of a series of articles about how to design and develop basic documents.
Also, it would be great to hear about your experience:
What software applications does your RTO use?
What types of document do you need to produce?
Does your RTO have a style guide?
Australia’s VET system
Australia’s vocational education and training (VET) system is complex and forever changing. People studying for their TAE40122 Certificate IV in Training and Assessment qualification may find useful information on this website. Tap or click on the following ABC logo to find out more.
This is the second of two articles covering the Australian Core Skills Framework (ACSF). My first article describes the Australian Core Skills Framework (ACSF).
In this article I shall cover how to use the ACSF to identify LLN skill gaps.
Although this article has been primarily written for people studying for their TAE40116 or TAE40122 Certificate IV in Training and Assessment qualification, qualified VET practitioners may still get something from the content or the way the content has been presented.
The information covered by this article is relevant to the following units of competency:
TAELLN411 Address adult language, literacy and numeracy skills
TAELLN421 Integrate core skills support into training and assessment.
LLN skills
In the Australian VET system, foundation skills consist of language, literacy, and numeracy (LLN) skills and employment skills. In other words, LLN skills are a sub-set of foundation skills.
Let’s broadly define these LLN skills:
What are language skills?
What are literacy skills?
What are numeracy skills?
What are digital literacy skills?
What are language skills?
Wikipedia defines ‘language’ as a structured system of communication used by humans consisting of speech (spoken language) and gestures (sign language). The ACSF identifies Oral Communication as a core skill and its covers:
Speaking skills
Listening skills.
The Australian VET system mostly delivers training and assessment services using the English language. Sometimes, a training program may be delivered in Auslan or a local indigenous language.
It may be possible to use translation services for people who speak languages other than English. However, most workplaces in Australia require a person to communicate in English to managers, supervisors, work colleagues, customers, suppliers, and others. An RTO must ensure that the people they train and qualify have the oral communication skills required to work safely and effectively in an Australian workplace.
What are literacy skills?
Wikipedia states that literacy is popularly understood as an ability to read and write. The ACSF has the two core skills:
Reading skills
Writing skills.
What are numeracy skills?
Numeracy in the ACSF is about using mathematics to make sense of the world and applying, representing and communicating mathematics and mathematical results. Numeracy includes:
Measuring and using measuring equipment
Calculating
Using data
Using graphs, diagrams and tables
Using maps or plans.
Numbers, algebra, quantities, time, geometry, statistics and probability are numeracy skills. Often numeracy skills support analysis and problem solving at work.
What are digital literacy skills?
In 2020, the Digital Literacy Skills Framework was published by the Australian Government Department of Education, Skills and Employment. This framework adds onto the ACSF.
A focus on digital literacy is not new. Computers and other digital devices are frequently used when people read information or write documents. Technology is used for communicating and collaborating with others. And various digital devises and software applications are used to measure, calculate, analyse, display data, create graphs, etc.
Digital literacy skills are integrated with the five core skills covered by the ACSF. In the future, digital literacy skills are likely to be treated as a sixth core skill alongside learning, reading, writing, oral communication, and numeracy.
4-steps to using the ACSF to identify LLN skill gaps
The following 4 steps provides a relatively simple procedure for using the ACSF to identify LLN skill gaps:
Step 1. Identify and describe the required LLN skills
Step 2. Analyse the complexity of the required LLN skills
Step 3. Use ACSF Performance Indicators to estimate the required ACSF Levels
Step 4. Compare an individual’s ACSF Levels with the required ACSF Levels.
Step 1. Identify and describe the required LLN skills
The ACSF can be used to identify the LLN skill requirements of a VET program. There are two methods for identifying the required LLN skills:
Method 1. Identifying the required LLN skills for units of competency with foundation skills
Method 2. Identifying the required LLN skills for units of competency without foundation skills.
Method 1. Identifying the required LLN skills for a unit of competency with foundation skills
Some Training Package Developers have identified and described the foundation skills for a unit of competency. The following is an example for the BSBOPS101 Use business resources unit of competency.
In the above example, four of the seven foundation skills are LLN skills. And a brief descriptions helps to give a scope or context for each skill.
Method 2. Identifying the required LLN skills for a unit of competency without foundation skills
Some Training Package Developers have not identified or have only provided limited information about the foundation skills for a unit of competency. And many Accredited Courses have units of competencies in a format that did not require foundation skills to be identified. These situations will require you to identify and describe the LLN skills.
Step 1.1 Create an LLN skill template
Create a table.
Then insert the elements and performance criteria for the unit of competency that will be analysed. The following is an example for the BSBOPS101 Use business resources unit of competency.
You should also read the Assessment Requirements because there may be relevant information relating to LLN skills required to perform the work task or activities.
Step 1.2 Identify the LLN trigger words
LLN trigger words are the ‘verbs’. These words help us locate the underpinning LLN skills required to perform the work task or activities specifed by the unit of competency. Others terms may also indicate underpinning LLN skills. For example, ‘within a designated timeframe’ indicates the need for numeracy skills.
The following example highlights the LLN trigger words for the BSBOPS101 Use business resources unit of competency.
Step 1.3 Use trigger words to identify LLN skills
ASQA has published Foundation Skills Trigger Words. These can be used to identify LLN skills. For example, the ‘identify’ verb can indicate that reading skills and oral communication skills are likely to be required. Using the BSBOPS101 Use business resources unit of competency as an example, the identification of these underpinning LLN skills for the ‘identify’ verb is relevant for Performance criteria 1.1 and 3.1 (see the table below).
The following example identifies the all the underpinning LLN skills for the BSBOPS101 Use business resources unit of competency.
Step 1.4 Describe each LLN skill
The above information can be restructured, simplified and any duplication can be removed. The description can be re-written to give a clear and concise scope or context for each LLN skill.
The following example describes the LLN skills for the BSBOPS101 Use business resources unit of competency.
Step 2. Analyse the complexity of the required LLN skills
Think about the typical tasks or activities performed in the workplace. How complex is the task to perform? Is the task performed with or without supervision? What is the relevant AQF level? Answers to these questions will help you analyse the complexity of the required LLN skills.
The following examples analyse the LLN skills for the BSBOPS101 Use business resources unit of competency. Business resources may include printers, phone and intercom systems, laminators, binding machines, and other office equipment. Also, business resources may include consumables such as paper, printer toner cartridges, laminating supplies, and binding supplies.
Reading requirement for the BSBOPS101 unit
What reading is required when performing the work task specified by the unit of competency? How complex are the required reading skills?
A competent person will need to read task lists or emails giving instructions about what and when tasks are to be completed. Workplace procedures about operating and maintaining office equipment will need to be read. And equipment manuals and manufacturers’ instructions giving details about using, maintaining and trouble-shooting will need to be read. Each procedural document or equipment manual can vary in content and layout, and some will require a moderate level of concentration and comprehension to read.
Writing requirement for the BSBOPS101 unit
What writing is required when performing the typical work tasks or activities specified by the unit of competency? How complex are the required writing skills?
A competent person will need to complete simple forms and maintenance records, or write emails.
Oral communication requirement for the BSBOPS101 unit
What oral communication is required when performing the typical work tasks or activities specified by the unit of competency? How complex are the required oral communication skills?
A competent person will need to clarify priorities or negotiate deadlines with their supervisor or other people in the workplace. Also, they will need to speak with maintenance or repair technicians to explain and discuss equipment faults or issues.
Numeracy requirement for the BSBOPS101 unit
What numeracy is required when performing the typical work tasks or activities specified by the unit of competency? How complex are the required numeracy skills?
A competent person will need to count office supplies and consumables. Also, they will need to estimate qualities required to complete tasks. The timeframe for each estimate can vary from quantities required to perform a task immediately, or quantities required during a day, or quantities required over a week. Usage rates from the past or order records can be used to inform estimate for the future.
Step 3. Use ACSF Performance Indicators to estimate the required ACSF Levels
Step 2 above and Step 3 may be combined and completed at the same time.
The ACSF Performance Indicators are used to estimate the ACSF Level required for each LLN skill. For more background information about the ACSF Performance Indicators go to: What is the Australian Core Skills Framework (ACSF)?
Step 3.1 Estimate the required ACSF Levels
The ACSF Performance Indicators are used to estimate the required ACSF Level for each LLN skill. The following example will show how to estimate the ACSF Level for the reading skills required for the BSBOPS101 Use business resources unit of competency.
Start by reviewing the ACSF Performance Indicators for ACSF Level 1.
A competent person would need reading skills greater than at the ACSF Level 1. Move on to review the ACSF Performance Indicators for ACSF Level 2.
A competent person would need reading skills greater than at the ACSF Level 2 because some unfamiliar texts or topics may need to be read. Move on to review the ACSF Performance Indicators for ACSF Level 3.
The ACSF Performance Indicators for ACSF Level 3 seem to be a reasonable description for the reading skills required by a competent person. Some information would be familiar, but some unfamiliar. And there would be a range of document types.
Before making a final decision, review the ACSF Performance Indicators for ACSF Level 4.
The critical analysis of complex text is beyond the scope for the BSBOPS101 Use business resources unit of competency. Therefore, the estimated ACSF Level for reading is 3.
The above procedure is repeated using the ACSF Performance Indicators for writing, oral communication, and numeracy.
Step 3.2 Record the required ACSF Levels
Use the following template to record the required ACSF Levels for each LLN skill.
Step 4. Compare an individual’s ACSF Levels with the required ACSF Levels
RTO will conduct a pre-training review (PTR) before someone enrols into a training program. Part of the PTR will be a diagnostic assessment of a person’s current ACSF Levels, and these can be compared with the ACSF Level required to perform the work tasks or activities specified by the unit of competency.
The ACSF encourages us to graph this information about ACSF Levels. These graphs may be refers to as being a ‘spiky profile’. A ‘spiky profile’ is a visual representation that provides valuable information about an individual’s areas of strength and specifically identifies any areas where there is a gap. An LLN skill gap may require additional training or support.
Step 4.1 Plot the required ACSF Levels
Plot the required ACSF Level for each LLN skill. The following example plots the ACSF Levels required for the BSBOPS101 Use business resources unit of competency.
Step 4.2 Plot the individual’s ACSF Level
For the purpose of this example, let us say that an individual has been assessed as having reading skills at the ACSF Level 2, writing skills at the ACSF Level 2, oral communication skills at the ACSF Level 3, and numeracy skills at the ACSF Level 2. The following graph shows this person’s current ACSF Levels plotted.
The comparison between required and current LLN skills can be easily seen. In this example, an LLN skill gap for reading is apparent.
Qualification
Throughout this article, I have demonstrated how to use the ACSF to identify LLN skill gaps for a single unit of competency. Usually, we will determine the required LLN skills for an entire qualification. The following is an example of the ACSF Levels required for the BSB20120 Certificate II in Workplace Skills qualification.
Here is a revised ‘spiky profile’ for the BSB20120 qualification, instead of the BSBOPS101 unit.
The person can be identified as having two LLN skill gaps: reading skills and numeracy skills.
Identifying an LLN skill gap or gaps is only the first step. Next, we mostly will need to take action:
Discuss the LLN skill gap or gaps with the learner
Develop an agreed action plan with the learner
Implement the action plan, and this may include the involvement of other people such as LLN specialists or support services.
In conclusion
The identification of LLN skill gaps using the ACSF takes time and effort.
There is a high chance that all trainers and TAFE teachers will frequently have learners with LLN skills lower than what is required, and this includes having lower digital literacy skills than what is needed. I think it is important for VET practitioners to understand the ACSF and how LLN skill gaps are identified.
Identifying LLN skill gaps is the starting point for providing or arranging additional training and support for those learner who need it. Without this some learners will not succeed at attaining competency.
Do you need help with your TAE studies?
Are you doing the TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE studies?
This article has been primarily written for people studying for their TAE40116 Certificate IV in Training and Assessment qualification. However, qualified VET practitioners may still get something from the content or the way the content has been presented.
The information covered by this article is relevant to the TAELLN411 Address adult language, literacy and numeracy skills unit of competency. It is essential knowledge required by trainers and TAFE teachers.
I don’t think I need to repeat everything that is readily available from the internet. If you need more details than what I am providing in this article, I would highly recommend reading the following documents:
Also, general information about the ACSF can be accessed from the Australian Government Department of Education, Skills and Employment website.
What is the Australian Core Skills Framework (ACSF)?
The Australian Core Skills Framework (ACSF) was introduced in 2012. It is a tool used to describe an individual’s performance in the following five core skills:
Learning
Reading
Writing
Oral communication
Numeracy.
A 5 x 5 framework
Each core skill is described using five levels of performance ranging from one (low level performance) to five (high level performance).
The ACSF is a 5 x 5 framework:
Five core skills (learning, reading, writing, oral communication, numeracy)
This ABS survey was conducted before the ACSF was published. However, it is common for people to consider that a minimum of ACSF Level 3 is required by skilled workers in today’s world of work.
ACSF Pre-Level 1
In 2017, a new Pre-Level 1 was introduced. Most trainers or TAFE teachers wouldn’t normally have learners that have been assessed with Pre-Level 1 core skills. These learners would usually need to participate in a qualification from the FSK Foundation Skills Training Package . And they would probably need extensive support from an LLN specialist.
The ACSF Performance Indicators are statements that briefly describe performance at each level of the five core skills. There are eleven ACSF Performance Indicators:
2 ACSF Performance Indicators for the Learning core skill
2 ACSF Performance Indicators for the Reading core skill
2 ACSF Performance Indicators for the Writing core skill
2 ACSF Performance Indicators for the Oral Communication core skill
3 ACSF Performance Indicators for the Numeracy core skill.
The following table has been copied from the ACSF (page 9). It gives a brief description for each ACSF Performance Indicators.
Some people can get confused by the numbering of the ACSF Performance Indicators. If you get confused, please come back to the above table to see how the numbering starts at .01 and .02 for the Learning core skill and continues until .09, .10 and .11 for the Numeracy core skill. It is just the way the core skills have been numbered.
Also, the ACSF has colour-coded each core skill. The following information uses the colours that are consistent with the ACSF document.
ACSF Performance Indicator for the Learning core skill
The following table has been copied from the ACSF (page 17). It briefly describes the ACSF Performance Indicators of each ACSF Level for the Learning core skill.
ACSF Performance Indicator for the Reading core skill
The following table has been copied from the ACSF (page 41). It briefly describes the ACSF Performance Indicators of each ACSF Level for the Reading core skill.
ACSF Performance Indicator for the Writing core skill
The following table has been copied from the ACSF (page 65). It briefly describes the ACSF Performance Indicators of each ACSF Level for the Writing core skill.
ACSF Performance Indicator for the Oral Communication core skill
The following table has been copied from the ACSF (page 90). It briefly describes the ACSF Performance Indicators of each ACSF Level for the Oral Communication core skill.
ACSF Performance Indicator for the Numeracy core skill
The following table has been copied from the ACSF (page 114). It briefly describes the ACSF Performance Indicators of each ACSF Level for the Numeracy core skill.
Numbering of ACSF Performance Indicators
The first number of the ACSF Performance Indicator is the ACSF Level. For example, all core skills at the ACSF Level 2 will start with the number 2.
The numbers after the decimal point are for the indicators that describe a specific ACSF core skill . For example, 2.03 and 2.04 refer to the two indicators used to determine if the Reading core skill is at the ACSF Level 2.
Note: The ACSF Performance Indicators provide a brief description. Additional information and examples are provided by the ACSF document. There are several pages of additional information for each ACSF Performance Indicator, and this information helps us understand the ACSF Level for each core skill.
Is there a connection between the ACSF and the AQF?
No. The Australian Core Skills Framework (ACSF) does not correlate with the Australian Qualification Framework (AQF). The levels of the AQF do not match up directly with the levels of the ACSF.
It is possible for a Certificate III (AQF Level 3 qualification) to have units of competency that require core skills at an ACSF Level greater than 3. For example, several units from the UEE30820 Certificate III in Electrotechnology Electrician require Numeracy skills at the ACSF Level 4 or 5.
And it is possible for a Diploma (AQF Level 5 qualification) to have units of competency that would only require core skills as the ACSF Level 3 or 4.
Digital literacy
Technology is frequently used to perform work tasks and activities. For example, screen-based reading and writing is common. Computers and other digital devices have transformed the type and amount of data available. This and other factors require improved numeracy skills. And during 2020, there was a massive increase in workers using web conferencing platforms, such as Zoom. This has required many people to further develop there speaking and listening skills to effectively communicate and collaborate online.
The world of work requires people to have effective language, literacy, and numeracy (LLN) skills, and these LLN skills are interrelated with digital literacy. Digital literacy covers the physical operations of digital devices and the software operations in those devices.
Is there a connection between the DLSF and the ACSF?
In 2020, the Digital Literacy Skills Framework (DLSF) was published by the Australian Government Department of Education, Skills and Employment. The DLSF adds onto the ACSF. The following table has been copied from the DLSF (pages 10 and 11).
You can see that Digital Literacy has been added to the five core skills of the ACSF. The two ACSF Performance Indicators for Digital Literacy (.12 and .13) have a descriptive statement for ACSF Levels 1, 2, and 3. There are no details given for ACSF Levels 4 and 5.
The following table has been taken from the DLSF (page 12). It briefly describes the ACSF Performance Indicators of ACSF Levels 1, 2, and 3 for the Digital Literacy core skill.
In conclusion
The Australian Core Skills Framework (ACSF) is a tool used to describe an individual’s performance in essential core skills. Descriptive statements, known as ACSF Performance Indicators, are used to determine the level of each core skill.
There are three separate documents relating to the Australian Core Skills Framework, and this can make things complicated:
Australian Core Skills Framework (ACSF), 2012
Pre-Level 1 supplement to the Australian Core Skills Framework, 2017
Digital Literacy Skills Framework, 2020.
The future
Creating an updated version of the Australian Core Skills Framework (ACSF) that incorporates all three documents would significantly simplify things. The following diagram illustrates my suggestion.
This updated ACSF would become a 6 x 6 framework:
Six core skills (learning, reading, writing, oral communication, numeracy, digital literacy)
Six levels of performance for each core skill (Pre-Level 1, Level 1, Level 2, Level 3, Level 4, Level 5)
The following table shows what is currently available but we have to get the information from three different documents.
Note: The current Digital Literacy Skills Framework does not describe Digital Literacy Levels 4 and 5. Therefore, the above table show that information is ‘Not available’.
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