Tag: ACSF

The importance of foundation skills and knowledge

The Australian competency-based VET system defines competency as the consistent application of knowledge and skills to the standard of performance required in the workplace. [1]

This definition highlights the importance of skills and knowledge as foundations for effective performance at work.

Two types of foundation skills

The Australian VET system has two types of foundation skills:

  • Foundation skills from the FSK Foundation Skills Training Package
  • Foundation skills for each Unit of Competency

Foundation skills from the FSK Foundation Skills Training Package

The FSK Foundation Skills Training Package describe the skills and knowledge that underpin vocational performance. It provides an opportunity for registered training organisations (RTOs) to select and deliver foundation skills units and qualifications that will enable learners to build the specific foundation skills required to achieve vocational competency. [2]

The following are four units of competency from the FSK Foundation Skills Training Package:

The above examples shows how the FSK units of competency focus on the development of learning, reading, writing, oral communication, and technology skills at a really low level.

Foundation skills for each Unit of Competency

Foundation skills are described or implied within all units of competency in the Australian VET system. These are the focus of this article, covering:

  • A brief history of foundation skills
  • Integration of foundation skills
  • Integration of knowledge
  • Putting it all together

Examples are provided throughout this article. Please prepare yourself for a long but informative read.

A brief history of foundation skills

It has been 30 years since Australia commenced the implementation of the competency-based VET system that operates today (this article was published in 2022). At the very beginning, there was a recognition that skills were needed to perform work tasks, and it wasn’t just about having the technical skills. Non-technical skills, such as communication skills and other generic skills, were recognised as being essential for effectiveness in the workplace.

1992

In 1992, a committee, chaired by Eric Mayer, released a report that identified the generic skills needed for effective participation in future work. Isn’t it interesting that the requirements for ‘future work’ was being considered many decades ago. Both ‘generic skills’ and ‘technical skills’ were seen as necessary for a person to have the capability to perform work tasks. These employment-related generic skills became known as the Mayer Key Competencies.

The seven Mayer Key Competencies were:

  • Collecting, analysing and organising information
  • Communicating ideas and information
  • Planning and organising activities
  • Working with others and in teams
  • Using mathematical ides and techniques
  • Solving problems
  • Using technology

The Mayer Key Competencies were integrated explicitly and systematically with technical competencies. The first Training Packages contained information about how the Mayer Key Competencies related to each Unit of Competency.

There were three key competency levels that related to effective workplace practices:

  • Level 1 where work is within set conditions and process
  • Level 2 where the management or facilitation of conditions or process is exercised
  • Level 3 where the design and/or development of conditions or process is required.

The following is an example of the Mayer Key Competencies for the BSZ407A Deliver training session unit of competency (initially released in 1998).

Many trainers found the Mayer Key Competencies difficult to understand and difficult to integrate when delivering training. A number assigned to each of the seven key competencies lacked information to be useful.

2002

In 2002, the Australian Chamber of Commerce and Industry (ACCI) and the Business Council of Australia (BCA) released a publication titled, ‘Employability skills for the future’. This publication presented eight generic competencies as an alternative to Mayer Key Competencies. These became known as the Employability Skills.

The following table compares Mayer Key Competencies with the Employability Skills.

The Employability Skills replaced Mayer Key Competencies in Training Packages. The Employability Skills were described for each qualification and explicitly embedded in units of competency.

Employability skills for a qualification

The following two pages is an example of Employability Skills being described for the TAA40104 Certificate IV in Training and Assessment qualification (initially released in 2004).

Employability skills embedded in units of competency

The following 3 pages is an example of how Employability Skills were explicitly embedded in the TAEDEL402B Facilitate group-based learning unit of competency (initially released in 2004).

In the above the 3 pages, the technical and non-technical skills were given under the heading, ‘Required skills and attribute’. The Employability Skills were embedded, and the information provided context and details.

2012

In 2012, a new Standards for Training Packages were released. This coincided with the release of the Australian Core Skills Framework (ACSF) and the Core Skills for Work Developmental Framework (CSfW).

Australian Core Skills Framework (ACSF)

The Australian Core Skills Framework (ACSF) is a tool which assists both specialist and non-specialist English language, literacy and numeracy (LLN) practitioners describe an individual’s performance in the five core skills of learning, reading, writing, oral communication, and numeracy. [3]

Core Skills for Work Developmental (CSfW)

The Core Skills for Work Developmental Framework describes a set of non-technical skills that underpin successful participation in work. These skills are often referred to as employment or generic skills. [4]

The Cores Skills for Work were developed to replace the Employability Skills. The following table compares the Employability Skills with the Cores Skills for Work.

Foundation skills

The 2012 Standards for Training Packages introduced ‘Foundation skills’. Foundation skills describes employment skills and LLN skills and that are essential to performance of the work task. [4]

The following is an example of the foundation skills described for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency.

In the above example, one reading skills, one writing skill, two oral communication skills, and six employment skills. The Core Skills for Work framework has been used to describe the employment skills. The foundation skills have been described within the context of performing the work task.

Also, this example provides useful mapping information that clearly links each foundation skill with the relevant performance criteria.

Note: Not every Training Package developer has described Foundation Skills in the same way. And some Training Package have limited or no details about Foundation Skills.

2022

It has taken 10 years for Training Packages to implement the ‘new format’ specified by the Standards for Training Packages that were released in 2012. However, there is still a small number of qualifications that are still in the ‘old format’, for example: [5]

  • 14 qualifications in the MEM05 Metal and Engineering Training Package
  • 9 qualifications in the LMT07 Textiles, Clothing and Footwear Training Package

And some qualifications in the CPC08/CPC Construction, Plumbing and Services Training Package may not need to transition to the ‘new format’ version of the qualification until 2024.

Some changes in the Australian VET system are slow. This can create issues because ‘new changes’ commence while ‘old changes’ are still being implemented. And this can lead to confusion and chaos, and people then scream out for more changes. The management of change in the Australian VET system has often been lacking. Also, we should recognise that not all changes lead to improvements.

On the 31th of August 2022, the TAFE Directors Australia (TDA) presented a webinar about ‘general capabilities’. The advertisement for this webinar stated:

General capabilities, often referred to as employability skills are increasingly important. In the process of attaining a tertiary education qualification learners will acquire and demonstrate general capabilities. These general capabilities are fundamental for success as a lifelong learner, and they are demanded by industry as necessary for successful workforce participation. Lifelong learning has become essential as workplaces demand existing workers to continually uplift their skills.

The The Mayer Key Competencies were mentioned at the start of the webinar. Then the webinar proceeded to blurred ‘general capabilities’ with ’employability skills’ and ‘foundation skills’.

The following diagram illustrates the path that the VET system has taken over the pass 30 years. We don’t need yet another thing to replace the existing foundation skills.

I believe that we should embrace ‘Foundation Skills’ as they are, and integrate these skills when delivering training to develop the capability of performing work tasks.

Note: Not every Training Package developer has described Foundation Skills in the same way. And some Training Package have limited or no details about Foundation Skills.

Integration of foundation skills

Integration means identifying when foundation skills are used to perform the work tasks, and then delivering training to develop the required skills immediately prior to, or at the same time as, delivering training that addresses the performance. Here is a 3-step process when designing training that integrates the learning of work tasks and the development of skills to perform those work skills.

Step 1 Number each foundation skill

Foundation Skills are not numbered. The following example for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency illustrates one approach that can be used to give each foundation skill a number.

Step 2 Identify link between performance criteria and required skills

The following matrix is an example for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency. It can be used to visually identify the link between each performance criteria and the foundation skills.

The above matrix can be used to identify the links between performance criteria and foundation skills. For example:

  • It shows that reading , organising, and technology skills are required for the performance specified by Performance Criteria 1.1
  • It shows that reading skills are required for Performance Criteria 1.1, 1.2, 1.3, 2.1, 3.1, and 5.1

Step 3 Determine learning strategy and sequence

After identifying the linkage between performance criteria and foundation skills, we can determine the learning strategy and sequence of delivery.

Integration of knowledge

Integration means identifying when particular knowledge is used to perform the work tasks, and then delivering training to develop the required knowledge immediately prior to, or at the same time as, delivering training that addresses the performance. The Assessment Requirements for each unit of competency specify the required knowledge under the heading ‘Knowledge Evidence’.

Here is a 3-step process when designing training that integrates the learning of work tasks and the learning of knowledge to perform those work skills.

Step 1 Number each Knowledge Evidence item

Knowledge Evidence items are not numbered. The following example for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency illustrates one approach that can be used to give each item of Knowledge Evidence a number.

Step 2 Identify link between performance criteria and required knowledge

The following matrix is an example for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency. It can be used to visually identify the link between each performance criteria and required knowledge.

The above matrix can be used to identify the links between performance criteria and required knowledge. For example, it shows that a knowledge of learning theories and principle (KE1) is required for Performance Criteria 2.2 and 2.3.

Step 3 Determine learning strategy and sequence

After identifying the linkage between performance criteria and required knowledge, we can determine the learning strategy and sequence of delivery.

Putting it all together

A person will need to learn the required knowledge and required skills to develop their capability to perform a work task.

The following matrix is an example for the TAEDEL401 Plan, organise and deliver group-based learning unit of competency. It makes the connection between the required knowledge (Knowledge Evidence), required skills (Foundation Skills), and the performance of the work task (Performance Criteria).

It does take time to unpack and re-assemble the Unit of Competency and Assessment Requirements. However, better and more coherent training can be delivered.

Note: The above matrix can also be used as a diagnostic tool. For example, if a person is have difficulties learning the particular work task, we can determine the likely lack of knowledge or skill that needs to be addressed.

In conclusion

A competent person at work will require knowledge, technical skills, and non-technical skills.

  • Elements and Performance Criteria specify the performance of a particular work task.
  • Knowledge Evidence specify the required knowledge.
  • Foundation Skills specify the required skills.

We need to unpack and re-assemble the information in a Unit of Competency and Assessment Requirements to deliver effective training that integrates knowledge, skills and performance.

References

[1] Standards for RTOs 2015, Glossary

[2] Foundation Skills Training Package Implementation Guide v1.1

[3] https://www.dese.gov.au/skills-information-training-providers/core-skills-work-developmental-framework accessed 31 August 2022

[4] https://www.dese.gov.au/aisc/resources/standards-training-packages-2012 accessed 31 August 2022

[5] training.gov.au (search Training packages)

Do you need help with your TAE studies?

Are you doing the TAE40116 or TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE40116 or TAE40122 studies?

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TAELLN421 Integrate core skills support into training and assessment

The draft TAE40122 Certificate IV in Training and Assessment qualification and associated draft TAE units of competency had been released. The TAELLN421 Integrate core skills support into training and assessment unit of competency is no longer a core unit

About this article

This article focuses on the TAELLN421 Integrate core skills support into training and assessment unit of competency.

This unit has four elements:

  • Identify core skill demands
  • Identify learner and candidate core skill needs
  • Integrate core skill support
  • Review effectiveness of integrated core skill support.

I have unpacked the elements, performance criteria and performance evidence to create the following 4-part process that gives greater clarity to the TAE Student about what they need to do.

Copyright (c) On Target Work Skills 2022

Assessment requirements for the TAELLN421 unit

Knowledge evidence

An assessment task will be required to gather the specified Knowledge Evidence. A TAE Student must demonstrate they have the following knowledge:

  • Core skill levels of the Australian adult population, and of VET learners
  • Australian Core Skills Framework and Digital Literacy Skills Framework
  • Impact of core skills on a person’s capability to participate in work and in training and assessment, and the implications for design and delivery of vocational training and assessment
  • Overview of core skill demands in the workplace that relate to the nationally recognised training products
  • VET regulatory requirements relating to integrating core skills support into training and assessment
  • RTO procedures relating to integrating core skills support into training and assessment
  • Benefits of integrating vocational and core skill training for all individuals
  • How to identify core skills in nationally recognised training products, workplace tasks and texts, etc.
  • Responsibilities and limitations of own job and practice in relation to providing core skills support in training and assessment.

Performance evidence

The Performance Evidence for the TAELLN421 Integrate core skills support into training and assessment unit of competency is reasonably complex. This complexity may mean that the assessment task or tasks will be complex.

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 TAE40116 or TAE40122 studies?

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What is a validated LLN assessment tool?

Many people studying for their TAE40116 Certificate IV in Training and Assessment qualification will need to know what a ‘validated LLN assessment tool’ is. This is because Performance Criteria 1.3 of the TAELLN411 Address adult language, literacy and numeracy skills unit of competency requires a person to demonstrate they can ‘determine the LLN skills of the learner group from validated tools and other sources’.

This article answers the following questions:

  • What is the ACSF?
  • What is a validated LLN assessment tool?
  • Is an RTO required to use a validated LLN assessment tool?
  • What is an approved LLN assessment tool?
  • When is an RTO required to use an approved LLN assessment tool?

What is the ACSF?

We need to understand the Australian Core Skills Framework (ACSF) before we can understand what a ‘validated LLN assessment tool’ is. The ACSF has been developed to provide a consistent national approach to identifying and developing five core skills: learning, reading, writing, oral communication, and numeracy. A copy of the ACSF can be download from the Australian Government’s Department of Education, Skills and Employment website.

Reference: https://www.dese.gov.au/skills-information-training-providers/australian-core-skills-framework accessed 18 January 2022

Reference: https://www.dese.gov.au/skills-information-training-providers/australian-core-skills-framework/download-acsf accessed 18 January 2022

Step 3 – Download the Microsoft Word or PDF file

Reference: https://www.dese.gov.au/skills-information-training-providers/resources/australian-core-skills-framework accessed 18 January 2022

The ACSF document has a very plain cover page (as shown below).

The ACSF document consists of:

  • an introduction to the ACSF, pages 1 to 10
  • examples showing how to use the ACSF, pages 11 to 14
  • statement that the AQF does not match up directly with the performance levels of the ACSF, page 15.

The first 15 pages are worth reading to get a basic understanding about the ACSF. The remainder of the ACSF document gives detailed descriptions for each level of each core skill. The ACSF is a 5 x 5 framework:

  • 5 core skills: learning, reading, writing, oral communication, and numeracy
  • 5 level of performance ranging from one (low level performance) to five (high level performance) for each core skill

Each core skill has been colour-coded (as shown below).

What is a validated LLN assessment tool?

The term, ‘validated LLN assessment tool’, has nothing to do with assessment validation. A validated LLN assessment tool is a diagnostic assessment used to ascertain a person’s language, literacy and numeracy skills.

Using a validated LLN assessment tool is a method of determining an individual’s LLN skill levels. It is usual for the ACSF to be used as the basis to describe an individual’s performance for the five core skills.

A validated LLN assessment tool is usually a set of questions or tasks designed to determine an individual’s ACSF skill levels. The tool has been ‘validated’. In other words, it has been tested for validity and reliability:

  • validity means the LLN assessment tool can produce true results
  • reliability means the LLN assessment tool can produce consistent results.

For example, if a validated LLN assessment tool determines that a person has an ACSF reading level of 3, then there is a high probability that the person’s ACSF reading level is 3.

A self-assessment questionnaire is not a validated LLN assessment tool. For example, asking a learner the following questions will not properly determine their current LLN skill level:

  • When learning new things, do you need information to be repeated in order to understand it?
  • Do you struggle with learning that requires you to conduct your own research?
  • Do you possess English writing skills to at least a Year 10 level?
  • Do you have mathematical skills to at least a Year 10 level?
  • Can you speak English to at least a Year 10 level?
  • Is English your second language?

Instead of using subjective self-assessment questions, the ACSF can be used to conduct a 3-step process for determining if a person will have any LLN skill gaps.

Step 1 – Determine the ACSF level required

The following illustrates a graphing technique that can be used to record the ACSF level required. This can be done for a unit of competency. However, it would be more common for it to be done for an entire qualification or skill set.

Step 2 – Determine the individual’s current ACSF level of performance

The following illustrates a graphing technique that overlays the individual’s current ACSF level of performance. This is sometimes referred to as a ‘spiky profile’.

Step 3 – Analyse LLN skill gaps

The graph can be used to identify any LLN skill gaps. In the above example, the most critical gap is for writing skills. Writing skills at the ACSF Level 4 is required but the person currently has writing skills at the ACSF Level 2. Also, the person’s reading and oral communication skills are less than what is required. Most likely this person would struggle during the training program if relevant and adequate support was not provided.

Is an RTO required to use a validated LLN assessment tool?

The Standards for RTOs, Clause 1.7, states:

The RTO determines the support needs of individual learners and provides access to the educational and support services necessary for the individual learner to meet the requirements of the training product as specified in training packages or VET [vocational education and training] accredited courses.

RTOs will conduct a pre-training review to determine support needs of learners. And this will include determining a learner’s current LLN skills. It does not imply that a validated LLN assessment tool must be used. Therefore, it is up to the RTO to decide what tool they shall use.

An example of a validated LLN assessment tool

The Core Skills Profile for Adults is an example of a validated LLN assessment tool. It is has been developed by the Australian Council for Educational Research (ACER). Further information is available from: https://www.acer.org/au/cspa

I am not endorsing ACER’s Core Skills Profile for Adult. I am offering this as information for TAE40116 students to conduct their own further research about validated LLN assessment tools.

What is an approved LLN assessment tool?

You are unlikely to find a list of validated LLN assessment tools. But the Australian Government’s Department of Education, Skills and Employment has provided a very short list of approved LLN assessment tools.

Reference: https://www.dese.gov.au/vet-student-loans/language-literacy-and-numeracy-lln-assessment-tool-information assessed 18 January 2022

These approved LLN assessment tools have been assessed by the Department as being LLN assessment tools that are validated. This is not to say that these tools are the only validated LLN assessment tools.

When is an RTO required to use an approved LLN assessment tool?

When an RTO is receiving government funding or a learner is requesting government-funded study assistance (such as VET Student Loans (VSL)), the RTO will need a proper process to determine a learner’s current LLN skills and identify support needed. This is when an approved LLN assessment tool would need to be used by the RTO.

In conclusion

Some people struggle with various topics and terminologies used during their TAE40116 studies. For example:

  • What is a validated LLN assessment tool?
  • What is the ACSF? And how can the ACSF be used?
  • What techniques can be used to identify LLN skill gaps?

My TAE Tutoring service has been designed to help you with your studies.

Do you want more information? Ring Alan Maguire on 0493 065 396 to discuss.

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TAELLN411 Address adult language, literacy and numeracy skills

The basic knowledge and skills required to address adult language, literacy, and numeracy (LLN) skills in the Australian VET system is covered by the TAELLN411 Address adult language, literacy and numeracy skills unit.

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.

Analysis of the TAELLN411 unit

An analysis of the TAELLN411 unit reveals five fundamental activities that relate to addressing adult LLN skills:

  1. Identify LLN skill gaps
  2. Implement strategies to address the LLN skill gaps
  3. Use resources to address the LLN skill gaps
  4. Seek assistance from LLN specialists
  5. Arrange support services.

The following diagram shows that the identification of LLN skill gaps is central to everything else we do in regards to addressing adult LLN skills.

Some important notes before we begin

I have previously published four articles that provide some essential background information:

The TAELLN411 unit describes the skills and knowledge a VET trainer or assessor requires to:

  • identify LLN skill requirements of the training and work environments
  • use strategies and resources that meet the needs of learners.

Competence in this unit does not indicate that a person is a qualified specialist LLN practitioner.

Developing the the LLN skills for children and adults is different. Therefore, addressing the LLN skills for children is outside the scope of VET and is not covered by the TAELLN411 unit.

1. Identify LLN skill gaps

Our starting point is to identify the type and severity of LLN skill gaps. The two occasions when LLN skill gaps are identified are:

  • Before the training program starts
  • During the training program.

1.1 Before the training program starts

An RTO will usually conduct a pre-training review (PTR) before enrolment into a training program. It will consist of a diagnostic assessment of a person current LLN skills. Also, a person’s computer or digital literacy skills are usually assessed. The person’s current LLN skills are compared with the LLN skills required for the training program to identify any LLN skill gaps.

The Australian VET system uses the Australian Core Skills Framework (ACSF) to identify LLN skill levels. For more information, go to:

The conduct of a PTR supports compliance with Clause 1.7 of the Standards for RTOs. And most programs delivered with state government funding will also require a PTR to be conducted.

1.1.1 Validated ACSF tools

When a diagnostic assessment tool is ‘validated’, it simply means that the developer of the tool or instrument has come to the opinion that it measures what it was designed to measure (with some assurance that the result is accurate). Therefore, when a validated ACSF tool gives the result that a person has a reading skill at the ACSF Level 2, then it is reasonably assured that the person’s reading skill is at the ACSF Level 2

The Australian Government’s Department of Education, Skills and Employment has published information about providers of validated or approved LLN assessment tools.

1.2 During the training program

It will be common for trainers and TAFE teachers to discover learners who have poor LLN skills during the delivery of a training program. Learners may be observed struggling to learn training program content or complete assessment tasks. Some learners can become frustrated or angry because they are struggling. Some learners can become quiet or withdrawn. And some may become disruptive and display challenging behaviours.

It is a good idea to encourage learners to:

  • be self-aware of any learning difficulties they experience
  • ask for help as soon as they become aware of their struggles.

This will require the trainer or TAFE teacher to establish and maintain an emotionally safe and supportive learning environment.

2. Implement strategies to address the LLN skill gaps

Once an LLN skill gap or gaps have been identified, the trainer or TAFE teachers will need to take action. Considering options, selecting strategies that meet individual needs, and preparing to deliver strategies to develop LLN skills can be time consuming activities.

However, I know from first-hand experience that not all trainers and TAFE teachers will be allocated time to support LLN skill development. A VET practitioner may be ready and willing to provide support but unable to deliver this support due to the lack of available time.

There are two broad areas for action that that can be taken by trainers and TAFE teachers:

  • Select and use instructional strategies
  • Select and use assessment strategies.

This is the terminology from the TAELLN411 unit. You may like to translate the term ‘instructional strategies’ to be ‘training strategies’. An RTO’s training and assessment strategy (TAS) for the delivery of a particular qualification may give some general guidance. However, the general guidance may not be appropriate or adequate for all individuals with LLN skill gaps.

2.1 Select and use instructional strategies

Instructional strategies are actions that support the development of LLN skills, and these include:

  • General instructional strategies
  • Instructional strategies that target a specific LLN skill.

2.1.1 General instructional strategies

The following are some general strategies we can used when we design and deliver a training program:

  • Allow more time to learn new knowledge and skills
  • Provide time or opportunities to practice
  • Increase the number and duration of breaks between training sessions
  • Provide more feedback and guidance
  • Acknowledge attainment or progress towards attainment of knowledge and skills
  • Deliver a foundation skills qualification before or at the same time as the vocational qualification.

The FSK Foundation Skills Training Package consists of three qualifications that can be used to develop a person’s LLN skills.

A strategy, such as ‘deliver a foundation skills qualification’ is likely to be outside the scope of a trainer’s or TAFE teacher’s responsibility. However, a trainer or TAFE teacher can raise this with a person who does have the appropriate responsibility within the RTO.

2.1.2 Instructional strategies that target a specific LLN skill

The following are some strategies that target a specific type of LLN skill:

Reading

  • Explain and help the learner develop reading strategies such as skimming or reading for gist
  • Give the learner time to read and process the information
  • Identify and explain terminology, jargon, abbreviations, or acronyms
  • Encourage the learner to develop their own glossary of terms.

Writing

  • Explain and help the learner develop writing strategies such as paragraph. sentence structure, spelling, and grammar
  • Give the learner time and opportunities to practice writing
  • Provide constructive feedback and suggestions for improved writing
  • Encourage the learner to proofread or read aloud what they have written.

Oral communication

  • Give examples of words or phrases that can be used when communicating with others
  • Demonstrate the communication techniques and standards required
  • Use role plays for the learner to practice speaking, listening, and interacting with others
  • Build confidence by starting with simple role play situations before moving onto more complex or challenging situations

Numeracy

  • Only cover the numeracy skills required to perform a particular work skill or activity
  • Cover underpinning mathematical principles, concepts or methods, and explain how it relates to the work skill or activity
  • Cover one mathematical principle, concept or method at a time
  • Give the learner time and opportunities to practice the math.

2.2 Select and use assessment strategies

Assessment strategies are actions that support learners when being assessed, and these include:

  • Apply reasonable adjustment
  • Provide detailed instructions before commencing the assessment
  • Allow opportunity for the candidate to ask questions about the assessment
  • Allow adequate time for the candidate to prepare for the assessment
  • Arrange for assessment to occur at a different time or place.

Note: These support strategies should apply to all learners being assessed, not just offered to learners with a low level of LLN skills.

3. Select and use resources to address the LLN skill gaps

As previously mentioned, I know that not all trainers and TAFE teachers will be allocated time, or sufficient time, to support the development of LLN skills. A VET practitioner may want to provide support but unable to deliver this support due to the lack of available time.

Another time consuming activity can be searching, selecting, developing and customising resources. Again, the VET practitioner may be ready and willing to produce resources but unable to do this due to the lack of available time.

3.1 Search and review available learning and assessment resources

It is relatively easy to conduct a internet search for available learning and assessment resources. Use your internet browser and enter search terms, such as:

  • [Unit code or Topic] training resources
  • [Unit code or Topic] workbook
  • [Unit code or Topic] worksheets
  • [Unit code or Topic] activity sheets.

Also, try filtering your search by selecting ‘Images’. For example, if you use Google to search images for ‘sandwich making activity sheet’ you get the following result.

If you find a resource, then it will need to be reviewed for:

  • Relevance
  • Currency
  • Readability
  • Usability
  • Ability to be purchased or freely used without breaching copyright.

An internet search may not get you exactly what you need but it may give you ideas for creating your own resource.

3.1.1 Copyright

Not everything we can find on the internet can be used by us. We must think that everything is copyright and we should avoid breaching copyright. Sometimes we can find resources on the internet that can be used but they must be appropriately acknowledged. For example, government departments or regulatory authorities publish relevant documents and video resources to be used for training purposes, such as:

Example of documents that can be used without breaching copyright

Example of videos that can be used without breaching copyright

3.2 Customise learning and assessment resources

Some learning and assessment resources may need to be customised before being used. Customisation may include:

  • Improving readability or usability of the resource
  • Simplifying language used in the resource
  • Explaining terminology, jargon, abbreviations, or acronyms
  • Adding images or increasing the visual impact of information.

3.3 Design and develop learning and assessment resources

Some learning and assessment resources may need to be produced. Resources may include documents, PowerPoint slides, videos, web pages, etc.

I am currently writing a series of articles that cover the design and development of basic documents:

4. Seek assistance from LLN specialists

Sometimes a trainer or TAFE teacher is unable to address an LLN skill gap because of a lack of time or lack of capability in regards to supporting learners with LLN skill gaps. This is why we might need to seek assistance from an LLN specialists.

What can an LLN specialist do?

  • Conduct detailed analysis if a learner’s LLN skills gap
  • Work directly with the learners to close LLN skill gaps
  • Provide advice to the trainer or TAFE teacher.

Some RTOs may employ an LLN specialist, while other RTOs may use a consultant to provide LLN specialist support. To find an LLN specialist, you may need to contact your local TAFE or adult and community education provider.

5. Arrange support services

Learners may experience a range of issues that can be a distraction or impede their learning progress. A learner may benefit from a support service, such as:

  • Youth services
  • Mental health services
  • Drugs or alcohol services
  • LLN support services.

You may need to suggest, encourage, support, or arrange for your learner to connect with a support service.

5.1 Reading Writing Hotline

The Reading Writing Hotline is a free national phone referral service for adults looking to improve their reading, writing, maths, or computer skills. It is funded by the Australian Government and managed by TAFE NSW.

5.2 Cultural and social sensitivities

Someone who is told that they may need help from an LLN specialist or a support service may feel a range of emotions, including disappointment, embarrassment, or shame. We need to speak to the person confidentially, and with sensitivity.

In particular, we need to be aware how people from different cultural and social backgrounds may feel or respond to an offer of support or assistance when they lack the required LLN skills.

Some people have developed strategies to hide their lack of LLN skills. And sometimes these people have been hiding their lack of LLN skills for a long time.

In conclusion

There is a high chance that all trainers and TAFE teachers will frequently have learners with LLN skills lower than what is required. It is important for VET practitioners to be ready, willing and able to respond when LLN skill gaps are identified. But more important is for RTOs to be ready, willing and able to provide adequate resourcing to address LLN needs of enrolled learners.

The following diagram shows the essential activities covered by the TAELLN411 Address adult language, literacy and numeracy skills unit.

The first thing is to identify LLN skill gaps. Then we need to take action to address the LLN skill gaps, for example:

  • Implement strategies to address the LLN skill gaps
  • Use resources to address the LLN skill gaps
  • Seek assistance from LLN specialists
  • Arrange support services.

Evaluate effectiveness

It is good practice to evaluate effectiveness of the actions we have taken to address LLN skill gaps. We can continuously learn from our experience. And we may uncover areas for our own ongoing professional development as a trainer or TAFE teacher.

I hope you have liked this article. And I hope you will ‘like‘ it.

LinkedIn adds celebrate, love, insightful and curious reactions to spur more engagement | TechCrunch

I welcome your feedback and comments. Also, it would be great to hear about your experience addressing adult LLN skills.

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How to use the Australian Core Skills Framework (ACSF) to identify LLN skill gaps

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.

For more details about the ACSF go to: What is the Australian Core Skills Framework (ACSF)?

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 TAE40116 or TAE40122 Certificate IV in Training and Assessment, and are you struggling with your studies? Do you want help with your TAE40116 or TAE40122 studies?

Ring Alan Maguire on 0493 065 396 to discuss.

Contact now!

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Training trainers since 1986