T2 l foundation skills industry

Foundation Skills Series: Core Skills, OHS and Communication

Qualified and Registered Teachers/Teacher Aides or Retired Teachers required to travel to Local Students at home in Brisbane and surrounding areas to tutor both Math and English. Senior Math teachers sort in particular.

http://www.teach2learn.com.au/

Foundation Skills: Reading, Writing, Speaking & Listening, Learning and Numeracy; Employability Skills

National Foundation Skills Strategy for Adults

The Council of Australian Governments (COAG) National Foundation Skills Strategy for Adults is a 10-year framework which brings a national focus to improving education and employment outcomes for working age Australians with low levels of foundation skills (language, literacy, numeracy and employability skills).

Through the strategy all Australian governments have committed to a target that, by 2022, two thirds of working age Australians will have literacy and numeracy skills at Level 3 or above (refers to the levels in the Adult Literacy and Life Skills Survey undertaken in 2006 by the Australian Bureau of Statistics).

http://www.industry.gov.au/skills/ForTrainingProviders/NationalFoundationSkillsStrategyForAdults/Pages/default.aspx

The importance of strong foundation skills in a modern, knowledge-based society is well established. These skills underpin workforce participation, productivity and socialinclusion. People with higher LLN skills are more likely to beemployed, participate in their community, experience betterhealth and engage in further training. Research also shows employability skills are critically important to people gaining employment and remaining employed. The link between numeracy, literacy and problem solving skills and the central use of technology in contemporary communication means that foundation skills are increasingly important for effective participation in modern workplaces and contemporary life

file:///C:/ASQA/National-Foundation-Skills-Strategy-for-Adults.pdf

NASA’s Mars Climate Orbiter – On its mission to Mars in 1998 the Climate Orbiter spacecraft was ultimately lost in space. ……. it was revealed that a sub contractor on the engineering team failed to make a simple conversion from English units to metric.

ftp://ftp.hq.nasa.gov/pub/pao/reports/1999/MCO_report.pdf

ftp://ftp.hq.nasa.gov/pub/pao/reports/1999/MCO_report.pdf

What do we focus on?

Empl

oyab

ility

Ski

lls • Navigate the World of Work

• Interact with Others

• Get the Work Done

Wor

kpla

ce H

ealth

& S

afet

y • Policy• Procedures• Ramifications

Com

mun

icati

on • Face to face• Signs• Technology

So we aim to have everyone being able to operate at ACSF Level 3 and I presume CSfW Stage 2????

The Australian Core Skills Framework (ACSF) is a comprehensive tool designed to assist both specialist and non-specialist language, literacy and numeracy (LLN) practitioners describe an individual’s ability to use English

Five core skills: learning, reading, writing, oral communication and numeracy Six levels of performance ranging from Pre-Level 1 ( beginning English performance) to 5 (high level

performance) Training Packages generally focus on Level 1 to 5

Four performance variables that may influence a person’s performance at any time:o The amount of supporto The situation or contexto The text complexity e.g. Vocabulary or grammatical structureo The task complexity e.g... number of steps to complete

Three Domains of Communication, broad contexts within which the core skill may be used: (these may not be discrete)o personal and community (P & C)o workplace and employment (W & EM)o education and training ( E & T)

Level 1 …. Learners who….

comprehend and produce simple texts which are typically short and explicit

recognise, use check on, and communicate everyday straightforward mathematical procedures and representations

relate to an immediate contexts

extensive and structured support is required


comprehend and produce structurally simple and cohesive texts which are typically short and explicit

identify, use check on, and communicate straightforward mathematical procedures and representations

relate to a familiar and predictable contexts

access to structured support


comprehend and produce cohesive texts which may be short, yet have some structural complexity

select, apply, assess, and communicate a straightforward problem-solving mathematical procedures and representations

relate to a familiar and unpredictable contexts

access to some support

The CSfW (core skills for work)The term ‘work’ is used throughout the CSfW in the broadest sense of ‘activity that is directed at specific purpose, which involves mental or physical effort’.

The combination of LLN skills and Core Skills for Work (as detailed in the ACSF) is described as Foundation Skills in the Vocational Education and Training sector.

The Core Skills for Work Developmental Framework (CSfW) describes a set of non-technical skills, knowledge and understandings that underpin successful participation in work . Participation in work could be as an employee, as someone who is self-employed, or as a volunteer.

This set of non-technical skills, often referred to as generic or employability skills, contribute to work performance in combination with technical or discipline specific skills and core language, literacy and numeracy (LLN) skills. As illustrated, work performance is also influenced by a range of factors relating to the context in which the skills are being applied.

What is the Structure of the CSfW?

3 SKILL CLUSTERS and 10 SKILL AREAS within each has a FOCUS AREA with 2 to 4 elements

Skill Cluster Skill Area Focus AreaNavigate the world of work

1a. Manage career and work life Identify work options; Gain work; Develop relevant skills and knowledge

1b. Work with roles, rights and protocols

Work with roles and responsibilities; Operate within legal rights responsibilities; Recognise and respond to protocols

Interact with others

2a. Communicate for work Respond to communication systems, practices and protocols; Speak and listen; Understand, interpret and act; Get the message across

2b. Connect and work with others Understand self; Build rapport; Cooperate and collaborate

2c. Recognise and utilise diverse perspectives

Recognise different perspectives; Respond to and utilise diverse perspectives; Manage conflict

Get the work done

3a. Plan and organise Plan and organise workload and commitments; Plan and implement tasks

3b. Make decisions Establish decision making scope; Apply decision-making processes; Review impact

3c. Identify and solve problems Identify problems; Apply problem-solving processes; Review outcomes

3d. Create and innovate Recognise opportunities to develop and apply new ideas; Generate ideas; Select ideas for implementation

3e. Work in a digital world Use digitally based technologies and systems; Connect with others; Access, organise and present information; Manage risk

How are learners profiled in the CSfW?

5 LEVELS CALLED STAGES WHICH ARE USED TO PROFILE THE LEARNER

Stage 1: A novice performer

Stage 2: An Advanced Beginner Stage 3: A Capable performer Stage 4: A Proficient performer Stage 5: An Expert performer

Has little or no experience of the Skill Area on which to base actions.Is highly reliant on explicit ‘rules’ (e.g. instructions, processes, procedures, and models), guidance and support and priorities determined by others, to guide activities.

Has some practical experience of the Skill Area and is beginning to recognise patterns (e.g. routines, regular responses, links and connections) that help understanding and influence action.Is still reliant on explicit ‘rules’ and on assistance to identify priorities, but can apply these more autonomously in familiar, routine situations.

Has sufficient practical experience of the Skill Area to identify patterns and organising principles and establish priorities for action.Can comfortably apply the explicit and implicit ‘rules’ associated with familiar situations.Adopts a systematic, analytical approach to tasks, especially in unfamiliar situations.

Has considerable practical experience of the Skill Area in a range of contexts and is moving from reliance on externally prescribed rules to recognition of principles that guide actions.Organises knowledge and practical experience as patterns, concepts and principles, which makes it possible to assess, and respond to situations in an increasingly intuitive and flexible way.Reverts to analysis and seeks guidance when making important decisions.

Has extensive practical experience of the Skill Area, with both a big picture understanding and an eye for relevant fine detail.Operates fluidly, intuitively and flexibly in highly complex situations, drawing on knowledge and practical experience organised into highly refined patterns, concepts and principles.Uses a combination of informed intuition and analysis in different situations, recognising that ‘it all depends’.Will often reconceptualise approaches and practices to produce more effective outcomes, while also recognising which rules and principles are always applicable.

What is the connection?

ACSF LEVELS

THE LEVEL OF SKILL IN LLN IN ANY SITUATION

•Level 1

•Level 2

•Level 3

•Level 4

•Level 5

CSFW STAGES

THE STAGE OF EXPERIENCE AND KNOWLEDGE OF THE ‘RULES’ IN A WORKPLACE SITUATION

Novice

Advanced Beginner

Capable Performer

Proficient Performer

Expert Performer

On September 12, 2008, in what was one of the worst train crashes in California history, 25 people were killed when a Metrolink commuter train crashed head-on into a Union Pacific freight train in Los Angeles. It is thought that the Metrolink train may have run through a red signal while the conductor was busy text messaging

Employability Skills (Core Skills for Work) at ACSF level 1 to 3

ACSF Level 1• Reading• Numeracy• Oral

Communication

CSfW Stage & Focus

Interact with Others

Stage 1 Novice• Attempts to follow instructions

regarding what to communicate, with whom and how

• May use simple ‘scripts’ developed by others for routine task related interactions e.g. greeting a client, answering a phone


Communication

CSfW Stage & Focus


Stage 2 Advanced Beginner • Participates in routine conversations

directly relevant to role, responding and contributing in ways that are generally appropriate in the context

• Generally understands what to communicate, with whom and how in highly familiar, routine work situations


Communication

CSfW Stage & Focus


Stage 3 Capable Performer• Selects and uses the appropriate

conventions and protocols when communicating in a range of familiar work contexts

• Pays some attention to the needs and responses of other participants, making some adjustments to language, vocabulary, tone and style as required

Cost:$200 Billion

On April 26, 1986, the world witnessed the costliest accident in history. The Chernobyl disaster has been called the biggest socio-economic catastrophe in peacetime history. 50% of the area of Ukraine is in some way contaminated. Over 200,000 people hadto be evacuated and resettled while 1.7 million people were directly affected by the disaster. The death toll attributed to Chernobyl, including people who died from cancer years later, is estimated at 125,000. The total costs including cleanup, resettlement, and compensation to victims has been estimated to be roughly $200 Billion. The cost of a new steel shelter for the Chernobyl nuclear plant will cost $2 billion alone. The accident was officially attributed to power plant operators who violated plant procedures and were ignorant of the safety requirements needed

Workplace Health & Safety

A lot of SOPs pass on the 'how', but not the 'why'? This means that company processes get repeated without people ever questioning why they need to do something. Over time, staff are taught processes that solve problems that no longer exist.

http://www.digicast.com.au/blog/bid/88627/5-Mistakes-Companies-make-with-their-Standard-Operating-Procedures

OHS for the Construction and Allied Industry

ACSF Level 1 with full support

OHS for the Construction and Allied IndustryLevel 2 with some support

OHS for the Construction and Allied IndustryLevel 3 with support

Communication

http://www.forbes.com/sites/susantardanico/2012/04/30/is-social-media-sabotaging-real-communication/

As human beings, our only real method of connection is through authentic communication. Studies show that only 7% of communication is based on the written or verbal word. A whopping 93% is based on nonverbal body language. Indeed, it’s only when we can hear a tone of voice or look into someone’s eyes that we’re able to know when “I’m fine” doesn’t mean they’re fine at all…or when “I’m in” doesn’t mean they’re bought in at all

Communication for the Construction and Allied Industry

ACSF Level 1 with full support• Oral Communication• Reading• Writing


ACSF Level 2 with some support• Oral Communication• Reading• Writing


ACSF Level 3 with support• Oral Communication• Reading• Writing

Spelling mistakes 'cost millions' in lost online salesBy Sean CoughlanBBC News education correspondent14 July 2011 Customer spending on a website can be cut in half by a spelling mistake, says an online businessman

An online entrepreneur says that poor spelling is costing the UK millions of pounds in lost revenue for internet businesses.

Charles Duncombe says an analysis of website figures shows a single spelling mistake can cut online sales in half.

Mr Duncombe says when recruiting staff he has been "shocked at the poor quality of written English".

James Fothergill, the CBI's head of education and skills, said: "Our recent research shows that 42% of employers are not satisfied with the basic reading and writing skills of school and college leavers and almost half have had to invest in remedial training to get their staff's skills up to scratch."This situation is a real concern and the government must make the improvement of basic literacy and numeracy skills of all school and college leavers a top priority."


ACSF Level 1 with full support• Numeracy• Reading• Writing


ACSF Level 2 with some support• Numeracy• Reading• Writing


ACSF Level 3 with support• Numeracy• Reading• Writing

Foundation Skills Teach2Learn is the leading provider of Pre-vocational, Foundation Skills and industry education

Pre-Vocational LLN resources

• Unique to Teach2Learn's vocational literacy resources is the identification of all Language, Literacy and Numeracy (LLN) requirements for entry level industry qualification to the Australian Core Skills Framework (ACSF)

• Each workbook builds the client’s skills level from Level 1 to the national requirement

• You know exactly what skill and at what level the client is capable of demonstrating at any given time

• The workbooks are scaffolded to specific entry level units in each Skills industry sector

Over 600 products across all industry sectors