Training Students with Foundation Skills Challenges - Edn. 1 - sample

SAMPLE ONLYSATARAINING STUDENTS WITHLEANRRGENAILEANRRGENAIDLEANRRGENAIDLLEIANRRGENNAIDLALEIANRRGENNAIDLAEINANRRGENNFATGIDL(AINAAANRGRGENNAGIEtDLOAINtNRGRLaGENWNAUGIDLALiINnNRGNGENWUNAUiGIDLAAnI4NRSAANRGGENWg1AUGIDLkusAAIGN2NRNRTGItissGENWlAUhGATlDALAAetsIGNRerTRGIEEcsGENWaADUAGTDLIAAcTsLIGNRlRNGEIeiEAmELNWaAUGTDLIAsALLNIGNERARsNGeIELPENWGAU4SGTDLIAAnNLrIGNRt1SNGeIEytENWGTA4U3GTsDLIAA0LIIGN1RLoNGOIE0ITNCWG1AUnGutTDLIIAA0LIIGdNRotrANGOIE0OeTNEWGcURnGTDLIAAd9gLIeIGNRsNGOIEdrTNEWGsURRAGaiTLIAAArLIsIGNNReatNGOIdETeNEWGtURRsGnTIiAAAAdLIGLNnRsdfNGOIErToEWGURRgGTeIAAAaLsIuGLCNRSNsGOIEdouTEWnGCURRGTsIAAAupLfIdGLCRYNGOIElpTEWGatFCtURRKOTIAAAhLoItGLClRoiaYNOIErTroEWGCURRuetOTnIAAANLnIGLCRInetYNgOIETEGoCRRsLdOTuIAAANLIuGLCMRUkaYNOaIaETEGCnRRiOTdgItAlANLIlGLCLMUiisYNdOeIMEtoTEMGCRRsOTr,IAANniLILCMeUnYNOlMESoTEMGiCsRRttESOIAANoULefILsCMUYNOMkTrEMGcCRRvEfOaAAiRNULIooLCMUloNcYOMlCTEMGuCmRscREyOAARNUInLCaAMUNYOMIIpaTEMdCtRnREOCAiARNUHneIoaLCAMUNYOCMIVdTtEMntCRREeOiCAARNUooAaLCAMUNnnYCMIAnEMclCRRuEOCAcARNUCtaALCAMUNmsrTYCMyIMtYCaRkEOiCA:ARNUeLALiCoAMUNiATnYICMIlrMYClnEOsiOaCARNUnALCAMUNaTYcICLMIRigMYCnlEyOOCRNUACNAMUNPdTYICMIvsMYCELeEOOrCRoNkUANAMUNalTYICMIiciMYlvcElONOCaRNUsANNAMeUNtMTICMtIiMYircEONoCRNyUUANAMUNeTICnMIMYGOEONaCRUSUANAMUNMTIClMIMYkEOpNCRUUCANiANMETrICMlIMYalEONCRUUANcASNMTNICIYtESeEONiCRUcUANANtMTICIe)IYERONCRUKANANMTICIYERONCAUANAMTICIYERONCAUANCMTICYERONAUANCMTIYYERONAUNCMTIYERON

SAMPLE ONLYThis is a complete learning package for the TAESS00009 Address Foundation Skills
In Vocational Practice Skill Set, consisting of three units of competency:
ü TAELLN411 Address adult language, literacy and numeracy skills: How to identify

language, literacy and numeracy (LLN) skill requirements of training and the work
environment, and to use resources and strategies that meet the needs of the
learner group
ü TAELLN412 Access resources and support to address foundation skills in
vocational practice: How to access and use resources to integrate foundation skills
into a vocational training program
ü TAELLN413 Integrate foundation skills into vocational training delivery: How to
identify the foundation skills requirements that are critical to vocational competence
within a vocational training specification. It covers how to plan, design and address
those requirements using integrated approaches

The Assessment Conditions section of all Foundation Skills (FSK) units of competency
require Assessors to have completed the TAESS00009 Address Foundation Skills in
Vocational Practice Skill Set or a higher-level education qualification!

Carl Mocnik is an experienced Registered Training
Organisation (RTO) owner, course developer and a
compliance consultant (www.skass.com.au) to RTOs
and Universities.
Carl is also the founder and managing director of Plenty
Training (www.plenty.edu.au) – a successful RTO and
one of only a handful that have the full suite of TAE
(Training and Education) qualifications on scope – and of
Pay It Forward Scholarships (www.pifs.org.au).
A former naval officer, Carl commenced in the vocational
education sector in the 1990s when he managed several
of the Technical Training Centre schools at HMAS
CERBERUS, and was involved in the Royal Australian
Navy’s transition from its legacy based technical training
system to the national vocational education system.
After leaving the navy, Carl was based in California’s
Silicon Valley, managing several international engineering
projects, before returning to Australia in the early 2000s
and starting Plenty Training.
Carl has post graduate engineering qualifications
and diplomas in training and education, business and
leadership, WHS and project management.

ISBN 978-0-6484628-4-2

SAA Skills
Assessment
Australia Pty Ltd

CARL MOCNIK

SAMPLE ONLY
TRAINING STUDENTS WITH

FOUNDATION SKILLS CHALLENGES

(Attaining the TAESS00009 Address Foundation Skills In Vocational Practice Skill Set)

Consisting of three units of competency:
TAELLN411 Address adult language, literacy and numeracy skills
TAELLN412 Access resources and support to address foundation skills in vocational practice
TAELLN413 Integrate foundation skills into vocational training delivery

SAA Skills i
Assessment
Australia Pty Ltd

Training Students with Foundation Skills Challenges

SAMPLE ONLYCopyright © Carl Mocnik 2020 and subsequent editions
First published by Skills Assessment Australia Pty Ltd (www.skass.com.au)
Images other than of the author are used under license of Bigstock.com. Additional owners of copyright are acknowledged in on-page credits.
Every effort has been made to trace and acknowledge copyrighted material. The author and publisher tender their apologies should any
infringement have occurred.
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author. Any breaches will be rectified in further editions of the book.
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National Library of Australia Cataloguing-in-Publication Data:
Author: Carl Mocnik
Title: Training Students with Foundation Skills Challenges

(Attaining TAESS00009 Address Foundation Skills in Vocational Practice Skill Set)
Edition: 1
ISBN: 978-0-6484628-4-2

Published in Australia by
Skills Assessment Australia Pty Ltd
ABN 53 605 930 229
www.skass.com.au

Cover design: Skills Assessment Australia Pty Ltd
Layout and typesetting: Skills Assessment Australia Pty Ltd
Typeset in Times Serif 11
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The material presented in this publication is distributed as an information source only that is understood to be accurate at the time of
publication. However, readers must review the content of the relevant government websites, all relevant and effective vocational education
and training legislation, other relevant legislation, government regulatory authority guidelines and industry best practice to ascertain the
currency and accuracy of all material presented herein.
No statement, representation or warranty is made about the accuracy or completeness of the information contained in this publication. The
author and publishers disclaim all responsibility and all liability (including, without limitation, liability in negligence) for all expenses, losses,
damages and costs you might incur as a result of the information being inaccurate or incomplete or superseded in any way and for any reason.

ii Training Students with Foundation Skills Challenges

TABLE OF CONTENTS

CHAPTER 1 INTRODUCTION......................................................................................................... 1

1.1 ABOUT THIS BOOK .....................................................................................................................................1

1.2 WHAT ARE FOUNDATION SKILLS? ...........................................................................................................1

1.3 WHY STUDY LLN? .......................................................................................................................................1

1.3.1 LLN dimensions ..............................................................................................................................2
1.3.2 LLN and the AQF ............................................................................................................................3
1.3.3 LLN electives in training packages..................................................................................................3
1.3.4 LLN and employability skills ............................................................................................................3

1.4 OBLIGATIONS..............................................................................................................................................3

1.4.1 The Standards for RTOs 2015 ........................................................................................................3
1.4.2 Access and equity ...........................................................................................................................4
1.4.3 Gathering LLN information ..............................................................................................................5
1.4.4 Assessing foundation skills .............................................................................................................5
1.4.5 The Disability Discrimination Act.....................................................................................................5
1.4.6 Disability Standards for Education 2005 .........................................................................................6
1.4.7 Meeting your responsibilities...........................................................................................................6

1.5 DO YOU HAVE WHAT IT TAKES?...............................................................................................................7

1.5.1 Foundation skills .............................................................................................................................7
1.5.2 Self-test...........................................................................................................................................9
1.5.3 Characteristics of a great trainer ...................................................................................................11

1.6 RECOMMENDED FURTHER READING ....................................................................................................11
SAMPLE ONLY
CHAPTER 2 THE AUSTRALIAN CORE SKILLS FRAMEWORK (ACSF)................................................ 13

2.1 ACSF PURPOSE ........................................................................................................................................13

2.1.1 Learning core skill .........................................................................................................................13

2.1.2 Reading core skill..........................................................................................................................14

2.1.3 Writing core skill ............................................................................................................................14

2.1.4 Oral Communication core skill ......................................................................................................14

2.1.5 Numeracy core skill.......................................................................................................................14

2.2 ACSF DIMENSIONS OF COMPETENCY...................................................................................................15

2.2.1 Performance variables ..................................................................................................................15

2.2.2 Performance indicators .................................................................................................................15

2.2.3 Core skill levels quick reference guide ..........................................................................................15

2.2.4 ACSF domains of communication .................................................................................................22

2.3 ACSF FOUNDATION SKILLS IN UNITS OF COMPETENCY ....................................................................22

2.3.1 New format units ...........................................................................................................................23

2.3.2 Companion volumes .....................................................................................................................23

2.4 DETERMINING ACSF CORE SKILL LEVELS IN UNITS............................................................................23

2.4.1 Trigger word analysis method .......................................................................................................23
2.4.2 LLN questions method ..................................................................................................................28
2.4.3 Simple ACSF level determination method (“Carl’s level 3 method”) .............................................29

2.5 ACSF CORE SKILLS FOR WORKPLACE COMPETENCE .......................................................................29

2.5.1 LLN scan by job task.....................................................................................................................30

2.6 DETERMINING ACSF CORE SKILL LEVELS IN LEARNERS ...................................................................30

2.6.1 ACSF indicators ............................................................................................................................31

2.6.2 Effective LLN indication processes ...............................................................................................31

2.6.3 Purpose.........................................................................................................................................32

2.6.4 Assessment environment..............................................................................................................32

2.6.5 Using written tests.........................................................................................................................32

2.6.6 Validated LLN tools .......................................................................................................................33

2.6.7 How much assistance can you give? ............................................................................................36

2.6.8 What do you do next? ...................................................................................................................36

2.6.9 Graphing learner skill levels ..........................................................................................................36

CHAPTER 3 CORE SKILLS FOR WORK (CSFW) .............................................................................. 37

3.1 CSFW COMPONENTS...............................................................................................................................37
3.2 SKILL AREAS .............................................................................................................................................37
3.3 INFLUENCING FACTORS..........................................................................................................................38
3.4 CSFW IN UNITS .........................................................................................................................................40

Training Students with Foundation Skills Challenges iii

SAMPLE ONLYCHAPTER 4 FOUNDATIONS SKILLS (FSK) TRAINING PACKAGE .....................................................43

4.1 FSK UNITS OF COMPETENCY .................................................................................................................43
4.2 ASSESSING FSK UNITS............................................................................................................................45

CHAPTER 5 TAELLN411 ADDRESS ADULT LLN SKILLS ...................................................................47

5.1 INTRODUCTION.........................................................................................................................................47
5.2 ANALYSING LLN REQUIREMENTS ..........................................................................................................47
5.3 RESOURCES AND STRATEGIES FOR LLN SKILL DEVELOPMENT ......................................................48

5.3.1 Resources for LLN skill development............................................................................................48
5.3.2 Learning support strategies...........................................................................................................49

5.3.2.1 LLN support models .....................................................................................................49
5.3.2.2 Training context............................................................................................................50
5.3.2.3 Delivery strategies........................................................................................................51
5.3.2.4 Learning .......................................................................................................................51
5.3.2.5 Reading........................................................................................................................52
5.3.2.6 Writing ..........................................................................................................................52
5.3.2.7 Oral communication .....................................................................................................52
5.3.2.8 Numeracy.....................................................................................................................53
5.3.2.9 Using the FSK Training Package .................................................................................53
5.3.3 Assessment strategies ..................................................................................................................53
5.4 ACCESSING SPECIALIST LEARNING SUPPORT....................................................................................54
5.5 MONITORING AND EVALUATING TRAINING...........................................................................................55
5.5.1 Formative assessment ..................................................................................................................55
5.5.2 Summative assessment ................................................................................................................55
5.5.3 Formal feedback ...........................................................................................................................56
5.5.4 Informal feedback .........................................................................................................................56

CHAPTER 6 INTEGRATING FOUNDATION SKILLS, RESOURCES AND SUPPORT INTO TRAINING.....57

6.1 ANALYSING FOUNDATION SKILLS..........................................................................................................59
6.1.1 Determining foundation skills ........................................................................................................59
6.1.2 Barriers .........................................................................................................................................59
6.1.3 Using formal frameworks and validated tools................................................................................60
6.1.4 Underpinning foundation skills in training plans ............................................................................60
6.1.5 LLN skills and employment skills ..................................................................................................61
6.1.6 Developing foundation skills profiles .............................................................................................62

6.2 PLANNING INTEGRATED DELIVERY .......................................................................................................63
6.2.1 Instructional strategies and resources...........................................................................................63
6.2.1.1 Strategies in own repertoire .........................................................................................64
6.2.2 When support is required ..............................................................................................................65
6.2.3 Available resources.......................................................................................................................65
6.2.4 Organisational operating procedures ............................................................................................65
6.2.5 Arranging resources and specialist input ......................................................................................66
6.2.6 Collaborating with VET colleagues ...............................................................................................66
6.2.7 Collaborative activities to address foundation skills ......................................................................67
6.2.8 Accessing specialist advice...........................................................................................................67
6.2.9 Planning the training sequence.....................................................................................................68
6.2.10 Implementing the training strategies .............................................................................................68

6.3 INTEGRATED DELIVERY ..........................................................................................................................69
6.3.1 Using instructional strategies and resources.................................................................................69
6.3.2 Integrating FSK units.....................................................................................................................69
6.3.3 Learning styles ..............................................................................................................................70
6.3.3.1 VAK learning styles ......................................................................................................70
6.3.3.2 PART learning styles....................................................................................................71
6.3.4 Delivering training .........................................................................................................................72
6.3.5 Task breakdown............................................................................................................................72
6.3.6 DEDICT model..............................................................................................................................73
6.3.7 Communication Skills....................................................................................................................73
6.3.7.1 Questioning techniques................................................................................................73
6.3.7.2 Active listening .............................................................................................................74
6.3.7.3 Vocal tone ....................................................................................................................75
6.3.7.4 Body language .............................................................................................................75
6.3.8 Personal records of successful practices ......................................................................................75

iv Training Students with Foundation Skills Challenges

SAMPLE ONLY6.4 EVALUATING YOUR STRATEGIES AND RESOURCES ..........................................................................76
6.4.1 Reviewing effectiveness................................................................................................................76
6.4.2 Key Performance Indicators (KPIs) ...............................................................................................77
6.4.3 Adjusting your strategies...............................................................................................................77
6.4.4 Seeking feedback .........................................................................................................................77
6.4.4.1 Surveys ........................................................................................................................77
6.4.4.2 Feedback boxes...........................................................................................................78
6.4.4.3 Speaking directly to clients...........................................................................................78
6.4.4.4 Social media channels .................................................................................................78
6.4.5 Reflecting on feedback..................................................................................................................78
6.4.6 Identifying opportunities to improve planning process ..................................................................78
6.4.7 Improvement areas .......................................................................................................................79
6.4.8 Updating industry knowledge ........................................................................................................79
6.4.9 Further professional development.................................................................................................81

LIST OF FIGURES

Figure 1-1 – Foundation Skills structure ...................................................................................................................1
Figure 1-2 – Impact of low LLN on business ............................................................................................................2
Figure 1-3 – Three dimensions of LLN skills ............................................................................................................3
Figure 1-4 – Beware of being misled by training.gov.au!..........................................................................................5
Figure 2-1 – ACSF Learning Level 1 definition.......................................................................................................16
Figure 2-2 – DEFEXO001 embedded foundation skills mapping ...........................................................................24
Figure 2-3 – ACSF results in graphical form...........................................................................................................28
Figure 2-4 – ACSF results in graphical form...........................................................................................................29
Figure 2-5 – Modified ACSF result .........................................................................................................................30
Figure 2-6 – ACSF benchmark requirement and learner profile .............................................................................36
Figure 3-1 – CSfW context .....................................................................................................................................37
Figure 3-2 – CSfW influencing factors....................................................................................................................39
Figure 3-3 – Unit TAELLN412 extract ....................................................................................................................42

LIST OF TABLES

Table 2-1 – Performance variables (Extracted from ACSF 2019 Table 1 page 6)..................................................17
Table 2-2 – Performance indicators (Extracted from ACSF 2019 Table 3 page 9)................................................18
Table 2-3 – Learning indicators (Extracted from ACSF 2019 page 17) .................................................................18
Table 2-4 – Reading indicators by level (Extracted from ACSF 2019 page 41) .....................................................19
Table 2-5 – Writing indicators by level (Extracted from ACSF 2019 page 65)........................................................19
Table 2-6 – Oral communication indicators by level (Extracted from ACSF 2019 page 90) ...................................20
Table 2-7 – Numeracy indicators by level (Extracted from ACSF 2019 page 114).................................................20
Table 2-8 – LLN core skill level summary...............................................................................................................21
Table 2-9 – Unit foundation skills example .............................................................................................................24
Table 2-10 – RII Training Package Companion Volume Foundation Skills ............................................................24
Table 2-11 – Common trigger words ..................................................................................................................25
Table 2-12 – LLN trigger words analysis example..................................................................................................26
Table 2-13 – LLN trigger words analysis example results ......................................................................................27
Table 2-14 – ACSF results .....................................................................................................................................27
Table 2-15 – ACSF example results.......................................................................................................................28
Table 2-16 – ACSF level 3 definitions ....................................................................................................................30
Table 2-17 – Validated LLN tools from www.precisionconsultancy.com.au ...........................................................34
Table 3-1 – CSfW manual tool ...............................................................................................................................41

Training Students with Foundation Skills Challenges v

Chapter 1 – Introduction

CHAPTER 1 INTRODUCTION

1.1 ABOUT THIS BOOK SAMPLE ONLY Foundation Skills
This book is a learner’s guide that addresses the
three units of competency that comprise the =
TAESS00009 Address Foundation Skills in
Vocational Practice Skill Set. ACSF (LLN skills)

It is split into six Chapters: (Learning, Reading, Writing,
Oral Communication & Numeracy)
• Chapter 1 – Introduction: This section
provides an introduction to this book and an +
overview of your obligations as a trainer and
assessor under Australian legislation CSfW

• Three chapters present important concepts and Navigate the world of work
knowledge underpinning all three units of
competency addressed in this text: (Manage career and work life &
Work with roles, rights and protocols)
o Chapter 2 – The Australian Core Skills
Framework (ACSF) Interact with others

o Chapter 3 – The Core Skills for Work (Communicate for work & Connect and work with others &
(CSfW) framework, and Recognise and utilise diverse perspectives)

o Chapter 4 – Foundation Skills Training Get the work done
Package.
(Plan and organise & Make decisions & Identify and solve
• Chapter 5 – Unit TAELLN411 Address adult problems & Create and innovate & Work in a digital world)
language, literacy and numeracy skills
Figure 1-1 – Foundation Skills structure
• Chapter 6 – Integrated delivery, which
addresses the units of competency: For example, the language skills required to
communicate socially are different from those
o TAELLN412 Access resources and required to make a presentation to a board of
support to address foundation skills in directors. In the same way, reading a magazine
vocational practice, and will not require the level of literacy needed to
study for an exam.
o TAELLN413 Integrate foundation skills There is consensus across industry, the
into vocational training delivery. Vocational Education and Training (VET) sector
and governments that improving the LLN skills
1.2 WHAT ARE FOUNDATION of Australians is vital to our economy and
SKILLS? society.
A survey was conducted in 2010 by the
Foundation skills are fundamental to a person's Australian Industry Group as part of a National
participation in the workplace, the community Workforce Literacy Project.1 The study engaged
and in education and training. with a total of 338 companies across Australia
and involved 56,000 employees.
They are a combination of language, literacy and Among the findings of this survey was:
numeracy (LLN) skills and employability skills.
“93% of surveyed employers identified a wide
LLN skills are defined by the Australian Core range of impacts on their businesses from low
Skills Framework (ACSF) which is described in level literacy and numeracy skills. The most
Chapter 2, and the Core Skills for Work (CSfW) significant impacts were inadequate
framework which is covered in Chapter 3. completion of workplace documents and
reports (21%), time wasting (17.7%) and
1.3 WHY STUDY LLN? materials wastage (11.5%). In addition,
Language, literacy and numeracy (LLN) skills
are used throughout all areas of society. The level 1 “Getting it Right: Foundation Skills for the Workforce”,
of LLN skills required of a person to learn, www.aigroup.com.au
communicate and work depends on the
circumstances in which the person is operating
and the tasks they are undertaking.

Training Students with Foundation Skills Challenges 1

Chapter 1 – Introduction

employers indicated what corrective measures context of that training wherever possible. This is
they had tried. Over 30.4% of companies because all vocational learners will be developing
provided internal company training and 20% LLN skills as they take on vocational
offered skill development support.” competence.

Attention to LLN issues is not just the
responsibility of a few specialist trainers. The
risk in this approach is of failing to reach all
learners needing assistance. To manage this, all
staff dealing with training and assessment require
knowledge about vocational LLN.

Taking a holistic approach to LLN can lead to
higher competency completion rates, learner
engagement and employer satisfaction!

Figure 1-2 – Impact of low LLN on business SAMPLE ONLYThis means providing policies and procedures
that deal with LLN from both an access and
Another important report to read is “No more equity perspective and from an integrated skills
excuses” by the Industry Skills Councils, which perspective. Overall, a holistic approach allows
states: quality training and assessment services to be
delivered that fully comply with the AQTF.
“Almost half of Australia’s working age
population does not have the reading, writing The LLN required within workplace tasks is also
or numeracy skills to participate effectively in now ‘built-in’ to Australian units of competency
the type of training required for trade or – i.e., into the competency standards themselves.
professional jobs. As a result, between 7 and 8 A key role of trainers and assessors in the
million Australians are in danger of being vocational education and training (VET) sector is
confined to low-wage jobs with little prospect to ‘unpack’ these skills and make a judgement
of improvement.” about the LLN level required. A system has been
developed to describe LLN levels – the
Consequently, in 2017 it was decided to change Australian Core Skills Framework (ACSF), as
the minimum training and assessment credential discussed in Chapter 2 – which is the most
requirements by the Standards for RTOs 2015 by common tool used to assist trainers and assessors
adding a new core unit TAELLN411 Address to determine the level of LLN in a workplace task
adult language, literacy and numeracy skills to and to describe the LLN levels of individuals.
the TAE40116 Certificate IV in Training and
Assessment. Every learner in vocational education and
training (VET) takes on new LLN challenges and
To develop the appropriate workplace uses their existing LLN skills in different ways.
communication and employability skills of all For example, many VET learners have not
learners across all AQF qualifications, it is completed any post-compulsory education or
important that you ensure LLN is not seen as an training and they may not have experienced
issue just for learners with low-level skills. competency-based assessment. Some learners
Whilst some learners will have more trouble may have limited experience in using
developing LLN skills than others and may communication or numeracy skills in a
require specific assistance, LLN is an issue workplace.
across the board for all learners, since LLN skills
underpin the way we communicate and learn. LLN skills are an integral part of vocational
competence, and so trainers also need to help
Research by state and national vocational training learners to adapt and use their LLN skills to meet
bodies indicates that any LLN associated with the demands of their vocational training and the
vocational training is best delivered within the workplace.

1.3.1 LLN dimensions

It is important to understand that there are three
distinct facets of LLN to be considered for

2 Training Students with Foundation Skills Challenges

Chapter 2 – The Australian Core Skills Framework (ACSF)

CHAPTER 2 THE AUSTRALIAN CORE SKILLS
FRAMEWORK (ACSF)

2.1 ACSF PURPOSE SAMPLE ONLY training, LLN practitioners may use the ACSF
levels of performance to support applications
The Australian Core Skills Framework (ACSF) is to government agencies, report on learner
a benchmark for evaluating core language, progress and evaluate program effectiveness.
literacy and numeracy (LLN) skill levels. This
allows the accurate identification and comparison 2.1.1 Learning core skill
of the core LLN skill levels of learners against
the LLN requirements of training specifications This is a measure of an individual’s orientation
and training contexts. towards learning, and the range of strategies they
can draw on to assist their learning. A set of key
The ACSF describes five performance levels – principles underpins the Learning core skill are:
numbering 1 through 5 – against each of the
following five core LLN skills: • Learning is a purposeful, goal-directed
activity, undertaken to achieve objectives that
• Learning are valued by the learner.

• Reading • Learning is an active process of gaining
understanding and developing skills. Learners
• Writing draw on their prior knowledge and experience
as they shape meaning.
• Oral Communication, and
• Learning is socially constructed, occurring
• Numeracy within, and strongly influenced by, context
and culture.
The ACSF is used to:
• An individual’s knowledge and skills are
• Benchmark an individual’s core skills contextualised and do not necessarily transfer
performance: The ACSF can be used to neatly from one situation to another without
identify and describe an individual’s adaptation. Effective transfer requires
performance in any of the core skills at a point practice, time and appropriate support.
in time, allowing training to be targeted to
areas of need. • Learning does not necessarily occur in a
logical, incrementally increasing fashion.
• Map core skills requirements in education and Each time individuals take on a new
training: The ACSF can also be used to map challenge, they are likely to need time,
the core skills requirements of any training support and resources before their
specification (such as a VET-sector unit of performance improves.
competency).
• Learning has cognitive, emotional and social
• Tailor approaches to training and learning: dimensions. Although all individuals learn,
The ACSF can be used for designing and not everything that is learned about learning is
implementing effective training necessarily positive. Some adults have
contextualisation – that is, tailoring the developed negative perceptions of themselves
training, learning material and assessment as learners. This can act as a barrier to further
tasks to learner needs – after mapping the core learning, particularly in formal contexts.
skills requirements of the course specification
against the core skills of a learner. An adult’s learning performance is described
against two Performance Indicators:
• Describe core skills relevant to the workplace
and employment: Identifying and discussing • The first Learning Indicator addresses the
core skills issues in the workplace helps when awareness of self as a learner, planning and
designing communication strategies and management of learning.
developing training for employees at all levels
of an organisation. It can also be used by • The second Learning Indicator addresses the
specialist LLN practitioners to identify the acquisition and application of practical
core skill requirements of a job in order to strategies that facilitate learning.
provide appropriate support and training for
someone moving into a new position.

• Support funding and referrals: Where
government funding is provided for core skills

Training Students with Foundation Skills Challenges 13

Chapter 2 – The Australian Core Skills Framework (ACSF)

5 Level of performance • Option 1 – technical approach: We
remember all 11 ACSF level 3 definitions.
4 LearningSAMPLE ONLY
Reading • Option 2 – semi-technical approach: We
3 Writing memorise the common level 3 term: “range of
Oral comm familiar and some unfamiliar”, as highlighted
2 Numeracy in Table 2-16.

1 • Option 3 – simplistic approach: We
remember that level 3 can be considered that
Figure 2-4 – ACSF results in graphical form of the “average Australian”.

2.4.3 Simple ACSF level determination 2.5 ACSF CORE SKILLS FOR
method (“Carl’s level 3 method”) WORKPLACE COMPETENCE

The preceding techniques can be rather Learners simply can’t learn a vocational skill
cumbersome when determining the ACSF core without taking on the associated LLN practices
skill levels of a training benchmark such as a unit that come with it. Learners can’t learn these
of competency. practices ‘at school’ and then be expected to
This is because it requires you to compare unit seamlessly slot them in at work. Learners need to
content detail against highly complex definitions be observing them, talking about them, trying
within the 55 level definition tables of the ACSF! them and becoming proficient with them in the
However, there is a simpler method to determine work context.
the ACSF core skill levels which was developed
by the author. For example, a learner may have done
In this method, the premise is that: percentages, fractions and ratios at school in
• Level 1 represents a beginner level. This maths, yet they may find it difficult to apply
similar concepts in the workplace.
should be immediately recognisable to the
reviewer. You should ensure that LLN learning is explicit
• Level 5 (which is rare) represents an expert. and gradual. Different LLN skills should be
This should also be immediately recognisable developed in different vocational areas. As a
to the reviewer. trainer you should ask yourself: “What reading,
• Otherwise, if the ASCSF level is not at level 1 writing and maths, and other communication
or 5, then if we know only a definition of skills, are needed to do the job?” You should then
level 3 (intermediate level), we will be able support the learner in developing the skills.
to:
o Immediately recognise if it is level 3, Like any new skill, LLN skills in the workplace
o Easily determine if a skill level is are developed through practice and trial and
error.
somewhat higher, i.e., at level 4, and
o Easily determine if a skill level is It is important that you don’t make the learner
feel inadequate or ‘shamed’ if they need more
somewhat lower, i.e., at level 2. than one attempt at getting a skill right. A “safe
Simple! However, the question then becomes: fail”, rather than “failsafe” approach can be
“How do we know what level 3 is”? beneficial. There may also be some foundation
There are three options to determine level 3: skills that are essential to workplace competence
in a particular vocational context, which are
above or beyond the core skill levels demanded
by the unit of competency.

For example, a call centre may require a higher
level of oral communication skill (i.e., level 3)
than that identified in the training specification.
In such a situation, the core skill demands
mapped earlier from the training specification
would be adjusted (e.g., increased to level 4) to
reflect the additional workplace competence
demands, per Figure 2-5.

Training Students with Foundation Skills Challenges 29

Chapter 4 – Foundations skills (FSK) training package

CHAPTER 4 FOUNDATIONS SKILLS (FSK) TRAINING
PACKAGE

The Foundation Skills (FSK) Training Package11 SAMPLE ONLY(OCM) numeracy (NUM) and digital technology
supports the achievement of vocational pathways (DIG):
and are designed for integration and
contextualisation with vocational units of • Learning:
competency from other training packages.
o FSKLRG001 Prepare to participate in a
The FSK Training Package differs from all other learning environment
training packages in that it is designed to work in
combination with those other training packages o FSKLRG002 Identify strategies to respond
to support learner achievement of vocational to short and simple workplace problems
pathways.
o FSKLRG003 Use short and simple
Units and qualifications within the FSK training strategies for career planning
package describe the skills and knowledge that
underpin vocational performance. While these o FSKLRG004 Use short and simple
skills and knowledge are already described or strategies for work-related learning
implied within vocational competencies in other
training packages, many learners fail to develop o FSKLRG005 Use strategies to plan simple
the required foundation skills through their workplace tasks
vocational training programs.
o FSKLRG006 Participate in work
The FSK Training Package provides an placement
opportunity for RTOs to select and deliver
foundation skills units and qualifications that will o FSKLRG007 Use strategies to identify job
enable learners to build the specific foundation opportunities
skills required to achieve vocational competency.
o FSKLRG008 Use simple strategies for
The units of competency should be delivered and work-related learning
assessed in a way that identifies and works
toward related vocational outcomes so that o FSKLRG009 Use strategies to respond to
learners are able to develop foundation skills and routine workplace problems
vocational skills at the same time.
o FSKLRG010 Use routine strategies for
Depending on learner needs and delivery career planning
contexts, this may be achieved through:
o FSKLRG011 Use routine strategies for
• use of vocational electives to contextualise work-related learning
core units in FSK Foundation Skills Training
Package qualifications, o FSKLRG012 Apply strategies to plan and
manage complex workplace tasks
• holistic delivery and assessment of FSK
Foundation Skills Training Package units of o FSKLRG013 Apply strategies to respond
competency with units of competency from to complex workplace problems
other training packages, and
o FSKLRG014 Manage strategies for career
• contextualisation of FSK Foundation Skills progression
Training Package units of competency for
specific workplaces, job roles or vocational o FSKLRG015 Manage own work-related
pathways. learning

4.1 FSK UNITS OF COMPETENCY o FSKLRG016 Use short and simple
strategies to organise highly familiar
FSK units of competency have been organised workplace tasks
into six skill groups: learning (LRN), reading
(RDG), writing (WTG), oral communication o FSKLRG017 Identify simple strategies to
respond to familiar workplace problems

o FSKLRG018 Develop a plan to organise
routine workplace tasks

• Reading:

o FSKRDG001 Recognise extremely short
and simple workplace signs and symbols

o FSKRDG002 Read and respond to short
and simple workplace signs and symbols

11 https://training.gov.au/Training/Details/FSK 43

Training Students with Foundation Skills Challenges

Chapter 6 – Integrating foundation skills, resources and support into training

CHAPTER 6 INTEGRATING FOUNDATION SKILLS,
RESOURCES AND SUPPORT INTO TRAINING

This Chapter addresses the last two units of SAMPLE ONLY• Techniques for identifying foundation skills
competency: content that is central to vocational
competence
• TAELLN412 Access resources and support to
address foundation skills in vocational • The use of tools that analyse training
practice: This unit describes the skills and specifications and learner profiles, which must
knowledge that vocational trainers and include the Australian Core Skills Framework
assessors need to access resources, which (ACSF) and Core Skills for Work
include collaboration with foundation skills
specialists, in order to integrate foundation • The foundation skills that are essential to
skills into a vocational training program. workplace competence in a particular
vocational context, focussing on at least two
The unit applies to individuals who teach, of the core skills (learning, reading, writing,
train, assess and develop training and oral communication, numeracy)
assessment resources.
• How to identify foundation skills content
TAELLN413 Integrate foundation skills into within a training specification in a relevant
vocational training delivery: This unit vocational area
describes the skills and knowledge that
vocational trainers need to identify the • Ways in which foundation skills can be a
foundation skills requirements that are critical barrier to the development of specific
to vocational competence within a vocational vocational competencies
training specification. It covers how to plan,
design and address those requirements using • Range of resources and strategies that
integrated approaches. facilitate successful integration of foundation
skills into vocational practice
The unit applies to individuals who teach,
train and assess; and those who develop • Organisational operating procedures for
training and assessment resources. securing suitable resources and specialist
input
This Chapter focuses on the tasks required to
integrate foundation skills, resources and support • Techniques used to evaluate approaches and
into vocational training delivery, as shown seek feedback.
overleaf.
• Instructional strategies that address foundation
To support these tasks, you also need to know: skills in vocational training

• Components of the Australian Core Skills • The techniques used for evaluating own
Framework (ACSF) and Core Skills for Work training and assessment practice, and
relevant to analysing training and assessment
materials, and explain how to use them when • Sources of professional development focussed
planning and implementing training on foundation skills delivery.

Training Students with Foundation Skills Challenges 57

Chapter 6 – Integrating foundation skills, resources and support into training

methods SAMPLE ONLYdata whenever you use a new method, or when
you observe different results. You may choose to
• Notes on the varying success of resources you keep paper records, although this can be less
have used: secure, more time consuming, and harder to
o why and in what circumstances they were organise after long periods of time.
effective, and
o why and in what circumstances they were 6.4 EVALUATING YOUR STRATEGIES
ineffective. AND RESOURCES

• Instructional strategies you have used in the This section covers the final step when
past: integrating foundation skills, resources and
o Notes on the varying success of support into vocational training delivery:
instructional strategies
o why and in what circumstances they were 1. Analyse foundation skills critical to
effective, and vocational competence
o why and in what circumstances they were
ineffective. 

• Assessment you have used in the past: 2. Plan for integrated delivery
o Detailed notes on the varying success of
these assessments 
o why and in what circumstances they were
effective, and 3. Implement integrated delivery
o why and in what circumstances they were
ineffective. 

• Detailed notes on particularly challenging 4. Evaluate strategies
situations and how you overcame them and resources used

• Detailed notes from any lectures, seminars, • Seek feedback on approaches used to
workshops, conferences and other events you support foundation skills
have attended:
• Review effectiveness of selected
o what you learned, and instructional strategies and adjust
training and assessment strategies
o contacts you made (including contact accordingly
details).
• Identify opportunities to improve
• Lists of specialist sources of advice, including planning process to strengthen integration
contact details of foundation skills into own training
practice
• Organisational procedures and protocols you
have to follow • Access opportunities for further
professional development
• Mistakes you have made and how to avoid
repeating them, and • Access opportunities for improving own
practice and use of resources and advice
• Any resources, instructional strategies,
assessments, events, contacts and procedures 6.4.1 Reviewing effectiveness
that you have not necessarily used, attended or It is important to review the effectiveness of your
followed yourself, but ones you have training approach and make future improvements
observed, heard or read about. and adjustments. Monitoring and evaluating
training can be broken down into formal and
Personal records may come in the form of informal methods.
notebooks and diaries, folders full of odds and Formal approaches include:
ends, or even an organised electronic database. • Trial training and assessment materials
How you compile information is up to you. What • Surveys and feedback forms
is important is that you get into the habit of • Review statistics on completion rates
recording any experiences, pieces of advice, • LLN pre-screening and compare with post
thoughts, ideas and observations that could be of
use further down the line.

Ideally, you should keep an electronic database
record so that you can add, organise, and save

76 Training Students with Foundation Skills Challenges