Foundation Skills from Pre- Lvel 1 to Level 5 - how do you deliver?

1. Foundation Skills Series: Social,
Workplace, Community Skills

2. Foundation Skills: Reading, Writing, Speaking
& Listening, Learning and Numeracy
Focus on close family and
friends
1
Focus on others
2
Focus on community
3
Focus on world view
4
Focus on overseeing the
world view, self, others and
community
5
Focus on self
Pre- 1

3. http://www.unesco.org/education/GMR2006/full/chapt6_eng.pdf
We are NOT just
talking about English!
‘A person is functionally
literate who can engage in
all those activities in which
literacy is required for
effective functioning of his
(her) group and community
and also for enabling him to
continue to use reading,
writing and calculation for his
own and the community’s
development.’.

5. TheAustralianCoreSkillsFramework(ACSF)isacomprehensivetooldesignedtoassistboth
specialistandnon-specialistlanguage,literacyandnumeracy(LLN)practitionersdescribean
individual’sabilitytouseEnglish
 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)
 Four performance variables that may influence a person’s performance at any time:
o The amount of support
o The situation or context
o The text complexity e.g. Vocabulary or grammatical structure
o 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)
So what are the
English language
skills we use in
Australia?

6. So what does each level mean?
www.trendhure.com

7. Pre-Level 1 ….
Learners who….
barely know the English alphabet
 know basic numbers and counting process
 one word utterances
 aware of learning

8. Strategies – Pre-Level 1
 the English alphabet
 numbers and counting
process
 common one or two word
responses
 learning
Practice the order of the
alphabet
Create opportunities for the
learner to point out and say the
letters
Then mix it up by asking for
letters to fill in the blank
section of a commonly seen
word e.g. STOP

12. 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

13. Strategies – Level 1
 simple typically short and
explicit
Recognise everyday
straightforward mathematical
procedures and representations
relate to an immediate contexts
extensive and structured
support
Identify where words and
sentences are incorrect and
how to correct these
Use specific words or phrases
to maintain a short
conversation with a family or
friend in a social situation
Create opportunities to
explain personal life and work
experiences

14. Reading… Writing….Numeracy…
in the community or meeting people

15. Learning .. Speaking… Listening….
in the community or meeting people

17. Level 2 ….
Learners who….
 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

18. Strategies - Level 2
structurally simple and
cohesive texts which are
typically short and explicit
 identify straightforward
mathematical procedures and
representations
relate to a familiar and
predictable contexts
 structured support
Practice writing and speaking
simple and compound sentence
structures to explain ideas or
opinions
Explore different uses of
calculations in own life e.g. money
Discuss daily work or personal
life issues that occur and ways of
overcoming these
Read local news on computer or
local paper and discuss the
numeracy embedded in it

19. Reading.. Writing… Numeracy….
in the workplace or follow a procedure

20. Learning .. Speaking… Listening….
in the workplace or follow a procedure

22. Level 3 ….
Learners who….
 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

23. Strategies – Level 3
cohesive texts which may
be short, with structural
complexity
 select straightforward
problem-solving
mathematical procedures
and representations
 relate to a familiar and
unpredictable contexts
 some support
Practice common genres in
the spoken and written form
that have a specific issue or
solution in mind
Support opinions or
perspectives about issues using
commonly seen graphs or
values held by a current social
context
Transfer ideas from the known
situation to possible scenarios

24. Reading.. Writing… Numeracy….
in technology or for personal reasons

25. Learning .. Speaking… Listening….
in technology or for personal reasons

27. Level 4 ….
Learners who….
 comprehend and produce structurally intricate texts which may
involve complex relations between pieces of information
 select, apply, assess, and communicate a range of mathematical
procedures and representations
 relate to a variety of contexts
 access to support as required

28. Strategies – Level 4
 structurally intricate texts
with complex relationships
 communicate a range of
mathematical procedures
and representations
 variety of contexts
 support as required
Practice reading and
interpreting the purpose of a
range of topic linked texts
Source a range of statistics
and credible references to
support issues
Examine and expound the
issues from a variety of
perspectives

29. Learning ..
Speaking…
Listening….
Reading …..
Writing ………..
Numeracy…..
For work or personal or
social purposes

31. Level 5 ….
Learners who….
comprehend and produce structurally intricate texts which may
involve complex and/or ambiguous relations between pieces of
information
 select, apply, assess, and communicate a wide range of
mathematical procedures and representations
 relate across a broad range of contexts
 access little support

32. Strategies – Level 5
structurally intricate texts
with complex and/or
ambiguous relations
between sources
communicate a wide range
of mathematical procedures
and representations
 broad range of contexts
 little support
Provide differed genres as
models then ask for replication
for a different issue or context
Demand justification,
statistics and references for
each point argued
Encourage extrapolation to
occur through discussion and
counter-advocacy

33. Learning ..
Speaking…
Listening….
Reading …..
Writing ………..
Numeracy…..
For work or personal or
social purposes

35. Over 600 Products..
From Aged Care to Transport ..... - Pre-Level 1 to
Level 5 ACSF
- Novice to Capable CSfW