The document discusses foundation skills training and resources for pre-vocational and entry-level vocational education. It provides an overview of Teach2Learn's pre-vocational literacy workbooks, which are mapped to the Australian Core Skills Framework (ACSF) and build students' language, literacy, and numeracy skills from Level 1 to the national requirement. The resources identify all LLN requirements for entry-level industry qualifications. Teachers can track what skill level students are demonstrating. The workbooks are structured around specific entry-level units in different industry sectors.

1. 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.

2. Foundation Skills:
Reading, Writing, Speaking & Listening, Learning and Numeracy; EmployabilitySkills
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

3. The importance of strong foundation skills in a
modern, knowledge-based society is well
established. These skills underpin workforce
participation, productivity and social
inclusion. People with higher LLN skills are more
likely to be
employed, participate in their community,
experience better
health 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.

4. What do we focus on?
EmployabilitySkills
• Navigate the
World of
Work
• Interact with
Others
• Get the Work
Done
WorkplaceHealth&Safety
• Policy
• Procedures
• Ramifications
Communication
• Face to face
• Signs
• Technology

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

6. 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) 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 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)

7. 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

8. 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

9. 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

10. 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.

11. 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 Area
Navigate
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

12. How are learners profiled in the CSfW?
5 LEVELS CALLED STAGES WHICH ARE USED TO PROFILE THE LEARNER
Stage1:Anovice
performer
Stage2:AnAdvancedBeginner Stage3:ACapableperformer Stage4: AProficientperformer Stage5:AnExpertperformer
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.

13. 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

14. 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

15. Employability
Skills (CoreSkills for Work)
at ACSFlevel 1 to 3

16. 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

17. ACSF Level 2
• Reading
• Numeracy
• Oral
Communication
CSfW Stage & Focus
Interact with Others
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

18. ACSF Level 3
• Reading
• Numeracy
• Oral
Communication
CSfW Stage & Focus
Interact with Others
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

19. 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 had
to 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

20. 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

21. OHS for the
Construction and
Allied Industry
ACSF Level 1 with
full support

22. OHS for the
Construction and
Allied Industry
Level 2 with some
support

23. OHS for the
Construction and
Allied Industry
Level 3 with support

24. Communication
http://www.forbes.com/sites/susantardanic
o/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

25. Communication for
the Construction and
Allied Industry
ACSF Level 1 with
full support
• Oral Communication
• Reading
• Writing

26. Communication for
the Construction and
Allied Industry
ACSF Level 2 with
some support
• Oral Communication
• Reading
• Writing

27. Communication for
the Construction and
Allied Industry
ACSF Level 3 with
support
• Oral Communication
• Reading
• Writing

28. Spelling mistakes
'cost millions' in lost
online sales
By Sean Coughlan
BBC News education correspondent
14 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."

29. Communication for
the Construction and
Allied Industry
ACSF Level 1 with
full support
• Numeracy
• Reading
• Writing

30. Communication for
the Construction and
Allied Industry
ACSF Level 2 with
some support
• Numeracy
• Reading
• Writing

31. Communication for
the Construction and
Allied Industry
ACSF Level 3 with
support
• Numeracy
• Reading
• Writing

32. 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