Foundation Skills Series: Social, Workplace, Community Skills

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

Focus on close family and friends

1

Focus on others2

Focus on community3

Focus on world view4

Focus on overseeing the world view, self, others and

community5

Focus on self Pre- 1

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.’.

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)

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)

So what are the English language skills we use in Australia?

So what does each level mean?

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Pre-Level 1 …. Learners who….

barely know the English alphabet

know basic numbers and counting process

one word utterances

aware of learning

Strategies – Pre-Level 1 the English alphabet numbers and counting process common one or two word responses learning

Practice the order of the alphabetCreate 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

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

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 theseUse specific words or phrases to maintain a short conversation with a family or friend in a social situationCreate opportunities to explain personal life and work experiences

Reading… Writing….Numeracy…

in the community or meeting people

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

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

Strategies - Level 2structurally simple and cohesive texts which are typically short and explicit identify straightforward mathematical procedures and representationsrelate to a familiar and predictable contexts structured support

Practice writing and speaking simple and compound sentence structures to explain ideas or opinionsExplore different uses of calculations in own life e.g. moneyDiscuss daily work or personal life issues that occur and ways of overcoming theseRead local news on computer or local paper and discuss the numeracy embedded in it

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

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

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

Strategies – Level 3cohesive 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 mindSupport 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

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

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

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

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 textsSource a range of statistics and credible references to support issues Examine and expound the issues from a variety of perspectives

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

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

Strategies – Level 5structurally intricate texts with complex and/or ambiguous relations between sourcescommunicate 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 contextDemand justification, statistics and references for each point arguedEncourage extrapolation to occur through discussion and counter-advocacy

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

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