ASCF Jan 2013 developed by CIT WELL Team
THE AUSTRALIAN CORE SKILLS FRAMEWORK
ACSF
ASCF Jan 2013 developed by CIT WELL Team
5 CORE SKILLS - 5 Levels of Performance
3 Domains
ASCF Jan 2013 developed by CIT WELL Team
Performance IndicatorsACSF PERFORMANCE INDICATORS
Core Skill Indicator Number Description
Learning .01 Active awareness of self as a learner, planning and management of learning
.02 Acquisition and application of practical strategies that facilitate learning
Reading .03 Audience, purpose and meaning-making
.04 Reading strategies
Writing .05 Audience, purpose and meaning-making
.06 The mechanics of writing
Oral Communication
.07 Speaking
.08 Listening
Numeracy .09 Identifying mathematical information and meaning in activities and texts
.10 Using and applying mathematical knowledge and problem solving processes
.11 Communicating and representing mathematics
ASCF Jan 2013 developed by CIT WELL Team
Performance VariablesSUPPORT CONTEXT TEXT COMPLEXITY TASK COMPLEXITY
1 Works alongside an expert/mentor where prompting and advice can be provided
Highly familiar contextsConcrete and immediateVery restricted range of contexts
Short and simpleHighly explicit purposeLimited, highly familiar vocabulary
Concrete tasks of 1 or 2 stepsProcesses include locating, recognising
2 May work with an expert/mentor where support is available if requested
Familiar and predictable contextsLimited range of contexts
Simple familiar texts with clear purposeFamiliar vocabulary
Explicit tasks involving a limited number of familiar stepsProcesses include identifying, simple interpreting, simple sequencing
3 Works independently and uses own familiar support resources
Range of familiar contextsSome less familiar contextsSome specialisation in familiar/known contexts
Routine textsMay include some unfamiliar elements, embedded information and abstractionIncludes some specialised vocabulary
Tasks involving a number of stepsProcesses include sequencing, integrating, interpreting, simple extrapolating, simple inferencing, simple abstracting
4 Works independently and initiates and uses support from a range of established resources
Range of contexts, including some that are unfamiliar and/or unpredictableSome specialisation in less familiar/known contexts
Complex texts Embedded informationIncludes specialised vocabularyIncludes abstraction and symbolism
Complex task organisation and analysis involving application of a number of stepsProcesses include extracting, extrapolating, inferencing, reflecting, abstracting
5 Autonomous learner who accesses and evaluates support from a broad range of sources
Broad range of contextsAdaptability within and across contextsSpecialisation in one or more contexts
Highly complex textsHighly embedded informationIncludes highly specialized language and symbolism
Sophisticated task conceptualisation, organisation and analysisProcesses include synthesising, critically reflecting, evaluating, recommending
ASCF Jan 2013 developed by CIT WELL Team
Performance Features(and focus areas)
• More detailed description of the types of things a person would do at each level.
• Focus area : look at areas to check out when looking at that core skill eg. reading
• Performance Features : look at what the student is doing.
ASCF Jan 2013 developed by CIT WELL Team
Domains of Communication
TEXT TYPE PERSONAL AND COMMUNITY
WORKPLACE AND EMPLOYMENT
EDUCATION AND TRAINING
Procedural Recipe Standard operating procedures Instructions for completing assessment
taskPersuasive Email to local council
complaining about cat registration bylaws
Report for CEO presenting argument and
recommendations for a particular piece of new
equipment
Oral presentation on an issue in area of study/expertise
Informative Club newsletter Report on different approaches to risk management used in
the industry
Research paper on main developments in OHS in
the last 20 yearsCreative Poem Design project Advertising copy or short
storyTechnical Explanation of parts of a
cameraInstruction manual for a new
piece of equipmentReport on advantages of a new computer system
in a libraryRegulatory Council planning permission
formIndustry standards list Course completion
requirementsDescriptive Recount of trip to botanic
gardensMemo outlining new office
furnitureEssay comparing two
paintings
ASCF Jan 2013 developed by CIT WELL Team
USING THE ACSF
• An overview of the steps / stages in development in the 5 core skills
• Assist with planning• Assessment of levels – identifies gaps• Funding – WELL, LLNP• reporting tool
ASCF Jan 2013 developed by CIT WELL Team
AQF• The Australian Qualifications Framework (AQF) is a single, 10 level, coherent framework for qualifications in the school, VET and
higher education sectors in Australia. • The levels of the AQF do not match up directly with the performance levels of the ACSF. This is because of the way that units of
competency and qualifications have been written. Effective performance in different industries requires different core skills and core skill requirements will also vary in different contexts.
• As the core skill requirements of AQF qualifications reflect the requirements of the occupational and academic contexts to which they relate, it follows that two qualifications at the same AQF level can have different core skill requirements.
ASCF Jan 2013 developed by CIT WELL Team
The ACSF and the AQF
EXAMPLES•
Qualifications in building and plumbing have higher Numeracy requirements than qualifications at the same AQF level in the areas of floristry or entertainment.
• the Numeracy level required to complete several units from the Certificate III in Electrotechnology - Electrician equates to ACSF level 5
• The Reading knowledge required to complete several units in a Certificate IV in Business - Frontline Management equates to ACSF level 3
• the Oral Communication skills required to complete units in a Certificate III in Aged Care equate to ACSF level 3.
ASCF Jan 2013 developed by CIT WELL Team
The ACSF and CGEA• The Course in Initial General Education for Adults is in broad
alignment to ACSF Level 1.
• Certificate I (introductory) of the CGEA is in broad alignment to ACSF level 2.
• Certificate I of the CGEA is in broad alignment to ACSF Level 3. Certificate II of the CGEA is in broad alignment to ACSF Level 4. Certificate III of the CGEA is in broad alignment to ACSF Level 4 & 5.
• The CGEA was mapped against to ACSF in July 2010. ( since then the CGEA has been revised ….the revisions bring the CGEA more in line with the ACSF.
• The complete document is at http://www.lwa.au.com/literacyprogram.html
ASCF Jan 2013 developed by CIT WELL Team
Assessment and ACSF
ASCF Jan 2013 developed by CIT WELL Team
Appendices
ASCF Jan 2013 developed by CIT WELL Team
Training Packages and the ACSF