Jan 2013

Report
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 Indicators
ACSF PERFORMANCE INDICATORS
Core Skill
Indicator Number
Description
Learning
.01
.02
Active awareness of self as a learner, planning and management of
learning
Acquisition and application of practical strategies that facilitate learning
.03
Audience, purpose and meaning-making
.04
Reading strategies
.05
Audience, purpose and meaning-making
.06
The mechanics of writing
Reading
Writing
Oral
.07
Communication
.08
Speaking
Numeracy
Identifying mathematical information and meaning in activities and texts
.09
.10
.11
Listening
Using and applying mathematical knowledge and problem solving
processes
Communicating and representing mathematics
ASCF Jan 2013 developed by CIT WELL
Team
Performance Variables
SUPPORT
1
2
3
4
5
CONTEXT
TEXT COMPLEXITY
TASK COMPLEXITY
Works alongside an expert/mentor Highly familiar contexts
where prompting and advice can
Concrete and immediate
be provided
Very restricted range of contexts
May work with an expert/mentor
Familiar and predictable contexts
where support is available if
Limited range of contexts
requested
Short and simple
Concrete tasks of 1 or 2 steps
Highly explicit purpose
Processes include locating, recognising
Limited, highly familiar vocabulary
Simple familiar texts with clear
purpose
Explicit tasks involving a limited
number of familiar steps
Works independently and uses
own familiar support resources
Routine texts
Range of familiar contexts
Familiar vocabulary
Some less familiar contexts
Processes include identifying, simple
interpreting, simple sequencing
Tasks involving a number of steps
May include some unfamiliar
Processes include sequencing,
elements, embedded information and integrating, interpreting, simple
Some specialisation in
abstraction
extrapolating, simple inferencing,
familiar/known contexts
simple abstracting
Includes some specialised vocabulary
Works independently and initiates Range of contexts, including some Complex texts
Complex task organisation and
and uses support from a range of that are unfamiliar and/or
analysis involving application of a
Embedded information
established resources
unpredictable
number of steps
Includes specialised vocabulary
Some specialisation in less
Processes include extracting,
Includes abstraction and symbolism extrapolating, inferencing, reflecting,
familiar/known contexts
abstracting
Autonomous learner who accesses Broad range of contexts
Highly complex texts
Sophisticated task conceptualisation,
and evaluates support from a
organisation and analysis
Adaptability within and across
Highly embedded information
broad range of sources
contexts
Processes include synthesising,
Includes highly specialized language
critically reflecting, evaluating,
Specialisation in one or more
and symbolism
recommending
contexts
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
Procedural
Recipe
Persuasive
Email to local council complaining
about cat registration bylaws
Informative
Club newsletter
Creative
Poem
Technical
Explanation of parts of a camera
Regulatory
Council planning permission form
Descriptive
Recount of trip to botanic gardens
WORKPLACE AND
EMPLOYMENT
Standard operating procedures
EDUCATION AND
TRAINING
Instructions for completing
assessment task
Report for CEO presenting
Oral presentation on an issue
argument and recommendations for in area of study/expertise
a particular piece of new equipment
Report on different approaches to
Research paper on main
risk management used in the
developments in OHS in the
industry
last 20 years
Design project
Advertising copy or short
story
Instruction manual for a new piece Report on advantages of a
of equipment
new computer system in a
library
Industry standards list
Course completion
requirements
Memo outlining new office furniture
Essay 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
ASCF Jan 2013 developed by CIT WELL
Team

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