Foundation Skills for Assessment Tools Participant Workbook Foundation Skills are fundamental to participation in the workplace, the community and in adult education and training. 1|Page Foundation Skills for Assessment 2|Page Foundation Skills for Assessment 3|Page Foundation Skills for Assessment 4|Page Foundation Skills for Assessment 5|Page Foundation Skills for Assessment 7|Page Foundation Skills for Assessment 8|Page Foundation Skills for Assessment 9|Page Foundation Skills for Assessment 10 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t 11 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t 12 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t 13 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t 14 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t 15 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t 16 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Foundation Skills Training Package – Qualifications and Units Qualifications Qualification Code FSK10113 FSK10213 FSK20113 Title Certificate I in Access to Vocational Pathways Certificate I in Skills for Vocational Pathways Certificate II in Skills for Work and Vocational Pathways Unit titles and codes Unit Code Title Learning FSKLRG01 Prepare to participate in a learning environment FSKLRG02 Identify strategies to respond to basic workplace problems FSKLRG03 Use basic strategies for career planning FSKLRG04 Use basic strategies for work-related learning FSKLRG05 Use strategies to plan simple workplace tasks FSKLRG06 Participate in work placement FSKLRG07 Use strategies to identify job opportunities FSKLRG08 Use simple strategies for work-related learning FSKLRG09 Use strategies to respond to routine workplace problems FSKLRG10 Use routine strategies for career planning FSKLRG11 Use routine strategies for work-related learning FSKLRG12 Apply strategies to plan and manage complex workplace tasks FSKLRG13 Apply strategies to respond to complex workplace problems FSKLRG14 Manage strategies for career progression FSKLRG15 Manage own work-related learning Reading FSKRDG01 FSKRDG02 FSKRDG03 FSKRDG04 FSKRDG05 FSKRDG06 FSKRDG07 FSKRDG08 FSKRDG09 FSKRDG10 FSKRDG11 FSKRDG12 Recognise highly familiar workplace signs and symbols Read and respond to basic workplace signs and symbols Read and respond to basic workplace instructions Read and respond to basic workplace information Read and respond to simple workplace procedures Read and respond to simple informal workplace texts Read and respond to simple workplace information Read and respond to routine visual and graphic texts Read and respond to routine standard operating procedures Read and respond to routine workplace information Read and respond to complex workplace information Read and respond to highly complex workplace information Writing FSKWTG01 FSKWTG02 FSKWTG03 FSKWTG04 FSKWTG05 FSKWTG06 FSKWTG07 FSKWTG08 FSKWTG09 Write personal details on basic workplace forms Write basic workplace formatted texts Write basic workplace information Write simple informal workplace texts Complete simple formatted workplace texts Write simple workplace information Write routine formal workplace texts Complete routine workplace formatted texts Write routine workplace texts 17 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Unit Code FSKWTG10 FSKWTG11 Title Write complex workplace texts Write highly complex workplace texts Oral Communication FSKOCM01 Participate in highly familiar spoken exchanges FSKOCM02 Engage in basic spoken exchanges at work FSKOCM03 Participate in simple spoken interactions at work FSKOCM04 Use oral communication skills to participate in workplace meetings FSKOCM05 Use oral communication skills for workplace presentations FSKOCM06 Use oral communication skills to participate in workplace teams FSKOCM07 Interact effectively with others at work FSKOCM08 Use oral communication skills to facilitate workplace negotiations FSKOCM09 Use oral communication skills to facilitate workplace meetings FSKOCM10 Use oral communication skills for complex workplace presentations FSKOCM11 Use oral communication skills to facilitate workplace teams Numeracy FSKNUM01 FSKNUM02 FSKNUM03 FSKNUM04 FSKNUM05 FSKNUM06 FSKNUM07 FSKNUM08 FSKNUM09 FSKNUM10 FSKNUM11 FSKNUM12 FSKNUM13 FSKNUM14 FSKNUM15 FSKNUM16 FSKNUM17 FSKNUM18 FSKNUM19 FSKNUM20 FSKNUM21 FSKNUM22 FSKNUM23 FSKNUM24 FSKNUM25 FSKNUM26 FSKNUM27 FSKNUM28 FSKNUM29 FSKNUM30 FSKNUM31 FSKNUM32 Use beginning whole number skills and money up to one hundred for work Use beginning skills related to time and 2D shapes for work Use whole numbers and money up to one thousand for work Locate, compare and use highly familiar measurements for work Identify and use some common 2D shapes for work Use highly familiar maps and diagrams for work Locate specific information in highly familiar tables, graphs and charts for work Identify and use whole numbers and simple fractions, decimals and percentages for work Identify, measure and estimate familiar quantities for work Identify and describe common 2D and some 3D shapes for work Read and use familiar maps, plans and diagrams for work Identify and interpret information in familiar tables, graphs and charts for work Construct simple tables and graphs for work using familiar data for work Interpret and calculate with whole numbers and familiar fractions, decimals and percentages for work Estimate, measure and calculate with routine metric measurements for work Interpret, draw and construct 2D and 3D shapes for work Use routine maps and plans for work Collect data and construct routine tables and graphs for work Interpret routine tables, graphs and charts for work Use basic functions of a calculator Apply an expanding range of mathematical calculations for work Use and apply ratios, rates and proportions for work Estimate, measure and calculate measurements for work Use geometry to draw 2D shapes and construct 3D shapes for work Use detailed maps to plan travel routes for work Read, interpret and use detailed plans, drawings and diagrams for work Collect, organise and interpret statistical data for work Use routine formulas and algebraic expressions for work Use introductory graphical techniques for work Use common functions of a scientific calculator for work Apply a wide range of mathematical calculations for work Use and calculate with complex measurements for work 18 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Unit Code FSKNUM33 FSKNUM34 FSKNUM35 FSKNUM36 FSKNUM37 FSKNUM38 FSKNUM39 Title Collect, organise and analyse statistical data for work Use and apply concepts of probability for work Use algebraic and graphical techniques to analyse mathematical problems for work Use trigonometry for work Use introductory matrices for work Use introductory vectors for work Use introductory calculus for work Digital Technology FSKDIG01 Use digital technology for basic workplace tasks FSKDIG02 Use digital technology for simple workplace tasks FSKDIG03 Use digital technology for routine workplace tasks 19 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t 20 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t 21 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Demonstration 22 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Demonstration - Pre foundation skills consideration. BSBWHS508A Learner instructions: For this assessment, you will detail the responsibilities of all parties associated with the purchase of Plant. For the purpose of this assessment, please select what would be described as a major item of plant as identified in schedule 2 of the Regulations – selection of a major item of plant will assist in providing the breadth to cover the assessment requirements. Assessment specifications: 1.0 Compliance: Identify the requirements to make an organisation compliant with legislation in respect to the purchase and installation of the item of plant selected. Record these with a brief description against each. 2.0 Responsibilities: Describe the responsibilities, in respect to health and safety, of the designer, manufacturer and supplier of the item of plant, using the headings of “designer”; “manufacturer”; and “supplier”, in respect to each of the points below – if it is not applicable in some instances, record “not applicable”: 2.1 Design 2.2 Manufacture 2.3 Registration 2.4 Supply 2.5 Installation 2.6 Commissioning 2.7 Use 2.8 Maintenance 2.9 Testing 2.10 Dismantling 2.11 Storage 2.12 Disposal of plant 2.13 Systems of work associated with plant 3.0 Hazard assessment responsibilities: What are your responsibilities as a manager to conduct a hazard assessment on the new plant? (refer OH&S Act 2004 s.26-s.31; OH&S Regulations 2007 Ch3 part 3. regarding the above points) 4.0 Consultation: Who would you consult with, in regard to implementing controls to ensure safety in the workplace – in respect to installation of the new plant? 5.0 Training: Describe how you would analyse training needs to ensure information, instruction and training prior to commencement of work on the new item of plant and new operating methods. Provide an appropriate training matrix/schedule. Notes: This is a team based assessment: teams of 2-3 members. Develop a report, using the format previously provided as a guide, to respond to each of the above requirements. In the main body, follow the order shown above using corresponding numbers, headings and sub headings as applicable. In respect to part 2.0 above, a chart format will be an effective means of covering the content. There is no set number of words – use your own judgment to ensure all points are addressed effectively. Assessment due: Thursday 4th November 23 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Demonstration – Post foundation skills consideration. BSBWHS508A Learner instructions TASK: Write a report about purchase of plant 1) Choose 2 or 3 team members. 2) Discuss as a team and with your teacher what would be described as a major item of plant to help your team understand what is required in the assessment. 3) Write a list of the different jobs of the team members who work in the purchasing of Plant. 4) From the list write a report. Use the report model discussed in class. The report needs to include: a) b) c) d) e) Audience Compliance Responsibilities Hazard assessment responsibilities Consultation f) Training *Use the a), b), c), d), e) f) as the titles or headings in your report. Look below for more information. 5) Make sure you include an: Introduction 6 points a), b), c), d), e) and f) as your titles or headings Conclusion 6) Write a draft of your report and show it to your teacher. Check your spelling. The draft is due November 1st. 7) Type your report on the computer. It is due November 7th. Questions and ideas to help you: a) Audience: Who is the report for and why? b) Compliance: What makes an organisation compliant with legislation? You need 3 answers. c) Responsibilities: Use a table to fill in the information you need for health and safety. Fill this in and include it in your report. 24 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Responsibilities Design Manufacture Registration Supply Installation Commissioning Use Maintenance Testing Dismantling Storage Disposal of plant Systems of work associated with plant Designer Manufacturer Supplier d) Hazard assessment responsibilities: What are your responsibilities as a manager to do a hazard assessment on the new plant? e) Consultation: When you put in a new plant who would you talk with to ensure safety in the workplace? f) Training: Write how you would work out the training needs of staff? They need to: have instruction and training before starting work on the new item of plant know new operating methods. Can you write a training timetable? Add it to your report. 25 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Identify Foundation Skills – Use of ‘trigger’ words Common trigger words to identify foundation skills in units Learning Reading Writing Oral Communication Numeracy Digital technology analyse information access/obtain information ask and respond to questions calculate access apply competency in new and different situations & contexts assess and respond assess & implement assess & record categorise check invoices, job sheets, job cards complete workplace reports/forms document faults check and clarify instructions schedule analyse comply with SOPs enter information on forms clarify job requirements check / read gauges collect data follow reporting procedures fill in forms collect data computer contribute to planning coordinate gather information identify and follow guidelines Interpret procedures Interpret drawings Relevant job specs obtained obtain data label or mark products log problems communicate clearly to diverse audiences confirm accuracy determine quantities estimate computerised read procedures record information record accurately report demonstrate understanding determine required action identify nature and scope of task identify a problem interpret and apply monitor organise information plan and sequence operations problem solve read and interpret specifications, SOPs select appropriate forms signs and symbols understood consult others data base maintain accurate work records contribute to meeting extract information from graphs e-learning modify plan describe cause identify costs electronic prepare report explain procedures following verbal instructions interpret data / drawings maintain records of results email give and receive advice or feedback measure for conformance to specs input write workplace forms give clear instructions measure components machinery Notify clients in writing Inform or notify mix chemicals measure Write instruct quantify materials online interpret data read and interpret record numeric data operate Within timeframe printer recommendations predict consequences liaise with prioritise tasks Negotiate with clients 26 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t fax present Identify foundation skills – Use of ‘trigger’ words (cont) Learning Reading Writing Oral Communication Numeracy Digital technology recognise and adapt respond to Reading texts may include: Written texts may include: Numeric/mathem atical terms may include: program review and modify charts drawing job instructions lists maintenance records manuals policies and procedures reference documents specifications standard operating procedures (SOPs) participate in discussions provide information recognise terminology angles area charts coordinates dials dimensions drawings equipment formulae geometry graphs mass parameters pressure specifications speeds temperature tolerances volume report select the appropriate show initiative take corrective action take appropriate steps take responsibility for own work transfer skills and knowledge undertake work autonomously emails notices labels logs/databases templates records of data workplace forms reports recommend changes report faults request assistance seek help and consult suggest changes understand and follow procedures 27 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t record research scanner/ing technology Demonstration – BSBWHS508A – Trigger Words 1. Comply with WHS legislation as 1. Apply knowledge (interpret and apply) of WHS legislation to (access/obtain it applies to plant information) advise individuals (give and receive advice) and parties (present information using communication media) of their duties, rights and obligations with regard to plant as appropriate to their job roles and the nature of the organisation 1.2 Ensure the management of hazards associated with plant, complies with relevant WHS legislation (interpret and apply) (and organisational policies, procedures, (read and interpret specifications, SOPs) processes and systems 2. Ensure organisational policies, procedures, processes and systems incorporate management of hazards associated with plant 2.1 Apply knowledge of (interpret and apply) organisational policies, procedures, processes and systems (read and interpret specifications, SOPs) to determine (monitor) if they effectively manage hazards associated with plant 2.2 Develop and implement modifications (take corrective action) to organisational policies, procedures, processes and systems as necessary to ensure hazards associated with plant are effectively managed 2.3 Follow organisational (identify and follow guidelines) policies, procedures, processes and systems when managing hazards associated with plant 3. Identify WHS hazards associated with plant 3.1 Access sources of information, (access/obtain information) (access) data (collect data, measure for conformance to specs) and advice to assist with identifying hazards (identify a problem) associated with plant 3.2 Identify and consult with others (consult others), as necessary, as part of hazard identification 3.3 Record (record information record accurately) and report (complete workplace forms) on hazard identification 4. Assess WHS risks associated with plant 4.1 Access sources of information (access/obtain information), data (collect data) and advice to assist with assessing (predict consequences) WHS risks associated with plant hazards 4.2 Identify (interpret data, risk level) and consult with others (consult others), as necessary, as part of WHS risk assessments (record numeric data) 4.3 Record (record) and report (prepare report) on WHS risk assessments 5. Control WHS risks associated with maintenance and continued safe use of plant 5.1 Access sources of information (access/obtain information), data (collect data) and advice, including the outcomes of risk assessments, to assist with developing riskcontrol options (analyse information/risk assessment) for hazards associated with the maintenance and continued safe use of plant 5.2 Identify, consult with (consult others), and report to others (prepare report) as necessary during all stages of risk control 5.3 Develop risk control options (analyse information/risk assessment) and determine which options (select the appropriate) will be implemented 5.4 Implement (write workplace forms), evaluate (review and modify) and monitor (monitor) risk controls 5.5 Record (record information record accurately) and report (prepare report) on risk controls 5.6 Review (monitor) implemented risk controls and recommend improvements (write recommendations), where necessary 28 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t 6. Advise on registration, licensing and certification issues associated with plant 6.1 Identify (assess and respond) types of plant requiring registration (identify and follow guidelines) and tasks requiring operator licensing and/or certification, according to legislative requirements (read and interpret specifications) 6.2 Document (maintain accurate work records) registration, licensing and certification requirements and communicate (inform or notify) them to individuals and parties (notify in writing) 6.3 Identify (determine required action/training requirements), document (maintain accurate work records) and communicate (communicate clearly to diverse audience) training requirements to individuals and parties (contribute to meeting) to meet registration, licensing and certification, according to legislative requirements (read and interpret specifications) 6.4 Determine (determine required action/training needs), training needs required for new plant and/or new operating methods 6.5 Ensure training is undertaken and completed prior to commencement of work using new plant and/or new operating methods 6.6 Monitor (monitor) and report (prepare a report) compliance with regulatory requirements for registration, licensing and certification 6.7 Identify (determine require action/what records to collect), document (record information) and maintain appropriate records (maintain accurate work records) for plant and operator skill requirements Required skills PCs into action (no new foundation skills) analytical skills to: analyse relevant workplace information and data contribute to the assessment of resources needed to manage WHS and where appropriate access these resources identify areas for risk control make observations of workplace tasks and interactions between people, their activities, equipment, environment and systems communication skills to: conduct effective formal and informal meetings and communicate effectively with personnel at all levels of the organisation and WHS specialists prepare reports for a range of target groups, including health and safety committees, health and safety representatives, managers, supervisors, and persons conducting businesses or undertakings (PCBUs) or their officers consultation and negotiation skills to: develop plans implement and monitor designated actions information technology skills to: access and download internal and external information and data on WHS use a range of communication media organisational skills to manage own tasks within a timeframe technical skills to use basic measuring equipment, such as scales and dials applicable to specific hazards. project-management skills to achieve change in WHS matters research skills to: access relevant WHS information and data identify areas for improvement interpret information and data Required knowledge (no new foundation skills) 29 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t LEVEL 1 Pre-level Assign Level of Performance – ACSF Workplace Examples LEARNING Beginning awareness of workplace attendance expectations, although may not always prioritise this awareness Shows some evidence of organising appointments outside work hours May be absent without notification but with prompting can explain absence Inconsistently remembers to bring appropriate tools Follows simple routine instructions with prompting (pointing, words) Informs supervisor if unable to attend work Attends work ready with appropriate clothing, tools and other resources as required Identifies and approaches a more experienced worker for assistance Keeps a list or words frequently used in the workplace Begins to locate information by using an index, contents page or menu Logs on and off a computer website Begins to use email with support Uses a diary or planner record key dates Remembers and uses access codes IDs some appropriate tools (measuring instruments, dictionary) or support resources (supervisor, DVD) from the immediate environment and uses them for a limited range of applications ACSF WORK EXAMPLES CHART READING WRITING ORAL COMMUNICATION Makes connection between Copies personal details on Uses common greetings highly familiar words and to a simple form and leave taking pictures/signs Copies familiar single Responds to simple Operate a photocopier words in spaces on requests for basic personal using recognition of simple forms/notes information numbers and highly Matches a picture to a Explains an absence using familiar visual texts word provided in a familiar single words Recognises own name and word list Follows short highly address on simple forms Copies a simple message familiar one step Recognises and orders instructions days of the week, months Practices asking basic of the year questions Matches money amounts to coins and notes Follows simple written or pictorial instructions eg simple signs and warnings, emergency stop procedures form machines, warnings such as ‘prohibited area’ and ‘wash hands before entering’ or safety symbols on chemical containers Reads and follows simple, familiar work timetable of schedule of activities based on own job Reads simple diagrams eg hand drawn map of local area Locates specific information from a short text, eg a memo about overtime Writes routine, familiar workplace-specific vocab and abbreviations Receives opens and replies to a simple workplace email message using short simple text Writes 1 or 2 sentences or notes to summarise work process eg notes key words to record personal action resulting from a team meeting Fills in details on a simple form eg leave application or payroll authority Uses common symbols to fill in a form e tick or cross Completes workplace checklists eg prestart inspections, stationery order Sends a short SMS to colleague or supervisor Tells a supervisor about a problem/hazard/defect Listens to short announcements and identifies key information such as own name or department Expresses a personal opinion or preference in a discussion with co-workers eg preferred roster days Asks questions and follows specific instructions in an immediate environment in order to complete a highly familiar procedure eg stop machine when a red light goes on Describes a routine task, using workplace specific vocab, supported by body language eg explains how to turn on a familiar piece of machinery or operate a piece of technology, such as a drink machine to a new worker Listens to and responds to short, clearly worded requests eg attends a meeting area, takes an early lunch break or indicates availability for weekend work NUMERACY Uses coins and notes to add the cost of two whole dollar amounts Locates biggest or smallest number in a small group Orders small group of numbers Marks key dates or events in a calendar Recognises, with support, and sorts familiar objects using different features such as shape, colour and size Identifies and compares familiar items, their quantities, sizes and costs eg checks the weight or length of a product against a job ticket Recognises safe handling weights of familiar objects eg gives a go ahead for a fellow worker to shift a package, box or pallet with appropriate equipment Reads time from a digital clock Uses a calculator to add whole numbers of stock of familiar items in a workplace store Reads digital weight scales and accurately copies onto a recording sheet Understands time-to-task allocations in a work instruction Uses a calendar to record info eg meeting times and dates Discusses specific info located in a simple graph or chart related to work eg simple production report or lost time injuries 30 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t LEVEL 2 LEVEL 3 LEARNING Locates key info for work instruction Discusses work goals and possible strategies with supervisor Tries to consider supervisor feedback when practising new skills Checks accuracy of data entries with colleague Makes to ‘to do’ list Accepts mentor guidance Acts as a team player by listening to the ideas of others and considering their needs IDs and accesses a small range of support resources. Attempts new tasks with an explicit purpose and limited number of steps Asks simple questions to help focus info search Volunteers to learn a new skill Schedules time for developing routine skills for work eg new software, database Approaches trusted colleagues to act as sounding board and mentor Contributes to problem solving Plans and organises a routine job, identifying possible risks and accessing relevant resources Participates in quality improvement processes, considering own and other’s priorities and commitments Learns how to use new software Independently accesses a range of support resources Poses some who/what/why /why questions to help focus info search Evaluates the reliability and validity of sources in familiar contexts ACSF WORK EXAMPLES CHART READING WRITING ORAL COMMUNICATION Interprets instructions Records simple and routine Participates in straightforward face to face which combine pictorial and info from a telephone written info eg directions on message on a message form discussions with customers or colleagues how to operate a piece of Writes brief operations Makes a phone call and machinery safely or routine based texts using an responds appropriately to step by step instructions for established format eg a questions or asks logging on to computer brief shift report, a menu, appropriate questions Listens to short, explicit network an order form or an WHS instructions for new work Reads a message from a incident report on a procedures and asks fellow roster eg note at shift standard pro-forma questions to clarify and change Completes forms eg WHS confirm Locates specific info from a records, expense Accurately passes on phone short text eg table of reimbursement, delivery messages employee benefits, a pay docket Explains routine procedures to others eg safety slip, own job description or Writes a list of ‘to do’ list procedures or fire drill work update from staff Write a brief message for Reports a problem, hazard, memo colleague eg shift change fault, defect to supervisor or Reads dials and scales on note serviceperson machinery equipment eg Write a brief dot-point Listens for specific automatic weigher, temp statement about procedure information in a formal dials, counters, temp dials, decided in a team meeting meeting Follows directions to air pressure gauge perform a sequence of routine tasks eg uses machinery, equipment such as fax or forklift, follows pre-start checks Selects and applies Write clear sequenced Deliver a short prepared talk to colleagues and responds procedures to perform a instructions for using range of tasks after reading routine technology eg office to questions Listens and responds to texts eg machinery manuals, equipment or machinery, routine customer SOPs or work instructions start up procedures complaints requiring limited Interprets info in a range of Write a routine report eg an negotiation formats eg memos, SMS, accident or incident report, Listens to clear, sequenced instructions of several steps, reports, spread sheets or summary of service and asks questions to clarify data presentations, tables, provided and confirm charts and other graphic Use email for routine Gives clear sequenced info like work flow charts communication instructions of several steps Uses software ‘help’ facility Takes notes in a short eg how to use a photocopier Reads and interprets dials discussion in order to or hand-held drill or how to and warning symbols inform work colleagues who log on to intranet Expresses an opinion Interprets info and makes were absent regarding use of technology suggestions on how info Communicates using radio may be applied equipment eg report to base on location of field emergency Canvasses a group of people for issues and views eg makes recommendations of food quality, changes to shift roster or identifies preferred activities for social club NUMERACY Correctly follows simple instructions and measures content in order to make a product eg the ingredients in a recipe or in mixing up weed control spray Records numbers or quantities of materials distributed or enters sales figures and data on a spread sheet a familiar computer or hand-held device IDs and names common uses of shapes in a familiar environment eg compares use of the shapes used for road of WHS danger signs Access and compares info eg calculates postage and fees for certified mail Calculates cost of two items and estimates change due after making a payment Decide on the cost per person for catering IDs uses and applications of shapes in differed contexts eg use of 2D and 3D shapes in building plans or in industrial packaging Selects, totals and orders items from a catalogue within budget et stationery order Prepares a bill of materials or parts list for a particular job eg to build a fence of set length, paint a room, calculate the amount of pesticide required Correctly enters data onto an electronic cash register and balances end of day transactions Uses devices to measure and record data and interpret the results eg uses a blood pressure machine, reads micrometres and temp gauges Correctly adjusts quantities and follows operating instructions, including measuring quantities in order to make a product of a smaller or larger size than specified eg adjusts and follows instructions specified for five litres of spray for volume of 20 litres, multiplies the recipe for a more pax, adjusted the chemical quantities for colouring needed for long hair. 31 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t LEVEL 4 LEARNING Organises own PD Actively seeks feedback Takes a leadership role Makes changes to work routine to meet deadlines Actively encourages others to learn Initiates team problem solving sessions Participates and contributes to change management Attempts complex and unfamiliar tasks Poses explicit questions to help focus planning of new tasks eg What do I need to achieve? Why is it important? How does it fit with what I already know? What questions do I have? Independently accesses a range of info resources Considers the reliability of info source against a range of criteria eg author’s background, intended audience and purpose or date of application ACSF WORK EXAMPLES CHART READING WRITING ORAL COMMUNICATION Gathers info for research Prepares an induction Provide constructive feedback eg trainee, service from a variety of sources manual or SOP, flowchart provider and critically analyses and Document roles, Determine client and reviews eg newspapers, responsibilities and stakeholder requirements journal articles, internet timeframes for a project to inform a design or sites, blogs, product reviews plan technical brief Reviews team members Compiles a report with Presents explanation of procedure to a group, individual work plans and input from a range of choosing language make recommendations for sources eg sales figures, appropriate to the audience skills development budget, project progress eg passes on info about new Reads a complex diagram Writes organisation work process and text to ID components procedures Actively participates in and procedures for dealing Prepares data for team meetings with technical fault or using graphs to compare Listens to a set of instructions detailing breakdown production output over a changes to processes and Understands texts period includes notes key changes and the describing interrelationships recommendations for reasons for the changes of events eg reviews improving production Sequence complex technical conflicting incident reports targets instructions to ensure to ID key issues and possible Write an instruction manual understanding, including follow up action, determine for new piece of machinery pitfalls to be avoided when training others to use suitability of cleaning Creates a range of formal machinery, appliances or chemicals for specific texts eg memos, letters to equipment environment clients, agendas, minutes Facilitates team discussions and negotiations eg suggested changes to work practices or implications of mission/vision statements NUMERACY Calculate the options and costs for the use of a fleet of vehicles eg compare the use of car versus motor bikes for courier service or comparing leasing cars versus outright purchase Develop an operating budget for task or project including the income from different sources Collects and accurately records data on to an appropriate device Interpret results and outcomes identifies anomalies or errors and responds appropriately by acting to correct processes or inputs Interprets and uses ratios and scales Represents statistical info and data Analyses and interprets data using graphical and numerical processes Calculates, compares and interprets probabilities of given or described events in both numerical and qualitative terms eg production numbers, faults or accidents Prepares a detailed budget for a project and manages expenditure, making adjustments to ensure the project is completed within budget 32 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t LEVEL 5 LEARNING Develops and presents complex project plan and methodology Monitors contracts Leads performance m’ment Uses trends and projections in future planning eg waste water management based on population growth trends IDs organisational issues and uses formal thinking techniques to develop a range of possible solutions Develop risk management plan, identifying possible risks and treatments Attempts complex tasks requiring sophisticated concepts and analysis that may continue over extended period eg major projects requiring research and recommendations Independently IDs, accesses and evaluates specialised resources and services Poses questions and develops hypotheses to focus the selection, organisation and prioritisation of info and ideas ACSF WORK EXAMPLES CHART READING WRITING ORAL COMMUNICATION Critically evaluates info on Writes a position paper or Explains technological possible management report based on analysis of concepts to a work group unfamiliar with the concepts courses as part of own data and stakeholder involved, using visual aids performance appraisal consultations such as photos and review Writes an organisation plan diagrams Identifies and extracts based on task analysis, Leads a discussion with a relevant info from complex worker input and financial focus group to explore solutions to complex diagrams, graphs and charts data problems eg tracks the source of non- Writes a case analysis Determines customer compliance through a report, including requirements though openworkplace process or recommendations for future ended questions analyses a diagram care Expresses own values and representing a business Prepares a contract for ideas through language process and IDs areas for service delivery choice as appropriate to improvement Writes a detailed procedural various contexts eg job interview or group Reads a detailed manual for text, including alternative discussions complex new machine and courses of action eg Negotiates a win/win highlights key info to be develops work instructions outcome with a work included in operator manual supported by graphics, colleague, demonstrating Reviews relevant national, taking into account diverse conflict resolution skills state and local legislation cultural and linguistic needs Leads or facilitates group discussion which explores and regulations relevant to Designs a survey to solutions to specific the job role accurately ascertain problems eg Reads detailed text customer satisfaction levels implementation issues describing a new and presents a process to arising from changing work organisational approach eg evaluate responses practices book on leading and managing change Reads executive summary to evaluate the validity of recommendations from WHS consultant NUMERACY Investigates financial options for business eg decides on a major purchase that would need to be financed, compares options, including interest paid and repayment schedules, and recommends best options Investigates and analyses organisational and logistical problems and documents and explains a mathematical solution eg transport logistics, works out the best options for choosing between different service providers whose charges are based on different initial fixed charges and hourly rates Investigate and analyse data on selected topic eg accident rates, sales figures or causes of contamination or pollution Presents comprehensive statistical analysis and develops recommendations Provides materials list for building project that requires trigonometric calculations to determine outcomes eg roof structure with bull nose veranda and 30o pitch Designs products using geometry and trigonometry or a CAD software package 33 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Demonstration - Define Workplace Activity – BSBWHS508A Workplace Activities Grid BSBWHS508A Manage WHS hazards associated with plant. What does this unit of competency look like in the workplace? Group Workplace ACTIVITY/JOB/TASK Learning Planning Organising ACSF Level Use workplace documents and equipment (hazard checks, measuring devices) to monitor and observe effectiveness of new risk controls. Develop risk control options such as JSAs, SOPs, training and skill requirements, PPE requirements 4 Implement new risk controls, SOPs, JSAs, training and skills matrix Problem solving Check that workplace plant SOPs, risk assessments, hazard checks and training requirements are compliant with WHS legislation. Conduct hazard check and risk assessment. Predict consequential incidents and injuries. Read and interpret key messages from relevant WHS legislation referenced in workplace policies about plant use and safety Reading Read and interpret current plant workplace SOPs, inductions, policies and procedures. 4 Read and interpret manufacturer’s guidelines, Australian Standards, state and federal licensing requirements Safe work guidance and Codes of Practice on current and new plant. Read employee training records. Write a purchase, installation and commissioning report to address WHS implications of plant Write a machine induction. Writing Write a Job Safety Analysis for purchase and installation. Write a skills matrix/or training needs analysis. Write a training timetable. Update employee skills matrix 34 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t 4 Write an SOP. Write a recommendation report on required risk controls for plant, to the health and safety committee. Conduct a hazard check on new plant Write a risk assessment report for state regulatory body, for management and for safety committee. Write a machine maintenance program. Write a maintenance report. Write recommendations for amendments to the machine SOP. Oral communication Write emails to employees, safety personnel and management to inform of training requirements. Presenting Induct new workers about their duties, rights and obligations when using particular plant Team work Meetings Conduct training session for new machinery. 4 Ask questions with machinery experts to gather safety information. Present risk assessment results in a meeting. Report on data about the machine such as emissions, noise levels and fluid pressure to input into risk assessment. Numeracy Measure using scales, dials and meters. Understand and compare measurement units. 4 Apply risk level using risk matrix for operating plant or installation of new plant. Access and download internal and external safety information. Record results of risk assessment on WHS data base Digital technology Use digital measuring device to monitor plant emissions for hazard check Update risk controls on WHS data base Use presentation software to advise individuals of their duties, rights and obligations via inductions Email to give and receive information. 35 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t NA FSKTP Foundation Skills Training Package – Writing units FSKWTG03 Write basic workplace information Element 1. Prepare to write basic workplace texts Performance Criteria 1.1 Recognise the audience and purpose of workplace text 1.2 Recognise text features 1.3 Identify relevant key personal or workplace information required in text 2. Use writing strategies to 2.1 Identify writing strategies to use when writing text write basic workplace texts 2.2 Write text using appropriate grammar and vocabulary and writing conventions 3. Review and finalise basic workplace texts Foundation Skills Skill 3.1 Check written text 3.2 Seek advice and assistance from supervisor or trainer on draft where required 3.3 Finalise text Performance Criteria Reading Description Reads fields on formatted text e.g. surname, address, date, signature Discusses text with others e.g. trainer or supervisor during planning, drafting, reviewing Oral Communication FSKWTG06 Write simple workplace information Element 1. Prepare to write simple workplace texts Performance Criteria 1.1 Identify the audience and purpose of workplace text 1.2 Identify text features 1.3 Plan to write text 2. Use drafting strategies to 2.1 Identify drafting strategies to use when writing simple workplace text write simple workplace 2.2 Write text using appropriate layout and organisation texts 2.3 Use appropriate grammar and vocabulary and writing conventions 3. Review and finalise simple workplace texts Foundation Skills Skill 3.1 Check draft text 3.2 Seek advice and assistance from supervisor or trainer on draft where required 3.3 Finalise text Performance Criteria Description Reading Reads fields or questions on formatted texts Oral Communication Confirms trainer or supervisor that text is appropriate to audience and purpose FSKTP Foundation Skills Training Package – Writing units 36 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t FSKWTG08 Complete routine formatted workplace texts Element 1.Prepare to complete routine workplace formatted texts Performance Criteria 1.1 Identify the audience and purpose of formatted text 1.2 Identify text features 1.3 Plan to write text 2. Draft routine workplace formatted texts 2.1 Use drafting strategies to write formatted text 2.2 Use appropriate grammar and vocabulary and writing conventions 3. Review and finalise routine workplace formatted texts 3.1 Review draft text 3.2 Revise and finalise text Foundation Skills Skill Performance Criteria Description Reading Reads required fields and/or questions on formatted texts Oral Communication Confirms with trainer or supervisor that text is appropriate to audience and purpose FSKWTG09 Write routine workplace texts Element 1. Prepare to write routine workplace texts Performance Criteria 1.1 Identify the audience and purpose of routine workplace text 1.2 Identify text features 1.3 Plan to write text 2. Draft routine workplace texts 2.1 Use drafting strategies to write routine workplace text 2.2 Use appropriate layout and organisation 2.3 Use appropriate grammar and vocabulary 2.4 Use appropriate writing conventions 3. Review and finalise routine workplace texts 3.1 Review text 3.2 Revise and finalise text Foundation Skills Skill Performance Criteria Description Reading Reads required fields and/or questions on formatted texts Oral Communication Confirms with trainer or supervisor that text is appropriate to audience and purpose FSKTP Foundation Skills Training Package – Writing units FSKWTG10 Write complex workplace texts 37 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Element Performance Criteria 1. Prepare to write complex 1.1 Identify audience and purpose of complex text workplace texts 1.2 Identify text features 1.3 Plan to write text 2. Draft complex workplace 2.1 Use drafting strategies to write complex text texts 2.2 Use appropriate layout and organisation 2.3 Use appropriate grammar and vocabulary and writing conventions 3. Review and finalise complex workplace texts Foundation Skills Skill 3.1 Critically review draft text 3.2 Revise and finalise text Performance Criteria Oral Communication Description Confirms with trainer or supervisor that text is appropriate to audience and purpose FSKWTG11 Write highly complex workplace texts Element Performance Criteria 1. Prepare to write highly complex workplace texts 1.1 Identify audience and purpose of a highly complex text 1.2 Identify text features 1.3 Plan to write text 2. Draft highly complex workplace texts 2.1 Use drafting strategies to write complex text 2.2 Use appropriate layout and organisation 2.3 Use appropriate language features and writing conventions 3. Review and finalise highly complex workplace texts 3.1 Review and critically reflect on draft text 3.2 Revise and finalise text Foundation Skills Skill Performance Criteria Oral Communication Description Confirms with trainer or supervisor that text is appropriate to audience and purpose 38 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Demonstration - Evaluation - BSBWHS508 Manage WHS Hazards for plant Assessment Task: Prepare a report for the purchase of plant 1. Does the task reflect real workplace activity? Realistically report will be prepared ahead of purchasing plant, including consultation and consideration of impact on business – financially and operationally. Who will be impacted, what will need to be addressed. Discussion with class team and teacher simulated workplace discussion to understand the scope of what is needed / to be done. Timelines for reports are generally established. 2. Does the task reflect real workplace standard? The steps guide how this activity will be completed to a workplace standard. Reference is made to check accuracy of material and seek feedback on a draft presentation with their Supervisor. Workplace reports will allow for introduction / purpose plus recommendations and conclusions Accuracy of spelling and suitable presentation and layout is expected Reference is made to consider organisational policy and procedures and compliance Timeframes are met with drafting / revisions and final document Likely expectation of a software generated document 3. Is it user friendly? Are the students’ instructions easy to follow? In logical order? Instructions are presented at start of task, establish team activity and opportunity to discuss to fully understand Are the expectations clear? (principles of assessment) Advice provided on what to include – Make sure you include introduction and conclusion Fill in this table and insert Check your spelling Type on computer Do the instructions help the student prepare? (principles of assessment) Direction to discuss to confirm understanding to avoid error, Questions provide ‘signpost’ for preparation. Are the questions delivered one at a time? Each step has a distinct purpose Are the assessment task questions in logical sequence Steps are in order and build on the proceeding point. Is the format suitable? Easy to read, provided instructions, titles underlined, numbering with sufficient white space for ease of reading. Use of some pictograms. Bullets and bold emphasis to enhance reading strategies Is the volume of response clear? Clear expectations about skills and knowledge to be demonstrated and scope to be presented – hand out, role play, reflection, questions. 39 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Guided Practice 40 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Guided Practice – Identify foundation skills – BSBCMM201A BSBCMM201A Communicate in the workplace ELEMENT 1. Gather, convey and receive information and ideas PERFORMANCE CRITERIA 1.1. Collect information to achieve work responsibilities from appropriate sources 1.2. Use method/s and/or equipment to communicate appropriate ideas and information to the audience 1.3. Use effective listening and speaking skills in verbal communication 1.4. Seek input from internal and external sources to develop and refine new ideas and approaches 1.5. Respond to instructions or enquiries promptly and in accordance with organisational requirements 2. Complete workplace documentation and correspondence 2.1. Present written information and ideas in clear and concise language to ensure the intended meaning of correspondence is understood by recipient 2.2. Draft and present correspondence within designated time lines 2.3. Ensure presentation of written information meets organisational standards of style, format and accuracy 2.4. Complete workplace forms and documentation in a clear, concise and easy to read format 3. Communicate in a way 3.1. Value all individuals and treat them with respect, courtesy and sensitivity that responds positively to 3.2. Take into consideration cultural differences in all verbal and non-verbal individual differences communication 3.3. Use communication to develop and maintain positive relationships, mutual trust and confidence Make efforts to use basic strategies to overcome language barriers 3.5. Ensure that behaviour is consistent with legislative requirements, enterprise guidelines and/or social protocols REQUIRED SKILLS AND KNOWLEDGE Required skills communication skills to request advice, to receive feedback and to work with a team culturally appropriate communication skills to relate to people from diverse backgrounds and people with diverse abilities literacy skills to identify work requirements, and to understand and process basic workplace documentation organisational skills to plan work priorities and arrangements technology skills to select and use technology appropriate to communication tasks. Required knowledge Key provisions of relevant legislation from all forms of government that may affect aspects of business operations, such as: o anti-discrimination legislation o ethical principles o codes of practice o privacy laws o occupational health and safety (OHS) organisational policies, plans and procedures, especially style guide spelling, grammar and punctuation. 41 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Guided Practice – Define Workplace Activity Workplace Activities Grid Unit of Competency: Learning What does this unit of competency look like in the workplace? Foundation Skill Group Workplace ACTIVITY/JOB/TASK Planning Organising Problem solving Reading Writing Oral communication Presenting Team work Meetings Numeracy Digital technology 42 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t ACSF Level Foundation Skills Training Package - Oral Communication – Performance Level 3 FSKOCM06 Use oral communication skills to participate in workplace teams Elements and Performance Criteria Element Performance Criteria 1. Plan to interact in workplace teams 1.1 Identify purpose of interaction 2. Interact effectively in workplace teams 2.1 Use oral communication strategies 1.2 Identify oral communication strategies to communicate effectively in a team 2.2 Use appropriate grammar, vocabulary and pronunciation 2.3 Use appropriate non-verbal communication 3. Review own performance 3.1 Seek feedback on effectiveness of communication for team participation 3.2 Evaluate own performance to identify areas for improvement FSKOCM07 Interact effectively with others at work Elements and Performance Criteria Element Performance Criteria 1. Prepare to interact with others at work 1.1 Identify the audience and purpose of the interaction 2. Participate in interactions with others at work 2.1 Use oral communication strategies to communicate effectively 1.2 Identify the oral communication strategies for spoken interaction 2.2 Use appropriate grammar, vocabulary and pronunciation 2.3 Use appropriate non-verbal communication strategies 3. Review own performance 3.1 Seek feedback on effectiveness of interaction with others at work 3.2 Evaluate own performance to identify strategies for improvement 43 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Blank page for drafting assessment tool 44 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Blank page for drafting assessment tool 45 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Blank page for drafting assessment tool 46 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Blank page for drafting assessment tool 47 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Guided Practice - Evaluation of Assessment – BSBCMM201A / FSKOCM06 Assessment Task : Present information at team meeting to update on changes to legislation 1. Does the task reflect real workplace activity? 2. Does the task reflect real workplace standard? 3. Is it user friendly? Are the students’ instructions easy to follow? In logical order? Are the expectations clear? (principles of assessment) Do the instructions help the student prepare? (principles of assessment) Are the questions delivered one at a time? Are the assessment task questions in logical sequence Is the format suitable? Is the volume of response clear? 48 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Independent Performance 49 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Independent Performance – Define Workplace Activity Workplace Activities Grid Unit of Competency: Learning What does this unit of competency look like in the workplace? Foundation Skill Group Workplace ACTIVITY/JOB/TASK Planning Organising Problem solving Reading Writing Oral communication Presenting Team work Meetings Numeracy Digital technology 50 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t ACSF Level Independent Performance - Evaluation of Assessment Assessment Task : 1. Does the task reflect real workplace activity? 2. Does the task reflect real workplace standard? 3. Is it user friendly? Are the students’ instructions easy to follow? In logical order? Are the expectations clear? (principles of assessment) Do the instructions help the student prepare? (principles of assessment) Are the questions delivered one at a time? Are the assessment task questions in logical sequence Is the format suitable? Is the volume of response clear? 51 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Blank page for drafting assessment tool 52 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Blank page for drafting assessment tool 53 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t Blank page for drafting assessment tool 54 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t 55 | P a g e F o u n d a t i o n S k i l l s f o r A s s e s s m e n t
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