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