THE AUSTRALIAN CORE SKILLS FRAMEWORK ACSF
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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