1.1 Access nationally recognized training products and identify their core skill demands

Nationally Recognised Training Products (NRTPs) refer to the qualifications, units of competency, skill sets, and accredited courses recognized by the Australian Skills Quality Authority (ASQA) and other regulatory bodies in Australia. These products are part of the Vocational Education and Training (VET) system. They are designed to ensure consistency, quality, and national recognition of skills and qualifications across various industries and occupations.

In integrating core skills support into training and assessment, NRTPs are the foundation for developing and delivering training programs. They provide a standardized framework that outlines the skills, knowledge, and performance criteria required for specific job roles or industries.

Examples of Nationally Recognised Training Products include:

When integrating core skills support into training and assessment, training providers and educators refer to these NRTPs to identify the core skills that need to be developed and assessed within the context of a particular qualification, a unit of competency, or a skill set. This integration ensures that learners not only acquire vocational or technical skills but also develop essential core skills such as literacy, numeracy, communication, problem-solving, and teamwork, which are vital for success in the workplace.

By aligning core skills development with the requirements and performance criteria outlined in the nationally recognized training products, training providers can ensure that their programs are relevant, meet industry needs, and provide learners with comprehensive skills to thrive in their chosen occupations.

Below are some examples of nationally recognized training products and how core skills support can be integrated into training and assessment:

Certificate III in Aged Care

This qualification is designed for individuals working in the aged care sector. Core skills support can be integrated by incorporating activities and assessments focusing on communication skills, including effective verbal and written communication with elderly clients and their families. Numeracy skills can be developed through tasks such as medication calculations, and problem-solving skills can be assessed by presenting scenarios where learners need to address common challenges in aged care settings.

Diploma of Business Administration

This qualification is suitable for individuals working in administrative or office management roles. Core skills support can be integrated by emphasizing communication skills, both written and verbal, to effectively interact with clients, colleagues, and stakeholders. Digital literacy can be incorporated by incorporating tasks that require the use of productivity software, data analysis tools, or online collaboration platforms. Problem-solving and decision-making skills can be assessed through case studies or simulated business scenarios.

Certificate IV in Information Technology Support

This qualification is designed for individuals working in the IT support field. Core skills support can be integrated by focusing on digital literacy skills, including troubleshooting common computer and software issues, using remote support tools, and effectively communicating technical information to non-technical users. Problem-solving skills can be assessed through practical tasks that require identifying and resolving IT-related problems, and teamwork skills can be developed through collaborative projects or group assignments.

Certificate III in Hospitality

This qualification is relevant for individuals working in the hospitality industry. Core skills support can be integrated by incorporating activities and assessments that emphasize communication skills in customer service, such as effective listening, responding to customer inquiries, and handling customer complaints. Numeracy skills can be developed through tasks involving cash handling, calculating bills, or managing inventory. Problem-solving skills can be assessed through scenarios that require resolving customer service issues or managing unexpected situations in a hospitality environment.

Certificate III in Early Childhood Education and Care

This qualification is suitable for individuals working in the early childhood education and care sector. Core skills support can be integrated by focusing on communication skills in working with children, families, and colleagues. Activities can include creating communication plans, developing engaging communication strategies, and effectively documenting children’s progress. Problem-solving skills can be assessed by presenting scenarios that require identifying and addressing challenges in early childhood settings, such as behavior management or health and safety concerns.

In each of the given examples, integrating core skills support into training and assessment involves incorporating relevant activities, assessments, and contextualized scenarios that allow learners to develop and demonstrate their proficiency in core skills. This ensures that learners acquire not only the technical knowledge and skills specific to their industry but also the essential foundation skills required for effective job performance.

Core skills are the essential skills and knowledge that individuals need to effectively perform their job roles. Integrating core skills support into training and assessment is crucial to ensure that learners develop a well-rounded skillset that meets industry requirements.

Core skill demands refer to the foundational skills and knowledge that are essential for successful performance in a specific industry or occupation. These skills are typically defined within the relevant training package or qualification. They encompass a range of skills, including communication, numeracy, digital literacy, problem-solving, teamwork, and customer service. Core skill demands reflect the key abilities and competencies required for effective job performance and contribute to overall workplace productivity and success.

The specific core skill demands can vary depending on the industry, occupation, and qualification. Here are some examples of core skills demanded in various industries:

• Communication: Effective verbal and written communication skills, active listening, and the ability to convey information clearly and professionally.
• Numeracy: Basic numeracy skills, including the ability to perform calculations, interpret data, and understand relevant mathematical concepts within the job context.
• Digital Literacy: Proficiency in using digital technologies, such as computers, software applications, internet browsing, and online communication tools.
• Problem-solving: Critical thinking, analytical skills, and the ability to identify and solve problems systematically and logically.
• Teamwork: Collaboration, cooperation, and the ability to work effectively with others, contributing to a positive and productive team environment.
• Customer Service: Interpersonal skills, empathy, and the ability to provide high-quality service to customers, understanding their needs and resolving issues.
• Occupational Health and Safety: Knowledge of and adherence to workplace health and safety regulations, including identifying and mitigating risks, and promoting a safe work environment.

To ensure learners develop the necessary core skills, trainers and assessors must integrate core skills support into the training and assessment process. This involves:

The integration of core skills support into training and assessment enables learners to acquire not only the technical knowledge and skills but also the foundational competencies necessary for success in their chosen industry. This holistic approach ensures that learners are equipped with the essential skills demanded by the industry and are better prepared to meet workplace expectations and contribute effectively to the workforce.

1.1.1 Accessing Nationally Recognised Training Products

Accessing nationally recognized training products refers to the process of obtaining and utilizing training resources and materials that have been officially recognized and accredited by the Australian government through its vocational education and training (VET) system. These training products are designed to meet industry standards and requirements and are developed by registered training organizations (RTOs) in collaboration with industry experts.

In the context of integrating core skills support into training and assessment, accessing nationally recognized training products involves identifying and utilizing relevant training materials that explicitly incorporate core skills development. core skills, such as reading, writing, oral communication, numeracy, and digital literacy, are considered essential for workplace performance and are embedded within the training products to enhance learners’ overall capabilities.

Accessing these training products is important for trainers and assessors as it provides them with a structured and standardized framework to deliver effective training and assessment that aligns with industry needs. By accessing nationally recognized training products, trainers can ensure that their training programs address the core skill demands of the workplace and equip learners with the necessary skills and knowledge to succeed in their chosen field.

Importance of Accessing Nationally Recognised Training Products

Accessing nationally recognized training products and integrating core skills support into training and assessment is of significant importance for several reasons:

Alignment with industry standards:

Nationally recognized training products are developed in close collaboration with industry experts and stakeholders. They are designed to meet the specific skill requirements and industry standards of various sectors. By accessing these training products, trainers can ensure that their training and assessment align with the current industry expectations and provide learners with the skills and knowledge that are relevant and in demand.

Consistency and standardization:

Nationally recognized training products provide a standardized framework for training and assessment. They establish a common set of criteria, learning outcomes, and performance standards that are recognized and accepted across the country. This consistency ensures that learners receive consistent and high-quality training regardless of their geographical location or training provider. It also facilitates the transferability of qualifications and enhances the credibility and portability of the skills obtained.

Recognition and accreditation:

Training programs based on nationally recognized training products are accredited by the Australian government and are nationally recognized. This recognition adds value to the qualifications obtained by learners, making them more employable and enhancing their career prospects. Employers often prefer candidates with nationally recognized qualifications as they ensure the individual’s skills and knowledge in a particular field.

Core skills development:

Integrating core skills support into training and assessment is crucial for enhancing learners’ employability and workplace performance. Core skills, such as communication, numeracy, problem-solving, and digital literacy, are essential across various industries and job roles. Accessing nationally recognized training products ensures that core skills development is explicitly addressed and integrated into the training materials and assessment processes. This enables learners to acquire not only technical skills but also the foundational skills necessary to succeed in the workplace and adapt to changing demands.

Compliance with regulatory requirements:

Accessing and utilizing nationally recognized training products is essential for compliance with the regulatory requirements set by the Australian Skills Quality Authority (ASQA) and other regulatory bodies. Trainers and training providers need to meet these requirements to maintain their registration and deliver accredited training programs. By accessing recognized training products, trainers can ensure that they meet the necessary compliance standards and provide training that meets the required quality benchmarks.

In summary, accessing nationally recognized training products and integrating core skills support into training and assessment is vital for ensuring that training programs are aligned with industry standards, consistent in their delivery, recognized nationally, and equipped to develop the essential skills required for workplace success. It enhances the quality, relevance, and credibility of the training provided, benefiting both learners and the overall workforce.

Steps in Accessing Nationally Recognised Training Products

Vocational Education and Training (VET) teachers, trainers, and assessors can access nationally recognized training products to integrate core skills support into their training and assessment practices by following these steps:

1. Determine the specific training package that aligns with the vocational area or qualification being taught, trained, or assessed. Each industry or vocational area has its training package that outlines the required skills and knowledge for that particular field.

2. Access the Training.gov.au website (https://training.gov.au/) which serves as the official national register of vocational education and training in Australia. It provides access to training packages, qualifications, units of competency, and other related information.

3. Use the search function on the Training.gov.au website to find the relevant training product. Trainers, teachers, and assessors can search by the title, code, or keyword related to the qualification or unit of competency they are interested in. Refine the search to locate the specific training product that aligns with your needs.

4. Once they have identified the training product, teachers, trainers, and assessors access the associated documentation. This may include qualification frameworks, units of competency, skill sets, or assessment guidelines. These documents provide detailed information about the required skills, knowledge, and performance criteria for the specific qualification or unit.

5. Within the training product documentation, review the core skill requirements specified for each qualification or unit of competency. These requirements may be explicitly outlined under foundation skills or core skill elements. Note the specific literacy, numeracy, problem-solving, or digital literacy skills that are identified as core skills within the training product.

6. Review the performance criteria and assessment requirements outlined within the units of competency. Look for references to core skills within these criteria, such as language or terminology that implies the need for core skills. Consider how these requirements can be integrated into the training and assessment activities to support the development of core skills among learners.

7. If needed, reach out to the relevant industry bodies, VET regulators, or professional development organizations for additional support and guidance. These entities can provide clarification on the core skill requirements and offer resources, workshops, or training programs to assist in integrating core skills support effectively.

By following the given steps, VET teachers, trainers, and assessors can access nationally recognized training products and gain insights into the core skill requirements. This understanding enables them to design and deliver training programs that incorporate core skills support into the curriculum, assessments, and learning activities, enhancing the overall quality and effectiveness of vocational education and training.

1.1.2 Identifying the Core Skill Demands of Nationally Recognised Training Products

Nationally recognized training products, such as training packages, qualifications, and units of competency, outline the skills, knowledge, and performance criteria necessary for individuals to be competent in a particular industry or occupation. These training products are developed in consultation with industry experts and stakeholders to ensure they reflect the current and future skill needs of the workforce.

Integrating core skills support into training and assessment involves incorporating the development and assessment of foundational skills, such as literacy, numeracy, problem-solving, and digital literacy, alongside specific technical or vocational skills. It recognizes that these core skills are essential for individuals to succeed in the workplace and adapt to the evolving demands of the modern workforce.

Identifying the core skill demands within nationally recognized training products involves a careful analysis of the training product documentation. This analysis helps trainers and assessors understand which core skills are explicitly stated as requirements within the performance criteria, foundation skills, or other relevant sections of the training products. It also involves recognizing any implicit references to core skills that may be indicated by the language, terminology, or tasks described within the training product.

By identifying the core skill demands, trainers and assessors can design training programs that explicitly address and develop these skills. They can incorporate learning activities, resources, and assessments that support the acquisition and application of core skills alongside the technical content. This integration ensures that learners receive a comprehensive and well-rounded education, equipping them with the necessary foundational abilities for workplace success.

Furthermore, identifying the core skill demands helps in designing assessment tasks and criteria that accurately measure learners’ proficiency in core skills. It ensures that the assessment methods align with the core skills outlined in the training products, providing learners with opportunities to demonstrate their competency in these areas.

Importance of Identifying the Core Skill Demands of Nationally Recognised Training Products

Identifying the core skill demands of nationally recognized training products is of paramount importance when it comes to integrating core skills support into training and assessment.

Here are some key reasons why identifying core skill demands is crucial:

Aligning Training with Industry Requirements:

Nationally recognized training products are developed in collaboration with industry experts to ensure that the qualifications and units of competency reflect the current and future skill needs of specific industries. By identifying the core skill demands within these training products, trainers and assessors can align their training programs with the industry requirements. This alignment enhances the relevance and applicability of the training, equipping learners with the essential skills needed in the workplace.

Addressing Learners’ Foundation Skills:

Integrating core skills support into training and assessment is essential for addressing learners’ foundation skills. Core skills, such as literacy, numeracy, problem-solving, and digital literacy, provide the foundation upon which other technical or vocational skills are built. By identifying the core skill demands, trainers and assessors can design targeted interventions and activities to support learners in developing these foundational abilities. This ensures that learners have the necessary skills to succeed in their vocational pursuits.

Enhancing Learners’ Employability:

Employers highly value core skills as they contribute to an individual’s overall employability. By integrating core skills support into training and assessment, learners develop transferable skills that can be applied across various industries and job roles. Identifying the core skill demands within nationally recognized training products allows trainers and assessors to focus on developing the skills that are in high demand in the labor market, increasing learners’ chances of securing employment and adapting to changing workplace requirements.

Improving Training Program Design:

Identifying the core skill demands enables trainers to design more effective training programs. By understanding the explicit and implicit references to core skills within the training products, trainers can structure their programs to incorporate targeted learning activities, resources, and assessments that develop these skills. This results in more focused and comprehensive training experiences that better meet the needs of learners.

Enhancing Assessment Validity:

Accurate assessment of learners’ skills and knowledge requires aligning assessment tasks with the core skill demands outlined in the training products. By identifying the core skill demands, assessors can design assessments that effectively measure learners’ proficiency in these skills. This improves the validity of the assessments, ensuring that learners are assessed on the critical skills required for success in their chosen field.

Promoting Lifelong Learning:

Integrating core skills support into training and assessment fosters a culture of lifelong learning. Explicitly identifying and Integrating core skills support into training and assessment fosters a culture of lifelong learning. By explicitly identifying and addressing the core skill demands, learners are equipped with skills that extend beyond their immediate vocational needs. These skills empower individuals to adapt to new technologies, industry trends, and evolving workplace demands, fostering a continuous learning mindset throughout their careers.

Overall, identifying the core skill demands of nationally recognized training products is crucial for ensuring the relevance, quality, and effectiveness of vocational education and training. It facilitates the integration of core skills support into training and assessment, benefiting learners by equipping them with the essential skills needed for success in the workplace and promoting their long-term employability.

Steps in Identifying the Core Skill Demands of Nationally Recognised Training Products

Vocational Education and Training (VET) teachers, trainers, and assessors can follow these steps to identify the core skill demands of nationally recognized training products and integrate core skills support into training and assessment:

1. Familiarise themselves with the specific training package or qualification that they will be delivering. Understand the units of competency, performance criteria, and associated core skills requirements.

2. Examine the requirements of each unit of competency within the training package. Look for explicit references to core skills such as reading, writing, oral communication, numeracy, and digital literacy. Pay attention to performance criteria, knowledge evidence, and performance evidence related to core skills.

3. Many training packages are accompanied by support materials provided by the relevant industry skills council or training organization. These materials may include additional guidance on the integration of core skills. Review these materials to gain a deeper understanding of the core skill demands within the training package.

4. Engage in professional development opportunities that focus on core skills integration. Attend workshops, conferences, or webinars that provide insights and strategies for identifying and addressing core skill demands within vocational training. Stay updated with the latest developments in core skills integration in the VET sector.

5. Engage in discussions and collaboration with industry experts, colleagues, and other VET professionals. Share knowledge and experiences related to core skills integration. Collaborate on identifying core skill demands specific to the industry sector in the teaching is taking place.

6. Assessment guides and tools provided within the training package can be valuable resources for identifying core skill demands. Analyze the assessment requirements and criteria to identify any explicit or implicit core skill requirements. Align assessment tasks with core skill development.

7. Actively seek feedback from learners and industry stakeholders regarding the core skill demands required in the workplace. Gather insights on the core skills that learners need to develop for effective performance in their chosen field. Incorporate this feedback into your training and assessment strategies.

8. Keep abreast of the latest research, best practices, and resources related to core skills integration. Participate in professional development activities that focus on improving your knowledge and skills in identifying and addressing core skill demands.

By following these steps, VET teachers, trainers, and assessors can effectively identify the core skill demands of nationally recognized training products and integrate core skills support into their training and assessment practices. This ensures that learners receive the necessary core skills development alongside their vocational training, preparing them for success in the workplace and addressing industry demands.

1.2 Identify core skill demands essential to the workplace context and workplace performance

1.2.1 Overview of Core Skill Demands in the Workplace that Relate to the Nationally Recognised Training Products (KE 5.0)

Integrating core skills support into training and assessment involves recognizing and addressing the core skill demands in the workplace that relate to the nationally recognized training products described in the performance evidence. These core skills, also known as employability skills or soft skills, are essential for success in any workplace and underpin an individual’s ability to excel in their chosen occupation.

The performance evidence, on the other hand, is a key component of a unit of competency within a training product. It outlines the tasks and activities learners must demonstrate to show they have achieved the required competency.

Here is an overview of how core skill demands are identified and integrated into training and assessment of the performance evidence:

1. Understanding the Performance Evidence:

Trainers and assessors begin by thoroughly understanding the performance evidence described in the unit of competency. This evidence outlines the specific tasks and activities that learners must perform to demonstrate their competence. It includes descriptions of what learners need to do, the context in which they need to do it, the required outcomes, and any other relevant information related to the demonstration of competency.

2. Identifying Core Skill Demands:

Next, trainers and assessors carefully analyze the performance evidence to identify the core skill demands required for successful task completion. Core skill demands are foundational skills, like literacy, numeracy, problem-solving, and digital literacy, that learners must effectively perform the tasks described in the performance evidence. These core skills are often implicit within the performance criteria and are vital for learners to demonstrate competency in their chosen field.

Some of the key core skills demanded in the workplace that relate to the performance evidence include:

3. Designing Core Skill Support Activities:

Once the core skill demands are identified, trainers design training activities that explicitly address these demands. For example:

4. Implementing Core Skill Support in Training:

During the training phase, trainers incorporate core skill support activities into the overall learning program. These activities are integrated with technical or vocational training content to provide learners with a comprehensive learning experience. Core skill support can be delivered through various methods, such as interactive workshops, practical exercises, online modules, or peer discussions.

5. Assessing Core Skill Proficiency:

In the assessment phase, assessors ensure that learners’ core skill proficiency is adequately measured. Assessment tasks should be designed to capture learners’ ability to apply core skills in real-world workplace scenarios. This could involve tasks such as reading and interpreting workplace documents, solving practical problems, or presenting information using digital tools.

6. Providing Individualised Support:

Trainers and assessors may identify learners who require additional core skills support and provide individualized assistance or targeted interventions to address any skill gaps. Personalized support helps learners overcome specific challenges and enhances their overall competency.

1.2.2 Identifying Core Skill Demands of Workplace Tasks and Texts (KE 5.0)

Workplace tasks and texts refer to the various activities and written materials encountered professionally. These tasks and texts can vary depending on the industry, job role, and specific work environment.

Workplace tasks

Workplace tasks refer to the specific activities and duties that employees perform as part of their job roles within a workplace setting. These tasks can vary depending on the industry, occupation, and specific job requirements.

Workplace tasks encompass a wide range of activities that employees are expected to carry out to contribute to the functioning and productivity of the organization. Examples of workplace tasks can include:

Communication Tasks

These tasks involve exchanging information, either verbally or in writing, with colleagues, clients, or customers. Examples include writing emails, reports, or memos, conducting meetings, or making presentations.

Problem-Solving Tasks

Employees may be required to identify and analyze problems within their work environment and develop effective solutions. This can involve critical thinking, data analysis, and decision-making.

Technical Tasks

Depending on the nature of the job, employees may need to perform specific technical tasks related to their industry or occupation. For example, in the construction industry, tasks could include using specific tools or equipment, reading blueprints, or performing calculations.

Health and Safety Tasks

Ensuring a safe working environment is essential in all workplaces. Employees may need to follow safety protocols, use safety equipment, or conduct risk assessments.

Customer Service Tasks

In customer-facing roles, employees may be responsible for providing assistance, answering inquiries, or resolving customer issues effectively.

Team Collaboration Tasks

Many jobs require collaboration with colleagues and team members to achieve common goals. This could involve participating in team meetings, contributing to group projects, or coordinating tasks with others.

Administrative Tasks

These tasks involve organizing and managing various administrative duties, such as scheduling appointments, record-keeping, and maintaining files.

Numerical Tasks

Employees in various roles may need to use numerical information, such as calculating costs, budgets, or quantities, depending on the nature of the job.

Workplace texts

Workplace texts refer to the various types of written, oral, or digital communication that are commonly encountered and produced within a workplace setting. These texts are essential for employees to perform their job tasks and fulfill their work responsibilities effectively.

Workplace texts can include, but are not limited to:

• Emails: Written electronic communications sent and received within the workplace, often used for internal and external communication with colleagues, clients, or suppliers.
• Reports: Comprehensive documents that present information, data, and analysis on various aspects of the business or project.
• Memos: Brief written messages used to communicate important information or updates within the workplace.
• Manuals and Instructions: Documents providing guidelines and step-by-step instructions on operating equipment, performing tasks, or following specific procedures.
• Policies and Procedures: Written guidelines and rules that govern the conduct of employees within the organization.
• Workplace Forms: Standardised documents used for administrative purposes, such as leave applications, expense reports, or incident reports.
• Job Advertisements and Descriptions: Texts used for recruiting new employees, outlining the roles and responsibilities of a specific job position.
• Training Materials: Texts used in training programs and workshops to impart knowledge and develop specific skills required for the job.
• Meeting Agendas and Minutes: Texts used to plan and document the proceedings and outcomes of workplace meetings.
• Client Communications: Communication with customers or clients, such as proposals, contracts, or customer service interactions.
• Presentations: Oral or visual texts used to convey information, updates, or reports to colleagues or clients.
• Safety Procedures and Signs: Written and visual texts that communicate workplace safety instructions and guidelines.

When identifying the core skill demands of workplace tasks and texts, trainers and assessors consider how well learners can comprehend, produce, and effectively use these types of workplace texts. Integrating core skills support involves providing learners with the necessary skills to confidently navigate and engage with various workplace texts. This ensures that learners are equipped with the communication and problem-solving abilities required to succeed in their chosen vocations and contribute effectively to the workforce.

Steps in Identifying Core Skill Demands of Workplace Tasks and Texts

Identifying Core Skill Demands of Workplace Tasks

Identifying the core skill demands of workplace tasks is an important step in integrating core skills support into training and assessment.

Here are the steps involved in this process:

1. Conduct a thorough task analysis to identify the skills required to effectively perform various workplace tasks. It involves breaking down each task into steps and determining the core skills necessary for successful completion.

2. Engage with industry experts, employers, and employees to gather insights into the core skills they consider essential for performing the tasks effectively. This consultation helps ensure that the identified core skills align with the real-world demands of the workplace.

3. Refer to occupational standards, industry frameworks, and competency profiles that define the expected skills and knowledge for specific job roles or industries. These standards can guide the core skills required for each role and help ensure consistency across different workplaces.

4. Conduct research and surveys to gather data on current and emerging trends in the workplace. These can involve analyzing job advertisements, conducting interviews with employers and employees, and exploring industry reports to identify the core skills in demand.

5. Once the core skills have been identified, map them to the relevant workplace tasks and job roles. This mapping helps establish a clear connection between the skills required and the tasks performed in a particular work context.

6. Prioritise the core skills based on their significance and frequency in the workplace. Some skills may be critical for most tasks, while others may be specific to certain roles or industries. Prioritization ensures that the most important skills receive focused attention in training and assessment programs.

7. Incorporate the identified core skills into training and assessment programs by integrating them into the curriculum, learning materials, and assessment criteria. Ensure that the training programs provide opportunities for learners to develop and demonstrate these skills practically and meaningfully.

8. Regularly review and update the core skill demands based on changes in industry requirements, technological advancements, and evolving workplace practices. It is essential to keep the core skill demands aligned with the current and future needs of the workforce.

By following these steps, training and assessment programs can effectively integrate core skills support, ensuring that learners are equipped with the necessary skills to meet workplace demands.

Identifying Core Skill Demands of Workplace Texts

Identifying the core skill demands of workplace texts is essential in integrating core skills support into training and assessment.

Here is a step-by-step guide to navigating this process:

1. Become familiar with the Core Skills Framework in Australia, which includes the following key skills – reading, writing, oral communication, numeracy, and learning. Gain a clear understanding of the specific components and levels of each skill.

2. Identify the industry or sector for which it is necessary to assess core skill demands. Different industries have distinct workplace texts and communication requirements. Consider the specific context, such as office environments, healthcare settings, or construction sites.

3. Engage with industry experts, employers, and experienced professionals in the chosen sector. Conduct interviews, surveys, or focus groups to gain insights into the core skill demands of workplace texts. Ask about the types of texts used, the skills required to understand and produce them effectively, and any challenges employees face.

4. Gather a variety of workplace texts relevant to the chosen industry. These may include emails, reports, memos, job instructions, safety manuals, or other written or oral communication materials. Analyze these texts to identify the language features, structure, complexity, and skills required to accurately comprehend and respond to them.

5. Based on the analysis of workplace texts, identify the core skill demands within each text type. Determine which skills, such as reading comprehension, writing clarity, numeracy calculations, or oral communication, are crucial for understanding and effectively engaging with the texts.

6. Having identified the core skill demands, align them with the existing training and assessment frameworks. Determine how the identified core skills can be integrated into the training curriculum and assessment methods. Ensure that the training programs adequately address these skills and provide opportunities for learners to develop and apply them.

7. Create or modify learning resources, materials, and assessment tools that explicitly address the identified core skill demands. These resources allow learners to practice and develop their skills in workplace texts. Use real-world examples and scenarios to make the learning experience more authentic and relevant.

8. Continuously monitor learners’ progress in developing core skills related to workplace texts. Regularly assess their competence through formative and summative assessments. Evaluate the effectiveness of the integrated core skills support in the training and make adjustments as necessary.

By following these steps, it is possible to successfully identify the core skill demands of workplace texts and integrate core skills support into training and assessment programs. It is necessary to adapt the process to the specific needs and requirements of the chosen industry and context.

1.2.3 Strategies for Identifying Core Skill Demands in Nationally Recognised Training Products, Workplace Tasks and Texts, Learning Tasks and Texts, and Assessment Tasks and Texts (KE 7.0)

The strategies outlined are specifically for identifying the core skill demands within different contexts, such as nationally recognized training products, workplace tasks and texts, learning tasks and texts, and assessment tasks and texts. These strategies aim to help trainers and assessors understand and determine the core skills that are required or assessed in each of these areas.

What Individuals Need to Read (KE 7.1)

Integrating core skills support into training and assessment involves identifying the core skill demands within nationally recognized training products, workplace tasks and texts, learning tasks and texts, and assessment tasks and texts.

Following is a detailed explanation of strategies for identifying core skill demands and the importance of reading skills in this process:

Analyzing Nationally Recognised Training Products:

Nationally recognized training products, such as training packages and accredited courses, outline the skills and knowledge required for specific industries and occupations. To identify core skill demands, trainers and assessors can carefully review these training products, paying attention to the learning outcomes, performance criteria, and evidence requirements. This analysis helps identify the reading materials and texts that learners will encounter during their training and assessment.

Reviewing Workplace Tasks and Texts:

Workplace tasks and texts refer to the written materials and communication encountered in real work environments. Trainers and assessors can collaborate with industry professionals, employers, and subject matter experts to understand the specific reading demands in the workplace. This may involve examining job descriptions, standard operating procedures, industry guidelines, safety manuals, reports, emails, and other relevant workplace documents. By identifying these texts, trainers can design training and assessment activities that simulate real-world reading tasks.

Designing Learning Tasks and Texts:

Learning tasks and texts are the educational materials used to support learners in acquiring knowledge and skills. Trainers can carefully select or create learning materials that incorporate a variety of texts, such as textbooks, articles, case studies, online resources, and interactive materials. These texts should align with the core skill demands and provide opportunities for learners to develop their reading skills in the context of their vocational training.

Developing Assessment Tasks and Texts:

Assessment tasks and texts evaluate learners’ competency and understanding of the training materials. Trainers and assessors should ensure that assessment tasks require learners to read and interpret a range of texts relevant to their industry. This may involve designing written assessments, practical tasks with accompanying written instructions, or oral presentations that require learners to organize and present information effectively.

Reading skills play a vital role in the integration of core skills into training and assessment. Effective reading skills enable learners to comprehend, analyze, and synthesize information from various texts. By focusing on reading skills, trainers and assessors help learners develop the ability to locate relevant information, interpret technical vocabulary, follow instructions, and critically evaluate information.

The ability to read effectively is crucial for vocational success, as it enables learners to access industry-specific information, understand workplace documents, follow procedures, and engage with written materials in their chosen field. It also enhances their ability to communicate effectively and adapt to new information and technologies.

Integrating core skills support into training and assessment requires a thorough understanding of the core skill demands present in training products, workplace tasks, and texts, learning tasks and texts, and assessment tasks and texts. By strategically identifying these demands and designing training and assessment activities that incorporate relevant texts, trainers and assessors ensure that learners develop the necessary reading skills to succeed in their vocational pursuits.

Identifying core skill demands essential to the workplace context and workplace performance involves understanding the specific reading skills that individuals need to effectively comprehend, interpret, and apply written information in their work environment. Reading is a fundamental skill that underpins various tasks and responsibilities in the workplace. Following is a detailed explanation of what individuals need to read in the workplace:

Work Instructions and Manuals:

Individuals need to read and comprehend work instructions, manuals, and standard operating procedures. These documents guide how to perform specific tasks, operate machinery, or follow safety protocols. The ability to read and understand these materials accurately is essential for ensuring the quality and safety of work outcomes.

Technical Documentation:

In technical or specialized fields, individuals often encounter complex technical documentation, such as engineering drawings, specifications, or scientific research papers. Reading and interpreting technical documents correctly are critical for making informed decisions and implementing technical solutions effectively.

Reports and Data:

Workplace reports, such as financial statements, sales reports, or progress updates, contain crucial information for decision-making. Individuals need to read and analyze these reports to assess performance, identify trends, and plan strategies.

Emails and Correspondence:

Effective written communication is essential for workplace collaboration. Individuals need to read and understand emails, memos, and other forms of written correspondence to stay informed, respond appropriately, and maintain effective communication with colleagues, clients, and stakeholders.

Legislation and Regulations:

In certain industries, individuals must read and comprehend legal documents, industry regulations, and compliance requirements. This ensures that they operate within the boundaries of the law and maintain workplace safety and ethics.

Training Materials:

Training materials, such as e-learning modules, textbooks, and handouts, are used to enhance skills and knowledge. Individuals need to read and engage with these materials to acquire new information and develop their competencies.

Customer Feedback and Surveys:

In customer-facing roles, individuals may encounter customer feedback, surveys, or online reviews. Reading and analyzing this information helps individuals understand customer preferences, identify areas for improvement, and enhance customer service.

Industry News and Updates:

Staying informed about industry trends, market changes, and new technologies is crucial for workplace success. Individuals need to read industry news, research articles, and publications to stay up-to-date with relevant developments.

Online Resources and Digital Content:

In the digital era, individuals frequently access online resources, websites, and digital content for research, learning, and problem-solving. The ability to navigate and comprehend digital content is increasingly essential in the modern workplace.

Contracts and Agreements:

In some roles, individuals may need to read and understand contracts, agreements, or legal documents related to business transactions, partnerships, or employment terms.

By developing strong reading skills and the ability to comprehend and apply information from various sources, individuals enhance their workplace performance. Effective reading skills contribute to informed decision-making, clear communication, and the successful completion of tasks and responsibilities in the workplace. Employers value individuals with proficient reading abilities as they are better equipped to handle the challenges and demands of the modern workplace.

What Individuals Need to Write (KE 7.2)

Integrating core skills support into training and assessment involves identifying the core skill demands within different contexts such as nationally recognized training products, workplace tasks and texts, learning tasks and texts, and assessment tasks and texts.

Here are some strategies for individuals to consider when identifying core skill demands:

Reviewing Training Products:

When reviewing nationally recognized training products, individuals can follow these steps to identify core skill demands:

• Thoroughly examine the training product documents, such as qualifications, Thoroughly examine the training product documents, such as qualifications, units of competency, and skill sets.

• Look for explicit references to core skills within the performance criteria, foundation skills, or other relevant components of the training product.
• Pay attention to any language or terminology that implies the need for core skills, such as “communicate effectively” or “interpret and apply numerical information.”
• Identify the specific core skills required for successful completion of the training product.

Analyzing Workplace Tasks and Texts:

To identify core skill demands within workplace tasks and texts, individuals can take the following actions:

• Observe and analyze typical workplace tasks and texts encountered in the specific work environment.
• Identify the core skill requirements within these tasks, such as reading and comprehending written instructions, interpreting data and graphs, or writing reports.
• Consult with subject matter experts or experienced workers to gain insights into the core skill demands present in the workplace.
• Document the specific core skills required to perform tasks effectively in the workplace.

Assessing Learning Tasks and Texts:

When assessing learning tasks and texts, individuals can consider the following strategies to identify core skill demands:

• Examine learning materials, such as textbooks, workbooks, handouts, or online resources, to identify explicit references to core skills.
• Look for activities that require reading, writing, numeracy, problem-solving, or digital literacy skills.
• Analyze the assessment tasks embedded in the learning materials to identify the core skills they assess.
• Identify the core skills that learners need to develop and demonstrate to succeed in the learning tasks.

Analysing Assessment Tasks and Texts:

Individuals can follow these steps to identify core skill demands within assessment tasks and texts:

• Review the assessment tasks and associated criteria to identify explicit references to the core skills being assessed.
• Analyze the language and literacy demands of the assessment tasks, such as the complexity of written instructions or the need to interpret and analyze information.
• Consider the numeracy skills required to complete assessment tasks accurately, such as interpreting numerical data or performing calculations.
• Identify the specific core skills that learners need to exhibit to meet the assessment criteria.

By utilizing these strategies, trainers, and assessors can gain a deeper understanding of the core skill demands in different contexts. This understanding helps in designing effective training programs that integrate core skills support and enable learners to develop the necessary foundational abilities alongside their specific technical or vocational skills. Additionally, it ensures that assessment tasks accurately measure learners’ proficiency in core skills, providing them with opportunities to showcase their abilities in real-world contexts.

To integrate core skills support into training and assessment, it is necessary to engage in reading various resources to gain a comprehensive understanding of the core skills and their integration. Following are some key materials trainers and assessors need to read:

Training Packages and Units of Competency

Trainers and assessors should read the relevant training packages and units of competency associated with the specific qualification or skill area they are working with. These documents provide detailed information about the skills and knowledge required for successful completion of the training program. They outline the performance criteria, foundation skills, and other key components that can help identify the core skill demands. Reading these documents helps trainers and assessors align their training and assessment practices with the required core skills.

National Core Skills Framework:

The National Core Skills Framework is a key resource that outlines the essential core skills required for learners to participate effectively in work, learning, and everyday life. It encompasses skills such as reading, writing, numeracy, oral communication, and digital literacy. Trainers and assessors should read the framework to familiarise themselves with the core skills and their application across different contexts. This understanding enables them to identify the core skills that need to be integrated into training and assessment.

Training and Assessment Strategies:

Trainers and assessors should read and develop comprehensive training and assessment strategies. These strategies outline how the core skills will be integrated into the training program and how they will be assessed. They include details on the delivery methods, learning resources, assessment methods, and criteria for evaluating learners’ core skill proficiency. Reading these strategies helps trainers and assessors ensure that core skills are embedded throughout the training and assessment processes.

Research and Best Practice Guidelines:

Trainers and assessors should stay updated with the latest research, reports, and best practice guidelines related to integrating core skills support into training and assessment. This includes reading academic papers, reports from government agencies or educational bodies, and publications from industry associations. These resources provide insights into effective strategies, approaches, and case studies that demonstrate the successful integration of core skills into training and assessment. They can help individuals make informed decisions and adopt evidence-based practices in their work.

Professional Development Materials:

Continuous professional development is crucial for individuals involved in training and assessment. Reading professional development materials, attending workshops, webinars, or conferences, and engaging in discussions with colleagues in the field are essential for staying up-to-date with the latest practices and research related to core skills integration. These resources provide valuable insights and enable trainers and assessors to enhance their knowledge and skills in integrating core skills support effectively.

Identifying the core skill demands related to writing in the workplace context and workplace performance involves understanding the specific writing skills individuals need to effectively communicate and perform their job responsibilities.

Following is a detailed explanation of core skill demands related to writing in the workplace:

Written Communication:

Written communication is a fundamental skill in the workplace. It involves conveying information, ideas, and messages clearly and effectively through written mediums. Individuals must write various documents, such as reports, memos, emails, proposals, and workplace instructions. Core skill demands related to written communication include:

• Clarity and coherence: Individuals should be able to express their ideas clearly and logically, ensuring that the intended message is easily understood.
• Professional tone: Individuals need to adapt their writing style and tone based on the intended audience and purpose of the communication.
• Grammar and language proficiency: Individuals should have a strong command of grammar, punctuation, spelling, and vocabulary to ensure accurate and professional communication.

Documentation and Record-Keeping:

Many workplaces require individuals to maintain accurate and organized documentation. This may include recording information, keeping track of data, filing reports, or documenting processes. Core skill demands related to documentation and record-keeping include:

• Attention to detail: Individuals must demonstrate precision and accuracy when documenting information to ensure its reliability and integrity.
• Organization: Individuals need to categorize and store documents in a structured manner to facilitate easy retrieval and reference.
• Compliance: Individuals should adhere to organizational policies, procedures, and legal requirements when documenting and maintaining records.

Technical Writing:

In certain industries or professions, individuals may need to engage in technical writing. This involves the ability to write specialized documents, such as user manuals, procedures, specifications, or technical reports. Core skill demands related to technical writing include:

• Clarity and simplicity: Individuals should be able to translate complex technical information into clear and understandable language.
• Precision and accuracy: Technical writing requires attention to detail and accuracy to ensure the information is conveyed precisely.
• Use of visual aids: Individuals may need to incorporate visuals, diagrams, or illustrations to enhance their understanding of technical information.

Correspondence and Professional Communication:

Written correspondence plays a significant role in professional communication, such as writing formal letters, memos, or emails. Core skill demands related to correspondence and professional communication include:

• Professional etiquette: Individuals need to follow proper business etiquette and formalities when writing correspondence.
• Conciseness: Individuals should strive for brevity while ensuring the message is comprehensive and relevant.
• Adaptability: Individuals need to adjust their communication style to meet the needs of different stakeholders, such as clients, colleagues, or superiors.

Identifying these core skill demands related to writing is crucial for individuals to effectively perform their job responsibilities and contribute to the workplace. Employers and trainers can design training and assessment activities that develop and evaluate these writing skills, ensuring individuals can meet the demands of the workplace context and enhance their overall workplace performance.

Listening and Speaking Skills (KE 7.3)

Integrating core skills support into training and assessment involves identifying the core skill demands related to listening and speaking within nationally recognized training products, workplace tasks, and texts, learning tasks and texts, and assessment tasks and texts.

Here is a detailed explanation of strategies for identifying core skill demands in listening and speaking:

• Start by reviewing nationally recognized training products, such as training packages and accredited courses, to identify the listening and speaking skills required in specific industries and occupations. Pay attention to the learning outcomes, performance criteria, and evidence requirements outlined in these training products. This analysis will help identify the types of workplace interactions, presentations, and discussions that learners will encounter and need to participate in.
• Examine workplace tasks and texts to understand the listening and speaking demands within real work environments. This includes identifying workplace interactions, such as team meetings, client consultations, presentations, and customer service interactions. Review workplace documents, such as memos, emails, reports, and instructions, to gain insights into the types of communication individuals need to engage in. By understanding these demands, trainers can design activities that simulate real-world listening and speaking tasks.
• Develop learning tasks and texts that provide opportunities for learners to practice and develop their listening and speaking skills. Select or create materials that include audio recordings, videos, dialogues, interviews, and oral presentations. These tasks and texts should reflect the types of communication learners will encounter in their chosen vocational field. Incorporate interactive activities, role-plays, and group discussions to enhance learners’ speaking and listening abilities.
• Design assessment tasks and texts that evaluate learners’ listening and speaking skills. These tasks can include listening exercises where learners demonstrate comprehension, oral presentations or role-plays where learners communicate information effectively, and discussions where learners engage in meaningful exchanges. Ensure that the assessment tasks align with the core skill demands and reflect the communication requirements in the workplace.
• Effective listening and speaking skills are crucial for successful communication in vocational settings. By integrating core skills support into training and assessment, trainers and assessors help learners develop the ability to listen actively, understand instructions, ask questions, clarify information, present ideas, engage in discussions, and collaborate effectively with colleagues and clients. These skills contribute to the overall employability and professional development of individuals in their chosen vocations.

To support the development of listening and speaking skills, trainers can incorporate various strategies, including:

By identifying and addressing the core skill demands in listening and speaking, trainers and assessors ensure that learners are equipped with the necessary communication skills to succeed in their vocational pursuits and effectively contribute to the workplace.

Identifying core skill demands essential to the workplace context and workplace performance involves considering the skills learners need in listening and oral communication. Effective listening and verbal communication skills are crucial for understanding instructions, collaborating with colleagues, engaging in discussions, and presenting information in the workplace.

Here are the key aspects learners need to focus on:

Listening Skills:

Listening skills are essential for understanding verbal instructions, following directions, and comprehending information in the workplace. Individuals should focus on the following areas:

• Active Listening: Practicing active listening techniques, such as maintaining eye contact, showing interest, and providing feedback, demonstrates attentiveness and helps individuals fully understand what is being communicated.
• Comprehension: Developing the ability to comprehend and interpret verbal information accurately, including identifying key points, understanding nuances, and recognizing the speaker’s tone and intent.
• Note-taking: Developing effective note-taking skills helps individuals capture important information during meetings, presentations, or conversations, enabling them to refer back to it later for clarity and recall.

Oral Communication skills:

Oral communication skills are vital for effective workplace interactions, both in one-on-one conversations and group settings. Learners should focus on the following areas:

• Clarity and Articulation: Speaking clearly, enunciating words properly, and using appropriate pronunciation ensure that others can understand the intended message.
• Expressing Ideas: Developing the ability to express ideas and thoughts coherently, logically, and concisely enables individuals to communicate their perspectives effectively.
• Using Appropriate Language: Adapting the language and tone of speech to the audience and context is important for maintaining professionalism and ensuring clear communication.
• Nonverbal Communication: Understanding and using nonverbal cues, such as body language, facial expressions, and gestures, enhances communication and reinforces the intended message.
• Engaging in Effective Dialogue: Engaging in active and constructive dialogue, including asking questions, seeking clarification, and providing constructive feedback, fosters effective communication and collaboration.

Workplace Context-Specific

Listening and Speaking Skills: In addition to general listening and oral communication skills, learners should also focus on workplace context-specific demands. This may include:

• Industry Terminology: Understanding and using industry-specific terminology appropriately enhances communication within the workplace and facilitates effective collaboration.
• Customer Service Skills: Developing active listening skills and effective verbal communication techniques for handling customer interactions and resolving issues in customer service roles.
• Presentations and Public Speaking: Developing presentation and public speaking skills to effectively communicate ideas, deliver presentations, and engage audiences during meetings or conferences.

By enhancing their listening and oral communication skills, learners can better understand workplace instructions, engage in effective communication with colleagues, and contribute to successful workplace performance. These skills facilitate clear and meaningful exchanges of information, collaboration, and overall productivity within the workplace context.

Whether Individuals Are Prepared for Learning (KE 7.4)

Regarding integrating core skills support into training and assessment, it is important to consider whether individuals are adequately prepared for learning. This involves assessing their readiness and identifying any potential barriers or gaps in their foundational skills.

The following are strategies for identifying individuals’ preparedness for learning:

Assessing Readiness in Training Products:

When reviewing nationally recognized training products, trainers and assessors can assess the readiness of learners by considering the following:

• Analyze the prerequisites or entry requirements stated in the training product. These may include specific core skills or foundational knowledge necessary for successful participation in the program.
• Evaluate the language and literacy demands within the training product’s documentation to gauge if learners have the necessary reading and comprehension skills to engage with the material.
• Identify any foundational skills or prior knowledge explicitly mentioned as prerequisites or recommended competencies.

Evaluating Readiness in Workplace Tasks and Texts:

To assess individuals’ readiness in workplace contexts, consider the following strategies:

• Review the complexity of workplace tasks and texts and evaluate whether learners possess the foundational skills needed to understand and perform them effectively.
• Identify any specific core skills required for workplace tasks, such as reading and interpreting safety manuals, understanding financial reports, or using numerical data for decision-making.
• Assess learners’ ability to follow instructions, comprehend written texts, and apply core skills in real-world work scenarios.

Analyzing Readiness in Learning Tasks and Texts:

When assessing readiness in learning contexts, consider the following strategies:

• Review learning tasks and texts to evaluate the core skill demands within the materials. Assess whether learners have the foundational skills required to engage with the learning content.
• Identify any language or literacy barriers that might hinder learners’ comprehension and ability to participate fully in the learning tasks.
• Consider whether learners have the necessary numeracy, problem-solving, or digital literacy skills to complete the learning tasks effectively.

Assessing Preparedness in Assessment Tasks and Texts:

To evaluate individuals’ preparedness for assessment, consider the following strategies:

• Review assessment tasks and texts to identify the core skills required for successful completion.
• Assess whether learners have the necessary foundational skills to understand and respond to the assessment tasks appropriately.
• Evaluate whether learners have the language proficiency, numeracy skills, and problem-solving abilities to perform well in the assessment tasks.

By employing these strategies, trainers and assessors can identify any gaps in learners’ preparedness for learning, specifically related to core skills. This assessment allows for targeted support and intervention to address these gaps and ensure learners have the necessary foundational skills to engage effectively in training and assessment activities. It promotes equitable access to learning opportunities and enhances the overall effectiveness of core skills integration into training and assessment.

Identifying whether individuals are prepared for learning in the workplace context is essential for effective skill development and workplace performance. Assessing individuals’ readiness for learning involves considering their existing knowledge, skills, and attitudes that contribute to successful learning outcomes.

Following is a detailed explanation of the key aspects to consider:

Prior Knowledge and Skills:

Assessing individuals’ prior knowledge and skills helps determine the starting point for their learning journey. Consider the following factors:

Learning Styles and Preferences:

Understanding individuals’ learning styles and preferences contributes to their preparedness for learning. Consider the following:

Learning Strategies and Self-Regulation:

Assessing individuals’ learning strategies and self-regulation skills helps determine their ability to plan, organize, and manage their learning process. Consider the following:

Learning Support Needs:

Identifying any additional support needs ensures individuals receive the necessary assistance to succeed in their learning journey. Consider the following:

By considering individuals’ prior knowledge and skills, learning preferences, self-regulation abilities, and support needs, trainers and assessors can better understand their preparedness for learning. This understanding allows for tailored approaches to training and assessment, which address specific gaps, engage learners effectively, and promote successful skill development and workplace performance.

What Numerical Information Individuals Need to Use, Read, Write, Listen to and Say (KE 7.5)

What Numerical Information Individuals Need to Use

Identifying the core skill demands related to numerical information in the workplace context and workplace performance involves understanding the specific numerical skills learners need to effectively use and work with numbers.

Below is a detailed explanation of core skill demands related to numerical information:

Financial Numeracy:

Financial numeracy skills are essential for individuals to manage financial resources, make informed decisions, and contribute to the financial success of the organization. Core skill demands related to financial numeracy include:

• Understanding financial statements: Individuals should be able to interpret and analyze financial statements, such as balance sheets, income statements, and cash flow statements, to assess the financial health of the organization.
• Budgeting and financial planning: Individuals need to develop skills in creating and managing budgets, forecasting financial outcomes, and making informed financial decisions.
• Cost analysis: Individuals should be able to analyze costs, calculate profitability, and identify areas for cost-saving or improvement.

Data Analysis and Interpretation:

Data analysis and interpretation skills are crucial for individuals to make informed decisions based on numerical data. Core skill demands related to data analysis and interpretation include:

• Numerical reasoning: Individuals should have the ability to analyze numerical data, identify patterns, draw conclusions, and make logical connections.
• Statistical understanding: Individuals need to understand basic statistical concepts, such as mean, median, mode, standard deviation, and correlation, to interpret and analyze data effectively.
• Data visualization: Individuals should be able to create and interpret charts, graphs, and other visual representations of numerical data to facilitate understanding and communication.

Measurement and Quantification:

Measurement and quantification skills are important for individuals working in technical or operational roles that involve precise measurements and quantification. Core skill demands related to measurement and quantification include:

• Unit conversions: Individuals should be able to convert between different units of measurement accurately, such as length, weight, volume, or time.
• Estimation and approximation: Individuals need to have the ability to estimate quantities, distances, or measurements to make informed decisions in real-time situations.
• Precision and accuracy: Individuals should demonstrate attention to detail and accuracy when working with numerical measurements to ensure reliable and valid results.

Numerical Problem Solving:

Numerical problem-solving skills are crucial for individuals to tackle complex numerical challenges and find solutions. Core skill demands related to numerical problem-solving include:

• Analytical thinking: Individuals should be able to break down complex numerical problems into smaller components, analyze the information, and develop effective problem-solving strategies.
• Logical reasoning: Individuals need to apply logical thinking to assess numerical situations, identify relationships, and draw valid conclusions.
• Critical thinking: Individuals should be able to evaluate numerical information critically, identify potential biases or errors, and make informed decisions based on evidence.

Identifying these core skill demands related to numerical information helps learners effectively use numbers, analyze data, make informed decisions, and contribute to workplace performance. Employers and trainers can design training and assessment activities that develop and evaluate these numerical skills, ensuring individuals can meet the demands of the workplace and leverage numerical information for successful performance in the Australian context.

What Numerical Information Individuals Need to Read

Identifying the core skill demands related to reading numerical information in the workplace context and workplace performance involves understanding the specific reading skills individuals need to effectively interpret and comprehend numerical data.

Following is a detailed explanation of core skill demands related to reading numerical information:

Reading Graphs and Charts:

Individuals need to be able to read and interpret various types of graphs, charts, and diagrams that present numerical information. Core skill demands related to reading graphs and charts include:

• Understanding axes and scales: Individuals should be able to interpret the values represented on the axes and understand the scale used.
• Identifying patterns and trends: Individuals need to recognize and interpret patterns, trends, and relationships displayed in the graph or chart.
• Extracting specific information: Individuals should be able to locate and extract specific data points or values from the graph or chart.

Reading Financial Statements:

Financial statements provide numerical information about the financial performance and position of an organization. Core skill demands related to reading financial statements include:

• Understanding financial terminology: Individuals should be familiar with financial terms and concepts used in financial statements, such as assets, liabilities, revenues, and expenses.
• Interpreting numerical data: Individuals need to be able to interpret numerical data presented in financial statements, such as balance sheets, income statements, and cash flow statements.
• Analyzing financial ratios: Individuals should be able to calculate and interpret financial ratios, such as liquidity ratios or profitability ratios, to assess the financial health of the organization.

Reading Data Tables and Reports:

Individuals need to read and comprehend data tables and reports that present numerical information in a structured format. Core skill demands related to reading data tables and reports include:

• Understanding column headers and row labels: Individuals should be able to interpret the information provided in column headers and row labels to understand the context of the data.
• Extracting relevant information: Individuals need to identify and extract relevant data points or values from the table or report.
• Comprehending data summaries and findings: Individuals should be able to understand and interpret the summary information, findings, and conclusions presented in data reports.

Reading Numerical Instructions or Procedures:

Individuals may encounter numerical instructions or procedures in various workplace contexts, such as operating machinery, following technical procedures, or implementing numerical calculations. Core skill demands related to reading numerical instructions or procedures include:

• Understanding numerical terms and symbols: Individuals should be familiar with numerical terms, symbols, and abbreviations used in instructions or procedures.
• Interpreting sequential steps: Individuals need to comprehend the sequence of steps or operations outlined in the instructions or procedures.
• Following numerical calculations: Individuals should be able to understand and follow numerical calculations or formulas provided in the instructions or procedures.

Identifying these core skill demands related to reading numerical information helps learners effectively interpret and comprehend numerical data, make informed decisions, and contribute to workplace performance. Employers and trainers must design training and assessment activities that develop and evaluate these reading skills, ensuring that learners can meet the demands of the workplace and leverage numerical information for successful performance in the Australian context.

What Numerical Information Individuals Need to Write

Identifying the core skill demands related to writing numerical information in the workplace context and workplace performance involves understanding the specific writing skills individuals need to effectively communicate numerical data.

Here is a detailed explanation of core skill demands related to writing numerical information:

Numerical Reporting:

Individuals may need to write reports or summaries that involve presenting numerical data. Core skill demands related to numerical reporting include:

• Organizing numerical data: Individuals should be able to structure and organize numerical data logically and coherently.
• Presenting data accurately: Individuals need to accurately represent numerical information, using appropriate charts, graphs, or tables when necessary.
• Explaining data analysis: Individuals should be able to explain the analysis or interpretation of the numerical data, highlighting key findings and insights.

Numerical Documentation:

Writing numerical documentation involves documenting procedures, calculations, or processes that involve numerical information. Core skill demands related to numerical documentation include:

Numerical Correspondence:

Numerical correspondence refers to written communication that involves numerical information, such as emails, memos, or letters. Core skill demands related to numerical correspondence include:

Numerical Documentation Review:

Individuals may be required to review or proofread numerical documentation for accuracy and clarity. Core skill demands related to numerical documentation review include:

• Checking numerical accuracy: Individuals should be able to identify and correct numerical errors in documentation.
• Ensuring consistency: Individuals need to ensure consistency in numerical formats, units, or calculations.
• Verifying data sources and references: Individuals should be able to verify the accuracy and reliability of numerical data sources and references.

Identifying these core skill demands related to writing numerical information helps individuals effectively communicate numerical data, ensure accuracy and clarity in documentation, and contribute to workplace performance. Employers and trainers can design training and assessment activities that develop and evaluate these writing skills, ensuring that learners can meet the demands of the workplace and effectively convey numerical information in the Australian context.

What Numerical Information Individuals Need to Listen to

Identifying the core skill demands related to listening to numerical information in the workplace context and workplace performance involves understanding the specific listening skills individuals need to effectively comprehend and interpret numerical data presented orally. Here is a detailed explanation of core skill demands related to listening to numerical information:

Numerical Presentations and Meetings:

Individuals may need to participate in presentations or meetings where numerical information is shared verbally. Core skill demands related to listening to numerical presentations and meetings include:

• Active listening: Individuals should engage in active listening to comprehend and retain numerical information presented verbally.
• Comprehending numerical concepts: Individuals need to understand numerical concepts and terms used in the presentations or discussions.
• Extracting key information: Individuals should be able to identify and extract key numerical details, facts, or figures shared during presentations or meetings.

Numerical Instructions and Explanations:

Individuals may receive verbal instructions or explanations that involve numerical information. Core skill demands related to listening to numerical instructions and explanations include:

• Following numerical procedures: Individuals should be able to understand and follow numerical instructions or procedures given orally.
• Clarifying understanding: Individuals need to ask clarifying questions or seek additional explanations to ensure they fully comprehend the numerical information provided.
• Interpreting numerical terms and symbols: Individuals should be able to interpret numerical terms, symbols, or abbreviations used in instructions or explanations.

Numerical Discussions and Collaborations:

Individuals may engage in discussions or collaborations where numerical information is discussed or analyzed. Core skill demands related to listening to numerical discussions and collaborations include:

Numerical Problem Solving:

Individuals may participate in problem-solving activities that involve numerical information. Core skill demands related to listening to numerical problem-solving include:

• Understanding problem contexts: Individuals need to understand the numerical context of the problem being discussed or solved.
• Analyzing numerical information: Individuals should be able to analyze numerical data or evidence provided during the problem-solving process.
• Participating in collaborative problem solving: Individuals should actively engage in discussions, contribute ideas, and collaborate with others to solve numerical problems effectively.

Identifying these core skill demands related to listening to numerical information helps learners effectively comprehend and interpret numerical data shared orally, make informed decisions based on that information, and contribute to workplace performance. Employers and trainers must design training and assessment activities that develop and evaluate these listening skills, ensuring individuals can meet the demands of the workplace and leverage numerical information for successful performance in the Australian context.

What Numerical Information Individuals Need to Say

Identifying the core skill demands related to verbal communication of numerical information in the workplace context and workplace performance involves understanding the specific speaking skills learners need to effectively convey and explain numerical data.

Following is a detailed explanation of core skill demands related to verbal communication of numerical information:

Presenting Numerical Information:

Individuals may need to present numerical information to colleagues, clients, or stakeholders. Core skill demands related to presenting numerical information include

Explaining Numerical Procedures or Calculations:

Individuals may need to explain numerical procedures or calculations to colleagues or clients. Core skill demands related to explaining numerical procedures or calculations include:

• Simplifying complex calculations: Individuals should be able to break down complex calculations into simpler steps, explaining each step clearly and sequentially.
• Using visual aids: Individuals can use visual aids, such as diagrams or charts, to support the explanation of numerical procedures or calculations.
• Clarifying numerical terms and symbols: Individuals need to ensure that the audience understands the numerical terms, symbols, or abbreviations, providing explanations if necessary.

Describing Numerical Data or Trends:

Individuals may need to describe numerical data or trends to colleagues or clients. Core skill demands related to describing numerical data or trends include:

• Providing context: Individuals should provide the necessary context for the numerical data or trends, explaining the relevance and implications.
• Highlighting key points: Individuals need to identify and emphasize the key points or patterns in the numerical data or trends, making them clear to the audience.
• Using appropriate language: Individuals should use precise and accurate language to describe the numerical data or trends, avoiding ambiguity or confusion.

Communicating Numerical Recommendations or Decisions:

Individuals may need to communicate numerical recommendations or decisions to colleagues, clients, or stakeholders. Core skill demands related to communicating numerical recommendations or decisions include:

• Clearly stating the recommendation or decision: Individuals should articulate the recommendation or decision concisely and unambiguously.
• Explaining the rationale: Individuals need to provide a clear and logical explanation for the recommendation or decision, based on the numerical evidence and analysis.
• Addressing potential concerns or questions: Individuals should anticipate potential concerns or questions related to the numerical recommendation or decision and provide adequate responses.

Identifying these core skill demands related to verbal communication of numerical information helps individuals effectively convey and explain numerical data, ensure clarity and understanding among the audience, and contribute to workplace performance. Employers and trainers can design training and assessment activities that develop and evaluate these speaking skills, ensuring individuals can meet the demands of the workplace and effectively communicate numerical information in the Australian context.

Identifying the core skill demands related to numerical information in the workplace context and workplace performance involves understanding the specific numerical skills learners need to effectively interpret, analyze, communicate, and use numerical data.

Here is a detailed explanation of core skill demands related to numerical information:

Numerical Literacy:

Numerical literacy refers to the ability to understand and work with numbers effectively. Core skill demands related to numerical literacy include:

• Basic arithmetic operations: Individuals should be proficient in performing addition, subtraction, multiplication, and division accurately and efficiently.
• Numerical estimation: Individuals need to be able to estimate quantities, distances, or measurements to make informed decisions.
• Proportions and percentages: Individuals should understand proportions and percentages and be able to apply them in calculations and data interpretation.

Data Analysis and Interpretation:

Data analysis and interpretation skills are crucial for individuals to make informed decisions based on numerical information. Core skill demands related to data analysis and interpretation include:

• Data comprehension: Individuals should be able to read and interpret numerical data presented in various formats, such as tables, graphs, charts, or spreadsheets.
• Data manipulation: Individuals need to have the ability to organize and manipulate numerical data using tools such as spreadsheets or data analysis software.
• Statistical understanding: Individuals should understand basic statistical concepts such as mean, median, mode, standard deviation, and correlation to analyze and interpret data effectively.

Financial Literacy:

Financial literacy refers to the ability to understand and manage personal and organizational finances. Core skill demands related to financial literacy include:

• Budgeting and financial planning: Individuals should be able to create and manage budgets, forecast financial outcomes, and make informed financial decisions.
• Financial statements analysis: Individuals need to understand financial statements such as balance sheets, income statements, and cash flow statements to evaluate financial performance.
• Profitability and cost analysis: Individuals should have the ability to assess profitability, calculate costs, and identify areas for improvement.

Numerical Communication:

Numerical communication skills involve effectively conveying numerical information to others. Core skill demands related to numerical communication include:

• Written communication: Individuals should be able to write clear and concise reports, memos, or summaries involving numerical data.
• Oral communication: Individuals need to effectively communicate numerical information during presentations, meetings, or discussions.
• Visual representation: Individuals should be able to create and interpret charts, graphs, or diagrams to visually represent numerical information.

Identifying these core skill demands related to numerical information helps learners effectively work with numbers, interpret data, make informed decisions, and communicate numerical information in the workplace context. Employers and trainers must design training and assessment activities that develop and evaluate these numerical skills, ensuring that learners can meet the demands of the workplace and leverage numerical information for successful performance.

What Technological and Digital Tools, Devices, Software and Electronic Applications Individuals Need to Use (KE 7.6)

Integrating core skills support into training and assessment involves identifying the core skill demands related to technological and digital tools, devices, software, and electronic applications within nationally recognized training products, workplace tasks and texts, learning tasks and texts, and assessment tasks and texts.

Following is a detailed explanation of strategies for identifying core skill demands in using technological and digital tools:

Analyzing Nationally Recognised Training Products

Review the nationally recognized training products, such as training packages and accredited courses, to identify the technological and digital skills required in specific industries and occupations. Look for references to specific tools, devices, software, or electronic applications that learners need to be proficient in. This analysis helps identify the types of technologies individuals will encounter and need to use in their vocational roles.

Reviewing Workplace Tasks and Texts

Examine workplace tasks and texts to understand the technological and digital demands within real work environments. Identify the specific tools, devices, software, or electronic applications that individuals need to use to perform their job tasks efficiently. This may include industry-specific software, data management systems, communication platforms, online collaboration tools, or equipment with digital interfaces. Understand the purpose and functionality of these technologies to design relevant training and assessment activities.

Designing Learning Tasks and Texts

Develop learning tasks and texts that provide opportunities for learners to practice using technological and digital tools. Incorporate activities that simulate real-world scenarios and require learners to navigate software interfaces, utilize digital applications, conduct online research, analyze data, or create digital content. Provide access to relevant resources, tutorials, and online platforms that support skill development in using these tools effectively.

Developing Assessment Tasks and Texts

Design assessment tasks and texts that evaluate learners’ proficiency in using technological and digital tools relevant to their industry. These tasks may include simulations, practical demonstrations, or scenarios where learners must demonstrate their ability to operate specific software, troubleshoot technical issues, analyze digital information, or utilize online communication platforms. Ensure the assessment tasks align with the core skill demands and reflect the technological requirements in the workplace.

Proficiency in using technological and digital tools is essential for effective participation in the modern workforce. By integrating core skills support into training and assessment, individuals develop the ability to adapt to new technologies, navigate digital interfaces, utilize software and applications, access and evaluate online information, communicate through digital platforms, and apply digital skills in their vocational roles. These skills enhance productivity, efficiency, and employability in an increasingly technology-driven workplace.

To support the development of technological and digital skills, trainers can incorporate various strategies, including:

By identifying and addressing the core skill demands in using technological and digital tools, trainers and assessors ensure that learners are equipped with the necessary skills to adapt to technological advancements and effectively contribute to the workplace.

Integrating core skills support into training and assessment requires individuals to have proficiency in using various technological and digital tools, devices, software, and electronic applications. These tools play a crucial role in enhancing learning, communication, and assessment processes.

Below are some key technological and digital resources individuals need to use:

Digital Devices:

Individuals should be comfortable using digital devices such as computers, laptops, tablets, and smartphones. These devices serve as the primary platforms for accessing digital resources, learning materials, and online assessments. Proficiency in basic device operations, including navigation, file management, and accessing the internet, is essential.

Productivity Software:

Proficiency in productivity software is crucial for creating and managing digital documents, presentations, and spreadsheets. Common applications include Microsoft Office Suite (e.g., Word, Excel, PowerPoint) or their open-source alternatives (e.g., Google Docs, Sheets, Slides). Individuals should be able to create, format, edit, and share digital files effectively.

Internet and Web Browsers:

Proficiency in using web browsers such as Google Chrome, Mozilla Firefox, or Microsoft Edge is necessary. Individuals should be able to navigate the internet, search for information, access online resources, and evaluate the credibility and reliability of digital content. They should also understand online safety and privacy practices.

Online Communication Tools:

Effective communication is essential in the digital age. Individuals should be proficient in using online communication tools such as email, instant messaging platforms, video conferencing tools (e.g., Zoom, Microsoft Teams), and online collaboration platforms (e.g., Google Workspace, Microsoft 365). They should be able to compose, send, and manage emails, participate in online discussions, and collaborate on digital platforms.

Learning Management Systems (LMS):

Many training programs and educational institutions use learning management systems to deliver and manage online learning. Individuals should be comfortable navigating and using LMS platforms, accessing learning materials, participating in online discussions and forums, submitting assignments, and tracking their progress.

Digital Content Creation Tools:

Proficiency in using digital content creation tools is valuable for creating engaging and interactive learning materials. This may include authoring tools for e-learning content, multimedia creation tools (e.g., audio and video editing software), graphic design tools (e.g., Adobe Photoshop, Canva), or online content creation platforms (e.g., WordPress, Wix).

Assessment Tools and Online Platforms:

With the increasing prevalence of online assessments, individuals should be familiar with the assessment tools and platforms used in their specific context. This may include online quiz and test platforms, assessment management systems, or proctoring tools that ensure integrity during online assessments.

By developing proficiency in these technological and digital tools, individuals can effectively navigate and utilize the digital landscape for training and assessment purposes. This enables the integration of core skills support within digital environments, enhances learners’ digital literacy, and prepares them for the technology-driven demands of the workforce.

1.3 Identify core skills required by the learning and assessment processes.

Learning and assessment are two essential components of the educational process, but they serve different purposes and have distinct characteristics:

Purpose:

Focus:

Timing:

Role of Educators:

Feedback:

Outcome:

In summary, learning is the process of acquiring knowledge and skills, while assessment is the process of evaluating learners’ knowledge and skills. Both learning and assessment are integral to the educational experience, as learning provides the foundation for assessment, and assessment provides feedback on learning progress and achievement. Together, they contribute to the growth and development of learners’ competencies and understanding.

1.3.1 Legislative and VET Regulatory Requirements Relating to Integrating Core Skills Support into Training and Assessment (KE 1.0)

In Australia, the term ‘Legislative and VET Regulatory Requirements Relating to Integrating Core Skills Support into Training and Assessment’ refers to the laws, regulations, and guidelines that govern the integration of core skills support into vocational education and training (VET) programs and assessment processes.

Core skills, also known as employability skills or foundation skills, include literacy, numeracy, communication, problem-solving, teamwork, and digital literacy. Integrating core skills support into training and assessment means incorporating these essential skills into vocational training programs to enhance learners’ abilities and prepare them for the workforce.

There are legislative and regulatory requirements that VET providers and trainers must adhere to when integrating core skills support into training and assessment. Government bodies, such as the Australian Skills Quality Authority (ASQA) or the relevant state or territory training authorities, typically set these requirements. They are designed to uphold standards and maintain consistency across the VET sector.

Australian Qualifications Framework (AQF)

The Australian Qualifications Framework (AQF) is the national policy for regulated qualifications in the Australian education and training system. It provides a consistent framework for recognizing qualifications across different education sectors, ensuring that qualifications obtained in one sector are recognized and understood in all other sectors. The AQF covers qualifications from the school level to higher education and vocational education and training (VET).

Key features of the AQF include:

Qualification Types

The AQF defines several qualification types, including Certificates I to IV, Diplomas, Advanced Diplomas, Associate Degrees, Bachelor’s Degrees, Graduate Certificates, Graduate Diplomas, Master’s Degrees, and Doctoral Degrees. Each qualification type represents a level of knowledge, skills, and complexity.

Qualification Levels

The AQF has ten levels corresponding to the depth of knowledge, skills, and learning application required to achieve a qualification. The levels range from Level 1 for foundational skills to Level 10 for doctoral-level qualifications.

Learning Outcomes

The AQF specifies the expected learning outcomes for each qualification type and level. These learning outcomes describe the knowledge, skills, and attributes that graduates should possess upon completing their studies.

Credit and Pathways

The AQF supports credit transfer and recognition of prior learning, allowing individuals to receive credit for their previous study or work experience. It facilitates flexible learning pathways and promotes lifelong learning.

Quality Assurance

The AQF sets quality assurance requirements for qualification issuance, ensuring that qualifications are awarded by registered and authorized education and training providers who meet specific standards and requirements.

The Australian Government Department of Education, Skills and Employment oversees the AQF. It provides a nationally consistent framework that promotes transparency, recognition, and portability of qualifications across different education sectors. It facilitates mobility and enables individuals to progress in their education and career pathways by recognizing their prior learning and qualifications in various Australian education and training sectors.

Integrating core skills support into vocational education and training (VET) requires compliance with various legislative and regulatory requirements. These requirements aim to ensure that students receive adequate support to develop their core skills alongside technical and industry-specific competencies. Below are some key legislative and VET regulatory requirements related to integrating core skills support into training and assessment:

National Vocational Education and Training Regulator Act 2011 (NVETR Act)

This legislation established the Australian Skills Quality Authority (ASQA) as the national regulator for VET. It outlines the powers and functions of ASQA to regulate VET providers and ensure compliance with quality standards, which includes the provision of core skills support.

Standards for Registered Training Organizations (RTOs) 2015

These standards set out the requirements that RTOs must meet to be registered and maintain their registration. Standard 1.5 focuses on the support services that RTOs must provide to learners, including those related to language, literacy, and numeracy (LLN) skills.

Training Packages and VET Qualifications

Training Packages outline the units of competency and assessment requirements for specific industries. They also include Employability Skills, which encompass core skills such as communication, teamwork, problem-solving, and digital literacy. RTOs must ensure the integration of these employability skills into their training and assessment strategies.

Core Skills Framework

The Core Skills Framework developed by the Australian Core Skills Framework (ACSF) provides a common reference for describing and discussing core skills in the Australian context. RTOs may use this framework to identify and address learners’ core skills needs.

Disability Discrimination Act 1992

This legislation prohibits discrimination against individuals with disabilities and requires educational institutions, including VET providers, to make reasonable adjustments to support learners with disabilities in accessing and participating in education and training.

National Disability Insurance Scheme (NDIS) Quality and Safeguards Commission

If an RTO provides training to NDIS participants, they must comply with the NDIS Commission’s requirements, which may include providing appropriate support for learners with disabilities, including core skills support.

Equal Opportunity Legislation

State and territory-based equal opportunity legislation aims to prevent discrimination in various settings, including education. RTOs must ensure they provide equal access to core skills support for all learners, regardless of their background or characteristics.

Student Support Services Guidelines

Some state and territory governments may provide guidelines or funding for student support services, including core skills support, to help VET learners overcome barriers to learning.

1.3.2 Basic Overview of the Nature, Purpose, and Structure of Current Authorised Australian Frameworks Used to Analyse the Core Skill Demands of Training Products and Levels of Learners and Candidates (KE 4.0)

Basic Overview of the Nature of Current Authorised Australian Frameworks Used to Analyse the Core Skill Demands of Training Products and Levels of Learners and Candidates

The current authorized Australian frameworks used to analyze the core skill demands of training products and levels of learners and candidates are primarily based on the Australian Qualifications Framework (AQF) and the Core Skills for Work Developmental Framework (CSfWDF).

The Australian Qualifications Framework (AQF) is a comprehensive framework that provides a nationally consistent and recognized system for qualifications in Australia. It covers qualifications across all levels of education, including vocational education and training (VET), higher education, and school education. The AQF establishes the standards for qualifications, ensuring that they are aligned with industry needs and meet national quality assurance requirements.

The Core Skills for Work Developmental Framework (CSfWDF) is a supplementary framework focusing on the core skills required for effective workplace performance. It provides a set of descriptors that outline the expected proficiency levels of core skills at different qualification levels. These core skills include communication, teamwork, problem-solving, digital literacy, and self-management. The CSfWDF aims to ensure learners develop the necessary core skills to succeed in the workplace and meet industry demands.

The nature of these frameworks is to provide a structured and standardized approach to analyzing core skill demands. They recognize that core skills are essential for individuals to be successful in their chosen careers and adapt to the changing needs of the workforce. By integrating core skills into training products, the frameworks ensure learners acquire the skills needed for effective job performance and career progression.

The frameworks also consider the varying levels of learners and candidates. The AQF establishes a hierarchy of qualification levels, ranging from entry-level certificates to advanced diplomas and higher degrees. It allows for differentiation based on the complexity and specialization of skills required at different learning and career development stages. The CSfWDF aligns with the AQF levels and provides descriptors that specify the expected proficiency levels of core skills for each qualification level. It helps trainers, assessors, and learners identify the core skill demands at different stages and assess the learner’s current skill level against those requirements.

The nature of the current authorized Australian frameworks is to ensure that training products and qualifications address the core skill demands of industries and provide learners with the skills they need for successful employment. These frameworks provide a common language and set of expectations, facilitating effective training and assessment practices that support the development of a skilled and adaptable workforce.

Basic Overview of the Purpose of Current Authorised Australian Frameworks Used to Analyse the Core Skill Demands of Training Products and Levels of Learners and Candidates

The purpose of the current authorized Australian frameworks used to analyze the core skill demands of training products and levels of learners and candidates is to ensure that training and qualifications align with industry needs and support the development of a skilled workforce. These frameworks serve several key purposes:

Alignment with Industry Needs: 

The frameworks aim to ensure that training products and qualifications are relevant and responsive to the demands of the industry. By analyzing the core skill demands, the frameworks help identify the specific skills and competencies required for effective job performance. This alignment ensures that learners are equipped with the highly demanded skills and valued by employers.

Consistency and Standardisation: 

The frameworks provide a common language and standards for assessing and developing core skills. They establish consistent expectations for the levels of proficiency required at different qualification levels, creating a standardized approach to training and assessment. This consistency promotes fairness, comparability, and quality assurance across training providers and sectors.

Support for Learner Progression: 

The frameworks facilitate learner progression by mapping the core skill demands at various qualification levels. They provide clear pathways and progression opportunities for learners to develop their skills and advance in their chosen careers. By identifying the core skills needed at each level, the frameworks help learners understand the expectations and requirements for their desired qualifications.

Recognition of Prior Learning and Experience: 

The frameworks recognize the value of learning and experience in acquiring core skills. They provide mechanisms for assessing and recognizing the skills that learners already possess, allowing for the recognition of prior learning and granting credits towards qualifications. This recognition encourages lifelong learning and supports learners in building on their existing knowledge and skills.

Integration of Core Skills: 

The frameworks emphasize integrating core skills into training products and qualifications. By explicitly addressing core skills such as communication, problem-solving, and digital literacy, the frameworks ensure that learners develop a well-rounded skill set essential for effective workplace performance. This integration promotes the holistic development of learners and enhances their employability.

The current authorized Australian frameworks aim to ensure that training products and qualifications meet industry needs, provide consistency and standardization, support learner progression, recognize prior learning, and integrate core skills effectively. These frameworks play a vital role in enhancing the quality and relevance of training and assessment practices, ultimately contributing to developing a skilled workforce that meets the demands of the evolving labor market.

Basic Overview of the Structure of Current Authorised Australian Frameworks Used to Analyse the Core Skill Demands of Training Products and Levels of Learners and Candidates

The structure of the current authorized Australian frameworks used to analyze the core skill demands of training products and levels of learners and candidates consists primarily of two key frameworks: the Australian Qualifications Framework (AQF) and the Core Skills for Work Developmental Framework (CSfWDF).

Australian Qualifications Framework (AQF) Structure:

The AQF provides a hierarchical structure encompassing qualifications across different education sectors. It consists of ten levels, ranging from Level 1 to Level 10, representing increasing complexity, depth, and specialization of knowledge and skills.

Level 1 to Level 6

primarily covers vocational education and training (VET) qualifications. They include certificates, diplomas, and advanced diplomas that provide practical skills and knowledge for specific industries or occupational areas.

Level 7 to Level 10:

These levels represent higher education qualifications, including bachelor’s degrees, master’s degrees, and doctoral degrees. They focus on advanced theoretical knowledge and research skills in various academic disciplines.

The AQF structure allows for clear progression pathways, with each level building upon the knowledge and skills gained at the previous level. It provides a framework for recognizing and comparing qualifications across different sectors and institutions.

Core Skills for Work Developmental Framework (CSfWDF) Structure:

The CSfWDF is a supplementary framework focusing on the core skills required for effective workplace performance. It aligns with the AQF levels to provide a consistent approach to assessing and developing core skills. The CSfWDF consists of five core skill levels corresponding to the AQF levels:

Each core skill level in the CSfWDF is accompanied by descriptors that outline the expected proficiency levels for core skills such as communication, teamwork, problem-solving, digital literacy, and self-management. These descriptors provide a clear understanding of the core skill demands at each qualification level and assist in assessing the learner’s current skill level against those requirements.

The structure of the current authorized Australian frameworks comprises the AQF and the CSfWDF. The AQF provides a hierarchical framework for qualifications, while the CSfWDF focuses on core skill development aligned with the AQF levels. Together, these frameworks establish clear pathways for learners, facilitate the recognition of skills and qualifications, and ensure that training products and qualifications meet industry demands and learner needs.

1.3.3 Identifying Core Skill Demands of Learning Tasks and Texts, and Assessment Tasks and Texts

Learning and assessment are two interconnected components of the education and training process. While both are integral to integrating core skills support, they serve distinct purposes.

Learning tasks

Learning tasks refer to activities or assignments that learners engage in to acquire knowledge, develop skills, and deepen their understanding of a subject or topic. These tasks are designed to facilitate the learning process and provide opportunities for learners to practice and apply what they have learned. When integrating core skills support into training and assessment, learning tasks should be carefully designed to incorporate and develop essential core skills alongside the subject matter being taught.

Learning texts

Learning texts in the context of integrating core skills support refer to written materials that learners encounter during their training or education. These texts can include many materials, such as textbooks, articles, reports, manuals, case studies, and online resources. Texts should be selected or designed to enhance learners’ core skill development while delivering subject-specific content when integrating core skills support.

Assessment tasks

Assessment tasks refer to specific activities, assignments, or tests designed to evaluate learners’ knowledge, skills, and competencies. When integrating core skills support into training and assessment, assessment tasks are carefully crafted to assess subject-specific content and the application and demonstration of essential core skills. These tasks provide opportunities for learners to showcase their proficiency in subject matter and core skills.

Assessment texts

Assessment texts are the written or visual materials learners encounter during the assessment process. These texts are carefully selected or designed to align with the core skills and subject-specific content being assessed. The texts provide the context and information necessary for learners to demonstrate their understanding and application of subject matter and core skills.

Core skill demands of learning tasks and texts

Core skill demands of learning tasks and texts refer to the specific core skills required or emphasized within the learning tasks and texts used in integrating core skills support into training and assessment. These demands identify the essential skills learners need to develop, apply, and demonstrate to successfully engage with the learning materials and tasks. By identifying the core skill demands, educators can design targeted instruction and assessments that explicitly address these skills.

Core skill demands of assessment tasks and texts

Core skill demands of assessment tasks and texts refer to the specific core skills required or emphasized within the assessment tasks and texts used in integrating core skills support into training and assessment. These demands identify the essential skills learners must apply and demonstrate to complete the assessment tasks and effectively engage with the assessment texts. By identifying the core skill demands, educators can design assessments that explicitly assess these skills alongside the subject-specific content.

Importance of Identifying Core Skill Demands of Learning Tasks and Texts, and Assessment Tasks and Texts

Identifying the core skill demands of learning tasks and texts and assessment tasks and texts is crucial for integrating core skills support into training and assessment in Australia. Here are some reasons why this identification is important:

Alignment with Industry Needs:

By identifying the core skill demands of learning and assessment tasks, training providers can ensure that the skills being taught and assessed align with the needs of the industry. This alignment increases the relevance and effectiveness of training programs, improving learners’ employability.

Targeted Instruction:

Understanding the core skill demands helps trainers and educators design targeted instructional strategies. They can focus on the skills required for a particular task or text, allowing learners to develop them more efficiently. This approach saves time and resources by avoiding unnecessary or unrelated content.

Individualized Learning:

Identifying core skill demands enables trainers to assess the proficiency of individual learners accurately. It allows for identifying skill gaps, strengths, and areas for improvement. With this information, trainers can personalize learning experiences, tailoring instruction to meet the specific needs of each learner.

Assessment Validity and Reliability:

When designing assessments, aligning them with the core skill demands of the learning tasks and texts is essential. This alignment ensures that assessments accurately measure the skills and knowledge acquired by learners. Valid and reliable assessments provide a fair and consistent evaluation of learners’ capabilities, enhancing the credibility of the training and assessment process.

Feedback and Improvement:

Identifying core skill demands in learning tasks and texts facilitates the provision of targeted feedback to learners. Trainers can provide specific guidance on areas where learners need improvement, helping them develop their skills more effectively. Additionally, assessment feedback informs trainers about their instruction’s effectiveness and guides continuous improvement efforts.

Progress Monitoring:

By identifying core skill demands, trainers can establish benchmarks and indicators to monitor learners’ progress. This monitoring enables trainers and learners to track skill development and adjust instruction accordingly. It promotes a sense of achievement and motivates learners to continue building their skills.

Policy and Funding Considerations:

Identifying core skill demands in training and assessment aligns with Australia’s national policies and funding priorities. Policy frameworks often emphasize the importance of addressing core skills gaps to enhance workforce participation, productivity, and social inclusion. By integrating core skills support, training providers can access funding and support for initiatives targeting these priority areas.

Steps in Identifying Core Skill Demands of Learning Tasks and Texts, and Assessment Tasks and Texts

Identifying the core skill demands of learning tasks, texts, and assessment tasks is a crucial step in integrating core skills support into Vocational Education and Training (VET) programs. This process ensures that VET teachers, trainers, and assessors are aware of the specific core skills required for the successful completion of learning activities and assessments.

Following are the steps they can take to identify core skill demands effectively:

1. Start by thoroughly reviewing the learning materials, texts, and assessment tasks provided within the training program. This includes course materials, handouts, textbooks, online resources, and any other relevant documents.

2. Identify the core skill areas that are essential for understanding and completing the learning tasks and texts. Common core skills include reading, writing, numeracy, oral communication, and digital literacy.

3. Analyse the objectives of each learning task and assessment task to determine the core skills that learners need to apply to meet these objectives successfully.

4. Map the identified core skills to specific learning tasks, texts, and activities. For example, reading skills may be required to comprehend written instructions or text, while oral communication skills may be essential for presenting information or participating in group discussions.

5. Consider the contextual demands of the learning tasks and texts. Different industries and job roles may have specific core skill requirements. Align the core skill demands with the context of the VET program and the learners’ career aspirations.

6. Engage in discussions with industry experts, employers, or industry advisory committees to gain insights into the core skills required in real-world workplace settings. Their input can help validate and refine the identified core skill demands.

7. Assess the complexity levels of the learning tasks and texts and determine the corresponding core skill levels needed to complete them. Consider the Australian Core Skills Framework (ACSF) levels to guide this evaluation.

8. Communicate the core skill demands to learners, ensuring they are aware of the specific skills they need to apply to achieve success in their learning and assessments.

9. Develop supportive materials and resources that explicitly address the identified core skill demands. This may include providing additional explanations, examples, and practice exercises to develop learners’ core skills.

10. Integrate core skills into the design of assessments to ensure that learners’ core skill development is measured accurately. Consider incorporating specific assessment criteria related to core skill performance.

11. Recognise that learners may have various levels of core skill proficiency. Offer individualized support to address any skill gaps and ensure all learners have the opportunity to develop their core skills.

VET teachers, trainers, and assessors can effectively identify the core skill demands of learning tasks, texts, and assessment tasks by following these steps. This enables them to design targeted training and assessments that foster the development of essential core skills, preparing learners for success in their chosen careers and workplace environments.