FSWD Workforce Development Project SA
Addressing Foundation Skills – 10 Step Process
This is an attempt to provide a ‘formula’ for identifying and delivering the required Foundation skills
within a Unit of Competence. It is imperative that practitioners have a formula for identifying the
Foundation skills within the unit if the skills required for the job are to be addressed appropriately.
Ten steps have been identified:
1.
‘Unpack’ Units of Competency
Choose the vocational Units of Competency [eg CHCPRT001 - Identify and respond to
children and young people at risk (Release 1) or the cluster of elements etc that are
being delivered and ‘unpack’ the performance criteria to identify which Foundation
skills and what level of Foundation skills are required within the competency. To
unpack the performance criteria look for trigger words.
2.
Identify trigger words within the elements and performance criteria
The trigger words are action words with a related word; these are the words or
phrases that indicate the Foundation skills. When the action word is identified, for
example, ‘apply’ (action word) knowledge (related word), the next step is to analyse
how the knowledge is applied. Another example is ‘collecting’ (action word); analyse
what or how something is collected.
There are several resources that have been developed by Industry Skills Councils (ISCs)
to support practitioners in this process. For example the following resources are
available on the IBSA Building Strong Foundations website:
Example Trigger Words Glossary - practitioners can use this as a basis for developing
their own list of ‘trigger’ words appropriate to their industry sectors/qualifications
Identifying Foundation Skill Requirements – uses the BSBWHS406A Unit of
Competency as an example to locate trigger words to identify the foundation skill
requirements within the elements and performance criteria.
Once the trigger words have been identified and analysed, determine the level of
Foundation skills required.
3.
Determine level of Foundation/Core Skills required
As ISCs update industry Training Packages, the relevant Australian Core Skills
Framework (ACSF) levels will be identified. This information can generally be found in
the companion volumes. Until that work is completed, VET practitioners/LLN
specialists can utilise the ACSF to determine the required levels. The FSK Foundation
Skills Training Package Unit Matrix is also a useful reference to support the
identification of Foundation skills levels.
ACSF Mapping of Electives - a useful example of how the ACSF levels have been
identified in two Units of Competency (LGACORE101B & LGACORE105B) by
Government Skills Australia.
10 Step Model DFEEST Foundation Skills Project 2013
FSWD Workforce Development Project SA
4.
Determine how the learner’s Foundation skills beginning level will be assessed
VET practitioners often use an indicative assessment which involves a range of pre
training skills check strategies, including one to one conversations. In addition, there is
a range of diagnostic assessment pre training skills-check tools which can be
customised, especially with the support of an LLN specialist.
Diagnostic assessments are good practice and are best completed before the student
is offered a place in a course, to determine their needs and their pre-course
foundation skills level. No cost pre training skills-check instruments are available from
Precision Consultancy, and the ACER website offers a range of instruments for
purchase.
As an example, a student may need to complete a form with their personal details;
the student would have this knowledge, however, they may not be able to write the
information down on the form. Therefore, this could indicate that the student may
require significant support to develop the writing skills required for the course.
The next step is to determine how this skill will be trained and assessed.
5.
Determine how the Foundation skill(s) required of the competency can be delivered
and assessed within the training.
As much as possible use authentic workplace tasks, behaviours and documents to
integrate the delivery and assessment of the identified Foundation skills with the
vocational skills. Examples might include completing workplace WHS forms (writing),
interacting with a client (oral communication, problem solving), menu planning
(estimation skills).
This information goes into the Training Plan Validation Tool.
6.
Use a training validation tool to show where the Foundation skills fit within the unit
Training Plan Validation Tool – this template is available on the IBSA Building Strong
Foundations Website. The tool allows the VET practitioner/LLN specialist to detail
where the Foundation skills fit within the unit; how they will be addressed etc. (It is
also useful for easy sharing of information with other VET Practitioners within a
Registered Training Organisation [RTO], so that the information is not isolated to one
VET practitioner.
After including the information about where the Foundation skills fit within the unit,
identify ways in which they can be addressed.
7.
Document ways in which the Foundation skills will be addressed within the unit of
delivery.
Using the Training Plan Validation Tool record which learners require foundation skills
development, what Units of Competency (eg from the Foundation Skills Training
Package) or delivery strategies will be used (and how) to address the skills gaps.
10 Step Model DFEEST Foundation Skills Project 2013
FSWD Workforce Development Project SA
The training validation tool plan backs up and supports the adjustment of the session
plan to meet the Foundation skill needs of the learner.
Complete the training plan validation tool template ensuring that the delivery and
assessment is included in the plan before deciding who is best to deliver the skill.
8.
Identify if the VET practitioner can deliver the skill/knowledge or if a specialist
should be utilised
When determining how best to assist the learner to reach the required level of
Foundation skills, consider whether the VET practitioners have the required skills; and
if not, what professional development would support that skill development.
Alternatively, use the services of a Foundation skills specialist.
VET practitioner skills can be developed using a range of professional development
resources which are available through the ISC websites, particularly the Building
Strong Foundations website. The resources include short video clips (2 - 6 minutes) or
more structured sessions, for example, Manufacturing Skills Australia’s “Making
Connections” program.
Foundation skills specialists can either:
9.

Workshop strategies with VET practitioners to address the learner Foundation
skill gaps and how to modify the session plans to deliver and assess the
Foundation skills, or

‘Team teach’ with the VET practitioner(s) using an integrated delivery model,
or

Provide Foundation skill support to learners, individually or in groups.
Ensure the session plan includes strategies etc to address required Foundation Skills
Adjust the session plan to incorporate the strategies identified in the training
validation tool or in the discussion with the Specialist to address the required
FSK/ACSF level. While working with these strategies for delivery consider the
assessment strategies.
10.
Ensure assessment includes assessment of the competency level of foundation skills
required within the Unit of Competency.
The Foundation skills assessment will be included with the assessment of the Unit of
Competency and does not need to be assessed separately. The training plan validation
tool will detail this approach.
By following this process the delivery and assessment of the Unit of Competency will
include both vocational and foundation skills.
10 Step Model DFEEST Foundation Skills Project 2013