Transforming ideas into
action when Foundation
Skill needs
are identified
Ann Leske:
LLN Specialist
Consultant and Teacher
Annleske@concen.net.au
Leonie Francis:
Riverina Institute TAFENSW
Head Teacher LLN Education Pathways
Leonie.francis@tafensw.edu.au
http://www.dfeest.sa.gov.au/About-us/Our-Department/Initiatives-programs/FoundationSkills-Workforce-Development-Project/Foundation-Skills-Workforce-Development-ProjectsResources#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.
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.
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:
 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.
9. 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.
Resources to address the aspects not covered
See
http://buildingstrongfoundations.ibsa.org.au/content/resources-and-links
Training plan validation tool
You can use this tool to document how your training program has been designed to take account of the foundation skills needs of the target learners. Text in italics
provides an example of information that may be recorded.
Vocational competency/training program: BSBWHS406A Assist with responding to incidents
Foundation Skills
Learning
Reading
Writing
Oral
Numeracy
Digital technology
communication
Foundation skills Learning skills
Reading skills to
Writing skills to
Presentation and
Numeracy skills to
Information
demands of the
required to
source
report and
consultation skills to source information and management skills
vocational
participate
information and
document
communicate with
data from WHS reports to store and retrieve
program
effectively in
data from WHS
incidents (ACSF 3) people from a wide and documents (ACSF
relevant documents
training program
reports and
range of
3)
(ACSF 3)
documents (ACSF
backgrounds and in
4)
a range of forums
(ACSF 4)
Pre-training
4 of 25 learners
17 of 25 learners
10 of 25 learners
7 of 25 learners will 4 of 25 learners will
4 of 25 learners will
assessment of
will need support will need to
will need to
need support to
need support to
need support to
learners
with learning skills develop reading
develop writing
strengthen their
strengthen their
build their digital
skills
skills
oral communication numeracy skills
technology skills
skills
Talking to
4 learners will be approached individually and encouraged to participate in a ‘learning preparation’ program to build their learning,
learners about
numeracy and digital technology skills prior to participation in the vocational program. The emphasis of the communication will be
foundation skills
on the opportunity to improve/update their study skills.
All learners will be advised that foundation skills support is available and that they will have the opportunity to develop the reading,
writing and oral communication skills that they will need to achieve the vocational competency. Use of the unit FSKRDG10 will be
explained as a means of providing them with specialist support to build the underpinning skills they will need to achieve the
vocational competency.
Course design
‘Learning
preparation’
program will
develop
independent
learning skills.
FSKRDG10 Read
and respond to
routine workplace
information - will
be conducted
concurrently with
the vocational
unit for all
learners.
Texts will be
reformatted to
improve
readability.
Reading tasks will
be conducted as
guided group
activities.
Adapting existing
materials
Clarity of
instructions will
be improved for
all learning and
assessment
materials.
Delivery
approaches
Session overviews The foundation
will be provided.
skills specialist
will lead a
number of
training sessions,
and be available
to support reading
activities in other
sessions.
Team-teaching
approaches will
allow additional
support for some
learners.
Team-teaching
approaches will
allow additional
support for some
learners.
‘Learning
‘Learning preparation’
preparation’
program will build digital
program will build technology skills.
numeracy skills.
Writing tasks will
be revised to use
real workplace
forms and
documents.
Model templates
and texts will be
provided for
learners to copy.
The foundation
skills specialist
will be available
to support writing
activities.
Role plays will be
used for learners
to practice
speaking in
workplace
contexts.
Demonstrations
of activities will be
included.
The foundation
skills specialist will
be available to
support oral
communication
activities.
Additional
explanation and
sample answers
will be provided
for numeracy
tasks.
Opportunities for using
relevant workplace
technology will be
provided.
Training spaces
Delivery
responsibilities
An agenda will be
listed on the
whiteboard and
checked off as the
session
progresses.
The ‘learning
preparation’
program will be
conducted by a
foundation skills
specialist with
contextualisation
advice from the
vocational
specialist.
Learners will work in small groups so that learners with different strengths can
support each other.
The foundation skills specialist will have a table that can be used to work with
learners one-on-one when necessary.
Round table, group discussion will be used to involve all learners in the session
content.
The vocational
The vocational specialist will modify
The ‘learning
specialist and
learning and assessment materials to preparation’
foundation skills
accommodate learners’ foundation
program will be
specialist will use skills needs, with advice from the
conducted by a
a team-teaching
foundation skills specialist. The
foundation skills
approach to
foundation skills specialist will be
specialist with
deliver the BSB
available to provide support for
contextualisation
and FSK units.
learners during the sessions where
advice from the
they are team-teaching the FSK unit.
vocational
specialist.
Some sessions will be
conducted in the ICT lab for
learners to access relevant
software.
The ‘learning preparation’
program will be conducted
by a foundation skills
specialist with
contextualisation advice
from the vocational
specialist.
Training plan validation tool
Where and how will the LLN development fit fir within the unit delivery?
Vocational competency/training program:
Learning
Foundation skills
demands of the
vocational
program
Pre-training
assessment of
learners
Talking to
learners about
foundation skills
.
Reading
Foundation Skills
Writing
Oral
communication
Numeracy
Digital technology
Course design
How/when will the LLN
skills be taught?
Pre-training?
Within training?
Each session/some
sessions?
 F2F
 Elearning
 Combination
approach
Adapting existing
materials
Aiming for
 Clarity
 Authentic Texts
 Simulated
Practise (Oral
skills)
Delivery approaches
Who will teach the LLN
Skill – VET or LLN?
Which LLN core skill?
Which core skill
delivery strategy?
Where/how can
learners access
targeted LLN skill
support?
.
Training spaces
How can the
training space
(F2F or online)
maximise LLN
core skill
development?
Delivery
responsibilities
Who is
responsible for
what re the
preparation and
delivery
 VET
teacher
 LLN
teacher
 VET and
LLN
teacher?
Strategies for Supporting LLN in VET
Within and outside class time; F2F and elearning
Define roles of
VET and LLN
teachers
Use elearning
for practicing
skill
Checklists for
learners
General or
targeted
Preparatory
Program prior
to vocational
course
Email
Targeted
workshops series
Hotline
1:1 sessions
Elearning
access to
resources
Use Learning
Technology ‘go Management
to’
program eg
Edmodo
Moodle
Mentor
Targeted skills
workshop repeated
Model
examples
VET and LLN
team teaching
How to : Step
by Step
Guide
Webinar
connection
Workplace
Adobe Connect Task practice
Go To Meeting
(free 30 day
trials)
Establish a
Community of
Practice
Focus on
Feedback (to
learners)
Txt message
Information
Pack
Learning Hub
or place
VET teacher
with LLN
teacher
accessible
Study Centre
Learning Buddy
Embedding
L&N
Skype
Google +
Hangout
LLN assist VET
with resource
and
assessment
preparation
Demonstrate
strategy to VET
teacher, then
scaffold until
confident
Adult Learning Strategies relevant for the vocational trainer.
Adult Learning Principles
(Malcolm Knowles 1973)
Adult learners:
Require respect
Have a foundation of life
experiences and knowledge
Connect to existing knowledge ie
what they know about the new or
required skill/knowledge
Implementing Adult Learning Approaches
Mutual trust, mutual respect, support without judgement
Recognise learners have different learning styles
Seek opportunities to identify what is known, and build on that
Adults learners retain information more readily if they can relate
the new knowledge to their experiences
Accept that some learners will need more training than others
Offer information/resources more than one way
Promote inclusion of all learners
Are Goal oriented
Lifetime experiences may include misconceptions, biases,
prejudices and preferences. Some of what is known may be
incorrect.
Be organised
Be clear about why this is relevant
to their goal
Have clear, defined objectives – helps the learner to prepare
mentally for what lies ahead
Are relevancy oriented
Identify how what you have planned will help them achieve their
goals
Make clear, the relevancy of the delivery
aspect/strategy/approach
Be clear about why the skill/strategy
is necessary, where does it fit with
What will the learner be able to do as a result of the training?
other sills/knowledge?
What knowledge or materials will be required?
Are autonomous and Self Directed
Reasons to practice the
skill/strategy (many times) are
important
What skill level is required to demonstrate competency?
Note: Listening with retention only lasts about 20%
Facilitate learning – you don’t have the power to make learning
happen, only suggest and guide
Engage and Involve learners actively in a process of inquiry,
analyses, decision-making, using their own judgement and
decision-making capacity
Eg Quiz, Games, paired and group discussion, role play,
brainstorm, group problem-solve, simulation, case study
Projects, targeted tasks, use of personal learning time
Are practical
Identify the relevancy of the delivery aspect/strategy/approach
to the workplace context
LLN Teachers discuss strategies o overcome a learning challenge
This is an example of Transformation into Action
How does the example achieve that?
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These are examples of making Core Skills explicit
Service Skills Australia Model for Integrated Foundation Skill Support (MIFSS 2)
© Commonwealth of Australia 2013
Pps 58 – 62, and page 35
Reading strategies
Set the scene
 Before any reading activity, give learners an explanation of the purpose for the reading and what
they will be looking for in the material. This way they will have greater opportunity to decipher
the text.
 Encourage peer support, e.g. pair work or buddy groups.

Build required skills
New vocabulary
 Write up new terms and key words and clarify meaning in use – give an example of where
learners may expect to see these words.
 Encourage learners to highlight key words and concepts in texts.
Reading strategies
 Encourage learners to develop reading strategies, such as skimming, scanning, detailed reading
and critical reading.
 If using a long or more difficult text – get learners to chunk it down to manageable bits by
isolating certain key paragraphs in the text using a highlighter pen.
Make it clear
 Use readable, accessible texts – make sure that dense text is broken up and photocopied pages
can be clearly read.
 Read key information in trainer notes or handouts aloud. Be aware that this can be a stressful
and shaming exercise and so it is important not to ask someone to read aloud if they do not want
to.
Use visuals as supports
 Find ways of presenting material in other ways than written information.
 Reinforce written materials with visuals – e.g. a diagram, photograph or a demonstration.
 Provide English language and first language vocabulary for key words to English as a second
language learners.
Use reference material
 Demonstrate how to use reference material, libraries, the internet, etc.
 Provide a clear set of ‘how to’ steps and expectations about how this information may assist
workers to do their job.
Speaking and listening strategies
Set the scene
 Discuss the various types of speaking and listening required in the training and on the job.
 Discuss the features of ‘getting your message across’ and ‘understanding what someone else is
saying’.
Build required skills
New vocabulary
 Point out that terms have different meanings, and also possibly pronunciation, in different
contexts, e.g. a baker makes a cookie, an IT technician disables ‘cookies’ on a computer, a
carpenter uses a ‘cookie’ to splice two bits of wood together.
 List and explain colloquialisms and how they are pronounced, or avoid colloquial language
(unless it is clear they are fully understood by the listener).
Make it clear
To get a message across
 Use gesture and intonation (stress on certain words in a sentence, rise and fall of voice) to
indicate the key points.
 Repeat key ideas and learning points using the same language each time to give learners
additional opportunity to understand.
 Assist learners to practise giving factual reports by providing a ‘scaffold script’ (similar to the
points covered in writing). Adjust these for the spoken word.
 Use clear, unambiguous language.
 Speak naturally, but at a moderate pace.
 Do not raise your speaking level for people who do not speak English as a first language if they
do not understand, or make them feel ‘stupid’ if they need to ask questions.
 Give instructions or feedback using signposting, e.g. ‘I am going to talk about three areas. The
first...’.
Use visual material as supports
 Highlight key points and terms on the whiteboard in a training room situation to reinforce oral
explanations and as a visual cue to learners.
 Use pictures, diagrams and demonstration to support verbal information.
Think about cultural issues
 Be explicit about rules and conventions for different communication situations, e.g. group tasks,
workplace learning, or reporting to a supervisor.
 Recognise that politeness and answering questions vary culturally.
 Recognise cultural differences in non-verbal communication (direct or indirect eye contact, use
of hand gestures, etc.) and be sensitive to any miscommunication.
 Be aware that learners from non-English speaking background may be confused by instructions
that are too ‘soft’, e.g. ‘I wonder if you might try...’, as opposed to ‘Try...’.
Provide support with listening skills
 Learners may have highly developed listening skills in other language(s), but may be restricted in
using these skills because of difficulty with English.
 Vocational trainers and assessors can help learners to extract relevant information by:
 avoiding long periods of teacher explanation
 giving a handout with the main points or questions before learners listen
 providing question sheets or tick boxes to complete when listening
 asking ‘checking for meaning’ questions to elicit a demonstration of comprehension
 avoiding closed yes/no questions, such as ‘Do you understand?’
 allowing learners to summarise or discuss what they have listened to in pairs, and asking
questions before moving on.
Writing strategies
Set the scene
 Discuss the different types of writing required for different purposes, e.g. note taking,
data collection or report writing.
 Encourage peer support, e.g. peer proofreading, pair work or buddy groups.
Build required skills
New vocabulary and spelling
 Reinforce written materials with visuals – e.g. a diagram, photograph or a demonstration.
 Provide English language and first language vocabulary for key words to English as a second
language learners in upper and lowercase letters. Allow for practice.
 Offer some basic strategies for developing accuracy in spelling, e.g. ‘look-say-cover-check’, or
assist learner to develop a personal dictionary of regularly needed words (with visual prompts).
Make it clear
Provide a scaffold
 Offer examples of the different types of writing as a model that learners can refer to later if
necessary, e.g. a filled out safety checklist, an Incident Report form, or a field trip report.
 When you provide a scaffold, discuss the various layout features of the text with the learner,
such as:
 headings and sub-headings
 linking words for paragraphs when writing explanatory information, e.g. and, but, then, however
 sequencing words for writing a factual account, e.g. first, then, next
 stock phrases for making contrasting points when presenting an argument, e.g. on the other
hand, the points against are.
 Be aware of and explicitly demonstrate the drafting process: planning, drafting, editing and
proofreading, reviewing and preparing final copy.
 Build independence by providing less ‘scaffolding’ and encouraging more and more learner
independence as they gain in experience and skills
Using mind maps
 Mind maps help learners who may struggle with constructing written responses.
 They are more compact than conventional notes, often taking up one side of paper – which can
help those learners to make associations easily and generate new ideas.
 Building a mind map gives learners the time and space to do some planning – to think about
what they want to write, how they are going to represent a concept, what ideas they want to
link, and how they will link them.
 There is a range of mind mapping software available – free and commercial – that can support
learners in mind mapping.
 A mind map does not have to be elaborate or sophisticated. It could be as simple as a diagram
like the one in Figure 2 below. Based on the snapshot in Section Error! Reference source not
found. of this resource, the mind map in the figure begins to plot who Error! Reference source
not found. will talk to and what he will say to Mal.
 You could use any of the activities in this resource to model the process of mind mapping with
your learners.
Client
Who
Error!
Referenc
e source
not
found.
talks to
What they
talk about
First aid
officer
Mal
•what he wants in
the scissor lift
information sheet
Scissor
lift
supplier
Figure 2: Building a mind map of who Massi will speak to and what he will say
20Writing Guidelines
Writing at work can be difficult because you have to communicate something, often without a great
deal of time to do it.
Organising your thoughts before you write can help you say exactly what you want to say and can also
save you – and the reader – time. Follow these four simple rules when you write:
1. Plan
Before you write, think about:

who will read your document (your audience), to decide what you write and how formal you need to
be

why you are writing (your purpose), to decide the main things you will say; if you are writing
something long, like a report or a memo, make notes about the key messages you want to include.

2. Draft
Introduce your reason for writing, and then write something about each key message, trying to keep it
clear and concise. Your aim is to get your important points across clearly, and also to save the reader’s
time. The examples below show you the difference.
Wordy and unclear:
I have been thinking and the Santa thing is a pretty stupid idea. The scissor lift is dangerous to operate if
you don’t know what you are doing. There are so many things to go wrong. So you will just have to think
of something else.
Concise and clear:
Could we talk about using the scissor lift at the event? Without an experienced operator it is dangerous.
Do not try to use long or difficult words if you do not understand their meaning. Simple words used well
are often more effective than long words used in the wrong way.
If you are writing a report or a memo, think about any spread sheets, graphs or images you could add to
make your work more interesting or informative.
3 Proofread
In business, using the wrong spelling, punctuation or grammar can affect your credibility –people can
think you are not good at your work. So make sure you proofread your work carefully, looking for those
errors.
Spell check can help, but it will not pick up when you have used the wrong word spelled correctly.
If you know that you make mistakes with spelling, punctuation and grammar ask a trusted co-worker for
help. Try to notice the errors your co-worker finds, so that next time you do not make the same
mistakes.
Building your own personal dictionary of regularly used words or expressions can help you do this.
4. Review
Go back over your final draft. Is the layout and organisation suitable? Are you happy with the order you
have presented your messages in?