Making a storyboard Literacy and Numeracy assessment (assessment is a guide only and assumes no support available to the learner)
Learning
Level 1
Level 2
Level 3
Indicator 1
1.01
Demonstrates
some
awareness of
self as a learner
2.01
Demonstrates
some
awareness of
learning
strengths and
areas of need,
and begins to
plan and
manage the
learning process
3.01
Plans,
implements and
adjusts
processes as
required to
achieve learning
outcomes and
begins to seek
new challenges
Indicator 2
Reading
1.02
Level 1
Takes first steps
towards
developing
explicit learning
strategies
2.02
Applies a
limited range
of learning
strategies in
structured and
familiar
contexts
3.02
Experiments
with new
learning
strategies in
familiar
contexts and
applies some
strategies in
less familiar
contexts
Indicator 1
1.03
Identifies
personally
relevant
information
and ideas
within highly
familiar
contexts
Level 2
2.03
Identifies and
interprets
relevant
information
and ideas
within familiar
contexts
Level 3
3.03
Evaluates and
integrates
facts and
ideas to
construct
meaning from
a range of text
types
Indicator 2
1.04
Uses a limited
range of
decoding
strategies to
identify specific
information in
explicit and
highly familiar
texts
2.04
Uses a
number of
reading
strategies to
identify and
interpret
relevant
information
within familiar
text types
3.04
Selects and
applies a range
of reading
strategies as
appropriate to
purpose and
text type
Writing
Level 1
Indicator 1
1.05
Conveys a
simple idea,
opinion, factual
information or
message in
writing
Indicator 2
1.06
Displays limited
vocabulary,
grammatical
accuracy and
understanding of
conventions of
written text
Level 2
2.05
Conveys
intended
meaning on
familiar topics
for a limited
range of
purposes and
audiences
2.06
Produces
familiar text
types using
simple
vocabulary,
grammatical
structures and
conventions
Level 3
3.0
Communicates
relationships
between ideas
and information
in a style
appropriate to
audience and
purpose
5
3.06
Selects
vocabulary,
grammatical
structures and
conventions
appropriate to
the text
This is based on the ACSF. For further information please refer to http://www.deewr.gov.au/Skills/Programs/WorkplaceEnglishLanguageandLiteracy/Documents/AustralianCoreSkillsFramework.pdf
Oral
Commu
nication
Level 1
Indicator 1
Indicator 2
Numerac
y
Indicator 1
Indicator 3
1.07
1.08
Gives or elicits
Listens for
Basic information inbasic
a
short, simple
information in
spoken context
short, simple
oral texts
Level 1
Level 2
2.07
2.08
Uses everyday
Listens for
language to provide relevant
information or
information in
maintain a
oral texts
conversation in
across
familiar spoken
familiar
contexts
contexts
Level 2
Level 3
3.07
3.08
Level 3
Selects and uses Selects and uses
Appropriate
appropriate
strategies to
strategies to
establish and
establish and
maintain spoken
maintain spoken
communication in communication in
familiar and some familiar and
unfamiliar
some
contexts
unfamiliar
contexts
1.09
1.11
Locates and
Uses everyday
recognises key informal oral
mathematical
language or
information in
highly familiar
simple activities written
or texts
representation to
communicate
simple
mathematical
information
2.09
2.11
Identifies and
Uses informal and
comprehends
some formal oral
relevant
and written
mathematical
mathematical
information in
language and
familiar activities representation to
or texts
communicate
mathematically
3.09
3.11
Selects and
interprets
Uses a combination
mathematical
of both informal
information that and formal oral
may be partly
and written
embedded in
mathematical
a range of familiar language and
and some less representation to
familiar tasks
communicate
and texts
mathematically
This is based on the ACSF. For further information please refer to http://www.deewr.gov.au/Skills/Programs/WorkplaceEnglishLanguageandLiteracy/Documents/AustralianCoreSkillsFramework.pdf
This is based on the ACSF. For further information please refer to http://www.deewr.gov.au/Skills/Programs/WorkplaceEnglishLanguageandLiteracy/Documents/AustralianCoreSkillsFramework.pdf