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About us - Introductions

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Workshop Objectives Introduce the Kiama Community College

Professional Development approach to building Foundation Skills

Identify the National Foundation Skills focus and what it means for us

Reflect on progress with the first Certificate II in Skills for Vocational Pathways group.

Where to from here?

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Foundation Skills at XXX

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Foundation Skills at XXX

What? Wh

y?How?

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Background to the National Foundation Skills Strategy (NFSS)

Industry Skills Councils, 2010 No More Excuses, p4

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Background to the NFSS “The world of work is vastly different to even

10 years ago. “Industries have been redefined and

transformed through technology and greater integration into global markets.

“On the job learning, formal upskilling through training and ongoing mentorship have become critical factors to ensure that the workforce is able to adapt and work effectively in this new world,” Senator Ryan said.

Australian WELL Practitioners Network Conference 19/3/15

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Background to the NFSS

Industry Skills Councils, 2010 No More Excuses, p4

‘Blame the schools’

‘Just fix it’

‘Not my responsibility’

‘It’s low level beginner stuff’

‘My skills are fine’

‘LLN are separate from vocational skills’

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The National Foundation Skills Strategy (NFSS)

By 2022 at least 2/3 working aged Australians (15 – 64) will have the

literacy and numeracy skills needed to take full advantage of opportunities afforded by the new economy’ – ACSF level 3 or above

Measured by 2 long term targets

By 2022 Halve the proportion of Australians 20 – 64 without a

qualification at Cert III or above. Double the number of higher qualification achievements

National Foundation Skills Strategy for Adults, SCOTESE 2012 Executive Summary, and page 7

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Foundation Skills

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The National Foundation Skills Strategy (NFSS)

Standing Council for Tertiary Education Skills and Employment (SCOTESE), 2012National Foundation Skills Strategy for Adults p3

Endorsed by COAG 2013

Standards for RTOs (2015) Clause 1.1

The RTO’s training and assessment strategies and practices, including the amount of training they provide, are consistent with the requirements of training packages and VET accredited courses and enable each learner to meet the requirements for each unit of competency or module in which they are enrolled

Clause 1.2For the purposes of Clause 1.1, the RTO determines the amount of training they provide to each learner with regard to:• the existing skills, knowledge and the experience of the learner• the mode of delivery; and• where a full qualification is not being delivered, the number of units and/or modules being delivered as a proportion of the full

qualification.

Clause 1.7The RTO determines the support needs of individual learners and provides access to the educational and support services necessary for the individual learner to meet the requirements of the training product as specified in training packages or VET accredited courses.© 2015 LLNandVET meeting place 12

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ACSF

CSfW

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Foundation Skills of your learners

What do you notice about the Foundation Skills capacity of your learners?

What did the Pre-training assessments indicate?

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NFSS Developments

National Foundation

Skills Strategy Projects (NFSS)

IBSA developed TAELLN units and courses

(eg TAELLN411)

Foundation Skills Workforce Development

Projects

Foundation Skills Training Package (2013)

Industry Skills Councils’ Foundation Skills Resources

ACPET Foundation Skills Series

for RTOs

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Foundation Skills Training Package

91 Units embracing 5 ACSF Core Skills ACSF levels 1 – 5

3 coursesFSK10113 Certificate I Access to Vocational PathwaysFSK10213Certificate I Skills for Vocational PathwaysFSK20113 Certificate II Skills for Work and Vocational Pathways

AQF level 2 ACSF level 3

CSfW 2 - 3

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KCC Taster Program What are some

developments/outcomes of the KCC Taster Program to date?

What is going well?

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Foundation Skills Focus What does a Foundation Skills

approach mean for our teaching?

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Consideration 1

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Consideration 2

Learning support vs skill development

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ActivitySupportvsSkill Development

Consider the type of support needed

Consideration 3 Who needs help?

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1Support explicitly available

Examples and models explained and very easily accessed

Concrete, immediate, familiar

2 Support close by

Examples and models easily available

Seeks help and advice

3Can use own support approaches

Examples and models can be accessed

Recognises when help is needed

4 Able to work independently, without support in unfamiliar circumstances

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Considerations 4 and 5What skills are involved?

Where does learning happen?Be realisticPractical and possible

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What will you be looking for?Opportunities to: Upskill Support Monitor

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Questions you may have

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Reflection

What will you take from here?

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Where to from here?

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Resources

Links to Teaching Resources/Strategies

llnandvetmeetingplace.com(A range of national, and some international, industry and non-industry based

resources to facilitate LLN and Foundation Skills development teaching, updated regularly)