foundation skills: trainer reference guide workplace focus...guide – workplace focus tecah2learn...

Tecah2Learn Trainer Reference Sample

Foundation Skills:

Trainer Reference

Guide – Workplace

Focus


This Guide provides the trainer with the ideas and types of activities that can

be used to address reading, writing, learning, speaking and listening, and

numeracy issues that are demonstrated by the learner

The guide also references the Manuals that provide practice in each of these

Foundation Skills at the 5 levels of the ACSF in these manuals below


Level 1

Level 1 – rudimentary, beginning, initial English Language skills

Key words: basic or simple or immediate

Can independently write facts and phrases:

First Name: Joanne

Surname or Family Name Brown

Address 45 Smith St

I hav three chilren

Can independently answer:

Yes. My name is Joanne Brown. I have three children.

Can independently identify numbers and write:

Date: 1/4/08

Phone: 08 3452900

Date of Birth: 23/4/66


Foundation Skill - Learning

Motivation Participation Evaluation Transfer of skills Questioning Initiative Adaptability

Teaching strategy Skills & Knowledge Application of these skills Reference in Learning Manual ACSF 1

Identify the motivation that activates the interest of the learner

e.g. money, better job or a career, personal growth, curiosity

Create the

connection between motivation and relevance of activities in workbooks

e.g. if the activity is about how you learn then ask the learner to describe different learning experiences

identifies personal goals that would be achieved in active participation

explores personal styles of learning that would benefit from further involvement in practical, relevant experiences

identifies ways of learning

has some idea that there are gaps in personal skills

can identify own skill needs

can give examples of how to get round the gaps

wwrites up a short term plan e.g. in relation to gaining work by participating in a face-to-face/phone interview situation and judge the results

iidentifies strengths and weaknesses e.g. as an employee or employer/ in current employment climate

Iidentifies current barriers e.g. to overcoming obstacles in gaining work skills through training or work experience

p.6-9, 13 p.15, 16 p.18 p.16-17 p.10 -12 p.17 p.12, 14, 15-17


Foundation Skill - Reading

Comprehending …………………….Written material Diagrammatic material Visual material

Teaching strategy Skills & Knowledge Application of these skills Reference in Reading Manual ACSF 1

Explain common English reading rules e.g. left to right; cluster reading; headings

Provide a list of the 100

most commonly used words e.g. and, but, from, for, home, then

Provide examples of common phrases or groups of words e.g. fill in this form; name, address, phone; Turn Left Here

Explain the common and

different patterns of sounds e.g. the ‘ay’ sound: paid/pay; or the long or short ‘o’ : bow or bow

Explain the purpose and

meaning of common texts e.g. forms, messages, cards, directional signs, captions

Explain the sentence

structure e.g. nouns, verbs, adjectives, adverbs, pronouns, prepositions

comprehends the symbols of the language - alphabet - in the form of known text

selects required information if it is contextually relevant and known, and which may include uncomplicated pictures, maps, particular settings or signs that provide details

may use developed lists of relevant functional language - clauses, phrases, words - that have been learned by rote, rhyme , format or repetition

reads sentences that are simple and relate to an immediate context/present tense

approaches reading through recognition of the word rather than syllables

texts/pictures/diagrams relating to the clients familiar environment can be read for particular items of interest

identifies that the picture/icon or the symbol/sign or the letter/number are each contextually meaningful looks for and uses visual supports to fully comprehend a written article

utilises a priori knowledge to “guess” meanings as long as they are appropriate or logical to the gist of the information

uses alphabetical text e.g. formats of dictionary/ telephone book

reads according to the conventions of the language e.g. English reads from the top of the page on the left hand side, across to the right side of the page then back to the left hand side and repeat until reaching the bottom of the page

relates/recounts information from articles that are straightforward and immediately relevant e.g. reads forms from a variety of contexts and for different purposes i.e. employee social club, union member, roster system changes or reads photo of story with caption from local paper such as an organisation’s employee of the month or small business operator in local area

p.9, 14, 27, 28 p.9- 29 p.9, 14 p.11, 14, 16, 20, 26 p.10, 15, 18, 21, 22 P13, 24, 25 p.12, 19 p.9-29 p.9, 17, 23


Foundation Skill - Writing

Creating written material Designing diagrammatic material Using a range of implements Using a range of materials

Teaching strategy Skills & Knowledge Application of these skills Reference in Writing Manual ACSF 1

Provide practise in the 100 most commonly used words and phrases e.g. and, but, from, for, home, then, How are you?, Good morning

Explain the common writing rules e.g. left to right; punctuation: full stop and capital letter

Provide a list of the

common and different patterns of spelling e.g. the ‘ay’ sound: paid/pay; or the long or short ‘o’ : bow or bow

Provide a list of the

common phrases or words e.g. completing forms with personal details ; notes or messages or cards

Provide examples of

writing for a purpose e.g. forms, messages, cards, directional signs, captions

writes information gained from observation of what and how to write

writes functional, rote-learned information

writes straightforward phrases/clauses that reflect the use of structure

may use developed lists of relevant functional language – clauses, phrases, words - that have been learned by rote, rhyme , format or repetition

can “guess” the language as long as it is appropriate or logical to the gist of the discourse sentences relate to an immediate

context/present tense approaches writing through memory

of the word rather than syllabification

texts/pictures/diagrams relating to the clients familiar environment are used to support written work

uses that picture/icon or the symbol/sign or the letter/number to make meaning

creates visual supports to fully support a written article

uses alphabetical texts e.g. address book, telephone book

writes according to the conventions of the language eg English writes from the top of the page on the left hand side, across to the right side of the page then back to the left hand side and repeat until reaching the bottom of the page

unconventional or phonetic spelling is used

one genre is used for all writing purposes

writing may be mixed low and high case

uses simple sentence structures i.e. noun/verb/subject

uses familiar words writes sparingly

e.g. writes in forms from a variety of contexts and for different purposes ie employee social club, union member, roster system changes request

OR

Uuses set format to set up text structure and 1 or 2 sentences e.g. description of a small business operator in local area

p.10 p15, 16 p.15,16 p.13, 14 p.12,25 p.28,29 p.19, 26 p.9, 10 p.11 p.17-18 P 11 p.9-29 p.20, 22 p.9-29 p.9-29 p17-18, 21,22,23,24,27


Foundation Skill - Oral Communication

Spoken text Active listening skills Conversation

Teaching strategy Skills & Knowledge Application of these skills Reference in Oral Communication Manual ACSF 1

Provide practise in common phrases or groups of words in everyday speech e.g. greetings, questions & answers, alarm & solutions, information

Practise the correct

common and different patterns of gestures and actions for situations e.g. doctor’s surgery, checkout at supermarket, coffee shop

Practise the

commonly used words and actions in a common range of occupations e.g. working as a waitress, in a factory, in an office/IT

uses actions, short exchanges, rote-learned phrases or minimal speech in order to gain/provide information, item/s or support/service

exemplifies the purpose of networking and by actively participating with others

demonstrates action listening when the client is relying on verbal information

may use developed lists of relevant functional language - clauses, phrases, words - that have been learned by rote, rhyme , format or repetition

may request answers related to specific information or scenario that need to be explained in a structured, logical process with gestures or signs

may require the use of signs/symbols/pictures to explain or make a request

reacts to straight-forward questions using simple sentences and related to an immediate context/present tense.

pronunciation of words or the irregular intonation of words or the misplaced emphasis on a word in a phrase/sentence may confuse the listener and then require an interpreter or sympathetic friend to explain

can operate in a familiar workplace, community or social situation

can interpret non-verbal signs to understand simple instructions or information or ask questions e.g. tells a story/joke about team/work incident or

ddescribes personal action and reaction in a disagreement within a work team or

llistens/participates in and follows simple instructions while working with a group to address a Workplace Health & Safety problem

p.7-8,10, 13, 14 p.9 p.22 p.7-8,10, 23 p.9-20 p.11-12, 25 p.15, 16-19,20


Foundation Skill - Numeracy

Problem solving Using numbers Following formulas for mathematical purposes Using mathematical language

Teaching strategy Skills & Knowledge Application of these skills Reference in Numeracy Manual ACSF 1

Explain the interrelated components of numeracy: time, space, measurement, numbers, direction, calculations e.g. ‘seconds, hours; volume; metric; place value; north, south; + -

x Explain and provide

examples of common formulae e.g. addition rules; multiplication/ division connection; transactions: change from purchases; percentages; fractions; decimals

Practise the common

and different patterns of maths e.g. whole numbers; decimals, fractions & whole numbers; shapes: square to cube, circle to sphere

Explain the common

ways of measuring e.g. cm, m,; Mlle, litre; gram, kilogram; tape measure; ruler

Explain common

reading rules for math e.g. simple graphs; cost of groceries as a problem exercise; diagrams and questions; models and self-paced activities

identifies straightforward maths (time, measurement, space, numbers, data, formulae) use

uses specific, simple

mathematics processes

in a familiar work,

community or social

context

relates prior

knowledge and use of

mathematics in

particular situations to

current circumstances

to predict results

makes use of common

or known procedures

when explaining or

writing mathematical

processes

u

uses physical materials to explain/understand

mathematical processes

r

recognises & understand the meaning and use

of numbers, coins and notes

c

can write/recognise/explain basic fractions eg

½, ¼, ¾

c

can recognise/write/explain straightforward

diagrammatic/graphic/character/tabular

information in known environments e.g. TV

weather chart, computer icons, voting results,

sports matches results

c

can simply describe attributes of persons,

places, animals, objects using measurements

appropriate to situation ie kilograms/ metres,

fat/tall, hot/cold eg size of home, types of

machines at work, differences between

weight, height, body type, colouring of

children/friends/pets, comparison of today’s to

yesterday’s weather

p

provides and comprehends simple, logical,

precise written or spoken explanation of

space eg location of home in comparison to

shopping centre, geographic positioning of

country in the world, aerial view of home

.

provides and comprehends simple, logical,

ordered written or spoken explanation of

time i.e. year/monthly/weekly calendar, time

zones, timetables/keepers eg roster system at

work, school holidays, punctuality to

interviews/appointments, 24 hour clock for the

airlines; works out how a work team roster for

high work demand be set up when given a list

of paid up members of the union to work out

the numbers still to pay can make the list and

add the monies

p.13,16, 24,25 p.12, 15, 20, 23, 26 p.19 p.11, 17, 27, 29 p.9-10,17,21 p. 18, 19, 24 p.14, 22, 28


Level 2

Level 2 - basic, foundation English Language Skills

Key words: common or usual or known

Can write sentences

I work as an Aged Care support worker for a Residential Home. I have a First aid certificate

Can independently explain:

Hi, Joanne here. I have two more patients to check on. I will be there in 1 hour.

Can independently calculate: Timesheet: 11-14.58 Number of hours & mins worked: 178 mins or 2 hrs 58

mins

Day: Monday

Date: 12/2/07Food Orders

Time delivered Signed by Patient

2345 11.00 D.Houmos

2346 11.25 R.Fish

2347 12.05 T. Hill

2348 13.24 F. Muloot

2349 14.58 D.Smith

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