rii20115 - certificate ii in resources and infrastructure ... · certificate ii in work preparation...

DRILLING • MINING • QUARRYING • CIVIL INFRASTRUCTURE

RII20115 - Certificate II in Resources and Infrastructure Work Preparation

PROGRAM GUIDE

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SkillsDMC (Resources and Infrastructure Industry Skills Council Ltd)

Tower 1, Level 1, Suite 2, 475 Victoria Avenue, Chatswood, NSW 2067

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Published by: SkillsDMC (Resources and Infrastructure Industry Skills Council Ltd)

Tower 1, Level 1, Suite 2, 475 Victoria Avenue, Chatswood, NSW 2067 AUSTRALIA

First published: 2015

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SkillsDMC is the owner of all copyright and other intellectual property rights in the products and any modifications made by SkillsDMC to the materials (parent document issued to you at point of sale and as reflected in the invoice). You acknowledge that, apart from the limited licence granted under these Terms of Sale, you have no right, title or interest (including intellectual property rights) in the products. You will do anything reasonably required to give effect to SkillsDMC’s ownership of the products (parent document).

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Contents

Part 1: Introduction

4

Certificate II in Work Preparation Program Checklist 5About the Certificate II in Resources and Infrastructure Work Preparation (RII20115) 6Industry engagement 7Delivery considerations 9

Learner Guides 10Training Log Book 11Assessment of each unit of competency 12Foundation Skills 13Foundation Skills in Units of Competency 14Foundation skills in Assessment Requirements 15Trigger words 16The Australian Core Skills Framework 17Using the ACSF 21Unit ACSF mapping 21Qualification summary 22Certificate II in Resources and Infrastructure Work Preparation (RII20115) 23Working with adult learners 25Communication strategies 27Appendix A - Career pathways 28Activity: Career planning 33Further information 36Further information 37Appendix B - Pre-Assessment Tool – Foundation Skills 37Task 1 - Personal details 38Task 2 - A self-assessment 40Task 3 - Reading comprehension 41Task 4 - Writing 42Task 5 - Numeracy 43

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Part 1: Introduction

Program Overview

This Program Guide has been developed to assist training providers such as a registered training organisation (RTO), employers or trainers and assessors to prepare for the delivery of the Certificate II in Resources and Infrastructure Work Preparation (RII20115).

This Guide is a component of a suite of resources that also includes:

• Learner Guides

• Supplementary mapping information & solutions

• Training Log Book

• Assessment Toolkits

This Program Guide provides:

• an introduction explaining the requirements and structure of the qualification

• suggestions for how to deliver the Training Program using the resources listed above

• an overview of the Learner Guides, which have been developed to support learners in attaining the skills and knowledge required for the qualification

• an outline of the purpose and use of the Training Log Book

• information about how Foundation Skills might be incorporated into the delivery of vocational education and training (VET)

• Supplementary materials which provide an outline of each unit of competency selected for this qualification, including mapping and solutions to the activities and questions that are included in each of the Learning Guides

The delivery and assessment of each unit of competency must be contextualised to ensure all components, including Performance Criteria, Performance Evidence and Knowledge Evidence, of the unit are sufficiently covered. The following model outlines where this should occur in relation to the use of the resources listed above:

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Certificate II in Work Preparation Program checklist

Note: You must ensure that the learning, training and assessment requirements for each unit of competency are consistent with your Training and Assessment Strategy and Practices which may include:

Training and Assessment Considerations Yes / No / Not ApplicableTraining provider or RTO has Scope of Registration to deliver the programTraining and Assessment Strategy and practices are consistent with Scope of RegistrationIndustry engagement is consistent with Training and Assessment needsCertificate II in Resources and Infrastructure Work Preparation materials provided have been analysed and contextualised to:

• Learner needs

• Industry environment and conditions

RII Training Package components and requirements have been analysed to address:

• Assessment conditions including assessor / industry Subject Matter Expert (SME) experience

• Assessment simulating workplace conditions

• Evidence collection

Trainers / Assessors meet the relevant standards to deliver this programConsideration has been given to planning for Training delivery in regard to:

• existing skills, knowledge & experience of learners

• the AQF volume of learning

• mode of delivery

• facilities and equipment to accommodate:

- the number of learners

- assessment conditions

Other learner/trainer considerations:

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About the Certificate II in Resources and Infrastructure Work Preparation (RII20115)

The Certificate II in Resources and Infrastructure Work Preparation is an introductory qualification designed to provide learners with the knowledge and skills to gain entry level employment in the resources and infrastructure industries. It allows individuals to develop basic skills and knowledge to prepare for work, including limited technical skills developed under close supervision.

Successful completion of this Certificate II in Resources and Infrastructure Work Preparation program involves the completion of nine (9) units of competency, made up of :

• three (3) core units; and

• six (6) elective units,

as per the requirements of the packaging rules* listed below:

Unit code Unit titleMandatory unitsRIIWHS201D Work safely and follow WHS policies and proceduresRIIENV201D Identify and assess environmental and heritage concernsRIIRIS201D Conduct local risk control

ElectivesRIICCM201D Carry out measurements and calculationsRIISAM201D Handle resources and infrastructure materials and safely dispose of

non toxic materialsRIISAM203D Use hand and power toolsRIIBEF201D Plan and organise workRIICOM201D Communicate in the workplaceRIIQUA201D Maintain and monitor site quality standards

* For further information regarding the packaging rules for this qualification refer to training.gov.au

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Industry engagement

The Certificate II in Resources and Infrastructure Work Preparation focuses on preparing candidates for employment in the resources and infrastructure industry and so it is essential that learners have ample opportunities to experience real working environments in this industry.

The qualification is designed to prepare individuals (candidates) for roles where they will perform mainly routine tasks and procedures, mostly under supervision. Candidates will generally be working in entry level roles, with an expectation that they take responsibility for the quality of their own work outcomes.

Completion of this qualification may provide a logical pathway to further related qualifications at a higher level, as shown in the Career Pathway diagrams on pages 28-32.

In consultation with the industry for which the candidates are being prepared, it is necessary to carefully consider the kinds of work opportunities your learners would most benefit from and would shape their experiences of work.

It is recommended that each learner undertakes a work placement in an authentic work context that is a minimum of two weeks, covering at least 40 hours of work.

The following questions are intended to provide you with stimulus for thinking through the relevant people and processes you should engage with to ensure the delivery of this program is effective for all participants.

• What are the career interests of your learners?

• What types of tasks, machinery and processes would the learners benefit from seeing and/or experiencing?

• How large is the group? Rather than taking an entire group it may be easier to schedule visits for several smaller groups across a period of time.

• What units are you currently focused on?

• What resources and infrastructure companies operate in your area?

There are benefits for employers:

• work-site visits can also be an excellent opportunity for employers and learners to get to know each other and could lead to future employment opportunities

• you are offering experience and knowledge of the VET sector which could potentially assist in addressing the training and development needs of the organisation

Before contacting an employer, research the company to:

• identify the best person to contact

• establish the activities and context in which the organisation operates

When you make contact:

• inquire about your contact’s role in the organisation – this will help you to ascertain if you are talking to the right person and may help you shape more specific requests for your learners

• explain the focus of the Certificate II in Resources and Infrastructure, and its role in preparing new entrants for the industry workforce

• explain how the work placement forms an important component of the Certificate II training and assessment by allowing the learners to apply their learning in a real work situation

• emphasise that the relationship could offer the opportunity to identify future employees and so reduce the expense and time in recruitment

• enquire about the safety procedures at the worksite – and acknowledge that your learners may not be able to access all areas that you would like them to

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Career planning

Career planning information to encourage learners to explore job opportunities and career pathways, and to assist with organisation of work placement hosts, is included in Appendix A.

Training and assessment in a workplace environment

It is recommended that all units of competency from the Resources and Infrastructure Industry Training Package are best assessed in the sector’s work environment. Exceptions to this are only allowed in instances identified as follows:

“Where personal safety or environmental damage are limiting factors, assessment may occur in a simulated environment provided it is realistic and sufficiently rigorous to cover all aspects of workplace performance, including environment, task skills, task management skills, contingency management skills and job role environment skills”.

It is essential therefore in a simulated environment the assessment of the units makes use of typical resources normally used in a resources and infrastructure sector environment, to ensure training and assessment environments closely replicate work environments.

Workplace set up

The set up or lay out of the workplace may vary, depending on the units chosen to make up the qualification. Generally, workshops or simulated environments set up for the program should include full scale reproduction of the environment to provide for a range of industry conditions and contexts.

The following are the minimum requirements for the workplace as referenced in the Learner Guides, in the Learning Activities, and Checking Your Understanding sections:

• materials and equipment which comply with WHS policies and procedures including Job Safety Analysis sheets

• access to the relevant Australian Standards

• personal protective equipment (PPE)

• Materials Safety Data Sheet (MSDS) information

• manufacturer’s specifications

• operator’s manuals

• supporting texts, workbooks, graphics and film media that meet the needs of a diverse range of learners

• examples of specifications and work instructions

• personal computers with access to the internet and relevant software as used in the industry

• measuring and monitoring equipment that is normally used in the industry

For example, the minimum resource requirements for the RIISAM203D Use hand and power tools unit are listed as following:

Unit code and title

Minimum requirement for workplace

RIISAM203D Use hand and power tools

• Hand tools and equipment are to include but not be limited to: cramps, vices, adjustable spanners, crow bars, pinch bars, bolt cutters, brooms, hacksaws, hammers, measuring tapes, axes, rakes, hand augers, picks, mattocks, pliers, shovels, spades, sledge hammers, spanners, wrenches, spirit levels and wire cutters.

• Power tools and equipment are to include kanga hammers, cut off saws, drills, screwdrivers, angle grinders, pneumatic wrenches, impact hammers, tampers, rotary hammers/drills, circular saws, planers, sanders and scalers.

• Equipment is to include power leads and safety switches and may include air hoses

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Delivery considerations

The Training Program

The Training Program for this qualification must be contextualised to suit learner needs and delivery requirements. Units may be delivered separately, but ideally should be clustered to provide opportunities for project work, and for knowledge and skills to be applied in the work (or simulated) environment.

Following is a sample group Training Program with a Mining focus:

Sample Training Program - Mining

(It is the responsibility of the RTO to ensure Training Programs are compliant with current requirements.)

Week Unit ActivityWeek 1 Course introduction

Presentation by mine site staff, about work in resources and infrastructure industry

Begin career planning activity

Introduce Training Log Book

Week 2 RIIWHS201D Work safely and follow WHS policies and procedures

Fundamentals of each unit delivered using workbooks, then project work to cover both unitsWeek 3 RIIRIS201D Conduct local risk control

Week 4 Mine site induction/mine site tour Induction delivered by mine site staff – needs to be completed before learners can go on tour.

Complete career planning activityWeek 5 RIICOM201D Communicate in the workplace Fundamentals of each unit delivered using

workbooks, then project work to cover both units

Week 6 RIICCM201D Carry out measurements and calculations

Week 7 RIIBEF201D Plan and organise work Project to be given to/chosen by group.

Plan resources/equipment

Order materials

Ensure that learners complete the Training Log Book to record activity for assessment

Week 8 RIISAM203D Use hand and power tools Fundamentals of each unit delivered using workbooks, then project work to cover all three units

Week 9 RIIQUA201D Maintain and monitor site quality standards

Week 10 RIIENV201D Identify and assess environmental and heritage concerns

Week 11 Project work Ensure that learners complete the Training Log Book to record activity for assessmentWeek 12

Week 13 Work placement Ensure that learners complete the Training Log Book to record activity for assessmentWeek 14

Ongoing Continued Work placement (as required)

Please note: Any State/Territory requirements for work placements must be adhered to.

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Learner Guides

The Learner Guides may be used in a range of ways:

• to support an existing program or learning strategy

• to support facilitation in a group setting, or,

• to provide a resource for learners to take away and work through at their own pace in negotiation with a trainer.

The manner in which you use these materials will depend on the role you are taking, the support needs of your learners and the delivery method you are using.

While the Learner Guides are designed to cover all aspects of the relevant unit/s of competency you must still make sure the trainer and assessor are thoroughly familiar with the actual unit and its evidence requirements prior to commencing training.

It is important the time is spent reading through the Learner Guides and adapting them to suit the needs of the learners and the company or work site where the work placement will be undertaken (see the section titled ‘The work placement’). You may choose to add information that you feel will enhance the learning experience. In particular some companies may provide examples of workplace documents and/or policies and procedures to be utilised during the training.

The contextualisation required may cover:

• the type of the learning activities (make adjustments to suit your workplace environment)

• the size of the site (small or large site) where work placements will be undertaken

• site specific policies, procedures, processes and forms should be added to the program where available

• your own examples, case studies or critical incidents to make the learning interesting

Any approach used to contextualise the materials must meet the assessment evidence requirements must meet the evidence requirements outlined in the unit/s of competency.

Learning activities

The Learning activities in the Learning Guides are designed to:

• check a learner’s understanding of new information

• relate new information to the workplace

• encourage understanding of systems and procedures that are commonly used across all resources and infrastructure workplaces

• provide experience and exposure to relevant workplace activities so each learner’s workplace knowledge can be customised to suit their individual needs

The activities generally require learners to document or provide evidence of one or more of the performance criteria of a unit of competency. As such the completed activities can be kept by the learners for inclusion in their portfolio of evidence for assessment.

Many activities require learners to access equipment or work-related documentation. If a learner is not employed in the industry, then examples of the equipment or documentation to simulate the work environment will need to be provided.

Solutions to the Learning Activities are included at the back of each Learner Guide.

Checking for understanding

The Check Your Understanding sections in the Learner Guides have Knowledge Questions and Practical Activities for learner’s to conduct a self-assessment to determine if they are ready to complete the Assessment activities for the unit.

The solutions for these questions and activities are included in the Supplementary material that supports each Learner Guide.

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Training Log Book

Gathering sufficient evidence for assessment is an important part of delivering the Certificate II in Resources and Infrastructure Work Preparation. The Training Log Book is provided for a learner to record their achievement against the units of competency. This document includes a number of tools to record evidence for assessment, including:

• Learner Profile – listing all Units of Competency to be completed

• Assessment Summary of Evidence to record the various types of evidence collected for each unit – note that some forms of evidence are mandatory, others are optional

• Unit of competency sign off sheets with the elements and performance criteria for each unit

• Work placement diary, to be completed by the learner about the tasks completed at work, or through projects. (Additional pages may be included if required.). The diary pages include a sample entry to explain how it might be completed.

It should be the learner’s responsibility to keep the Training Log Book up to date, but trainers/assessors will need to offer encouragement and support.

Introducing the course to the learner

The Training Log Book has been developed as an introduction to the course for the learners. The introduction should be contextualised with particular information about the course you are offering. You should also add any specific requirements for the location where you are offering the training program.

Reasonable adjustment

The concept of reasonable adjustment provides you with a strategy to ensure equity for learners, by adapting training and assessment processes and materials. Reasonable adjustment is undertaken to ensure that individuals are given an opportunity to reach their fullest potential in spite individual differences or obstacles. Some common examples of reasonable adjustment include, but are not limited to:

• making training materials available in large print or recorded oral format

• making time related changes for someone with low levels of literacy

• providing additional support for the participant to help them work with issues of cultural adjustment

An important and valued characteristic of the workforce in the resources and infrastructure industries is the diversity of the workers. If the industry is to continue growing and to provide realistic job opportunities, this diversity will need to continue to be encouraged.

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Assessment of each unit of competency

Assessment for each unit of competency should be against the specified required skills and knowledge and performance criteria.

Assessment Toolkits provide a quality assessment methodology to determine a learner’s competence. They consist of two components:

• Assessor Guide

• Candidate Guide

Assessor Guide

The Assessor Guide provides a framework for an assessor to manage the assessment for each unit. It contains information regarding the planning, conducting and finalising of assessment, and a range of Assessment Tools.

The Assessor Guide includes mapping against the unit of competency and solutions, and allows for contextualisation to ensure the assessment is suitable for the context in which they are being used.

Candidate Guide

The Candidate Guide contains information and instructions to provide the candidate with an understanding of how the assessment process will be conducted, as well as guidance on how the Assessment Tools are best completed.

The trainer and assessor should ensure they are familiar with the Assessment Toolkit materials, the Assessor and Candidate Guides, prior to commencing planning and delivery of each unit.

Preparing for assessment

The following list is a reminder of the steps required of assessors before beginning the assessment process.

• inform and explain the assessment process to the participant and which competencies will be assessed.

• review the assessment task and questions to ensure they suit the need and the circumstances – if not, customise to suit.

• prepare any equipment and resources required for assessment.

• arrange an appropriate assessment environment.

• use a fair and accurate method to assess the participants to decide if they have achieved competency.

Once the assessment is complete, ensure the following steps are carried out:

• provide feedback to the participant and seek feedback from the participant about the assessment process

• make a record of the assessment results and pass on to the appropriate people

• review and make the necessary changes to the assessment process

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Foundation SkillsFoundation Skills are the communication skills that underpin almost everything people do at work, at home, and in the community. There are several terms that have been used to refer to these skills in recent years.

Language, literacy and numeracy (or LLN), was used for many years and refers to the ability to speak, listen, read and write in English, as well as to use mathematical concepts.

Core skills is the term used in the Australian Core Skills Framework (ACSF), which specifies levels for the five skills of learning, reading, writing, oral communication and numeracy.

Foundation Skills is the term that Australian Government agencies have begun to use to include the five core skills (defined by the ACSF), plus employability skills or the skills outlined in the Core Skills for Work framework, although the definition tends to vary slightly across different documentation. It is also worth noting that the Foundation Skills Training Package includes the five core skills, plus digital literacy.

The focus here is not on a precise definition of the term Foundation Skills, but on how Units of Competency and Assessment Requirements identify which areas need to be addressed within a training and assessment program. It is essential that trainers and assessors interpret these documents effectively.

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Foundation Skills in Units of Competency

All job tasks and all units of competency include Foundation Skills - almost everything we do at work is underpinned by Foundation Skills. This can include having a conversation with a team member, completing a vehicle management record, or working out a solution to a problem. Every effort has been made to ensure that Foundation Skills essential to performance are explicit in the RII units of competency that have been revised to meet the current Standards for Training Packages. However, Training Package users are still required to take the time to analyse units and identify where the Foundation Skills appear. This is because there are many different words used in the performance criteria to describe Foundation Skills as they relate to the vocational task.

In the following extract from RIIHAN206D Transport plant, equipment and personnel, the words used to describe Foundation Skills in the context of the job task have been highlighted.

Note that the highlighted words are either verbs (carrying out a Foundation Skill) or specific documents that need to be referred to (read and interpreted).

1.1. Access, interpret and apply load handling documentation and ensure compliance to the work activity

1.2. Identify load characteristics, environmental issues, and any special handling or equipment requirements

1.3. Determine location of transfer, establish transfer pathway and prepare equipment and/or authorised personnel according to transportation schedule

1.4. Identify and report potential risks and hazards, and apply risk management procedures

1.5. Conduct pre-operational checks to establish the readiness of

1.6. Equipment for operation and report unsafe equipment to appropriate personnel

2.1. Carry out start-up, park-up and shutdown procedures

2.2. Calculate the load

2.3. Lift and shift load safely using appropriate devices, protective restraints for personnel, and appropriate personal protective equipment

2.4. Transport load within the operating capacity of the transport vehicle, using appropriate devices and protective restraints for personnel

2.5. Transport load to the specified destination, via approved transport routes, within speed limits, on time and in original condition

2.6. Safely unload without any damage to load and/or carrying equipment3.1. Complete written documentation accurately and in a timely manner

3.2. Clean equipment and return to store area

3.3. Restore work area to normal working conditions

Load handling documentation needs to be located, read, interpreted and applied to work. Workers must be able to interpret and apply the key information in such documents to the situation at hand, even if they do not read it word for word.

A transport schedule is usually a written document that again needs to be located, read, interpreted and applied to the work situation.

Reporting could be an oral or a written process that must comply with the context in which the training is delivered.

Written processes may include, for example, written reports, completed proformas, logbook entries or email messages.

The term ‘timely manner’ implies not just telling the time, but planning time as well.

‘Normal working conditions’ would usually be defined in a written document.

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Foundation Skills in Assessment Requirements

In a similar way, the Assessment Requirements—which link to each unit of competency—also include Foundation Skills. Assessment Requirements need to be analysed in a similar way to units in order to ensure that assessment includes the Foundation Skills relevant to the job task.

The following text outlines the Performance Evidence requirements for the unit RIIHAN206D Transport plant, equipment and personnel. The highlighted words correspond to Foundation Skills.

Performance Evidence

Evidence is required to be collected that demonstrates a candidate’s competency in this unit. Evidence must be relevant to the roles within this sector’s work operations and satisfy all of the requirements of the performance criteria of this unit and include evidence that the candidate:

• competently completes all evidence activities with the ability to transfer and apply skills and knowledge to new situations and environments on more than one occasion

• locates and applies applicable legislation, documentation, policies and procedures

• implements the requirements, procedures and techniques for the safe, effective and efficient transportation of plant, equipment and personnel through:

- interpreting load plans, reports, maps and specifications

- reading and interpreting instructions, procedures and labels relevant to the preparation, loading, transporting and unloading of loads

- identifying, selecting and using relevant equipment, processes and procedures when preparing, transporting, loading and unloading

- estimating the size, shape and special requirements of loads

- modifying the preparation, loading, transporting and unloading procedures

• works effectively with others to undertake and complete the transportation of plant, equipment and personnel that meet all of the required outcomes through:

- acknowledging and sending messages with communications equipment whilst operating other equipment

• demonstrates consistent timely transportation of plant, equipment and personnel that safely, effectively and efficiently meet the required outcomes through demonstrating on three (3) separate occasions each of the following:

- load plant, equipment and/or personnel

- transport plant, equipment and/or personnel

- unload plant, equipment and/or personnel

- maintaining transportation documentation

The ability to transfer skills and knowledge could be defined as an ACSF ‘Learning’ skill - even if not defined in that way, it is a skill that should be addressed in training and assessment.

Implementing workplace procedures requires the worker to understand and apply key information, even if s/he does not read the detail. Transport documentation could include logbooks, order forms, delivery documents, vehicle management texts, maintenance records, etc.

Estimating the size and shape of loads requires Foundation Skills to carry out mental geometry and measurement skills - more varied loads would require higher level skills to be able to carry out those estimations.

Working effectively could involve a range of Foundation Skills including speaking, listening, interpreting body language, reading and writing different types of texts.

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Trigger words

The process of analysing Units and Assessment Requirements to identify Foundation Skills can be assisted by the use of a list of ‘trigger words’. The following list shows examples of words that can be used as a prompt to identify where Foundation Skills appear in Units and Assessment Requirements.

Learning Reading Writing Oral communication

Numeracy

organise and monitor progress

apply a range of mediums to learn

apply planning and organising skills

clarify meaning or advice

follow step by step instructions

sequence learning

take follow up action

identify and access information sources

select from processes

transfer skills and knowledge

organise and make connections

organise ideas

select from a range of strategies

build on prior knowledge and experience

critically evaluate

compare and contrast

apply legislative, organisation and site requirements and procedures

according to policies and procedures

according to signage, codes and labels

analyse

appropriate documentation

check

comply with directions

follow written procedures

identify

interpret and monitor

legislation

obtain information from written instructions

understand

written reporting

articulate

chart

complete reports

document

format

identify

inventory

label

maintain records

monitor

obtain permits

notes

outline

record data

report

tag out

written reporting

access relevant information

recognise and respond to alarms

articulate

allocate

clarify

conduct a meeting

contribute

deliver

discuss

explain

feedback

follow verbal instructions or procedures

identify

inform

liaise

make suggestions

monitor

negotiate

refer to

relate

supervise

team discussions

use questions

verbal reporting

interpret site plans

according to signage

adjust

allowance

analyse

calculate

collect data

computations

convert

determine value

directions

estimate

formula

interpret charts and graphs

levels

measuring techniques

perform

proportion

size

time

tolerance

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The Australian Core Skills FrameworkThe Australian Core Skill Framework, or ACSF, is a national framework that provides:

• a consistent approach to identifying Foundation Skills in a range of environments, including work, training, personal and community contexts

• a common language to describe individuals’ skills and performance across five skills

The five skills covered by the ACSF are:

• Learning

• Reading

• Writing

• Oral communication

• Numeracy

The ACSF defines five levels of skill, numbered from 1 to 5, where 1 refers to a low level performance and 5 refers to a high level performance. The 2012 version of the ACSF includes a supplement, or a ‘mini-level’, that covers skills and performance at Pre-Level 1.

Each of the skills and levels are described in the ACSF in a lot of detail. Sample activities are also provided to demonstrate what each of the skills and levels look like in practical situations.

Understanding and engaging with the detail of the ACSF, and using the language that it includes, will help vocational trainers and assessors to better understand and describe the Foundation Skill levels of their learners, the Foundation Skill requirements of training programs, and the Foundation Skill requirements of job tasks and job roles.

Understanding the framework will also assist industry representatives to engage meaningfully with trainers and assessors in terms of the Foundation Skill needs of their workers.

The table below includes a very brief summary of what people can expect to see at a particular level.

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ACSF Level

Description of performance Sample activitiesP

re-l

evel

1

• Needs significant support

• Works with very short and highly explicit texts only

• Can do single step activities only

• Follows simple instruction but may need prompting (L)

• Identifies letters of alphabet (R)

• Uses one or two word identification strategies e.g. sounding out letters (R)

• Copies letters and whole words (W)

• Writes left to right and top to bottom, with model (W)

• Participates in highly familiar conversations using mainly single words (OC)

• Relies heavily on body language (OC)

• Recognises numbers up to 100

• Reads and writes personally relevant numbers e.g. birth date (W, N)

• Orders days of the week

• Links everyday signs with corresponding words, e.g. stop

• Can read and write own name (R,W)

• Copies personal details onto a simple form

• Completes a sentence when a stem is provided

• Understands and responds to common greetings

• Follows short, one step instructions e.g. open the book

• Read digital time (but not AM/PM)

• Matches money amounts to coins and notes

Leve

l 1

• Needs support

• Can operate in highly familiar contexts only

• Works with texts with explicit purpose

• Can do concrete tasks with 1 or 2 steps

• Can do tasks involving locating and recognising (R, N)

• Identifies a personal/career goal (L)

• Recognises common signs and symbols (R)

• Writes one or two simple sentences (W)

• Has limited vocabulary of highly familiar words (W, OC)

• Spells some highly familiar words, e.g. own name (W)

• May check writing but not recognise errors (W)

• May write with mixed upper/lower case (W)

• Participates in simple conversations of short questions/answers (OC)

• Relies on facial and other gestures (OC)

• Adds and subtracts simple whole number amounts (into the 100s) and familiar monetary amounts in personally relevant contexts (N)

• Logs on and off a computer website

• Uses a diary to record key dates

• Reads and fills in a simple form

• Follows simple or pictorial instructions

• Reads familiar labels in workplace

• Creates and sends a short SMS

• Writes routine product names

• Sends a short SMS

• Tells supervisor that a machine is broken

• In answer to simple questions can provide own name, address, DOB, country of origin

• Locates and adds the whole dollar price of two items in a catalogue

• Uses a calculator to add whole numbers of stock in workplace

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ACSF Level

Description of performance Sample activitiesLe

vel 2

• May request support to complete tasks in familiar contexts

• Can do tasks with a limited number of familiar steps

• Can do tasks involving identifying, simple interpreting, simple sequencing

• Demonstrates some awareness of learning strengths and areas of need

• Understands the main ideas in familiar texts (R)

• Begins to use layout and headings when reading (R)

• Can write at least one paragraph (W)

• Accurately uses basic punctuation, e.g. capital letters, full stops, commas (W)

• Can ask simple questions and seek clarification (OC)

• Able to do multiplication and simple division (N)

• Can work with everyday fractions, decimals and percentages, e.g. 1/4, 1/10, 50%, 0.25 (N)

• Uses key word and search engine to find information

• Makes a checklist of tasks to be completed

• Follows simple instructions on a fire hydrant

• Reads dials and scales on workplace machinery/equipment

• Creates a simple flyer to advertise community event

• Writes a description of an item for sale to be placed on noticeboard

• Writes a paragraph describing country of origin

• Receives and passes on phone messages

• Listens for specific information in a meeting

• Calculates change from simple petty cash purchases

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ACSF Level

Description of performance Sample activitiesLe

vel 3

• Works independently on routine tasks

• Begins to work in less familiar contexts

• Completes tasks with a number of steps

• Can do tasks involving integrating, interpreting and some abstraction

• Can set a personal/career goal and identify a learning plan to achieve this (L)

• Can integrate information presented in different ways, e.g. paragraphs and charts (R)

• Can identify fact from opinion (R, OC)

• Can sequence paragraphs (W)

• Uses familiar acronyms and spells most words accurately (W)

• Will plan, draft and proofread and self-correct (W)

• Uses consistent grammar and punctuation e.g. dot points all begin with verb, apostrophes (W)

• Can begin and maintain conversations (OC)

• Speaks at a normal rate with pronunciation that is mostly clear (OC)

• Listens for relevant information to make notes, follow instructions (OC, W)

• Constructs a table or graph using routine scales and axes (N)

• Uses distance, direction, simple scales and keys to read maps or routine plans (N)

• Applies rates in routine situations, e.g. km/hr., $/kg (N)

• Selects personally relevant job advertisement online or in newspaper

• Interprets information from a graph, to predict a trend

• Prepares an agenda for a workplace meeting

• Understands that domains(.com, .gov, .net etc) are relevant to the way information is communicated on the internet

• Writes clear sequenced instructions for using a piece of machinery

• Writes a formal letter of complaint

• Listens and responds to routine customer complaints

• Expresses an opinion and makes a suggestion regarding a new procedure

• Creates a budget in a spread sheet

• Correctly prepares an invoice with itemised costs and GST to undertake a specific task, e.g. build a fence

L - Learning, R - Reading, W - Writing, OC - Oral communication, N - Numeracy.

SkillsDMC ©

Using the ACSFThe ACSF can be used for a variety of purposes. It can be used to determine the Foundation Skills requirements of Units of Competency and Qualifications, the Foundation Skills requirements of job tasks and roles, and a learner’s Foundation Skill levels, as well as providing information to guide training programs to ensure that Foundation Skill requirements are met.

Unit ACSF mapping

SkillsDMC have mapped many Units of Competency to the ACSF. The levels identified are those that a competent learner would have at the end of a training program.

Unit mapping information is presented in the following way:

Core Skill Learning Reading Writing Oral Comm.

Numeracy

ACSF Performance Indicator .01 .02 .03 .04 .05 .06 .07 .08 .09 .10 .11RIIRIS201D Conduct local

risk control2 2 2 2 2 2 2 2 2 2 2

The ACSF levels identified for each unit are not entry requirements.

The indicator numbers describe different aspects of the skills, for example, Oral Communication is divided into two indicators, the first is speaking and the second is listening.

The eleven core skill indicators are listed in the following table, together with the indicator number and a description of what the indicator covers.

ACSF Performance indicatorsCore skill Indicator number DescriptionLearning .01 Active awareness of self as a learner, planning and

management of learning.02 Acquisition and application of practical strategies that

facilitate learningReading .03 Audience, purpose and meaning-making

.04 Reading strategies

Writing .05 Audience, purpose and meaning-making

.06 Writing strategies

Oral communication

.07 Speaking

.08 Listening

Numeracy .09 Identifying mathematical information and meaning in activities and texts

.10 Using and applying mathematical knowledge and problem-solving processes

.11 Communicating and representing mathematics

ACSF Skill

ACSF

ACSF levels identified for a competent

learner of this unit

SkillsDMC ©

The ACSF levels identified for each unit are not entry requirements.

The indicator numbers describe different aspects of the skills, for example, Oral Communication is divided into two indicators, the first is speaking and the second is listening.

The eleven core skill indicators are listed in the following table, together with the indicator number and a description of what the indicator covers.

Qualification summaryThe ACSF mapping information for units has been combined to form a qualification summary. The qualification summary includes information about:

• the occupational outcomes

• the key Foundation Skills for the core Units of Competency for that Qualification

• detail of unit mapping presented in separate tables for core units and electives.

Note that the diagrams, or spiky profiles, included for the Qualification is a quick summary of the highest level of Foundation Skills required of core Units of Competency. This level is likely to vary when elective units are selected for the training program, and trainers, assessors and employers must consider this when planning training and assessment. Also note that the level of skill shown in the tables is indicative and could vary between work contexts and environments.

The ACSF levels listed are those of a competent learner – they are not the levels required to enter a qualification. The information should be used to assist a trainer or employer to plan the Foundation Skills that need to be addressed as part of a vocational training program.

The ACSF levels listed can also be used to compare against a potential learner’s Foundation Skill levels. If new learners do not meet the ACSF levels identified for Units and Qualifications, Registered Training Organisations (RTOs) need to determine how support can be provided in these areas. This may include recommending a bridging program or a pathway qualification so that learners can build the Foundation Skills required to cope with a vocational program, or determining the best way to support the learner through a training program.

For further information, refer to the RII Foundation Skills Companion Volume on the SkillsDMC website at www.skillsdmc.com.au

SkillsDMC ©

Certificate II in Resources and Infrastructure Work Preparation (RII20115)

Occupational outcomes for this qualification

The Qualification reflects the roles of individuals who perform mainly routine tasks and procedures, using limited practical skills and fundamental operational knowledge, and take some responsibility for the quality of the work outcomes.

This Certificate II in Resources and Infrastructure Work Preparation is a pathway qualification and will prepare an individual to successfully undertake a sector specified Certificate III from the Resources and Infrastructure Industry Training Package.

Key Foundation Skills for this qualification

Learning skills to recognise and respond to safety issues and procedures; recognise potential hazards and risks; identify and act on or report breaches in safety or environmental and heritage concerns; consider risk treatments; identify and manage risks to personal well-being; identify and access communication equipment and systems; obtain permits and clearance in accordance with procedures; apply basic fire-fighting techniques; maintain a clean work environment; and adhere to site policies relating to smoking, drug and alcohol use.

Reading skills to understand relevant information in compliance documentation and procedures, and familiar work documents.

Writing skills to complete familiar records (sometime computer generated reports), including for example, hazard reporting forms, job safety analysis processes.

Oral Communication skills to establish and maintain communication with others to assist flow of work activities; and obtain and clarify information; and use language appropriate to site.

Numeracy skills to understand site incident and injury statistics; interpret risks and manage own work time.

SkillsDMC ©

ACSF Skill Learning Reading Writing Oral Comm.

Numeracy

Performance Indicator .01 .02 .03 .04 .05 .06 .07 .08 .09 .10 .11

RIIWHS201D Work safely and follow WHS policies and procedures

2 2 2 2 2 2 2 2 2 2 -

RIIRIS201D Conduct local risk control

2 2 2 2 2 2 2 2 2 2 2

RIIENV201D Identify and assess environmental and heritage concerns

2 2 2 2 2 2 2 2 - - -

ACSF Skill Learning Reading Writing Oral Comm.

Numeracy

Performance Indicator .01 .02 .03 .04 .05 .06 .07 .08 .09 .10 .11

RIICCM201D Carry out measurements and calculations

2 2 2 2 2 2 2 2 2 3 2

RIISAM201D Handle resources and infrastructure materials and safely dispose of non-toxic materials

2 2 2 2 2 2 2 2 2 - -

RIISAM203D Use hand and power tools

2 2 2 2 2 2 2 2 2 2 2

RIIBEF201D Plan and organise work

2 2 2 2 2 2 2 2 2 2 2

RIICOM201D Communicate in the workplace

2 2 2 2 2 2 2 2 - - -

RIIQUA201D Maintain and monitor site quality standards

3 3 2 2 2 2 3 3 2 2 2

SkillsDMC ©

Working with adult learners

This qualification has been designed for adult learners. Even though your learners may be young, treating them as adults will reinforce their preparation for work. In an adult learning situation, learners:

• need to have control over their learning and have a say in what they learn and how they learn

• need to believe that learning activities relate directly to real life situations

• need to draw on their own experiences and to share these

• need to feel that their questions, issues and problems are treated with respect

• need interaction with others in order to make sense of theory

• want to debate and challenge ideas

• need time to integrate new knowledge and skills with past understandings

Adult learning principles are commonly used to describe the ways in which you are able to ensure that your training is suitable to each of your learners. They also provide you with a broad guide to good teaching and assessment practice which easily incorporates notions of Foundation Skills, and access and equity.

Access, equity and participation in training

In the vocational education and training system, equity focuses on ‘…the policies and approaches that ensure that vocational education and training is responsive to the diverse needs of all clients. Through the implementation of these policies and approaches, the benefits of participating in vocational education and training are available to everyone on an equitable basis.’

Issues of access and equity have the potential to affect participants at all stages of their engagement with the VET system. This includes:

• access to information and training opportunities

• the enrolment process

• training delivery

• assessment

People working in the vocational education and training sector should be aware of access and equity issues, and work towards overcoming the access barriers and inequities.

SkillsDMC ©

Addressing access and equity issues

It is important that you identify the demographics of your learners – who your clients are, how this might affect the way you communicate with them, and the types of Foundation Skills support they might need in a training program. Information custom built for particular audiences has the greatest impact, therefore a carefully planned communication strategy is essential. Some clients will need particular consideration.

These clients may include people:

• whose first language is not English

• who have been educationally disadvantaged, for example non-completion of an equivalent level of education to compulsory schooling in Australia

• in older age groups

• whose training has been disrupted by disability

• who have had long periods of unemployment

• from specific cultural or ethnic groups

• from an oral communication tradition

• who have good English speaking and listening skills but low reading and writing skills

• who have good skills in a language other than English, but who need to use English language in an Australian context.

You should consider your client profile to get a general indication of the ways in which you communicate and the types of Foundation Skills support that may be needed. Remember that there are no hard and fast rules about who will need support, and judgements based on stereotypes should be avoided.

SkillsDMC ©

Communication strategies

Depending on the scale and scope of operations and your client base, you could consider the

following strategies to help ensure learners have access to your information:

• you could engage interpreters to communicate with people from different language backgrounds

• carers, associates and other advocates should be invited to participate in, and where necessary communicate information on behalf of learners

• accessible websites should be provided to help people with a disability

• information provided online, by email or Short Message Service (SMS) may assist people who are Deaf or hard of hearing

However, these strategies will only be useful if potential clients are informed about them and other staff know how to use them.

Learning styles

Any group of learners will include those who have different preferred learning styles. To cater for this variation, you will need to vary your delivery methods to include the following:

Responsible learning

Responsible learning emphasises self-management, initiative and enterprise as learners work independently to develop new knowledge and activities in the interest of furthering their skills. Through these experiences learners can develop stronger literacy skills as they adapt and develop existing language skills and experiences into new learning and skills.

Experiential learning

With its emphasis on real-time demonstration of skills, experiential learning can provide a strong basis for the demonstration and development of all employability skills. It can be particularly useful to create opportunities in which problem solving, planning and organising skills are applied in real-time. Experiential learning opportunities can also provide learners with opportunities to apply appropriate language and numeracy skills in the safety of a simulated work environment.

Cooperative learning

Cooperative learning-based activities can be particularly useful in a classroom environment to provide opportunities to build teamwork and communication skills. The emphasis on these two employability skills also means that cooperative learning experiences provide learners with opportunities to practice LLN skills with other learners and/or colleagues.

Reflective learning

While reflective learning can be useful in directly addressing problem solving, initiative and enterprise and self-management skills, it is really important when addressing foundation skills. Learners must be provided with an opportunity to reflect on the ways the skills contribute to job effectiveness as well as their own abilities in relation to each of the skill areas. The opportunity to reflect also provides learners with an excellent opportunity to consider how their LLN skills have been developed in their learning and any past work roles they may have held.

SkillsDMC ©

Appendix A - Career pathwaysThe Certificate II in Resources and Infrastructure Work Preparation leads into a variety of career pathway options in the different sectors of the Resources and Infrastructure industry, as outlined in the diagrams below.

Coal mining

Advanced Diploma of Underground Coal Mining

Managment

Advanced Diploma of Surface Coal Mining

Management

Certifcate I in Resources and Infrastructure Operations

Certificate II in Resources and Infrastructure Work Preparation

Certificate II in Cross Industry Operations

Certifcate II in Surface Extraction Operations

Certifcate II in Underground Coal Mining

Certificate II in Resource Processing

Certificate III in Underground Coal

Operations

Certificate III in Surface Extraction Operations

Certifcate III in Resources processing

Certificate IV in Underground Coal

Operations

Certificate IV in Resources Processing

Certificate IV Surface Extraction Operations

Certifcate IV in Surface Coal Mining (Open Cut Examiner)

Diploma of Underground Coal Mining Management

Diploma of Surface Operations Management

Diploma of Minerals Processing

SkillsDMC ©

Metalliferous mining

Diploma of Underground Metalliferous Mining

Management

Diploma of Surface Operations Management

Diploma of Minerals Processing

Certifcate III in Underground Metalliferous Mining

Certificate III in Mining Exploration

Certificate III in Surface Extraction Operations

Certificate III in Resources Processing

Certificate III in Small Mining Operations

Certificate III in Mine Emergency Response and

Rescue

Advanced Diploma of Metalliferous Mining




Certificate II in Underground Metaliferous Mining

Certificate II in Mining Field/Exploration Operations

Certificate II in studies Extraction Operations

Certificate II in Resources Processing



Certificate IV in Surface Extraction Operations

SkillsDMC ©

Drilling

Certificate II in Drilling: Oil/Gas

(Off-shore)

Certificate I in Resources and Infrastructure Operations



Advanced Diploma of Drilling Management

Diploma of Drilling: Oil/Gas

(Off- shore)

Diploma of Drilling: Oil/Gas

(On-shore)

Diploma of Well Servicing

Operations

Diploma of Drilling

Operations

Certificate IV in Drilling: Oil/Gas

(Off-shore)

Certificate IV in Drilling: Oil/Gas

(On-shore)

Certificate IV in Well Servicing

Operations

Certificate IV in Drilling Operations

Certificate III in Drilling: Oil/Gas

(Off-shore)

Certificate III in Drilling: Oil/Gas

(On-shore)

Certificate III in Well Servicing

Operations

Certificate III in Drilling

Operations

Certificate II in Drilling: Oil/Gas

(On-shore)

Certificate II in Well Servicing

Operations

Certificate II in Drilling Operations

SkillsDMC ©

Extractive (Quarrying)






Certificate I in Resources and Infrastructure Operations



SkillsDMC ©

Civil construction




Certifcate II in Surface Extraction Operations

Certifcate II in Underground Coal Mining

Certificate II in Resource Processing

Certificate IV in Civil Construction (Operations)

Certificate IV in Civil Construction (Supervision)

Certifcate IV in Civil Construction (Design)

Diploma of Civil Construction (Management) Diploma of Civil Construction (Design)

Advanced Diploma of Civil ConstructionAdvanced Diploma of Civil

Construction (Design)

Certifcate III in Civil Construction

Certifcate III in Civil Construction Plant Operations

Certificate III in Civil Foundations

SkillsDMC ©

Suggester learner activity: career planning

This activity is to get you thinking about the pathway that you might take once you have completed this course. It’s a way of getting you to think about what’s possible.

1. Choose a job role that interests you. It may be a role that you already know something about, or a job that requires on of the qualifications from the previous tables. Carry out some research to find more about the qualification or role you are interested in, and where it could lead.

Your research could include:

• exploring the websites included in the table that follows this activity

• talking to people who work in that particular role

• talking to your trainer or other staff at your training centre

• exploring company websites

Complete the following questions.

a. What is the role/job you are interested in?

b. What is the approximate salary for this job?

c. What qualifications are required for this job?

d. What experience or prior skills do you need?

e. What does the job involve? What are the tasks that need to be carried out?

f. Where could the job lead on to?

SkillsDMC ©

2. Now choose a different role and answer the questions below for that role.

Another role/job I am interested in is:

a. What is the role/job you are interested in?

b. What is the approximate salary for this job?

c. What qualifications are required for this job?

d. What experience or prior skills do you need?

e. What does the job involve? What are the tasks that need to be carried out?

f. Where could the job lead onto?

SkillsDMC ©

Complete the same questions for as many job roles as you are interested in.

3. What role would you like to work towards?

a. What do you need to do to get this role?

SkillsDMC ©

Further information

There is a lot of information about careers and job opportunities on the Internet. The following table includes details about both general job search websites.

www.myskills.gov.au An Australian Government initiative to assist individuals and employers to choose the training provider that best suits their needs.

www.training.gov.au The Australian national register for training, providing information on nationally recognised skills, qualifications and Registered Training Organisations (RTOs).

www.seek.com.au SEEK is owned and operated in Australia and also has offices across New Zealand and the UK. It is one of the most popular job search websites, and on average has over 80,000 job vacancies listed at any one time.

www.aapathways.com.au/Home

Australian Apprenticeships Pathways provides a range of career information and resources under specific industry titles. Links are provided to access industry based information and resources such as practice aptitude quizzes.

www.skillsone.com.au SkillsOnline was established by The Institute for Trade Skills Excellence to help raising the profile and status of trade skills in Australia.

www.jobsearch.gov.au Provided by the Australian Federal Government, this is a jobs database that provides details of work opportunities across all states and territories. Users can search on rural and regional areas.

Resources and infrastructure company websites also include information about career opportunities and job vacancies. Search particular company names to find out more.

SkillsDMC ©

Appendix B

Pre-assessment tool – Foundation Skills

PRE-TRAINING INTERVIEWCANDIDATE DETAILS – INTERVIEWER TO COMPLETE

Date of interview:Name:Date of Birth:

Initial Communication Skills Observation GuideWhat is the candidate’s preferred language?

Was an interpreter required? Yes No

Was the candidate difficult to understand? Yes No

Does the candidate understand English? Yes No

Did the candidate require assistance with Task 1?

Details:

Yes No


Details:

Yes No


Details:

Yes No


Details:

Yes No


Details:

Yes No

Interviewer:Contact Number:

Other information:

Attach any completed LLN indicator sheets and forward to LLN Assessor for review.

SkillsDMC ©

Task 1 – Personal detailsCandidate to complete

Today’s Date:

First Name:

Surname : DOB:Postal address:State: Postcode

Education History - self assessmentWhat is the highest level of school you have completed?How old were you when you left school?Have you ever attended a special school or classes? Yes No

What was the last school you attended?Have you ever had a driver’s licence? Yes No

Have you studied since you’ve left school? Yes No

If yes, what have you studied?

Literacy and Numeracy

Tafe

Higher Education

other

Do you think you will need help with: Reading? Yes No Sometimes

Writing? Yes No Sometimes

Maths? Yes No Sometimes

SkillsDMC ©

Task 2 – A self assessment

Tell us about your reading and writing skills.

Do you need help with: Writing in paragraphs Yes No Sometimes

Using a telephone book Yes No Sometimes

Reading letters sent to you Yes No Sometimes

Writing a short letter Yes No Sometimes

Using a dictionary Yes No Sometimes

Using a calculator Yes No Sometimes

Using a computer Yes No Sometimes

Reading books I am interested in: e.g.. Cars, gardening

Yes No Sometimes

Reading and understanding the newspaper Yes No Sometimes

Keeping a journal for study purposes Yes No Sometimes

Writing job applications Yes No Sometimes

Studying alone and independently Yes No Sometimes

Calculating fractions, decimals and percent Yes No Sometimes

Writing an essay for study Yes No Sometimes

What areas do you need to improve?

SkillsDMC ©

Task 3 - Reading comprehension

Income support is available from Centrelink at the Department of Human Services for eligible Australians.

If you are a full time Australian Apprentice or trainee, you may be able to get one of the following income support payments to help cover living costs while you train:

1. Austudy

2. Abstudy

3. Youth Allowance

You may also be eligible for:

1. Fares Allowance

2. Rent Assistance

3. Income Bank

Use the Centrelink website to locate information about these support payments.

What is Youth allowance and who is eligible?

Explain the main steps you must take to apply for Rent assistance:

SkillsDMC ©

Task 4 - Writing

Choose one of the following topics to write a paragraph about. • Where to go for a camping trip • My dream holiday

• My favourite food • My favourite sport

• How I would spend a million dollars • How to train a pup

• Best concert ever • Someone I’d like to meet

Task 5 - Numeracy

1. Spike the dog eats a can of dog food everyday which costs $1.20. How much does it cost to feed him for a week?

2. If I had $65 to share evenly between five people. How much would each person get?

3. Joan collected an average of eight dollars a shift in tips when she works in the bar. If she works nine shifts how much money in tips would she earn?

4. Seven people share $8270 in X-lotto. How much does each person get?

5. Dave ordered 12 large pizzas for a party. Each cost $11.49. How much did it cost in total?

6. What is 5% of $58?

7. Jeans are normally priced at $35 at the outlet shop. Today everything is reduced by 10%. How much will one pair of jeans cost me?

8. How much change will I get from $50?

9. I want to pour a concrete base measuring 6 m by 5 m with a depth of 10 cm for a shed. How much concrete will I need in cubic metres?

10. A well maintained set of tyres on a car can last for an average of 50,000 kilometres. Use the information below and calculate how many return trips from Adelaide to Darwin and back again, a car can make before the tyres need replacing. Show all workings. Adelaide – Alice Springs 1525km Alice Springs – Darwin 1493km

DRILLING • MINING • QUARRYING • CIVIL INFRASTRUCTURE

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T +61 (0) 2 9324 8600F +61 (0) 2 9324 8699E [email protected] www.skillsdmc.com.au

About SkillsDMCSkillsDMC is the global leader in defining skills competency standards and workforce development strategies for the Resources and Infrastructure Industry.

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