t2 l foundation skills in social, workplace and community pre level 1-5
TRANSCRIPT
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Foundation Skills: Reading, Writing, Speaking & Listening, Learning and Numeracy
Focus on close family and friends
1
Focus on others2
Focus on community3
Focus on world view4
Focus on overseeing the world view, self, others and
community5
Focus on self Pre- 1
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http://www.unesco.org/education/GMR2006/full/chapt6_eng.pdf
We are NOT just talking about English!
‘A person is functionally literate who can engage in all those activities in which literacy is required for effective functioning of his (her) group and community and also for enabling him to continue to use reading, writing and calculation for his own and the community’s development.’.
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The Australian Core Skills Framework (ACSF) is a comprehensive tool designed to assist both specialist and non-specialist language, literacy and numeracy (LLN) practitioners describe an individual’s ability to use English
Five core skills: learning, reading, writing, oral communication and numeracy Six levels of performance ranging from Pre-Level 1 ( beginning English performance) to 5 (high level
performance)
Four performance variables that may influence a person’s performance at any time:o The amount of supporto The situation or contexto The text complexity e.g. Vocabulary or grammatical structureo The task complexity e.g... number of steps to complete
Three Domains of Communication, broad contexts within which the core skill may be used: (these may not be discrete)o personal and community (P & C)o workplace and employment (W & EM)o education and training ( E & T)
So what are the English language skills we use in Australia?
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So what does each level mean?
www.trendhure.com
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Pre-Level 1 …. Learners who….
barely know the English alphabet
know basic numbers and counting process
one word utterances
aware of learning
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Strategies – Pre-Level 1 the English alphabet numbers and counting process common one or two word responses learning
Practice the order of the alphabetCreate opportunities for the learner to point out and say the letters Then mix it up by asking for letters to fill in the blank section of a commonly seen word e.g. STOP
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Level 1 …. Learners who….
comprehend and produce simple texts which are typically short and explicit
recognise, use check on, and communicate everyday straightforward mathematical procedures and representations
relate to an immediate contexts
extensive and structured support is required
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Strategies – Level 1 simple typically short and explicit
Recognise everyday straightforward mathematical procedures and representations
relate to an immediate contexts
extensive and structured support
Identify where words and sentences are incorrect and how to correct theseUse specific words or phrases to maintain a short conversation with a family or friend in a social situationCreate opportunities to explain personal life and work experiences
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Reading… Writing….Numeracy…
in the community or meeting people
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Learning .. Speaking… Listening…. in the community or meeting people
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Level 2 …. Learners who….
comprehend and produce structurally simple and cohesive texts which are typically short and explicit
identify, use check on, and communicate straightforward mathematical procedures and representations
relate to a familiar and predictable contexts
access to structured support
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Strategies - Level 2structurally simple and cohesive texts which are typically short and explicit identify straightforward mathematical procedures and representationsrelate to a familiar and predictable contexts structured support
Practice writing and speaking simple and compound sentence structures to explain ideas or opinionsExplore different uses of calculations in own life e.g. moneyDiscuss daily work or personal life issues that occur and ways of overcoming theseRead local news on computer or local paper and discuss the numeracy embedded in it
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Reading.. Writing… Numeracy…. in the workplace or follow a procedure
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Learning .. Speaking… Listening…. in the workplace or follow a procedure
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Level 3 …. Learners who….
comprehend and produce cohesive texts which may be short, yet have some structural complexity
select, apply, assess, and communicate a straightforward problem-solving mathematical procedures and representations
relate to a familiar and unpredictable contexts
access to some support
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Strategies – Level 3cohesive texts which may be short, with structural complexity select straightforward problem-solving mathematical procedures and representations relate to a familiar and unpredictable contexts some support
Practice common genres in the spoken and written form that have a specific issue or solution in mindSupport opinions or perspectives about issues using commonly seen graphs or values held by a current social context
Transfer ideas from the known situation to possible scenarios
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Reading.. Writing… Numeracy…. in technology or for personal reasons
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Learning .. Speaking… Listening…. in technology or for personal reasons
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Level 4 …. Learners who….
comprehend and produce structurally intricate texts which may involve complex relations between pieces of information
select, apply, assess, and communicate a range of mathematical procedures and representations
relate to a variety of contexts
access to support as required
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Strategies – Level 4 structurally intricate texts with complex relationships communicate a range of mathematical procedures and representations variety of contexts support as required
Practice reading and interpreting the purpose of a range of topic linked textsSource a range of statistics and credible references to support issues Examine and expound the issues from a variety of perspectives
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Learning .. Speaking… Listening…. Reading …..Writing ………..Numeracy…..For work or personal or social purposes
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Level 5 …. Learners who….
comprehend and produce structurally intricate texts which may involve complex and/or ambiguous relations between pieces of information
select, apply, assess, and communicate a wide range of mathematical procedures and representations
relate across a broad range of contexts
access little support
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Strategies – Level 5structurally intricate texts with complex and/or ambiguous relations between sourcescommunicate a wide range of mathematical procedures and representations broad range of contexts little support
Provide differed genres as models then ask for replication for a different issue or contextDemand justification, statistics and references for each point arguedEncourage extrapolation to occur through discussion and counter-advocacy
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Learning .. Speaking… Listening…. Reading …..Writing ………..Numeracy…..For work or personal or social purposes
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