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Foundation Skills Project Canberra Institute of Technology.

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Presentation on theme: "Foundation Skills Project Canberra Institute of Technology."— Presentation transcript:

1 Foundation Skills Project Canberra Institute of Technology

2 Industry benchmarks Cert IV literacy requirement = minimum ACSF 3 Cert IV & caseworker role require ACSF 3-5 Oral/written literacy critical in terms of caseworker performance Cert III = Government imperative Pressure is opportunity in disguise Target to improve Cert IV training outcomes

3 Writing memoranda, s etc. Report writing Case notes & case plans Interagency networking & consultation Briefing & debriefings Interviewing Facilitating group meetings & discussions Providing feedback Resolving conflict Negotiating resources Understanding/implementing legislation

4 Broad range of abilities & learning experiences Mature age students Managers, financiers, etc. University training Career change Traumatic events as trigger International students Refugees with significant educational deficits Disadvantaged people Disrupted school careers Low self-esteem Learning difficulties Psychological issues in past Family disturbance Stigma & labelling Eloquence vs major literacy issues Motivated & empathetic

5 Certificate III in Community Services Government imperative Entry level for students wanting to undertake Certificate IV 6 month program Communication skills focus Basic communication principles Communication style Group dynamics Case notes Report writing Networking Inter-agency cooperation

6 Few students at ACSF Level 1 Significant number of students in ACSF 2 range Majority of students at ACSF 3 level Limited number of students solidly in ACSF 4-5 range Students attending class but not completing assessment Retention rates

7 Work-based learning Core casework tasks Use of casework concepts Oral & written activities based around casework scenarios Reflective practice Immediacy of feedback Practical application Progressive assessment Developing a communication range/style (DISC) Learning styles Peer learning & review Targeted learning groups Tailored learning Identifying areas requiring significant development Individual learning plans Reflective e-journals Literacy assessment at Mastery learning (reinforcement) Desk-top exercises Role-plays & simulation Assessment centres

8 Identify literacy profile of new cohort (test) Classify level of need Tailored learning Identify areas of strength Target high need groups Embed FSP units into broader CS program Assumption: minimum acceptance level into Cert III program is ACSF 2 (time constraints)

9 ACSF Pre-Level 1 – 5 Structure of literacy training Level 1 Vocational education Level 2 Group A Level 3 Group B Level 4-5 Group C Developing communication Group A 4 hours Group B 3 hours Group C 2 hours

10 Participate effectively in the work environment Provide first point of contact Work within the administrative protocols of the organisation Communicate appropriately with clients & colleagues Use targeted communication skills to build relationships

11 FSP units embedded in Cert III Community Services program Use routine strategies for work-related learning Write simple workplace texts: printed or digital Use digital technology for simple workplace tasks Write routine formal workplace text

12 FSKLRG11 Foun 119 Use routine strategies for work relating learning  Skills and knowledge to identify learning goals and needs  Develop a formal learning plan-vocational and workplace environment CHCORG303C Participate effectively in the work environment  Identify own responsibilities, seek assistance, monitor own work, plan work activities, identify own training needs, develop problem solving

13 FSKWTG06 Foun 111 Write simple workplace texts- printed or digital  e.g. incident reports, shift motes, s, messages or WHS records. CHCADMIN305F Work within the administration protocols of the organisation  e.g. workplace forms, record information, completing workplace forms.

14 FSKDIG02 Foun 114 Use digital technology for simple workplace tasks  Identify simple workplace tasks and appropriate digital technology, follow workplace procedures to perform task using technology CHCCOM403A Use targeted communication skills to build relationships  Exchange information, interview reports, feedback forms, s, referrals, maintain networks, produce meeting agendas/minutes, record evidence of communication with clients

15 FSKGWT07 Foun 188 Write routine formal workplace text  e.g. identify audience and purpose of text, identify text features, plan writing, appropriate layout, punctuation, identify relevant information CHCCS308B Provide first point of contact  Collect and document information, reporting skills, referrals, maintain client records, client registration

16 Having FSP units as a developmental component of a structured, experiential Cert III program allows accurate targeting of individual literacy needs Integrating FSP units within professional training program allows ongoing assessment & immediate feedback & increases motivation, engagement & learning Experiential learning provides opportunity to practice & make mistakes in a safe environment Under the model, students develop a comfortable familiarity with casework concepts & terminology and can practice & experiment in their application, building flexibility & acuity in identifying appropriate language and written expression Working in a simulated casework environment means that the immediate practical application of literacy competence is intuitively recognised and this in itself increases confidence, motivation & learning transfer


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