Foundation Skills Project Canberra Institute of Technology

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

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

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

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

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

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

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)

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

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

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

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

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.

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

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

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