Foundation Skills Training Package - VETNet Documents/FSKv1... · fskrdg03 92 fskrdg04 94 fskrdg05 96 fskrdg06 99 fskrdg07 101 fskrdg08 104 fskrdg09 106 fskrdg10 109 fskrdg11 113

Foundation Skills Training Package Implementation GuideAppendix A - Factors affecting delivery and assessment

DisclaimerThis work has been produced with the assistance of funding provided by the Commonwealth Government through the Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE). The views expressed in this work do not necessarily represent the views of DIISRTE. In addition, DIISRTE does not give warranty or accept any legal liability in relation to the content of this work.

For further information about this Companion Volume or any other work being undertaken by Innovation and Business Skills Australia (IBSA), please visit www.ibsa.org.auInnovation & Business Skills Australia Level 11, 176 Wellington Parade East Melbourne VIC 3002 Australia p 03 9815 7000 e [email protected] f 03 9815 7001 w www.ibsa.org.au© 2013 Commonwealth of Australia

These materials were developed by Innovation & Business Skills Australia in association with the Commonwealth Government through the Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE).

Copyright Statement

© 2012 Commonwealth of Australia

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This licence lets you distribute, remix and build upon the work, but only if it is for non-commercial purposes, you credit the original creator/s (and any other nominated parties) and you license your derivative works under the same terms.

The copyright of any adaptations and/or modifications to this material remains with the Commonwealth of Australia. Adapted and/or modified materials must have the Innovation and Business Skills Australia logo removed from the work, and the following attribution made: ‘This is a modified document based on materials prepared by Innovation and Business Skills Australia Ltd, the original of which can be found on the IBSA website http://www.ibsa.org.au.’

Disclaimer

While care has been taken in the preparation of this material, DIISRTE and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up-to-date for your State or Territory. DIISRTE and the original developer do not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on the information contained in this material.

The Commonwealth, through the Department of Industry, Innovation, Science, Research and Tertiary Education, does not accept any liability to any person for the information or advice (or the use of such information or advice) which is provided in this material or incorporated into it by reference. The information is provided on the basis that all persons accessing this material undertake responsibility for assessing the relevance and accuracy of its content. No liability is accepted for any information or services which may appear in any other format. No responsibility is taken for any information or services which may appear on any linked websites.

IBSA’s Quality Assurance ProcessIBSA has developed a quality assurance process in relation to the development of the Implementation Guide, which involves:

• a consideration of the nature of the content to be provided, taking account of the requirements of the NSSC guidelines and other relevant factors

• a consultation process with key stakeholders which enables feedback and clarification of content

• a drafting of this material by relevant experts

• an editing process

• a final check by the responsible IBSA Industry Manager

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FSK Foundation Skills Training Package Implementation Guide

ContentsIntroduction 4

Digital Technology 5

FSKDIG01 5

FSKDIG02 7

FSKDIG03 9

Learning 11

FSKLRG01 11

FSKLRG02 11

FSKLRG03 12

FSKLRG04 13

FSKLRG05 14

FSKLRG06 15

FSKLRG07 16

FSKLRG08 16

FSKLRG09 18

FSKLRG10 19

FSKLRG11 20

FSKLRG12 22

FSKLRG13 23

FSKLRG14 24

FSKLRG15 26

Numeracy 27

Unit Code 27

FSKNUM01 27

FSKNUM02 27

FSKNUM03 27

FSKNUM04 28

FSKNUM05 29

FSKNUM06 30

FSKNUM07 31

FSKNUM08 31

FSKNUM09 33

FSKNUM10 34

FSKNUM11 34

FSKNUM12 35

FSKNUM13 36

FSKNUM14 37

FSKNUM15 38

FSKNUM16 40

FSKNUM17 41

FSKNUM18 42

FSKNUM19 43

FSKNUM20 44

FSKNUM21 45

FSKNUM22 47

FSKNUM23 48

FSKNUM24 50

FSKNUM25 53

FSKNUM26 54

FSKNUM27 56

FSKNUM28 57

FSKNUM29 58

FSKNUM30 59

FSKNUM31 60

FSKNUM32 60

FSKNUM33 61

FSKNUM34 63

FSKNUM35 64

FSKNUM36 65

FSKNUM37 66

FSKNUM38 67

FSKNUM39 68

Oral Communication 70

FSKOCM01 70

FSKOCM02 71

FSKOCM03 73

FSKOCM04 75

FSKOCM05 77

FSKOCM06 78

FSKOCM07 80

FSKOCM08 83

FSKOCM09 85

FSKOCM10 87

FSKOCM11 89

Reading 91

FSKRDG01 91

FSKRDG02 91

FSKRDG03 92

FSKRDG04 94

FSKRDG05 96

FSKRDG06 99

FSKRDG07 101

FSKRDG08 104

FSKRDG09 106

FSKRDG10 109

FSKRDG11 113

FSKRDG12 117

Writing 122

FSKWTG01 122

FSKWTG02 123

FSKWTG03 124

FSKWTG04 126

FSKWTG05 128

FSKWTG06 130

FSKWTG07 133

FSKWTG08 134

FSKWTG09 136

FSKWTG10 139

FSKWTG11 142

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IntroductionIBSA has provided the essential information below to VET practitioners delivering and assessing units from the FSK Training Package. Under the new standards to be applied to units of competency in Training Packages this kind of material, formerly known as “Range Statements” or Range of Variables” is not easily incorporated directly into the units. Nevertheless it is critical that trainers and assessors are able to access this material and utilise it in the delivery and assessment of the units.

Consequently IBSA has provided this information on a unit by unit basis, with the objective of enabling practitioners to read the material in conjunction with the relevant unit of competency. For example, in relation to FSKDIGO1 Use digital technology for basic workplace tasks, a range of possible work/learning applications for basic workplace tasks is provided. This range of applications is important as the purpose of the Package is to provide trainers with opportunities to strengthen foundation skills by integrating their delivery with vocational training as far as possible. This issue is discussed extensively in the body of the Implementation Guide.

As part of the intended early review of the Package, IBSA will carefully consider the effectiveness of this approach, including the extent to which this material was utilised and how significantly it shaped practitioner practice.

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Digital Technology

Unit Code Unit Title Factor Possible work/learning applicationsFSKDIG01 Use digital

technology for basic workplace tasks

Basic workplace task may include:

• operating machinery with computerised settings of very limited complexity

• using access codes e.g. security numbers into a keypad, or logging on/off a company computer

• reading basic digital gauges, scales, meters

• entering short basic text and numerical data into portable handheld scanning devices

• sending a basic SMS to a colleague

• entering basic personal details into a word processed or on-line document

• inserting information into a product inventory system, using simple whole numbers or ‘X’

• opening email messages and replying using short simple text, with assistance

• entering words and phrases into forms using a keypad or keyboard

• completing work attendance records online, with assistance

• completing basic details on a computerised job sheet

• leaving messages, transferring calls, accessing message bank.

Digital technology may include: • machinery incorporating basic computerised settings, gauges, meters

• hand held data scanning or recording devices

• mobile phones including smart phones

• touch screen devices e.g. tablets

• desktop computers and laptops

• common word processing and email programs

• company databases requiring basic data entry e.g. warehousing inventory, accessed with support

• computerised and on-line basic workplace forms and reports.

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Unit Code Unit Title Factor Possible work/learning applicationsBasic workplace information may include:

• signs and symbols

• work procedures e.g. standard operating procedures in pictorial form

• basic numerical data found on gauges, scales and meters

• words, phrases or short sentences relevant to the specific job or workplace

• basic inventory details e.g. product names and codes

• work attendance records

• basic short emails

• basic forms on company database, accessed with support.

Procedures may include: • following direct spoken instructions regarding the organisation’s policies on privacy, confidentiality and security of personal and company information

• using appropriate language for workplace contexts

• ensuring ethical practice in use of technology

• following work health and safety (WHS) guidelines regarding use of digital technology.

Review may include: • discussing task with trainer or supervisor

• acknowledging feedback

• comparing accuracy of entered data and/or finished product to specifications, with assistance.

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technology for simple workplace tasks

Simple workplace task may include:

• operating machinery with simple computerised settings of limited complexity

• reading simple digital gauges, scales, meters

• recording simple workplace data on a hand-held device

• entering personal details into a word processed or on-line document

• sending a simple SMS to colleagues

• accessing touch screen instructions, e.g. during an induction

• inserting simple information into a product inventory system, using simple numbers, words, phrases and/or short sentences

• receiving, opening and replying to a simple email message using simple text

• typing words, phrases or short sentences into word processed or on-line forms

• completing work attendance records

• completing simple details on a computerised job sheet

• completing a simple online survey

• entering simple data e.g. production processes into a company database using familiar software

• accessing a limited range of simple forms on company database, with support if requested

• completing simple on-line job sheets and simple reports using numbers and short sentences

• accessing limited information on company website, with assistance

• using a small range of e-learning resources e.g. DVDs or software programs


Digital technology may include: • machinery incorporating digital devices e.g. gauges, meters, scales




• desktop computers and laptops

• common word processing, spreadsheet and email programs

• company databases requiring simple data entry e.g. warehousing inventory

• web browsers

• printers or scanners.

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Unit Code Unit Title Factor Possible work/learning applicationsSimple workplace information may include:

• work procedures e.g. simple standard operating procedures

• simple numerical data found on gauges, scales, meters

• phrases or short sentences relevant to the specific job or workplace

• inventory details

• work attendance records

• simple and short emails

• simple forms on company database, accessed with support.

Procedures may include: • following direct instructions regarding the organisation’s policies on privacy, confidentiality and security of personal and company information


• ensuring ethical practice e.g. using email and other communication systems appropriately


Review may include: • discussing task with supervisor or trainer

• acknowledging feedback from colleagues

• comparing accuracy of entered data and/or finished product to specification.

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technology for routine workplace tasks

Routine workplace task may include:

• operating machinery with routine computerised settings

• entering routine text into a scanning device

• entering numerical data into a digital device e.g. an electronic cash register

• measuring and recording data and interpreting results using a range of digital equipment e.g. temperature gauges, micrometers, scales and meters

• sending routine SMS or short messages on hand-held devices to colleagues

• inserting routine data into a company’s computer based management system using numerical data and sentences, e.g. product descriptions

• reading and creating routine emails which may include attachments

• accessing documents from company’s computer network e.g. standard operating procedures

• completing a range of formatted documents from company’s computer network, e.g. forms and routine reports

• accessing information on company intranet or websites

• collecting routine data to construct tables, graphs and charts in a spreadsheet


Digital technology may include: • machinery incorporating computerised devices e.g. gauges, scales and meters



• personal digital assistance (PDA) devices

• computers and laptops


• word processing, spreadsheet, presentation and email programs

• customised company databases requiring routine data entry e.g. warehousing inventory, production figures

• web browsers

• applications e.g. blogs, wikis, podcasts, GPS maps

• printers, fax or scanners

• electronic dictionary, thesaurus, spell checker or translation programs.

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Unit Code Unit Title Factor Possible work/learning applicationsRoutine workplace information may include:

• work procedures e.g. standard operating procedures and specifications which may be stored on company networks

• routine numerical data found on gauges, scales and meters

• inventory details

• job reports

• emails

• routine forms on company database

• routine online catalogues

• company details and data found on intranets and portals.

Sources may include: • text messages

• memos

• reports

• spreadsheet or data presentations

• tables

• charts

• brochures

• standard operating procedures

• specifications

• engineering drawings and diagrams

• machinery gauges and printouts

• web pages

• customised company computer programs.

Procedures may include: • following organisation’s policies on privacy, confidentiality and security of personal and company information


• ensuring ethical practice e.g. using company intranets and other communication systems appropriately

• acknowledging intellectual property

• complying with copyright and Creative Commons


Review may include: • discussing task with supervisor, mentor or manager

• acknowledging feedback from colleagues

• comparing accuracy of entered data and/or finished product to specifications.

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Learning

Unit Code Unit Title Factor Possible work/learning applicationsFSKLRG01 Prepare to

participate in a learning environment

Immediate learning goals may include:

• formal or informal learning

• skills related to technology

• developing a student or peer support network

• developing independence and resilience as a learner

• managing time and commitments

• developing individual learning strategies (e.g. revision, memorising).

Barriers may include: • gaps in skills and knowledge

• constraints related to health, transport, support services such as childcare, family or work commitments

• lack of confidence based on previous learning experience

• expectations related to learning environment

• language, literacy and numeracy proficiency required to undertake work or training.

Learning support resources may include:

• learning models provided by others

• mentors and counsellors

• workplace training support services.

Initial steps may include: • identifying and accessing sources of support and information

• identifying current skills, knowledge, interests and situation

• identifying needs

• identifying a short term learning goal, with assistance

• responding to guidance from trainer, supervisor or mentor.

FSKLRG02 Identify strategies to respond to basic workplace problems

Basic workplace problems may include:

• problems related to own immediate work role e.g. reporting equipment malfunction, requesting changes in own rostered hours, reporting a WHS incident

• identifying appropriate sources of support and information

• knowing where and when to seek advice

• checking how to perform a workplace task

• minor communication difficulties with co-workers.

Factors may include: • gaps in own skills and knowledge

• unclear workplace instructions, documentation or signage

• changes in standard procedures

• lack of appropriate support and/or supervision

• unclear lines of communication.

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Unit Code Unit Title Factor Possible work/learning applicationsStrategies may include: • asking for assistance or guidance from trainer, supervisor,

more experienced worker

• following step by step instructions

• planning step by step actions

• negotiating with co-workers and/or supervisor

• identifying a mentor

• applying knowledge of previous actions that may have solved problems in the past.

Feedback may include: • advice about appropriateness and effectiveness of problem solving strategy

• suggestions about how alternative strategies can be used in similar situations.

Appropriate person may include: • supervisor or line manager

• mentor

• group or team leader

• coordinator

• trainer.

FSKLRG03 Use basic strategies for career planning

Career goals may include: • a vocational pathway to employment e.g. apprenticeships and traineeships

• employment in a specific job in preferred vocational area

• employment on a fulltime, part time, casual or temporary basis

• self-employment

• volunteering and/or short term work role leading to preferred long term goal

• progression in current employment.

Learning requirements may include:

• skills and knowledge needed for a specific work goal or role e.g. language, literacy and numeracy skills, computing skills

• skills outlined in job descriptions, career advice, training plans attached to job roles.

Learning strategies may include: • developing a basic individual learning plan

• seeking appropriate support and advice e.g. from supervisor, /trainer, mentor or counsellor

• identifying preferred approaches to learning e.g. independently, with a group, using a computer or technology

• using basic information seeking strategies with support

• using basic internet search skills such as using key words in search engines to identify types of work available.

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Unit Code Unit Title Factor Possible work/learning applicationsIndividual learning plan may include

• a summary of goals, learning requirements and strategies completed with assistance

• simple formatted plan or simple note making

• a check list

• a simple time line.

Review may include • seeking feedback and checking individual learning plan with supervisor or trainer.

FSKLRG04 Use basic strategies for work-related learning

Approaches may include: • working with a mentor

• learning as part of a group

• using technology e.g. computer or DVD, with assistance.

Barriers may include: • gaps in own skills or knowledge

• lack of confidence based previous learning experiences

• language, literacy or numeracy skills required to undertake work and/or training

• constraints related to time limitations, cost limitations, family commitments

• lack of access to support.

Basic learning strategies may include:

• locating information e.g. entering a key word into a search engine, using a contents page, index or menu

• organising information e.g. using a diary or planner

• following short, simple structured processes and instructions e.g. entering basic text or numerical data, logging on and off a computer website

• planning e.g. having appropriate clothing, tools for the task, attending training sessions regularly

• using basic steps to reinforce own learning e.g. memorising key information, taking notes, keeping personal reference lists of key work-related information

• using a sequence of steps to complete tasks.

Support resources may include: • seeking assistance from supervisor, teacher or trainer

• keeping a list of key words frequently used for learning in the workplace

• using learning aids such as calculators, dictionaries, diagrams and pictures

• following basic structured processes modelled by others.

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Unit Code Unit Title Factor Possible work/learning applicationsBasic learning plan may include: • a basic written plan using key familiar vocabulary e.g. a

simple formatted plan, a checklist, a simple timeline

• notes or checklist containing preferred approaches to learning e.g. independently, with a group, using a computer

• short, sequenced steps to achieve goals.

Appropriate person may include: • supervisor or line manager

• mentor

• group leader

• coordinator

• trainer.

FSKLRG05 Use strategies to plan simple workplace tasks

Simple workplace tasks may include:

• familiar and predictable tasks involving a limited number of steps e.g.:

• operating equipment related to own work role

• setting up materials

• checking safety of equipment

• stock taking, ordering and/or replenishing supplies

• cleaning up materials

• responding to enquiries

• making appointments

• filing paperwork, copying, mailing.

Procedures may include: • simple, sequenced standard operating procedures

• simple instructions in work and equipment manuals

• simple numerical and/or graphical data as required

• standard forms or templates to record information

• simple task specific computer software applications

• simple workplace systems or documentation e.g. flowcharts, signs, instructions, manuals, pro-formas.

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Unit Code Unit Title Factor Possible work/learning applicationsStrategies may include: • preparing a simple plan to complete the task

• organising task into manageable steps including appropriate order and timing

• prioritising steps in plan

• using simple systems to organise time and commitments e.g. lists, diaries, spread sheets

• drawing on prior knowledge to plan new tasks

• reading simple product documents

• monitoring the progress of a simple process

• applying routine work health and safety (WHS) guidelines

• organising data required to complete task e.g. using folders and files

• collecting, sorting, recording list of material required

• using appropriate available ICT based tools

• seeking advice and guidance on setting priorities and time frames

• seeking feedback from supervisor, trainer or mentor.

Appropriate person may include: • supervisor

• trainer

• mentor.

FSKLRG06 Participate in work placement

Details may include: • location

• contact person

• own rights and responsibilities during work placement

• presentation, dress and/or clothing requirements

• workplace health and safety (WHS) regulations.

Own requirements may include: • transport

• appropriate clothing

• work placement documentation

• sources of support.

Evidence may include: • log book, journal

• portfolio of work samples

• performance reports, feedback records or notes.

Feedback may include: • formal or informal performance reports

• mentoring

• interviews.

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Unit Code Unit Title Factor Possible work/learning applicationsAppropriate person may include: • immediate supervisor

• teacher or trainer

• mentor

• co-workers.

FSKLRG07 Use strategies to identify job opportunities

Strategies may include: • setting own job goals with assistance

• locating job information from a range of sources e.g. media, websites, employment agencies

• identifying and seeking advice from vocational counsellors, trainers, employees, job seeking support services

• preparing resumes outlining skills, aptitudes, interests, training records, qualifications, relevant work experience

• completing a simple job seeking plan.

Requirements may include • prerequisites such as qualifications, experience, licences, skills

• hours or shift arrangements

• specified locations

• travel

• speaking a language other than English.

FSKLRG08 Use simple strategies for work-related learning

Approaches to learning may include:

• face to face

• online with assistance

• group or individual

• preferred learning styles e.g. practical, print based, visual, structured or flexible

• using technology e.g. computer, DVD.

Barriers may include: • gaps in own skills or knowledge


• language, literacy or numeracy skills required to undertake work and/or training


• lack of access to support.

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Unit Code Unit Title Factor Possible work/learning applicationsSimple learning strategies may include:

• using a learning plan to achieve goals

• reflecting on own preferred learning style with assistance

• locating, interpreting and evaluating simple information e.g. posing simple questions to focus search; using simple web search; assessing the relevance of a text by scanning the cover or title; using guidelines, templates, checklists and work instructions

• organising e.g. creating a folder on a computer to save work or relevant information

• using prior knowledge or skills

• planning e.g. identifying the main steps to complete a task, making a checklist of tasks to be completed

• developing a sequenced plan for specific tasks

• using simple techniques to reinforce learning e.g. memorising key information, recording or listing key information

• using simple learning aids e.g. dictionary, diary.

Support resources may include: • asking for assistance from supervisor, trainer or mentor

• using learning resources such as a personal dictionary or word list

• library, learning centre

• workplace training support services.

Simple learning plan may include:

• a written plan using familiar vocabulary

• information on own strengths and barriers to own learning

• preferred learning approaches

• time frame

• relevant learning pathways

• some sequenced steps to achieve goals.

Appropriate person may include: • supervisor or trainer

• mentor

• group leader

• coordinator

• trainer.

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Unit Code Unit Title Factor Possible work/learning applicationsFSKLRG09 Use strategies

to respond to routine workplace problems

Routine workplace problems may include:

• predictable and familiar problems e.g. minor equipment fault or malfunction, responding to customer complaints

• routine workplace task not being completed

• insufficient information provided for performing a workplace task

• errors in the processes or procedures followed in routine workplace tasks

• communication difficulties with co-workers

• hazards related to work health and safety (WHS) regulations

• WHS requirements not accessible

• changing routine rosters, procedures e.g. negotiating a change in work roster to attend training.

Strategies may include: • reporting problem to supervisor or other appropriate person

• seeking advice and guidance from supervisor, trainer or mentor

• asking questions to clarify and confirm instructions

• checking written protocols and instructions

• discussing problem with co-workers as appropriate e.g. negotiating changes to work roster to attend training

• accessing support and assistance on specific aspects of problem solving e.g.:

• verifying information

• defining the problem

• sequencing

• researching

• recording

• documenting evidence

• developing a simple action plan using sequenced steps.

Factors may include: • WHS regulations

• workplace procedures

• budget

• workplace documentation

• available personnel

• time allocation

• distribution of information to relevant people.

Feedback may include: • advice on effectiveness of proposed solutions

• suggestions regarding possible improvements to problem solving strategies.

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Unit Code Unit Title Factor Possible work/learning applicationsAppropriate person may include: • supervisor

• line manager

• group leader

• coordinator

• trainer.

FSKLRG10 Use routine strategies for career planning

Career options may include: • diversification of current role

• advancement in existing role

• a vocational pathway e.g. apprenticeship, traineeship

• employment in a specific job in preferred vocational area

• employment on a fulltime, part time, casual or temporary basis

• self-employment

• employment with flexible work conditions.

Training requirements may include:

• skills and knowledge needed for a specific job role e.g. technical skills, employability skills, language, literacy and numeracy skills

• skills outlined in job descriptions, career advice, training plans attached to job roles.

Own skills and knowledge may include:

• qualifications

• personal attributes

• work experience

• volunteering experience

• skills recognition

• transferable skills and knowledge.

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Unit Code Unit Title Factor Possible work/learning applicationsLearning strategies may include: • developing an individual plan outlining goals, strategies and

time frame

• improving own skills e.g. undertaking training, accessing experience in diversified work roles, preparing and monitoring individual learning plan and amending as required

• seeking appropriate support and advice from supervisor, trainer, mentor or counsellor e.g. feedback on strengths and areas for improvement

• evaluating strengths and limitations of preferred approaches to learning

• expanding own repertoire of approaches to learning

• using resources to identify the knowledge, skills, qualifications and attributes required for a range of work and training options

• using internet skills to research work and training options such as using key words in search engine

• working as a volunteer in order to learn new skills and to gain experience

• using a range of work-related support services e.g. job service agencies, employment agencies, career counsellors for information.

Career plan may include: • review of current employment or training situation

• goals, training needs and proposed learning pathway

• strategies required to achieve work goal

• clearly defined, sequenced steps and timeframes.

Review may include: • seeking formal and/or informal feedback from supervisor, trainer or mentor

• considering and responding to feedback from supervisor, trainer, mentor or peers

• identifying strategies for improvement e.g. monitoring individual learning plan and amending as required.

FSKLRG11 Use routine strategies for work-related learning

Approaches may include: • formal and informal training

• face-to-face and online learning

• independent and supported learning

• team-based, individual and mentored learning.

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Unit Code Unit Title Factor Possible work/learning applicationsBarriers may include: • gaps in own skills or knowledge


• language, literacy or numeracy skills required to undertake work or training


• lack of access to learning support services.

Routine learning strategies may include:

• locating, interpreting and evaluating routine information e.g. searching the internet, evaluating the reliability and validity of information sources using a set of criteria, using manuals, interpreting visual information such as diagrams and illustrations

• using prior knowledge and experience

• organising e.g. ordering, classifying and storing familiar reference materials for easy retrieval, underlining main points to make connections between information/ideas

• planning e.g. developing a sequenced plan for a specific task with prioritised steps

• using techniques to reinforce learning e.g. visualising, rehearsing, summarising.

Learning plan may include: • current employment and/or training situation

• longer term work goals, training needs and learning pathway

• strategies required to achieve learning goal

• clearly defined, sequenced and prioritised steps

• timeframe to achieve each step.

Appropriate person may include: • supervisor or trainer

• mentor

• group leader

• coordinator.

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Unit Code Unit Title Factor Possible work/learning applicationsFSKLRG12 Apply

strategies to plan and manage complex workplace tasks

Complex workplace tasks may include:

• managing tasks or projects with multiple goals and stages

• organising professional development or training programs for work colleagues

• taking a leadership role as part of a team working on a project

• contributing to change management in the workplace

• using complex computer systems and software programs to complete workplace tasks

• reading and writing complex workplace texts to manage tasks

• designing and implementing new approaches to complex workplace tasks.

Procedures may include: • organisational systems and manuals

• workplace protocols

• communication channels and lines of reporting

• project management guidelines and systems

• reporting guidelines

• databases and relevant computer software

• standard operating procedures for equipment and technology related to work role and tasks.

Planning strategies may include: • preparing detailed work plans including timelines, completion milestones, resources, personnel

• organising a complex task into smaller stages with achievable goals

• analysing and prioritising task specifications

• monitoring and reviewing each stage of task

• designing and implementing a new approach if required

• consulting, discussing and negotiating regularly with team members

• documenting changes in procedures as they occur

• reflecting on team performance at regular intervals

• anticipating and developing solutions to solve problems

• adapting existing systems to meet new requirements.

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Unit Code Unit Title Factor Possible work/learning applicationsFSKLRG13 Apply

strategies to respond to complex workplace problems

Complex workplace problems may include:

• difficulties managing or completing a project

• constraints e.g. time frames, budget, resources, unforeseen events

• balancing work plans and training needs for a large number of workers

• decision-making under pressure

• performance management of staff with different skill levels

• preventing accidents in the workplace

• implementing new regulatory requirements

• contributing to change management in the workplace.

Factors may include: • absenteeism

• communication processes

• lack of consultation

• budget constraints

• management style

• new legislation and regulatory requirements.

Strategies may include: • analysing factors contributing to the problem

• applying standard procedures as appropriate

• developing innovative solutions as required

• researching a range of approaches through consultation, discussion and review of relevant reports

• breaking complex problems into manageable tasks

• using project management guidelines to organise timeframes

• monitoring progress of contracts

• organising and completing workplace professional development or training

• drawing on insights from prior problem solving experiences

• approaching peers, managers or clients to clarify or confirm information

• encouraging others to suggest new approaches and strategies

• rehearsing for both predictable and unpredictable circumstances

• using quality improvement guidelines

• considering the future consequences of strategies

• identifying approaches to take in an emergency situation.

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Unit Code Unit Title Factor Possible work/learning applicationsEvaluate may include: • using appropriate verbal or written format

• using a set of criteria to identify the effectiveness of the strategy in responding to the problem

• discussing the effectiveness of the strategies with appropriate people e.g. supervisors, managers, team members, mentor

• revising strategies based on feedback and review.

FSKLRG14 Manage strategies for career progression

Career progression options may include:

• further education and training requirements, either in or out of the workplace

• temporary or short term promotional opportunities

• opportunities for career advancement either within or outside current organisation

• geographic relocation opportunity such as to a larger branch or store, interstate

• mentoring or training others.

Learning challenges may include:

• gaps in training, skills and knowledge

• limited options for potential solutions

• lack of confidence or negative experience from other promotional opportunities

• lack of access to professional development opportunities

• absence of organisational learning culture

• shortage of coaches, mentors and training specialists

• records of workplace achievement not available

• financial barriers

• lack of time due to personal commitments.

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Unit Code Unit Title Factor Possible work/learning applicationsCareer progression strategies may include:

• developing an individual action plan to implement goals and objectives

• adapting prior knowledge and experience to new situations

• using a wide range of resources to identify the knowledge, skills, qualifications and attributes required for career advancement

• undertaking professional or career development activities to maintain currency of knowledge and skills

• actively seeking feedback as a way of improving performance e.g. from manager, mentor, trainer

• mentoring - encouraging others to learn by taking on a mentoring role

• volunteering

• membership of professional associations and networks

• contributing and participating in change management in the workplace

• taking a leadership role to assist in training other staff in technical or professional teams or networks

• using strategies to manage unexpected workplace challenges and a range of variables

• using advanced internet skills to access a range of information resources and services related to career options including networks and contacts

• keeping a journal or discussing action plan with a mentor to facilitate reflective practice

• undertaking recognition of prior learning.

Individual action plan may include:

• formal learning plan

• short, medium and long term goals

• timeframes and actions

• skills development to meet particular career requirement

• potential challenges and solutions

• strategies required to achieve career goal

• actions required to achieve career goals.

Review may include: • reviewing and adjusting action plan and strategies regularly

• seeking formal and/or informal feedback from manager, trainer or mentor.

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Unit Code Unit Title Factor Possible work/learning applicationsFSKLRG15 Manage own

work-related learning

Learning challenges may include:

• gaps in training, skills and knowledge

• lack of confidence or negative experience from other promotional opportunities

• lack of access to professional development opportunities

• absence of organisational learning culture

• shortage of access to coaches, mentors and training specialists

• records of workplace achievement not available

• financial barriers

• lack of time due to personal commitments.

Opportunities may include: • formal professional development

• relieving in a higher level position

• serving on workplace committees

• being mentored by a supervisor.

Strategies may include: • goal setting

• analysing own skills

• researching learning styles

• identifying own preferred learning style or approach to learning

• experimenting with new approaches to learning

• seeking feedback from co-workers, supervisor, trainer or mentor

• reviewing and reflecting on own learning experiences

• monitoring own learning progress

• developing and trialling approaches to a task

• actively reinforcing own learning using a range of techniques e.g. applying new learning to different contexts, mentoring or training others

• participating in professional networks

• undertaking wide reading and research into work-related issues and tasks

• evaluating information

• classifying and storing information.

Action plan may include: • formal learning plan

• short, medium and long term goals

• actions and timeframes

• potential challenges and solutions

• strategies required to achieve learning goals

• actions required to achieve learning goals.

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NumeracyUnit Code Unit Title Factor Possible work/learning applicationsFSKNUM01 Use beginning

whole number skills and money up to one hundred for work

Documents and tasks may include:

• short and simple with highly explicit purpose e.g. labels, lists, calendar.

Add pairs may include: • counting on

using concrete materials

using single step calculations

using notes and coins.

Symbols may include: • amounts such as $12.50, $15.

FSKNUM02 Use beginning skills related to time and 2D shapes for work

Order or sort familiar and similar items may include:

• ordering by size e.g. thickness, length

sorting by colour.

Position of order may include: • first, second, third . . . up to tenth.

Shape may include: • ‘round’ or square

• number of sides.

Digital time may include: • reading 12 hour clock not including concept of am or pm

• recognising --:30 is half past

• recognising when it is past half past, such as 3:40

• recognising when it is before half past, such as 3:20.

Identify may include: • in a calendar

• on a familiar weekly roster

• in oral instruction.

Dates may include: • Different formats, such as

• 1/10/2012

• 1st October, 2012

• Oct. 1, 2012

• Oct 1, 2012.

FSKNUM03 Use whole numbers and money up to one thousand for work

Workplace documents and tasks may include:

• short and simple with highly explicit numerical information e.g. signs, lists, dockets, invoices, with numerical information such as dates, number of items, phone numbers, money amounts.

Compare may include: • use of common, everyday informal language e.g. more than, less than, bigger, smaller.

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Unit Code Unit Title Factor Possible work/learning applicationsNumber groups may include: • 2s, 5s, 10s, 100s

• even and odd numbers

• use of concrete materials.

Add and subtract may include: • using concrete materials

• using in the head methods

₀ jump strategy e.g. 23 + 35 becomes 23 + 30 = 53, then 53 + 5 = 58

₀ compensation strategy e.g. 63 + 29 becomes 63 + 30 = 93, subtract 1, get 92

₀ using patterns e.g. 5 - 2 = 3 so 50 - 20 = 30

₀ bridging e.g. 34 + 17 becomes 34 + 10 = 44, then 44 + 7 = 51

• calculating change for whole dollar amounts

• knowing when change is required from a whole dollar transaction

• using a calculator

• using one or two steps

• checking reasonableness of answer with prompting and support.

Links may include: • using concrete materials to investigate the relationship between addition and subtraction.

Informal language and symbolism may include:

• common everyday oral language of size e.g.

₀ bigger, smaller

₀ higher, lower

₀ dearer, cheaper

• simple informal symbolism e.g. 56, $178, ½ , +, -.

FSKNUM04 Locate, compare and use highly familiar measurements for work

Highly familiar workplace documents and tasks may include:

• short and simple highly familiar documents or tasks where the mathematics is highly explicit

• documents such as packaging, dockets, bills, signs, ingredient list

• tasks such as shifting materials (using safe handling weight), completing time sheets, checking room temperature, vehicle height clearances.

Different units of measurements may include:

• units for

₀ length

₀ mass

₀ capacity

₀ time

₀ temperature.

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Unit Code Unit Title Factor Possible work/learning applicationsComparative relationship may include:

• for example, that a:

₀ millimetre is smaller than a metre

₀ millilitre is smaller than a litre

₀ kilogram is larger than a gram

₀ minute is less than an hour.

Conservation of amounts may include:

• recognising the equivalence of 300 mL drink bottle to a 300 mL square milk container.

Informal language may include: • longer/ longest

• bigger/ biggest

• heavier/ heaviest

• hotter/ hottest

• cooler/ coolest

• earlier/ earliest

• later/ latest.

Read and record may include: • reading a quantity and accurately copying e.g. reading weight from a digital scale and copying it into a recording sheet

• writing and checking dates.

Add and subtract may include: • using concrete materials

• using in the head methods

• using a basic calculator

• using one or two steps e.g. checking or adding two amounts of stock items

• checking reasonableness of answer with support.

FSKNUM05 Identify and use some common 2D shapes for work

Familiar two dimensional shapes may include:

• square

• rectangle

• triangle

• circle.

Describe may include: • shape - square, rectangle, triangle, circle or round (e.g. plates)

• colour - prime and common colours

• size - big, medium, small.

Compare may include: • using common comparative language e.g.

₀ bigger/littler

₀ thicker/thinner

₀ taller/shorter

₀ heavier/lighter.

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Unit Code Unit Title Factor Possible work/learning applicationsCommon objects may include: • signs

• face of everyday items e.g.

₀ top of tissue box is a rectangle

₀ top of can is a circle

• products to be packed

• parts of drawings, buildings or furniture.

Features may include: • straight, curved

• sharp

• rough, smooth

• dark, light.

FSKNUM06 Use highly familiar maps and diagrams for work

Highly familiar maps and diagrams may include:

• simple map or diagram of workplace

• simple map or diagram of storage area

• simple map or diagram of local suburb or shopping centre

• simple diagram of machinery.

These could be aerial view, 3D or isometric but must be clear and easy to recognise. The objects should be able to be seen in real life while accessing the map or diagram.

Simple symbols and pictorial representations may include:

• commonly used symbols, e.g.

₀ first aid station

₀ toilet symbols

₀ on/off switch

₀ fire extinguisher• colours used for designated safe or hazardous zones

• arrows.

Simple oral directions may include:

• using up to three instructions e.g. go through the door, turn left and go to the end; the toilet will be on the right

• using hands to help describe

• referring to clear map or diagram.

Objects may include: • evacuation assembly point

• canteen

• emergency stop button

• toilet

• library.

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Unit Code Unit Title Factor Possible work/learning applicationsInformal directional language may include:

• up, down

• left and right

• next to

• behind, in front of

• over, through.

FSKNUM07 Locate specific information in highly familiar tables, graphs and charts for work

Features may include: • title and headings

• rows and columns

• simple key

• axes and labels

• scale.

Highly familiar tables may include:

• calendars

• simple time tables

• simple tables displaying highly familiar information.

Information may include: • simple numerical data which is explicit, highly familiar and accessible.

Informal language may include: • more than/less than

• most/least

• before/after.

Highly familiar graphs and charts may include:

• simple graphs or charts displaying highly familiar information such as

₀ pictograph

₀ column graph

₀ line graph

₀ using scale 1:1

₀ simple workplace charts.

FSKNUM08 Identify and use whole numbers and simple fractions, decimals and percentages for work

Workplace documents and tasks may include:

• simple oral instructions

• simple familiar texts with a clear purpose, such as delivery dockets, catalogues, recipes.

Simple fractions, decimals and percentages may include:

•

• 10%, 25%, 50%, 100%

• 0.10, 0.25, 0.50 and money.

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Unit Code Unit Title Factor Possible work/learning applicationsNumbers may include: • 0 up to 9999

• simple fractions

• simple decimals and money amounts

• simple percentages.

Does not include mixed numbers

Numerical information may include:

• money amounts in catalogues

• familiar and simple measurements on a job sheet

• analogue and digital times on a time sheet

• dates in a calendar.

Appropriate method may include:

• using one or two mathematical steps

• deciding on appropriate operation(s) to solve problem

• using in the head and pen and paper methods

• using a calculator.

Limited range of calculations may include:

• a limited range of familiar and predictable calculations with the four operations with multiplication and division related to small whole number values only

• simple and familiar calculations such as

₀ adding prices in a catalogue

₀ calculating change from $20

₀ keeping a record of casual hours and calculating gross pay for a whole number of hours.

Links may include: • using concrete material to investigate the relationship between addition and multiplication

• using concrete material and/or times table grid to investigate the relationship between multiplication and division.

Check reasonableness may include:

• using rough estimates and ball park figures based on prior and personal knowledge and experience

• prompting support from trainer or supervisor.

Informal and some formal language and symbolism may include:

• operation signs +, -, x, ÷, /, =

• plus, add, and, minus, take away, less than, multiply, lots of, divide, share, sum, total, altogether, equals

• increase, decrease

• loss, gain.

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Unit Code Unit Title Factor Possible work/learning applicationsFSKNUM09 Identify,

measure and estimate familiar quantities for work

Workplace tasks and texts may include:

tasks:

• measuring quantities

• checking temperatures or time

texts:

• clear, simple oral or written job instructions

• job sheets

• safety guidelines or signs

• ingredient list.

Familiar units of measurement may include:

• length - metres, centimetres and millimetres (when used at work)

• mass - grams, kilograms

• capacity - litres and millilitres

• temperature – Celsius - related to cooking, daily temperatures

• time – recognises analogue and digital times, am, pm.

Estimate may include: • referring to personal reference points, e.g. 1 pace = 1 metre

• using more than or less than, for everyday items, e.g. more than 1 litre of milk.

Simple measuring equipment may include:

• digital scales and clocks

• work specific measuring instruments e.g.

₀ syringe, spoons, cups and jugs

₀ rulers, tape measures, trundle wheel

₀ thermometers or temperature gauge

₀ rain gauge

₀ weight scales.

Calculate may include: • using simple and familiar calculations

₀ add lengths of material e.g. 2.5 m + 3.5 m

₀ take away what has been used e.g. 30 kg – 5 kg

₀ multiply small whole numbers e.g. 4 bags of 5 kg

₀ divide small whole numbers only e.g. 6 metres cut into 3 equal lengths

• using concrete materials

• using ‘in the head’ methods

• pen and paper methods

• using a calculator

• checking reasonableness of answer .

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Unit Code Unit Title Factor Possible work/learning applicationsInformal and some formal mathematical may include:

• long, wide, tall/high, heavy, hot and respective comparative language

• familiar symbols and abbreviations e.g.

• +, -, =, $, •, ⁰C

• km, cm, g, kg, L, mL.

FSKNUM10 Identify and describe common 2D and some 3D shapes for work

Common 2D shapes may include: • square

• rectangle

• triangle

• circle.

Some common 3D shapes may include:

• cube

• sphere

• cylinder.

Informal and some formal language may include:

• familiar vocabulary – ‘a box’, a ‘round’ plate

• comparative language – longer, thicker, thinner

• shape, colour and size – square corners, long, short, red, green.

Simple items may include: • ruler, set square, templates

• lengths of timber to form squares, rectangles and triangles

• square or rectangular sheets of paper or cardboard

• bottom of glass, tin can, bottle to draw circles.

FSKNUM11 Read and use familiar maps, plans and diagrams for work

Familiar maps, plans and diagrams may include:

• map or plan of workplace or college

• local street map

• map of Australia

• map, plan or diagram of a shopping centre

• diagram of machinery

• aerial view, 3D or isometric maps or plans.

Common symbols and keys may include:

• symbols and colours used in street directories to distinguish between

₀ roads and main roads

₀ parks and gardens

₀ water areas and land

• symbols used in familiar maps and plans for workplace, shopping centre, college

₀ or spaces for doors and fire exits ₀ colours used for designated safe or hazardous zones

₀ arrows for one way traffic, or route to nearest exit.

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Unit Code Unit Title Factor Possible work/learning applicationsDirection and location may include:

• N, S, E, W

• Simple coordinates e.g. G8.

Describing the location may include:

• using familiar vocabulary

• using direction language

₀ left, right

₀ above, below

₀ behind, in front of

₀ over, through

₀ inside, outside

• using hand gestures to consolidate meaning, including pointing

• referring to map, plan or diagram.

Follow and give instructions may include:

• step by step oral instructions using familiar vocabulary

• objects to be found

₀ on map, plan or diagram e.g. simple floor plan of an enterprise

₀ in real situations.

Informal and some formal oral mathematical language and symbols may include:

• using a combination of mainly informal language and some formal oral mathematical language such as

₀ go past the roundabout

₀ turn right after 200 metres

₀ using map reference D6

₀ north, south, east, west.

FSKNUM12 Identify and interpret information in familiar tables, graphs and charts for work

Familiar texts and contexts may include:

• simple work documents

₀ monthly incident and accident graphs

₀ tea break and lunch break timetable

₀ rosters

₀ signs

• bus timetables

• weather charts

• advertisements, catalogues.

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Unit Code Unit Title Factor Possible work/learning applicationsInterpret information and data may include:

• deciding on temperature to be used based on size and product in a table

• identifying largest or smallest sector of a pie graph and providing a comment

• identifying rises and falls on line graph and identifying possible reasons

• reading a column graph, identifying number of incidents per month over a period of time and identifying highs and lows and possible reasons

• identifying and interpreting information in a workplace chart e.g. a series of diagrams showing how to using a chart that shows procedure and/or safety information and required actions.

Familiar graphs and charts may include:

• simple graphs

• pictograph

• column graph

• bar graph

• workplace charts which may contain both visual information and numerical information.

FSKNUM13 Construct simple tables and graphs for work using familiar data

Types of graphs may include: • column graph

• bar graph

• pictograph.

Familiar data may include: • discrete data on familiar topics such as mode of travel, WHS data – incidents and near misses, staff completing WHS training, food to be included in canteen menu, numbers and quantities of materials.

Method to collect data may include:

• collection of existing data

• observation and recording of results as figures, tally marks

• simple multiple choice questionnaire

• simple interviews.

Construct a table may include: • hand drawn using ruler or grid paper

• constructed using electronic spreadsheet.

Construct a graph may include: • manually using ruler or grid paper

• electronically using data entered and simple graphing software

• using provided scales and axes with graduations of 1, 5 or 10.

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Unit Code Unit Title Factor Possible work/learning applicationsReport or discuss may include: • displaying graph and discussing information with colleagues

• discussing differences and any trends displayed in graph.

FSKNUM14 Calculate with whole numbers and familiar fractions, decimals and percentages for work

Routine workplace tasks may include:

• using hands-on, in context materials

• using a calculator, cash register, simple spreadsheet

• comparing costs for best buy

• ordering items within budgetary restraints.

Texts may include: • oral or written job instructions

• job specifications

• recipes

• catalogues

• tables and charts

• job sheets

• quotes, bills, payslips.

Familiar rates may include: • familiar or routine rates e.g. km/hr, $/kg, $/m.

Calculations may include: • calculations with whole numbers and everyday or routine fractions, decimals and percentages, and where appropriate converting between equivalent forms (includes dividing by small whole numbers only, with division by decimal values and long division worked out on a calculator; calculations with simple fractions to be multiplication of whole number values only, e.g. 20% or 1/5 of $250)

• application of calculations include:

₀ calculating cost of stationery items to stay within a budget

₀ calculating pay using hours worked including overtime, subtracting breaks

₀ calculating GST and adding to total.

Familiar fractions, decimals and percentages may include:

•

• 1%, 5%,10%, 20%, 25%, 30%, 40%, 50%,70%, 75%, 80%, 90%, 100%

• mixed numerals that can be easily added or subtracted e.g. 4 1/5 + 3 1/5

• calculations with simple fractions to be multiplication of whole numbers only e.g. 20% of 250, 1/5 of 10.

Equivalent forms may include: • equivalent fractions, decimals and percentages that are in common use e.g.

• ¼ = 0.25 = 25%.

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Unit Code Unit Title Factor Possible work/learning applicationsProblem solving strategies may include:

• drawing on a combination of hands-on, in-context materials, personal experience, mathematical and other prior knowledge to select appropriate methods from a limited range of mathematical processes

• using order of operations to solve multi-step calculations

• using a blend of in the head and pen and paper methods

• using a calculator or other technical tool e.g. spread sheet to undertake problem solving process.

Estimations may include: • rounding to nearest 10 before using operations e.g. 12 x 19 → 10 x 20

• disregarding decimals e.g. 23.32 – 6.4 → 23 – 6.


• making a comparison of final result to initial estimate

• referring to context to decide if the result is possible and relevant or needs revising

• using prior knowledge to compare to previous experience and deciding whether the result is appropriate.

Formal and informal mathematical language and symbolism may include:

• using mathematical and general language to present and discuss the mathematical and problem solving process and result

• representing remainders as whole numbers, fractions or decimals as appropriate for the situation

• using the basic order of operations to write multi-step calculations e.g. cost of two books and three pens (2 x $12) + (3 x $5.80)

• using familiar abbreviations such as km/hr, 1250 mm

• +, -, x, ÷,=, ≤, ≥, $, •, 1/100, 12.5%.

FSKNUM15 Estimate, measure and calculate with routine metric measurements for work


• oral or written job instructions

• job specifications and simple plans or sketches

• recipes.

Routine measuring equipment may include:

• clocks (both analogue and digital) and stopwatches

• measuring instruments e.g.

₀ syringe, spoons, cups and jugs

₀ rulers, tape measures, trundle wheel, odometer

₀ weight scales

₀ thermometers or temperature gauge

₀ micrometre

₀ blood pressure, tyre pressure.

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39

Unit Code Unit Title Factor Possible work/learning applicationsCalculate may include: • using the four operations with measurements

₀ multiply ingredients by three

₀ distribute an amount evenly between six

₀ add lengths of materials for a job

₀ subtract overlap of material

• using basic rates

₀ Km/hr, $/kg, $/m

₀ 10 mL per Litre

• calculating areas of squares and rectangles


Routine measurements may include:

• time taken to drive

• amount of ingredients

• length and width of room shown on simple plan

• cutting list for material, including decimals such as 2.4 m

• weight of material

• person’s temperature

• safe working temperature.

Conversions may include: • analogue to digital time

• ml to L

• mm to m

• m to km

• g to kg

• others as needed for routine tasks.

Problem solving processes may include:

• using hands-on materials

• using personal experience

• using prior knowledge of similar tasks and established routines

• drawing diagrams.

Estimations may include: • referring to common containers to estimate capacity e.g. 1 litre milk carton

• ‘stepping out’ distance or relating length to body part.


• making a comparison of final result to initial estimate to provide a reality check of the value

• referring to context to decide if the result is possible and relevant or needs revising or modification

• prior knowledge may lead to comparison of previous experiences to decide whether result is appropriate or not.

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Unit Code Unit Title Factor Possible work/learning applicationsMathematical language and symbols may include:

• using a combination of both formal and informal mathematical language and symbolism, including some specialised terminology

• length – long

• area – m2

• width – wide

• height – tall

• weight, mass – heavy

• temperature – hot

• per – for every

• +, -, x, ÷,=, $, •,⁰

• familiar abbreviations for metric units such as km/hr, mL.

FSKNUM16 Interpret, draw and construct 2D and 3D shapes for work

Two dimensional shapes may include:

• square, rectangle, triangle, circle

• shapes named by number of sides e.g. pentagon

• shapes that may be common in their workplace e.g. parallelogram.

Routine three dimensional shapes may include:

• rectangular prism (cuboid)

• cube

• pyramid

• sphere

• cylinder.

Use and application may include: • in real life situations, such as corners of a building, mitre joints for corners of windows and doors, bridges, architecture, paintings, tiling, clothing, furniture, packaging.

Formal and informal mathematical language and symbols may include:

• informal vocabulary e.g. same, different, similar to, larger, smaller, straight, curved

• formal vocabulary e.g. parallel, vertices, right angle, equal length, opposite, adjacent

• symbols e.g.

• 90⁰

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Unit Code Unit Title Factor Possible work/learning applicationsFeatures may include: • number of sides or edges

• number of corners or vertices

• number of flat surfaces or faces (3D)

• curved or straight lines

• length of sides

• all sides of a square are equal

• parallel or opposite sides of a rectangle are equal.

Common angles may include: • 360⁰ or full rotation as related to a circle

• 90⁰ or right angle

• 45⁰

• 180⁰.

Common geometric instruments may include:

• set square

• pair of compasses

• protractor

• ruler

• Mathomat or similar workplace templates.

Construct routine three dimensional objects may include:

• assembling packaging

• reassembling dismantled objects e.g. tissue box

• outlining and assembling objects from workplace templates

• using drawn or downloaded nets.

FSKNUM17 Use routine maps and plans for work

Features may include: • title

• scale

• labels

• key

• coordinates.

Routine maps and plans may include:

• street directory, Google maps, GPS

• atlas

• general maps or plans of shopping centre, workplace, college

• simple house, room or landscape plan

• machinery diagrams.

Symbols and keys may include: • symbols for North, objects, land features

• abbreviations

• colour coding.

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Unit Code Unit Title Factor Possible work/learning applicationsDirection and location may include:

• N, S, E, W

• coordinates e.g. G8.

Simple scale may include: • 1:10, 1:100

Give and receive directions may include:

• giving directions, including an estimate of distance, for an everyday route

• estimating distance for delivery between towns

• calculating lengths or distances if appropriate

• following oral or written directions, referring to map or plan, to find location.

Formal and informal language may include:

• using directional language

₀ left, right

₀ north, south, east, west

• using metric units and abbreviations for distance such as millimetres (mm), metres (m) and kilometres (km) appropriate to the purpose.

FSKNUM18 Collect data and construct routine tables and graphs for work


• rows and columns for tables

• horizontal axis, vertical axis and scale for graphs

• key.

Uses may include: • ability to display and compare information clearly

• column graph for discrete data

• line graph for continuous data.

Method to collect data may include:

• observation and recording of results as figures, tally marks or directly on graph template e.g. temperature readings

• simple questionnaire or survey

• collecting existing data from original workplace sources.

Suitable scale and axes may include:

• simple and familiar or routine scales and axes e.g. increments of 1, 5, 10 or 100

• to suit the size and results of the data collected.

Draft may include: • rough sketch showing

₀ vertical axis

₀ horizontal axis

₀ appropriate spacing

₀ scale.

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Unit Code Unit Title Factor Possible work/learning applicationsDraw may include: • manually using ruler or grid paper

• electronically using spreadsheet and simple graphing software.

Report or discuss information may include:

• displaying graph and discussing information with colleagues

• discussing changes and any trends displayed in graph

• including graph and/or table in written report or presentation.

FSKNUM19 Interpret routine tables, graphs and charts for work

Predominately familiar texts and contexts may include:

• work documents

₀ WHS graph showing number of incidents and accidents

₀ production reports

₀ temperature and blood pressure charts

• weather and climate

• advertisements, newspapers and magazines.

Types of graphs may include: • pie or sector graph

• column graph

• line graph.


• rows and columns for tables

• horizontal axis, vertical axis and scale for graphs and charts

• key.

Specific information may include:

• directly from the tables, graphs and charts

₀ selecting temperature to be used based on size and product in a table

₀ identifying largest or smallest sector of a pie graph

₀ identify number of incidents per month in column graph.

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44

Unit Code Unit Title Factor Possible work/learning applicationsInterpret information may include:

• calculating difference between largest and smallest (range)

• calculating total sample size

• calculating how many more/less between variables

• interpreting the results using simple comparative language e.g.

₀ greatest/least

₀ most popular/least popular

₀ increasing/decreasing

₀ above average/below average

• using common fractions and percentages to discuss results e.g.

₀ the pie graph shows 25% have two cars

₀ the column graph shows 4/15 had pre-paid mobile phones

₀ 3/4 accidents last year happened on night shift.

Misleading statistical information may include:

• using small sample size

• questioning techniques

• using unsuitable scale

• excluding information.

Discuss may include: • participating in group to discuss information and relevance to workplace

• using the information from tables, graphs and charts to suggest solutions.

FSKNUM20 Use basic functions of a calculator

keys for basic functions include: • four operation keys

₀ symbols * or X for multiplication

₀ symbols / or ÷ for division

• result key: equals, =, enter or EXE keys

• cancel keys: CE, C, AC, DEL, DELETE, BACKSPACE keys

• memory keys

₀ MRC, M-, M+

₀ other keys that involve storing to a memory, recalling an entry from a memory, adding or subtracting from a memory, clearing or cancelling a memory

• decimal point key

• other function keys if relevant to task

₀ X²

₀ %

₀ fraction keys

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Unit Code Unit Title Factor Possible work/learning applicationsRoutine fractions and percentages may include:

• using fraction keys – simple fractions to be multiplied by whole numbers e.g. 1/5 x 250

• converting into decimals e.g. ¼ is 1 ÷ 4 = 0.25

• using percentage key to calculate with percentage.

Interpret display may include: • rounding to two decimal places, e.g. for money 6.3489 becomes $6.35

• adding decimal places for money e.g. 6.5 becomes $6.50.

Estimations may include: • rounding to nearest 10 before using operations e.g. 12 x 19 → 10 x 20

• disregarding decimals e.g. 23.32 – 6.4 → 23 – 6.


• making a comparison of final result to initial estimate to provide a reality check of the value

• referring to context to decide if the result is possible and relevant or needs revising or modification

• prior knowledge may lead to comparison of previous experiences and therefore decide whether result is appropriate or not.

Formal and informal mathematical language may include:

• mathematical and general language to present and discuss the mathematical and problem solving process and result

• representing remainders as whole numbers, fractions or decimals as appropriate for the situation

• using the basic order of operations to write multi-step calculations e.g. cost of two books and three pens (2 x $12) + (3 x $5.80).

Symbolism and conventions may include:

• +, -, x, ÷,=, ≤, ≥, $, •

• familiar abbreviations such as km/hr, 1250 mm

• 1/100, 12.5%.

FSKNUM21 Apply an expanding range of mathematical calculations for work


• relevant but possibly unfamiliar or non-routine texts and tasks

• information from a variety of sources e.g. comparing costs and rates, types of credit

• job or task descriptions

• reports

• complex charts, graphs, tables, plans, diagrams.

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Unit Code Unit Title Factor Possible work/learning applicationsMathematical information may include:

• fractions

• decimals

• percentages

• measurements

• positive and negative numbers

• numbers expressed as roots and powers

• numbers in scientific notation

• ratios, rates, proportions.

Problem solving processes may include:

• representing the mathematical information in a form that aids problem solving e.g. table, summary, flow chart, using simplified numbers, language and symbols

• listing steps and recording outcomes

• drawing diagrams

• working backwards from the solution

• looking for patterns

• using past experience of similar problems, situations or activities

• using models.

Flexibly use may include: • adding, subtracting, multiplying and dividing

• converting between and using equivalent forms of fractions, decimals and percentages

• using improper fractions and compound fractions

• simplifying fractions.

Calculate may include: • workplace tasks

₀ working with bank statements, loan statements, rental statements

₀ budget for a project and manage expenditure

₀ calculating and comparing material costs


Powers and roots may include: • using powers e.g. 14³

• using scientific notation

• using roots e.g.


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Unit Code Unit Title Factor Possible work/learning applicationsRoutine formulas may include: Workplace formulas

• perimeter, area and volume

• Pythagoras’ theorem

• simple and compound interest

• Ohms Law

• pressure


Estimation and assessment processes may include:

• rounding to decimal points according to accuracy needed

• using significant figures

• reversing process to check calculation (e.g. = 9 therefore 9² = 81)

• checking outcome against initial estimates, prior knowledge and the context.

Mathematical language may include:

• using a combination of formal and informal mathematical and general language

• some specialised terminology

• using symbolism, diagrams, graphs, algebraic representation and conventions relevant to the mathematics being used.

FSKNUM22 Use and apply ratios, rates and proportions for work

Range of workplace tasks and texts may include:

• relevant but possibly unfamiliar or non-routine texts used for work e.g.

₀ chemical labels

₀ job or task descriptions

₀ charts, graphs, tables, maps and plans.

Ratio, rates and proportions may include:

• rates including km/hr, $/m, $/m3, one in ten

• ratios and proportions used in mixing chemicals, concrete mixes, scales on maps and plans, recipes and ingredients, or calculating magnification factors.

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Unit Code Unit Title Factor Possible work/learning applicationsCalculate may include: • using ratios, rates and proportions to:

₀ compare and calculate part or total quantities based on given ratio

₀ find the ratio of two quantities

₀ increase or decrease a quantity in a given ratio

₀ divide a quantity in a given ratio

₀ interpret scale drawings or images

• applying to workplace calculations

₀ time needed to travel

₀ ingredients needed to make up correct mixture

₀ materials or ingredients needed to make a certain quantity

₀ comparison of prices for different sized packages

₀ rates of pay

₀ production rates.

Graphs, charts or tables may include:

• charts or tables that represent ratios, rates and proportions where relevant e.g. for conversions

• hand drawn, using graph paper, or computer generated

• plotting on axes e.g.

• table e.g.

Hours 1 2 3 4 5

Kilometers 80 160 240 320 400

Mathematical language and symbols may include:

using fraction notation e.g. 3/5 and simplified fractions

• using ratio form e.g. 4:6 = 2:3 or 2 to 3

• ensuring correct order of numbers when recording ratios e.g. 3 sand to 1 cement is expressed as 3:1 not 1:3

• using unit rates that have one as the denominator, e.g. written as 12 km/L or 12 km per L

• interpreting the ratio correctly e.g. the ratio of women to men was 2:3

₀ there were two thirds the amount of women as men

₀ 2/5 were women not 2/3 were women.

FSKNUM23 Estimate, measure and calculate measurements for work

Accurate measurements may include:

• metric and non-metric length, mass, capacity, temperature

• pressure

• speed

• power

• energy

• temperature

• accuracy to within given tolerances.

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Unit Code Unit Title Factor Possible work/learning applications2D shapes may include: • square

• rectangle

• triangle

• parallelogram

• rhombus

• circle and semi-circle

• compound shapes.

3D shapes may include: • prisms

₀ cube

₀ rectangular prism

₀ triangular prism

₀ cylinder

• compound 3D shapes

• where the volume can be determined using V = Area of base x height.

Perform conversions may include:

Between metric units, such as

• mass (grams – kilograms – tonnes)

• length (millimetres – centimetres – metres – kilometres)

• area (sq. millimetres – sq. centimetres – sq. metres – hectares)

• volume (millilitres – cubic centimetres, litres – cubic metres)

• flow rate (litres/sec, cubic centimetres/sec)

• speed (metres/sec, kilometres/hour)

• pressure (kilopascals and megapascals)

• power and energy (kilowatts, watts, joules).

Between metric and non-metric units such as

• mass (ounces – gra