Australian Core Skills Framework
Introduction
The Australian Core Skills Framework (ACSF) describes levels of performance in the five core skills of:
- Learning
- Reading
- Writing
- Oral Communication
- Numeracy
General information
(see Example source guidance)
information to be gathered | details |
---|---|
Name / title of source/model and version if applicable | Australian Core Skills Framework |
Stakeholder | |
URL of source or stakeholder | Australian Government DEEWR |
Orientation (work, education, etc.) | Employability; work |
Explicit model or implicit model? | Implicit |
Can organisations have competence? | no |
Number of people currently affected | many |
Sectors covered | none specifically; all in general |
Groups of actual users | |
Significant use cases | |
Significant business cases | |
Sample materials | the framework is given in full; no further framework material |
Key features influencing their uptake of InLOC outputs | probably no salient ones |
Features
(see the Features page or the separate pages for each feature)
N | Features | ? | notes |
---|---|---|---|
00 | More than one model | 1 | implicitly structured, each layer is different |
01 | Identifiers | 1 | structured, numeric, internal for levels and indicators |
02 | Hierarchy (internal) | 1 | just core skill > indicator > level |
03 | Internal relationships | 0 | |
04 | External relationships | 0 | |
05 | Conditionality / optionality | 0 | |
06 | Text syntax | 0 | informally, indicators start with verbs |
07 | Structured identifiers | 1 | indicator ID has level number and indicator number |
08 | Classification | 0 | |
09 | Level attribution | 0 | |
10 | Level definition | 1 | explicitly defines levels 1 to 5 for each indicator – not quite clear where the level numbers 1 to 5 come from |
11 | Context | 0 | |
12 | Evidence and assessment | 0 | |
13 | Extensions | 0 | |
14 | Profiles | 0 | |
15 | Adaptation | 0 | |
16 | Definition by example | 0 | |
17 | Learning resources | 0 | |
18 | Learner records | 0 | |
19 | Multilinguality | 0 |
Further information
Levels in one example: Numeracy
Level | Indicator | |
---|---|---|
1 | 1.09 | Locates and recognises key mathematical information in simple activities or texts |
1.10 | Uses simple mathematical and personal problem solving strategies in highly familiar contexts | |
1.11 | Uses everyday informal oral language or highly familiar written representation to communicate simple mathematical information | |
2 | 2.09 | Identifies and comprehends relevant mathematical information in familiar activities or texts |
2.10 | Selects and uses appropriate familiar mathematical problem solving strategies to solve problems in familiar contexts | |
2.11 | Uses informal and some formal oral and written mathematical language and representation to communicate mathematically | |
3 | 3.09 | Selects and interprets mathematical information that may be partly embedded in a range of familiar, and some less familiar, tasks and texts |
3.10 | Selects from and uses a variety of developing mathematical and problem solving strategies in a range of familiar and some less familiar contexts | |
3.11 | Uses a combination of both informal and formal oral and written mathematical language and representation to communicate mathematically | |
4 | 4.09 | Extracts and evaluates the mathematical information embedded in a range of tasks and texts |
4.10 | Selects from, and applies, an expanding range of mathematical and problem solving strategies in a range of contexts | |
4.11 | Uses a range of informal and formal oral and written mathematical language and symbols to communicate mathematically | |
5 | 5.09 | Analyses and synthesises highly embedded mathematical information in a broad range of tasks and texts |
5.10 | Selects from, and flexibly applies, a wide range of highly developed mathematical and problem solving strategies and techniques in a broad range of contexts | |
5.11 | Uses a wide range of mainly formal, and some informal, oral and written mathematical language and representation to communicate mathematically |