Embedding Foundation Skills in a Certificate III in Community Services

1. Embedding Foundation Skills in a Certificate III in Community Services Foundation Skills Project Canberra Institute of Technology

2. Challenges • 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. Casework roles • Writing memoranda, emails 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. Student profile • 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. VET Course Overview • 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. Student performance • 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. Integrated training strategy • 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. Literacy support strategy • 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. Literacy support strategy • 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. Community service competencies • 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. Selected FSP Units of Competency 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. Embedding foundation skills 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. Embedding foundation skills FSKWTG06 Foun 111 Write simple workplace texts-printed or digital • e.g. incident reports, shift motes, emails, messages or WHS records. CHCADMIN305F Work within the administration protocols of the organisation • e.g. workplace forms, record information, completing workplace forms.

14. Embedding foundation skills 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, emails, referrals, maintain networks, produce meeting agendas/minutes, record evidence of communication with clients

15. Embedding foundation skills 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. Embedding rationale • 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