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 |