Reads a brief message from a fellow worker.

Reads explicit pictorial texts, e.g. safety signs in the workplace.

Reads and observes instructions on safety signs and labels related to own job

Matches and cross-references words, symbols, codes and signs contained in work instructions, labels, tags related to own job.

Reads and compares information contained in two column tables, e.g. can use timetables to calculate time of the next bus, e.g. calculates postage and fees for certified mail, calculates total costs of purchase from an order form.

Interprets instructions from an appliance warranty, having read manufacturer’s instructions.

Extracts information from a list with language and numeracy components, e.g. completes a stores order form using information from a price list.

Records information on simple form, e.g. autobiographical data, uses a job sheet to respond to call.

Completes workplace forms relevant to own job, e.g. signs initials against process to indicate completion of a task, places a tick against appropriate stock name or number and writes numerical symbol against the appropriate stock name and number.

Writes a brief message for a fellow worker.

Writes a short report, e.g. a brief statement about a procedure from a work team for a meeting.

Explains routine procedures to others, e.g. workplace safety procedures.

Asks questions to clarify and confirm instructions.

Leaves a short message by phone, e.g. explains absence, makes a booking for travel.

Expresses an opinion, e.g. suggests improvements to work procedure.

Reports a problem / hazard/ fault/ defect to a supervisor.

Participates in workplace meetings by listening for specific information and contributing as appropriate.

Participates in casual conversations about routine activities, e.g. best procedure for making a product.

Understands new procedures needed to complete a task, having attended training session.

Performs a series of routine tasks given clear direction.

Listens to short, explicit instruction to learn new procedures needed to complete a task, e.g. to use a piece of machinery in the workplace.

Plans learning activities by selecting activities and procedures from prior experiences, e.g. word association, checklists of tasks to be completed, establishing a study timetable.

Reads short, relevant, explicit, clearly formatted texts related to technology, e.g. the author and title index of a library computer.

Tooling / equipment requirements are prepared and checked against specifications and workplace procedures.

Extracts information from a list with language and numeracy components, e.g. price lists of components for computer system.

Interprets instructions which combine pictorial and written information, e.g. directions on how to operate a piece of machinery safely.

Enters routine data associated with production processes and control procedures into data base using familiar software.

Records simple and routine information using the telephone, e.g. takes a phone message with name, phone number, and a short message, on a form designed for this purpose.

Writes a short description, e.g. describes a damaged part of a machine to facilitate repair.

Expresses an idea or opinion, and states reasons, e.g. whether a technological practice conforms to Occupational Health and Safety guidelines.

States problems with a technology or medium and suggests solutions, e.g. need for left-handed mouse.

Performs a sequence of routine tasks given direction, e.g. uses a fax machine and/or distance medium to participate in instruction.

Selects own learning resources such as tapes or other familiar technical equipment in order to facilitate learning, e.g. computer assisted learning program with technological assistance as required.

Demonstrates understanding of narrative.

Reads short, simple factual or fictional texts for personal enjoyment.

Locates and selects information from a written text, e.g. finding the time and channel of a specific TV program, cinema program.

Writes a short personal description, e.g. writes about country of origin, journey or cultural history.

Writes a short report, e.g. describes previous English classes.

Writes a short recount, e.g. writes brief entry in daily diary.

Writes a note of explanation, e.g. explains own absence in a note to teacher.

Writes short personal letter, e.g. a postcard or letter to a friend.

Completes a form with personal information, e.g. reads and records personal information of self, and other members of a group, where personally familiar with the members of a group.

Expresses point of view on topics of personal interest in simple written sentences.

Makes a telephone call and responds appropriately to questions which require statement of basic personal details, e.g. makes an appointment at the Community Health Centre.

Responds to personal enquiries and talks about own interests, e.g. hobbies, family.

Recounts a short familiar event, e.g. recounts something that happened at the weekend.

Discusses possible career paths and learning goals with training manager or supervisor.

Participates in formal training to develop and maintain own knowledge and awareness of workplace and industry issues and developments.

Participates in a short casual conversation with a neighbour.

Listens for, and sings words to a favorite song.

Locates and selects information from a spoken text, e.g. listening for the time and channel of a specific TV program.

Discusses learning goals and articulates related strategies with teacher, e.g. specifies own personal language and literacy skills as positive learning resources or as requiring further development.

Extracts information from a list with language and numeracy components, e.g. selects items from a menu for the group and discusses choice or selection.

Reads key information in a text associated with the functioning of the group, e.g. reads a simple agenda or minutes of a meeting.

Writes a list of tasks to be completed by other members of the group, e.g. roster, action plan. Records personal information of self and other members of the group where members of the

group are personally familiar, e.g. draws up a list of class names and addresses and phone numbers.

Writes a short report, e.g. in relation to workplace output targets.

Writes a note of explanation, e.g. explains problems with a machine to the next shift.

Writes a response to an issue by contributing to group writing activity. 

Gives a short description, e.g. describes an occasion to a fellow group member, or tells a traditional story or myth.

Communicates ideas, information and opinions to the group, e.g. expresses opinion about new roster arrangements.

Negotiates roster arrangements to suit own preferences.

Gives spoken instructions to members of the group, e.g. a short instruction of one or two steps to facilitate a group activity.

Participates in an informal conversation, e.g. greets and exchanges one or two sentences with a fellow group member, asks questions and makes comments that expand ideas & seek clarification.

Recites familiar short texts to other members of the group, e.g. a nursery rhyme to family member, or a football club theme song to supporters’ club.

Negotiates task distribution with other members of the group, e.g. morning tea arrangements, farewell drinks for a colleague.

Brainstorms with other members of the class, e.g. to organise a class outing.

Listens for and notes specific information when making arrangements for group activity, e.g. a working party or excursion.

Develops support networks with fellow group members, e.g. collects contact numbers for contingency plan in case of missed classes.

Locates specific information from a short text, e.g. eligibility from a table of employee benefits, a pay slip, employment documentation.

Reads personally relevant information presented in forms or notices, e.g. notice on a noticeboard, roster information, a class timetable.

Interprets instructions which combine pictorial and written information, e.g. brochure on how to access government services.

Reads simple graphs and charts.

Reads simple dials and scales, e.g. temperature dials.

Extracts information from a list of language and numeracy items, e.g. enters information on a school lunch order form using information from a lunch order list.

Completes a range of forms requiring autobiographical data, e.g. job application, identifies and enters background information on an application for government benefits.

Completes a range of forms requiring routine, factual data, e.g. OH&S records, stocks,

Writes brief systems-related texts using an established format, e.g. a brief shift report, a menu, an order form.

Writes a note of explanation, e.g. to a supervisor about an uncompleted task.

Expresses an opinion in written form, e.g. writes a brief letter to an organisation suggesting improved access for the physically disabled.

Completes a personally relevant written transactional text, e.g. fills out a bank withdrawal form.

Explains, orally, written instructions for a procedure, e.g. relates to another the process described in a simple flow chart.

Receives and passes on messages, e.g. a name and phone number and a simple message.

Makes a specific oral enquiry, e.g. enquires about an employment opportunity, enquires about classes.

Answers a simple oral enquiry, e.g. gives simple directions to reach a destination.

Participates in a face-to-face oral exchange, e.g. job interview, CES interview.

Expresses an opinion in oral form, e.g. suggests the introduction of multilingual safety notices in the workplace.

Participates in casual conversation in the workplace or classroom.

Performs a series of routine tasks given clear direction, e.g. classroom or workplace instructions.

Listens for specific information in a formal meeting, e.g. union meeting.

Gathers and sorts information on a topic by using simple techniques such as scanning the

cover, title and illustrations of a text; or interpreting mood, tone and associated gestures of a spoken text in order to establish relative importance of information.

Specifies purpose of informative text, e.g. locates specific information about a local event. Demonstrates that meaning has been gained from reading or viewing a simple informative text,

e.g. underlines the meaning of a term given in a government brochure on supplementary security income.

Demonstrates understanding of current affairs issues by expressing opinion related to the content of news headlines in a newspaper.

Extracts information from a list with language and numeracy components, e.g. locates the race favorite in a Racing Form Guide.

Expresses opinion about the writer’s intention after reading or viewing a simple persuasive text, e.g. advertisement, political slogan, public service advertisement.

Locates specific information in a longer everyday text, e.g. locates personally relevant information in a sports article.

Interprets signs and symbols related to public safety, e.g. drink-driving laws, weapons use, road rules and water safety.

Reads diagrammatic texts, e.g. locates an intersection on a street map, uses a public transport map.

Uses short highly contextualised materials from the community to meet own goals, e.g. business cards, invoices, newspaper advertisements.

Extracts information from a list with language and numeracy components, e.g. uses a timetable to read train departure time.

Locates community/commercial services information in the telephone directory, e.g. real-estate agent, CES.

Writes a short routine letter, e.g. an explanation or a request for information.

Writes a short report for a member of the group, e.g. on child care services available in the area.

Writes a short description, e.g. writes a short note describing an item for sale to be placed on community notice board.

Completes forms related to participation in community services/activities, e.g. social club, competition, recreation facility.

Writes one or two sentences suggesting improvements, e.g. longer class times, improved facilities at the community centre.

Exchanges routine greetings with colleagues and customers.

Expresses an opinion related to the content of a TV news program.

Participates in a formal oral exchange, e.g. interview with a community worker.

Participates in an informal conversation, e.g. casual exchange with a neighbour.

Engages in simple oral transactions about money, time, and quantities, e.g. at the greengrocers.

Listens to a radio program on a familiar, personally relevant topic and comments on an item of interest.

Negotiates learning goals and articulates related strategies including available community and educational resources to support learners.