Selects and applies the procedures and strategies needed to perform a range of tasks after reading appropriate texts.

Differentiates between the description of the technique or task and any other messages conveyed by a procedural text, e.g. identifies intended audience and cultural or prior knowledge assumed by text.

Reads procedural texts, where the information is supported by diagrams, to remedy a known problem, e.g. locates problem with a machine and carries out repairs using a repair manual for guidance.

Uses text organisers in books, manuals, magazines, newspapers, as an aid to reading, e.g. table of contents, indexes, format.

Interprets information gained from tables, charts and other graphic information, e.g. plans travel

arrangements for a meeting using a flight schedule.

Writes short formal letters outlining instructions for a particular purpose, e.g. closure of bank account.

Follows existing guidelines for the collection, analysis and organisation of information, e.g. takes detailed notes of an enquiry requesting information about services.

Completes a range of formatted texts, e.g. selects and integrates information relevant to completed job on job report form, records information on an automobile maintenance record form.

Writes simple instructions for a particular routine task.

Issues instructions sequenced according to orientation of listener, e.g. how to complete an every day task.

Expresses opinion regarding learning or working procedure.

Makes suggestions to supervisor about a way to rectify a problem in the workplace.

Follows spoken instructions which require choice of appropriate actions from one or two operatives.

Develops and uses personal organisation systems such as files, notebooks, folders and checklists according to personal requirements.

Reads routine data printouts and draws valid conclusions from data.

Uses the author, title, key-word and other search indexes of a library computer.

Comprehends short summary information on computer-managed learning packages to choose a relevant package to suit own needs.

Reads and follows information presented in technical drawings and manuals.

Reads technical specifications to select correct tools and equipment for task.

Sets up machinery according to specifications in manual.

Reads a technical manual where the information is supported by diagrams, sufficiently well to be able to locate and comprehend particular information required, e.g. programs a VCR to record two programs in advance.

Uses the word processing program on a computer to produce own texts.

Writes simple instructions for using familiar technology, e.g. how to use an automatic teller machine.

Writes a brief report on uses of technology, e.g. for classroom, workplace, domestic or community purposes.

Operates computer software to enter simple routine data accurately.

Completes workplace records and forms accurately using correct technical and enterprise specific vocabulary.

Gives clear sequenced instructions of several of steps, e.g. how to use a photocopier/CD player.

Expresses opinion regarding the use of technology, e.g. difficulties and advantages of communicating via telephone, answering machine, internet, mobile phone.

Clarifies with technician the use of a particular technology.

Listens to clear sequenced instructions of several steps and performs tasks related to using technology, e.g. to manage files and discs, print documents and use a mouse.

Interprets visual representations such as diagrams, illustrations, ‘help’ type functions on computer, blueprints or flow charts, and comments on the application and helpfulness of these in relation to own learning.

Reads/views texts relevant to own interests, gives a recount which includes a personal response, e.g. book/program on hobby.

Locates and selects information from a range of written texts, e.g. finds time and date of a music concert from the amusement section of a newspaper.

Reads a short simple narrative of own choice and discusses how text reflects author’s opinion about characters, events or ideas.

Reads short, simple fictional or non-fictional text of own choice and discusses links to prior knowledge or experiences or similar texts.

Locates and selects information from written material which includes numerical or diagrammatic information, e.g. interprets and uses information in a news article.

Uses numerical information to support opinion, e.g. compares the costs of different credit cards by referring to tables of information.

Writes personal letters, e.g. letter to a friend recounting recent events.

Writes a longer report, e.g. own education in country of origin.

Writes a creative/expressive/imaginative text, e.g. poem or song.

Provides information on how own skills meet a job’s selection criteria.

Presents narrative orally by telling story to a child or friend.

Discusses own learning and learning needs in relation to planned career outcomes, and identifies steps to meet them.

Discusses own career path with training manager or supervisor. Uses feedback from management, clients and colleagues to identify gaps to improve competence.

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

Participates in a casual conversation with a neighbour or colleague.

Expresses point of view on a range of topics in an informal setting.

Negotiates a transaction, e.g. asks for a refund on unsatisfactory goods.

Listens for personally relevant information from a range of spoken texts, e.g. finds time and date of a concert from a radio advertisement.

Discusses strategies needed to match future plans to present learning achievements and other personal priorities with the teacher, e.g. identifies constructive ways of dealing with change, such as flexibility, adaptability and further training.

Reads agenda and notes relevant to a meeting, and displays awareness of unstated agenda or meaning.

Reads text produced by another member of team or group and asks questions to clarify meaning and purpose of text.

Reads a graphic text of interest to group and suggests how information may apply to group activities or represent group interest.

Writes a short report for a specified purpose.

Takes notes in a short discussion in order to inform others who were not present.

Formulates a list of agenda items for a meeting.

Delivers short prepared talk on a topic of interest to the group.

Canvasses a group of people for issues and views.

Recites a familiar myth or legend to other members of the group.

Participates in a small group discussion, e.g. to solve a problem or share opinion on a subject of interest to the group.

Works with a partner to develop an oral presentation.

Clarifies defined purposes and objectives to be achieved by working with others; identifies and responds to defined roles and perspectives; works with others to achieve agreed objectives within agreed timeframes.

Listens to and notes individual preferences regarding arrangements for group activity.

Establishes role as group member and maintains support networks for contingency plan, e.g. participates in a group activity where group is formed according to shared interests, and with consideration of external demands, priorities and commitments of other members.

Reads informative texts for specific information and to get the general idea.

Scans procedural texts to locate specific information, e.g. personnel induction manual to check own leave entitlements.

Reads and interprets diagrammatic/graphic texts which are unambiguously presented, e.g. flow chart to describe simple operation in the workplace or pathways of language classes.

Locates and selects relevant information from a limited range of written texts, e.g. locates a job advertisement in a newspaper, locates specific course information in a TAFE handbook.

Reads a short novel or non-fiction narrative and writes a response to meet system guidelines.

Reads a job description and suggests how text implies underlying values of an organisation.

Discusses image reflected in an organisational brochure or promotional material.

Completes formatted texts, e.g. forms requiring autobiographical data, order forms, questionnaires.

Completes workplace records and forms accurately and legibly using correct technical and enterprise specific vocabulary.

Writes factual text, e.g. job history as part of a job application letter following organisational guidelines.

Writes brief report, e.g. accident report, incident report.

Writes a short, formal letter, e.g. letter requesting information, application letter, complaint letter.

Writes clear sequenced written instructions, e.g. how to use a particular machine.

Generates a diagrammatic/graphic text, e.g. draws up a roster or study timetable.

Completes a formatted workplace text, e.g. application for leave.

Reviews a fictional or factual text for the class, reporting on the main features and themes.

Gives oral instructions, e.g. who and where to ask for assistance.

Attends and participates in a staff meeting, either listening for specific information or following the flow of ideas and contributing as appropriate.

Expresses own opinion about organisations and elicits the opinion of others in a casual conversation, e.g. discusses work conditions of previous jobs.

Participates in an oral exchange requiring some negotiation, e.g. specific enquiries, complaints, problem-solving.

Participates in a formal interaction, e.g. interacts with clients associated with an organisation about routine matters using the telephone or through face-to-face contact.

Listens to and notes specific information from an announcement regarding workplace activity, e.g. a non-routine request for services

Classifies material according to personal learning goals and purposes, e.g. keeps a personal dictionary of technical language or grammatical structures, list of references or sources of information to be used for independent study.

Scans informational texts and locates specific items of interest.

Locates specific information in a long text, e.g. reads a news article and identifies main points.

Uses program guides, reviews, and previous promotions to make choices about personal viewing.

Demonstrates that meaning has been gained from reading an article in the daily newspaper by writing a short report about the content.

Can read information presented graphically, e.g. interprets information from a bar graph in an article of public interest.

Expresses own opinion about a local issue of personal concern by writing a letter to relevant authority outlining concerns.

Reads a short report of a public issue which may include hidden agendas or unstated meanings.

Completes a form, e.g. fills in a survey about quality of local service.

Reads a diagrammatic text and comments on how information supports or refutes a particular point of view, e.g. how statistics on road fatalities presented in graphic form might be used to justify stricter road rules.

Restates the main idea of a text and evidence offered in support of this view, after viewing or reading persuasive text(s), e.g. TV advertisements, public notices, political advertisements.

Asks and responds to unproblematic questions from customers.

Provides information about services and facilities to customers.

Customers comments and suggestions about services are noted and passed on to appropriate person.

Discusses the content after reading an article in the daily newspaper/viewing TV program.

Expresses own opinion about a local issue by participating in a public meeting.

Expresses own opinion about a local issue and elicits the views of others by participating in a casual conversation.

Listens to a traditional myth, story or song and discusses key events, characters or places.

Comprehends a simple clear announcement heard on a public address system, e.g. emergency procedure.

Identifies factors involved in making decisions including goals, constraints and consequences, e.g. considers alternative action plans in relation to indigenous, multicultural or industrial issues