Demonstrates that meaning has been gained by reading a practical text which describes an unfamiliar procedure and carries out the procedure.

Reads diagrammatic texts which include some abstraction, symbolism, and technicality, e.g. compares and contrasts information found in tables and charts.

Interprets printed technical information to plan production.

Assesses and records information from a variety of sources.

Selects categories and structures by which to organise information and assesses information for relevance, accuracy and completeness, e.g. having checked information in a local map or street directory, orally gives direction on the best way to reach a venue and checks that these are clear.

Reads a procedural text, carries out the procedure and evaluates the effectiveness of the text.

Locates and interprets relevant information for training purposes and writes up as a sequence of steps.

Reads a formatted text and suggests how headings, instructions and layout might be clarified to meet the needs of the audience.

Writes a procedural text after clarifying the needs of the audience and the purposes of the information.

Writes formal letters, comparing and contrasting at least two viewpoints and conveying a recommendation.

Communicates ideas, arguments and conclusions logically, clearly and concisely in anappropriate form and using appropriate vocabulary, e.g. gives a presentation on a new or known work practice.

Delivers training by presenting infromation in logical steps, making adjustments to own language to meet needs and language and literacy skills of trainees, and encourages trainee’s participation by conducting discussion, asking probing questions, and using active listening techniques.

In a training session, explains the required competencies, confirms training participants understanding, and provides constructive feedback to training participant.

Responds to a complex enquiry or complaint, providing details of actions and explanation of specific problems.

Presents talk to a group, after clarifying the needs of the audience and the purposes of the information, and answers questions afterwards.

Compares a new work or study routine with previous experiences in a casual conversation with colleagues or classmates.

Discusses implications of a new work procedure with supervisor or teacher/trainer and negotiates solutions / responses to problems.

Causes of a problem in the workplace are discussed and solutions / responses negotiated with supervisor.

Listens to a presentation and seeks further clarification, e.g. regarding new work practices.

Finds and records information purposefully, e.g. compares different reference sources and assesses each for a given purpose or selects a note-taking strategy suited to the task and information source.

Reads a complex diagram to identify components and procedures for dealing with a technical fault or breakdown.

Compares and contrasts views on technology in newspaper articles.

Interprets the purposes and objectives for the use of technology after reading a brochure or manual.

Selects technological practices to conform with the guidelines for health and safety,

environmental impact and ethical practice, and uses them within those guidelines.

Uses guidelines to ensure technological equipment is used to its full capacity.

Uses a computer to prepare a typed report from a hand-drafted report.

Compares and contrasts different technologies and their impact, e.g. writes a report for new practices when using new technologies, reports on the effects of installation of new machinery.

Writes a report of the impact of a particular technology for a specific audience, e.g., management committees, tri-partite committees.

Gives complex instructions, including pitfalls to be avoided when training others to use machinery.

Discusses new technology and subsequent changes to work, study and personal routines.

Interprets the purposes and objectives for the use of technology after attending a training session or inservice.

Follows complex instructions presented orally when using new technology.

Uses appropriate technological materials in order to complete negotiated tasks or to participate in classroom activities, e.g. uses a computer catalogue in order to locate material in local library

Gives a personal response to a text, e.g. gives an interpretation of an unfamiliar theme from a short poem.

Reads literary texts of personal choice for enjoyment, recognising that there are varying interpretations possible.

Writes a detailed narrative where ideas, details and events relevant to the story line are developed and described in depth.

Writes a recount with attention to detail, including time order.

Writes an autobiography with attention to detail, consciously using narrative structures to involve readers.

Writes text of personal relevance drawing on varying examples, incidents, opinions and information to support a general theme or provide contrasting view points.

Applies research skills to obtain specific information using a range of literature and other print media as a major source, then summarises data collected to produce a written report on topic of personal interest, e.g. prepares a report on the solar system for a class.

Gives a personal response to a text, by discussing the motives and feelings of key personalities, as well as recounting the plot.

Participates actively in discussion and workshop activities, e.g. to examine the effect of personal presentation in a range of situations.

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

Participates in a casual conversation about matters of personal interest or concern with known and/or unknown interlocutors.

Gives opinion on information gathered from a variety of sources.

Listens to an oral text such as a speech, lecture, play or other public performance, and gives a personal and reflective response.

Organises own study program to achieve a negotiated outcome with consideration of other personal priorities and demands on time and attention, e.g. formulates a study plan for an essay that accommodates family responsibilities and need for leisure or personal time.

Reads and reviews content and presentation of a piece of collaborative writing.

Reads a complex graphic text which includes information presented in a variety of forms and relates to the interests or activities of workteam or group, e.g. analyses charts depicting rises in the cost of living and compares with family expenditure.

Writes clear and detailed instructions organised sequentially for members of a group in order to complete an activity.

Writes organisational procedures and timeframes to take account of different roles and perspectives, e.g. as a member of a committee writes a report to resolve difficulties about definitions of job responsibilities. 

Orally presents a written report with a number of defined sections, containing gathered data, e.g. writes and delivers a thank-you speech.

Participates in casual conversational exchanges in a small group context to address a complex workplace issue, e.g. identifies and clarifies issues, identifies and locates possible resources, discusses best solutions and draws recommendations together.

Participates in a workplace team meeting by writing agenda items and reports, and recording outcomes from meetings.

Listens to a range of sustained material, such as presentations by guest speakers, recordings, and information videos, on challenging ideas and issues, noting key ideas and information in a systematic way.

Listens and responds constructively, contributing alternative ideas, and expressing ideas and opinions in a small group discussion to address a work-related issue.

Works with a group in order to complete a collaborative task and establish a support network for learning, e.g. negotiates all aspects of the project, defines and clarifies outcomes, designs and adheres to schedules, uses appropriate resources and meets deadlines.

Reads information in a pamphlet and comprehends in detail, e.g. TAFE entry requirements.

Can compare and contrast information gained from tables, charts, and other graphic information, e.g. reads a pamphlet outlining employee benefits and states difference between two types of employee benefits.

Maintains workplace documentation, including addind information and data to records to keep them up to date.

Prepares job application documents, e.g. writes a comprehensive application for a position addressing technical performance criteria, after reading a position description.

Writes a range of formal letters with work-related content, e.g. memos, letters to clients.

Records interviews with regard to appropriate protocols.

Strategies for internal dissemination of information are developed, implemented and reviewed as required to ensure written communication meets needs of audience.

Participates in staged negotiations which require exchanges of information, e.g. a job interview.

Gives detailed spoken instructions that involve a number of interrelated steps in the workplace.

Makes a brief presentation at a formal meeting.

Participates in negotiations in the workplace, e.g. matching resources to meet clients’ specifications.

Draws on a range of communication strategies in workplace interview situations or group discussions to establish rapport, elicit facts and information, facilitate resolution of issues, develop action plans, and defuse potentially difficult situations.

Gives opinion on information gathered from a variety of sources.

Listens strategically and systematically records spoken information in an institutional setting presentation.

Discusses organisational or systems operations in a casual conversation with colleagues, supervisors, managers or teachers/trainers.

Discusses systems requirements in a conversation with a known or unknown interlocutor, e.g. exchanges recounts of personal experiences in accessing community resources and service provision.

Uses academic classification systems in order to complete a learning task, e.g. uses the Dewey system for research purposes, applies knowledge to gather information for an essay; or keeps a record of new technical terms or procedures encountered through independent study.

Reads/views current news items and contemporary issues as reported and depicted in the media and takes notes which accurately reflect and capture information in a newspaper item or TV program, providing more than one viewpoint, and some relevant supporting details.

Demonstrates understanding of text describing complex interrelationships of events, e.g. show a pattern in oil exports across years.

Distinguishes fact from writer’s opinion in a newspaper article offering at least two points of view.

Writes a text drawing on a number of varying examples, incidents, opinions or facts to support a general theme, stating and justifying a personal viewpoint, e.g. writes a letter to a local paper expressing an opinion on a local issue and providing supporting evidence.

Writes a report that classifies details into sections, e.g. report for a local newsletter reporting on community welfare services as outlined in a local council brochure.

Describes textually the interrelationships depicted in tabular form, e.g. report of a survey comparing a range of opinions on a matter of public importance.

States in writing an argument presented in a lengthy newspaper article.

Reads/views and discusses current news items and contemporary issues as reported and depicted in the media and summarises issues orally to accurately reflect and capture information as presented, e.g. analyses government policies regarding discrimination on the basis of race/ethnicity.

Gives prepared talk to own community group (e.g. stamp club or religious study group) on a personally familiar subject, e.g. an issue of community importance.

Participates in formal public meetings.

Participates in discussion to identify and remedy problems / complaints and disagreements with clients.

Demonstrates understanding of oral presentation by taking comprehensive, structured and systematic notes of, e.g. a Legal Aid talk containing abstractions and technicalities.

Articulates ways in which misunderstandings between people may occur because of differences in cultural backgrounds, e.g. identifies and analyses value judgements, prejudices and stereotypes represented in spoken or written text.

Considers the appropriateness of institutional learning facilities in terms of sociocultural references, e.g. uses learning materials with awareness of bias, invisibility or misrepresentation of cultural or social groups.