Follows a complex flow chart in order to identify and distil relevant information.

Identifies the stated and unstated aims of instructions in a procedural text.

Reads and analyses a complex procedural text which may include topical information and commentary as well as instructions.

Demonstrates that meaning has been gained by reading a practical text that is complex in presentation and content, and describes an unfamiliar procedure, e.g. explains procedure for operating a complex piece of machinery.

Writes a detailed procedural text, including alternative courses of action, after defining the needs of the audience and the purposes of the information.

Writes an organisational plan based, for example, on task analysis, survey of workers, and financial information.

Writes assessment tasks using language which mirrors the language used to demonstrate competency in the specific context.

Prepares required documentation for assessment purposes using clear and comprehensible language and layout.

Negotiates with a work group and recommends different ways of performing tasks.

Provides clear and constructive feedback to persons being assessed, provides guidance on future goals and training opportunities, and advises on appeal mechanisms.

Participates in a casual conversation with colleagues, supervisors or managers and discusses the implications of new work procedures and how these will affect different people.

Listens and provides evaluative feedback at a training session on new procedures.

Evaluates situations or processes, assembles evidence, examines assumptions, identifies contradictions and makes judgements, e.g. generates ideas using brainstorming and focussed approaches to plan research according to particular purposes and fields of knowledge.

Defines the purposes and objectives for the use of a particular technology, e.g. writes a report which includes a detailed analysis of technology as applied in a particular workplace or

environment.

Draws on information provided in a number of technical journals to research the application of technology, e.g. writes a briefing and recommends purchase or use of a particular system.

Makes written recommendations based on comprehension of complex technical information presenting different solutions to a problem.

Uses technological principles to reduce constraints presented by environmental or physical capacity, e.g. writes a report which compares the effectiveness and efficiency of manual

and computerised record management systems.

Prepares a written or oral report which critically evaluates the content, structure, and purpose of technical texts including graphic, diagrammatic or numerical information.

Adapts task instructions to suit changes in technology, e.g. writes plain English instructions for the operation of a new machine based on the manufacturer’s instructions.

Draws from a number of sources and uses computer skills to prepare a report, e.g. a CV and job application letter.

Explains technological concepts or scientific phenomena to an audience unfamiliar with the concepts involved, using scaled models.

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

Leads group discussion which explores solutions to specific problems with new technology.

Listens to and makes inferences from information given at a training session or inservice on new technology and takes notes or comments on possible implications and advantages for the workplace.

Selects from a wide range of technological equipment in order to meet a number of learning requirements, and provides support or makes recommendations for other users, e.g. evaluates social and/or environmental issues concerning technology and relates to own use and learning environment.

Reads/views factual or fictional texts of personal relevance, and responds both personally and critically, commenting on the wider significance of the text.

Writes a personal letter which details complex personal circumstances/responses where a level of subtlety is required.

Generates creative texts for personal enjoyment.

Writes a narrative about an accident or robbery or other incident with the main purpose to entertain rather than alarm.

Takes part in a complex spoken exchange, e.g. comforts a distressed friend or colleague.

Participates in a discussion characterised by exchange of ideas and opinions supported by examples/evidence drawn from texts.

Listens to and critically reviews a complex oral text of personal interest, e.g. a theatrical performance, radio program, public debate or ritual.

Participates in a formal job interview applying knowledge of staging and relating past experiences to selection criteria.

Discusses changes in personal domestic routines and procedures in terms of work and study demands.

Reviews performance related to personally set goals, e.g. having completed a research project, describes difficulties encountered in completing the task, and discusses ways of reconstituting the task to improve performance.

Reads and makes editorial suggestions for a piece of collaborative writing.

Reads a novel or non-fiction narrative and reviews the text for a particular group or audience. Reads a series of complex graphic texts which include commentary or interpretative remarks

and discuss how these may relate to work team or family, e.g. analyses graphs describing participation in the workforce in terms of gender, age, cultural or educational background.

Reads papers accompanying a meeting agenda to participate in group decision making.

Writes a report of an investigation which requires a small group to design, implement, analyse

and present results in an appropriate format.

Presents detailed researched arguments in written form to a work team.

Develops a written collective response, e.g. about a cultural or local matter, letter of complaint about workplace conditions or funding for public services.

Presents detailed researched arguments to a work team orally.

Defines and monitors purposes and objectives to be achieved by working with others and establishes roles, procedures and timeframes taking into account different perspectives, e.g. works with a group to construct an action plan to develop an effective work climate.

Observes conventions of the Australian work context to provide briefings, e.g. discusses the progress of a report with a supervisor.

Explores ideas in discussion, by comparing them with those of peers and others, building on others’ ideas to advance discussion, and questioning others to clarify ideas.

Engages in informal discussion with a number of participants.

Listens to a range of sustained material, such as presentations by guest speakers and informative videos on challenging ideas and issues, noting key ideas in a systematic way and including evaluative comment on how these ideas may be applied to group activity or interest.

Reviews both personal and group performance with recommendations for the organisation of future group projects.

Reads and views a variety of texts on an issue examining point of view, selection, omission and use of evidence, and makes a judgement.

Organisation’s strategic and marketing plans are reviewed, analysed and considered for impacts on future planning.

Reviews relevant national, state and local legislation and / or regulations relevant to job role, in the light of the organisation’s activity.

Reads graphic texts drawn from a number of different sources representing differing points of view.

Writes a detailed CV with supporting documentation.

Participates actively in a meeting by taking detailed minutes.

Writes a position paper based on analysis of data and consultations conducted with a range of stakeholders.

Prepares report in accordance with organisational guidelines and including data recorded during the process, difficulties or issues faced, recommendations for future planning and cost implications.

Identifies, analyses and evaluates information from a wide variety of sources, e.g. carries out a task analysis in order to design and develop a training program for implementation in the workplace.

Presents a report, drawing on a number of varying examples, incidents, opinions or facts to support a generalised overview or opinion.

Participates in a lengthy interview or workshop with an educational or careers counsellor providing, requesting and negotiating information and exploring a variety of alternate courses of action.

Negotiates a problematic and complex workplace exchange, e.g. a collective agreement.

Discusses organisational or system requirements in a casual conversation with colleague,

supervisor, friend or teacher/trainer, e.g. discusses suitability of skills and prior experience for an advertised position.

Maintains informal communication channels within and outside the work area to monitor developments that may affect the work area, making judgements about the veracity of the information.

Takes notes on information presented orally, e.g. takes notes from a lecture which capture the key points and supporting information.

Makes reflective observations about nature of course, delivery of program by teachers/trainers, presentation and procedural requirements for particular disciplines and incorporates these in an evaluation of learning experiences.

Reads a complex newspaper article, identifies misleading information and underlying value system implicit in the text, and draws conclusions evaluating what is being conveyed.

Considers the context in which texts are created and discusses how these are reflected in written and visual texts that have specific meaning to a culture.

Reads an article presenting alternative viewpoints, summarises these, and presents the comparison in an article.

Evaluates public texts critically, e.g. notes how writers use techniques to influence audience.

Writes for specific audience and conveys detailed information and explores different perspectives on complex, challenging issues, e.g. revises a sexist, racist or needlessly complicated leaflet.

Writes an article for a local community newspaper on a complex issue, presenting alternative views and evidence, and a conclusion.

Uses text presented in tabular form as basis for writing a report, e.g. uses a table depicting information about parental involvement in school to write a paragraph summarising the extent to which parents and teachers agree about the level of involvement.

Evaluates others’ spoken texts critically and uses this knowledge to improve own formal speech activities, e.g. drafts and devises cue cards, reads aloud to check timing, anticipates expectations and needs of listeners.

Determines customers requirements through open-ended questioning, active listening, paraphrasing and summarising, and adjusts own language to meet language of customer.

Uses knowledge of linguistic structures and features to explain how speakers influence audiences, e.g. comments on how presentation is adjusted according to audience, and/or the purpose of communication.

Notes key ideas, issues, and evidence from a verbal presentation about a topic of community relevance, and acknowledges these when presenting own view.

Participates in public debate by presenting a report featuring a clear introduction to the topic, supporting examples/evidence to justify the writer’s opinion, suggestions for action if appropriate, and a suitable closing statement.

Delivers a sustained oral presentation on an issue of public concern using appropriate staging and including an open question time at the end of the talk.

Listens to and reviews a complex and sustained oral text containing multiple agendas, for example a political speech on a particular issue, and comments on the implied assumptions and intentions of the speaker and the effectiveness of the presentation.

Reviews performance in relation to institutional requirements of a learning program, e.g. evaluates program in terms of its relevance to particular learners and how it has met the future employments goals or community access needs of individuals.