Application
This unit describes the skills and knowledge required to interpret and respond to routine visual and graphic texts in printed or digital format, such as tables, charts, diagrams, maps and plans.
The unit applies to individuals who need reading skills at Australian Core Skills Framework (ACSF) level 3 to undertake a vocational training pathway or workplace tasks.
This unit is designed for integration and contextualisation with vocational units to support achievement of vocational competency.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
Element | Performance Criteria |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Prepare to read routine visual and graphic texts | 1.1 Identify purpose of visual and graphic text 1.2 Identify text features |
2. Interpret routine visual and graphic texts | 2.1 Use navigation skills to locate relevant information 2.2 Identify and interpret workplace terminology in texts 2.3 Use reading strategies to interpret relevant information |
3. Confirm understanding and respond to routine visual and graphic texts | 3.1 Check that information is correctly understood 3.2 Use information to respond appropriately |
Evidence of Performance
Evidence of the ability to:
interpret routine visual and graphic texts
respond appropriately to routine visual and graphic texts.
Evidence must be collected using routine visual and graphic texts typically found in the workplace.
Note: Where a specific volume and/or frequency is not specified, evidence must be provided at least once.
Evidence of Knowledge
Evidence of the following knowledge must be demonstrated:
purpose and features of routine visual and graphic texts
some specialised terminology in routine visual and graphic texts
reading strategies to interpret routine visual and graphic texts.
Assessment Conditions
Assessment texts and tasks reflect those typically found in the workplace.
Individuals can access own familiar support resources.
Culturally appropriate processes and techniques suited to the language, literacy and numeracy capacity of individuals and the work being performed must be used.
Reasonable adjustments can be made to ensure equity in assessment for people with disabilities.
Assessors must satisfy NVR/AQTF assessor requirements, have sound knowledge of the ACSF and have demonstrable expertise in the vocational contextualisation and assessment of the core skill - reading.
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill | Performance | Description |
Oral Communication | Checks with trainer or supervisor that information is correct and response is appropriate |
Sectors
Reading