statements for referring learners and candidates for support. Refer to the Solid RTO Foundation Skill Support Policy (pdf).

Select all that apply:

• Trainers and assessors must email details of their referrals to the foundation skills lead.
• Advise learner(s) in class that they have been referred to the foundations lead - all learners in the class have a right to know if other learner(s) are receiving support.
• Trainers and assessors must discuss potential referral with the learner and must obtain learner or candidate permission to refer them to the foundation skills lead.
• Trainers and assessors must follow privacy and confidentiality procedures.
• Email the foundations skills lead and notify the learner of the time and date for their meeting.

statements on gathering feedback for the support provided. Refer to the Solid RTO Foundation Skill Support Policy (pdf).

Select all that apply:

• Assessment lead should provide documented feedback to the foundation skills lead.
• Trainers and assessors must seek feedback on the support provided to learners and candidates during training and assessment.
• Trainers and assessors should provide documented feedback to the foundation skills lead.
• The foundation skills lead will record feedback on the learner's record in the organisational student management system.
• Trainers and assessors will seek feedback from learners 4 weeks after course completion

regulatory or legislative requirements relating to integrating foundation skills (core and employability skills) that support training and assessment.

Select all that apply:

• All vocational skills are underpinned by foundation skills.
• RTOs can charge extra for the support foundation skills that are required by vocational units.
• Strategies to support foundation skills are prescribed in the competency standard.
• Any additional learner support required should be identified and provided.
• Ensure all parts of a unit of competency are addressed.

Select 3 summary outcomes for the Australian adult population from the Programme for the International Assessment of Adult Competencies (PIAAC). Refer to the OECD report, AUSTRALIA - Country Note -Survey of Adult Skills first results (pdf).

Select all that apply:

• 13.3% of adults in Australia attain level 4 or 5 in numeracy.
• 81.8% attain proficiency level 2 in problem-solving.
• 12.6% of adults in Australia attain level 1 or below in literacy.
• 85% of adults in Australia attain level 3 and above in numeracy.
• 7.5% of Australian adults had no prior experience with computers or lacked very basic computer skills.

3 correct statements relating to the structure of the Australian Core Skills Framework (ACSF).

Select all that apply:

• The ACSF has 5 levels of performance for each core skill plus a pre-level one supplement.
• The ACSF has 2 performance variables.
• The ACSF includes core skills for work and employability skills.
• The ACSF describes 5 core skills. A Digital Capability Framework was released in 2023.
• The ACSF covers three domains of communication.

3 correct statements that describe the purpose of the Australian Core Skills Framework (ACSF).

Select all that apply:

To understand the ACSF skills and levels in a unit of competency or a workplace task.

To check the ACSF levels match the AQF level of the competency standard.

To identify learner core skill needs.

To support trainers to design, develop, evaluate, and improve learning and assessment materials.

To ensure all learners achieve level 4 across all skills.

3 benefits of integrating vocational skills and foundation skills (core and employability skills).

Select all that apply:

RTOs can charge more for training.

Foundation skill development can occur during vocational training and can improve employment outcomes.

Learners can develop the foundation skills required by specific work tasks during vocational training.

Integration removes the need for separate foundation skills programs or LLN specialist support.

Graduates can more readily transfer skills to the workplace.

4 strategies for identifying employability skills demands essential to workplace context, tasks and texts.

Select all that apply:

• Foundation skills tables in units of competency can be used to identify employability skills.
• Refer to the companion volume implementation guide.
• Isolate employability skills and develop specific assessment events to ensure identification and coverage.
• Unpack a unit of competency to identify employability skills that are explicit in the elements and performance criteria.
• Use the CSfW framework to assess learners prior to commencing training.
• Observe workplace activities to identify employability skills related to tasks and texts.

3 correct statements relating to employability skills demands in the workplace.

Select all that apply:

• Integrating employability skills into training packages allows learners to see the relevance of the skills within the workplace.
• Assessment of employability skills must be done in the workplace.
• Employability skills can be referred to as generic skills that apply across workplaces.
• Employability skills are a broad set of skills that are important to employers.
• Employability skills in the workplace are the technical skills that the worker uses specific to that workplace.

4 responsibilities and limitations of trainers and assessors in relation to providing foundation skill support in training and assessment (Note: the trainer and assessor are not an LLN or foundations skills specialist).

Select all that apply:

• Change assessment tasks to suit learners.
• Design foundation skills assessment tools for validation.
• Communicate appropriately with learners accounting for their foundation skills needs.
• Identify the foundation skills requirements of the competency standard.
• Determine whether learners have foundation skill needs.
• Follow organisational procedures to gain feedback on integrated foundation skills support.