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.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 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 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 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.

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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 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 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 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.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice	Yes	No	Comments/feedback
Identify purpose of visual and graphic text
Identify text features
Use navigation skills to locate relevant information
Identify and interpret workplace terminology in texts
Use reading strategies to interpret relevant information
Check that information is correctly understood
Use information to respond appropriately

Assessment Cover Sheet

FSKRDG08 - Read and respond to routine visual and graphic texts

Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

FSKRDG08 - Read and respond to routine visual and graphic texts

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: