FSKRDG10
Read and respond to routine workplace information
Note: FSKRDG10 is superseded by FSKRDG010
This unit is an accredited training resource consistent with the Nationally Recognised Training requirements for Vocational Education and Training (VET) and is ideal for Registered Training Organisations (RTOs) in Australia. It consists of Learning Resource Material (instructional theory), an Assessment Workbook, and information about assessment mapping to the Performance Criteria, Knowledge Evidence, and Performance Evidence requirements of this accredited unit.
Our FSKRDG10 training product is available for purchase as a hardcopy (printed) book in both Learner Guide and Trainer/Assessor Guide variants. This unit is available for enrolment and online training/assessment via Catapult LMS (Learning Management System). NOTE: If you are a training provider, please do your own validation, in accordance with your Training and Assessment Strategy (TAS).
$15.00 inc GST
Unit information about the FSKRDG10 training material in this resource
FSKRDG10 information from training.gov.au.
Application
This unit describes the skills and knowledge required to interpret and respond to information in routine workplace texts in printed or digital format, such as instruction manuals, reports, emails, brochures, work instructions, spreadsheets.
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.
Unit mapping information
Not applicable.
Licensing, legislative, regulatory or certification requirements
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Foundation skills
This unit contains foundation skills.
Unit sector or competency field
Reading.
Prerequisite, co-requisite or interdependent assessment of units
None specified.
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.