21938vic Course in Esl Curriculum

21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21932VIC Certificate II in ESL (Access) 21933VIC Certificate III in ESL
(Access) 21934VIC Certificate IV in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21935VIC Certificate III in ESL (Employment) 21937VIC Certificate IV in ESL (Employment / Professional) 21939VIC Certificate III in ESL (Further Study) 21940VIC Certificate IV in ESL (Further Study)
Version 1, December 2008
These courses have been accredited under parts 4.4 and 4.6 of the Education and Training Reform Act 2006. they have been entered on the State Register of Accredited Courses and Recognised Qualifications and the National Training Information Service
Accredited for the period: 1 January 2009 to 31st December 2013

st
Published by the Department of Innovation, Industry and Regional Development, Victoria State of Victoria 2008 This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgement of the source. Apart from any use permitted under the Copyright Act 1968, it is not to be used for commercial use or sale. Requests for other use should be addressed to: Department of Innovation, Industry and Regional Development Skills Victoria Executive Director, Training Operations, Skills Victoria, GPO Box 266 Melbourne 3001 This document available under a Preserved Integrity licence for educational purposes see www.aesharenet.com.au/P4
Table of Contents
SECTION A: COPYRIGHT AND COURSE CLASSIFICATION INFORMATION
1. 2. 3. 4. 5. 6. 7. 8. COPYRIGHT OWNER OF THE COURSE ADDRESS TYPE OF SUBMISSION COPYRIGHT ACKNOWLEDGEMENT LICENSING AND FRANCHISE COURSE ACCREDITING BODY AVETMISS INFORMATION PERIOD OF ACCREDITATION 7 7 7 7 8 9 10 10
SECTION B: COURSE INFORMATION

1. 2. 3.
4.
5.
NOMENCLATURE 1.1. Name of the qualifications 1.2. Nominal duration of the courses VOCATIONAL OR EDUCATIONAL OUTCOMES OF THE COURSE DEVELOPMENT OF THE COURSE 3.1 Industry / enterprise / community needs 3.2 Review for reaccreditation 3.3 Transition Arrangements COURSE OUTCOMES 4.1 Qualification level 4.2 Employability Skills 4.3 Recognition given to the course 4.4 Licensing / regulatory requirements COURSE RULES 5.1 Course Structure
21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21932VIC Certificate II in ESL (Access) 21933VIC Certificate III in ESL (Access) 21934VIC Certificate IV in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21935VIC Certificate III in ESL (Employment) 21937VIC Certificate IV in ESL (Employment / Professional) 21939VIC Certificate III in ESL (Further Study) 21940VIC Certificate IV in ESL (Further Study)
13
13 13 13 13 16 16 18 20 27 27 30 30 30 30 33
33 35 38 41 44 47 50 53 56 59
5.2 Entry requirements ASSESSMENT 6.1 Assessment strategy 6.2 Assessor competencies 7. DELIVERY 7.1 Delivery modes 7.2 Resources 8. PATHWAYS AND ARTICULATION 9. ONGOING MONITORING AND EVALUATION APPENDIX A: PROJECT STEERING COMMITTEE APPENDIX B: EMPLOYABILITY SKILLS SUMMARY 6.
21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21932VIC Certificate II in ESL (Access) 21933VIC Certificate III in ESL (Access) 21934VIC Certificate IV in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21935VIC Certificate III in ESL (Employment) 21937VIC Certificate IV in ESL (Employment / Professional) 21939VIC Certificate III in ESL (Further Study) 21940VIC Certificate IV in ESL (Further Study) ESL ADVISORY GROUP CONSULTATIONS/ FOCUS GROUPS DESTINATIONS OF STUDENTS EXAMPLES FROM 2006 AND 2007 LITERATURE OVERVIEW References
61 62 62 64 64 64 65 65 66 67 68
68 69 71 73 75 77 79 81 82 84
APPENDIX C: RESEARCH AND CONSULTATION
86
APPENDIX D: ADULT LANGUAGE AND LITERACY CURRICULA AN APPROXIMATE GUIDE TO EXIT AND ENTRY LEVEL ALIGNMENTS
86 90 92 94
97
SECTION C: UNIT INFORMATION
101
SECTION
Copyright and course classification information
ESL Framework
Section A: Copyright and course classification information

1. COPYRIGHT OWNER OF THE COURSE Copyright of this document is held by the Department of Innovation, Industry and Regional Development, Victoria. State of Victoria Day to day contact: Liz Davidson & Lynne Fitzpatrick Service Industries Curriculum Maintenance Manager - General Studies and Further Education Victoria University PO Box 14428 Melbourne VIC 8001 Telephone: 03 9919 8327 Facsimile: 03 9919 8345 Email: sicmm.generalstudies@vu.edu.au 2. ADDRESS Department of Innovation, Industry and Regional Development Skills Victoria Executive Director, Training Operations, Skills Victoria, GPO Box 266 Melbourne 3001 3. TYPE OF SUBMISSION The courses are submitted for re-accreditation replacing: 21496VIC Certificate I in ESL (Entry) 21497VIC Certificate I in ESL (Access) 21498VIC Certificate II in ESL (Access) 21499VIC Certificate III in ESL (Access) 21500VIC Certificate IV in ESL (Access) 21501VIC Certificate III in ESL (Further Study) 21502VIC Certificate IV in ESL (Further Study) 21503VIC Certificate III in ESL (Employment) 21504VIC Certificate IV in ESL (Employment) 21505VIC Certificate IV in ESL (Professional) The following course is submitted for accreditation Certificate II in ESL (Employment) 4. COPYRIGHT ACKNOWLEDGEMENT Published by the Department of Innovation, Industry and Regional Development, Victoria. State of Victoria 2008 This work is copyright. It may be reproduced in whole or in part for study or training purposes, subject to the inclusion of an acknowledgement of the source.
Section A: Copyright and course classification information State of Victoria Version 1: December 2008 Page 7
Apart from any use permitted under the Copyright Act 1968, it is not to be used for commercial use or sale.
Copyright of the following units of competency drawn from Training Packages administered by the Commonwealth of Australia Commonwealth of Australia The following unit of competency is from the Business Services Training Package (BSB07): BSBWRT401A Write complex documents The following unit of competency is from the Transport and Logistics Training Package (TLI07) TLIE607D Collect, analyse and present workplace data and information All Training Package units are located on NTIS (www.ntis.gov.au) administered by the Commonwealth of Australia. The following units are from: 21770VIC Course in General Education for Adults VBQU114 Recognise time, money and directions VBQU115 Recognise measurement and design VBQU116 Recognise numerical and statistical information 21771VIC Certificate I in General Education for Adults (Introductory) VBQU117 Develop and document a learning plan and portfolio with guidance 21772VIC Certificate I in General Education for Adults VBQU130 Develop and document a learning plan and portfolio 21773VIC Certificate II in General Education for Adults VBQU142 Research pathways and produce a learning plan and portfolio which are published by the Department of Planning and Community Development. State of Victoria 2007 These courses are located on http://trainingsupport.otte.vic.gov.au 5. LICENSING AND FRANCHISE This curriculum document is available under the AeShareNet P Licence mark. A licence comes into effect when the curriculum document is legitimately acquired or accessed. There is no need to request a licence. See full licence details at:
www.aesharenet.com.au/P4
Requests for other use should be addressed to: Department of Innovation, Industry and Regional Development Skills Victoria Executive Director, Training Operations Division PO Box 266, Melbourne VIC 3001
Copies of this publication may be downloaded from

http://trainingsupport.otte.vic.gov.au/default.cfm
by searching the Curriculum Documents section OR purchased from: Service Industries Clearinghouse Victoria University PO Box 14428 Melbourne VIC 8001 Tel: 03 9919 8413 Fax: 03 9919 8301 Email: sicmm.clearinghouse@vu.edu.au 6. COURSE ACCREDITING BODY Victorian Registration and Qualifications Authority Level 6, 35 Spring Street Melbourne VIC 3002 Tel: 03 9637 2806 Website www.vrqa.vic.gov.au
1. AVETMISS INFORMATION
Classification codes for: ANZSCO code: (Australian and New Zealand Standard Classification of Occupations) ANZSIC code: (Australia and New Zealand Standard Industrial Classification - industry type) ASCED code 4 digit (Field of Education) National course code 8432 Technical and Further Education GEN19 General Education (ANTA extension)
1201 General Education Programs 21938VIC 21936VIC 21932VIC 21933VIC 21934VIC 21939VIC 21940VIC 21935VIC 21937VIC 21945VIC
2. PERIOD OF ACCREDITATION
1/01/2009 31/12/2013
SECTION
Course Information
ESL Framework
ESL Framework
Section B: Course Information

1. NOMENCLATURE 1.1. Name of the qualifications Standard 1 for Accredited Courses 21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21932VIC Certificate II in ESL (Access) 21933VIC Certificate III in ESL (Access) 21934VIC Certificate IV in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21935VIC Certificate III in ESL (Employment) 21937VIC Certificate IV in ESL (Employment / Professional) 21939VIC Certificate III in ESL (Further Study) 21940VIC Certificate IV in ESL (Further Study)
1.2. Nominal duration of the courses
21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21932VIC Certificate II in ESL (Access) 21933VIC Certificate III in ESL (Access) 21934VIC Certificate IV in ESL (Access) 21945VIC Certificate II in ESL (Employment) 21935VIC Certificate III in ESL (Employment) 21937VIC Certificate IV in ESL (Employment / Professional) 21939VIC Certificate III in ESL (Further Study) 21940VIC Certificate IV in ESL (Further Study)
500 hours 490 500 hours 470 480 hours 440 480 hours 440 480 hours 420 510 hours 390 620 hours 415 610 hours 480 570 hours 480 530 hours
2. VOCATIONAL OR EDUCATIONAL OUTCOMES OF THE COURSE

Section B: Course Information State of Victoria Version 1: December 2008
Standard 1 for Accredited Courses There are no specific vocational outcomes from the Certificates in ESL as they are all bridging courses designed to provide the range of learners with language skills for a variety of work or study pathways. See Part 3.2
Page 13
ESL Framework
for more information on learner groups. Learner needs will be influenced by amount of prior education and work experience in Australia and in their country of origin. Destination data included in Appendix C indicates that students can go from ESL Certificates I and above into a range of employment or further study options. Educational outcomes and pathways include courses within the Certificates I to IV in ESL in the Framework so that students can consolidate English language skills, cultural knowledge and prepare for entry to education or employment. The following summarises possible further study outcomes for each course. Any of the qualifications can be co-delivered with industry qualifications at an appropriate level. 21938VIC Course in ESL Initial level English literacy skills development which lead to pathway to further English study, e.g. 21936VIC Certificate I ESL (Access) 21932VIC Certificate II ESL (Access) or 21945VIC Certificate II ESL (Employment). Certificate II industry qualifications 21932VIC Certificate II in ESL (Access) 21933VIC Certificate III ESL (Access), 21939VIC (Further Study) or 21935VIC (Employment). Some students exit to Certificate II industry qualifications or complete them concurrently with 21932VIC Certificate II in ESL. 21933VIC Certificate III in ESL (Access) 21934VIC Certificate IV ESL (Access), 21940VIC (Further Study) or 21937VIC (Employment/Professional) or 21939VIC Certificate III (Further Study) or 21935VIC (Employment) qualifications Certificate III or IV industry qualifications. 21934VIC Certificate IV in ESL (Access) 21940VIC Certificate IV in ESL (Further Study) or 21937VIC (Employment / Professional) Certificate IV and Diploma industry qualifications 21939VIC Certificate III in ESL (Further Study)
Section B: Course Information State of Victoria Version 1: December 2008 Page 14
21936VIC Certificate I in ESL (Access)
21940VIC Certificate IV in ESL (Further Study) or 21937VIC
ESL Framework
(Employment/Professional). Certificate III, IV and Diploma industry qualifications Higher education 21940VIC Certificate IV in ESL (Further Study) Other Certificate IV ESL qualification 21937VIC (Employment/Professional) or 21934VIC (Access) Certificate IV and Diploma industry qualifications Higher education 21935VIC Certificate III in ESL (Employment) 21934VIC Certificate IV in ESL (Access), 21940VIC (Further Study) or 21937VIC (Employment/Professional) or 21939VIC Certificate III in ESL (Further Study) or 21933VIC (Access) qualifications Certificate III, IV or Diploma industry qualifications. 21937VIC Certificate IV in ESL (Employment / Professional) Employment Specialisation This course is designed for both skilled workers who wish to return to skilled jobs held prior to migration (such as various technical and computing trades), and for those seeking to develop high level communication skills for the workplace. Other educational outcomes may include: 21940VIC Certificate IV ESL qualification (Further Study) or 21934VIC (Access) Certificate IV and Diploma industry qualifications 21937VIC Certificate IV in ESL (Employment / Professional) Professional Specialisation This course is designed to enable qualified professionals to return to professions. These may include teachers, engineers, health professionals, accounting, computing. Other educational outcomes may include: 21940VIC Certificate IV ESL qualification (Further Study) or 21934VIC (Access)
ESL Framework
Certificate IV and Diploma industry qualifications Higher education
3. DEVELOPMENT OF THE COURSE 3.1 Industry / enterprise / community needs
Standard 1 and 2 for Accredited Courses These courses are designed for adults learning English as a Second Language, to prepare them for a wide variety of educational and vocational pathways. The ESL Framework of Certificates in ESL was first developed in 1998. The qualifications structure of the Framework was designed to allow greater flexibility in tailoring courses to fit the needs of English as a Second Language (ESL) learners. It also included the capacity to create low level and advanced level courses, in order to offer accredited courses for a broader range of students with diverse English language learning needs and goals. In 2003, the certificates underwent a major overhaul in which new certificates were designed to meet the needs of a diverse range of English language learners. Five streams (Entry, Access, Employment, Further Study and Professional) enabled providers to offer courses for a range of specific purposes and pathways. Each certificate contained Listening, Speaking, Reading and Writing outcomes. The certificates had the added capacity to use elective units of competency and modules from endorsed training packages and accredited curriculum to enhance pathways to further study, training, employment and participation in the community for learners. Cultural knowledge of and familiarity with Australian systems and contexts was included in additional electives developed to complement the core Listening, Speaking, Reading and Writing outcomes. In 2006 a mid-cycle review was conducted with RTOs using the curriculum. This resulted in revisions to core modules in the Access and Further Study streams to provide more guidance on the assessment and language proficiency levels of the courses. Enrolment data for the past four years shows that there has been a steady increase in numbers of students accessing courses. Since 2004, the number of RTOs with the Certificates in ESL on their scope of registration has grown. For example there are currently 73 RTOS with the Certificate II in ESL on scope. These include TAFE, ACE and private RTOs across Victoria and interstate. The ESL Certificates are used widely in the commonwealth funded (DEEWR) Language, Literacy and Numeracy Program (LLNP) and increasingly used in ELICOS programs for overseas students accessing education in Australia. Increased enrolments are due to increases in the migration program in Victoria as well as a big increase in the numbers of international students in Victoria. In 2007, there were 24,219 students in this category. While enrolments are high in all of the qualifications, very few students successfully complete a whole qualification. Approximately 50% of students enrolled in particular modules complete these successfully. Anecdotal evidence suggests that there may be a number of reasons why students do not successfully complete. These include, but are not
ESL Framework
restricted to:

very large modules (modules with more hours are more difficult to achieve) students find employment, further study or other outcomes ESL learners move in and out of ESL classes due to a number of factors such as resettlement issues, family responsibilities and so on.
Table showing Enrolments 2004 2007 in Certificates in ESL Course 21496VIC Certificate I in ESL (Entry) 21497VIC 21936VIC Certificate I in ESL (Access) 21498VIC 21932VIC Certificate II in ESL (Access) 21499VIC 21933VIC Certificate III in ESL (Access) 21500VIC 21934VIC Certificate IV in ESL (Access) 21501VIC 21939VIC Certificate III in ESL (Further Study) 21502VIC 21940VIC Certificate IV in ESL (Further Study) 21503VIC 21935VIC Certificate III in ESL (Employment) 21504VIC Certificate IV in ESL (Employment) 21505VIC Certificate IV in ESL (Professional) 2004 350 750 2005 316 918 2006 746 1225 2007 2,574 4,747
1324
1513
2383
7,075
1195
1610
1657
6,173
595
631
640
2,563
687
862
2298
7,760
422
727
561
2,110
152
304
298
1,109
105 254 5834
191 764 7836
134 880 10822
536 2,663 37,310
Recent research supports the need for adult programs to develop English language skills to improve employment options. Data from surveys show that employment of migrants in Australia is strongly correlated with their
ESL Framework
knowledge of the English language. Immigrants who speak English well have employment rates that are twice those with limited or no English mastery.
(Liebig, T., 2006, The Labour Market Integration of Immigrants in Australia, OECD Social, Employment and Migration Working Papers, OECD, Paris.)
A course development Project Steering Committee was established to guide the development of the Certificates in ESL. This comprised: Dr Alan Williams Lecturer TESOL, Director, Off Shore Programs Faculty of Education La Trobe University, Bundoora ECCV Executive Member Ethnic Communities Council of Victoria Adult Multicultural Education Services ESL Framework Curriculum Advisory Group Representative Victorian Association TESOL and Multicultural Education and Melbourne Graduate School of Education The University of Melbourne Innovation and Business Skills Australia Facilitator ISC WELL Network

Wesa Chau
Paul Learmonth Anne Cosentino
Dr Russell Cross
Anita Roberts
Three PSC Meetings were held on 3 June 2008 12 August 2008 15 September 2008
3.2 Review for reaccreditation
Standards 1 and 2 Accredited Courses The intended purpose of the courses has been to provide English language skills to enable learners to make transition to work, further study and training and community participation. The review of the current qualifications undertook to:

determine if there was a need for all of the qualifications determine whether a more flexible framework design and restructure of the courses was appropriate
ESL Framework

determine the extent to which courses needed to be redeveloped to meet the current and future needs of learners identify the language skills needs of the learners undertaking these courses. examine vocational and educational outcomes of the courses identify ways to strengthen the relationship between these courses and vocational courses to provide more options for participants to build qualifications and pathways to mainstream qualifications. examination of enrolment and completion data focus groups with learners face to face interviews with teachers, program managers from the ESL Advisory Group telephone interviews and email responses with representative samples of providers (e.g. regional, small and large public and community providers) ESL Framework Curriculum Advisory Group meetings (12 February, 20 May, 30 May 12th August ) surveys of selected RTOs on the student outcomes of courses in 2007 and 2008 information collected from the 2006 / mid-cycle review of the curriculum literature review recent NCVER research recent international and national research into English as a Second language acquisition, applied linguistics and international language frameworks participation statistics (AVETMISS) Victorian and commonwealth policy documents and strategy papers to determine trends for employment and training Training Package units Draft Australian Core Skills Framework International Second Language Proficiency Ratings (ISLPR).
The methodology used in the project included the following:

The review for reaccreditation involved research into the following:

A summary of research and consultation is included in Appendix C. The research shows that the learner group consists of speakers of other languages who are:

relatively recent arrivals who may or may not have qualifications and job skills skilled migrants who have skills to meet job shortages, but need cultural knowledge and English language skills to equip them for the Australian workplace learners who have little or no educational experience

Page 19
ESL Framework
older migrants who have worked for a number of years in unskilled or semi-skilled occupations and who are seeking to improve specific English language skills to enter new jobs young adults whose secondary education may have been disrupted refugees and at risk learners employed workers seeking to improve their work skills via higher level qualifications ELICOS students needing fast track courses

Teachers interviewed indicated the learner groups had changed since the last reaccreditation in 2003. They were getting more long term migrants, more skilled migrants, more high oracy, low literacy students, more non literate in their first language. They identified a group who appeared to plateau at about Certificate II level. The needs of this group were considered in the redevelopment of the qualifications. The review led by the Project Steering Committee has resulted in changes to increase the flexibility of courses to meet the current needs of learners and improve pathways to employment, further study and community participation. This has been achieved through a more flexible course structure for each Certificate. There is also more flexibility in the course rules to include Training Package units to link with industry qualifications. Choices of Listening and Speaking or Reading and Writing units need to be flexible. The rules allow for students to select a unit from the level below or above. Maximum flexibility is provided in the Access stream by having a small core to allow for courses to be designed to meet learner needs (For example the needs of those with High oracy Low literacy but also those with Low oracy High literacy). The current modules separate each of the four skills (Listening, Speaking, Reading and Writing) into four large core modules. It was agreed it was necessary to break up the large core module into smaller units in order to increase flexibility and improve completion rates. The revised units combine the Listening and Speaking outcomes of the current ESL Framework, and the Reading and Writing outcomes. The content from the core modules in the current courses has been reviewed in light of feedback and research and revised / updated content included in units. The 21496VIC Certificate I in ESL (Entry) has been redeveloped for reaccreditation as 21938VIC Course in ESL. The decision to change from a Certificate I to a Course in was made as a result of review of the outcomes of the course. The PSC agreed that the redeveloped outcomes were all below an AQF level 1. This course is designed for learners with little or no formal learning experience and includes basic language and numeracy units as well as units to develop learner strategies. 3.3 Transition Arrangements Enrolments in the Certificates in ESL may commence any time from the beginning date of the accreditation period, that is, 1 January 2009. There is a transition period of 6 months from this date in which learners may be enrolled in either the current or the new qualifications. There must be no enrolments in the 21496VIC 21505VIC Certificates in ESL after the expiry date for the courses (30 June 2009). Students are able to complete the 21496VIC 21505VIC Certificates in ESL qualifications or modules in which they are enrolled beyond that
ESL Framework
date, provided they are enrolled before 30 June 2009. Wherever possible, training providers should give currently enrolled students the opportunity to transfer to the most recent qualifications. The table below lists the modules from the previous courses and modules and the units or modules which replace them. This may also assist Registered Training Organisations (RTOs) with implementing RCC / RPL processes for learners who have undertaken all or part of the existing courses, where these learners are seeking to transfer to the new courses.
ESL Framework
Previous Course 21496VIC Certificate I in ESL (Entry) VBN458 VBN459 Listening (Entry) Speaking (Entry) Reading (Entry) Writing (Entry)
New Course 21938VIC Course in ESL VPAU489 VPAU490 Communicate basic personal details and needs Give and respond to basic instructions and information Read and write short basic messages and forms Read and write short, basic factual texts
Credit Transfer or recognition in part
Credit Transfer
VBN460 VBN461
VPAU491 VPAU492
Credit Transfer
21497VIC Certificate I in ESL (Access) VBN462 VBN463 VBN464 VBN465 Listening (Access I) Speaking (Access I) Reading (Access I) Writing (Access I)
21936VIC Certificate I in ESL (Access) VPAU493 VPAU494 VPAU495 VPAU496 Participate in short simple exchanges Give and respond to short,simple verbal instructions and information Read and write short simple messages and formatted texts Read and write short simple informational and instructional texts Credit Transfer Credit Transfer
21498VIC Certificate II in ESL (Access) VBN466 VBN467 VBN468 VBN469 Listening (Access II) Speaking (Access II) Reading (Access II) Writing (Access II)
21932VIC Certificate II in ESL (Access) VPAU497 VPAU498 VPAU499 VPAU500 Participate in simple conversations and transactions Give and respond to simple verbal information and directions Read and write simple personal letters and formatted texts Read and write simple routine informational and instructional texts Credit Transfer Credit Transfer
ESL Framework
Previous Course 21499VIC Certificate III in ESL (Access) VBN470 VBN471 Listening (Access III) Speaking (Access III) Reading (Access III) Writing (Access III)
New Course
21933VIC Certificate III in ESL (Access) VPAU502 VPAU503 Engage in casual conversation and straightforward spoken transactions Give and respond to a range of straightforward instructions and informational texts Read and write a range of straightforward letters and formatted texts Read and write a range of straightforward informational, instructional and other texts Credit Transfer Credit Transfer
VBN472
VPAU504
VBN473
VPAU505
21500 VIC Certificate IV in ESL (Access) VBN482 VBN483 VBN484 VBN485 Listening (Access IV) Speaking (Access IV) Reading (Access IV) Writing (Access IV)
21934VIC Certificate IV in ESL (Access) VPAU506 VPAU507 VPAU508 VPAU509 VPAU510 Analyse and participate in complex conversations Give and respond to a wide range of oral presentations and instructions Read and write a range of complex or extended texts Read and write instructions and advisory texts Read and write extended creative texts Credit Transfer Credit Transfer
21501VIC Certificate III in ESL (Further Study) VBN474 Listening (Further Study III) Speaking (Further Study III)
21939VIC Certificate III in ESL (Further Study) VPAU523 Give oral presentations for further study Credit Transfer
VBN475
VPAU524
Participate in a range of interactions for further study Listen and take notes for research
VPAU527
ESL Framework
Previous Course VBN476 Reading (Further Study III) Writing (Further Study III)
New Course VPAU525 Read and write straightforward texts for research purposes Analyse and produce a range of straightforward texts relevant to further study Use language learning strategies and study skills
Credit Transfer or recognition in part Credit Transfer
VBN477
VPAU526
VPAU528 21502VIC Certificate IV in ESL (Further Study) VBN486 Listening (Further Study IV) Speaking (Further Study IV)
21940VIC Certificate IV in ESL (Further Study) VPAU529 Give complex presentations for further study Analyse and participate in complex spoken discourse for further study Take notes from complex aural texts for further study Read and write complex texts for research purposes Read and write a range of complex texts for further study Use a range of critical reading and writing skills for further study Use language analysis skills to review own texts Credit Transfer Credit Transfer
VBN487
VPAU530
VPAU517 VBN488 Reading (Further Study IV) Writing (Further Study IV) VPAU531
VBN489
VPAU532
VPAU533 VPAU534 21503VIC Certificate III in ESL (Employment) VBN478
21935VIC Certificate III in ESL (Employment) Speak and listen to a range of straightforward texts for employment Credit Transfer
Listening VPAU514 (Employment III) Speaking (Employment III)
VBN479
ESL Framework
Previous Course VBN480
New Course Read and write a range of straightforward texts for employment
Credit Transfer or recognition in part Credit Transfer
VPAU515 Reading (Employment III) Writing (Employment III)
VBN481
21504VIC Certificate IV in ESL (Employment) VBN490
21937VIC Certificate IV in ESL (Employment/Professional) Analyse and participate in complex conversations Present and listen to complex oral presentations in an employment or professional context Give and follow a range of complex instructions in an employment context Read and write complex texts for employment Credit Transfer Credit Transfer
Listening VPAU506 (Employment IV) Speaking VPAU518 (Employment IV) VPAU519
VBN491
VBN492
Reading VPAU520 (Employment IV) Writing (Employment IV)
VBN493
21505VIC Certificate IV in ESL (Professional) VBN494 Listening (Professional IV) Speaking (Professional IV) Reading (Professional IV) Writing (Professional IV)
21937VIC Certificate IV in ESL (Employment/Professional) VPAU506 Analyse and participate in complex conversations Present and listen to complex oral presentations in an employment or professional context Critically read and write formal letters and complex prose texts for professional purposes Critically read, write and edit complex descriptive texts in a professional context Credit Transfer Credit Transfer
VBN495
VPAU518
VBN496
VPAU521
VBN497
VPAU522
ESL Framework
Previous Course Electives VBN498 VBN499 Language of Computers Online Language Learning Practical Placement Local Orientation Australian Environment Australian Government Australian Law Driving in Australia Education in Australia Health and Medicine Australian Art and Culture Indigenous Australia Australian History Current Affairs Vocational Elective
New Course
VPAU554 VPAU555
Use basic computing language and skills Use the internet and email to develop language Organise and participate in a practical placement Use services in the local community
Credit transfer Credit transfer
VBN500 VBN501 VBN502 VBN503 VBN504 VBN505 VBN506 VBN507 VBN508
VPAU556 VPAU557
Credit transfer Credit transfer Credit transfer Credit transfer Credit transfer Credit transfer Credit transfer Credit transfer Credit transfer
VPAM543 Australian Environment VPAM544 Australian Government VPAM545 Australian Law VPAU558 Locate information on driving and buying a car
VPAM546 Education in Australia VPAU559 Locate health and medical information
VPAM547 Australian Art and Culture
VBN509 VBN510 VBN511 VBN512
VPAM548 Indigenous Australia VPAM549 Australian History VPAU560 Investigate current issues No equivalent
Credit transfer Credit transfer Credit transfer
ESL Framework
4. COURSE OUTCOMES Standard 1, 2 and 3 for Accredited Courses 4.1 Qualification level On successful completion of 21936VIC Certificate I in ESL (Access), a participant will be able to:

develop a learning plan and portfolio with support use Listening, Speaking, Reading and Writing skills with support to

participate in short simple exchanges give and respond to short simple instructions and descriptions read and write short simple messages and formatted texts read and write short simple informational and formatted texts
These outcomes are consistent with the distinguishing features of a Certificate I under the Australian Qualifications framework in that they enable an individual to:

demonstrate knowledge by recall in a narrow range of areas demonstrate basic practical skills such as the use of relevant tools perform a sequence of routine tasks given clear direction receive and pass on messages/information
On successful completion of 21932VIC Certificate II in ESL (Access) a participant will be able to:

develop and document a learning plan and portfolio with guidance which involves collecting information from a range of sources use Listening, Speaking, Reading and Writing skills to

participate in simple conversations and transactions which require some problem solving give and respond to simple verbal information and directions read and write simple everyday personal letters and formatted texts read and write simple routine informational and instructional texts
On successful completion of 21945VIC Certificate II in ESL (Employment) a participant will be able to:

develop and document a learning plan and portfolio with guidance which involves collecting information from a range of sources use Listening, Speaking, Reading and Writing skills to

speak and listen to simple texts for employment read and write simple texts for employment observe and report on activities in a workplace conduct a range of work related tasks
ESL Framework
These outcomes are consistent with the distinguishing features of a Certificate II under the Australian Qualifications Framework in that they enable an individual to:

demonstrate basic operational knowledge in a moderate range of areas apply a defined range of skills apply known solutions to a limited range of predictable problems perform a range of tasks where choice between a limited range of options is required assess and record information from varied sources take limited responsibility for own outputs in work and learning
On successful completion of 21933VIC Certificate III in ESL (Access) a participant will be able to:

develop and document a learning plan and portfolio use Listening, Speaking, Reading and Writing skills to

engage in casual conversation and straightforward spoken transactions give and respond in detail to a range of straightforward instructions and verbal descriptions read and write a range of straightforward formal and informal letters or emails and formatted texts read and write a range of straight forward informational instructional and other texts
On successful completion of 21935VIC Certificate III in ESL (Employment) a participant will be able to:


speak and listen to a range of straightforward texts for employment read and write a range of straightforward texts for employment conduct a range of tasks to work effectively in an Australian workplace
On successful completion of 21939VIC Certificate III in ESL (Further Study) a participant will be able to:


give oral presentations for further study read and write straight forward texts for research purposes participate in a range of interactions and group activities for further study analyse and produce a range of straightforward texts
ESL Framework
relevant to further study

listen and take notes for research read and analyse instructional and / or advisory texts
These outcomes are consistent with the distinguishing features of a Certificate III under the Australian Qualifications Framework in that they enable an individual to:

demonstrate some relevant theoretical knowledge apply a range of well developed skills apply known solutions to a variety of predictable problems perform processes that require a range of well developed skills where some discretion and judgement is required interpret available information, using discretion and judgement take responsibility for own outputs in work and learning take limited responsibility for the output of others
On successful completion of 21934VIC Certificate IV in ESL (Access) a participant will be able to:

research pathways and produce a learning plan and portfolio use Listening, Speaking, Reading and Writing skills to

analyse and participate in complex conversations give and respond to a wide range of oral presentations and instructions read and write complex texts for a range of purposes read and write instructions, advisory texts and other complex extended texts
On successful completion of 21937VIC Certificate IV in ESL (Employment / Professional) a participant will be able to:

evaluate pathway options, design a learning plan and compile a portfolio use Listening, Speaking, Reading and Writing skills to

analyse and participate in complex conversations present and listen to complex oral presentations in an employment or professional context give and follow a range of complex instructions in an employment context read and write complex texts for employment critically read and write formal letters and complex prose texts for professional purposes critically read, write and edit complex descriptive texts in a professional context
ESL Framework
On successful completion of 21940VIC Certificate IV in ESL (Further Study) a participant will be able to:

Research pathways and produce a learning plan and portfolio use Listening, Speaking, Reading and Writing skills to

give complex presentations for further study read and write complex texts for research purposes analyse and participate in complex spoken discourse for further study read and write a range of complex texts for further study use a range of critical reading and writing skills for further study use language analysis skills to review own texts take notes from complex aural texts for further study
These outcomes are consistent with the distinguishing features of a Certificate IV under the Australian Qualifications Framework in that they enable an individual to:

demonstrate a broad knowledge base incorporating some theoretical concepts apply solutions to a defined range of unpredictable problems identify and apply skills and knowledge areas to a wide variety of contexts with depth in some areas identify, analyse and evaluate information from a variety of sources take responsibility for own outputs take limited responsibility for the quantity and quality of the output of others.
4.2 Employability Skills These courses have been mapped to national Employability Skills. A summary of the Employability Skills that are reflected in each of the courses is included as Appendix B. 4.3 Recognition given to Not applicable the course 4.4 Licensing / regulatory requirements 5. COURSE RULES Not applicable
To be eligible for a Statement of Attainment for the 21938VIC Course in ESL students must complete all 9 units. To be eligible for the award of 21936VIC Certificate I in ESL (Access), learners must successfully complete 8 units, comprising:

1 core unit 1 unit from the Speaking and Listening Unit list 1 unit from the Reading and Writing Unit list 2 Elective Language Skills units or modules
ESL Framework
3 general elective units or modules
To be eligible for the award of 21932VIC Certificate II in ESL (Access), learners must successfully complete 8 units, comprising:

1 core unit 1 unit from the Speaking and Listening Unit list 1 unit from the Reading and Writing Unit list 2 Elective Language Skills units or modules 3 general elective units or modules
To be eligible for the award of 21933VIC Certificate III in ESL Access, learners must successfully complete 8 units, comprising:

To be eligible for the award of 21934VIC Certificate IV in ESL Access, learners must successfully complete 8 units, comprising:

To be eligible for the award of 21945VIC Certificate II in ESL (Employment), learners must successfully complete 8 units, comprising:

5 Core units 3 Elective units or modules
To be eligible for the award of 21935VIC Certificate III in ESL (Employment), learners must successfully complete 8 units, comprising:

3 Core units 5 Elective units or modules
To be eligible for the award of 21937VIC Certificate IV in ESL (Employment / Professional), learners must successfully complete 8 units, comprising:

2 Core units 2 units from either the Employment specialisation or 2 units from the Professional Specialisation 4 Elective units or modules
To be eligible for the award of 21939VIC Certificate III in ESL (Further Study), learners must successfully complete 9 units, comprising:

7 Core units
ESL Framework
2 Elective units or modules
To be eligible for the award of 21940VIC Certificate IV in ESL (Further Study), learners must successfully complete 9 units, comprising:

8 Core units 1 Elective unit or module
Where a course is not completed, a Statement of Attainment will be issued for any completed units / modules. Rules for selection of Electives are included in the table for each qualification in 5.1. Electives completed as part of one qualification level cannot be selected as electives in a higher level (ESL Framework) qualification. When selecting elective units of competency imported from another training package, the RTO does not need to have the parent Training Package on their Scope of Registration, unless they are advertising and delivering them separately. When delivering and assessing Training Package units, RTOs must follow the assessment guidelines in the parent Training Package.
ESL Framework
5.1 Course Structure
21938VIC Course in ESL

Unit of competency / module code Field of Education Unit of competency/module title code Credit Credit Prematrix matrix Nominal requisite level points hours
All 9 units must be completed VPAU487 VPAU488 VPAU489 VPAU490 VPAU491 VPAU492 VBQU114 VBQU115 VBQU116 Total hours 120103 120103 120103 120103 120103 120103 120103 120103 120103 Develop a language learning plan with support Use beginning language learning strategies with support Communicate basic personal details and needs Give and respond to basic instructions and information Read and write short, basic messages and forms Read and write short, basic factual texts Recognise time, money and directions Recognise measurement and design Recognise numerical and statistical information E E E E E E E E E 3 6 7 7 7 7 5 5 5 30 55 70 70 70 70 45 45 45 500
ESL Framework
21938VIC Course in ESL Credit Matrix Level 8 Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 Enabling (E) Total 52 52 9 9 Total Points No. of units/modules
ESL Framework

Unit of competency / module code Field of Education code Credit Credit Prematrix matrix Nominal requisite level points hours
Unit of competency/module title
Core unit must be completed VPAU501 120103 Plan language learning with support E 3 30
Speaking and Listening Units Select 1 VPAU493 VPAU494 120103 120103 Participate in short simple exchanges Give and respond to short, simple verbal instructions and information 1 1 8 8 80 80
Reading and Writing Units Select 1 VPAU495 VPAU496 120103 120103 Read and write short simple messages and formatted texts Read and write short simple informational and instructional texts 1 1 8 8 80 80 190
Total Core, S&L and R&W Hours Elective Units Language Skills Select 2 Units
In order to best cater for learners who may exhibit variations in levels between their skills in spoken and written language, but still retain the integrity of the level of the certificate, the option of choosing one unit at one level higher or lower is provided. Selection of language skills electives can be any of the following, according to the needs and interests of the students:

additional Listening and Speaking unit and / or Reading and Writing unit from the above list a maximum of one Listening and Speaking unit and / or Reading and Writing unit from the 21938VIC Course in ESL a maximum of one Listening and Speaking unit and / or Reading and Writing unit from the 21932VIC Certificate II in ESL (Access) or 21945VIC Certificate II in (Employment) units / modules from other accredited curricula which focus on language and communication skills units from Training Packages which focus on language and communication skills 150 - 160
Total Elective Language Skills Hours
ESL Framework
General Elective Units- Select 3 units Selection of electives can be any of the following according to the needs and interests of the students.

units / modules from the list below units / modules from other accredited curricula units from Training Packages
Units and modules selected from curricula or Training Packages must be at a level suited to the AQF level of this qualification. Unit of competency / module code VPAU554 VPAU555 VPAU557 VPAU558 VPAU559 VPAU560 VPAM543 VPAM544 VPAM545 VPAM546 VPAM547 VPAM548 VPAM549 Field of Education code 120199 120199 120199 120199 120199 120199 120199 120199 120199 120199 120199 120199 120199 Credit matrix level 1 1 1 1 1 1 1 1 1 1 1 1 1 Credit matrix points 5 5 5 5 5 5 5 5 5 5 5 5 5
Unit of competency/module title Use basic computing language and skills Use the internet and email to develop language Use services in the local community Locate information on driving and buying a car Locate health and medical information Investigate current issues Australian Environment Australian Government Australian Law Education in Australia Australian Art and Culture Indigenous Australia Australian History
Prerequisite
Nominal hours 50 50 50 50 50 50 50 50 50 50 50 50 50 150 490 - 500
Total General Elective Hours Total hours
ESL Framework
21936VIC Certificate I in ESL (Access) Credit Matrix Level 8 Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 Enabling Total 39 10 49 6 2 8 Total Points No. of units/modules
ESL Framework
21932VIC Certificate II in ESL (Access)

Unit of competency / module code Field of Education code Unit of competency/module title Prerequisite Credit matrix level Credit matrix points Nominal hours
Core unit must be completed VBQU117 120103 Develop and document a learning plan and portfolio with guidance 1 1 10
Speaking and Listening Units Select 1 VPAU497 120103 Participate in simple conversations and transactions Give and respond to simple verbal information and directions 2 8 80
VPAU498
120103
80
Reading and Writing Units Select 1 VPAU499 120103 Read and write simple personal letters and formatted texts Read and write simple routine informational and instructional texts 2 8 80
VPAU500
120103
80
170
In order to best cater for learners who may exhibit variations in levels between their skills in spoken and written language, but still retain the integrity of the level of the certificate, the option of choosing one unit at one level higher or lower is provided. Selection of language skills electives can be any of the following according to the needs and interests of the students.

additional Listening and Speaking unit and / or Reading and Writing unit from the above list a maximum of one Listening and Speaking unit and / or Reading and Writing unit from the 21936VIC Certificate I in ESL (Access) additional Listening and Speaking units and / or Reading and Writing units from the 21945VIC Certificate in II ESL (Employment) a maximum of one Listening and Speaking unit and / or Reading and Writing unit from 21933VIC Certificate III in ESL (Access), 21935VIC Certificate III in ESL (Employment) or 21939VIC Certificate III in ESL (Further Study) modules from other accredited curricula which focus on language and communication skills units from Training Packages which focus on language and communication skills

ESL Framework
Total Elective Language Skills Hours General elective Units- Select 3 units
150 - 160
Selection of electives can be any of the following according to the needs and interests of the students.

Units and modules selected from curricula or Training Packages must be at a level suited to the AQF level of this qualification. Unit of competency / module code VPAU554 VPAU555 VPAU557 VPAU558 VPAU559 VPAU560 VPAM543 VPAM544 VPAM545 VPAM546 VPAM547 VPAM548 VPAM549 VPAU513 Field of Education code 120199 120199 120199 120199 120199 120199 120199 120199 120199 120199 120199 120199 120199 120505 Unit of competency/module title Use basic computing language and skills Use the internet and email to develop language Use services in the local community Locate information on driving and buying a car Locate health and medical information Investigate current issues Australian Environment Australian Government Australian Law Education in Australia Australian Art and Culture Indigenous Australia Australian History Observe and report on activities in a workplace Prerequisite Credit matrix level 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Credit matrix points 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Nominal hours 50 50 50 50 50 50 50 50 50 50 50 50 50 50 150 470 - 480
ESL Framework
21932VIC Certificate II in ESL (Access) Credit Matrix Level 8 Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 Enabling Total 48 8 24 24 3 5 Total Points No. of units/modules
ESL Framework
21933VIC Certificate III in ESL (Access)

Unit of competency / module code Field of Education code Credit matrix level Credit matrix points
Prerequisite
Nominal hours
Core unit must be completed VBQU130 120103 Develop and document a learning plan and portfolio 1 1 10
Speaking and Listening Units Select 1 VPAU502 120103 Engage in casual conversation and straightforward spoken transactions Give and respond to a range of straightforward instructions and informational texts 3 8 80
VPAU503
120103
80
Reading and Writing Units Select 1 VPAU504 120103 Read and write a range of straightforward letters and formatted texts Read and write a range of informational, instructional and other texts 3 8 80
VPAU505
120103
80
170

additional Listening and Speaking unit and / or Reading and Writing unit from the above list additional Listening and Speaking units and / or Reading and Writing units from the 21935VIC Certificate III in ESL (Employment) or 21939VIC Certificate III in ESL (Further Study) a maximum of one Listening and Speaking unit and / or Reading and Writing unit from the 21932VIC Certificate II ESL (Access) or 21945VIC Certificate II ESL (Employment) a maximum of one Listening and Speaking unit and / or Reading and Writing unit from the 21934VIC Certificate IV in ESL (Access), 21937VIC Certificate IV in ESL (Employment / Professional) or 21940VIC Certificate IV in ESL (Further Study) units / modules from other accredited curricula which focus on language and communication skills units from Training Packages which focus on language and communication skills

ESL Framework
Total Elective Language Skills Hours General Elective Units- Select 3 units
150 - 160

Units and modules selected from curricula or Training Packages must be at a level suited to the AQF level of this qualification. Unit of competency / module code VPAU554 VPAU555 Field of Education code 120199 120199 Unit of competency/module title Use basic computing language and skills Use the internet and email to develop language Organise and participate in a practical placement Use services in the local community Locate information on driving and buying a car Locate health and medical information Investigate current issues Australian Environment Australian Government Australian Law Education in Australia Australian Art and Culture Indigenous Australia Australian History Prerequisite Credit matrix level 1 1 Credit matrix points 5 5 Nominal hours 50 50
VPAU556 VPAU557 VPAU558 VPAU559 VPAU560 VPAM543 VPAM544 VPAM545 VPAM546 VPAM547 VPAM548 VPAM549
120505 120199 120199 120199 120199 120199 120199 120199 120199 120199 120199 120199
1 1 1 1 1 1 1 1 1 1 1 1
5 5 5 5 5 5 5 5 5 5 5 5
50 50 50 50 50 50 50 50 50 50 50 50 150 440 - 480
ESL Framework
21933VIC Certificate III in ESL (Access) Credit Matrix Level 8 Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 Enabling Total 48 8 24 8 16 3 1 4 Total Points No. of units/modules
ESL Framework
21934VIC Certificate IV in ESL (Access)

Unit of competency / module code Field of Education code Credit matrix level Credit matrix points
Prerequisite
Nominal hours
Core unit must be completed VBQU142 120103 Research pathways and produce a learning plan and portfolio 2 1 10
Speaking and Listening Units Select 1 VPAU506 VPAU507 120103 120103 Analyse and participate in complex conversations Give and respond to a wide range of oral presentations and instructions 4 4 8 8 80 80
Reading and Writing Units Select 1 VPAU508 VPAU509 VPAU510 120103 120103 120103 Read and write a range of complex or extended texts Read and write instructions and advisory texts Read and write extended creative texts in English 4 4 4 8 8 8 80 80 80 170

additional Listening and Speaking unit and / or Reading and Writing unit from the above list a maximum of one Listening and Speaking unit and / or Reading and Writing unit from the 21933VIC Certificate III in ESL (Access), Certificate III in ESL (Employment) or Certificate III in ESL (Further Study) additional Listening and Speaking units and / or Reading and Writing units from the 21937VIC Certificate IV in ESL (Employment / Professional) or 21940VIC Certificate IV in ESL (Further Study) units / modules from other accredited curricula which focus on language and communication skills units from Training Packages which focus on language and communication skills

ESL Framework
Total Elective Language Skills Hours General elective Units- Select 3 units
150 - 160

Units and modules selected from curricula or Training Packages must be at a level suited to the AQF level of this qualification. Unit of competency / module code VPAU554 VPAU555 Field of Education code 120199 120199 Unit of competency/module title Use basic computing language and skills Use the internet and email to develop language Organise and participate in a practical placement Use services in the local community Locate information on driving and buying a car Locate health and medical information Investigate current issues Australian Environment Australian Government Australian Law Education in Australia Australian Art and Culture Indigenous Australia Australian History Prerequisite Credit matrix level 1 1 Credit matrix points 5 5 Nominal hours 50 50
VPAU556 VPAU557 VPAU558 VPAU559 VPAU560 VPAM543 VPAM544 VPAM545 VPAM546 VPAM547 VPAM548 VPAM549 Total hours
120505 120199 120199 120199 120199 120199 120199 120199 120199 120199 120199 120199
1 1 1 1 1 1 1 1 1 1 1 1
5 5 5 5 5 5 5 5 5 5 5 5
50 50 50 50 50 50 50 50 50 50 50 50 150 440 480
Total General Elective Hours
ESL Framework
21934VIC Certificate IV in ESL (Access) Credit Matrix Level 8 Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 Enabling Total 48 8 24 8 1 15 3 1 1 3 Total Points No. of units/modules
ESL Framework
21945VIC Certificate II in ESL (Employment)

Unit of competency / module code Field of Education code (6-digit) Unit of competency/module title Prerequisite Credit matrix level Credit matrix points Nominal hours
Core units 5 units must be completed VBQU117 120103 Develop and document a learning plan and portfolio with guidance Speak and listen to simple texts for employment Read and write simple texts for employment Observe and report on activities in a workplace Work effectively in an Australian workplace 1 1 10
VPAU511
120103
80
VPAU512 VPAU513
120103 120505
2 2
8 5
80 50
VPAU516 Total Core
120599
50 270
Elective Units- Select 3 units In order to best cater for learners who may exhibit variations in levels between their skills in spoken and written language, but still retain the integrity of the level of the certificate, the option of choosing one unit at one level higher or lower is provided. Selection of electives can be any of the following according to the needs and interests of the students:

a maximum of one Listening and Speaking unit and / or one Reading and Writing unit from the 21936VIC Certificate I ESL (Access) additional Listening and Speaking units and / or Reading and Writing units from the 2194VIC Certificate II ESL (Access) a maximum of one Listening and Speaking unit and / or one Reading and Writing unit from the 21933VIC Certificate III in ESL (Access), Certificate III in ESL (Employment) or Certificate III in ESL (Further Study) units from the list below units / modules from other accredited curricula units from Training Packages

Units and modules selected from curricula or Training Packages must be at a level suited to the AQF level of this qualification.
ESL Framework
Unit of competency / module code VPAU554 VPAU555
Field of Education code 120199 120199
Unit of competency/module title Use basic computing language and skills Use the internet and email to develop language Organise and participate in a practical placement Use services in the local community Locate information on driving and buying a car Locate health and medical information Investigate current issues Australian Environment Australian Government Australian Law Education in Australia Australian Art and Culture Indigenous Australia Australian History
Prerequisite
Credit matrix level 1 1
Credit matrix points 5 5
Nominal hours 50 50
120505 120199 120199 120199 120199 120199 120199 120199 120199 120199 120199 120199
1 1 1 1 1 1 1 1 1 1 1 1
5 5 5 5 5 5 5 5 5 5 5 5
50 50 50 50 50 50 50 50 50 50 50 50 150 - 240 420 - 510
Total Elective Hours Total hours
ESL Framework
21945VIC Certificate II in ESL (Employment) Credit Matrix Level 8 Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 Enabling Total 45 8 26 19 4 4 Total Points No. of units/modules
ESL Framework
21935VIC Certificate III in ESL (Employment)

Unit of competency / module code Field of Education code (6-digit) Unit of competency/module title Credit Credit Prematrix matrix Nominal requisite level points hours
Core units 3 units must be completed VBQU130 VPAU514 120103 120103 Develop and document a learning plan and portfolio Speak and listen to a range of straightforward texts for employment Read and write a range of straightforward texts for employment 1 3 1 8 10 80
VPAU515
120103
80
Total Core Elective Units- Select 5 units
170
In order to best cater for learners who may exhibit variations in levels between their skills in spoken and written language, but still retain the integrity of the level of the certificate, the option of choosing one unit at one level higher or lower is provided. Selection of electives can be any of the following according to the needs and interests of the students:

a maximum of one unit from the 21932VIC Certificate II in ESL (Access) or 21945VIC Certificate II in ESL (Employment) additional units from the 21933VIC Certificate III in ESL (Access) or Certificate III in ESL (Further Study) a maximum of one unit from the 21934VIC Certificate IV in ESL (Access), 21937VIC Certificate IV in ESL (Employment / Professional) or 21940VIC Certificate IV in ESL (Further Study) units from the list below units / modules from other accredited curricula units from Training Packages
ESL Framework
Unit of competency Field of / module Education code code VPAU516 VPAU554 VPAU555 VPAU556 VPAU557 VPAU558 VPAU559 VPAU560 VPAM543 VPAM544 VPAM545 VPAM546 VPAM547 VPAM548 VPAM549 120599 120199 120199 120505 120199
Unit of competency/module title Work effectively in an Australian workplace Use basic computing language and skills Use the internet and email to develop language Organise and participate in a practical placement Use services in the local community Locate information on driving and buying a car Locate health and medical information Investigate current issues Australian Environment Australian Government Australian Law Education in Australia Australian Art and Culture Indigenous Australia Australian History
Prerequisite
Credit matrix level 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Credit matrix points 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
Nominal hours 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 220 - 450 390 - 620
120199 120199 120199 120199 120199 120199 120199 120199 120199 120199
ESL Framework
21935VIC Certificate III in ESL (Employment) Credit Matrix Level 8 Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 Enabling Total 45 8 16 8 21 2 1 5 Total Points No. of units/modules
ESL Framework
21937VIC Certificate IV in ESL (Employment / Professional)

Unit of competency / module code Field of Education code (6-digit) Unit of competency/module title Credit Credit Prematrix matrix requisite level points Nominal hours
Core units 2 units must be completed VPAU506 VPAU518 120103 120103 Analyse and participate in complex conversations Present and listen to complex oral presentations in an employment or professional context 4 4 8 8 80 80
Total Core
160
Specialisation one Specialisation must be completed. Select either Specialisation 1- Employment OR Specialisation 2 Professional Specialisation 1 Employment Select 2 units VPAU519 120103 Give and follow a range of complex instructions in an employment context Read and write complex texts for employment Collect, analyse and present workplace data and information Write complex documents 4 8 80
VPAU520 TLIE607D
120103
4 4
8 3
80 30
BSBWRT401A Total Specialisation 1 Hours
10
50 80 - 160
Specialisation 2 Professional Select 2 units VPAU521 120103 Critically read and write formal letters and complex prose texts for professional purposes Critically read, write and edit complex descriptive texts in a professional context 4 8 80
VPAU522
120103
80
Total Specialisation 2 Hours Total Core and Specialisation Hours

160 240 - 320
Page 53
ESL Framework

a maximum of one unit from the 21933VIC Certificate III in ESL (Access), Certificate III in ESL (Employment) or Certificate III in ESL (Further Study) additional units from either specialisation within this certificate additional units from the 21934VIC Certificate IV in ESL (Access) or 21940VIC Certificate IV in ESL (Further Study) units from the list below units / modules from other accredited curricula units from Training Packages
Units and modules selected from curricula or Training Packages must be at a level suited to the AQF level of this qualification. Unit of competency / module code VPAU516 VPAU554 VPAU555 VPAU556 VPAU557 VPAU558 VPAU559 VPAU560 VPAM543 VPAM544 VPAM545 Field of Education code 120599 120199 120199 120505 120199 120199 120199 120199 120199 120199 120199 Unit of competency/module title Work effectively in an Australian workplace Use basic computing language and skills Use the internet and email to develop language Organise and participate in a practical placement Use services in the local community Locate information on driving and buying a car Locate health and medical information Investigate current issues Australian Environment Australian Government Australian Law Prerequisite Credit matrix level 2 1 1 1 1 1 1 1 1 1 1 Credit matrix points 5 5 5 5 5 5 5 5 5 5 5 Nominal hours 50 50 50 50 50 50 50 50 50 50 50
ESL Framework
VPAM546 VPAM547 VPAM548 VPAM549
120199 120199 120199 120199
Education in Australia Australian Art and Culture Indigenous Australia Australian History
1 1 1 1
5 5 5 5
50 50 50 50 175 - 290 415 - 610
21937VIC Certificate IV in ESL (Employment / Professional) Credit Matrix Level 8 Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 Enabling Total 50 8 15 3 35 5 Total Points No. of units/modules
ESL Framework
21939VIC Certificate III in ESL (Further Study)

Unit of competency / module code Field of Education code Unit of competency/module title Prerequisite Credit matrix level Credit matrix points Nominal hours
Core units 7 units must be completed VBQU130 VPAU523 VPAU524 VPAU525 120103 120103 120103 120103 Develop and document a learning plan and portfolio Give oral presentations for further study Participate in a range of interactions for further study Read and write straight forward texts for research purposes Analyse and produce a range of straightforward texts relevant to further study Listen and take notes for research Use language learning strategies and study skills 1 3 3 3 1 8 8 8 10 80 70 80
VPAU526
120103
80
VPAU527 VPAU528 Total core
120103 120103
3 3
5 5
45 45 410

a maximum of one unit from the 21932VIC Certificate II in ESL (Access) or 21945VIC Certificate II in ESL (Employment) additional units from the 21933VIC Certificate III in ESL (Access) or Certificate III in ESL (Employment) a maximum of one unit from the 21934VIC Certificate IV in ESL (Access), 21937VIC Certificate IV in ESL (Employment / Professional) or 21940VIC Certificate IV in ESL (Further Study) units / modules from the list below units / modules from other accredited curricula units from Training Packages
ESL Framework
Unit of competency / module code VPAU554 VPAU555
Field of Education code 120199 120199
Prerequisite
Credit matrix level 1 1
Credit matrix points 5 5
Nominal hours 50 50
120505 120199 120199 120199 120199 120199 120199 120199 120199 120199 120199 120199
1 1 1 1 1 1 1 1 1 1 1 1
5 5 5 5 5 5 5 5 5 5 5 5
50 50 50 50 50 50 50 50 50 50 50 50 70 - 160 480 - 570
ESL Framework
21939VIC Certificate III in ESL (Further Study) Credit Matrix Level 8 Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 Enabling Total 53 9 11 3 42 6 Total Points No. of units/modules
ESL Framework
21940VIC Certificate IV in ESL (Further Study)

Unit of competency / module code Field of Education code (6-digit) Unit of competency/module title Credit Credit Prematrix matrix Nominal requisite level points hours
Core units 8 units must be completed VBQU142 120103 Research pathways and produce a learning plan and portfolio Give complex presentations for further study Analyse and participate in complex spoken discourse for further study Read and write complex texts for research purposes Read and write a range of complex texts for further study Use a range of critical reading and writing skills for further study Use language analysis skills to review own texts Take notes from complex aural texts for further study 2 1 10
VPAU529 VPAU530
120103 120103
4 4
8 6
80 60
VPAU531 VPAU532
120103 120103
4 4
8 8
80 80
VPAU533
120103
40
VPAU534 VPAU517
120103 120103
4 4
4 5
40 50 440
Total Core hours Elective Units- Select 1 units /modules
In order to best cater for learners who may exhibit variations in levels between their skills in spoken and written language, but still retain the integrity of the level of the certificate, the option of choosing one unit at one level higher or lower is provided. Selection of electives can be any of the following according to the needs and interests of the students:

one unit from the 21933VIC Certificate III in ESL (Access), Certificate III in ESL (Employment) or Certificate III in ESL (Further Study) one unit from the 21934VIC Certificate IV in ESL (Access) or 21937VIC Certificate IV in ESL (Employment / Professional) unit / module from the list below unit / module from other accredited curricula unit from a Training Package
ESL Framework
Units and modules selected from curricula or Training Packages must be at a level suited to the AQF level of this qualification. Unit of competenc y / module code VPAU554 VPAU555 VPAU556 VPAU557 VPAU558 VPAU559 VPAU560 VPAM543 VPAM544 VPAM545 VPAM546 VPAM547 VPAM548 VPAM549 Field of Education code 120199 120199 120505 120199 120199 120199 120199 120199 120199 120199 120199 120199 120199 120199 Credit matrix level 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Credit matrix points 5 5 5 5 5 5 5 5 5 5 5 5 5 5
Prerequisite
Nominal hours 50 50 50 50 50 50 50 50 50 50 50 50 50 50 30 - 80 480 - 530
ESL Framework
Credit Matrix Level 8 Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 Enabling Total
Total Points
No. of units/modules
43
1 5
1 1
49
5.2 Entry requirements
Standard 9 for Accredited Courses Participants may enrol in a qualification at the level appropriate to their needs and skills. The qualifications are not nested. Participants may complete more than one qualification in the Framework. Outcomes in the 21938VIC Course in ESL are designed for learners with little or no formal education. Entry points for the courses would normally be determined by
an assessment of a students skills. Normally providers will use the Listening and Speaking and Reading and Writing competencies within the Framework to guide placement / initial assessment processes in order to place learners in the level appropriate to their proficiency in English language. determination of learning and pathway needs. Students will select the stream (Employment, Further Study, Access or Professional) most appropriate to their pathway needs
Additional guidance on entry points is provided in Appendix D. This may be useful for learners who have completed other accredited language or literacy qualifications such as the Certificates in Spoken and Written English NSW AMES. There are no limitations to entry based on age, gender, physical ability, social or educational background.
ESL Framework
6. ASSESSMENT 6.1 Assessment strategy Standard 10 for Accredited Courses Course assessment should be consistent with the requirements of Standard 1 of the AQTF 2007 Essential Standards for Registration. Assessment methods should be flexible, valid, reliable and fair. Assessment of units requires evidence of satisfactory performance for each element of competency and its performance criteria through a variety of tasks depending on the criteria specified. Assessment of modules requires evidence of satisfactory performance for each learning outcome and its assessment criteria through a variety of tasks depending on the criteria specified. The following principles should be used as a guide to the assessment approach:

assessment tasks/activities should be grounded in a relevant context and be culturally sensitive students should be assessed across a wide range of tasks integrated into practice, in order to increase reliability and validity of assessment. One-off assessment tasks do not provide a reliable and valid measure of competence instructions for assessment tasks should be clear, explicit and ordered. Students must know what is expected and the criteria by which they will be judged time allowed to complete a task should be reasonable and specified, and should allow for preparation and re-drafting as appropriate to the task assessment should be validated. Moderation is likely to be a critical tool in the validation process. A range of validation strategies should be used, for example, mentoring, client satisfaction surveys, peer review and co-assessments appropriate reference materials should be available to students during assessment, e.g. personal word lists, dictionaries, thesaurus, calculators.
(adapted from National Reporting System, Commonwealth of Australia & ANTA, 1994-1995)
Assessment tools must meet the rules of evidence. To meet the rules of evidence, evidence must be:
valid, for example, assessing the elements to the standard identified in the Performance Criteria, reflecting the skills and knowledge described in the unit of competency, showing application in the context described in the Range Statement current, for example, demonstrate the candidate's current skills and knowledge sufficient, for example, demonstrate competence over a period of time, demonstrate repeatable competence authentic, for example: be the work of the learner, be corroborated / verified.

ESL Framework
Some assessment guidelines Evidence gathering methods and assessment procedures must:

be equitable to all groups of participants be culturally appropriate for the individual and the situation enable reasonable adjustments to be made to assessment procedures for people with special needs such as people with disabilities or with language or literacy difficulties ensure the language and literacy requirements of the assessment process do not exceed the language and literacy requirements of the particular level and type of work in the industry
A variety of assessment methods and evidence gathering techniques may be used with the overriding consideration being that the combined assessment must stress demonstrable performance by the student. Assessment tools must take into account the requirements of the unit in terms of skills, knowledge and performance. The Critical Aspects of Evidence section of each unit / module provides essential guidance on acceptable evidence. Assessment methods and tools may include:

verbal presentations multi-media presentations prepared pieces in any media folios student self-assessment on-going teacher assessment interview records / checklists assessment records student folios
Evidence may include:

The evidence collected must relate to a number of performances assessed at different points in time, and, in a learning and assessment pathway, these must be separated by further learning and practice. Evidence requirements are specified in each unit. Where appropriate, training providers are encouraged to take a holistic approach to assessment, by assessing more than one element concurrently, or combining the final assessment for more than one unit. On the completion of each assessment task, students will be provided with qualitative feedback as well as a competent/not yet competent result for the elements of competency being assessed. When assessing units of competency from Training Packages, this must be carried out in accordance with the relevant Training Package guidelines. The guidelines include the necessary qualifications for those conducting assessments and provide for situations where more than one person may contribute to the assessment and where the required technical and assessment competencies may not all be held by any one person.
ESL Framework
6.2 Assessor competencies
Standard 12 for Accredited Courses Staff involved in the assessment of the program must meet the requirements of Element 1.4 of the AQTF 2007 Essential Standards for Registration; that is: Assessors must hold:

TAAASS401C Plan and organise assessment, TAAASS402C Assess competence and TAAASS 404B Participate in assessment validation demonstrate equivalent competencies to the competencies in the TAA04. the relevant vocational competencies* at least to the level being delivered or assessed, and continue to develop their vocational and training and assessment competencies to support continuous improvements in the delivery of RTO services.
or

All units in the qualifications (with the exception of imported units from Training Packages and units or modules imported from accredited curricula) must be assessed by a person who is qualified English as a Second Language (ESL) teacher. (*See section 7.2 below). 7. DELIVERY 7.1 Delivery modes Standard 11 for Accredited Courses
it is highly desirable that training organisations delivering the Certificates in ESL have access to bilingual support for students in the very early stages of learning English as a Second language. This may be support within a classroom, but might also include access to telephone interpreter services. additional support should also be provided through such programs as mentoring and peer support. courses in the Framework may be varied to reflect the needs of learner groups through the contextualisation of units. contextualisation of any unit drawn from a training package must be consistent with the guidelines of that training package. contextualisation must not remove or add to the number and content of elements and performance criteria. may add specific industry terminology to performance criteria where this does not distort or narrow the competency outcomes. may make amendments and additions to the range statement as long as such changes do not diminish the breadth of application of the competency and reduce its portability and/or may add detail to the evidence guide in areas such as the critical aspects of evidence or resources and infrastructure required where these expand the breadth of the competency but do not limit its use.

Contextualisation of units is possible under the following rules:

ESL Framework
7.2 Resources
Standard 12 for Accredited Courses Facilities and Equipment The following resources are essential for the delivery of the ESL Certificates:

Computers with access to email and internet and word processing programs Multimedia equipment for a range of audio visual resources such as to view documentaries, listen to the news
Human resources Staff involved in the delivery of the qualifications must meet the requirements of Element 1.4 of the AQTF 2007 Essential Standards for Registration. In addition they must meet the vocational competency requirements listed below. Vocational competency requirements of teachers: A qualified TESOL teacher is a person who holds a postgraduate qualification that includes a supervised teaching practicum in TESL/TESOL or a 4-year B Education qualification with a TESL/TESOL method*. *Approved qualifications include:

B Ed with TESL/TESOL as a method Diploma of Education with TESL/TESOL as a method TESL/TESOL within Graduate Certificate in Education Graduate Certificate in TESL/TESOL Graduate Diploma in TESL/TESOL Appropriate Masters degrees which include a TESOL specialisation such as:
Masters of Arts (TESL/TESOL), Masters of Teaching, Masters of Applied Linguistics
Units of competency that have been imported from Training Packages must reflect the requirements for trainers specified in that Training Package. Modules and units imported from accredited curricula must reflect the requirements specified in the course documents. 8. PATHWAYS AND ARTICULATION Standard 8 for Accredited Courses There are no formal articulation arrangements for pathways into VET or higher education courses on completion of the Certificates in ESL. A range of potential pathways are possible when ESL certificate courses utilise Training Package units of competency as electives. Successful completion of these units within Certificates in ESL will be eligible for Credit Transfer into other Training Package qualifications. RTOs may design ESL certificate courses which contain a number of elective units from a particular Training Package qualification to provide a specific pathway to that qualification on completion.
ESL Framework
9. ONGOING MONITORING AND EVALUATION
Standard 13 for Accredited Courses The Curriculum Maintenance Manager (CMM), General Studies and Further Education, has responsibility for the ongoing monitoring and maintenance of these courses to ensure currency and relevance. The CMM will consult with key stakeholders during the accreditation period to seek and provide ongoing advice on the following:

permissible changes to the Training Package units contained in the course improvements required to existing units or modules unit updates resulting from Training Package reviews which have implications for the course delivery and/or assessment issues changes in government policy which impact on the content or delivery of the course
A formal review of the courses will take place once during the period of accreditation. The review will be conducted by the CMM who will convene a course advisory committee. The advisory committee will consist of representatives of the professional association, a relevant community organisation and will be set up in consultation with the ESL Framework Advisory Group. All monitoring and consequent recommendations will be fully documented. Any recommended changes to the course structure, additional units or modifications to existing units will be forwarded to the Victorian Registration and Qualifications Authority for approval. Changes that would be reported to the VRQA include changes to:
the course structure, by adding or deleting units from the core or electives, whether to reflect local industry needs or to reflect changes to Training Packages and the availability of new or revised nationally endorses units of competency required pre-requisites and/or co-requisites the nominal duration of the course and of units copyright ownership articulation and/or credit transfer arrangements legislation such as OHS/ licensing.

ESL Framework
APPENDIX A: Project Steering Committee

Membership of the Project Steering Committee Name Dr Alan Williams Title Lecturer TESOL, Director, Off Shore Programs ECCV Executive Member Manager, Resourcing, Learning and Innovation Director, Centre for Vocational Pathways Lecturer, TESOL education Facilitator ISC WELL Network Organisation Faculty of Education La Trobe University, Bundoora Ethnic Communities Council of Victoria Role in Relation to PSC TESOL expert
Wesa Chau Paul Learmonth
Ethnic Communities Council Representative
Adult Multicultural Education TESOL expertise and Services (AMES) education to work pathways Chisholm Institute ESL Framework Curriculum Advisory Group Representative Victorian Association of TESOL and Multicultural Education representative Expertise in vocational communication skills
Anne Cosentino
Dr Russell Cross
Melbourne Graduate School of Education The University of Melbourne Innovation and Business Skills Australia
Anita Roberts
ESL Framework
APPENDIX B: Employability Skills Summary

The following table contains a summary of the Employability Skills required for this qualification. The Employability Skills facets described here are broad requirements that may vary depending on qualification packaging options. Learners may already have developed Employability Skills drawing on language(s) other than English. The focus of this qualification is Employability Skills where English is the medium of communication. As learners move through the course they may draw increasingly from English in addition to first language(s). Employability Skill Communication Requirements for this qualification include: Interpret and use a small number of basic, common high frequency words such as those related to self and others in immediate environment, immediate needs, time, and place. Clarify information with others in immediate environment. Read short simple visual texts, familiar signs and symbols in immediate environment. Complete simple forms with own personal details and / or numerical information and / or symbols. Rely on use of body language to communicate. Locate simple key numerical information in context of time, money and directions. Teamwork Problem solving Greet others and respond to greetings. Give and receive basic feedback in a supported context. Listen to and act on suggestions from others. Identify language learning goals with a support person and review successful strategies in achieving these goals, select and use appropriate forms of address in oral interactions, use basic strategies to convey and interpret meaning. Work alongside supervisor / mentor where support is readily available, adapt to a new learning environment with support and seek feedback on completed tasks Plan and carry out basic learning tasks to meet learning goals and timelines with support of the teacher / supervisor or other support person. Monitor progress of language learning plan with a support person/s. Manage own learning resources. Identify one or two realistic short term goals. Accept opportunities to learn new ways of doing things and implement changes with support. Use a range of mediums to learn, including using bi-lingual support, peer support Use resources such as simple picture dictionaries to learn. Use simple learning / communication technology with support; to communicate in English.
Initiative and enterprise
Planning and organising Self-management Learning
Technology
ESL Framework

The following table contains a summary of the Employability Skills required for this qualification. The Employability Skills facets described here are broad requirements that may vary depending on qualification packaging options. Learners may already have developed Employability Skills drawing on language(s) other than English. The focus of this qualification is Employability Skills where English is the medium of communication. As learners move through the course they may draw increasingly from English in addition to first language(s). Employability Skill Communication Requirements for this qualification include: Interpret and use a small number of simple, common high frequency words, phrases and expressions such as those related to self and others in familiar social situation, immediate needs, time, and place. Exchange greetings and personal information. Make simple requests or enquiries. Follow / give simple verbal instructions of one or two steps. Read simple texts, familiar signs and symbols in familiar environment. Locate and interpret relevant information in simple electronic, printed, and visual texts. Complete formatted texts with own personal details, factual, numerical information and / or symbols. Create simple sequenced texts (one or two simple phrases or a short series of sentences with simple grammatical structures) for a range of purposes. Draw on use of body language to communicate. Locate relevant mathematical information in familiar activity or texts. Use verbal and written mathematical language and representation to communicate mathematically. Team Work Greet others and respond to greetings. Work with support persons to identify language learning needs and goals and monitor progress towards these. Give and receive feedback in a supported context. Listen to and act on suggestions from others. Identify types of evidence for portfolio and successful strategies to achieve goals with support person/s. Use simple strategies to seek clarification of oral and written information. Identify information for guided texts and use suitable formats to copy information. Use simple numerical information to complete tasks. Seek feedback on information copied and correct according to feedback. Seek clarification or confirmation from interlocutors in simple exchanges and about information and instructions in simple written texts. Use supporting graphics and visuals to make meaning. Respond to different learning environments. Work alongside supervisor / mentor where support is available. Follow processes to develop a learning plan with a support person, monitor and adapt the learning plan, collect evidence for a portfolio and maintain the portfolio with support of the teacher / supervisor, or other support person. . Organise required learning materials and resources. Manage own portfolio with support and monitor progress of language learning plan with a support person/s. Complete delegated tasks. Manage own learning resources.
Problem Solving
Initiative and Enterprise
Planning and Organising
Self-management
ESL Framework
Learning
Clarify goals such as one or two realistic short term goals with support of others. Accept opportunities to learn new ways of doing things and implement changes with support. Use resources such as simple picture dictionaries to learn. Use simple learning / communication technology with support; to communicate in English.
Technology
ESL Framework

The following table contains a summary of the Employability Skills required for this qualification. The Employability Skills facets described here are broad requirements that may vary depending on qualification packaging options. Learners may already have developed Employability Skills drawing on language(s) other than English. The focus of this qualification is Employability Skills where English is the medium of communication. As learners move through the course they may draw increasingly from English in addition to first language(s). Employability Skill Communication Requirements for this qualification include: Participate in and initiate simple conversations about familiar personal, community, social and topical issues with others. Make simple requests of others. Use questioning to clarify information / ideas / opinions. Follow / give verbal instructions of limited complexity. Locate relevant information in familiar, electronic, printed, handwritten and visual texts. Read and interpret routine documents, complete routine forms. Write a series of simple sentences and short paragraphs of limited complexity relevant to own purposes. Recognise and interpret non-verbal signs, signals and behaviour. Select mathematical information embedded in a task. Use formal and informal mathematical language and representation. Interpret data presented in simple visual form (including graphs, diagrams and charts). Team Work Work with the guidance of a support persons to identify language learning needs and goals, monitor progress towards these and adapt. Work collaboratively with other class / group members. Listen to and act on suggestions from others. Identify potential problems that may affect language learning and strategies to solve these with the guidance of a support person. Match current skills and knowledge to language learning goals with the guidance of a support person. Identify and select types of evidence for portfolio and successful strategies to achieve learning goals with support person/s. Use simple strategies to seek clarification of oral and written information and select appropriate communication strategies to initiate and participate in simple conversations and transactions and complete simple formatted texts. Initiative and Enterprise Initiate simple transactions and requests in response to own needs. Proofread and correct own writing and respond to feedback. Adapt to changes, including working with a supervisor / mentor. Suggest changes to familiar routines to improve outcomes. Follow processes to develop and document a learning plan with guidance from a support person, monitor and adapt the learning plan, collect and organise evidence for a portfolio and maintain the portfolio with guidance from the teacher / supervisor, or other support person. Plan and organise a short, simple talk and plan, draft and proofread simple texts. Organise required learning materials and resources. Review effectiveness of language learning plan in achieving goals. Reflect on own language learning and identify ways to improve with guidance from a support person.
Problem Solving
Self-management
ESL Framework
Learning
Clarify learning goals, for example, short term and long term learning goals and indicators of success. Accept opportunities to learn new ways of doing things and implement changes with support. Use a range of learning / communication technology to communicate in English.
Technology
ESL Framework

The following table contains a summary of the Employability Skills required for this qualification. The Employability Skills facets described here are broad requirements that may vary depending on qualification packaging options. Learners may already have developed Employability Skills drawing on language(s) other than English. The focus of this qualification is Employability Skills where English is the medium of communication. As learners move through the course they may draw increasingly from English in addition to first language(s). Employability Skill Communication Requirements for this qualification include: Discuss and present information / ideas / opinions /instructions to others. Participate in a range of straightforward transactions. Use questioning and active listening to ascertain and clarify information / ideas / opinions. Follow / give verbal instructions. Locate, interpret and evaluate relevance of information of some complexity in electronic, printed, handwritten and visual texts. Complete written forms and write formal and informal texts relevant to purpose and audience. Investigate mathematical information and relationships embedded in a task. Use a range of formal and informal mathematical language and representation. Team Work Seek, listen to and act on advice from a support person to clarify language learning goals, identify objectives, monitor progress towards these and update the learning plan. Work collaboratively with other class / group members respecting and responding to others views. Give and receive feedback. Use knowledge of previous experiences to identify potential barriers that may affect language learning progress and strategies to address these with the advice of a support person. Match current skills and knowledge to identified goals and identify any gaps. Identify and select types of evidence for portfolio to match purposes of portfolio. Select and use a range of conversational strategies to clarify transactional and written meaning and information. Select communication strategies appropriate to context and purpose to initiate and participate in straightforward conversations and transactions and to complete straightforward texts using appropriate conventions. Initiative and Enterprise Apply learning strategies to other contexts. Suggest changes / ideas to other class / group members to improve outcomes. Proofread and correct own writing. Follow and confirm processes to develop and document a learning plan with advice from a support person, monitor and adapt the learning plan, collect and organise evidence for a portfolio and maintain the portfolio with advice from the teacher / supervisor, or other support person. Plan and prepare a short talk and plan, draft and proofread straightforward texts. Organise required learning materials and resources. Self-management Prioritise learning goals in learning plan. Take responsibility for monitoring progress of learning plan and updating it accordingly Monitor and evaluate own performance and note success factors as well as barriers to achievement of goals. Reflect on language learning tasks and identify ways to improve with advice from a support person.
Problem Solving
ESL Framework
Learning
Identify a range of learning options and strategies and ways in which these can be applied to other contexts. Identify personal strengths and weaknesses and preferred learning styles. Accept opportunities to learn new ways of doing things and implement changes with support. Implement changes in strategy if necessary. Use knowledge of previous language learning experiences to identify learning goals. Use a range of learning / communication technology to communicate in English.
Technology
ESL Framework

The following table contains a summary of the Employability Skills required for this qualification. The Employability Skills facets described here are broad requirements that may vary depending on qualification packaging options. Learners may already have developed Employability Skills drawing on language(s) other than English. The focus of this qualification is Employability Skills where English is the medium of communication. As learners move through the course they may draw increasingly from English in addition to first language(s). Employability Skill Communication Requirements for this qualification include: Discuss and share information / ideas / opinions in formal and informal contexts. Present and respond to extended oral presentation. Use questioning and active listening to ascertain and clarify information / ideas / opinions. Give / follow complex verbal instructions. Locate, interpret and evaluate a range of complex documents. Write complex texts relevant to a range of purposes and audiences. Investigate mathematical information and relationships embedded in a task. Analyse and evaluate appropriateness of mathematical activity. Use a wide range of formal and informal mathematical language and representation. Team Work Problem Solving Work collaboratively with appropriate advisors and other class / group members. Evaluate a range of pathway options, select appropriate option/s and identify learning goals to match selected options. Use knowledge of previous experiences to identify and assess potential barriers that may affect language learning progress and strategies to address these with the advice of an appropriate advisor. Analyse current skills and knowledge, match to identified goals and identify any gaps. Identify, select and assemble types of evidence for portfolio to match uses and audiences of portfolio. Critically analyse context and purpose and use a range interactional strategies to initiate, manage and sustain complex formal and informal conversations and transactions. Initiative and Enterprise Select and evaluate appropriate learning strategies and apply to other contexts. Look for opportunities to do things better and suggest ideas to other class / group members. Define and apply processes to develop and document a learning plan with appropriate advisor, monitor and evaluate achievement of stages of the learning plan, collect and assemble evidence for a portfolio and maintain the portfolio according to requirements. Plan and draft an extended oral presentation and plan, draft, proofread and edit complex and extended texts according to audience, purpose and register. Develop a methodology / timeline / responsibilities to complete a task. Appraise success factors and barriers to success in meeting goals, evaluate and revise own performance and actively seek and act upon advice and guidance.
Self-management
ESL Framework
Learning
Identify a range of possible learning options and prioritise own learning goals. Identify personal strengths and weaknesses. Design own learning goals. Accept opportunities to learn new ways of doing things and share knowledge and skills with other class / group members. Use a range of learning / communication technology to communicate in English.
Technology
ESL Framework

The following table contains a summary of the Employability Skills required for this qualification. The Employability Skills facets described here are broad requirements that may vary depending on qualification packaging options. Learners may already have developed Employability Skills drawing on language(s) other than English. The focus of this qualification is Employability Skills where English is the medium of communication. As learners move through the course they may draw increasingly from English in addition to first language(s). Employability Skill Communication Requirements for this qualification include: Respond to and make simple workplace requests of others. Use questioning to clarify workplace information / ideas / opinions. Follow / give verbal instructions of limited complexity in a workplace context. Participate in simple workplace conversations about familiar personal, community, social and topical issues with others. Locate relevant information in everyday electronic, printed, handwritten and visual texts. Read and interpret routine workplace documents. Write simple workplace documents, including completion of relevant forms. Recognise and interpret non-verbal workplace signs and signals. Use supporting visual information to create meaning Select mathematical information embedded in a workplace task. Use formal and informal mathematical language and representation. Interpret workplace data presented in simple visual form (including graphs, diagrams and charts). Team Work Work with the guidance of a support persons to identify language learning needs and goals, monitor progress towards these and adapt. Listen to and act on suggestions from others. Work collaboratively with other class / group members Identify potential problems that may affect language learning and strategies to solve these with the guidance of a support person. Match current skills and knowledge to language learning goals with the guidance of a support person. Identify and select types of evidence for portfolio and successful strategies to achieve learning goals with support person/s. Use simple strategies to seek clarification of workplace oral and written information and select appropriate communication strategies to initiate and participate in simple conversations and transactions in the workplace and to complete simple texts for the workplace according to purpose. Initiative and Enterprise Planning and Organising Initiate simple transactions and requests in response to own workplace needs. Follow processes to develop and document a learning plan with guidance from a support person, monitor and adapt the learning plan, collect and organise evidence for a portfolio and maintain the portfolio with guidance from the teacher / supervisor, or other support person. Draft, proofread and correct simple workplace texts. Organise required learning materials and resources. Review effectiveness of language learning plan in achieving goals. Reflect on own language learning and identify ways to improve with guidance from a support person.
Problem Solving
Self-management
ESL Framework
Learning
Clarify learning goals, for example, short term and long term learning goals and indicators of success. Accept opportunities to learn new ways of doing things and implement changes with support. Update own knowledge and skills as required for employment. Use a range of learning / communication technology to communicate in English.
Technology
ESL Framework

The following table contains a summary of the Employability Skills required for this qualification. The Employability Skills facets described here are broad requirements that may vary depending on qualification packaging options. Learners may already have developed Employability Skills drawing on language(s) other than English. The focus of this qualification is Employability Skills where English is the medium of communication. As learners move through the course they may draw increasingly from English in addition to first language(s). Employability Skill Communication Requirements for this qualification include: Listen to and interpret verbal workplace information. Follow / give verbal workplace instructions. Use questioning and active listening to ascertain and clarify workplace information / ideas / opinions. Discuss workplace information / ideas / opinions /instructions with others. Negotiate workplace issues with others. Read and interpret relevant workplace instructions, regulations, signs and labels in electronic, printed, handwritten and visual texts. Write simple workplace documents including completion of relevant forms, timesheets, service logs and incident reports. Write straightforward workplace texts appropriate to audience. Recognise and interpret non-verbal workplace signs and signals. Investigate mathematical information and relationships embedded in a workplace task. Use a range of formal and informal mathematical language and representation. Team Work Work collaboratively with others in a workplace context. Seek, listen to and act on advice from a support person to clarify language learning goals, identify objectives, monitor progress towards these and update the learning plan.. Give and receive feedback. Use knowledge of previous experiences to identify potential barriers that may affect language learning progress and strategies to address these with the advice of a support person. Match current skills and knowledge to identified goals and identify any gaps. Identify and select types of evidence for portfolio to match purposes of portfolio. Select and use a range of conversational strategies to clarify workplace information and instructions. Select communication strategies appropriate to context and purpose to initiate and participate in straightforward workplace conversations and to complete straightforward workplace texts using appropriate conventions. Initiative and Enterprise Apply learning strategies to other contexts. Suggest changes / ideas to other class / group members to improve outcomes. Proofread and correct own writing. Follow and confirm processes to develop and document a learning plan with advice from a support person, monitor and adapt the learning plan, collect and organise evidence for a portfolio and maintain the portfolio with advice from the teacher / supervisor, or other support person. Draft, proofread and edit straightforward texts for employment. Organise required learning materials and resources.
Problem Solving
ESL Framework
Self-management
Prioritise learning goals in learning plan. Take responsibility for monitoring progress of learning plan and updating it accordingly Monitor and evaluate own performance and note success factors as well as barriers to achievement of goals. Reflect on language learning tasks and identify ways to improve with advice from a support person. Identify a range of learning options and strategies and ways in which these can be applied to other contexts. Identify personal strengths and weaknesses and preferred learning styles. Accept opportunities to learn new ways of doing things and implement changes with support. Implement changes in strategy if necessary. Use knowledge of previous language learning experiences to identify learning goals Use a range of learning / communication technology relevant to employment purposes to communicate in English.
Learning
Technology
ESL Framework
21937VIC Certificate IV in ESL (Employment / Professional)

The following table contains a summary of the Employability Skills required for this qualification. The Employability Skills facets described here are broad requirements that may vary depending on qualification packaging options. Learners may already have developed Employability Skills drawing on language(s) other than English. The focus of this qualification is Employability Skills where English is the medium of communication. As learners move through the course they may draw increasingly from English in addition to first language(s). Employability Skill Communication Requirements for this qualification include: Listen to and interpret complex verbal information in an employment or professional context. Use questioning and active listening to ascertain and clarify information / ideas / opinions in an employment or professional context. Discuss and share information / ideas / opinions in formal and informal contexts. Negotiate complex issues with others. Read and interpret a range of relevant documentation and write complex documents for a range of employment or professional purposes and audiences Recognise and interpret non-verbal signs and signals. Investigate mathematical information and relationships embedded in a task for employment or professional purposes. Use a wide range of formal and informal mathematical language and representation. Team Work Problem Solving Work collaboratively with appropriate teachers/supervisors and other class / group members to provide and elicit feedback. Critically analyse context and purpose and use a range interactional strategies to initiate, manage and sustain complex formal and informal conversations and transactions. Assess effectiveness of presentations and suggest strategies to improve Initiate, manage and contribute to conversations and elicit responses in a range of workplace contexts. Plan and draft an extended oral presentation or report for an employment or professional context according to audience, purpose and register. Evaluate own performance and actively seek and act upon feedback from teachers/supervisors and peers. Accept opportunities to learn new ways of doing things and share knowledge and skills with other class / group members. Monitor and evaluate own learning. Change strategies if required to meet goals. Use a range of learning / communication technology to communicate in English.
Initiative and Enterprise Planning and Organising Self-management Learning
Technology
ESL Framework

The following table contains a summary of the Employability Skills required for this qualification. The Employability Skills facets described here are broad requirements that may vary depending on qualification packaging options. Learners may already have developed Employability Skills drawing on language(s) other than English. The focus of this qualification is Employability Skills where English is the medium of communication. As learners move through the course they may draw increasingly from English in addition to first language(s). Employability Skill Communication Requirements for this qualification include: Give and respond to oral presentations for further study purposes. Discuss information / ideas / opinions /instructions with others. Use questioning and active listening to ascertain and clarify information / ideas / opinions. Follow / give verbal instructions. Make verbal requests and suggestions in a study context. Locate, interpret and evaluate relevance of information of some complexity in electronic, printed, handwritten and visual texts. Draw on researched information to write straightforward texts appropriate to audience. Investigate mathematical information and relationships embedded in a task. Use a range of formal and informal mathematical language and representation. Team Work Seek, listen to and act on advice from a support person to clarify language learning goals, identify objectives, monitor progress towards these and update the learning plan. Participate in group interaction in a study context, clarify responsibilities and expectations and plan and present own contribution. Give and receive feedback from teacher and peers and contribute ideas. Identify strategies to deal with group problems. .. Use knowledge of previous experiences to identify potential barriers that may affect language learning progress and strategies to address these with the advice of a support person. Match current skills and knowledge to identified goals and identify any gaps. Identify and select types of evidence for portfolio to match purposes of portfolio. Select and use a range of strategies to clarify aural, oral and written meaning and information. Select communication strategies appropriate to context and purpose to initiate, maintain and manage straightforward discussions and to analyse and complete straightforward texts for research purposes using appropriate conventions. Initiative and Enterprise Invite and seek clarification of information Adapt to changes in procedures or arrangements. Suggest changes / ideas to other class / group members to improve outcomes. Follow and confirm processes to develop and document a learning plan with advice from a support person, monitor and adapt the learning plan, collect and organise evidence for a portfolio and maintain the portfolio with advice from the teacher / supervisor, or other support person. Plan, draft and present an oral presentation and plan, draft, proofread and edit straightforward texts for study purposes according to audience, purpose and register. Organise required learning materials and resources
Problem Solving
ESL Framework
Self-management Learning
Review own performance in group and individual contexts and actively seek and act upon advice and guidance. Identify a range of learning options, and clarify learning goals. Identify personal strengths and weaknesses and recognise how to learn best. Accept opportunities to learn new ways of doing things and implement changes with support. Review progress towards goals. Implement changes in strategy if necessary. Locate and use language learning references for study purposes. Use a range of learning / communication technology relevant to further study purposes to communicate in English.
Technology
ESL Framework

The following table contains a summary of the Employability Skills required for this qualification. The Employability Skills facets described here are broad requirements that may vary depending on qualification packaging options. Learners may already have developed Employability Skills drawing on language(s) other than English. The focus of this qualification is Employability Skills where English is the medium of communication. As learners move through the course they may draw increasingly from English in addition to first language(s). Employability Skill Communication Requirements for this qualification include: Discuss and share information / ideas / opinions in further study contexts. Present and respond to extended oral presentation. Use questioning and active listening to ascertain and clarify information / ideas / opinions. Locate, interpret and analyse a range of complex documents. Write complex texts relevant to a range of purposes and audiences. Write an extended text using evidence appropriately to justify argument / position / thesis. Take notes on complex oral presentations or from reading. Investigate mathematical information and relationships embedded in a study task. Use a wide range of formal and informal mathematical language and representation. Team Work Participate in a sustained group interaction in a study context and identify strategies to facilitate the work of the group. Give and receive feedback from teacher and peers and contribute ideas. Evaluate a range of pathway options, select appropriate option/s and identify learning goals to match selected options. Use knowledge of previous experiences to identify and assess potential barriers that may affect language learning progress and strategies to address these with the advice of an appropriate advisor. Analyse current skills and knowledge, match to identified goals and identify any gaps. Identify, select and assemble types of evidence for portfolio to match uses and audiences of portfolio. Critically analyse and. Evaluate effectiveness of discourse features and strategies used by speakers in a range of complex aural texts for further study purposes. Select discourse strategies to suit context and purpose of study task to create a range of texts for study purposes. Critically evaluate sources of information for relevance to study task. Initiative and Enterprise Select and evaluate appropriate learning strategies and apply to other contexts. Clarify context and purpose of aural, oral and written texts. Look for opportunities to do things better and suggest ideas to other class / group members. Define and apply processes to develop and document a learning plan with appropriate advisor, monitor and evaluate achievement of stages of the learning plan, collect and assemble evidence for a portfolio and maintain the portfolio according to requirements. Plan, draft and present an extended oral presentation and plan, draft, proofread and edit complex and extended texts for study purposes according to audience, purpose and register.
Problem Solving
ESL Framework
Self-management Learning
Appraise success factors and barriers to success in meeting goals, review own performance and actively seek and act upon advice and guidance. Identify a range of possible learning options and prioritise own learning goals for specific field of study. Source an extensive range of language references for ongoing learning. Identify personal strengths and weaknesses. Design own learning goals. Accept opportunities to learn new ways of doing things and share knowledge and skills with other class / group members. Use a range of learning / communication technology to communicate in English.
Technology
ESL Framework
APPENDIX C: Research and Consultation

ESL ADVISORY GROUP CONSULTATIONS/ FOCUS GROUPS
Name Jill Lewis, Convenor of Advisory Group Anne Cosentino, Rep on Reaccreditation PSC plus Stav Touranakos and staff Pat Barnden and Hazel Rice Maria Muccillo Helen Kezilas and Lesley Rhodes Gwenda Lavender Clare Nelson Lidia Arapova and Patricia Sacco Sarah Deasey Jenny Mullumby Frances La Riccia Kerry Jones and Suzie Wells Fran Newell Neil Barlow Fiona Graham and Tracy Batt Connie Cecys Sally Hearn Wesa Chau Marcia Guild Maree Bonne
Organisation CAE Chisholm Institute
FOCUS GROUP Tuesday 29 April 2008 Tuesday 29 April 2008
Box Hill Institute Access Programs Box Hill Institute ELICOS Programs Swinburne University Victoria University Holmesglen Institute Djerriwarrh Employment and Training Carlton Neighbourhood Learning Centre Preston Neighbourhood House (phone) NMIT (phone) Gordon Institute (phone) VU community partnership program Spectrum Migrant Resource Centre VU ESL Aged Care and Health Services Vermont South Neighbourhood House (phone) AMES Employment Ethnic Communities Council ACFE Western Region Bendigo TAFE (email)
Monday April 14 2008
Tuesday April 15 2008 Tuesday 15th April2008 Tuesday May 6th 2008 Friday 2 May 2008 Tuesday 13 May 2008
ESL Framework
Avril Blay ESL Teacher Participants (approx 30) in ESL PD session Barbara and Karen Balvinder Kauer
Kew Neighbourhood House (phone) Cross provider session conducted as workshop (22 April 2008) Community West (phone) Goulburn Ovens TAFE (phone)
Focus Group Summary - what the students told us:

But we do understand what we need Eight focus groups were conducted in eight different metropolitan RTOs. There were 5 TAFE Institutes and one large ACE (Adult Community Education) organisation and two small ACE providers a neighbourhood learning centre and an employment and training centre. Each focus group had between 4 and 10 participants from across a number of certificate levels. Length of time in Australia Across the eight groups there was a great variation in how long students had been in Australia. Of those who provided their arrival date information: 15 had been in Australia for between under five years 6 from between 6 and 15 years, and 9 had been in Australia for 16 years or more. Skilled and unskilled Long term migrants Those who had arrived more than 16 years ago tended to be unskilled and had worked for periods of time in factories, or had been at home looking after children. They had returned to full or part time English classes in order to improve their skills to enter the labour market, or further training. Recent arrivals The more recent arrivals tended to be skilled migrants who were attending ESL classes before returning to their professions or similar occupations. There were approximately 20 who had previous qualifications and work experience in professional or semi professional jobs. Some of the jobs people were qualified to do were: aviation engineer; computer scientist; graphic designer; telecommunications engineer; lawyer, doctor, nurse; teacher. Some were small business owners. The remaining 25 had little or no education and were unskilled workers, or had been injured at work and were looking for different kinds of work. Reasons for enrolling in the ESL course A course with a purpose and - one size doesnt fit all

Pathway to work or further study - students nominated a range of courses To re-enter the workforce General to learn more English (not necessarily with a vocational focus)
ESL Framework
CASE STUDIES - LEARNERS IN CURRENT ESL CERTIFICATES

Certificate I Access: A came to Australia from East Timor 15 years ago. She spent many years at home looking after her family. She started studying ESL in 2007 in order to improve her skills so she could undertake a Beauty / Massage course. Once she has completed this course, she would like to open her own business. She referred to the difficulties she faced as an older migrant and long term resident and regretted she had not previously had the opportunity to access education. She felt that her Listening and Speaking (conversation) skills had improved a great deal, and that her confidence had increased. A wants to learn more writing and conversation. Certificate II Access: B came to Australia from Vietnam 20 years ago. He worked in a factory in the textile industry for 13 years, before the factory closed. He has attended this ESL Class for 12 months. B would like to find work and wants to learn to write job applications and resumes, and practice participating in interviews. B referred to his experience applying for a job two years ago: I passed the practical skills part, but when I got to the third stage (interview) I didnt understand the questions. The interviewer asked me How could you improve work safety and environment? I know about safety, but the interviewer said I didnt answer the question. I saw her write didnt understand question. I failed the job interview. Certificate III Access: C joined the class to improve her English language skills. She has been in Australia for 3 years. C was good at reading, writing and grammar because of her English studies in China, but I couldnt open my mouth. She wants to improve her conversation skills, including idioms. She felt it was good to learn grammar but people talk differently in the real world. C reported that she had made slow progress in the first two years of her studies, due to the stresses of settlement. In her third year, she started to feel a sense of progress, particularly in listening, but also due to increased confidence. Now, she feels that her speaking has much improved. She is now able to do more by herself, to express herself, and to communicate with neighbours. She also wants to learn about Australian culture and current affairs. Certificate IV Access: D came from Vietnam 28 years ago, and worked as a supervisor for the last 23 years. He wants to learn ESL speaking and writing. He will go from Certificate IV ESL to Liberal Arts, and from there to Higher Education. He wants to apply for library studies, but says that at his age it is difficult. D says that the teacher prepared the students step by step. He likes reading comprehension and now feels confident to do homework. I can listen well. I can write better than before. I feel confident. Certificate III with aged care Student X came from Chile 31 years ago, raised a family and worked in a variety of jobs including as a home helper for the local council. She was injured at work and decided to improve her reading and writing. She completed a Certificate II (Access) and was currently completing a Certificate III program with a focus on aged care. She feels that she can write better now and was excited because she had a work placement at a nursing home coming up next month. Her goal is to complete a Certificate III in Aged Care and to find employment in this industry. She feels this would also help her to care for her aged mother. Certificate IV Employment Student Y is an electrical engineer/IT computer programmer from India and has been in Australia for 4 years. She has worked as a machine operator in Australia and has decided to get back into the IT field. She is currently completing a Certificate IV in ESL Employment with a focus on Engineering. She is keen to find
ESL Framework
out how the IT market works here through practical placement opportunities and what employers are looking for. She wants to work on updating her current industry knowledge and developing her use of web skills. She feels she needs to understand the cultural context of interview situations and the importance of using the right words at the right time. She feels that reading skills in the field is one of the most important skills for her. Certificate IV (Professional) Student XY is a nurse from Iraq who migrated to Australia three and a half years ago. She had previously studied interpreting but found there was not enough work in the field. She is currently completing a Certificate IV (professional) to pass the OET, undertake a 3 month refresher course for nurses and obtain registration as a Division 1 nurse. She felt she needed more of a focus on reading and writing to successfully complete her OET. Certificate IV (Further Study) Student AB came from China five years ago after having completed some tertiary study and would like to get a job as a nurse. She has already completed a Certificate III in ESL as well as a Certificate III in Aged Care. She is also working part time in an aged care facility and is now completing a Certificate IV in Further study with a focus on health. She is planning to access a pathway into the Gateway program which is offered as a preparatory course for Division 2 Nursing. She wants to especially focus on her listening and speaking. There is a big English problemSome of our people cant even fill a Centrelink form or get access to driver education. But we do understand what we need. Akoch Manheim, of the Sudanese Lost Boys Association (The Age May 17th 2008),
ESL Framework
DESTINATIONS OF STUDENTS EXAMPLES FROM 2006 AND 2007 Further study (2006)
VCE classes Diploma in Hospitality Management Certificate IV in ESL Further Study (Family and Community Services FACS) Pre-Apprenticeship in Automotive Certificate II-IV in Information Technology Pre-Apprenticeship in Electrician Bachelor of Social Work Advanced Diploma in Computer Systems (Engineering) Graduate Diploma in Education Certificate III in Accounting Certificate II in Printing & Graphic Arts Bachelor of Social Science Advanced Diploma in Accounting English for Nursing Certificate II in Business Certificate II in Office Administration Certificate IV in ESL Further Study (Business) Pre-Apprenticeship in Electro technology Welding course Aged-care course at Chisholm Diploma of Welfare (Community Development) Diploma in Tourism Operation Management Certificate IV in Financial Services Nursing Certificate III in Aged Care Certificates in General Education for Adults Certificate II in Community Pharmacy
Further study (2006)

Post Grad IT (Swinburne) Fine Arts Monash Cert III in Business Admin./ Dip Business Pathology Course Cert II Automotive Cert IV Electrical Cert II Business Admin Cert III Financial Services Cert II Hospitality Diploma in Community Development Bachelor Vet. Science Cert III in Hospitality(Commercial Cookery) Masters Cert IV Community Development Cert II Business Administration Diploma Childhood Development Nursing Diploma Accounting Diploma in Business Admin Cert 4 Alcohol and Other Drugs
ESL Framework
Cert 4 Further Study Accounting ,marketing ,business etc Certificates in IT Gateway to Nursing OET course
Certificate IV in Liberal Arts Certificate III in Childrens services Diploma /advanced Diploma courses Interpreting course at RMIT Higher education courses
Employment outcomes (2006)

Building work Full-time process work Full-time work in food processing Community work at MRC (Migrant Resource Centre) Painter Working at supermarkets Hayman Reese process workers Tattersalls shop Aged Care worker Cleaner Full-time work in Hospitality Self-employed own business in food services Retail in Pharmacy Shop keeper Voluntary Day Care work Packaging Retail deli assistant Restaurant Chef Taxi driver
Employment outcomes (2007)

Cleaner Seasonal Worker Process Worker Teacher Retired Packing General hand Aged Care industry Home carers Voluntary Work Teachers Aide Interior Designer
Own business Factory worker Voluntary Work Self employed Bricklaying Sales Person Upholsterer Child care worker Process Worker Business Manager Dental Assistant Office Administrator
ESL Framework
LITERATURE OVERVIEW
The following key issues have been identified from literature reviewed . They are also reflected and reinforced by issues raised and views expressed by practitioners and learners in the focus group sessions. Recent research on effective teaching and learning in ESL: Pedagogy should be responsive and flexible; not prescribed by too restrictive a curriculum, nor constrained by rigid targets and assessment procedures. (2006 NRDC: 47) Current literature about learning L2 tells us that learning works best when we bring the learners context and the skills framework together (Ivanic et al. 2006) International research into successful outcomes for ESL learners indicates that there needs to be a meaningful context to language development. (Barton 2006) Even at beginner levels it is possible to focus on talk in interaction beyond the level of word or short utterance. (Cooke and Roberts 2007:53) Implications need to construct a curriculum which can be contextualised for a range of learners and which allows for language skills to be applied in meaningful context relevant to the learners needs. This includes beginning learners being able to develop useful language skills beyond word level. Learner diversity Research in the UK on learner variables in adult ESOL has found that none of the variables such as age, gender, employment status and so on in and of themselves were found to make a difference in progress. The only factors found to be significant were the learners actual attendance rates, and the length of time they had already spent in the UK at the point of study. (Baynham et al. 2007). Long term migrants tended to be those who had little formal education whereas more recent arrivals are often skilled migrants, and find learning English easier. This research also found that the super-diversity of ESOL learners cannot be fully catered for by differentiation in the classroom alone. Pathways or trajectories through provision need to be developed which cater for specialisations, including more fast-tracking for those with skills, high quality careers advice and more specialist literacy provision (Baynham et al. 2007: 70). Implications need to build in choice to course structure so that specific programs can be designed for the range of learners Integrating language development into vocational contexts A large group of ESL learners are motivated to develop their language skills to find employment. In investigating motivations for attending LL&N classes, Ivanic et al 2006 found that Gone is the sense that you can come to college because you enjoy it. Even in the non vocational courses there is a constant pressure for progression, progression. Qualifications and employment are the main goals for many learners, especially those for whom English is an additional language. (Ivanic et al 2006:30). In her research Miralles (2004) found that participants were strongly of the view that, even only with moderate English proficiency, it was possible to complete training programs if language support was an integral part of the program. She found that participants were critical of general English classes. They felt that ESL programs should be far more strategically and systematically focused on preparing them to enter the workforce. She found that participants had a high expectation that training should lead to employment and that obtaining work experience as part of the program helped them to understand Australian workplace culture. This supports the importance placed on practical placements by both practitioners and learners. Another research report (NRDC: 2006) found that embedding or integrating language and literacy into level 1 and 2 vocational programs resulted in higher retention and course success rates on embedded courses, increased learner achievement in literacy/ESOL and numeracy qualifications. Success rates for the vocational programs with embedded LL&N were also higher. Learner feedback indicated that they valued LL&N more when it was integrated with vocational content.
ESL Framework
Implications These findings support initiatives by some providers involved in the consultations to move towards providing blended programs for their learners and also support a general feeling among practitioners that the focus on employment needs to be extended to lower levels. They also echo some of the voices of learners who participated in the focus groups (See focus group overview). Pathways Miralles (2004) found that learners had a misunderstanding or little understanding of pathways from ESL programs to employment. They became disillusioned when their program did not lead to employment outcomes and in some cases this resulted in course withdrawal. they misunderstand their (program) objectives and expect the program to provide access to employment. Participants felt that there needed to be a systematic approach to pathways planning and information. Similarly Ivanic et al 2006 note the following in one of their case studies. Abdul, like other recently arrived students, was very unsure about the learning route and the possible optionshe was learning English but not getting the information and advice he needed in order to move towards his goal as quickly as possible (Ivanic et al 2006:30) Implications - This raises the question of the potential for inclusion of pathways training as part of the ESL curriculum. Do we need to develop units/modules on pathways to enable learners to have access to information about options and to feed into the development of a learning plan? Learners indicated in the focus groups they would like career information. Changing learner profiles According to immigration data and the literature there has been an increase in learners from highly oral cultures. language teaching curricula in ESL programs may not sufficiently address this area. This is because these curricula are largely framed from the perspectives of a highly literate society (Wigglesworth (ed) Nicholas & Williams 2003:31). Programs requiring concurrent development of speaking, listening, reading, writing, numeracy and learning skills may constitute too great a learning burden for Sudanese learners To better support these learners in their language development Burgoyne & Hull believe that greater flexibility in course content and outcomes to enable learners to concentrate initially on oral English language skills may provide a better strategy. (Burgoyne & Hull, NCVER 2007 :7) Implication - What is the implication of these perceptions for the restructuring of qualifications at the Entry level? Cross cultural perspectives of language learning In her research Lynda Yates argues that ESL learners need to know more than how to use a language. They also need to know about what she calls the secret rules of using language to communicate in specific contexts. She gives the example of the workplace. She uses the Employability Skill of communication to argue that learners from different cultural backgrounds have a different experience in interacting with others to those expected in Australia. For those who have had their formative interactional experiences in another culture, the problem is amplified because the nuts and bolts of successful and appropriate communication may look very different in different cultures (Yates 2007:13). She asks the question about HOW good communication is achieved. Her research reveals that the cultural aspects of communication are not addressed as they should be in ESL programs (Yates 2007:16). She concludes that the secret rules of language should be made more explicit in curriculum especially with an emphasis on obtaining employment and interacting in a workplace. Implications - This is supported by comments from both providers and learners who participated in the consultations who commented on the need to provide a greater focus on cross cultural communication especially in relation to obtaining employment
ESL Framework
English language skills and employment Data from surveys show that employment of migrants in Australia is strongly correlated with their knowledge of the English language. Immigrants who speak English well have employment rates that are twice those with limited or no English mastery. (Liebig 2006) Saunders (2008: 11) many skilled migrants experience difficulties in finding employment in their occupational fieldReasons are likely to be that some migrants lack either everyday English skills or more specialised English skills specific to their occupation.. fewer than a quarter of young, degree-education migrants are finding skilled or professional jobs in their areas of studyMigrant graduates failing to get jobs (The Age 29 April, 2008). Implication a need to ensure that the curriculum has a focus on the needs of these learners for specific targeted programs. ELICOS Growth in International Education in Victoria includes students who complete ELICOS courses. In 2007, there were 24,219 students in this category. Increasingly this curriculum is being used to develop skills of these students. They need fast track programs focussing on specific further study skills as well as further study culture. Government policies and strategies likely to influence next 5 years: Federal from Press Release Tuesday May 13th Senator Chris Evans, Minister for Immigration and Citizenship Increased investment to strengthen measures to help migrants gain language skills needed to join the Australian workforce. Employment Pathways program and Traineeships in English and Work Readiness The pathways program will help people with the lowest levels of literacy learn English in formal and informal settings while introducing them to the Australian workforce, Senator Evans said. The traineeships will help new migrants continue to learn English while they develop knowledge, skills and experience in Australian workplace culture. Both programs funded over four years are designed to help migrants pursue an ongoing pathway to successful employment opportunities. Ensuring migrants are equipped for the workforce is an important economic objective in an environment of labour shortages which are adding to inflationary pressures. State Skilled Victorians 2006 and the new paper Securing our economic prosperity 2008 push to increased training and higher level qualifications.
References
Basic Skills Agency, Department for Education and Skills 2001 Adult ESOL Core Curriculum http://www.basic-skills.co.uk/. Barton, D. 2006 A social perspective on language, literacy and numeracy, Reflect, Issue 5. Baynham, M, Roberts, C. Cook, M.,Simpson J. Ananiadou, K., Callaghan, J. McGoldrick, J. and Wallace, C. 2007 Effective Teaching and Learning: ESOL, London: NRDC. Benesch, S. 2007 What about the students? English Language Learners in Post Secondary Settings in Cummins, J. and Davison, C. (eds.) 2007 International Handbook of English Language Teaching, New York: Springer. Belcher, D. 2006 English for Specific Purposes: Teaching to Perceived Needs and Imagined futures in the Worlds of Work, Study and Everyday Life, TESOL Quarterly, Vol 40: 1, pp 133 - 156. Brooks, G., Burton, M., Cole, P. and Szczerbinski, M. 2007 Effective teaching and. learning: Reading. London: NRDC.
ESL Framework
Burgoyne, U, Hull O, 2007 Classroom management strategies to address the needs of Sudanese refugee learners NCVER. Casey, H., Cara, O, Eldred, J., Grief, S, Hodge, R, Ivanic, R, Jupp, T, Lopez, D, and Mc Neil B, 2006 Embedding literacy, language and numeracy in post-16 vocational programs-the impact on learning and achievement London: NRDC. Council of Europe, Council for Cultural Cooperation 2001 Common European Framework of reference for languages: learning, teaching, assessment Cambridge, Cambridge University Press. Crabbe, D. 2003 The Quality of Language Learning Opportunities TESOL Quarterly 37: 1: 9- 34. Cummins, J. and Davison, C. (eds.) 2007 International Handbook of English Language Teaching, New York: Springer. Department of Education, Employment and Workplace Relations 2008 Australian Core Skills Framework Canberra. Derewianka, B. 2007 Changing Approaches to the Conceptualisation and Teaching of Grammar in Cummins, J. and Davison, C. (eds.) 2007 International Handbook of English Language Teaching, New York: Springer. Derwing, T. M. & Munro, M.J. 2005 Second Language Accent and Pronunciation Teaching: A Research Based Approach, TESOL Quarterly Vol 39: 3: 379-397. Dunworth, K. 2008 A Task-Based Analysis of Undergraduate Assessment: A Tool for the EAP Practitioner TESOL Quarterly Vol.42. No 2: 315-323. Ellis, R. 2006 Current Issues in the Teaching of Grammar: An SLA Perspective, TESOL Quarterly, Vol 40: 1, pp 83-108. Falk and Millar 2001 Review of research: literacy and numeracy in vocational education and training, NCVER, http://www.ncver.edu.au/research/proj/nr9005.pdf Hyland, K.and Tse, P. 2007 Is there an Academic Vocabulary? TESOL Quarterly Vol 41: 2, pp 235 254. Ivanic, R. Appleby, Y. Hodge, R., Tusting, K. and Barton D. 2006 Linking learning and everyday life: a social perspective on adult language, literacy and numeracy classes London, NRDC. Liebig, T., 2006 The Labour Market Integration of Immigrants in Australia, OECD Social, Employment and Migration Working Papers, OECD, Paris. Levis, J.M. 2005 Changing Contexts and Shifting Paradigms in Pronunciation Teaching TESOL Quarterly Vol. 39: 3: 369-377. Li, Y. 2007 Apprentice scholarly writing in a community of practice: An intraview of an NNES graduate student writing a research article., TESOL Quarterly, Vol. 41: 1 pp 55 - 79. Miralles, J. 2004 A Fair go: Factors impacting on vocational education and training participation and completion in selected ethnic communities NCVER. Nicholas H. and Williams A . 2003 Oracy is more than the absence of literacy: Changing learner groups in ESL classrooms in highly literate societies in Wigglesworth , G (ed) The Kaleidoscope of adult second language learning: Learner, teacher and researcher perspectives Research collection 2. Nunan, D. 2007 Standards-based approaches to the Evaluation of ESL Instruction in Cummins, J. and Davison, C. (eds.) 2007 International Handbook of English Language Teaching, New York: Springer. Pawlikoska-Smith, G. 2000 Canadian Language Benchmarks 2000 English as a Second Language - for Adults http://www.language.ca. Pawlikowska Smith, G. 2002 Canadian Language Benchmarks 2000: Theoretical Framework http://www.language.ca. Pennycook, A. 1996 Borrowing Others' Words: Text, Ownership, Memory, and Plagiarism, TESOL Quarterly, Vol: 30: 2, pp 201- 230.
ESL Framework
Roberts, C. and Cooke, M. 2007 Reflection and action in ESOL classrooms NRDC. Saunders, J. 2008 Skilled Migration and the Workforce: An Overview NCVER. Scottish Qualifications Authority English for Speakers of other Languages www.sqa.org.uk. Starfield, S. 2007 New Directions in Student Academic Writing in Cummins, J. and Davison, C. (eds.) 2007 International Handbook of English Language Teaching, New York: Springer. Street, B. (ed.) 1993 Cross-cultural approaches to literacy New York, Cambridge University Press. Wallis, S. and Sanchez, L. 2008 No one is an empty vessel: ESL and Aged Care Fine Print Vol 31: 1 Widdowson, H. G. 2002 Defining Issues in English Language Teaching Oxford University Press, Oxford. Wigglesworth, G. and Yates, L. 2007 Mitigating Difficult Requests in the Workplace: What learners and Teachers Need to Know, TESOL Quarterly Vol 41: 4 791-803. Wylie, E. & Ingram D., 1999 International Second Language Proficiency Ratings (ISLPR) General Proficiency Version for English, Griffith University, Nathan, QLD. Yates L 2007 The not-so generic skills: Teaching employability communication skills to adult migrants Teaching in Action 3 NCELTR North Ryde.
ESL Framework
APPENDIX D: Adult Language and Literacy Curricula An approximate Guide to Exit and Entry Level alignments
IELTS Exit Level ISLPR Exit ACSF Exit Level 5 5.5. / 6.0 / 6.5 3 / 3+ 4 ESL Framework Certificates IV in ESL CSWE IV 5 / 5.5 3.5/4.0/4.5 2+/3 2 3 2 Certificates III in ESL Certificates II in ESL CSWE III CSWE CGEA III 2+/3 II I I INTRO 2+ 2 1+ ISLPR Entry
1+ 1
1 1
Certificate I in ESL Course in ESL
CSWE II CSWE I Course in Preliminary SWE
INITIAL
1 0/1-
IELTS ACSF CSWE CGEA ISLPR
International English Language Testing System (operated by Cambridge ESOL, British Council and IELTS Australia Pty Ltd.) Australian Core Skills Framework ( DEEWR) Certificates in Spoken and Written English ( NSW AMES) Certificates in General Education for Adults ( ACFE 2007) International Second Language Proficiency Ratings (Wylie & Ingram 1999)
SECTION
Unit Information
ESL Framework
ESL Framework
Section C: Unit Information

Section Unit Code Unit Title

C1 C2 C3 C4 C5 C6 C7 C8 C9 VPAU487 VPAU488 VPAU489 VPAU490 VPAU491 VPAU492 VBQU114 VBQU115 VBQU116 Develop a language learning plan with support Use beginning language learning strategies with support Communicate basic personal details and needs Give and respond to basic instructions and information Read and write short basic messages and forms Read and write short basic factual texts Recognise time, money and directions Recognise measurement and design Recognise numerical and statistical information

C10 C11 C12 C13 C14 VPAU501 VPAU493 VPAU494 VPAU495 VPAU496 Plan language learning with support Participate in short simple exchanges Give and respond to short, simple verbal instructions and information Read and write short simple messages and formatted texts Read and write short simple informational and instructional texts

C15 C16 C17 C18 C19 VBQU117 VPAU497 VPAU498 VPAU499 VPAU500 Develop and document a learning plan and portfolio with guidance Participate in simple conversations and transactions Give and respond to simple verbal information and directions Read and write simple personal letters and formatted texts Read and write simple routine informational and instructional texts
Section C: Unit Information State of Victoria Version 1: December 2008 Page 101
ESL Framework

C20 C21 C22 C23 C24 VBQU130 VPAU502 VPAU503 VPAU504 VPAU505 Develop and document a learning plan and portfolio Engage in casual conversation and straightforward spoken transactions Give and respond to a range of straightforward instructions and informational texts Read and write a range of straightforward letters and formatted texts Read and write a range of straightforward informational, instructional and other texts

C25 C26 C27 C28 C29 C30 VBQU142 VPAU506 VPAU507 VPAU508 VPAU509 VPAU510 Research pathways and produce a learning plan and portfolio Analyse and participate in complex conversations Give and respond to a wide range of oral presentations and instructions Read and write a range of complex or extended texts Read and write instructions and advisory texts Read and write extended creative texts

C15 C31 C32 VBQU117 VPAU511 VPAU512 Develop and document a learning plan and portfolio with guidance Speak and listen to simple texts for employment Read and write simple texts for employment

C20 C33 C34 VBQU130 VPAU514 VPAU515 Develop and document a learning plan and portfolio Speak and listen to a range of straightforward texts for employment Read and write a range of straightforward texts for employment
21937VIC Certificate IV in ESL (Employment/Professional)

C26 C35 C36 VPAU506 VPAU518 VPAU519 Analyse and participate in complex conversations Present and listen to complex oral presentations in an employment or professional context Give and follow a range of complex instructions in an employment context
ESL Framework
C37 C38 C39 C40 C41
VPAU520 TLIE607D BSBWRT401A VPAU521 VPAU522
Read and write complex texts for employment Collect, analyse and present workplace data and information Write complex documents Critically read and write formal letters and complex prose texts for professional purposes Critically read, write and edit complex descriptive texts in a professional context

C20 C42 C43 C44 C45 C46 C47 VBQU130 VPAU523 VPAU524 VPAU525 VPAU526 VPAU527 VPAU528 Develop and document a learning plan and portfolio Give oral presentations for further study Participate in a range of interactions for further study Read and write straightforward texts for research purposes Analyse and produce a range of straightforward texts relevant to further study Listen and take notes for research Use language learning strategies and study skills

C25 C48 C49 C50 C51 C52 C53 C54 VBQU142 VPAU529 VPAU530 VPAU531 VPAU532 VPAU533 VPAU534 VPAU517 Research pathways and produce a learning plan and portfolio Give complex presentations for further study Analyse and participate in complex spoken discourse for further study Read and write complex texts for research purposes Read and write a range of complex texts for further study Use a range of critical reading and writing skills for further study Use language analysis skills to review own texts Take notes from complex aural texts for further study
Electives
C55 C56 C57 VPAU513 VPAU516 VPAU554 Observe and report on activities in a workplace Work effectively in an Australian workplace Use basic computing language and skills
ESL Framework
C58 C59 C60 C61 C62 C63 C64 C65 C66 C67 C68 C69 C70 C71
VPAU555 VPAU556 VPAU557 VPAU558 VPAU559 VPAU560 VPAM543 VPAM544 VPAM545 VPAM546 VPAM547 VPAM548 VPAM549 VBQU155
Use the internet and email to develop language Organise and participate in a practical placement Use services in the local community Locate information on driving and buying a car Locate health and medical information Investigate current issues Australian Environment Australian Government Australian Law Education in Australia Australian Art and Culture Indigenous Australia Australian History Evaluate pathway options, design a learning plan and compile a portfolio
SECTION
C1
VPAU487
Develop a language learning plan with support
VPAU487 Develop a language learning plan with support
Unit Code Unit Title Unit Descriptor

The focus of this unit is orientation to the learning environment and identification of English language and other learning needs. The unit develops skills in planning and implementing learning activities and strategies with a support person. This unit is designed for adult learners with language backgrounds other than English with little or no formal education. The outcomes described in this unit relate to the Australian Core Skills Framework (ACSF). They partly contribute to the achievement of ACSF indicators of competence in Learning Strategies at Level 1.
Employability skills
The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualification Employability Skills Summary in which this unit is included will assist in identifying employability skill requirements. The summary is included in Section B, Appendix B. The language learning plan documents an agreed outline of learning activities and strategies that the learner will undertake during the English language program. The skills developed in this unit provide foundation skills for independent learning and planning. Documentation is completed with or by a support person as required.
Application of the Unit
ELEMENT
Elements describe the essential outcomes of a unit of competency.
PERFORMANCE CRITERIA
Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide.
Clarify initial learning needs
1.1 1.2 1.3
Discuss prior learning with appropriate support persons Discuss language learning needs and strategies with appropriate support persons Identify and discuss supporting learning resources with the support person Identify the purpose of a language learning plan
Discuss and confirm a language learning plan
2.1
21938VIC Course in ESL Version 1, December 2008 Page C1:1
2.2 3 Implement and review the language learning plan. 3.1 3.2 3.3 3.4 3.5
Include identified needs, goals and learning strategies in the learning plan Access and use learning resources with the support person Undertake strategies and steps outlined in the plan Discuss progress towards goals with appropriate support person / s Identify successful strategies in meeting goals with appropriate support person. Use learning plan to assist planning for next step in learning.
REQUIRED SKILLS AND KNOWLEDGE

This describes the essential skills and knowledge and their level, required for this unit.
Successful completion of this unit requires: Linguistic knowledge and skills:
interpret and use a small number of basic, common high frequency nouns and adjectives related to immediate personal learning needs and to express likes and dislikes, for example, I like stories interpret and use basic time modifiers such as today, tomorrow, next week interpret and use a small number of very common high frequency simple imperative forms related to the learning environment, for example, Dont forget, Check respond to simple interrogative question forms such as where, when, what, who, why and yes/no questions, for example, When did you come to Australia? Did you go to school in your country? use and respond to simple connectives to talk about immediate personal learning needs, information and interests, such as, and respond to and use modals can and must, for example, I must read a story seek clarification , repetition for example I dont understand ask for help or support to talk about learning needs use simple paralinguistic features to interpret and convey meaning, such as in communicating learning needs use basic resources for learning, for example, visual aids identify basic learning needs and goals with support person identify basic strategies to achieve goals with support person interpret and use two and three digit numbers, time and dates
Pragmatic knowledge and skills:

Numeracy knowledge and skills
RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different situations that may affect performance, e.g. access to resources; regional contexts. Bold italicised wording in the Performance Criteria is detailed below.
Prior learning may include Appropriate support persons may include
informal learning teacher course coordinator community worker bilingual aide employment agency settlement officer refugee worker family member or a combination of the above special allowances based on prior learning or personal circumstances access to specific resources development of literacy and numeracy skills one on one support language learning strategies homework strategies reading and writing practice strategies visual aids bilingual aide and bilingual support to plan and organise learning to prioritise learning needs to review learning according to broader purpose to plan pathways to link in with future study and employment needs to access specific resources to enable pathways specific needs related to reading writing, speaking and listening in English such as reading strategies, pronunciation practice long and short term goals for study and work
Page C1:3
Language learning needs and strategies may include
Supporting learning resources may include The purpose may include
Identified needs, goals and learning strategies may include
21938VIC Course in ESL Version 1, December 2008
learning strategies such as recording and playing back speech, vocabulary log books conversations with class members vocabulary lists borrowing a book weekly from the library using online language learning activities locating information on study options field trips and excursions to other learning organizations observations guest speakers
Successful strategies may include
Planning for next step may include
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the accreditation submission.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Learners must demonstrate evidence of the ability to:
identify specific language learning goals with a support person work with an appropriate support person to develop and periodically review a learning plan use learning tools, resources and strategies to implement and review the plan with a support person assessment of performance requirements in this unit is best undertaken over the course of the program on-going access to teacher for support with process access to language learning resources access to a range of learning tools and supports as required such as bilingual support
Context of and specific resources for assessment
Method of assessment
A range of assessment strategies or options should be considered to suit the needs of the learner. Appropriate assessment strategies include:

questioning, for example interviews direct observation, for example: real time activities
documented evidence, for example: collections of samples compiled by the learner workbooks supported by visuals or photos
third party feedback, for example: testimonials/reports from other teachers or support workers
Guidance information for assessment
This unit should be delivered and assessed over the course of the enrolment period. It is best integrated with other units in the Course in ESL. Support for the learner in assessment of this unit at this level should take into consideration the following
heavy dependence on a range of non verbal clues to understand meaning need for extensive support in discussion such as repetition, restatement and gestures appropriate support allowing for full participation dependence speaking at a slower rate with many repetitions use of L1 at times extended time to clarify learning goals vocabulary limited to basic needs dependence on the support person to initiate and manage discussion dependence on limited paralinguistic clues to express meaning documentation can be completed by the teacher / assessor/scribe.
SECTION
C2
VPAU488
Use beginning language learning strategies with support
VPAU488 Use beginning language learning strategies with support

The focus of this unit is on beginning language learning skills and knowledge with a support person. This unit is designed for adult learners with language backgrounds other than English, and with no or very little experience of formal learning environments. The outcomes described in this unit relate to the Australian Core Skills Framework (ACSF). They partly contribute to the achievement of ACSF indicators of competence in Learning Strategies at Level 1.
The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included will assist in identifying employability skill requirements. The summary is included in Section B, Appendix B. This unit documents an agreed outline of learning activities and strategies that the learner will develop as part of an English language program designed for learners with language backgrounds other than English, and with no or very little experience of formal learning environments. The skills developed in this unit provide foundation skills for independent learning and planning.
ELEMENT
Complete orientation to the learning environment
1.1
Identify and locate key components relevant to the education context with a support person Clarify and confirm requirements of course with a support person Identify support available in educational context Maintain resources relevant to own language learning Respond to simple teaching instructions and questions Follow conventions of the Australian classroom
1.2 1.3 2 Manage own learning 2.1 2.2 2.3
Recognise and write Roman alphabet
3.1 3.2 3.3 3.4
Recognise letters of Roman alphabet by shape Link knowledge of written alphabet to reading a limited number of personally relevant words in English Write letters of the alphabet Reproduce letters of the alphabet to create a limited number of personally relevant words in English Recognise letters of the alphabet by sound in English Use knowledge of phonemes to comprehend a limited number of personally relevant words in English Pronounce letters of the alphabet according to sound in English Pronounce a limited number of personally relevant words in English
Recognise sounds of Roman alphabet
4.1 4.2 4.3 4.4

Successful completion of this unit requires: Linguistic Knowledge and skills to

identify the role of the Roman alphabet in transferring oral language to written form respond to and use the shape of letters in printed form, in both upper and lower case respond to and use phonemes of English language respond to and use a small number of simple, common high frequency verbs and nouns related to immediate personal context respond to and use a small number of very common high frequency simple imperative forms related top the learning environment for example listen, repeat, open your book distinguish between and reproduce new sounds and rhythms respond to basic interrogative question forms such as where, when, what, who, why and yes/no questions use and respond to vocabulary limited to basic, everyday personal words for example name select and use of appropriate forms of address and greetings in a learning context such as use of first names for teachers or use of titles such as Mr, Mrs identify the conventions of an Australian classroom for example working in groups
Sociolinguistic and cultural knowledge and skills to:
use and respond to polite forms: Please, thank you use writing conventions from left to right and top to bottom use fine-motor skills involved in hand writing / using a keyboard organize and use learning materials seek support available in the learning environment seek clarification of course requirements Numeracy identify two and three digit numbers for example time and dates for classes
Pragmatic knowledge and skills to:

RANGE STATEMENT
Key components relevant to the education context may include
enrolment interview classroom including physical arrangements of tables and chairs whiteboard / pin board calendar / timetable roles of teacher and classroom support people teacher course coordinator community worker bilingual aide attendance timetable stationery length of course subjects or specialisations such as computers assessment requirements support persons such as

Support person may include
Course requirements may include
Available support may include
teacher course coordinator community worker
bilingual aide employment agency settlement officer refugee worker family member / peer
or a combination of the above pens and pencils paper / folder / hand-outs /worksheets electronic aids notepad simple dictionary (e.g. picture dictionary) keeping papers and notes in order keeping word lists listen look at me watch can you ? copy greeting and fare-welling others addressing others by name turn-taking using politeness forms: Please, thank you working collaboratively with other learners, teachers and support workers participating in learning and assessment activities maintaining attention to a task organizing and using learning materials own name and address childrens names key signs / visuals in immediate environment instructions / questions relevant to immediate learning context developing fine-motor skills to form letters, write from left to right, write on the line using a pen and paper
Page C2:4
Resources may include
Maintaining resources may include Simple teaching instructions and questions may include
One or two word instructions such as:

Conventions of the Australian classroom may include
Personally relevant words in English may include
Writing may include
21938VIC Course in ESL Version 1, December 2008
locating and using letters on a keyboard copying
EVIDENCE GUIDE
Learners must demonstrate evidence of the ability to
complete orientation to the learning environment with support manage own learning resources recognise and write letters of the alphabet in the context of a limited number of personally relevant words in English recognise and pronounce letters of the alphabet in the context of a limited number of personally relevant words in English
In addition, to be assessed as competent in the elements and their related performance criteria, the learners performance needs to satisfy the Required Skills and Knowledge specified in this unit. Context of and specific resources for assessment
assessment of performance requirements in this unit is best undertaken over the course of the program on-going access to teacher for support with process access to language learning resources access to a range of learning tools and supports as required such as bilingual support
A range of assessment strategies or options should be considered to suit the needs of the learner. Appropriate assessment strategies include:

direct observation, for example, real time activities oral questioning third party feedback, for example, reports from other teachers or support workers
Support for the learner in assessment of this unit at this level should take into consideration the following
heavy dependence on a range of non verbal clues to understand meaning
need for extensive support in discussion such as repetition, restatement and gestures appropriate support allowing for full participation dependence on speaking at a slower rate with many repetitions. use of L1 at times vocabulary limited to basic needs dependence on the support person to initiate and manage discussion dependence on limited paralinguistic clues to express meaning extended time to complete orientation to the learning environment
SECTION
C3
VPAU489
Communicate basic personal details and needs
VPAU489 Communicate basic personal details and needs

This unit describes the speaking and listening skills and knowledge required by adult learners with language backgrounds other than English with little or no formal education to communicate basic personal information and needs. It focuses on participating in simple conversation and responding to simple requests for personal information. The outcomes described in this unit relate to:
The ISLPR (International Second Language Proficiency Ratings) descriptors for Speaking and Listening. They partly contribute to the achievement of Speaking 1 and Listening 1 the Australian Core Skill Framework (ACSF). They partly contribute to the achievement of ACSF indicators of competence in Oral Communication at Level 1.
and
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included, will assist in identifying employability skill requirements. The summary is included in Section B Course Information (See Appendix B). This unit applies to participants using basic speaking and listening skills in English to satisfy immediate personal and survival needs. The situations in which these skills are applied are limited, and highly supported. The contexts of the conversations will be familiar and highly predictable.
ELEMENT
Elements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable.
Performance criteria indicate the standard of performance required to demonstrate achievement of the element. Terms requiring explanation or further definition should be bolded and italicised and detail provided in the range statement. Assessment of performance is to be consistent with the evidence guide.
Use basic greetings and introductions
1.1 1.2 1.3 1.4
Use and respond to simple greetings in dialogues Make and respond to simple introductions in dialogues Take a number of turns in speaking in a familiar context with a familiar person Use simple statements or paralinguistic expressions to indicate if meaning is unclear
1.5 2. Give basic personal information in a familiar context 2.1 2.2 2.3 3 Make and respond to basic short requests or inquiries 3.1 3.2 3.3
Make and respond to requests for repetition Convey own personal details Respond to requests for basic personal information Express likes and /or dislikes Use and respond to simple questions to make requests or inquiries Use polite language forms to make requests Respond to requests for repetition and clarification

Successful completion of this unit requires: Linguistic knowledge and skills
use and respond to a small number of simple, common high frequency verbs, nouns and adjectives related to immediate personal needs, information and interests use and respond to a limited number of formulaic expressions related to basic needs such as. greetings, introductions for example My name is, How are you? and common topics such as the weather, e.g. Its cold today respond to simple interrogative question forms such as where, when, what, who, why and yes/no questions for example. Where do you come from? Do you live in Dandenong? simple time expressions related to immediate personal needs and information such as today, tomorrow, next week the alphabet so as to be able to spell personal details such as name and address respond to simple modal can, such as, Can you tell me your name? Can you give me your address? use a small number of very common high frequency simple tense forms, such as simple present tense of be and have, for example, I am married, I have two children and simple imperatives such as Sit down please use limited basic high frequency connectives to talk about immediate personal needs, information and interests, such as and and but use simple adjectives to describe objects and express simple likes and dislikes for example I like black coffee use common adjectives after be, such as, good/bad/hot/cold. For example, I am cold. It is good. use regular plural forms, for example, I have two sons.
Sociolinguistic and cultural knowledge and skills to
select and use appropriate forms of address such as use of first names, titles such as Mr, Mrs use and respond to basic common polite expressions for example please, thank you, sorry seek clarification , repetition, for example, I dont understand ask for help or support to negotiate meaning use of simple paralinguistic features to interpret and convey meaning such as in communicating likes and dislikes respond to and use two and three digit numbers such as one three four to provide personal information, for example, addresses and telephone numbers, high frequency sums of money and time and dates, for example, I go to class at 12.00.
Pragmatic knowledge and skills

Numeracy knowledge and skills
RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance.
Simple greetings may include
formulaic expressions such as Good morning, Good afternoon Hi, how are you? Fine thanks and you? See you later/tomorrow/next Monday
Simple introductions may include
My name is This is Luis. Nice to meet you classroom reception/inquiry desk Self Access or Independent Learning Centre childcare centre a person known to the learner and able to provide support as required such as teacher, peer Sorry, I don't understand body language gesture, facial expressions
A familiar context may include
A familiar person may include Simple statements may include Paralinguistic expressions may include
conversation fillers ugh
mmm
Requests for repetition may include
Questions using modal can such as Can you repeat that? Can you say that again?
Requests for basic personal information may include
Questions such as How long have you been in Australia? What languages do you speak? What is your name? Where do you live? Where do you come from?
Likes and dislikes may include
simple statements about objects, places, people, food, for example, I like cats, I like Melbourne, I dont like pizza simple statements to express an opinion, for example, It is beautiful Questions using modal can such as Can you shut the door, please? Can you speak slowly, please?
Requests may include
Inquiries may include
Questions such as those related to general health, country of origin, size, population of country language spoken, family members e.g. Do you have any brothers or sisters? weather information about courses, accommodation, allowances
Polite forms may include
please, thank you excuse me use of modal 'can', for example, Can you close the door please?
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the accreditation submission.

use and respond to basic greetings give basic personal information make and respond to short simple, highly predictable requests for basic personal information and immediate needs
In addition, to be assessed as competent in the elements and their rela criteria, the learners performance needs to satisfy the Required Skill specified in this unit. Context of and specific resources for assessment Method of assessment
assessment tools developed for this unit should utilise resources from the students immediate context which are familiar and not culturally biased
A range of assessment methods should be used to assess language skills and knowledge in real and simulated contexts. The following examples are appropriate for this unit:

direct observation using a checklist third party feedback such as from teachers, community members or peers additional verbal questioning to confirm required skills and knowledge
Evidence of competence in this unit must be gathered on a number of occasions over time and in a range of familiar contexts to allow learners to demonstrate consistency of performance. Assessment should normally involve only the learner and the interlocutor. Support for the learner in assessment of listening and speaking should take into consideration the following:
dependence on a sympathetic interlocutor speaking at a slower rate with repetitions where needed giving a range of non verbal clues to initiate and manage conversations
The learner will have
vocabulary limited to basic needs
minimal awareness of meaning from tone, stress and intonation common frequent errors such as mixing up of tenses and not marking agreement use of no or not for negation mixing up prepositions omitting articles, pronouns, prepositions speaking characterised by frequent hesitations and pauses and strongly influenced by L1
pronunciation of a limited range of words and phrases can be understood with some effort. Assessment should take into account intelligibility over pronunciation.
SECTION
C4
VPAU490
Give and respond to basic information and instructions
VPAU490 Give and respond to basic information and instructions

This unit describes basic speaking and listening performance outcomes, skills and knowledge required by adult learners with language backgrounds other than English with little or no formal education. It develops the skills to engage in short interactions with another person and respond to short, basic everyday spoken information texts and simple everyday instructions in familiar and immediate social contexts. The outcomes described in this unit relate to:
The ISLPR (International Second Language Proficiency Ratings) descriptors for Speaking and Listening. They partly contribute to the achievement of Speaking 1 and Listening 1 the Australian Core Skills Framework (ACSF). They partly contribute to the achievement of ACSF indicators of competence in Oral Communication at Level 1.
and
The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included, will assist in identifying employability skill requirements. The summary is included in Section B Course Information in Appendix B. skills in English to satisfy immediate personal and survival needs. The situations in which these skills are applied are limited and highly supported. The contexts of the instructions and descriptions will be familiar and highly predictable around topics, such as shopping, banking, health and using public transport or topics of personal interest.
Application of the Unit This unit applies to participants using basic speaking and listening
ELEMENT
Respond to a short, simple oral information text
1.1 1.2
Respond to key familiar words which describe factual information in a simple oral information text Interpret and respond to requests for simple factual/descriptive information
2.
Give a short, basic description
2.1 2.2 2.3
Name the subject of the description Use key familiar words to describe the subject Give a basic opinion on any aspect of the description as appropriate
3.
Follow basic, everyday verbal instructions or commands
3.1 3.2 3.3
Respond to instructional and imperative forms Make requests for repetition and clarification Use simple statements or paralinguistic expressions to indicate if meaning is unclear
Give basic everyday verbal instructions or commands to another person
4.1 4.2 4.3 4.4
Use instructional and imperative forms Respond to requests for repetition and clarification Use a limited range of polite language forms Use paralinguistic expressions to support meaning as required.

Successful completion of this unit requires: Linguistic knowledge and skills to:
respond to and use a small number of basic, common high frequency verbs, nouns and adjectives related to basic descriptions and instructions for example Its a nice day, come in, its quiet. personal appearance, for example, black hair, blue eyes, tall, short, or a place, for example, tall trees, its beautiful respond to and use a limited number of formulaic expressions related to common topics for example Its cold today. Its interesting. Its OK. use and respond to basic interrogative question forms for example when, what, who, why for example What is it? respond to and use basic time modifers such as today, tomorrow, next week to give instructions, for example, Come back tomorrow respond to and use basic modal can in relation to giving and responding to instructions for example Can you sit down please? Can you wait?
respond to and use a small number of very common high frequency basic tense forms, such as simple present tense of for example, be and have, such He is tall, It is big and simple imperative forms, for example Sit down, Come in, Take one, push, pull, go left respond to and use a small number of high frequency basic connectives such as and and but, for example It is cold and wet use basic adjectives after be, to describe objects and express simple opinions, for example Its funny, Its sad use basic vocabulary limited to basic, everyday literal words to give simple descriptions and instructions use basic common adverbs, for example to give and respond to instructions such as: here, there, now, slowly, for example, Put it here. Walk slowly. use common prepositional phrases to give verbal description, for example: on the table, at home, in my country use regular plural forms, for example, I have two dogs use appropriate forms of address such as use of first names, titles such as Mr, Mrs use and respond to basic common polite expressions for example please, thank you seek clarification , repetition, for example, I dont understand use body language extensively to clarify and convey meaning use of simple paralinguistic cues to interpret and convey meaning respond to and use two and three digit numbers such as one three four,, high frequency sums of money, time, dates to provide information for example Come to class at 12.00., Come to room 121.


Numeracy:
RANGE STATEMENT
Key familiar words may include
common nouns and adjectives to describe people, places, actions such as: colour such as red car length for example short / long hair numbers There are two size, shape and position words such as Its big / small / round / square, in the middle, under the tree
common prepositions and prepositional phrases such as on/under the table simple descriptions of actions such as hes eating an apple what it is made of such as Its plastic other components such as people, objects, activities represented, as appropriate short statements about familiar personal information such as family, education, address, dates descriptions of: people places such as a living room weather
Simple oral information texts may include
Factual/descriptive information may include
interrogative questions What, for example What is it? Who? Who is it? Where? Where is it?
quantity e.g. How many? size e.g. Is it big or small? dates times person place object event food Common adjectives such as good, pretty, beautiful. For example Its: good bad nice sad
Subject of a description may include
An opinion may include
Aspect of a description may include
colour size shape action classroom instructions such as 'Move down please', Pass me the book' passing on the instructions for a classroom task to another student such as 'Finish this exercise' explaining where the canteen is, or the local milk bar for example 'Turn left, and walk 20 metres' Sorry, I don't understand body language gesture, facial expressions sounds like ugh, mmm please thank you excuse me
Instructional and imperative forms may include
Simple statements may include Paralinguistic may include
Polite language forms may include
EVIDENCE GUIDE
give and respond to basic one step instructions, directions for different purposes and with different audiences to demonstrate competency and consistency of performance use knowledge of basic language features to participate in multiple brief face-to-face exchanges with one or two people to respond to and provide basic information on a range of everyday topics to demonstrate competency and consistency of performance use basic communication strategies to clarify meaning and information
In addition, to be assessed as competent in the elements and their related performance criteria, the learners performance needs to satisfy the Required Skills and Knowledge specified in this unit.
assessment tools developed for this unit should utilise resources from the students immediate context which are familiar and not culturally biased access to culturally appropriate visuals to support text
observation and documentation of response to a range of oral texts such as verbal instructions. observation and documentation of strategies used to seek clarification of meaning oral questioning of strategies used to clarify meaning direct observation using a checklist third party feedback such as from teachers, community members or peers additional verbal questioning to confirm required skills and knowledge
Evidence of competence in this unit must be gathered on a number of occasions over time and in a range of familiar contexts to allow learners to demonstrate consistency of performance.
Assessment should normally involve only the learner and the interlocutor.
Support for the learner in assessment of listening and speaking should take into consideration the following:
dependence on a sympathetic interlocutor speaking at a slower rate with repetitions where needed giving a range of non verbal clues to initiate and manage conversations
The learner will have

vocabulary limited to basic needs minimal awareness of meaning from tone, stress and intonation common frequent errors such as mixing up of tenses and not marking agreement use of no or not for negation mixing up prepositions
omitting articles, pronouns, prepositions word order errors e.g. noun + adjective speaking characterised by frequent hesitations and pauses and strongly influenced by L1
pronunciation of a limited range of words and phrases can be understood with some effort. Assessment should take into account intelligibility over pronunciation
SECTION
C5
VPAU491
Read and write short basic messages and forms
VPAU491 Read and write short basic messages and forms

This unit of competency describes reading and writing performance outcomes, skills and knowledge required by adult learners with language background other than English who have little or no formal education. The focus of this unit is on developing reading and writing skills to interpret and respond to short, basic messages and understand and complete basic forms for immediate personal needs. The outcomes described in this unit relate to:
The ISLPR (International Second Language Proficiency Ratings) descriptors for Speaking and Listening. They contribute partly to the achievement of Reading 1 and Writing 1 the Australian Core Skills Framework (ACSF). They partly contribute to the achievement of ACSF indicators of competence of Reading and Writing competence at Level 1.
and
The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included, will assist in identifying employability skill requirements. The summary is included in Section B Course Information (See Appendix B). skills in English to satisfy immediate personal needs. The situations in which these skills are applied are varied, and can be related to immediate community or workplace contexts. The contexts of the messages and forms will be familiar and highly predictable, such as requests for basic personal information in forms related to banking, payments, commuting, work, community such as health centre or and school / college.
Application of the Unit This unit applies to participants using basic reading and writing
ELEMENT
1.
Read a basic, short written message
1.1 1.2 1.3 1.4
Identify and discuss the type of message being expressed Identify and discuss the purpose and audience of the message Identify and discuss basic greetings and terms of address Locate and interpret specific information in the message Determine and discuss the audience and purpose of the
2.
Write a basic, short
2.1
message for personal purposes
message 2.2 2.3 Use the basic expressions and conventions of messages Convey specific information in writing
3.
Read a simple form requiring basic personal information
3.1 3.2 3.3 3.4
Discuss the purpose of the form Identify and clarify requests for specific information Locate where to write personal information Locate and discuss familiar vocabulary and its meaning
4.
Complete a simple form 4.1 requiring basic personal information 4.2 4.3
Write personal and familiar details according to conventions of forms Use appropriate format for words, abbreviations and numbers Follow instructions and clarify as required.

Successful completion of this unit requires: Linguistic Knowledge and skills to:
interpret and use a small number of basic, common high frequency nouns and phrases related to immediate personal needs, information and interests to read and write messages and forms, such as name, nationality, address interpret and use a small number of simple adjectives and adverbs to describe objects, places, people in messages, for example, common adjectives after be, such as good/bad/hot/cold and common adverbs, such as here, there and very, for example, It is very nice simple time modifers such as today, tomorrow, later to interpret and write basic messages, for example, See you tomorrow use the alphabet and common sound units (phonemes) to decode, interpret and copy basic words and text in upper and lower case such as own name and address interpret and use simple modal can used in basic messages, for example, Can you come at 1.00? use a small number of very common high frequency basic tense forms such as simple present tense, including high frequency irregular verbs, such as be, have, for example, I am well, and imperative used in basic forms and messages/signs for example, Use block letters, Do not use red pen, Do not enter use high frequency basic connectives such as and and but to interpret and write basic forms and
messages, for example, name and address
locate familiar content words in forms and messages such as common warning and directional words or phrases on signs for example Stop, Danger construct basic short sentences correctly - (subject-verb-object),for example: I like Australia or subject verb-adverb/adjective/prepositional phrase), for example: I am at work interpret and use basic prepositional phrases in messages and forms such as I am at home, Write in the box use and choice of appropriate forms of address such as use of first names, titles such as Mr, Mrs or familiar forms of address in formal/informal messages use basic conventions in messages such as openings, salutations, and in forms such as dates, titles, address use of writing conventions from left to right and top to bottom use basic common polite expressions for example please, thank you, How are you? use conventions to complete basic forms for example writing in a box, circling information seek clarification of instructions on forms, for example I dont understand ask for help or support to interpret and convey meaning ask for assistance from a support person to check writing and copy correctly where required represent information visually to convey meaning where appropriate locate, interpret and use two and three digit numbers such as one three four, high frequency sums of money time such as two-thirty, dates

Numeracy knowledge and skills:
distance measurements, for example 20 kilometres, 20 metres
RANGE STATEMENT
Type of message may include
note letter/postcard email invitation/get well/ farewell cards SMS signs such as a safety sign or road sign formal/informal
Purpose may include
to get the person to do something ,such as: pick up a child from school, buy milk on the way home provide simple information such as: arrangements for an activity, class cancelled, time and place provide personal information such as name, address, telephone number to provide advice to invite someone to an event or class activity friend family neighbour teacher workmate government body such as Centrelink formal and informal commonly used addresses such as Dear Sir/Madam, Dear Mr, Mrs, Miss, Ms and surname Hi Carlo
Audience may include
Basic greetings and terms of address may include
Specific information may include
date, time and location of an event names of people or places request or wishes expressed simple descriptions simple feelings such as happy, tired salutations such as dear, hi closing such as see you soon best wishes, love date address government community health consumer school/enrolment questions requiring numerical information such as: How long have you been in Australia? How many children do you have? information about marital status occupation health
Conventions of messages may include
Forms may include
Requests may include
Personal information may include
name address gender country of origin languages spoken educational level employment status age date of arrival in Australia spouses name personal information such as name, age, address, instructions such as tick, cross, choose one, sign here multiple choice such as married/single/divorced/widowed; or employed/unemployed/pensioner tick boxes open format signature dates tick one box use black pen use block letters
Familiar vocabulary may include Conventions of forms may include
Instructions may include
EVIDENCE GUIDE
follow and use left to right, top to bottom orientation of texts to read and construct simple messages and complete simple forms copy letters, numbers and dates to convey personal information and write basic personal details such as name, address, signature on forms construct one or two simple phrases or sentences using required formats and conventions as appropriate to need and context of multi modal messages and forms interpret and respond to requests for basic personal information in simple forms in writing
use strategies such as visual clues, text features and previous experience to interpret and create meaning interpret and construct multiple simple messages and complete multiple forms for different purposes and audiences to demonstrate competency and consistency of performance
access to a bilingual dictionary and / or simple English picture dictionary access to models of simple messages with familiar structures and vocabulary access to simple forms including online access to printed and visual material for support access to familiar topics related to immediate personal and social setting access to familiar structures and vocabulary access to familiar cultural references access to texts with limited print styles and font sizes
oral questioning to establish understanding of a written message such as audience, purpose and specific content oral questioning to establish evidence of understanding of information requirements of forms such as data required, where to write data, key vocabulary a portfolio containing evidence of completed basic messages and forms for different purposes and audiences oral questioning of strategies used to clarify meaning additional verbal questioning to confirm required skills and knowledge
Evidence of competence in this unit must be gathered on a number of occasions over time and in a range of familiar contexts. Support for the learner in assessment of reading should take into consideration the following

strong support from the context, including visual cues model texts of a few sentences which contain repetition extended time to read and re-read texts dependence on the teacher for guided reading especially in relation to authentic texts and non standard scripts, such as handwriting assessment of reading should not require complex written responses as evidence
Support for the learner in assessment of writing should take into consideration the following:

writing tasks should be guided texts should be no longer than a few sentences extended time to complete written texts limited control of a few simple grammatical structures and sentence patterns. dependence on the teacher and other printed material for support dependence on a sympathetic reader used to communicating with ESL learners. frequent errors of tense and agreement and spelling omission of the article, pronouns, plural endings mixing up of prepositions
SECTION
C6
VPAU492
Read and write short, basic factual texts
VPAU492 Read and write short, basic factual texts

This unit of competency describes reading and writing performance outcomes, skills and knowledge required by adult learners with language background other than English who have little or no formal education. The focus of this unit is on developing reading and writing skills to interpret and respond to short, basic, factual texts including directions or instructions for immediate personal needs.. The outcomes described in this unit relate to:
The ISLPR (International Second Language Proficiency Ratings) descriptors for Speaking and Listening. They contribute partly to the achievement of Reading 1 and Writing 1 the Australian Core Skill Framework (ACSF). They partly contribute to the achievement of ACSF indicators of competence of Reading and Writing competence at Level 1.
and
The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included, will assist in identifying employability skill requirements. The summary is included in Section B Course Information (See Appendix B). skills in English to satisfy immediate personal needs. The situations in which these skills are applied are varied, and can be related to immediate community, education or workplace contexts. The contexts of the factual texts will be familiar and highly predictable, such as everyday information requirements related to community, learning and work participation.
Application of the Unit This unit applies to participants using basic reading and writing
ELEMENT
Read and respond to a short, basic written text
1.1 1.2
Identify the type of text read Identify basic factual details given in the text
21938VIC Course in ESL Version 1, December 2008 PageC6:1
2.
Copy basic information from written texts to complete a personal task
2.1 2.2 2.3 2.4
Select appropriate information according to need or task requirements Use suitable format for recording information Copy selected information according to required format Check information copied and correct as required Identify type of information required in the guided text Use appropriate words and phrases Fill in blank spaces with relevant personal and familiar information Use simple descriptions where appropriate Identify and discuss the purpose of the instructions Discuss and respond to key instructional verbs and their meanings Identify and discuss warnings as appropriate Seek clarification of instructions where required Follow the order or steps required as appropriate
3.
Complete a short guided text with personal information
3.1 3.2 3.3 3.4
4.
Follow basic, short written everyday instructions
4.1 4.2 4.3 4.4 4.5

Successful completion of this unit requires: Linguistic Knowledge and skills to:
interpret and use a small number of basic, common high frequency nouns and phrases related to immediate personal needs and information requirements such as numbers, dates, times, objects for example shopping items such as milk, bread read and write basic personal texts to complete immediate tasks interpret and use a small number of basic adjectives and adverbs to describe objects and follow basic instructions for example mix slowly, large eggs use the alphabet and common sound units (phonemes) to decode, interpret and copy basic words and text in upper and lower case such as basic items on a shopping list for example milk, bread or, name and work area on a timesheet respond to a small number of very common high frequency imperatives used in basic written instructions for example Do not enter, Add the flour, go left, go right and irregular verb to go and direction for example go left
interpret and use high frequency basic connectives such as and and but to read basic factual texts such as a basic weather forecast for example hot and sunny or instructions for example add flour and eggs and to write basic guided texts for example bread and milk on a shopping list locate familiar content words in basic written instructions such as common warning and directional words or phrases on signs for example Attention, Stop or basic factual texts such as items on a bank statement interpret and use common prepositional phrases in basic factual texts such as Add flour to eggs in written instructional texts interpret and use regular plural forms for example eggs, apples use writing conventions from left to right and top to bottom copy basic information into appropriate formats seek clarification of written instructions, for example I dont understand ask for help or support to interpret and convey meaning ask for assistance from a support person to check writing and copy correctly where required use supporting visual information such as diagrams to follow written instructions interpret and use one, two and three digit numbers in a range of contexts, for example: high frequency sums of money time such as 2.30, dates, e.g. to copy appointment details, e.g. dentist at 8.30, 9/9/08 distance and measurements, for example 20 kilometres credit card numbers to describe quantities, for example, 250 grams of flour


Numeracy:
RANGE STATEMENT
Type of text may include
Simple and simplified print based and online texts, supported by visual information, about familiar topics in the immediate context such as:

short shopping list supermarket catalogue signs roster or timesheet personal documents such as drivers licence, credit card or
Medicare card

simple map of immediate area appointment card bank/credit card statement train/tram/bus ticket weather forecast simple short advertisement for example sale place , date and time basic information from government or other official information for example water restrictions, days of waste collection menus due dates valid dates expiry dates times places telephone numbers quantities/weights prices simple descriptions numbers letters words short phrases basic sentences pay a bill write a cheque withdraw or deposit money record an appointment onto a calendar write a shopping list apply for a service develop short, basic personal vocabulary lists for example L1with L2 definitions
Basic factual details may include
Appropriate information may include
Need or task requirements may include
copying information to:

develop personal verb lists complete classroom tasks, for example copying notes from the board type words or phrases to complete an online language activity develop spelling lists complete cloze exercise complete a dictation exercise list/table boxes/fields lines or dashes poster/classroom signs word processed document flash cards notes on board direct debit request calendar or diary entry for an appointment timesheet shopping list to give basic directions to a place for example turn left, turn left to give safety advice for example Do not enter, wash hands thoroughly, watch your step to make a basic dish for example, add the sugar to provide access or exit to an area for example, pull, push, slide to deny access to an area for example no entry, do not enter to validate transport tickets
Suitable format may include
Guided text may include
Purpose of instructions may include
EVIDENCE GUIDE
use strategies such as visual clues, text features and previous experience to interpret everyday written instructions follow and use left to right, top to bottom orientation of texts to read and construct short simple texts select and copy simple information from written texts for specific tasks complete short guided texts for a variety of purposes follow basic, short everyday instructions
access to a bilingual dictionary / or simple English picture dictionary access to printed material for support access to familiar texts related to immediate personal and social setting access to familiar structures and vocabulary access to familiar cultural references
oral questioning to establish understanding and using short texts, guided texts and written directions oral questioning to establish evidence of understanding of information and key vocabulary in texts a portfolio containing evidence of completed written texts additional verbal questioning to confirm required skills and knowledge
Evidence of competence in this unit must be gathered on a number of occasions over time and in a range of familiar contexts. Support for the learner in assessment of reading should take into consideration the following
strong support from the context, including visual cues for example to support instructions model texts of a few sentences which contain repetition extended time to read and re-read texts dependence on the teacher for guided reading especially in relation to authentic texts and non standard scripts, such as handwriting assessment of reading should not require complex written responses as evidence
Support for the learner in assessment of writing should take into consideration the following:

writing tasks should be guided texts should be no longer than a few sentences extended time to complete written texts limited control of a few simple grammatical structures and sentence patterns. dependence on the teacher and other printed material for support dependence on a sympathetic reader used to communicating with ESL learners. frequent errors of tense and agreement and spelling omission of the article, pronouns, plural endings
SECTION
C7
VBQU114
Recognise time, money and directions
VBQU114 Recognise time, money and directions

The focus of this unit is on recognising time and money, and using simple everyday language of location to follow informal oral directions. The required outcomes described in this unit of competency relate directly to the National Reporting System (NRS) ( Commonwealth of Australia and ANTA 1994-5). They partially contribute to the achievement of the NRS indicators of competence Level 1 Numeracy: 1.10, 1.11 & 1.13. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualification Employability Skills Summary in which this unit is included will assist in identifying employability skill requirements. The summary is included in Section B Course Requirements (Appendix B). community participation options will need to develop a range of numeracy and mathematics skills. Numeracy is seen as making meaning of mathematics - mathematics is a tool to be used efficiently and critically, where mathematics is seen as the knowledge and skills to be applied and used for a range of purposes and in a variety of contexts. The goal is therefore to assist learners to develop mathematical concepts and relationships in ways that are personally meaningful. It is strongly recommended that this Unit is integrated with the delivery and assessment of other Numeracy and Mathematics Units. It is recommended that application is also integrated with other units.The links between the different units encourages co delivery and assessment and replicates real life situations where tasks and activities integrate a wide range of skills including literacy and numeracy.
Application of the Unit People seeking to improve their educational, vocational or
ELEMENT
Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range statement. Assessment of performance is to be consistent with the evidence guide.
Recognise and identify money in simple, everyday situations
1.1
Value of coins and notes is recognised
21938VIC Course in ESL Imported from the 21770VIC Course in Initial General Education for Adults. ACFE 2007 Version 1, December 2008 Page C7:1
1.2 1.3 1.4 1.5 2 Recognise time in simple, everyday situations 2.1 2.2 2.3 2.4 3 Recognise and follow simple oral directions 3.1 3.2 3.3 3.4
Prices of familiar items are recognised in everyday documents or in familiar situations Common words for comparing costs are used Value of notes and coins is compared to prices of familiar items Simple, one-step calculations are performed The language of time is used orally Numbers related to time in everyday documents or in familiar situations are recognised The language of simple fractions as applied to time is interpreted Time measuring devices are read Informal language of position is used Simple concepts of position and location are identified and used Simple oral directions for moving between locations are followed The relative location of two or more objects is described orally


knowledge that signs / prints/ symbols represent meaning communication skills to undertake learning and assessment ability to read and say whole numbers, simple fractions ( ) and basic words associated with money and time ability to recognise time using either a digital or analogue time piece recognition and knowledge of the value of coins and notes informal language of position
RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different situations that may affect performance, e.g. access to resources, regional contexts. Bold italicised wording in the Performance Criteria is detailed below.
Prices / Numbers may include
should be relevant and appropriate to the learner and should be in numeral form place value concepts for two digit whole numbers should be understood advertising leaflets, notices, signs, simple pricelists, sports results, workplace parts lists, etc. Time related documents could include: calendars, diaries, TV programs, etc. more/less, cheaper/more expensive, smaller, bigger, more, less, the same as, double, half, etc. addition up to a total of 100 subtraction only in the form of adding on, e.g., if you have $5, how much more do you need to get to $7? Answers to be less than 10. these may be done in an idiosyncratic manner, by counting on, with or without the aid of concrete aids or calculators oral language of time such as hours, minutes, days, weeks, months, yesterday, tomorrow, before/after, longer/shorter only is required digital time pieces should be able to be read or analogue for hour and hour language of position such as over/under, in front/behind, up/down, through, opposite, on the corner, next to, first, second, between is used oral directions to be followed should be short, clear, with only one given at a time. Locations might include moving from one position to another within a room; one room to another, or between buildings in a large institution, workplace or shopping centre. Directions given may be clarified with teacher prompting.
Documents or in familiar situations may include Common words may include Calculations may include
Language of time may include Simple fractions Time measuring devices may include Language of position may include
Oral directions and locations may include
EVIDENCE GUIDE
Learners will be able to recognise and identify money in simple, everyday situations Learners will be able to recognise time in simple, everyday situations Learners will be able to recognise and follow simple oral directions
Where performance criteria include a list of concepts or knowledge (e.g., such as measurement units: centimetres, metres, kilograms, litres, degrees Celsius etc.) it is assumed that most of these will be included as part of the teaching/learning program. It is not envisaged that all the listed items be assessed individually - competence in one or two being sufficient evidence that the criterion can be met. In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:

The knowledge requirements of this unit The skill requirements of this unit. assessment of performance requirements in this unit is undertaken over the course of the program access to real/authentic or simulated tasks, materials and texts in appropriate and relevant contexts access to a computer and internet for information access to calculators, computers for word processing or spreadsheets as appropriate
A range of assessment strategies or options should be considered to suit the needs of the learner. The needs of the learner will be met by provision of:
use of concrete, relevant, familiar and personal contexts and materials where the maths content is explicit a learning environment appropriate to the assessment task appropriate support allowing for full participation computer hardware and software, if appropriate
At this level, the learner may:
use oral descriptions with common, everyday, informal language and gestures depend on teacher/support person or advice/modelling use in the head methods, concrete aids, pen and paper methods and calculators. records of teacher observations of students activities, discussions and practical tasks questioning, for example: online responses interviews self-assessment verbal questioning written questioning
Appropriate assessment strategies include:
portfolios, for example: samples of the learners written work pictures, diagrams, models etc. created by the learner records of teacher observations of learners activities, discussions and practical tasks
third party feedback such as testimonials/reports from other teachers or support workers
SECTION
C8
VBQU115
Recognise measurement and design
VBQU115 Recognise measurement and design

The focus of this unit is on recognising everyday measurements, and recognising and comparing shapes. The required outcomes described in this unit of competency relate directly to the National Reporting System (NRS) ( Commonwealth of Australia and ANTA 1994-5). They partially contribute to the achievement of the NRS indicators of competence Level 1 Numeracy: 1.10, 1.11 & 1.13. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included will assist in identifying employability skill requirements. The summary is included in Section B Course Requirements (Appendix B community participation options will need to develop a range of numeracy and mathematics skills. Numeracy is seen as making meaning of mathematics - mathematics is a tool to be used efficiently and critically, where mathematics is seen as the knowledge and skills to be applied and used for a range of purposes and in a variety of contexts. The goal is therefore to assist learners to develop mathematical concepts and relationships in ways that are personally meaningful. It is strongly recommended that this Unit is integrated with the delivery and assessment of other Numeracy and Mathematics Units. It is recommended that application is also integrated with other units.The links between the different units encourages co delivery and assessment and replicates real life situations where tasks and activities integrate a wide range of skills including literacy and numeracy.
21938VIC Course in ESL Imported from 21770VIC Course in Initial General Education for Adults. ACFE 2007 Version 1, December 2008 Page C8:1
ELEMENT
Recognise and compare simple shapes and designs.
1.1 1.2 1.3
Shapes in everyday or familiar situations are identified and compared Common words for describing and comparing shapes are used Lines are drawn using a ruler Common units of measurement are used orally Numbers related to measurement in everyday documents or in familiar situations are recognised Common words for comparing measurements are used Simple, one-step calculations are performed
Recognise simple everyday measurements.
2.1 2.2 2.3 2.4


knowledge that signs / prints/ symbols represent meaning communication skills to undertake learning and assessment ability to read and say whole numbers, simple fractions ( ) and basic words associated with measurement and shapes ability to recognise abbreviations associated with measurement understanding of the use of simple measuring tools informal language of shape and colour
RANGE STATEMENT
Shapes Situations Common words
circle, square these might include buildings, furniture, signs, common household or workplace objects straight, round, colour long/short, big/small, thick/thin, short/tall, hot/cold, the same as, double, half metres, kilograms, litres, degrees Celsius. should be relevant and appropriate to the learner and should be in numeral form. Place value concepts for two digit whole numbers should be understood, and concept of hundreds may be recognised these might include advertising leaflets, notices, signs, simple pricelists, sports results, workplace parts lists, etc. Measurement related documents could include: simple recipes, food and drink packaging, workplace documents, etc. addition up to a total of 100 subtraction only in the form of adding on, e.g., if you have 5 kg, how much more do you need to get to 7 kg? Answers to be less than 10. these may be done in an idiosyncratic manner, by counting on, with or without the aid of concrete aids or calculators
Units of measurement Numbers
Documents or in familiar situations
Calculations
EVIDENCE GUIDE
Learners will be able to recognise and compare simple shapes and designs Learners will be able to recognise simple everyday measurements
Where performance criteria include a list of concepts or knowledge (e.g., such as measurement units: centimetres, metres, kilograms, litres, degrees Celsius etc.) it is assumed that most of these will be included as part of the teaching/learning program. It is not envisaged that all the listed items be assessed individually - competence in one or two being sufficient evidence that the criterion can be met. In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:

use of concrete, relevant, familiar and personal contexts and materials where the maths content is explicit a learning environment appropriate to the assessment task appropriate support allowing for full participation computer hardware and software, if appropriate
use oral descriptions with common, everyday, informal language and gestures depend on teacher/support person or advice/modelling use in the head methods, concrete aids, pen and paper methods and calculators. Appropriate assessment strategies include: records of teacher observations of students activities, discussions and practical tasks questioning, for example: online responses interviews self-assessment verbal questioning written questioning
third party feedback such as testimonials/reports from other teachers or support workers at this level it would be appropriate if students could be assessed actually undertaking a real task, such as purchasing goods in a shop and checking change, measuring ingredients for cooking, following directions in outside locations, etc. some of these tasks may be able to be simulated in a classroom but it is preferable that students gain the skills and confidence through undertaking the task in a real situation.
SECTION
C9
VBQU116
Recognise numerical and statistical information
VBQU116 Recognise numerical and statistical information

The focus of this unit is on recognising simple everyday numerical information in familiar texts and tables. The required outcomes described in this unit of competency relate directly to the National Reporting System (NRS) ( Commonwealth of Australia and ANTA 1994-5). They partially contribute to the achievement of the NRS indicators of competence Level 1 Numeracy: 1.10 & 1.13. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included will assist in identifying employability skill requirements. The summary is included in Part B Course Requirements (Appendix B) 21770VIC21774VIC Certificates in General Education for Adults. community participation options will need to develop a range of numeracy and mathematics skills. Numeracy is seen as making meaning of mathematics - mathematics is a tool to be used efficiently and critically, where mathematics is seen as the knowledge and skills to be applied and used for a range of purposes and in a variety of contexts. The goal is therefore to assist learners to develop mathematical concepts and relationships in ways that are personally meaningful. It is strongly recommended that this Unit is integrated with the delivery and assessment of other Numeracy and Mathematics Units. It is recommended that application is also integrated with other units.The links between the different units encourages co delivery and assessment and replicates real life situations where tasks and activities integrate a wide range of skills including literacy and numeracy.
21938VIC Course in ESL Imported from 21770VIC Course in Initial General Education for Adults. ACFE 2007 Page C9:1
ELEMENT
Recognise and identify simple numerical information in familiar texts.
1.1 1.2 1.3 1.4
Numbers in everyday documents or in familiar situations are recognised Whole numbers and simple fractions are used orally Common words for ordering and comparing numbers are used Simple, one-step calculations are performed
Recognise and identify information in simple, familiar tables
2.1 2.2 2.3
The key features and conventions of simple tables in everyday documents or in familiar situations are identified Whole numbers in relevant tables are recognised Specific information in tables is located and reported orally


knowledge that signs / prints/ symbols / tables / graphs represent meaning communication skills to undertake learning and assessment ability to read and say whole numbers, simple fractions ( ) and basic words associated with very simple calculations
RANGE STATEMENT
Numbers
should be relevant and appropriate to the learner and should be in numeral form. Place value concepts for two digit whole numbers should be understood, and concept of hundreds may be recognised advertising leaflets, notices, signs, simple pricelists, sports results, workplace parts lists, etc. should include first, second, between, smaller, bigger, more, less, the same as, double, half addition up to a total of 100 subtraction only in the form of adding on, e.g., if you have $5, how much more do you need to get to $7? Answers to be less than 10. these may be done in an idiosyncratic manner, by counting on, with or without the aid of concrete aids or calculators
Documents or in familiar situations may include Simple fractions Common words may include Calculations
EVIDENCE GUIDE
Learners will be able to recognise and identify simple numerical information in familiar texts. Learners will be able to recognise and identify information in simple, familiar tables
Where performance criteria include a list of concepts or knowledge (e.g., such as measurement units: centimetres, metres, kilograms, litres, degrees Celsius etc.) it is assumed that most of these will be included as part of the teaching/learning program. It is not envisaged that all the listed items be assessed individually - competence in one or two being sufficient evidence that the criterion can be met.
In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:

use of concrete, relevant, familiar and personal contexts and materials where the maths content is explicit a learning environment appropriate to the assessment task appropriate support allowing for full participation computer hardware and software, if appropriate use oral descriptions with common, everyday, informal language and gestures depend on teacher/support person or advice/modelling use in the head methods, concrete aids, pen and paper methods and calculators. records of teacher observations of students activities, discussions and practical tasks questioning, for example: online responses interviews self-assessment verbal questioning written questioning
third party feedback such as testimonials/reports from other teacher or support workers
21936VICCertificateIinESL(Access)
SECTION
C10
VPAU501
Planlanguagelearningwithsupport
C21936VICCertificateIinESL(Access)
VPAU501 Planlanguagelearningwithsupport
UnitCode UnitTitle UnitDescriptor
Thisunitofcompetencydescribesperformanceoutcomes,skillsand knowledgerequiredbyadultlearnerswithlanguagebackground otherthanEnglish.Thefocusofthisunitistoidentifyand documentcurrentskillsandplanfutureskillsdevelopmentwithan appropriatesupportperson.Theunitalsoincludesskillsand knowledgetodevelopandmaintainaportfolio. Thisunitisdesignedtomeettheneedsoflearnerswithpersonal, learning,employmentandcommunityparticipationgoals.Learners needsandexpectationsrequireafocusonindividuallearner objectivessuchas:

improvedlanguageskills developing/identifyingshorttermgoals TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementofSpeaking1+andListening1+,and theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementofACSFindicatorsofcompetencein LearningatLevel1.
Theoutcomesdescribedinthisunitrelateto:
Employabilityskills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincludedwill assistinidentifyingemployabilityskillrequirements. Thesummary isincludedinPartBCourseRequirements(SeeAppendixB). Thelearningplandocumentsanagreedprogramthatthelearnerwill undertakeduringthecourse toplan,documentandmonitorprogress towardsachievinglearninggoals. Atthislevel,thelearnerreliesonanappropriatesupportperson whendrawingupalearningplanandcompletingdocumentation. Thisisadiscussionbasedactivity. Thelearnerisalsosupportedtoassembleaportfolioofcompleted worksamples,selectedtodemonstratecompetencyinparticular skillareas.Theportfoliofollowsapredesignedformat. Itisalsorecommendedthattheapplicationisintegratedwithother units.
ApplicationoftheUnit
C21936VICCertificate I inESL(Access) Version1,December2008 PageC10:1
ELEMENT
Elementsdescribetheessential outcomesofaunitofcompetency.
PERFORMANCECRITERIA
Performancecriteriadescribetherequiredperformanceneededtodemonstrate achievementoftheelement.Wherebolditalicisedtextisused,further informationisdetailedintherequiredskillsandknowledgeand/ortherange statement. Assessmentofperformanceistobeconsistentwiththeevidenceguide.
Clarifylanguage learninggoals
1.1 Discussown languagelearninggoalswith appropriate supportpersons 1.2 Identify supportingresourcesavailableintheimmediate environment
Discussandagreeonan 2.1 Acknowledgethepurposeofanindividuallearningplan individuallearningplan. 2.2 Followtheprocessesfordevelopinganindividuallearning plan
Prepareportfolioof 3.1 Discussthepurposesoftheportfolio withappropriatesupport completedworksamples persons 3.2 Identify typesofevidencerequired 3.3 Collectexamplesofevidenceandincludeintheportfolio
Monitorandupdatethe 4.1 Discussprogresstowardsendofcoursegoalsandobjectives individuallearningplan. isdiscussedwithappropriatesupportperson/s 4.2 Note factorswhichcontributedtosuccessinmeetinggoals arenoted 4.3 Updateplantoreflectprogress
REQUIREDSKILLSANDKNOWLEDGE
Thisdescribestheessentialskillsandknowledgeandtheirlevel,requiredforthisunit.

skillstoparticipateinplanningprocess knowledgeofpurposesofplansandportfolios
RANGESTATEMENT
TheRangeStatementrelatestotheunitofcompetencyasawhole.Itallowsfordifferentsituationsthatmayaffect performance,e.g.accesstoresourcesregionalcontexts. BolditalicisedwordinginthePerformanceCriteriaisdetailed below.
Ownlearninggoalsmayinclude
improvingEnglishlanguageskillsforavarietyofpurposes, forexample: - furtherstudy - employment - communityparticipation - healthandwellbeing - supportforothers
Appropriatesupportmayinclude
programcoordinator teacher advisor computersandsoftware library communicationaids bilingualaide assistingthelearnerandtheprovidertoplansystematically fortheattainmentofgoals atooltomonitorprogress assistingthetransitionofthelearnertohis/herpreferred optionsattheendofthecourse.. assessmentoflearnersneeds identifyingoneortwoshorttermspecificobjectives determinationoftasksandprogresstoachieveobjectives agreementastowhoisresponsiblefortheimplementation ofeachtask identificationofadditionalsupportpersons,e.g.: - interpreters - communityrepresentatives - caseworkersandpersonalcarers - careercounsellors
Supportingresourcescaninclude
Purposesofalearningplanmay include
Componentsofindividual learningplanningprocessare
- equityofficers/studentservicesofficers - librarypersonnel - governmentofficersinspecialistsupportservices - advocatesforapersonorgroup - peersupport - notetakers - technicalsupport - humanresourcespersonnel - administrativepersonnel

familymembers identificationofresponsibilitiesforallparties,e.g.:learners (participation,workingcollaboratively),teachers(providing customisedprograms,awarenessofandstrategiesfor dealingwithconflictingdiscourses,ethicalstandards) documentation(dotpoints/checklist)completedbythe teacherandagreedbythelearner recordwhathasbeenachievedinthecourse provideabasisforaclaim ofRPLatalaterstage provideopportunityforreflectiononprogresstowards achievinggoals opportunitytoreflectonstrategieswhichhavebeen successful collectionsofsamplescompiledbythelearnerwiththe supportof theteacher diary photographs teacherstructuredscaffoldingactivitiesdesignedtoextend learnersexistingknowledgeandskills transferringlearningfromoneareatoanewarea applyingappropriatestrategies practisingnewskills seekingsupportofteacher,peers,otherinterestedparties whenneeded
Purposesoftheportfolio
Typesofevidencemayinclude
Factorswhichcontributeto successmayinclude
EVIDENCEGUIDE
TheevidenceguideprovidesadviceonassessmentandmustbereadinconjunctionwiththePerformanceCriteria, RequiredSkillsandKnowledge,theRangeStatementandtheAssessmentsectioninSectionBoftheaccreditation submission.
Criticalaspectsforassessmentand evidencerequiredtodemonstrate competencyinthisunit Contextofandspecificresources forassessment
learnerhasidentifiedspecificlanguagegoals,worked with anappropriatesupportpersontodevelopalearning plan,maintainedaportfolio,andmonitoredthelearning plan assessmentofperformancerequirementsinthisunitis bestundertakenoverthecourseoftheprogram ongoingaccesstoteacherforsupportwithprocess
MethodofAssessment
Appropriateassessmentstrategiesinclude:

questioning,forexample: interviews selfassessment verbalquestioning directobservation,of realtimeactivities portfolios,forexample,collectionsofsamplescompiled bythelearner productwithsupportingdocumentation thirdpartyfeedback,forexample,testimonials/reports fromotherteachersorsupportworkers
Guidanceinformationfor assessment
Arangeofassessmentstrategiesoroptionsshouldbe consideredtosuittheneedsofthelearner.Theneedsofthe learnerwillbemetbyprovisionof:
alearningenvironmentappropriatetotheassessment task appropriatesupportallowingforfullparticipation computerhardwareandsoftware,ifappropriate. needsupportindiscussionsandtransactions needasympatheticinterlocutor needextendedtimetoclarifylearninggoals dependontheteacherforguidanceandsupport
Atthislevelthelearnermay

SECTION
C11
VPAU493
Participate in short, simple exchanges
VPAU493 Participate in short, simple exchanges

This unit of competency describes speaking and listening performance outcomes, skills and knowledge required by adult learners with language background other than English. The focus of this unit is on developing listening and speaking skills to participate in short, simple conversations in English which involve the exchange of personal information and making and responding to simple requests and inquiries directly related to immediate personal and social needs. The outcomes described in this unit relate to:
The ISLPR (International Second Language Proficiency Ratings) descriptors for Speaking and Listening. They contribute directly to the achievement of Speaking 1+ and Listening 1+ the Australian Core Skills Framework (ACSF). They contribute directly to the achievement of ACSF indicators of competence in Oral Communication at Level 1.
and
The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included, will assist in identifying employability skill requirements. The summary is included in Section B Course Information (See Appendix B). English to satisfy immediate personal needs. The situations in which these skills are applied can be in study, community or workplace contexts. The contexts of the conversations and transactions will be familiar and in most cases predictable and could include shopping, commuting, work, community for example, health centre and school / college contexts.
Application of the Unit This unit applies to participants using speaking and listening skills in
ELEMENT
Exchange greetings and personal information
1.1 1.2
Use greetings and make introductions in short simple exchanges with another person Respond to inquiries about personal information and interests
21936VIC Certificate I in ESL (Access) Version 1, December 2008 Page C11:1
1.3 1.4 1.5 1.6 2 Make and respond to simple requests or inquiries 2.1
Inquire about personal information and interests Give simple explanations of personal information Respond to and make requests for repetition or clarification as required Use simple closings Use polite language forms or expressions to initiate and respond to simple requests or inquiries Use questions to make simple requests or inquire about goods and services State need and give simple explanations Respond to requests for repetition, clarification or further explanation Use appropriate closings Evaluate effectiveness of the transaction with a support person
2.2 2.3 2.4 2.5 2.6

Successful completion of this unit requires: Linguistic knowledge and skills to:
use a limited number of simple words, phrases and expressions related to immediate needs in familiar transactions and social situations use and respond to simple questions and statements use simple time and place related phrases for example adverbial time expressions such as when, before, after, here, there use a limited range of simple high frequency connectives such as and, so, or, but, when, because to give simple explanations for example My son is sick so I will be late use a limited range of simple discourse markers such as next, then, after use a limited range of common high frequency verb tense forms such as simple present, past and simple imperative, future with will for example I will study English and going to for example I am going to class and verbs to describe routines for example I go, I do, I check use a limited range of simple personal singular pronouns such as I, you he/she use a limited range of simple possessive adjectives such as my, your, his/hers
distinguish intonation of questions, statements and commands use simple adverbs and adjectives to make simple requests for example Can I have the big one? use stress and intonation adequately in familiar, supportive contexts follow simple relationships expressed by subordination such as in when and if clauses for example If I study English, I will get a job use frequently used modifying words and phrases such as nearly, very, almost use some simple structures correctly in very simple utterances produce longer creative utterances with a limited range of common conjunctions such as and, but and discourse markers use some simple phrasal verbs such as for example get off, pick up, pull up use simple vocabulary limited to everyday familiar words respond to and use common polite expressions such as please, thank you, excuse me, could you comprehend and use a limited range of common colloquialisms such as no worries, mate, guys, reckon use simple strategies to close exchanges give simple explanations to help the listener to interpret the utterance limited knowledge of aspects of Australias multicultural society and culture use simple strategies to seek clarification , repetition or explanation for example I dont understand. You mean? use body language to clarify and convey meaning use simple paralinguistic features to interpret and convey meaning use and respond to numerical mathematical terms and concepts related to money, quantities, size, distance, shape, for example, I live three kilometers from here
Sociolinguistic and cultural knowledge and skills to;

Numeracy knowledge and skills to:
RANGE STATEMENT
Greetings and introductions may include
Good morning/afternoon/evening/night Hi, how are you? Fine thanks, and you? See you later/tomorrow/next Monday Have a good weekend How do you do? Pleased to meet you Hi, Im Lan. Im a new student
This is Heng and this is Ali. They are joining our class. My name is Mrs Lopez. Im Anas mother. casual conversations with class members, teachers enrolment interviews casual conversations with other community members When did you come to Australia? Where did you come from? Where do you live now? What is your date of birth? Tell me about your work and study Have you got any children? How do you come to class/college/the centre? Tell me what you like to do in your free time Do you have any hobbies? How do you like our weather? I came to Australia because there is a war in my country I live in St Albans because my sister is there I didnt finish school because I got a job. I dont like the cold weather because I always feel sick I cant come to school because my son is sick Are you coming to class next week? Which day/what time will you be coming? I dont understand, could you explain it again please? Can you repeat that? How do you spell that? Can you spell your name, please? Thank you very much for your help Excuse me. Can you help me? Could you tell me Could you show me.. Sure Certainly Of course
Short simple exchanges may include
Inquiries about personal information and interests may include
Simple explanations may include
Requests for repetition or clarification may include
Closings may include Polite language or expressions may include
Questions to make simple requests may include
Can I make a photocopy here? One two hour ticket, please. Can you shut the window, please? Can I open a bank account, please? Can I leave at two oclock? I must pick up my daughter from school. I have a dentist appointment I need a photocopy, please Can I see the principal, please? I have a letter about my son. peers teacher teacher aide mentor bilingual aide
Inquire about goods and services may include Need may include
A support person may include
EVIDENCE GUIDE
use and respond to simple spoken English on a limited range of familiar topics such as personal details, daily routines and simple requests (beyond basic needs) in simple face-to-face conversations with one other person initiate and conclude a conversation on a limited range of familiar topics use strategies to get the interlocutor to repeat or explain words and phrases make and respond to simple requests In addition, to be assessed as competent in the elements and their related performance criteria, the learners performance needs to satisfy the Required Skills and Knowledge specified in this unit.
assessment tools developed for this unit should utilise resources from the students immediate context which are familiar and culturally sensitive visual and paralinguistic support should be provided

direct observation using a checklist third party feedback such as from teachers, community members or peers additional verbal questioning to confirm required skills and knowledge
Evidence of competence in this unit must be gathered on a number of occasions over time and in a range of familiar contexts. Support for the learner in assessment of listening and speaking should take into consideration the following:

dependence on context to understand meaning need for support in conversations and transactions such as clarification when meaning is not understood, repetition, restatement, gestures dependence on simple oral text without complex expressions in relation to feelings and opinions limited awareness of meaning from tone, stress and intonation dependence on sympathetic interlocutor for successful comprehension of oral language dependence on a range of paralinguistic clues to express meaning errors in verb tenses, agreement, some pronouns difficulties with: pronunciation and intelligibility speaking will usually be characterised by hesitations and circumlocutions and will be strongly influenced by L1 pronunciation of high frequency words and expressions will generally be clear enough to be understood, but assessment should take into account intelligibility over pronunciation.
SECTION
C12
VPAU494
Giveandrespondtoshort,simpleverbalinstructionsand information
VPAU494 Giveandrespondtoshort,simpleverbalinstructionsandinformation
VPAU494 Giveandrespondtoshort,simpleverbalinstructions andinformation

Thisunitofcompetencydescribesspeakingandlistening performanceoutcomes,skillsandknowledgerequiredbyadult learnerswithlanguagebackgroundsotherthanEnglish.Thefocusof thisunitisonlisteningandspeakingskillstogiveandrespondto simpleinstructionsandshortverbaldescriptionsdirectlyrelatedto immediatepersonal andsocial needs. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementofSpeaking1+andListening1+ theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementof ACSFindicatorsofcompetencein Oral Communication atLevel1.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedin Section BCourseInformation (SeeAppendixB). skillsinEnglishtosatisfyimmediatepersonalneeds.Thesituations inwhichtheseskillsareappliedcanbein study,communityor workplacecontexts.Thecontextsoftheinstructionsanddescriptions willbefamiliarandinmostcasespredictable,suchshopping, commuting,work,communityforexamplehealthcentreorschool/ college.
ApplicationoftheUnit Thisunitappliestoparticipantsusingbasicspeakingandlistening
ELEMENT
Elementsdescribetheessential outcomesofaunitofcompetency. Elementsdescribeactionsor outcomesthataredemonstrable andassessable.
PERFORMANCECRITERIA
Performancecriteriaindicatethestandardofperformancerequiredtodemonstrate achievementoftheelement. Termsrequiringexplanationorfurtherdefinition shouldbeboldedanditalicisedanddetailprovidedintherangestatement. Assessmentofperformanceistobeconsistentwiththeevidenceguide.
Followshort,simple everydayverbal instructionsor directions
1.1 1.2
Respondtoinstructionalandimperativeformsinarangeof familiarcontexts Respondtoinstructionsordirectionsrelatingtomovement andpositioninspace
21936VICCertificate I inESL (Access) Version1,December2008 PageC12:1
1.3 2 Giveshort,simple everydayverbal instructionsor directions 2.1 2.2 2.3 2.4 2.5 3 Interpretsimpleoral texts 3.1 3.2 3.3
Respondtoinstructionsordirectionsinvolvingsimple measurement,amountsorsizes Identifythepurposesandcontextsforsimpleeveryday instructionsordirections Useinstructionalandimperativeforms toconveymeaning Usesupportsasrequired Givesimpleexplanations Respondtorequestsforrepetition,clarificationorexplanation Identifythetopicofthesimpleoraltext Locateandexplainkeywordsandexpressionsinthetext Identify familiarexpressionsoffeelingorattitude as appropriate
Givesimple information
4.1 4.2 4.3 4.4
Identifytheaudienceandpurposeforgivinginformation Introducethetopicandreasonforchoosingit,asappropriate Conveymeaningusingsimpledescription,narrationor explanation Expressfeelingsor attitudes

Successfulcompletionofthisunitrequires: Linguisticknowledgeandskillsto: respondtoandusealimitednumberofsimplewords,phrasesandexpressionsrelatedtosimple descriptionsandinstructionsforexampleleft,right,straightahead,turnright,turnleft respondtoandusesimpletimeandplacerelatedphrasesrelatedtosimpledescriptionsand instructionsforexample suchasadverbialtimeexpressionssuchaswhen,before,after,here, there respondtoandusealimitedrangeof simplehighfrequencyconnectivessuchasand,so,or,but, when,becauseforexampleTurnleftandgoahead respondtoandusealimitedrangeof simplediscoursemarkerstoconveyinstructionsand information suchasnext,then,after respondtoandusealimitedrangeofcommonhighfrequencyverbtenseformssuchassimple present,pastandsimpleimperative,futurewithwillandgoingtoandsimpleverbstodescribe
routines,forexample,Igetupat7.00,Turnright,Mixitwell

respondtoanduselimitedpersonalsingularpronounssuchasI,youhe/she respondtoanduselimitedpossessiveadjectivessuchasmy,your,his/hers respondtoanduse simplequestionsandstatementsforexampleWhoisit?Whattimeisit? Whereisit?Itsthere respondtoandusesimplefrequentlyusedmodifyingwordsandphrasessuchasnearly,very respondtoandusesimplevocabularysuchasadjectivesandnounslimitedtoeverydayfamiliar wordsforexampletoconveyfeelingsandattitudes distinguishintonationofquestions,statementsandinstructions usestressandintonationadequatelyinfamiliar,supportivecontexts listenforsimple,specificinformationfrom,shortoraltexts,forexample,recordedmessages, simplereportsonTVorradiosuchasweather usesomesimplestructurescorrectlyinsimpleutterancesforexampleItsontheright giveandrespondtosimpleopinions,explanationssuchasIthink,whatdoyouthink? Sociolinguisticandcultural knowledgeandskillsto: useandchoiceofappropriateformsofaddresssuchasuseoffirstnames,titlessuchasMr,Mrs orfamiliarformsofaddress comprehendandusealimitedrangeofcommoncolloquialismssuchasnoworries,mate,guys useandrespondtoalimitedrangeofcommonpoliteexpressionsforexample,Thanksforyour help limitedknowledgeofaspectsof Australiasmulticulturalsociety andcultures useintonationtoconveyfeelingsandattitudes Pragmaticknowledgeandskillsto: usesimplestrategiestoseekclarification,repetition orexplanationforexampleIdont understand.Youmean? usebodylanguagetoclarifyandconveymeaning usesimpleparalinguisticcuestointerpretandconveymeaning locate,interpretandusenumericalmathematicaltermsandconceptsrelatedto u money u quantities,forexample,Add100gramsofsugar u size u distance,forexampleTurnrightafter200metres
Numeracy:
RANGESTATEMENT
TheRangeStatementrelatestotheunitofcompetencyasawhole.Itallowsfordifferentworkenvironmentsand situationsthatmayaffectperformance.
Instructionalandimperative formsmayinclude
Gostraighttothelightsandturnright Dontopen/closeit Putthepaperherethenpressthisbutton Cuttheonionsandcookthemslowlyinoil Writeyournamehere.Thendotheexercise classroom,suchasteacherledandgroupactivities library frontreception usingfamiliarequipmentsuchasaphotocopier,computer program community setting,e.g.childcarecentrewithina communityeducationcentre,sharedkitchen canteen trainstation onanexcursion turn,left,right,around,behind,up,down,etc ilometers ,metres, ilometers numbers grams,kilograms litres large,small oneortwostepinstructionsordirectionsjoinedbyand, thenornext everydayinstructionsrelatetofamiliar,immediateneeds, suchashowtooperatesimplemachineslikeaphotocopier, howtocompleteaclassroomtaskorasimplerecipe everydaydirectionsrelatetofamiliar,immediateneeds suchashowtogettothestation/busstop/shoppingcentre instructionswhichincludesimplenumericalinformation relatedtotime,distance,money
Arangeoffamiliarcontextsmay include
Movementandpositioninspace mayinclude Simplemeasurement,amountsor sizesmayinclude
Simpleeverydayinstructionsor directionsmayinclude
Instructionalandimperative formsmayinclude
gostraighttothelightsandturnright dontopen/closeit putthepaperherethenpressthisbutton cuttheonionsandcook themslowlyinoil writeyournameherethendotheexercise instructionsrelatedtoquantity,size,shape,eg:cutinto squares,add600mlwater diagrams realia photos openinghoursofserviceorfacilitysuchaslibrary besttimestotelephonesomeone announcements(loudspeaker),suchastraindeparture information weatherreportsonradioandTV telephonemessagebankrecordedgreetings touchscreenrecordings poems,storiesandrecountsreadorrecitedbypeers, teachersandinrecordings digitalstories soundbitesfromwebpagessuchasYou tube who? People what? Objects,events,actions where? Locations,places when? Time,day,month,year Imhappy/sad/angry teacher enrolmentofficer classgroup
Supportsmayinclude
Explanationsmayinclude
Simpleoraltextsmayinclude
Keywordsmayinclude:
Familiarexpressionsoffeeling orattitudemayinclude Audienceandpurpose forgiving informationmayinclude
Givinginformation mayinclude
Aresponseas

partofashortexchangeinresponsetoarequest partofaninterview partofaclassroomcommunicationactivity
Simpledescription,narrationor explanationmayinclude:
people places,times things routines eventsandactions simpleproblems Ithinkthisisagoodclassbecausewelisten IhopeIcanstudynextyear Ifeeltiredtoday Idontlikefootball
Feelingsorattitudesmayinclude
EVIDENCEGUIDE
TheevidenceguideprovidesadviceonassessmentandmustbereadinconjunctionwiththeElements,Performance Criteria,RequiredSkillsandKnowledge,theRangeStatementandtheAssessmentsectioninSectionBofthe accreditationsubmission.
Criticalaspectsforassessmentand Learnersmustdemonstrateevidenceoftheabilityto: evidencerequiredtodemonstrate giveandrespondtosimpleoralinformationtextona competencyinthisunit limitedrangeoffamiliartopicsinshortexchanges, includingthosebeyondimmediateneeds
giveandrespondtosimplespokeninstructionsona limitedrangeoffamiliartopics,includingthosebeyond immediateneeds usestrategiestoclarifymeaningandinformation Inaddition,tobeassessedascompetentintheelements andtheirrelatedperformancecriteria,thelearners performanceneedstosatisfytheRequiredSkillsand Knowledgespecifiedinthisunit. assessmentoftheunitrequiresthesupportofa sympatheticspeaker/interlocutorusingclear,slowand repeatedspeech.Utteranceswillbelimitedinlengthand complexity. assessmenttoolsdevelopedforthisunitshouldutilise resourcesfromthestudentsimmediatecontextwhich arefamiliarandculturally sensitive visualandparalinguisticsupportshouldbeprovided
Contextofandspecificresources forassessment
Methodofassessment
Acceptablemethodsofassessmentmayinclude:

directobservationusingachecklist thirdpartyfeedbacksuchasfromteachers,community membersorpeers simulatedroleplays additionalverbalquestioningtoconfirmrequiredskills andknowledge.
Evidenceofcompetenceinthisunitmustbegatheredona numberofoccasionsovertimeandinarangeoffamiliar contexts toallowlearnerstodemonstrateconsistencyof performance.
Supportforthelearnerinassessmentoflisteningand speakingshouldtakeintoconsiderationthefollowing: u dependenceoncontexttounderstandmeaning u needforsupportinconversationsand transactionssuchasclarificationwhenmeaning isnotunderstood,repetition,restatement, gestures u dependenceonsimpleoraltextwithoutcomplex expressionsinrelationtofeelingsandopinions u minimalawarenessofmeaningfromtone,stress andintonation u developingsociolinguisticandcultural knowledgeinL2 u dependenceonsympatheticinterlocutorfor successfulcomprehensionoforallanguage u dependenceonarangeofparalinguisticcluesto expressmeaning u errorsinverbtenses,agreement,somepronouns u difficultieswith:pronunciationandintelligibility
speakingwillusuallybecharacterisedbyhesitationsand circumlocutionsandstronglyinfluencedbyL1 pronunciation ofhighfrequencywordsandexpressions willgenerallybeclearenoughtobeunderstoodbut assessmentshouldtakeintoaccountintelligibilityover pronunciation.
SECTION
C13
VPAU495
Readandwriteshort,simplemessagesandformattedtexts
VPAU495Read andwriteshort,simplemessagesandformattedtexts
VPAU495 Readandwriteshort,simplemessagesandformatted texts

Thisunitofcompetencydescribesreadingandwritingperformance outcomes,skillsandknowledgerequiredbyadultlearnerswith languagebackgroundotherthanEnglish.Thefocusofthisunitison readingandwritingskillsforshort,simplemessagesinEnglish and understandingandcompletingformattedtextsdirectlyrelatedto immediatepersonal andsocial needs. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementof Reading1+andWriting1+ theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementof ACSFindicatorsof Readingand WritingcompetenceatLevel1.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedin Section BCourseInformation (SeeAppendixB). skillsinEnglishtosatisfyimmediatepersonalneeds.Thesituations inwhichtheseskillsareappliedarevaried,andcanberelatedto study,communityorworkplacecontexts.Thecontextsofthe messagesandformattedtextswillbefamiliarandmostly predictable,such banking,payments,commuting,work,community such as.healthcentreorandschool/college.
ApplicationoftheUnit Thisunitappliestoparticipantsusingbasicreadingandwriting
ELEMENT
PERFORMANCECRITERIA
Readshortsimple writtenmessagesfor immediateeveryday purposes
1.1
Identifythepurposeofthemessage
1.2 1.3
Identifythekeyinformationinthemessage Locate familiarwordsorphrases
21936VICCertificateI inESL (Access) Version1,December2008 PageC13:1
1.4 2 Writeshortsimple 2.1 messagesforimmediate 2.2 social purposes 2.3 2.4 2.5 . 3 Readshortsimple formsforimmediate personalandsocial purposes 3.1 3.2
Identify importantdetailsandactionsrequired Identifyarangeof occasionsformessagewriting Selectmessagetype Useappropriatelayoutconventions Conveyinformationoranexplanationclearlyinsimple phrasesorsentences Provideclearaccuratedetails
Identifythepurposeoftheform Scantextandlocatespecificinformation
3.3 3.4
Identify organisational(navigational)featuresofforms Usevisualcluestounderstandtextsasappropriate
Completeshortsimple formsforimmediate personalandsocial purposes
4.1 4.2 4.3 4.4 4.5
Identifythepurposesandrequirementsofarangeofsimple forms Fillin detailsasrequired Respondtoquestionsappropriately Useappropriateformatforwords,abbreviationsandnumbers Completeandcheckallsectionsandmakerevisionsas required
Successfulcompletionofthisunitrequires: LinguisticKnowledgeandskillsto:
locate,interpretandusealimitedrangeof simplewords,phrasesandexpressionsrelevantto immediateneedsineverydaytransactionsandlimitedsocialneedstoreadandwritemessages andformsforexampleLetmeknow interpretandusealimitedrangeof simpleadjectivesandadverbstoexpressemotion and opinionforexampleveryhappy,quiet,angry,upset
locateandusesimpleadverbialphrasesforexampleIwillmeetyouatthestation,Iwillmeet youafterwork,Iwillmeetyounow usealimitedrangeofhighfrequencytensessuchassimplepresent,past,presentcontinuous, imperativeandfuturewithwill forexampleIwillmeetyouafterwork locate,interpretandusecommonconnectivessuchasand,so,or,but,when,becausetointerpret andwritesimplemessagesforexampleIamgoingtobelatebecauseImissedthetrain locate,interpretandusecommonmodifyingdevicesandphrasessuchasnearlyforexampleIam nearlythere thealphabetandsimplesoundunits(phonemes)inupperandlowercaseandthesequenceof phonemestointerpretandconstructwords,numbersandashortseriesofsimplesentencesusing correctletterandwordordertoconstructsimplemessagesandcompletesimpleforms writebasicstructuralfeaturesin simpleshortmessagessuchasshort,simplesentencesand simplepunctuationforexamplefullstopandquestionmark scanshortsimpletextsforkeyinformation/mainidea followsequential orconditionalinstructionstocompleteformsforexampleGotosectionB locate,interpretandusesomesimplephrasalverbssuchas:getoff,pickup,comeover, usesimplemodals,suchascould,must,haveto forexample,Ihavetoletyouknow interpretandusesimplecontractedforms,forexample,Illseeyou selectanduseappropriateformsofaddresssuchasuseoffirstnames,titlessuchasMr,Mrsor familiarformsofaddressinformal/informalmessages useconventionstocompletesimplemessagessuchasopenings,salutations,layout,andinforms suchasdates,titles,simpleabbreviationssuchasN/A usewritingconventionsfromlefttorightandtoptobottom usesimplecommon politeexpressionsforexample,Howareyou?AreyouOK? useconventionstocompletesimpleformsforexample limitedknowledgeofaspectsofAustraliasmulticultural society seekclarificationandconfirmationofinstructionsonformsforexampleWhatdoesthismean?, IsthisOK? usesupportingvisualsandgraphicstomakemeaning seekassistancefromsupportperson todraftandcheckwritingandmakecorrections usemodelstoguidewritingofmessagesandforms referextensively tosimplebilingualdictionaryand/orsimpleEnglishpicturedictionaryto checkunfamiliarwords Numeracy knowledgeandskillsto: locate,interpretandusenumericalmathematicaltermsandconceptsrelatedtomoney,quantities, size,distance,shape locate,interpretandusefamiliarmathematicalconceptsandsymbols usenumericalknowledgeandsimpleequipmenttoestimateandmakesimplecalculations
Sociolinguisticandculturalknowledgeandskillsto:
Pragmaticknowledgeandskillsto:
RANGESTATEMENT
The RangeStatementrelatestotheunitofcompetencyasawhole.Itallowsfordifferentworkenvironmentsand situationsthatmayaffectperformance.
Purposemayinclude
toconveysimplepersonalinformation/detailstofamiliar otherssuchasashoppinglist,telephonenumberor expectedarrivaltimeforexample.Homeat3.30pm.Mobile number0417000777 toexpresswishes,e.g.HappyBirthday,GetWell, Condolences torequestpermission,e.g. Mydaughterhasanappointment at3.00.Shewillleaveschoolat2.30today. toinvitesomeonetoafunction postcard handwrittennote SMS/Emailmessages carde.g.Birthday,GetWell,Sympathy,invitation lists simple,shortletter mainpointorideaofatext maintopic(withouttoomuchdetail u who? u what? u where? u when?
Messagemayinclude
Keyinformation mayinclude
Familiarwordsorphrasesmay include
namesofpeople,suburbs,nationalities familiarandimmediateeverydayvocabulary,suchas.food items,ingredients formulaicexpressionssuchasGetwellsoon commonimperativessuchasBuymilkandbread

st timeordate,forexamplePartyat3pmSaturday1 November
Importantdetailsandactions requiredmayinclude
actionssuchasRSVPdateandcontactnumber requesttocarryoutanactionsuchasbuygoods,posta letter,pickupachildfromschool,takeafriendtotheDr
warningoradvicesuchasTurnoffthesoupat12pmRoom changetoday :gotoB401A makingarrangementtomeet letsomeoneknowyouarerunninglate sendgreetingswhiletravelling expressgetwell/farewell/sympathy/congratulations invitesomeonetoaneventorfunction note letter/postcard email invitation/getwell/farewellcards SMS
Occasionsformessagewriting mayinclude
Messagetypemayinclude
Layoutconventionsmayinclude Purposeofsimpleformsmay include
locationoftextonthepagesuchassalutations/closing/ address classexcursionforms classroomlearningactivitysheetsuchasaclozeexercise, jigsawactivitysheet,feedbackform courseenrolmentforms librarycardapplication surveysorquestionnairesaboutlearning,community activities communitypetitione.g.forroadimprovements,level crossingimprovements census wordsindicatingwheretocompletesections,eg:turnto page2,gotoquestion4 diagrams charts arrows symbols photographs cartoons nameandaddress age/dateofbirth
Organisational(navigational) featuresmayinclude Visualcluesmayinclude
Details mayinclude
numberofpeopleinthefamily/namesoffamilymembers signature responsestoquestionsorsectionstoidentifygender/ maritalstatus/lengthoftimeinAustralia/language spoken askingtheteacherorsupportpersontocheck askinganotherstudenttocheck askingafriendorfamilymembertocheck
Checkingmayinclude:
EVIDENCEGUIDE
Criticalaspectsforassessmentand evidencerequiredtodemonstrate competencyinthisunit
Learnersmustdemonstrateevidenceoftheabilityto: readsimplemessagesandformsinEnglishrelatedto familiartopicssuchaspersonaldetails,dailyroutines, immediatesocialandstudyneeds constructsimplemessagesofoneortwosimplephrases orsentencesandcompleteformsusingdifferentformats asappropriatetoneedandcontext useknowledgeandskillstointerpretandengagewith simplemessagesandformsforimmediatepersonaland socialpurposes usestrategiessuchasvisualclues,textfeaturesand previousexperiencetocreatemeaning useknowledgeofthetexttopicandcontexttocreate meaning usetheconventionsoflefttoright,toptobottom orientationoftexts usestrategiestocheckandrevisewriting constructmultiplesimpletextsfordifferentpurposesand audiencestodemonstratecompetencyandconsistencyof performance Inaddition,tobeassessedascompetentintheelements andtheirrelatedperformancecriteria,thelearners performanceneedstosatisfytheRequiredSkillsand Knowledgespecifiedinthisunit. accesstoabilingualdictionary and/orsimpleEnglish picturedictionary
21936VICCertificateI inESL (Access) Version1,December2008
PageC13:6
accesstotextstoreadandasmodelsonfamiliartopics andimmediatepersonalandculturalandsocialsettings accesstosimpletextswithfamiliarstructuresand vocabulary accesstotextswithlimitedprintstylesandfontsizes accesstotextandlanguageresourceswhichinclude familiarculturalreferences accesstoonlinetextsviatheinternetandothercomputer programs
Methodofassessment
Arangeofassessmentmethodsshouldbeusedtoassess languageskillsandknowledgeinrealandsimulated contexts.Thefollowingexamplesareappropriateforthis unit:
oralquestioningtoestablishunderstandingofawritten messagesuchasaudience,purposeandspecificcontent oralquestioningtoestablishevidenceofunderstanding ofinformationrequirementsofformssuchasdata required,wheretowritedata,keyvocabulary aportfoliocontainingevidenceofcompletedmessages andforms oralquestioningofstrategiesusedtoclarifymeaning additionalverbalquestioningtoconfirmrequiredskills andknowledge
Supportforthelearnerinassessmentofreadingshouldtake intoconsiderationthefollowing
dependenceonfrequentteachersupporttointerpret meaningandunderstandunfamiliarculturalreferences u strongsupportfromthecontext,includingvisual cuestointerpretmeaning u useofshorttexts ofafewsentenceswhich containrepetition u extendedtimetoread, rereadanddecode texts
dependenceontheteacherforguidedreadingespecially inrelationtoauthentictextsandnonstandardscripts, suchashandwriting useoftextswithfamiliartopics,structuresand vocabularywithminimalinferredmeaningorqualified statements useoftextswithlimitedprintstylesandfontsizes
Supportforthelearnerinassessmentofwritingshouldtake intoconsiderationthefollowing
extendedtimetocompletewrittentexts u influenceofL1inwordorderandgrammar u dependenceontheteacher/abilingual dictionary/otherprintedmaterialforsupport u dependenceonasympatheticreaderusedto communicatingwithESLlearners u taskswhichrequiretextsnolongerthanafew sentences u omissionofarticles u errorsinverbtenses,agreement,somepronouns u developingsociolinguisticandcultural knowledgeinL2
SECTION
C14
VPAU496
Readandwriteshort,simpleinformationalandinstructionaltexts
21936VICCertificateIinESL(Assess)
VPAU496Readandwriteshort,simpleinformationalandinstructionaltexts
VPAU496 Readandwriteshort,simpleinformationaland instructionaltexts

Thisunitofcompetencydescribesreadingandwritingperformance outcomes,skillsandknowledgerequiredbyadultlearnerswith languagebackgroundotherthanEnglish.Thefocusofthisunitison readingandwritingskillsforshort,simpleinformationaland instructionaltextsinEnglishdirectlyrelatedtoimmediatepersonal andsocialneeds.Informationaltextsmayincludenarratives, reflectivewriting,recountsorfactualdescription. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementofReading1+andWriting1+ theAustralianCoreSkillsFramework(ACSF)Theycontribute directlytotheachievementofACSFindicatorsofReadingand WritingcompetenceatLevel1.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedinSectionBCourseInformation(SeeAppendixB). skillsinEnglishtosatisfyimmediatepersonalneeds.Thesituations inwhichtheseskillsareappliedarevaried,andcanberelatedto study,communityorworkplacecontexts.Thecontextsofthe informationalandinstructionaltextswillbefamiliarandinmost casespredictable,suchthoserelatedtowork,communityand education.
ApplicationoftheUnit Thisunitappliestoparticipantsusingbasicreadingandwriting
ELEMENT
PERFORMANCECRITERIA
Performancecriteriaindicatethestandardofperformancerequiredtodemonstrate achievementoftheelement.Termsrequiringexplanationorfurtherdefinition shouldbeboldedanditalicisedanddetailprovidedintherangestatement. Assessmentofperformanceistobeconsistentwiththeevidenceguide.
Followshortsimple writtendirectionsor instructions
1.1
Identifythepurposeofthewrittendirectionsorinstructions
21936VICCertificateI inESL (Assess) Version1,December2008 PageC14:1
1.2 1.3
Clarifyandconfirm actionsandsequenceof stepsrequired Completetherequirementsaccordingtotheinstructions/ directions
Writeshortsimpletexts 2.1 forimmediatepersonal andsocialpurposes 2.2 2.3 2.4 2.5 .
Identifythepurposeofthetextandclarifytheneedsofthe audience Selectinformationasappropriate Writerelevantdetails Userecordingformat appropriatetopurpose Checkinformationandproducefinaldraft
Readshort,simple onlineandpaperbased informationaltexts
3.1
Identifythetopicandthemainideasinthesimple informationaltext Scantextforspecificinformation Identifykeyvocabularyitems Identifytheaudienceandpurposeforthesimpleinformational text Selectinformationandideasforappropriatecontent Conveyinformationclearlyinsimplephrasesorsentences Useappropriatelayout,formatandstructureforthewritten piece Proofreadtextandproducefinaldraft.
3.2 3.3 4 Writeshortsimple informationaltexts 4.1 4.2 4.3 4.4 4.5
Successfulcompletionofthisunitrequires: LinguisticKnowledgeandskillsto
locate,interpretandusealimitedrangeofsimplecontentwords,phrasesandexpressions relevanttoimmediateneedstorespondtosimpleinstructionsforexampleTicktheanswerandto
interpretandcomposeshort,simpleinformationaltextsforexampletime,place,dateandcost of classperformance
locate,interpretandusealimitedrangeof simpleadjectivesandmodifyingdevicessuchasvery toprovidedescriptionsininformationaltextsforexampletoexpressemotion/opinion suchas happy,quiet, angryinareflection ortodescribeaneventforexampleinteresting interpretandusealimitedrangeofcommonhighfrequencytensessuchassimplepresentsuch astobeandtogo+direction,past,imperative,futurewithwillforexampleMeetatthe canteen,ThehouseisinDandenong,Goleft locate,interpretandusecommonconnectivessuchasand,so,or,but,when,becausetofollow instructionsforexample Heatthemilkbutdonotboil.andtointerpretandwriteinformational textsforexampleItwassohot locate,interpretandusesimpleadverbialphrasesincludingsequencing/discoursemarkerssuch asfirst,next,finallyandadverbsoftimeandmannersuchasusually,now,slowly,quicklyfor exampleSaleonnow interpretthealphabetinupperandlowercasetoreadlettersinthecontextofsimplewhole wordstodecodemeaningofsimpletextandtocopyandconstructwords,numbersandsimple sentencesusingcorrectletterandwordorder interpretandusebasicstructuralfeaturesandconventionssuchasaseriesof short, simple sentencessubjectverbobject,layoutofsimpleshort informational textsandsimple punctuationsuchasfullstopandquestionmarks locate,interpretandusesimplemodals,suchas:must,havetoforexampleYoumustmixit slowly. locate,interpretandusealimitedrangeof simplephrasalverbssuchasmixin interpretanduseregularandirregularpluralformsforexamplestrawberries selectanduseappropriateregistertowritesimpletextaccordingtotheaudienceandthe purposeofthetext useconventionstocompleteinformationaltextssuchaslayoutandformatforexampletablesor diagrams usewritingconventionsfromlefttorightandtoptobottom limitedknowledgeofaspectsof Australiasmulticultural societyandculture Pragmaticknowledgeandskillsto: draftandcheckwritingwithsupportandmakecorrections usesupportingvisualsandgraphicstomakemeaning scanshorttextsforkeyinformation/mainidea referextensivelytosimplebilingualdictionary and/ orsimpleEnglishpicturedictionaryto checkunfamiliarwords locate,interpretandrespondtosimplenumericalmathematicaltermsandconceptsrelatedto money,quantities,size,distance,shapetofollowsimpleinstructionsandinformationaltextsfor example200gramsofbutter
Sociolinguisticandculturalknowledgeandskillsto:
Numeracyknowledgeand skillsto:
locate,interpretandrespondtofamiliarmathematicalconceptsandsymbolsforexampleto describethesizeofaroom
RANGESTATEMENT
Purposeofthewrittendirections orinstructionsmayinclude
onscreenstepbystepinstructionssuchasATM withdrawal,librarybookrenewal paperbasedoronlineinstructionsforalanguagelearning activity simpledirectionstoanearbylocation(aspartofanotice foranexcursionorcommunityactivity) simplerecipe usingbasicequipmentsuchasthephotocopier,language learningsoftwareprogram gettingfromoneplacetoanotheronfootorbypublic transport makingsomethingsuchaspartofameal completingalearningactivitysuchasadigitalstory relatedtousingcomputers forexampleawordprocessing activity shoppinglist/recipe/ingredients booklist/personalvocabularylist/verbtenseslist copyingshorttextsfromdictionariesforexample: definitions,pronunciationofwords copyingshorttextsfromnotices,communityposters, schedules,train/tramtimes simpleinstructionsforaspecificpurpose,forexample:how tomakesomething,directionstoaplace purposesmaybetoinform,instruct,direct,forexample instructionsonwheretomeetforaclassactivity,alistof ingredientsoritemsforacommunityactivityorparty personalrecordkeepingforstudypurposes,forexample vocabularylists,translationofnewwordslearned audiencemaybefellowclassmates,communitymembersor self legiblehandwriting,clearlogicallayout,keyinformation
Actions mayinclude
Recordingformatsmayinclude
Purposeofthetextsmayinclude
Needsoftheaudiencemay include
highlighted,correctspellingandgrammar,
accuratenumericalinformation,forexampletimes(amor pm)/addresses/quantities,suchaskilos,grams informationinoneormorelanguages list/table chart labelleddiagram/map proseformat,whichmayincludevisual noteformusingheadingsandbulletpoints/outline numbering digitalstoryformat onlinescreenbasedtextsandpaperbasedtexts ashortnewsitemforaclassnewspaper adescriptionofaroomforrentcarforsale,houseforrent simplebrochure simpleposter/flyer simpleshortstory simplifiednovel arecountofanevent areflection anarrative adescriptionsuchasaperson,placeorobject
Recordingformatmayinclude
Simpleinformationaltextsmay include
EVIDENCEGUIDE
Criticalaspectsforassessmentand Learnersmustdemonstrateevidenceoftheabilityto: evidencerequiredtodemonstrate readsimpleinformationandinstructionaltextsin English competencyinthisunit relatedtofamiliartopicssuchaspersonaldetails,daily routines,immediatesocialandstudyneeds
constructsimpleinformationalandinstructionaltextsof oneortwosimplephrasesor ashortseriesof sentences usingdifferentformatsasappropriatetoneedand context useunderpinningknowledgeandskillstointerpretand
followsequentialinstructionsandkeyinformationin simpleinstructionalandinformationaltextsfor immediatepersonalandsocialpurposes
usestrategiessuchasvisualclues,textfeaturesand previousexperiencetocreatemeaning useknowledgeofthetexttopicandcontexttocreate meaning usetheconventionsoflefttoright,toptobottom orientationoftexts usesstrategiestocheckandrevisewriting constructmultipletextsfordifferentpurposesand audiencestodemonstratecompetencyandconsistencyof performance Inaddition,tobeassessedascompetentintheelements andtheirrelatedperformancecriteria,thelearners performanceneedstosatisfytheRequiredSkillsand Knowledgespecifiedinthisunit. Thelearnershouldhaveaccesstothefollowing abilingualdictionaryand/orsimpleEnglish English dictionary readingtextsandmodeltextsonfamiliartopicsand immediatepersonalandculturalandsocialsettings simpletextswithfamiliarstructuresandvocabulary textswithlimitedprintstylesandfontsizes accesstotextandlanguageresourceswhichinclude familiarculturalreferences textswhichincludevisualanddiagrammaticinformation assupport accesstoonlinetextsviatheinternetandothercomputer programs
Methodofassessment
oralquestioningtoestablishunderstandingofawritten textsuchasaudience,purposeandspecificcontent oralquestioningtoestablishevidenceofunderstanding ofinformationrequirements aportfoliocontainingevidenceofcompletedsimple instructionalandinformationaltextsfordifferent purposesandaudiences
oralquestioningofstrategiesusedtoclarifymeaning additionalverbalquestioningtoconfirmrequiredskills andknowledge
Evidenceofcompetenceinthisunitmustbegatheredona numberofoccasionsovertimeandinarangeoffamiliar contexts. Supportforthelearnerinassessmentofreadingshouldtake intoconsiderationthefollowing
dependenceonfrequentteachersupporttointerpret meaningandunderstandunfamiliarculturalreferences strongsupportfromthecontext,includingvisualcuesto interpretmeaning useofshorttextsofafewsentenceswhichcontain repetition extendedtimetoread,rereadanddecodetexts dependenceontheteacherforguidedreadingespecially inrelationtoauthentictextsandnonstandardscripts, suchashandwriting useoftextswithfamiliartopics,structuresand vocabularywithminimalinferredmeaningorqualified statements useoftextswithlimitedprintstylesandfontsizes
Supportforthelearnerinassessmentofwritingshouldtake intoconsiderationthefollowing:

extendedtimetocompletewrittentexts influenceofL1inwordorderandgrammar dependenceontheteacher/abilingualdictionary/other printedmaterialforsupport dependenceonasympatheticreaderusedto communicatingwithESLlearners. taskswhichrequiretextsnolongerthanafewsentences omissionofarticles errorsinverb tenses,agreement,somepronouns
21932VICCertificateIIinESL(Access)
SECTION
C15
VBQU117
Developanddocumentalearningplanandportfoliowithguidance
VBQU117 Developanddocumentalearningplanandportfoliowithguidance
VBQU117 Developanddocumentalearningplanandportfolio withguidance

Thefocusofthisunitistoidentifyanddocumentcurrentskillsand planfutureskillsdevelopmentwiththeguidanceofanappropriate supportperson,andtodevelopandmaintainaportfolio. Thisunitisdesignedtomeettheneedsoflearnerswithpersonal, learning,employmentandcommunityparticipationgoals.Learners needsandexpectationsrequireafocusonindividuallearner objectivessuchas:

improvedlanguage,literacyandnumeracyskills newskillsandknowledge
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincludedwill assistinidentifyingemployabilityskillrequirements. Thesummary isincludedin Section BCourseRequirements(AppendixB). Nolicensing,legislative,regulatoryorcertificationrequirements applytothisunitatthetimeofpublication.
ApplicationoftheUnit Thelearningplandocumentsanagreedprogramthatthelearnerwill
undertakeduringthecoursetoplan,documentandmonitorprogress towardsachievinglearninggoals.Atthislevel,thelearnerwillwork withasupportpersonwhendrawingupalearningplan.Thelearner documentsthelearningplanusinganestablishedformatrequiring oneortwodotpointsorsentences. Thelearnerisalsosupportedtodevelopandmaintainaportfolioof completedworksamples,selectedtodemonstratecompetencyin particularskillareas.Theportfolioconformswithapredesigned format. Itisalsorecommendedthattheapplicationisintegratedwithother units.
21932VICCertificateII inESL (Access) Importedfrom21771VICCertificateI (Introductory) General EducationforAdult.ACFE2007 Version1,December2008 PageC15:1
ELEMENT
PERFORMANCECRITERIA
Elementsdescribetheessential Performancecriteriadescribetherequiredperformanceneededtodemonstrate outcomesofaunitofcompetency. achievementoftheelement.Wherebolditalicisedtextisused,further informationisdetailedinthe requiredskillsandknowledgeand/ortherange statement. Assessmentofperformanceistobeconsistentwiththeevidenceguide.
Clarifylearninggoals
1.1 1.2 1.3 1.4
Ownlearninggoalsareidentifiedwithguidancefrom appropriatesupportperson/s Currentskillsandknowledgearecomparedwithidentified goals Factorswhichmayimpactonlearningarediscussedin relationtoidentifiedgoals Supportingresourcesareidentified Thepurpose ofanindividuallearningplanisnoted Thefeatures ofanindividual learningplanareidentified Theprocessesfordevelopinganindividuallearningplanare followed. Theindividuallearningplanisdocumentedusingan establishedtemplate Purposesoftheportfolio areidentified Typesofevidencerequiredarenoted Purposeofevidenceisdiscussed Examplesofevidencearecollectedandarrangedinthe requiredformat Progresstowardsendofcoursegoalsandobjectivesis reviewedregularlywithappropriatesupportperson Individuallearningplanisamendedasneeded ProgressagainstIndividualLearningPlanisacknowledgedby allparties
Documentanindividual 2.1 learningplan. 2.2 2.3 2.4
Prepareportfolioof completedwork samples
3.1 3.2 3.3 3.4
Monitorandupdatethe individuallearning plan.
4.1 4.2 4.3

communicationskillstoparticipateinplanningprocess communicationskillstoundertakeassessment literacyskillstofollowawrittenmodelorcompleteasimpletemplate literacyskillstofollowamodeltoorganiseaportfolio
RANGESTATEMENT
TheRangeStatementrelatestotheunitofcompetencyasawhole.Itallowsfordifferentsituationsthatmayaffect performance,e.g.accesstoresourcesregionalcontexts.BolditalicisedwordinginthePerformanceCriteriaisdetailed below.
improvingreading,writingandnumeracyskillsfora varietyofpurposes,forexample: - furtherstudy - employment - communityparticipation - healthandwellbeing - supportforothers newskills programcoordinator teacher advisor workresponsibilities familyresponsibilities previousstudyincludingformalschoolingorinformal learning healthandotherpersonalmatters anypossiblebarrierstocompletion audiovisualaids visualmaterials,e.g.,maps,pictures computers library communicationaids
Appropriatesupportpersonsmay include
Factorswhichmayimpacton learningmayinclude
assistingthelearnerandtheprovidertoplansystematically fortheattainmentofgoals asatooltomonitorprogress toassistthetransitionofthelearnertohis/herpreferred optionsattheendofthecourse.. oneortwoshorttermgoalsandindicatorsofsuccess oneortwolongtermgoalsandindicatorsofsuccess actionsandactivitiestobeundertaken,including monitoringarrangements anyissuesandstrategies responsibilities timeline acknowledgementthatthedocumentisaworkingdocument andissubjecttoconstantchange,additionanddeletion signatureofallparticipants assessmentoflearnersneeds negotiationtowardsdevelopmentoflongtermgoals identifyingoneortwoshorttermspecificobjectives determinationoftasksandprogresstoachievegoalsand objectives agreementastowhoisresponsiblefortheimplementation ofeachtask identificationofadditionalsupportpersons,e.g.: - caseworkersandpersonalcarers - careercounsellors - interpreters - communityrepresentatives - equityofficers - studentservicesofficers - librarypersonnel - governmentofficersinspecialistsupportservices - advocatesforapersonorgroup - peersupport - notetakers - technicalsupport
Thefeaturesofanindividual learningplaninclude
Componentsofindividual learningplanningprocessare:
- humanresourcespersonnel - administrativepersonnel - familymembers
identificationof responsibilitiesforallparties,e.g.:learners (participation,workingcollaboratively),teachers(providing customisedprograms,awarenessofandstrategiesfor dealingwithconflictingdiscourses,ethicalstandards) recordwhathasbeenachievedinthecourse provideabasisforaclaimofRPLatalaterstage providesupportforaCV provideopportunityforreflectiononprogresstowards achievinggoals opportunitytoreflectonstrategieswhichhavebeen successful collectionsofsamplescompiledbythelearnerwiththe supportoftheteacher productswithsupportingdocumentation diary photographs documentprogresstowardsachievementofgoals documentcompetencies buildapictureofpersonalattributes recordofcurrentcompetencies identifyareasforfurtherskilldevelopment identifystrengthsandweaknesses documentemployabilityskills teacherprovidedformat checklistandplasticsleeves ringfolder factorswhichcontributetosuccess,e.g.: teacherstructuredscaffoldingactivitiesdesignedtoextend learnersexistingknowledgeandskills transferringlearningfromoneareatoanewarea applyingappropriatestrategies practisingnewskills
Purposeofevidencemayinclude
Requiredtemplatesinclude
Thereviewprocessmayinclude identificationof
accessingteacher,peers,otherinterestedparties learningstrategieswhichcanbeappliedtoothercontexts barrierstosuccess,e.g.: currentlifecircumstancessuchasphysical,mental, emotionalorsocialconstraints conflictwithdiscoursesofeducation culturaldifferences multiplerolesandresponsibilities
EVIDENCEGUIDE
TheevidenceguideprovidesadviceonassessmentandmustbereadinconjunctionwiththePerformance Criteria, RequiredSkillsandKnowledge,theRangeStatementandtheAssessmentsectioninSectionBoftheaccreditation submission.
learnerhasclarifiedownlearninggoals,documenteda learningplanusinganestablishedtemplate,maintaineda portfolio,andmonitoredandupdatedthelearningplan whennecessary. assessmentofperformancerequirementsinthisunitis bestundertakenoverthecourseoftheprogram ongoingaccesstoteacherforsupportwithprocess
Arangeofassessmentstrategiesoroptionsshouldbe consideredtosuittheneedsofthelearner.Theneedsof the learnerwillbemetbyprovisionof:

questioning,forexample: - interviews - selfassessment - verbalquestioning directobservation,forexample: - realtimeactivities portfolios,forexample: - collectionsofsamplescompiledbythelearner - productwithsupportingdocumentation - diary thirdpartyfeedback,forexample: - testimonials/reportsfromotherteachersor supportworkers
SECTION
C16
VPAU497
Participateinsimpleconversationsandtransactions
21932VICCertificateIIinESL(Assess)
VPAU497 Participateinsimpleconversationsandtransactions
Thisunitofcompetencydescribesspeakingandlistening performanceoutcomes,skillsandknowledgerequiredbyadult learnerswithlanguagebackgroundsotherthanEnglish.Thefocusof thisunitisonlisteningandspeakingskillsinEnglish toparticipate insimpleconversationsanddiscussionsoneverydaytopics,andto engagein transactionsrelatedtopersonalconsumptionofgoodsand services. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementofISLPRSpeaking2andListening2 theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementof ACSFindicatorsofcompetencein OralCommunicationatLevel 2.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedin Section BCourseInformation (SeeAppendixB). Englishtosatisfybasicsocial andtransactionalneeds.Thesituations inwhichtheseskillsareappliedarevaried,andcanberelatedto study,community,recreation orworkplacecontexts.Thecontextsof theconversationsandtransactionswill generallybefamiliar,such as shopping,transport, work,communityandschool/college,butmay alsoinvolvecommunicationwithpeopleoutsideoftheirown immediatecircle.
ApplicationoftheUnit Thisunitappliestoparticipantsusingspeakingandlisteningskillsin
ELEMENT
Elementsdescribetheessential outcomesofaunitofcompetency. Elementsdescribe actionsor outcomesthataredemonstrable andassessable.
PERFORMANCECRITERIA
Listentosimple exchanges
1.1 Identifytherelationshipbetweenspeakers 1.2 Identifythesubjectmatterbeingdiscussed,andthenatureof theexchange
21932VICCertificateII inESL (Assess) Version1,December2008 PageC16:1
1.3 Identify openingandclosingexpressions 1.4 Identify invitationstoparticipateortakeaturn 1.5 Identifyrequestsforrepetition,restatementandclarification 2 Participatein simple conversations 2.1 Respondtoanduseopeningsandclosingswithfamiliar expressions 2.2 Respondtoinvitationstoparticipate or takeaturn 2.3 Askforandgiveinformation, explanationsoropinionson familiartopics 2.4 Respondtoandmakerequestsforrepetition,restatementand clarificationasappropriate 2.5 Reflectonparticipationincasualconversation 2.6 Determinestrategiesrequiredtoimproveperformance 3 Makerequestsand respondinshort everydaytransactions 3.1 Initiateatransactionaboutgoodsandservicesusing appropriateexpressions 3.2 Respondtorequestsforbackgroundinformationor explanationasappropriate 3.3 Askforandproviderepetition,restatementandclarificationas required 3.4 Close,orrespondtoclosingtheconversation 3.5 Reflecton participationin thetransaction 3.6 Determinestrategiesrequiredtoimproveperformance
Successfulcompletionof thisunitrequires: LinguisticKnowledgeandSkills:
vocabularytotalkaboutfamiliarpersonal,community,socialandtopicalissueseg:weather, environment,simplecurrentevents simplesentencestructures,suchassimpleandcompoundsentences arangeofcommonhighfrequencyverbtensesandforms,includingsimplereportedspeech arangeofmodalsandmodalforms(positiveandnegative),suchas:should,would,could,might, needto,
arangeofcommonphrasalverbs,e.g.Sheslookingafterhermother.Canyoupickupthekids? arangeofconjunctionssuchaswhen,but,if,although,so.WhenIleftschool,Igotajobina factory. arangeof highfrequency discoursemarkersandcohesivedevicessuchas,first,then,bythe way,anyway,so,afterthat. adjectives,adverbsandsomeadverbialphrases,suchasassoonaspossible prepositionsandprepositionalphrases,suchasOntheweekend,attheendofRamadan understandhowtone,stressandintonationmodifymeaning usestressandintonationadequately politenessconventionsinconversation,suchasshowinginterest,givingcompliments,making requests,appropriatequestions,expressingregret,facesavingwaysofsayingno,appropriate useofpleaseandthankyou,waysofexpressingdisagreementorconflict. awarenessofsomeimpliedmeaningandirony someknowledgeofAustraliasmulticultural societyandcultures. seekclarificationinaconversationusingsimplequestions repeatorrestatewordsorphrasestobeunderstoodandtousesomestrategiestogetthe interlocutortorepeatorexplainwordsandphrases schemafortransactionsaboutgoodsandservices recogniseanduseeverydaynumbersandmoneyinfamiliaractivities recognise,interpretanduseeverydaydata,numbers,moneyinfamiliaractivities
SociolinguisticandCulturalKnowledgeandSkills:
PragmaticKnowledgeandSkills:

NumeracyKnowledgeandSkills:

RANGESTATEMENT
Exchangesmayinclude
Routinetransactions Everydayconversationsaboutfamiliarmatters
Openingsmayinclude
Openingexpressionssuchas:

Hi,howareyou?Cold,isntit? Hi,Huynh.GrabachairandIllbewithyouinaminute Haveagoodweekend? Haveyoubeenwaitinglong?Sorrytokeepyouwaiting
Closingsmayinclude
Closingexpressionssuchas:

Anyway,Ishouldgo..Nicetalkingtoyou. Haveagreatweekend Takecare.Seeyousoon
Invitationstoparticipateortake aturnmayinclude
Expressionssuchas:

So,howareyou? Whataboutyou?Howwasyourweekend? Anyway,thatsenoughaboutme
Requestssuchas: Requestsforrepetition, restatementandclarificationmay Canyousaythatagain? include Couldyourepeatitplease? Askforandgiveinformationand Questionssuchas: explanationsmayinclude Whathappened?

Whodidyougowith? So,howsyourdaughtergoingatschool? Didyouseethenewslastnight? Oh,whyisthat? ImsorryImlate.Imissedthebus. IdidntcometoclassbecausemydaughterwassickandI hadtotakehertothedoctor.
Explanationssuch as:

Opinionsonfamiliartopicsmay include
Statementssuchas:

Idontlike Ithink Inmyopinion Theyshouldban
Familiartopic mayinclude
Topicssuchas:

selfandfamily pastandpresentlivingsituation healthmatters foodandcooking communityissues cultural matters
sportandleisure weather currentevents
Reflectonparticipationmay include
Activitiessuchas:
self assessmentofperformance,identifyingstrengthsand weaknessesandareastoworkon reviewperformancewithasupportperson
Initiateatransactionmayinclude Briefstatementofissueorproblem,suchas:
Hi,Iboughtthisjacketyesterday,butIdlike toreturnit. Itstoobig. Hi,Ivegotaproblemwithpayingmygasbill.CanIgetan extension?
Transactionaboutgoodsand servicesmayinclude
Interactionssuchas:

returningfaultygoods queryingabillorbankstatement courseenrolmentinquiry librarymembership negotiatingcourserequirementswithateacher makingaqueryatachildsschool
Respondtorequestsfor backgroundinformationor explanationmayinclude
Providingexamplessuchas:
Igotthisonebecauseitwastheonlysizeyouhad, butits justtoobig.Yeah,Ivegotthereceipthere. Myaccountnumberis..
EVIDENCEGUIDE
Criticalaspectsforassessmentand Assessmentrequiresevidenceofthefollowing: evidencerequiredtodemonstrate abilitytoidentifykey featuresinasimpleexchange competencyinthisunit abilitytoinitiateandsustain conversationswithoneor morepeopleonarangeoffamiliareverydaytopics
abilitytoobtainessentialinformationonfamiliaror expectedmatters abilitytoreflectonownlearningandidentifywaysto developskills
Performancestandardsbythelearnerintheconversations mustsatisfytheperformancecriteriaanddemonstratethe languageproficiencyrequirementsdescribedinthe RequiredSkillsandKnowledgesection. Contextofandspecificresources forassessment Assessmenttasksshouldbebasedonfamiliarand immediatecontexts,andshouldincludevisualand paralinguisticsupport Assessmenttoolsshoulduseshortstraightforward verbal textswhichdonotcontainmuch colloquialspeechandin whichthevarietiesofEnglish arefamiliar
thirdpartyrecordsofobserved(simulatedorreal) performancecancontributetoevidence communicationmay befacetofaceorviatelephone
Methodofassessment

directobservationusingachecklist thirdpartyfeedbacksuchasfromteachers,community membersorpeers selfassessmentusingachecklist additionalverbalquestioningtoconfirmrequiredskills andknowledge
Evidenceofcompetenceinthisunitmustbegatheredona numberofoccasions,overtimeandinarangeoffamiliar contexts Assessmentpracticesshouldconsiderthelearnersneedfor:

asympatheticinterlocutor modelling/provisionofshortstraightforwardverbaltexts withfamiliarcontentwhichdonotcontainmuch colloquialspeech
Thelearnersspeakingmaybecharacterisedbyhesitations andcircumlocution,butpronunciationshouldbemostly intelligible,withadequateuseof stressandintonation
SECTION
C17
VPAU498
Giveandrespondtosimpleverbalinformationanddirections
VPAU498 Giveandrespondtosimpleverbalinformationanddirections
VPAU498 Giveandrespondtosimpleverbalinformationand directions

Thisunitofcompetencydescribesspeakingandlistening performanceoutcomes,skillsandknowledgerequiredbyadult learnerswithlanguagebackgroundsotherthanEnglish.Thefocus ofthisunitisonlisteningandspeakingskillsinEnglish to understandandconveysimplespokeninformationandtofollow andgiveinstructions. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiency Ratings)descriptorsforSpeakingandListening.They contribute directlytotheachievementofISLPRSpeaking2andListening 2 theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementof ACSFindicatorsofcompetence inOralCommunicationatLevel2.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedinSectionBCourseInformation (SeeAppendixB). Thisunitappliestoparticipantsusingspeakingandlisteningskills inEnglishtosatisfybasicsocialandtransactionalneeds.The situationsinwhichtheseskillsareappliedarevaried,andcanbe relatedtostudy,community,recreationorworkplacecontexts.The contextsoftheinstructionsandinformationwillgenerallybe familiar,suchasshopping,transport,work,communityand school/college,butmayinvolvecommunicationwithpeople outsideoftheirownimmediatecircle.
ELEMENT
Elementsdescribetheessential outcomesofaunitofcompetency. Elementsdescribeactionsor outcomesthataredemonstrableand assessable.
PERFORMANCECRITERIA
Performancecriteriaindicatethestandardofperformancerequiredto demonstrateachievementoftheelement.Termsrequiringexplanationor furtherdefinitionshouldbeboldedanditalicisedanddetailprovidedintherange statement. Assessmentofperformance istobeconsistentwiththeevidenceguide.
Interpretsimple informationaloraltext
1.1 1.2
Identifythecontextandtopicof asimpleinformational oraltext Listthemainideasorissues.
21932VICCertificateIIinESL (Access) Version1,December2008 PageC17:1
1.3 1.4 1.5 2 Giveashorttalkon a personalandfamiliar topic 2.1 2.2 2.3 2.4 2.5 2.6
Locate supportinginformationordetails. Identifythetoneandsomeimpliedmeaningsinthetext Expressanopinionabouttheideasorissuesraised. Preparetopresenttalk onapersonalandfamiliartopic Sequenceinformationintoshortstatementslinkedby simplecohesivedevices Delivertalkclearlyandcoherently Demonstrateawarenessofaudience Reflectonownperformance Determinestrategiesrequiredtoimproveperformance
Followsimpleeveryday 3.1 verbalinstructionsor directions 3.2 3.3 3.4
Identifythecontextandpurpose of simpleverbal instructionsordirections Indicateorderinwhichstepsmustbetaken Recall keyinformationabouthowthe directions/instructionsshouldbefollowed. Requestrepetition,andclarification asrequired.
Giveasetof simple verbalinstructionsor directions
4.1 4.2 4.3 4.4 4.5 4.6
Preparetogivesimpleverbalinstructionsordirectionsfor afamiliarprocess. Giveinstructionsordirectionsclearlyandcoherently. Usevisualaidsorothersupportsasrequired. Repeat,restateandclarifywhereneeded Reflectonownperformance Determinestrategiesrequiredtoimproveperformance
Successfulcompletionofthisunitrequires: LinguisticKnowledgeandSkills:
vocabularytotalkaboutfamiliarpersonal,community,socialandtopicalissueseg:weather, environment,simplecurrentevents simplesentencestructures,suchassimpleandcompoundsentences arangeofcommonhighfrequencyverbtensesandforms,includingsimplereportedspeech arangeofmodalsandmodalforms(positiveandnegative),suchas:should,would,could,might, needto arangeofcommonphrasalverbs,e.g.Sheslookingafterhermother.Canyoupickupthekids? arangeofconjunctionssuch aswhen,but,if,although,so,e.g. WhenIleftschool,Igotajobin afactory. arangeofhighfrequencydiscoursemarkersandcohesivedevicessuchas,first,then,bythe way,anyway,so,afterthat adjectives,adverbsandsomeadverbialphrases,suchasassoonaspossible prepositionsandprepositionalphrases,suchasOntheweekend,attheendofRamadan understandhowtone,stressandintonationmodifymeaning usestressandintonationadequately politenessconventionsinconversation,suchasshowinginterest,givingcompliments,making requests,appropriatequestions,expressingregret,facesavingwaysofsayingno,appropriate useofpleaseandthankyou,waysofexpressingdisagreementorconflict. awarenessofsomeimpliedmeaningandirony someknowledgeofAustraliasmulticulturalsocietyandcultures. seekclarificationinaconversationusingsimplequestions repeatorrestatewordsorphrasestobeunderstoodandtousesomestrategiestogetthe interlocutortorepeatorexplainwordsandphrases schemafortransactionsaboutgoodsandservices recogniseanduseeverydaynumbersandmoneyinfamiliaractivities recognise,interpretanduseeverydaydata,numbers,moneyinfamiliaractivities


RANGESTATEMENT
Contextmayinclude Simpleinformationaloraltext mayinclude
thesituationorenvironmentthecommunicationtakesplace in
Textssuchas:
simplecommunityannouncementwithinafamiliarregister, deliveredatlowratesofutterance(140160wpm)with cleararticulationandgoodacoustics. weatherreport,trafficreport radio/television newsstories/documentariessuchas singlethreadhumanintereststories,producedinsimilar conditionsasabove. shorttalk recordedphonemessage
Supportinginformationordetails Informationsuchas: mayinclude ToptemperatureinMelbournetoday

NewPplateshaveawhitePonagreenbackground Melbournesreservoirsare28%full.
Identifytoneandimplied meaningsmayinclude
Responses(tothetextoverall)suchas:
Watershortageisaveryseriousproblem.(Impliespeople needtodomoretosavewater) serious,lighthearted
Personalandfamiliartopicsmay Topicssuchas: include selfandfamily

educationalandemploymentbackground pastandpresentlivingsituation personaljourneys,experiences healthmatters foodandcooking communityissues culturaldifferences sportandleisure currentevents futureplans
responsetoacreativeworksuchasafilm,artexhibition, novel,musicalconcert
Preparetopresenttalkmay include
Stagessuchas:

selecttopicandplantalk preparenotesorpromptcards practisetalk accessvisualaidsorothersupportsasrequired
Simplecohesivedevicesmay include Delivertalkclearlymayinclude
Cohesivedevicessuchas:
First,and,but,then,next,inthefuture
Aspectssuchas:

generallyintelligiblepronunciation,stressandintonation audiblevoice
Coherentlymayinclude
Aspectssuchas:

structureinformationorideas accurateuseofvocabulary linkingwordstosequenceandexplaininformation
Awarenessofaudiencemay include
Aspectssuchas:

consideringaudiencesneeds,eg,priorknowledge clarifyingwhererequired,respondingtoquestions.
Reflectonownperformancemay Activitiessuchas: include selfassessmentofperformance,identifyingstrengthsand weaknessesandareastoworkon
reviewperformancewithasupportperson practisingwithpeers usinglanguagelearningresourcese.g.onlineactivities keepingvocabularylists implementingselfstudyactivities
Strategiestoimprove performancemayinclude
Contextandpurposeofsimple everydayverbalinstructionsor directionsmayinclude
Instructionsordirectionssuchas: householdinstructionssuchasHowtocleanyourhouse withbakingsodaandvinegar,Howtocookperfectrice classroom activityinstructions processesforfamiliaractivitiessuchasmakingorfixing something,,e.g.howtochangeatyre directionsforgettingtoasocialevent recordedmessagesformobilephones
Instructionsordirectionsmaybeconveyedthroughonetoone interaction,groupsettingorrecordedinformation. Keyinformationmayinclude Aspectssuchas:

useoftheimperativeform languagerelatingtomovement,positioninspace,manner, frequencyandduration,suchas

turnleftatthefirsttrafficlights atthetopofthestairs stirgentlyonalowheat onceeverytwohours insevendays IfAhmedrings,tellhimIllbebackby2pm... Dontsendthemailuntilhescheckedit.
Sequential orconditionalinstructions,suchas
Requestsforrepetition,and clarificationmayinclude
Requestssuchas:

Canyousaythatagain? Sorry,didntcatchthat. Idontknowwhatyoumean. Doyoumeanthisone? Likethis?
Visualaidsorothersupportsmay Aidssuchas: include diagrams,images,photos

PowerPointpresentation personalobjects,realia
EVIDENCEGUIDE
Criticalaspectsforassessmentand Assessmentrequiresevidenceofthefollowing: evidencerequiredtodemonstrate abilitytoobtainessentialinformationonfamiliaror competencyinthisunit expectedmatterseitherinrecordedorfacetoface situations
abilitytocommunicateaboutarangeoftopicssuchas family,interests,work,community,orcurrentevents
abilitytoexpressopinions,attitudesandfeelings,giving reasons. abilitytousearangeofstrategiestocommunicate abilitytoreflectonownlearningandidentifywaysto developskillswithassistance
Performancestandardsbythelearnerintheconversations mustsatisfytheperformancecriteriaanddemonstratethe languageproficiencyrequirementsdescribedinthe RequiredSkillsandKnowledgesection. Contextofandspecificresources forassessment Assessmenttasksshouldbebasedonfamiliarand immediatecontexts,andshouldincludevisualand paralinguisticsupport Assessmenttoolsshoulduseshortstraightforward verbal textswhichdonotcontainmuch colloquialspeechandin whichthevarietiesofEnglish arefamiliar
thirdpartyrecordsofobserved(simulatedorreal) performancecancontributetoevidence communicationmay befacetofaceorviatelephone
Methodofassessment

directobservationusingachecklist thirdpartyfeedbacksuchasfromteachers,community membersorpeers selfassessment additionalverbalquestioningtoconfirmrequiredskills andknowledge
Evidenceofcompetenceinthisunitmustbegatheredona numberofoccasions,overtimeandinarangeoffamiliar contextstoallowlearnerstodemonstrateconsistencyof performance. Assessmentpracticesshouldconsiderthelearners:

occasionalneedforasympatheticinterlocutor needformodelling/provisionofshortstraightforward verbaltextswithfamiliarcontentwhichdonotcontain muchcolloquialspeech
Thelearnersspeakingmaybecharacterisedbyhesitations andcircumlocution,butpronunciationshouldbemostly intelligible,withadequateuseof stressandintonation.
SECTION
C18
VPAU499
Read and write simple personal letters and formatted texts
VPAU499 Read and write simple personal letters and formatted texts
This unit of competency describes reading and writing performance outcomes, skills and knowledge required by adult learners with language background other than English. The focus of this unit is on reading and writing skills in English for simple personal letters or emails and understanding and completing formatted texts directly related to everyday social and transactional needs. The outcomes described in this unit relate to: The ISLPR (International Second Language Proficiency Ratings) descriptors for Reading and Writing. They contribute directly to the achievement of ISLPR Reading 2 and Writing 2. and the Australian Core Skills Framework (ACSF). They contribute directly to the achievement of ACSF indicators of Reading and Writing competence at Level 2.
The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included, will assist in identifying employability skill requirements. The summary is included in Section B Course Information (See Appendix B). English to satisfy basic social requirements and needs as a consumer of goods or services. The situations in which these skills are applied are varied, and can be related to study, community, recreation or workplace contexts. The contexts of the texts will generally be familiar, such as shopping, bills and banking, transport, work, recreation, community and school/college.
Application of the Unit This unit applies to participants using reading and writing skills in
ELEMENT
Read simple personal letters or email messages
1.1 1.2 1.3
Identify the context and purpose of the text. Identify the main idea or topic referred to. Locate any important details or actions required
21932VIC Certificate II in ESL (Access) Version 1, December 2008 Page C18:3
Write simple personal letters or email messages
2.1 2.2 2.3 2.4
Plan and draft simple personal letters or emails Use layout conventions and staging appropriate to the context and purpose Convey information or an explanation Proofread and correct final draft Identify the context and purpose of the formatted text Locate specific information, using organisational (navigational) features of the text Identify key instructions or advice, where relevant Use formatted texts to meet personal or social needs Complete sections as required Use appropriate format for words, abbreviations and numbers Proofread and correct all sections
Read a range of everyday formatted texts
3.1 3.2 3.3
Complete formatted texts for a range of purposes
4.1 4.2 4.3 4.4

Successful completion of this unit requires: Linguistic Knowledge and skills: understand and uses:
vocabulary and expressions for a range of everyday topics related to personal, community, social and topical issues (e.g. family, weather, environment, simple current events) simple sentence structures, such as simple and compound sentences a range of common high frequency tense and aspect forms to describe present, past and future, such as simple present, simple past, present continuous, ,future forms, verbs +ing, e.g. he is playing soccer some modals and modal forms (positive and negative), such as: should, would, could, might, need to, a limited range of common phrasal verbs such as Hes looking after the baby. Can you hang out the washing? I looked it up in the dictionary. a limited range of conjunctions such as when, but, if, although, so. For example, When I left school, I got a job in a factory. a range of high frequency discourse markers and cohesive devices such as, first, then, by the way, anyway, so, after that. a limited range of adjectives, adverbs and some adverbial phrases, such as as soon as possible
a limited range of prepositions and prepositional phrases

Sociolinguistic and Cultural Knowledge and Skills:
some high frequency idiomatic expressions determine some inferred meaning from texts, with support, begin to use language to evaluate tone, style, attitude, intention of writer Pragmatic Knowledge and Skills get the gist of and key information from familiar everyday stories in the media write a simple recount proof read and make some corrections to own work with support conventions of letter writing for routine social purposes complete a range of simple forms Numeracy Knowledge and Skills: recognise, interpret and use everyday data, numbers, money in familiar activities
RANGE STATEMENT
Context may include Texts may include
the environment the communication takes place in, eg, social or cultural context, educational or vocational setting. email message postcard personal letter get well/farewell/invitation/sympathy/congratulations note to teacher about missing a class, or about a planned absence in the future note to principal requesting permission to take child out of school for family reasons message taken from voicemail or telephone conversation
Purpose may include
understanding the point of the text, its communicative function. May include writers intention / reason for writing, relationship between writer and recipient, style and / or tone. may cover a range of functions: to describe, request, invite, thank, explain, instruct, report etc.
Main ideas or topics may include Important details or actions required may include Plan and draft may include Layout conventions may include
familiar topics e.g Amiras new job, Thanhs new baby, Billy started school specific requests. E.g. Arriving in Melbourne on July 10, flight VB345 at 6 a.m. Can you pick me up from the airport? Planning and drafting may include: use of processes such as list of key words, mind map, or cluster, and writing a first draft date for a personal letter subject title for an email
Staging may include
staging in a personal letter or email may include: Opening, Dear., Hi, message Closing: Regards, Yours sincerely, Take care, Love
Proofread and correct may include Formatted texts may include
Make corrections to own work, with teacher support to identify errors, for example, by using a correction code. Formatted texts are mostly transactional. Their function is to present information in a condensed format, usually in a pre-set graphic and textual format. Can be part of larger prose text. Formatted texts may be on paper or screen based and may include calendars, schedules maps directories dictionaries charts, tables, diagrams, pie charts, graphs outlines in point form invoices, bills, receipts forms, e.g. school excursion forms, enrolment form, application to join local library, Centrelink form bank withdrawal classroom activity sheet course evaluation timetables
Organisational (navigational) features may include
visuals, symbols and logos, use of tables, charts, diagrams use of headings, font size, bold text to highlight important information text layout e.g., dictionary headwords and alphabetical order, directory: index, words indicating where to complete sections, e.g. turn to page 2, go to question 4
EVIDENCE GUIDE
Demonstrating competency requires that the student can: engage with texts on a limited range of familiar topics for social, community, immediate study and recreational purposes. communicate in writing on a limited range of everyday topics with people outside his or her immediate circle, for example, with a child's teacher. write texts on familiar topics using appropriate planning and drafting strategies use a series of simple sentences and basic connectives to develop short paragraphs competency should be demonstrated on a number of occasions to allow learners to demonstrate consistency of performance. In addition, to being assessed as competent in the elements and their related performance criteria, the learners performance needs to satisfy the Required Skills and Knowledge specified in this unit.
Assessment tasks should utilise texts drawn from familiar and immediate contexts, and should include visual and paralinguistic support learners should have access to a bilingual dictionary, and / or an English-English dictionary to determine meaning and other printed materials for support e.g. texts as models learners should have access access to online texts via the
internet and other computer programs
A range of assessment methods should be used to assess reading and writing in real and simulated contexts. The following examples are appropriate for this unit: oral questioning to establish understanding of a written message such as audience, purpose and specific content oral questioning to establish evidence of understanding of information requirements of forms such as data required, where to write data, key vocabulary a portfolio containing evidence of completed messages and formatted texts oral questioning of strategies used to clarify meaning additional verbal questioning to confirm required skills and knowledge
Evidence of competence in this unit must be gathered on a number of occasions over time and in a range of familiar contexts. Assessment practices should consider the learners need for: contextual support time to work out meaning or requirements of texts. Learners should proofread and correct final drafts of written work with support.
SECTION
C19
VPAU500
Read and write simple routine informational and instructional texts
VPAU500 Read and write simple routine informational and instructional texts
This unit of competency describes reading and writing performance outcomes, skills and knowledge required by adult learners with language background other than English. The focus of this unit is on reading and writing skills in English for informational and instructional texts. The outcomes described in this unit relate to: The ISLPR (International Second Language Proficiency Ratings) descriptors for Reading and Writing. They contribute directly to the achievement of ISLPR Reading 2 and Writing 2. and the Australian Core Skills Framework (ACSF). They contribute directly to the achievement of ACSF indicators of Reading and Writing competence at Level 2.
The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included, will assist in identifying employability skill requirements. The summary is included in Section B Course Information (See Appendix B). English to satisfy basic social requirements and needs as community member, citizen and consumer of goods or services. The situations in which these skills are applied are varied, and can be related to study, community, recreation or workplace contexts. The contexts of the texts will generally be familiar, such as shopping, transport, work, recreation, community and school/college.
ELEMENT
Read online and paper based information texts
1.1 1.2 1.3
Scan information text and identify the context and topic. Identify the main ideas or issues Locate supporting information or examples. Identify the context and purpose of the directions or instructions
Follow simple written directions or
2.1
instructions
2.2 3.1 3.2 3.3 3.4 3.5 3.6
Locate important details about how the directions or instructions should be followed and any required actions Confirm audience and purpose for the information text Plan a simple information text Locate relevant information and record details Select and order information Use appropriate vocabulary and grammar to convey meaning Proofread and correct final draft Confirm audience and purpose for a short written text about a familiar situation, event or experience Plan and draft text Use simple sentences and connectives to develop short paragraph Use appropriate vocabulary and grammar to convey meaning, expressing ideas, opinions or feelings Proofread and correct final draft
Write a simple information text.
Compose a short written text about a familiar situation, event or experience
4.1 4.2 4.3 4.4 4.5

Successful completion of this unit requires: Linguistic Knowledge and skills
vocabulary and expressions for a range of everyday topics related to personal, community, social and topical issues (e.g. family, weather, environment, simple current events) simple sentence structures, such as simple and compound sentences a range of common high frequency tense and aspect forms to describe present, past and future, such as simple present, simple past, present continuous, future forms, verbs +ing, e.g. he likes playing soccer some modals and modal forms (positive and negative), such as: should, would, could, might, need to, a limited range of common phrasal verbs such as Hes looking after the baby. Can you hang out the washing? I looked it up in the dictionary.
a limited range of conjunctions such as when, but, if, although, so. For example, When I left school, I got a job in a factory. respond to a range of high frequency discourse markers and cohesive devices such as, first, then, by the way, anyway, so, after that. a limited range of adjectives, adverbs and some adverbial phrases, such as as soon as possible a range of prepositions and prepositional phrases, such as in, at, on, under, over Sociolinguistic and Cultural Knowledge and Skills: some high frequency idiomatic expressions to determine, with support, some inferred meaning from texts begin to use language to evaluate tone, style, attitude, intention of writer Pragmatic Knowledge and Skills get the gist of and key information from familiar human interest stories in the media which are not particularly abstract read simple narratives, such as popular abridged novels or short stories plan, draft and structure a series of sentences / short paragraph write a simple recount proof read and make some corrections to own work with support express reasons or simple opinions or feelings / emotions use visuals to support reading Numeracy Skills and Knowledge: recognise, interpret and use everyday data, numbers, money in familiar activities
RANGE STATEMENT
Information texts may include
Texts may include: news article brochure poster/flyer/bulletin online text factual account for a public audience, e.g. class report class report or assignment
Context and topic may include
Aspects of context and topic may include: situation, what text is about, e.g., news article about saving water, brochure about diabetes, flyer about a new bus service intended audience learners asking who, what, when, where, why? type
questions in order to make sense of text. Main ideas or issues may include Ideas or issues may include examples such as: Diabetes is becoming a serious health problem in Australia. Supporting information or examples may include Supporting information may include examples such as: The number of people with Type II diabetes has increased by 20% in the last 10 years. context for directions or instructions, e.g., Emergency Procedures, Purpose of instructions or directions may be to provide advice, warn, inform, and request an action. screen based, e.g. how to use automatic teller machine, dialogue boxes on computer screens directions related to an excursion activity and include time related information, meeting place, etc directions on an enrolment/employment/electoral enrolment/Centrelink forms how to operate simple equipment or carry out a simple procedure a recipe, or how to make something how to carry out steps in a learning process, e.g. producing a word processed document, completing an activity in the classroom Important details and required actions may include Medicine labels: quantities, dosage, frequency Recipes: quantities, length/duration, Directions: place/time etc sequence of steps, first, next, last conditional clauses with if. E.g. See your doctor if pain persists warnings e.g. Not to be used on humans, Purpose of an information text may include report to class information for a group activity a contribution to a class or community newsletter or newspaper a description of an accident and injury for a first aid report future plans and reasons for them, e.g. as part of an application for a course Plan may include
Context and purpose for directions or instructions may include
Directions and instructions may include
select topic, use processes such as mind map, brainstorm or
cluster to set out ideas. Locate relevant information may include Select and order information may include using print or online resources to locate information (with support if required) order information with attention to organizing principles e.g., of time, importance, geography, etc (e.g., for simple report about an Australian animal- description of the animal, its habitat, diet.) vocabulary relevant to topic, typical verb tenses used- e.g., simple present tense for reports. make corrections to own work, with teacher support to identify errors. recount or narrative book/film review reflective or creative text, journal/diary entry, poem, short story
Appropriate vocabulary and grammar may include Proofread and correct may include Short written text. about a familiar situation, event or experience may include
EVIDENCE GUIDE
Assessment requires evidence of the following: read and understand simple information texts and written instructions. communicate in writing on a limited range of familiar topics for social, community, immediate study or recreational purposes. use a series of simple sentences and basic connectives to develop short paragraphs In addition, to being assessed as competent in the elements and their related performance criteria, the learners performance needs to satisfy the Required Skills and Knowledge specified in this unit.
Assessment tasks should be drawn from familiar and immediate contexts, and should include visual and paralinguistic support as appropriate. Learners should have access to a bilingual dictionary, and / or an English-English dictionary to determine meaning and other printed materials for support e.g. texts as models learners should have access to online texts via the
internet and other computer programs. Method of assessment A range of assessment methods should be used to assess language skills and knowledge in real and simulated contexts. The following examples are appropriate for this unit: oral questioning to establish understanding of audience, purpose and specific content in relation to written texts. oral questioning to establish understanding of requirements of instructional texts verbal or written responses to demonstrate understanding of written texts a portfolio with evidence of completed written texts additional verbal questioning to confirm required skills and knowledge Guidance information for assessment Evidence of competence in this unit must be gathered on a number of occasions over time and in a range of familiar context to allow learners to demonstrate consistency of performance. Assessment practices should consider the learners need for: contextual support time to work out meaning or requirements of texts. Learners should be able to proofread and correct final drafts of written work with support.
21933VICCertificateIIIinESL(Access)
SECTION
C20
VBQU130
Develop and document a learning plan and portfolio
VBQU130 Develop and document a learning plan and portfolio

The focus of this unit is to identify and document current skills and plan future skills development with the advice of an appropriate support person and to develop and maintain a portfolio. This unit is designed to meet the needs of learners with personal, learning, employment and community participation goals. Learners needs and expectations require a focus on individual learner objectives such as: improved language, literacy and numeracy skills new skills and knowledge specific competencies employment requirements career advancement Learner objectives may also include: information and advice on courses, learning programs, qualifications and assessment
The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualification Employability Skills Summary in which this unit is included will assist in identifying employability skill requirements. The summary is included in Section B Course Requirements (See Appendix B). No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Application of the Unit The learning plan documents an agreed program that the learner will
undertake during the course to plan, document and monitor progress towards achieving learning goals. The program will take into account the learners learning style and preferences. The learner documents the learning plan using an established format. The learner is also supported to develop and maintain a portfolio of completed work samples, selected to demonstrate competency in particular skill areas. The portfolio conforms to an agreed format. It is also recommended that the application is integrated with other units.
21933VIC Certificate III in ESL (Access) Imported from 21772VIC Certificate I in General Education for Adults. ACFE 2007 PageC20:1
ELEMENT
Clarify learning goals
1.1 1.2 1.3
Learning goals are identified and prioritised Goals are discussed with appropriate persons and any additional skills requirements are identified Current skills and knowledge are compared with identified goals Previous experiences in relation to achieving identified goals are discussed Preferred learning styles are identified Ways in which participating in the program will assist in meeting personal goals are noted The purpose of an individual learning plan is clarified The features of an individual learning plan are identified The processes for developing an individual learning plan are confirmed The individual learning plan is completed Purposes of the portfolio are discussed Types of evidence required are identified and discussed. Purpose of evidence is defined Format of portfolio is clarified Examples of evidence are collected for portfolio Progress towards end-of-course goals and objectives is identified Factors which contributed to success in meeting goals are determined Barriers to success are noted
Clarify factors impacting on own learning
2.1 2.2 2.3
Document an individual 3.1 learning plan. 3.2 3.3 3.4
Prepare portfolio of completed work samples
4.1 4.2 4.3 4.4 4.5
Monitor and update the individual learning plan
5.1 5.2 5.3
5.4 5.5
Learning strategies which can be applied to other contexts are discussed with appropriate support person Individual learning plan is amended as needed.

communication skills to participate in planning process communication skills to participate in the assessment process information gathering skills literacy skills to read and interpret a range of information related to own goals literacy skills to maintain a portfolio using an established model ability to understand the importance of documenting learning
RANGE STATEMENT
Learning goals may include
improving reading, writing and numeracy skills for a variety of purposes, for example: further study employment community participation health and well being support for others new skills and knowledge specific competencies employment requirements career advancement
Appropriate persons may include
program coordinator teacher advisor teachers in other areas, e.g., trade areas career development advisors
Previous experiences can include
work experience volunteer or recreational experience family responsibilities study including formal schooling or informal learning health and other personal matters any possible barriers to completion
Learning styles may include
auditory visual kinaesthetic tactile left/right brain global/analytical theoretical activist pragmatist reflective
Purposes of a learning plan may include
assisting the learner and the provider to plan systematically for the attainment of goals as a tool to monitor progress to assist the transition of the learner to his/ her preferred options at the end of the course..
The features of an individual learning plan include
short term goals and indicators of success long term goals and indicators of success actions and activities to be undertaken, including monitoring arrangements any issues and strategies responsibilities timeline acknowledgement that the document is a working document and is subject to constant change, addition and deletion
Components of individual learning planning process are
assessment of learners needs negotiation and development of long term goals identifying one or two short term specific objectives
determination of tasks and progress to achieve goals and objectives agreement as to who is responsible for the implementation of each task identification of additional support persons, e.g.: case workers and personal carers career counsellors interpreters community representatives equity officers student services officers library personnel government officers in specialist support services advocates for a person or group peer support note takers technical support human resources personnel administrative personnel family members identification of responsibilities for all parties, e.g.: learners (participation, working collaboratively, completing learning tasks), teachers (providing customised programs, using a collaborative approach, awareness of and strategies for dealing with conflicting discourses, ethical standards) Purposes of the portfolio may include record what has been achieved in the course provide a basis for a claim of RPL at a later stage provide support for a CV provide opportunity for reflection on progress towards achieving goals opportunity to reflect on strategies which have been successful Types of evidence may include collections of samples compiled by the learner products with supporting documentation journal/log book
Purpose of evidence includes
document progress towards achievement of goals document competencies build a picture of personal attributes record current competencies identify areas for further skill development identify strengths and weaknesses document employability skills
Formats may include
folder on-line e-portfolio
Factors which contribute to success may include
teacher structured scaffolding activities designed to extend learners existing knowledge and skills transferring learning from one area to a new area applying appropriate strategies practising new skills seeking support of teacher, peers, other interested parties when needed
Barriers may include
current life circumstances such as physical, mental, emotional or social constraints conflict with discourses of education cultural differences multiple roles and responsibilities
EVIDENCE GUIDE
Learner has clarified own learning goals and factors affecting own learning, documented an individual learning plan, maintained a portfolio, and monitored and updated the learning plan when necessary
assessment of performance requirements in this unit is best undertaken over the course of the program access to real texts in context
A range of assessment strategies or options should be considered to suit the needs of the learner. The needs of the learner will be met by provision of: a learning environment appropriate to the assessment task appropriate support allowing for full participation computer hardware and software, if appropriate. Appropriate assessment strategies include: direct observation, for example: real time activities questioning, for example: interviews self-assessment verbal questioning portfolios, for example: collections of samples compiled by the learner product with supporting documentation journal/log book third party feedback, for example: testimonials/reports from other teachers or support workers interview with peer
VPAU502Engageincasualconversationandstraightforwardspokentransactions
VPAU502 Engageincasualconversationandstraightforward spokentransactions

Thisunitofcompetencydescribesspeakingandlistening performanceoutcomes,skillsandknowledgerequiredbyadult learnerswithlanguagebackgroundsotherthanEnglish.Thefocusof thisunitisonlisteningandspeakingskillsinEnglishtoparticipate effectivelyincasualconversationsanddiscussionsonarangeof topics,andtoengagein straightforward transactions. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementofISLPRSpeaking2+andListening2+ theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementof ACSFindicatorsofcompetencein OralCommunicationatLevel3
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedinSectionBCourseInformation (SeeAppendixB). Englishinarangeofinformalandformalsituations.Thesituations inwhichtheseskillsareappliedarevaried,andcanberelatedto contextssuchassocialandcommunitylife,everydaycommerceand recreation,workplacesandvocationalorstudyrelatedfields.
ELEMENT
PERFORMANCECRITERIA
Interpreta casual conversation on everydaytopics
1.1 Identify context/situation andrelationshipbetweenspeakers. 1.2 Outlinemain topics,andopinionsorattitudesexpressed. 1.3 Locate supportingdetailsandimpliedmeanings,where apparent.
21933VICCertificateIII inESL (Access) Version1,December2008 PageC21:1
1.4 Identify emotionalstate/attitudeofspeakerswhereapparent 1.5 Identify someconversationalstrategiesused 1.6 Identifyrequeststoclarifymisunderstandingsandambiguous points 2 Participatein casual conversation 2.1 Initiateconversationusingappropriateexpressionsand conventions 2.2 Contributecomments,opinionsorinformationon arangeof topics. 2.3 Givedetailedresponses 2.4 Usearangeof conversationalstrategies 2.5 Clarifymisunderstandingsandambiguouspointswhere necessary. 2.6 Closeconversationusingcustomarysteps. 3 Interpretarangeof straightforward transactions 3.1 State thecontextofthestraightforwardtransactionand speakerspurpose/ intent 3.2 Identifythemainidea,details,andanyimpliedmeaning. 3.3 Identifysuggestionsorsolutionsoffered. 3.4 Expressanopiniononthesituation 4 Participateinarangeof 4.1 Initiate transaction andmakerequestorstateproblemclearly. transactions 4.2 Givedetailedexplanation 4.3 Statedesiredoutcome 4.4 Respondtosuggestionsorsolutionsoffered. 4.5 Clarifyoutcome/resultorfollowupactionwherenecessary
vocabularyforarangeoffamiliartopicsrelatedtosocial,community,recreational,vocational orstudypurposes sentencestructures,suchassimple,compoundandcomplexsentences arangeofverbtensesandaspects,includingpresentperfectcontinuous,pastperfect,present andpastsimplepassive,conditional(e.g.with ifandunless) arangeofmodalforms,e.g.includingnegativeformof needtoandhaveto reportedspeech(questions/instructions)witharangeoftenses arangeofphrasalverbs avarietyofadjectives,adverbsandadverbialphrases arangeofconversationdiscoursemarkers,conjunctions, arangeofmodifyingwordsandphrasestoexplainandqualifyideas expressopinionsandattitudes understandhowtone,stressandintonationmodifymeaning usestressandintonation adequately registerappropriatetothecontext alimitedrangeofcolloquialandidiomaticexpressions detectopinions,attitudesinoraltexts detectsomeinferredmeaningsuchasirony,byusingarangeofcues(syntactic,semantic, logical,contextual) someknowledgeofAustraliasmulticultural societyandcultures. usearangeofstrategiestogettheinterlocutortoclarifymisunderstandingsandambiguous points

RANGESTATEMENT
Conversationalstrategiesmay include
Strategiessuchas:
initiatingconversation:Guesswhat??Haveyouheard about?Doyouremember? repeatingkeywordsorphrasestoshowinterest: Youwon Tattslotto?? respondingappropriately:Really??Oh,thatsterrible interruptingappropriately,ButthethingisIfyouask meIdontagree. askingquestions,clarifyingwherenecessary:Whatdoyou think?So,youresayingthat?Doyoumean?What about? changingtopic/redirectingthetopic:Anyway,asIwas sayingBytheway, inviteotherstoparticipateWhatsyouropinion? useofappropriatenonverbalbehavioursuchasbody languageandeyecontacttoshowinterest.
Expressionsandconventionsto openconversationmayinclude
Expressionssuchas:

HiMarie,howveyoubeen? Hey! Whatveyoubeenupto? Howsitgoing?
Arangeoftopicsmayinclude
Topicsrelatingto:

personalorfamilynews,health,futureplans socialissuesofgeneral/currentinterest studyissues vocationalandworkrelatedmatters currentnewsorevents,publicandcommunityissues,e.g. theenvironment,housing,education,welfare comparisonofculturalexpectationsandpractices
Closeconversationusing customarystepsmayinclude
Stagessuchas:
Preclosing:Anyway,IshouldgoHavetopickupthe kids. Closing:Lovelytoseeyou Leavetaking:Bye!
Straightforward transactions mayinclude
Goodsandservicesencountersofsomecomplexity,suchas

explainingaboutaproblematthebank, explainingaboutoverduelibrarybooks requestformoretimetopayafineoroverdueaccount complaintaboutafaultyproductorpoorservice reportingaproblem fire,accident parentteacherinterview dealingwithwarnings,advice,requestsforinformation recognitionofsuggestedstepsrequired u e.g.Heneedstoreturnthebookswithin7daysor paytoreplacethebooks. u e.g.Sheneedstosendtheproductbacktothe companyalongwiththeoriginalreceipt
Identifysuggestionsorsolutions offeredmayinclude
recognitionofuseofconditionalssuchasif,unless usingexpressionsandstrategiesto: u expressconcern.Thatdoesntreallyhelpme, because u negotiateifoutcomeisunsatisfactory. Idontthink thatsgoodenoughTheproblemis u repeatrequestforitemorserviceneeded. u softenarequeste,g,useofcontinuousIwas wonderingif,Iwashopingtogetareplacement u makeasimplepredictionofconsequences.Ifyou areunabletohelpme,Idliketospeaktoyour supervisor
Respondtosuggestionsor solutionsofferedmayinclude
Clarifymayinclude
Clarifyingstatementsorquestionssuchas:
OK,soIllcallyouagaininaweektofindoutwhats happened. So,youllupdatemyaccounttoday? So,youllcontactme?
EVIDENCEGUIDE
Theevidence guideprovidesadviceonassessmentandmustbereadinconjunctionwiththeElements,Performance Criteria,RequiredSkillsandKnowledge,theRangeStatementandtheAssessmentsectioninSectionBofthe accreditationsubmission.
Criticalaspectsforassessmentand Demonstratingcompetencyrequiresthatthestudentcan: evidencerequiredtodemonstrate obtainessentialinformationonfamiliarorexpected competencyinthisunit mattersinconversationsandtransactions
initiateandsustain conversationswithoneormore peopleonarangeof straightforward topics conductstraightforwardtransactionsusingarangeof communicationstrategies reflectonownlearningandidentifywaystodevelop skills
Inaddition,tobeingassessedascompetentin theelements andtheirrelatedperformancecriteria,thelearners performanceneedstosatisfy theRequiredSkillsand Knowledgespecifiedinthisunit. Contextofandspecificresources forassessment
assessmenttasksshouldbebasedonarangeoffamiliar contextsbutincludesomelessfamiliarcontexts resourcesbeusedinassessmentshouldbeselectedwith thefollowinginmind: u textsmayincludesomeunfamiliarelementsand somespecializedvocabulary u studentsmaybeunfamiliarwiththetarget culture,andwithjargon. u wherelisteningassessmentsareconductedwith recordedinformation,theyshouldbeclearand deliveredatareasonablepace. u communicationmay befacetofaceorvia telephone
Methodofassessment

directobservationusingachecklist thirdpartyfeedbacksuchasfromteachers,community membersorpeers selfassessmentusingachecklist
additionalverbalquestioningtoconfirmrequiredskills andknowledge
Evidenceofcompetenceinthisunitmustbegatheredona numberofoccasionsovertimeandinarangeofcontexts to demonstrateconsistencyofperformance. Assessmentpracticesshouldconsiderthelearnersneedfor
presentationofstraightforwardverbaltextswhichdonot containmuchcolloquialspeechandinwhichthe varietiesofEnglisharefamiliar moderatesupportfromtheinterlocutor
Learnersshouldbeabletousestressandintonation effectively,althoughspeakingmaybecharacterisedby hesitationsandcircumlocution. Pronunciationwillgenerallybeintelligible.
SECTION
C22
VPAU503
Giveandrespondtoarangeofstraightforwardinstructionsand informationaltexts
VPAU503 Giveandrespondtoarangeofstraightforwardinstructionsandinformationaltexts
VPAU503 Giveandrespondtoarangeofstraightforward instructionsandinformationaltexts

Thisunitofcompetencydescribesspeakingandlistening performanceoutcomes,skillsandknowledgerequiredbyadult learnerswithlanguagebackgroundsotherthanEnglish.Thefocusof thisunitisonlisteningandspeakingskillsinEnglish tounderstand andconvey detailedspokeninformationandtofollowandgiveaset ofverbalinstructions. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiency Ratings)descriptorsforSpeakingandListening.They contributedirectlytotheachievementofISLPRSpeaking2+ andListening2+ and theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementof ACSFindicators ofcompetence inOralCommunicationatLevel3
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedinSectionBCourseInformation (SeeAppendixB). Englishtoperform effectivelyininformalandformalsituations.The situationsinwhichtheseskillsareappliedarevaried,andcanbe relatedtosocialandcommunitylife,everydaycommerceand recreation,study,workplaceandvocational contexts.Thecontexts oftheinstructionsandinformationwillgenerallybefamiliar,but mayinvolvecommunicationwithpeopleoutsideoftheirown immediatecircle,facetofaceandonthephone.
21933VICCertificate III inESL (Access) Version1,December2008 PageC22:1
ELEMENT
PERFORMANCECRITERIA
Interpretan informationaloraltext
1.1 1.2 1.3 1.4 1.5
Identifythecontext,topicandpurpose of an informational oraltext Outlinemainideas,opinionsandattitudesexpressed. Locate supportinginformationordetails Identifythetoneandregisterof thetext,andany inferred meaning. Expressanopinionabouttheideasorissuesraised.
Giveashorttalkona straightforwardtopic
2.1 2.2 2.3 2.4
Preparetopresenttalk,usingappropriatestructureandstyle Usesimplecohesivedevicestogiveexplanationandexpress opinion Usestrategiestodelivertalkclearlydemonstratingawareness ofaudience Reflectonownperformance
Followasetof verbal instructionsfora familiarprocessor procedure
3.1 3.2
Identifythecontextandpurpose of theinstructions Identify sequencemarkersandotherlinguisticcuesusedto explaintheprocessorprocedure. Outlinekeysteps,warningsoradvicegivenbythespeaker Reflectontheeffectivenessoftheinstructions
3.3 3.4
Giveasetof verbal instructionsfora familiarprocessor procedure
4.1 4.2
Preparetogiveverbalinstructionsforafamiliarprocessor procedure. Presentinstructionscoherently
4.3 4.4 4.5
Speakclearly Demonstrateawarenessofaudience Reflectonownperformance

sentencestructures,suchassimple,compoundandcomplexsentences arangeofverbtensesandaspects,includingpresentperfectcontinuous,pastperfect,present andpastsimplepassive,conditional(e.g.with ifandunless) arangeofmodalforms,e.g.includingnegativeformofneedtoandhaveto reportedspeech(questions/instructions)witharangeoftenses arangeofphrasalverbs avarietyofadjectives,adverbsandadverbialphrases arangeofconversationdiscoursemarkers,conjunctions, arangeofmodifyingwordsandphrasestoexplainandqualifyideas?? understandhowtone,stressandintonationmodifymeaning usestressandintonationeffectively getthegistofradioandTVnewsstoriesandinterviewswhichareclearandstraightforward registerappropriatetothecontext alimitedrangeofcolloquialandidiomaticexpressions detectopinions,attitudesinoraltexts detectsomeinferredmeaningsuchasirony,byusingarangeofcues(syntactic,semantic, logical,contextual) someknowledgeofAustraliasmulticultural societyandcultures. usearangeofstrategiestogettheinterlocutortoclarifymisunderstandingsandambiguous points expressopinionsandattitudes workoutthemeaningofunknownwordsandidentifymainideas participatein straightforward transactionsinvolvingsomecomplexity

RANGESTATEMENT
Contextmayinclude
theenvironmentthecommunication takesplacein,eg, socialorculturalcontext,educationalorvocational setting. selfandfamily educationalandemploymentbackground personaljourneys,experiences currentevents,publicandcommunityissues,e.g.the environment,housing,education,healthissuessuchas. obesity, sportandleisure socialandculturalissues,e.g.racism,crosscultural relationships,intergenerationalrelationships,genderroles studyissues vocationalandworkrelatedissues radioornewsstory recordedinformationaspartofanexhibition,e.g. museum,artgallery voicemailmessage formalorinformaltalkinarangeofcontexts,e.g.aspart ofacommunityactivity facts,statistics opinions argumentsfororagainstsomething examplese.g.anecdotes nonverbalsupportinginformationsuchasphotographs, models,diagrams,evidence awarenessofhowlanguagechoicesreflectrelationships betweenparticipants,theirmoods/attitudes,andthe degreeofformalityofthesituation,eg, - Pleaseclosethedoor - Wouldyoupleaseclosethedoor - Wouldyoubesokindastoclosethedoor Couldbepolite,angry,sarcasticetc.
Topicsmayinclude
Informationaloraltext may include
Supportinginformationordetail mayinclude
Toneandregistermayinclude
Inferredmeaningsmayinclude Expressanopinionmayinclude
Itscoldinhere! (implies,pleaseclosethedoor) Expressionssuchas: IthinkracismisaprobleminAustralia Ibelieve Icantagree
Preparetopresenttalkmay include
Preparationactivitiessuchas:
understandingofthekeyfeaturesofformaltalks structure,discoursemarkers,voicevolume,intonation, deliveryrate,awarenessofaudience selectingtopicandstructuringtalk preparingnotesorpromptcard practising,accessingvisualaidsor othersupportsas required Structurereferstotheorderofideas,suchas introduction,bodyandconclusion,sequenceofsteps. Stylereferstothemannerofpresentationformal, informal,conversational,voicevolume,intonation, delivery rate useofcohesivedevicestosequenceandexplain information,e.g. first,thenfinally otherlinguisticcuestoexplainsequenceofideasorsteps supportingmaterialssuchasphotos,notesonaboard generallyintelligiblepronunciation effectiveuseofstressandintonation voiceshouldbeaudible audience:interlocutororgroup clarifyingwhererequired,respondingtoquestions. useofvisualaidsorothersupportsasanaidtomeaning requestsforclarificationsuchas: - - - - Canyousaythatagain? Sorry,Ididntgetthat. Doyoumeanthisone? Likethis?
Appropriatestructureandstyle
Simplecohesivedevicesmay include
Clearlymayinclude
Awarenessofaudiencemay include
Reflectonownperformancemay include Contextandpurposemayinclude

21933VICCertificate III inESL (Access) Version1,December2008
commentverballyorinwriting,e.g.bycompleting checklistorselfassessment. situation,andwhatusedfor.
PageC22:5
Verbalinstructionsmayinclude
instructionsordirectionsconveyedthroughonetoone interaction,groupsettingorrecordedinformation. directionsforfamiliarsocialactivitiessuchasmaking things,recipes,insomedetail howtouseapieceofequipment stepsinanapplicationprocess first,second, next then afterthat finally Sohaseveryonegotthat? Everyoneok? Isthatclear? Sequentialorconditionalinstructions,suchas: - If Ahmedrings,tellhimIllbebackby2pm. - Dontsendthemail untilhescheckedit. - Dontcallmeunlessitsurgent. Languagerelatingtomovement,positioninspace, manner,frequencyandduration,suchas: - turnleftatthefirsttrafficlights - atthetopofthestairs - stirgentlyonalowheat - onceeverytwohours - insevendays
Sequencemarkersmayinclude
Linguisticcuesmayinclude
Keysteps,warningsoradvice mayinclude
Effectivenessofinstructionsmay include
clarity whethertheinstructionswerethebestwaytodothetask i.e.wastheresulteffective?
EVIDENCEGUIDE
Criticalaspectsforassessmentand Demonstratingcompetencyrequiresthatthestudentcan: evidencerequiredtodemonstrate obtainessentialinformationonfamiliarorexpected competencyinthisunit mattersfromspokentexts
communicateinformationinatalkwith theabilityto expressopinions,attitudesandfeelings,giving reasons. demonstratesomeabilitytoexplainorqualifyideas giveandfollowasetof instructionsusing conversationalstrategiestoclarifysteps reflectonownperformanceandtheeffectivenessof giveninstructions
Inaddition,tobeassessedascompetentin theelementsand theirrelatedperformancecriteria,thelearnersperformance needstosatisfy theRequiredSkillsandKnowledge specifiedinthisunit. Contextofandspecificresources forassessment
assessmenttasksshouldbebasedonarangeof familiarcontextsbutincludesomelessfamiliar contexts resourcesbeusedinassessmentshouldbeselected withthefollowinginmind: - textsmayincludesomeunfamiliarelementsand somespecializedvocabulary - studentsmaybeunfamiliarwiththetarget culture,andwithjargon. - wherelisteningassessmentsareconductedwith recordedinformation,theyshouldbeclearand deliveredatareasonablepace.
communicationmay befacetofaceorviatelephone
Methodofassessment

directobservationusingachecklist thirdpartyfeedbacksuchasfromteachers,community membersorpeers
selfassessmentusingachecklist additionalverbalquestioningtoconfirmrequiredskills andknowledge
Evidenceofcompetenceinthisunitmustbegatheredona numberofoccasionsovertimeandinarangeofcontexts to allowlearnerstodemonstrateconsistencyofperformance Assessmentpracticesshouldconsiderthelearnersneedfor
presentationofstraightforwardverbaltextswhichdo notcontainmuchcolloquialspeechandinwhichthe varietiesofEnglisharefamiliar moderatesupportfromtheinterlocutor
SECTION
C23
VPAU504
Readandwritearangeofstraightforwardlettersandformatted texts
VPAU504Readandwrite arangeofstraightforward lettersandformattedtexts
VPAU504 Readandwritearangeofstraightforwardlettersand formattedtexts

Thisunitofcompetencydescribesreadingandwritingperformance outcomes,skillsandknowledgerequiredbyadultlearnerswith languagebackgroundotherthanEnglish.Thefocusofthisunitison readingandwritingskillsforstraightforwardformalandinformal writtencommunication,in socialandtransactional contexts. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforReadingandWriting.Theycontributedirectlyto theachievementofISLPRReading2+andWriting2+ and theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementof ACSFindicatorsofcompetencein ReadingandWritingatLevel3
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedinSectionBCourseInformation(SeeAppendixB). Englishinawiderangeofformalandinformalsituations.The situationsin whichtheseskillsareappliedarevaried,andcanbe relatedtocontextssuch associalandcommunitylife,everyday commerceandrecreation,workplacesandvocationalorstudy relatedfields.
ApplicationoftheUnit Thisunitappliestoparticipantsusingreadingandwritingskillsin
ELEMENT
PERFORMANCECRITERIA
Readarangeofformal andinformal lettersor emailmessages
1.1 1.2 1.3 1.4
Identify thecontextandpurpose ofthetext. Identifythemainideasortopicsreferredto. Identify conventionsof formalandinformallettersand emails Analysethestructureanddiscoursefeaturesofthetexts
1.5 1.6 2 Writeformal letters or emailmessages 2.1 2.2 2.3 2.4 3 Analysearangeof 3.1 detailedformattedtexts 3.2 3.3 3.4 4 Completeformswhich requiresomedetailed information 4.1 4.2 4.3 4.4 4.5
Locate specificdetailsandany inferredmeanings Respondtoimportantdetailsoractionsrequired Plananddraftformallettersoremailmessages,using conventionsappropriatetothecontextandpurpose Convey information,an explanation,orideasusing appropriatelanguageandregister. Sequenceinformationandideas,usingappropriatestaging Proofreadandcorrectfinaldraft Analysethepurposes,requirementsandconventionsof formatted texts Locatespecificinformation,usingorganisational (navigational)features ofthetext Identifykeyinstructionsor specificadvice,whererelevant Identifytheinferredrequirementsandintentofformatted texts Scantextandidentify purpose Followconventionsof formattedtext forformfilling Insertrequiredinformationinappropriatesection Uselanguageandregisterappropriatetothecontext Proofreadallsectionsandnoteany additionalrequirements
Successfulcompletionofthisunitrequires:
LinguisticKnowledgeandskills
vocabularyandexpressionsforarangeof familiartopicsrelatedtosocial,community, recreational,vocationalorstudypurposes. understandingofcommoncollocations,suchas,makeaphonecall,dosomeoneafavour, expressanopinion sentencestructures,suchassimple,compoundandcomplex sentences arangeof tenseandaspectforms,(whichmayincludethepresentperfectcontinuousandpast
perfect),presentandpastsimplepassive,conditional(e.g.withifandunless)

arangeofmodalsandmodalforms,includingnegativeformof needtoandhaveto arangeofphrasalverbs awiderangeof conjunctions(subordinatingandcoordinating) arangeofdiscoursemarkersandcohesivedevicestostructuretext.Forexample,toexpress addition,causeandeffect,contrast, sequenceandtime.Examplesmightinclude:inaddition, therefore,asaresult,finally arangeofadverbialphrases,prepositionsandprepositionalphrases someidiomaticexpressionsandcolloquialisms familiarwithsomeregisters abilitytodetermineregisterrequirementsanduselanguageappropriatelyforsocialpurposes detectsomeinferredmeaningbyusingarangeofcues(syntactic,semantic,logical,contextual) abletoworkoutthemeaningofunknownwords,andtoskimtextformainideas writeshortwrittentextscontainingsequencedparagraphs usefeaturesoftextorganisation,suchasintroduction,bodyandconclusion useconventionsofformalletters useconventionsofarangeofformattedtextsincludingtermsandsymbolsrelatedtonumerical data usebasicmodelstoproducearangeoftexttypes,althoughmayhandlesomemoreeasilythan others usetheprocessofplanning,draftingandproofreading selfcorrect ownwritingtocheckforconsistencyandaccuracy usearangeofmathematicalconceptsandterms locatemathematicalinformation selectandinterpretappropriatemathematicalinformation

PragmaticKnowledgeandSkills


RANGESTATEMENT
Textsmayinclude
formalandinformaltextssuchas:

emailmessage SMSmessage postcard personalletter
getwell/farewell/invitation/sympathy/congratulations notetoteacheraboutmissingaclass,oraboutaplanned absenceinthefuture notetoprincipalrequestingpermissiontotakechildoutof schoolforfamilyreasons letterexplainingabsencefromschool/workduetofamily matter(funeral/illness) requestforextensionforcourseworkduetoillness explanationforlatepaymentduetopersonaldifficulties letterofcomplaint lettertoschoolprincipal/counciloutlininganissue,e.g. dangerousdrivingnearschoolcrossing lettertotheeditoroflocalcommunitypaper lettertoschoolnewsletter thesituation,readerwriterrelationship,theattitudeofthe writerandthepurposeoftheletter/email layout formatting formsofaddress/titles openingsentence/closing/salutation positionofaddress netiquette,e.g.usingcapitalsinemailsislikeshouting registerappropriatetosocialcontext,recipientofmessage, andwhattheletteristryingtoachieve textpatternandstructuree.g.introduction body conclusion/opinion argumentsummingup recommendation chronologicalsequencingofevents,identificationfollowed bydescription conventionsofparagraphwriting,forexample,useoftopic sentences linkingwordstoconnecttext useofthedefiniteandindefinitearticle attitudeofthewriter backgroundcontext specificrequestsrelatedtotime,e.g.appointments,school campdates,collectiontimesrelatedtoorganisedactivities
Contextandpurposemayinclude Conventionsofformaland informal lettersandemailsmay include
Structureanddiscoursefeatures mayinclude
Inferredmeaningsmayinclude
Importantdetailsoractions requiredmayinclude
warningsandadvicewhichrelatetohealthandwellbeing formal openinggreeting,Dear introduction/statementofpurposeofletter eleaborationorexplanation statementofdesiredoutcome/furtherinformation/offerof help closingstatement:Yourssincerely Formattedtextsaremostlytransactional.Theirfunctionis topresentinformationinacondensedformat,usuallyina presetgraphicandtextualformat.Canbepartoflarger prosetext.Formattedtextsmaybeonpaperorscreen based. Formattedtextsmayincludetables,calendars,course schedules,directories,invoices,bills,receipts,forms,bank withdrawalformorATMscreens Conventionsinclude: u formatting(bulletedornumberedpoints) u symbols,anddiagrams u directions
Stagingmayinclude
Conventionsofformattedtexts mayinclude
Organisational(navigational) featuresmayinclude
visuals,symbolsandlogos,useoftables,charts,diagrams useofheadings,fontsize,boldtexttohighlightimportant information textlayout(e.g.,dictionaryheadwordsandalphabetical order,directory:index, instructionallanguage,indicatingwheretocomplete sections,e.g.turntopage2,gotoquestion4 commonlyusedabbreviations identifyingitsfunction,suchasCourseAwardapplication completionofLearningPlan jobapplicationforAustraliaPost CentrelinkapplicationforPensionerEducationSupplement scholarshipapplication formallanguageforshortcommentsrequiredonapplication forms,e.g. descriptionofpreviousexperience,abilities, strengthsforjobapplications observationofconventions/registerforofficialforms,e.g. whethertouseabbreviations,selectionofappropriate words,expressionsofpoliteness
Purposeofformmayinclude
Languageandregister appropriatetothecontextmay include
Additionalrequirementsmay include
attachments,copiesofdocumentsorevidencetobe submitted
EVIDENCEGUIDE
Criticalaspectsforassessmentand Demonstratingcompetencyrequiresthatthestudentcan: evidencerequiredtodemonstrate readandwritearangeofformalandinformallettersand competencyinthisunit emailsonfamiliartopics,demonstratingfamiliaritywith avarietyofwritingconventionsandstyles
analyseandcompleteformsforarangeofpurposes
Inaddition,tobeassessedascompetentin theelementsand theirrelatedperformancecriteria,thelearnersperformance needstosatisfy theRequiredSkillsandKnowledge specifiedinthisunit. Contextofandspecificresources forassessment
assessmenttasksshouldbebasedonarangeoffamiliar contextsbutincludesomelessfamiliarcontexts resourcesbeusedinassessmentshouldbeselectedwith thefollowinginmind: u textsmayincludesomeunfamiliarelementsand somespecializedvocabulary u studentsmaybeunfamiliarwiththetarget culture,andwithjargon.
learnersshouldhaveaccesstoabilingualdictionary,and /oranEnglishEnglishdictionarytodeterminemeaning andotherprintedmaterialsforsupporte.g.textsas models.
Methodofassessment
Arangeofassessmentmethodsshouldbeusedtoassess readingandwritinginrealandsimulatedcontexts.The followingexamplesareappropriateforthisunit:
oralquestioningtoestablishunderstandingofawritten messagesuchasaudience,purposeandspecificcontent oralquestioningtoestablishevidenceofunderstanding ofinformationrequirementsofformssuchasdata required,wheretowritedata,keyvocabulary aportfoliocontainingevidenceofcompleted communicationsandformattedtexts
additionalverbalquestioningtoconfirmrequiredskills andknowledge Lengthofwrittenpiecesmustbedeterminedbythe writingcontextandpurpose,taskrequirementsand learnerneeds.Inordertodemonstratecompetencyatthe levelrequiredinthisunit,thelearnerwillprovide evidenceofarangeoftexttypes,constructedona numberofoccasionsovertime.Textssuchasreportsand essayswillbebasedonmodelsandincludeaseriesof coherentlylinkedandsequencedsentencesora paragraphwithexamplesofidentificationfollowedby descriptionandevidenceofapointofviewappropriate foraudienceandpurpose.Shorttextssuchassummaries, proposalsortestresponsesmayalsobeappropriatefor inclusion.Complexityoftextsusedasevidenceforthis unitwillneedtobeassessedagainstalltherequirements oftheunit. Evidenceofcompetenceinthisunitmustbegatheredon anumberofoccasionsovertimeandinarangeof familiarcontextstoallowlearnerstodemonstrate consistencyofperformance. Assessmentpracticesshouldconsiderthelearnersneed for: u contextualsupport,forexampleinrelationto unfamiliarjargon,andsomeaspectsof Australian culture u timetoworkoutmeaningorrequirementsof texts.
Learnersshouldbeabletoproofreadandcorrectfinal draftsofwrittenworkwithsupport.
SECTION
C24
VPAU505
Read and write a range of straightforward informational, instructional and other texts
VPAU505 Read and write a range of straightforward informational, instructional and other texts
This unit of competency describes reading and writing performance outcomes, skills and knowledge required by adult learners with language background other than English. The focus of this unit is on reading and writing skills in English for formal and informal written communication related to information, instructions, and other written texts. The outcomes described in this unit relate to: The ISLPR (International Second Language Proficiency Ratings) descriptors for Reading and Writing. They contribute directly to the achievement of ISLPR Reading 2+ and Writing 2+ and the Australian Core Skills Framework (ACSF). They contribute directly to the achievement of ACSF indicators of competence in Reading and Writing at Level 3
The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included, will assist in identifying employability skill requirements. The summary is included in Section B Course Information (See Appendix B). English in a wide range of formal and informal situations. The situations in which these skills are applied are varied, and can be related to contexts such as social and community life, everyday commerce and recreation, workplaces and vocational or studyrelated fields.
ELEMENT
Elements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable. Performance criteria indicate the standard of performance required to demonstrate achievement of the element. Terms requiring explanation or further definition should be bolded and italicised and detail provided in the range statement. Assessment of performance is to be consistent with the evidence guide.
Analyse a range of informational texts
1.1 1.2 1.3 1.4 1.5
Scan informational text and identify the context and topic. Identify the main ideas or issues Locate supporting information or examples Identify conventions of informational texts Analyse the structure and discourse features of the texts
21933VIC Certificate III in ESL (Access) Version 1, December 2008 Page C24:1
1.6
Respond to the text, outlining any opinions expressed, and state own opinion about the topic.
Write an informational text
2.1 2.2 2.3 2.4 2.5
Plan and draft an informational text for a specific purpose Locate relevant information Select and order information, using appropriate layout and formatting Use appropriate vocabulary and grammar to convey meaning. Proofread and correct final draft, with guidance
Follow a set of written instructions on a familiar process
3.1 3.2 3.3 3.4 3.5
Identify the context and purpose of the process or procedure Locate specific information Identify main requirements, warnings or advice given. Identify conventions of instructional texts Analyse the structure and discourse features of the texts
Write a descriptive or narrative text.
4.1 4.2 4.3 4.4 4.5 4.6 4.7
Plan a descriptive or narrative text. Identify conventions of descriptive and narrative texts Analyse the structure and discourse features of the texts Sequence text into cohesive paragraphs Use appropriate vocabulary and grammar to convey meaning. Use language to express ideas, opinions and feelings Proofread and correct final draft

Successful completion of this unit requires: Linguistic Knowledge and skills vocabulary and expressions for a range of familiar topics related to social, community, recreational, vocational or study purposes. understanding of common collocations, such as, make a phone call, do someone a favour, express an opinion sentence structures, such as simple, compound and complex sentences a range of tense and aspect forms, (which may include the present perfect continuous and past perfect), present and past simple passive, conditional (e.g. with if and unless) use reported speech (questions/instructions) with a range of tenses a range of modals and modal forms, including negative form of need to and have to a range of phrasal verbs a wide range of conjunctions(subordinating and coordinating) a range of discourse markers and cohesive devices to structure text. For example, to express addition, cause and effect, contrast, sequence and time. Examples might include: in addition, therefore, as a result, finally a range of adverbial phrases, prepositions and prepositional phrases Sociolinguistic and Cultural Knowledge and Skills: some idiomatic expressions and colloquialisms demonstrates an understanding of a range of formal and informal registers detect some inferred meaning by using a range of cues (syntactic, semantic, logical , contextual) Pragmatic Knowledge and Skills: write short cohesive linked paragraphs read extended texts less dependant on visual cues scan texts for information, opinions and issues increasingly able to work out the meaning of unknown words, and to skim text for main ideas uses features of text organisation, such as introduction, body and conclusion uses basic models to produce a range of text types, although may handle some more easily than others uses the process of planning, drafting and proofreading self-corrects own writing to check for consistency and accuracy spells with reasonable accuracy Numeracy Skills and Knowledge: a range of mathematical concepts and terms locate mathematical information select and interpret appropriate mathematical information
RANGE STATEMENT
Informational texts may include
news article brochure poster/flyer/bulletin online text recount/factual account for a public audience, e.g. class report class report or assignment description short story, novel reflection narrative
Context and topic may include
situation, what text is about, eg, news article about saving water, brochure about diabetes, flyer about a new bus service, fiction short story learners should be used to asking who, what, when, where, why? type questions in order to make sense of texts.
Supporting information or examples may include Conventions of informational texts may include
statistics reasons use of visual materials graphic information of limited complexity impersonal tone inclusion of numerical information register
Structure and discourse features may include
sequenced writing using a range of linking words imperatives conditional dot points/ numbered instructions
Plan may include
purpose and audience of text topic, content and ideas, planning processes such as mind map, brainstorm or cluster. appropriate structure and discourse features
Specific purpose may include
report
article newsletter, brochure or flyer for school or community reading for pleasure
Select and order information may include
verifying information is relevant verifying information is accurate ordering information logically, according to text conventions
Appropriate layout and formatting may include Appropriate vocabulary and grammar may include
diagrams, abbreviations, symbols and numbering /bullet points vocabulary relevant to topic typical verb tenses used, e.g., simple present tense for reports, passive voice for impersonal style advice, warning, request for action screen based, e.g. how to use automatic teller machine, dialogue boxes on computer screens directions on an enrolment/employment/electoral enrolment/Centrelink forms how to operate equipment or carry out a procedure a recipe, or how to make something how to carry out steps in a learning process, e.g. producing a word processed document, completing an activity in the classroom
Instructions may include
Locate specific information may include
use of sequence markers and other linguistic cues to locate information. Eg. First, next, last medicine labels: quantities, dosage, frequency recipes: quantities, length/duration, directions: place/time etc
Conventions of instructional texts may include
use of sequence markers and other linguistic or textual cues size and style of font, use of headings imperatives: e.g. Do not operate machinery while taking this medicine. Not to be taken unless prescribed by a physician
Descriptive or narrative texts may include
recount, book/film review or narrative. reflective or creative text, journal/diary entry, poem, short story autobiography or biography
creative text
EVIDENCE GUIDE
Competency requires that the student can: analyse a range of informational and descriptive or narrative texts on familiar topics for social, community, recreational, vocational or study purposes. write a range of informational and descriptive or narrative texts demonstrating familiarity with related writing conventions and styles In addition, to be assessed as competent in the elements and their related performance criteria, the learners performance needs to satisfy the Required Skills and Knowledge
assessment tasks should be based on a range of familiar contexts but include some less familiar contexts resources be used in assessment should be selected with the following in mind: texts may include some unfamiliar elements and some specialized vocabulary students may be unfamiliar with the target culture, and with jargon. Learners should have access to a bilingual dictionary, and / or an English-English dictionary to determine meaning and other printed materials for support e.g. texts as models.
A range of assessment methods should be used to assess reading and writing in real and simulated contexts. The following examples are appropriate for this unit: oral questioning to confirm required skills and knowledge oral questioning to establish evidence of understanding of information requirements of instructions practical demonstration of following instructions a portfolio containing evidence of completed texts and responses to texts
Length of written pieces must be determined by the writing context and purpose, task requirements and learner needs. In order to demonstrate competency at the level required in this unit, the learner will provide
Page C24:6
21933VIC Certificate III in ESL (Access) Version 1, December 2008
evidence of a range of text types, constructed on a number of occasions over time. Texts such as informational and narrative texts will be based on models and include a series of coherently linked and sequenced sentences or a paragraph with examples of identification followed by description and evidence of a point of view appropriate for audience and purpose. Short texts such as articles or proposals may also be appropriate for inclusion. Complexity of texts used as evidence for this unit will need to be assessed against all the requirements of the unit. Evidence of competence in this unit must be gathered on a number of occasions over time and in a range of familiar contexts to allow learners to demonstrate consistency of performance. Assessment practices should consider the learners need for: contextual support, for example in relation to unfamiliar jargon, and some aspects of the local culture time to work out meaning or requirements of texts. Learners should be able to proofread and correct final drafts of written work with support.
21934VICCertificateIVinESL(Access)
SECTION
C25
VBQU142
Researchpathwaysandproducealearningplanandportfolio
VBQU142 Researchpathwaysandproducealearningplanandportfolio
VBQU142 Research pathwaysandproducealearningplan and portfolio

Thefocusoftheunitistoinvestigatepathwayoptionsandplan skillsdevelopment,indiscussionwithanappropriatesupportperson. Thelearnerwilldevelopandmaintainaportfolioofevidence. Thisunitisdesignedtomeettheneedsoflearnerswithpersonal, learning,employmentandcommunityparticipationgoals.Learners needsandexpectationsrequireafocusonindividuallearner objectivessuchas:

improvedlanguage,literacyandnumeracyskills newskillsandknowledge specificcompetencies targetqualifications newcareer careeradvancement informationandadviceoncourses,learningprograms, qualificationsandassessment
Learnerobjectivesmayalsoinclude:
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedin Section BCourseRequirements(AppendixB). Nolicensing,legislative,regulatoryorcertificationrequirements applytothisunitatthetimeofpublication.
undertakeduringthecourse toidentifypossiblepathways,plan, document,andmonitorprogresstowardsachievinglearninggoals. Theprogramwilltakeintoaccountthelearnerslearningstyleand preferences. Thelearnerwillalsodevelopandmaintainaportfolioofevidence whichdocumentsachievementofcoursegoals. Itisalsorecommendedthattheapplicationisintegratedwithother units.
21934VICCertificateIVinESL (Access) Importedfrom21773VICCertificateIIinGeneralEducationfor Adults.ACFE2007 Version1,December2008 PageC25:1
ELEMENT
PERFORMANCECRITERIA
Elementsdescribetheessential Performancecriteriadescribetherequiredperformanceneededtodemonstrate outcomesofaunitofcompetency. achievementoftheelement.Wherebolditalicisedtextisused,further informationisdetailedintherequiredskillsandknowledgeand/ortherange statement. Assessmentof performanceistobeconsistentwiththeevidenceguide.
Identifypotential pathways
1.1 1.2
Arangeofoptionsisdiscussedwithanappropriateadviser Informationaboutpossibleoptionsisaccessedandnoted
2.1 2.2 2.3 2.4 2.5
Learninggoalsareidentifiedinrelationtoidentifiedoptions Anyadditionalskillsrequirementsareexplored Anygapsincurrentskillsandknowledgeareidentified Preferredlearningstylesareanalysed Previousexperiencesarediscussedinrelationtoachieving identifiedgoals Thepurpose ofanindividuallearningplanisdiscussed Thefeatures ofanindividuallearningplanareclarified Theprocessesfordevelopinganindividuallearningplanare determined Theindividuallearningplanisdocumentedandsignedoffby allparties Possibleaudiencesandusesfortheportfolioareidentified Requirementsoftheportfolioareidentified Typesofevidenceselectedarediscussed Examplesofevidenceareassembledforportfolio Progresstowardsendofcoursegoalsandobjectivesis reviewedregularly Factorswhichcontributedtosuccessinmeetinggoalsare acknowledged Barrierstosuccessareappraised
Designandimplement anindividuallearning plan.
3.1 3.2 3.3 3.4
4.1 4.2 4.3 4.4
5.1 5.2 5.3
5.4 5.5
Learningstrategieswhichcanbeappliedtoothercontextsare identified Individuallearningplanisevaluatedandrevisedasnecessary.

communicationskillstoparticipateinplanningprocess communicationskillstoparticipateintheassessmentprocess abilitytousesupportmaterialeffectively understandingoftheneedtoproofreadandrevisedrafts awarenessoftheneedtovarythewaysinwhichmaterialispresentedtomeetrequirementsof differentaudiences researchskillstolocateinformationrelevanttoowngoals literacyskillstoreadandinterpretarangeofinformation abilitytounderstandtheimportanceofdocumentinglearning
RANGESTATEMENT
Arangeofoptionsmayinclude
furtherstudy employment industryqualifications communityparticipation improvingreading,writingandnumeracyskillsfora varietyofpurposes,forexample: u furtherstudy u employment u communityparticipation u healthandwellbeing u supportforothers newskillsandknowledge specificcompetencies
Learninggoalsmayinclude
targetqualifications newcareer careeradvancement auditory visual kinaesthetic tactile left/rightbrain global/analytical theoretical activist pragmatist reflective workexperience volunteerorrecreationalexperience familyresponsibilities studyincludingformalschoolingorinformallearning healthandotherpersonalmatters anypossiblebarrierstocompletion assistingthelearnerandtheprovidertoplansystematically fortheattainmentofgoals asatooltomonitorprogress toassistthetransitionofthelearnertohis/herpreferred optionsattheendofthecourse.. shorttermgoalsandindicatorsofsuccess longtermgoalsandindicatorsofsuccess actionsandactivitiestobeundertaken,including monitoringarrangements anyissuesandstrategies responsibilities timeline acknowledgementthatthedocumentisaworkingdocument andissubjecttoconstantchange,additionanddeletion assessmentoflearnersneeds
Learningstylesmayinclude
Previousexperiencescaninclude
Componentsofindividual
learningplanningprocessare
negotiationanddevelopmentoflongtermgoalsidentifying oneortwoshorttermspecificobjectives determinationoftasksandprogresstoachievegoalsand objectives agreementastowhoisresponsiblefortheimplementation ofeachtask identificationofadditionalsupportpersons,e.g.: u caseworkersandpersonalcarers u careercounsellors u interpreters u communityrepresentatives u equityofficers u studentservicesofficers u librarypersonnel u governmentofficersinspecialistsupportservices u advocatesforapersonorgroup u peersupport u notetakers u technicalsupport u humanresourcespersonnel u administrativepersonnel u familymembers identificationofresponsibilitiesforallparties,e.g.:learners (participation,workingcollaboratively,completinglearning tasks),teachers(providingcustomisedprograms,usinga collaborativeapproach,awarenessofandstrategiesfor dealingwithconflictingdiscourses,ethicalstandards) employers programmanagersandteachers employmentagencies self family
Possibleaudiencesinclude
Possibleusesinclude
documentingprogresstowardsachievementofgoals documentingcompetencies buildingapictureofpersonalattributes
recordingcurrentcompetencies identifyingareasforfurtherskilldevelopment documentingemployabilityskills portfoliopiecesselectedandorganisedlogically,e.g.by date,topicarea,unitofstudy suitableformat,e.g.,online,folder,eportfolio collectionsofsamplescompiledbythelearner productswithsupportingdocumentation journal/logbook selectedforparticularaudienceandpurpose proofreadforspellingandpunctuation inlogicalorder learningprogram activitiesdesignedtoextendlearnersexistingknowledge andskills selectingandapplyingappropriatestrategies transferringlearningfromoneareatoanewarea practisingnewskills accessingteacher,peers,otherinterestedpartiesif necessary currentlifecircumstancessuchasphysical,mental, emotionalorsocialconstraints conflictwithdiscoursesofeducation culturaldifferences multiplerolesandresponsibilities
Requirementsmayinclude
Evidenceassembledis
Barriersmayinclude
EVIDENCEGUIDE
Criticalaspectsfor assessmentand evidencerequiredtodemonstrate competencyinthisunit Contextofandspecificresources forassessment
learnerhasidentifiedpathwayoptions,developeda learningplaninrelationtoidentifiedgoals,assembleda portfolio,andevaluatedprogressinrelationtogoals. assessmentofperformancerequirementsinthisunitis bestundertakenoverthecourseoftheprogram accesstorealtextsincontext researchfacilities
alearningenvironmentappropriatetotheassessment task appropriatesupportallowingforfullparticipation computerhardwareandsoftware,ifappropriate. directobservation,forexample: u realtimeactivities
questioning,forexample: u interviews u selfassessment u verbalquestioning portfolios,forexample: u collectionsofsamplescompiledbythelearner u productwithsupportingdocumentation u journal/logbook thirdpartyfeedback,forexample: u testimonials/reportsfromotherteachersor supportworkers u interviewwithpeer
SECTION
C26
VPAU506
Analyseandparticipateincomplexconversations
VPAU506Analyse and participate in complex conversations
VPAU506 Analyseandparticipatein complex conversations

Thisunitofcompetencydescribesspeakingandlistening performanceoutcomes,skillsandknowledgerequiredbyadult learnerswithlanguagebackgroundsotherthanEnglish.Thefocusof thisunitisonlisteningandspeakingskillsin English toparticipate effectivelyinarangeof conversationsanddiscussions. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly to theachievementofISLPRSpeaking3/3+andListening3/3+ and theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementofNRSindicatorsofcompetencein OralCommunicationatLevel 4
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedinSectionBCourseInformation (SeeAppendixB). Englishinawiderangeofinformalandformalsituations.The situationsinwhichtheseskillsareappliedarevaried,andcanbe relatedtocontextssuchassocialandcommunitylife,everyday commerceandrecreation,workplacesandvocationalorstudy relatedfields.Contextsmayincludefieldsinwhichspecialisedor technicallanguageisusedforexample,thehealthandengineering professions.
ELEMENT
PERFORMANCECRITERIA
Criticallyanalyse casualexchangesin English
1.1 Identifyavarietyof verbalexpressionsandother conversationalstrategiestoinitiateandmanageconversations 1.2 Identify thetoneusedbythespeaker(s) 1.3 Determinetherelationshipbetweenthespeakers
21934VICCertificate IVinESL (Access) Version1,December2008 PageC26:1
1.4 Identifythetopics,specificdetailsandexplicitandinferred meaning 1.5 Explain any colloquialandidiomaticexpressions 2 Participateinsustained 2.1 Initiateandmanagecasualconversation casualconversationson 2.2 Expressandelaborateviewpointsonarangeoftopics arangeoftopics 2.3 Givedetailedresponsesandelicitresponsesfromothers 2.4 Useavarietyof strategiestokeeptheconversationgoing 2.5 Useverbalexpressionsandotherconversationalstrategies appropriatetothecontext 2.6 Closetheconversation successfully 3 Criticallyanalyse formalexchangesin English 3.1 Identifyarangeof contextsandpurposesforformal exchanges 3.2 Examineregisterandtoneusedinformalexchanges 3.3 Listarangeofinteractional strategiestoparticipate 3.4 Identifyany implicitmeanings,irony,nuanceandidiomsas appropriate
Participateinformal conversationsin English
4.1 Initiateformalconversation toachieveaparticularpurpose, specifyingreasons. 4.2 Respondappropriatelytoquestionsastheyarise 4.3 Useavarietyof strategiestokeeptheconversationgoing 4.4 Useverbalexpressionsandotherconversationalstrategies appropriatetothecontext

avariedvocabulary common collocations
simple,compoundandcomplexsentenceswitharangeofsubordinateclauses awiderangeofverbtensesandgrammaticalstructures mostmodalforms reportedspeech,questionsandinstructionsusingarangeofverbforms awiderangeofphrasalverbs arangeofadjectives,adverbs,adverbialphrasesandprepositionalphrases awiderangeofdiscoursemarkerssuchastherefore,thus,accordingly,subsequently, consequently awiderangeofconversational/discourselinkersandconjunctions pitch,intonationandstress

arangeofregisters,stylesandconventionsusedinspokendiscourse useregisterflexibly awiderangeofcommonidiomsandcolloquialexpressions understandarangeofEnglishvarieties detectattitude,mood,intentionsandinferredmeaningbyusingarangeofcues(syntactic, semantic,logical,contextual) distinguishfactandopinion,irony,understatement,exaggerationinoraltexts arangeofverbalandnonverbalstrategiesandconventionsinconversation knowledgeofaspectsofAustraliasmulticulturalsocietyandcultures.

initiate,manageandcontributetoconversations arguepersuasivelyandexpressideasandopinionsonarangeoftopicsforsocial,community, recreational,vocationalorstudypurposes describeproblemsandcauses
RANGESTATEMENT
Verbalexpressionsandother conversationalstrategiesmay include
questions/expressionsusedtoclarifymisunderstandings andambiguouspoints expressions/wordsusedtointerrupt expressionsusedtoinvitespeakertocontinue typeofresponserequired,e.g. Tellmeaboutyoureducation
(requiresalongerresponse
expressionsusedtosignalshifts,e.g. Ijustwantedtofinish bysaying expressionsusedtocloseaconversatione.g.Well.Id betterbegoingLetstalkaboutthistomorrow colloquialandidiomaticexpressionscontaininglocal reference paralinguisticfeaturessuchasbodylanguagecues u gesture u facialexpressions u posture u eyecontact
prosodicsuchas u voicequality u pitch u loudness u lengthofutterance u intonationandstress
Expressionoftonemayinclude
moodandemotionalattitudeandpurpose,e.g.aggressive, annoyed,excited,inahurry,wantingtoreprimandaperson formakingamistake understatement exaggeration irony nuance effectoftheseexpressionssuchasI'vebeenhereforhours (yourelate) It'snotexactlythetropics,isit?(Itscold) close/personal/casualorformal/distant registerused,suchaschoiceofwordsandphrases relativestatusasindicatedbyverbalclues/expressions paralinguisticcuesused distinguishfactfromopinionincludingbias keypointsandsupportinginformation distinguishgeneralisationsfromspecificinformation
Relationshipbetweenthe speakersmayinclude
Specificdetailsmayinclude
Inferredmeaningmay include
expressionssuchasDontgetmewrong/Idontmeantobe rude Imabitcold,arentyou? (maymean Canweclosethe window?) Didyouhaveagoodholiday?Wehadtocomebackearly becausemydaughterbrokeherleg(Theydidnthavea goodholiday) rhetoricalquestions opendiscussion leaddiscussion introduce/changetopics encourageotherstoparticipate usestrategiestokeeptotopic inviteopinion,requestclarification personalissues,e.g.loneliness socialissuesrelatingtofamily,e.g.marriagehealth,e.g. obesity,immunisation socialconversationswhichcovertopicssuchassocial eventsandinterestse.g.meals,sportsresults publicandcommunityissues,e.g.theenvironment, housing,education,welfare,waterconservation difficulttopicssuchasdeathandillness,embarrassingor conflictsituations comparisonofculturalexpectationsandpractices studyissues vocationalandworkrelated,eg. occupationalhealthand safety relatedtoaprofessionalfieldwhichuseshighlyspecialised language useofexpressions/questions,e.g.Tellmeabout/What aboutyou? bodylanguagecues pitch,intonationandstress clarifyingmisunderstandingsandambiguouspoints repetitionandrestatement interrupting,e.g.Hangon/Waitaminute
Initiateandmanagemayinclude
Rangeoftopicsmayinclude
Responsesmaybeelicitedby
Strategiesmayinclude
phrasestoprefaceremarksinordertokeepthefloor invitingothersin,e.g. WhataboutyouGeorge? usecommonphrasestomanageconversationsuchasThats adifficultquestiontoanswer(togaintimeandkeepthe turn) usingexpressionstonegotiateproblematicexchangessuch asIappreciateyourviewsonthis conversationfillers useofinformalexpressionssuch as: u Idbettergo
Closeconversation successfully mayinclude Contextsandpurposesforformal exchangesmayinclude
workplacesuchas u workschedules u leaveentitlements u workplacehealthandsafety u unionmatters u workplacebullying u interviewforpromotionornewposition
professionalcontextssuchas u clientinterview u formalexchangewithacolleague
furtherstudy u permissiontobeabsent u requesttoresitorresubmitwork u requestforanextension u applicationforspecialconsideration
socialorpersonalcontextsuchas u medicalappointment u legalappointment u policereport u complainttocouncil u parent teacherinterviewatschool
Arangeofinteractional strategiesmayinclude
21934VICCertificate IVinESL (Access) Version1,December2008
expressionstoopenandcloseconversationssuchas conditionals,useofcontinuousform e.g.,
PageC26:6
u WouldyoumindifIaskyousomething? u Iwouldliketo/canI/makeanappointment/atimeto seeyou? u Imsorrytobotheryou u Iwaswonderingif u Thanksforyourtime
expressionstoenterandleaveconversationssuchas u CanIsaysomething? u Listen,Idontagree
usingquestionsandinvitationstojoinconversationssuchas u Whatdoyouthink? u Howaboutyou?
paralinguisticcues,e.g.bodylanguage,facialexpressions, eyecontact initiatingandrespondingtotopicshiftsandpointsof clarification providingverbalandnonverbalfeedback turntaking askingquestionsofclarificationwhennecessary
EVIDENCEGUIDE
TheevidenceguideprovidesadviceonassessmentandmustbereadinconjunctionwiththeElements,Performance Criteria,RequiredSkillsandKnowledge,theRangeStatementand theAssessmentsectioninSectionBofthe accreditationsubmission.
Evidencerequiresthatthelearner: cancriticallyanalyseandrespondininteractions detectingmeaningsusingknowledgeofarangeof featuresofspokentext canparticipateeffectivelyininformalandformal discussionsusingarangeofconversationalstrategies canselectandadaptconversationstrategiesaccordingto appropriatecontext, purposeandaudience
Inaddition,tobeassessedascompetentintheelementsand theirrelatedperformancecriteria,thelearnersperformance needstosatisfytheRequiredSkillsandKnowledge specifiedinthisunit.
Resourcesforassessmentinclude: u accesstoabilingualdictionary and/orEnglish Englishdictionary u accesstolanguageresourcesandrelevant modelsinternetandlibraryresources u arangeofrelevantexercises,casestudiesand othersimulatedpracticalandknowledge assessment,and/or u accesstoanappropriaterangeofrelevant situationsintheworkplace,studycontextor community u accesstoconversationparticipants u accesstoasupportpersontoprovidefeedback onperformance
Inboth realandsimulatedenvironments,accessis requiredtorelevantandappropriateresources. Itisrecommendedthatacombinationofthefollowing assessmentmethodsbeused: u documentedobservationofthelearners performance u selfassessment u feedbackfrompeers u thirdpartyfeedback,e.g.fromotherteachersand studentsorrelevantothers u oraland/orwrittenquestioningtoassess RequiredSkillsandKnowledge
Methodofassessment
evidencemayberecordedviachecklists
Evidenceofcompetenceinthisunitmustbegatheredona numberofoccasionsovertimeandinarangeofcontexts to allowlearnerstodemonstrateconsistencyofperformance. Thelearnerwillusestressandintonationeffectivelyand pronunciationwill beintelligible.
SECTION
C27
VPAU507
Giveandrespondtoawiderangeoforalpresentationsand instructions
VPAU507 Giveandrespondtoawiderangeoforalpresentationsandinstructions
UnitCode UnitTitle
VPAU507 Giveandrespondtoawiderangeoforalpresentations andinstructions

Thisunitofcompetencydescribesspeakingandlistening performanceoutcomes,skillsandknowledgerequiredbyadult learnerswithlanguagebackgroundsotherthanEnglish.Thefocusof thisunitisonlisteningandspeakingskillsinEnglish tointerpret aural extendedtexts,giveextendedpresentations,andgiveand followmultistepinstructionscomplexprocedures. Theoutcomesdescribedinthisunitrelateto:
UnitDescriptor
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementofISLPRSpeaking3/3+andListening3/3+ theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementofNRSindicatorsofcompetencein OralCommunicationatLevel 4.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedinSectionBCourseInformation (SeeAppendixB).
Englishinawiderangeofinformalandformalsituations.The situationsinwhichtheseskillsareappliedarevaried,andcanbe relatedtocontextssuchassocialandcommunitylife,everyday commerceandrecreation,workplacesandvocationalorstudy relatedfields.Contextsmayincludefieldsinwhichspecialisedor technicallanguageisusedforexample,thehealthandengineering professions.
21934VICCertificateIVinESL (Access) Version1,December2008 PageC27:1
ELEMENT
PERFORMANCECRITERIA
Demonstratecritical 1.1 Identifythecontext,purposeandtopicoftheoralpresentation understandingof orreport extendedoral presentationsorreports 1.2 Identifytheregisterandstyleofthepresentation 1.3 Outlinethemesorissuespresented 1.4 Identifykeyfacts,supportingdetailsandopinionsorattitudes expressed. 1.5 Expressanopiniononthetopicorissuesraised
Giveanextendedoral presentation
2.1 Selecttopicforanoralpresentation,identifying audienceand purpose. 2.2 Useplanninganddraftingprocesses 2.3 Use appropriate register and style fortheaudienceandcontext 2.4 Provideanintroduction, coherentthematicdevelopment and conclusion,using discoursemarkers. 2.5 Providedetailwhichdemonstratesfamiliaritywiththetopic 2.6 Communicateeffectively using a rangeofvisual or otheraids and appropriate paralinguisticcues
Followmultistep instructionsfora complexprocessor procedure
3.1 Identifythepurposeofinstructionsforacomplexprocessor procedure 3.2 Identifythekeyelementsof theinstructions 3.3 Identifythesequenceofsteps,highlightingthekeyissues, responsibilitiesorconsiderations
3.4 Determinetheimportanceofthesteps,warningsandadvice givenbythespeaker 4 Givemultistep instructionsfora complexprocessor procedure 4.1 Identifythekey featuresof clearandcomprehensible instructionsforacomplexprocessorprocedure 4.2 Useplanninganddraftingprocesses 4.3 Explainandelaborateonthepurposeoftheinstructions 4.4 Communicatedetailedinstructionsforaprocessorprocedure 4.5 Conveythesequenceofsteps,highlightingthekeyissues, responsibilitiesorconsiderations
vocabularyandexpressionsforawiderangeoftopicsrelatedtosocial,community,recreational, vocationalorstudy interests understandingofdifferenttypesof collocations,suchasmakeprogress,beinterestedin simple,compoundandcomplexsentenceswitharangeofsubordinateclauses awiderangeofverbtensesandgrammatical structures mostmodalforms reportedspeech,questionsandinstructionsusingarangeofverbforms awiderangeofphrasalverbs arangeofadjectives,adverbs,adverbialphrasesandprepositionalphrases awiderangeofdiscoursemarkerssuchastherefore,thus,accordingly,subsequently, consequently awiderangeofconversational/discourselinkersandconjunctions pitch,intonationandstress arangeofregisters,stylesandconventionsusedinspokendiscourse useregisterflexibly awiderangeofcommonidiomsandcolloquialexpressions understandarangeofEnglishvarieties detectattitude,mood,intentionsandinferredmeaningbyusingarangeofcues(syntactic, semantic,logical,contextual)

distinguishfactandopinion,irony,understatement,exaggerationinoraltexts arangeofverbalandnonverbalstrategiesandconventionsinconversation knowledgeofAustraliasmulticultural societyandcultures. arguepersuasivelyandexpressideasandopinionsonarangeoftopicsforsocial,community, recreational,vocationalorstudypurposes
RANGESTATEMENT
TheRange Statementrelatestotheunitofcompetencyasawhole.Itallowsfordifferentworkenvironmentsand situationsthatmayaffectperformance.
Oralpresentationorreportmay include
radio/TVprograms,e.g.currentaffairsinterview, discussion reportaboutacommunityissue,interview talkatlocalcommunitycentre,orschool eulogy,farewellspeech,weddingspeech TV/video/DVDdocumentariesonarangeoftopics formal,informalregister serious,conversational,anecdotal,humorousetc classmates audienceatasocialorcommunityevent intendedviewers intendedlisteners well,firstofall,forinstance,then,afterallthat,intheend bythismeans,therefore,thus subsequently,asaresult photos charts,diagrams films PowerPointpresentation printedmaterial bodylanguage gestures
Registerandstylemayinclude
Audienceandpurposemay include
Discoursemarkersmayinclude
Rangeofvisualandotheraids mayinclude
Paralinguisticcuesmayinclude
facialexpressions eyecontact householdinstructions,e.g.acomplexrecipe aneworunfamiliaractivity,e.g.gettinganetag,process forsubmittingacomplaint howtorecordmessagesformobilephones,homephones atechnicalpresentationonhowtousecomputerprograms orfunctions healthandsafetyproceduresforacommunityorganisation followinstructionsgivenonradio,e.g. howtotreatyourpet foraparticularcondition,howtosetupacompostbin warningsandadvice consequencesforfailuretofollowinstructionscorrectly Aspectssuchas: plainEnglish useof diagrams sequenceof stepsclearlyindicatedbydiscoursemarkers effectiveuseof intonation,paceandvoicelevel effectiveuseof bodylanguage
Complexprocessorprocedure mayinclude
Keyissues,responsibilitiesor considerationsmayinclude Ffeaturesofclearand comprehensibleinstructionsmay include
EVIDENCEGUIDE
Theevidenceguideprovidesadviceonassessmentandmustbereadinconjunctionwiththe Elements,PerformanceCriteria,RequiredSkillsandKnowledge,theRangeStatementandthe AssessmentsectioninSectionBoftheaccreditationsubmission.
Criticalaspectsforassessmentand Evidencerequiresthatthelearner evidencerequiredtodemonstrate can giveandrespondtoextendedoralpresentations competencyinthisunit canfollowandgivecomplexverbalinstructions Inaddition,tobeassessedascompetentintheelementsand theirrelatedperformancecriteria,thelearnersperformance needstosatisfytheRequiredSkillsandKnowledge specifiedinthisunit. Contextofandspecificresources forassessment Resourcesforassessmentinclude:
accesstoabilingualdictionary and/orEnglish English dictionary accesstolanguageresourcesandrelevantmodels

PageC27:5
21934VICCertificateIVinESL (Access) Version1,December2008
internetandlibraryresources

accesstoparticipantsforgroupinteraction accesstoasupportpersontoprovidefeedbackon performance arangeofrelevantexercises,casestudiesandother simulatedpracticalandknowledgeassessment,and/or accesstoanappropriaterangeofrelevantsituationsin theworkplace,studycontextorcommunity Itisrecommendedthatacombinationofthefollowing assessmentmethodsbeused: documentedobservationsof learnerperformance reviewofnotesusedinpreparation thirdpartyfeedbacksuchasfromteachersorpeerssuch aspeerreview selfassessments portfoliodocumentingevidenceofplanningand preparationandnotetaking Evidenceofcompetenceinthisunitmustbegatheredon anumberofoccasionsovertimeandinarangeof contexts toallowlearnerstodemonstrateconsistencyof performance. Thelearnerwillusestressandintonationeffectivelyand pronunciationwillbeintelligible.
Methodof assessment
SECTION
C28
VPAU508
Readandwritearangeofcomplexorextendedtexts
VPAU508Readandwritearangeofcomplexorextendedtexts
VPAU508 Readandwritearangeofcomplexorextendedtexts
Thisunitofcompetencydescribesreadingandwritingperformance outcomes,skillsandknowledgerequiredbyadultlearnerswith languagebackgroundsotherthanEnglish.Thefocusofthisunitis on readingandwritingskillsinEnglish tounderstandandconstruct complexwrittendocuments. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementofISLPRSpeaking3/3+andListening3/3+ theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementof ACSFindicatorsofcompetencein OralCommunicationatLevel 4
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitof competencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedinSectionBCourseInformationinAppendixB. Englishinawiderangeofinformalandformalsituations.The situationsinwhichtheseskillsareappliedarevaried,andcanbe relatedtocontextssuchassocialandcommunitylife,everyday commerceandrecreation,workplacesandvocationalorstudy relatedfields.
ELEMENT
PERFORMANCECRITERIA
Criticallyreadformal lettersforarangeof communitypurposes
1.1 Identifyarangeofcontextsandoccasionsforformalletters usedinthecommunity 1.2 Examineconventions,layoutandformattingforformalletters 1.3 Determinetheaudience,theattitude/intentofthewriterandthe purposeoftheletter
1.4 Summarisethemaincontentions,opinions,requirementsor advice,supportingdetailsandinferredmeanings 1.5 Giveanopiniononthemainideasandcontentionsexpressed 2 Writeaformal communicationfor personalorsocial purposes 2.1 Determinethepurposeandtypeof formalcommunication to bewrittenandselectsupportingresources 2.2 Usetheconventionsofformalcorrespondence 2.3 Selectanduseappropriatelanguageandformat 2.4 Expresscomplexideasoropinionsusingconnectedprose 2.5 Proofreadandeditfinaldraft 3 Criticallyreadarange 3.1 Identifythepurpose,genreandintendedaudienceofarangeof ofextendedwritten extendedwrittenpresentationsandreports presentationsorreports 3.2 Examinethestyleandorganisationalfeaturesofthetext 3.3 Outlinethekeyfacts,supportingdetails,opinionsandattitudes andinferredmeaning 3.4 Formulatearesponsetothepresentationorreport 4 Writeanextendedtext todescribeanevent,a complexprocess,or complexideas. 4.1 Determinetheaudience,purposeandregisterrequiredinthe text 4.2 Selectandsequencemainideasandsupportingdetailsusing appropriateconnectivesanddiscoursemarkers 4.3 Expresscomplexideasandgivedetailedexplanationsina seriesofconnectedparagraphs 4.4 Usetheprocessesofdrafting,proofreadingandediting, utilisingawiderangeofstrategiesandprocesses 4.5 Useformatandlayoutappropriatetoaudienceandintended outcome
Successfulcompletionofthisunitrequires: LinguisticKnowledgeandskills
vocabularyandexpressionsforawiderangeoftopicsrelatedtosocial,community,recreational, vocationalorstudyneedsasappropriate.
understandingofdifferenttypesof collocations,suchasmakeprogress,beinterestedin writearangeof formalandinformaltextscontainingsimple,compoundandcomplexsentences witharangeofsubordinateclauses arangeof tenseandaspectforms,(whichmayincludethepresentperfectcontinuousandpast perfect),presentandpastsimplepassive,conditionals(e.g.withifandunless) usereportedspeech(questions/instructions)witharangeof reportingverbs(suchasadmit, confirm,mention)andverbforms mostmodalsandmodalforms awiderangeofphrasalverbs useawiderangeofadjectives,adverbs,andadverbialphrases awiderangeof conjunctions(subordinatingandcoordinating),includingrelativepronouns arangeofdiscoursemarkerstosequenceandstructuretext,e.g.toexpressaddition,causeand effect,contrast(e.g.withhowever),sequenceandtime arangeofadverbialphrases,prepositionsandprepositionalphrases readextendedtexts,lessdependentonvisualcues abletoworkoutthemeaningofunknownwords,andtoskimtextformainideas scantextsforinformation,opinionsandissues selectandparaphraseinformationfromoralandwrittentextsinwrittentexts produceprosetextscontainingcoherentlylinkedparagraphsandcommunicatingcomplex relationshipsbetweenideas usearangeoflinguisticfeaturesandstructuresinarangeofgenres,suchasreports,discussions, proceduresandnarratives arangeofcommonidiomaticandcolloquialexpressions familiarwithjargon,andsomeaspectsofthelocalculture familiarwith differentregisters demonstrateflexibilityinuseofregister,toneandstyle detectsomeinferredmeaningbyusingarangeofcues(syntactic,semantic,logical,contextual) distinguishfactandopinion,irony,understatement,exaggerationintexts determinethewriterspurposeandattitudes


determinepointsofviewinandcriticallyanalysetexts expresspointsofview
RANGESTATEMENT
Formallettersusedinthe communitymayinclude
letterstoandfromgovernmentbodies,MPs lettersfromlegalfirms medicalreports lettersfromschoolsoreducationalinstitutions positionoftextonpage,suchassignature,addressline formsofaddressappropriatetopurposesuchasTowhomit mayconcern closingssuchasyoursfaithfully formatmayrequirewordprocesseddocument modeltexts dictionaryandgrammarreferences peerortutor languagewhichfollowstheconventionsofpolitenessand formality formatoflettersmayincludeopening,statementof purpose,details,request,confirm,informorclarifyaction official/governmentproposalssuchasareviewofa processorservice schoolpolicies localgovernmentpositionpapers immigrationdocuments reportswrittenbyotherlearnersrequestingreviewand comment newspaperandjournalarticles mayincludesuchthingsasnominalization,textwrittenion thethirdpersonorfirstpersone.g.Improvementswillbe maderatherthanwewillimprove useofdiscoursemarkerswhichareformalcomparedto conversationalsuchastherefore useofmodalssuchasmightandshouldratherthancanand will
Conventions,layoutand formattingmayinclude
Supportingresourcesmayinclude
Appropriatelanguageandformat mayinclude
Extendedwrittenpresentations andreportsmayinclude
Stylemayinclude
registerappropriatetotextsuchasaformalpetition logicallysequencedsuchaschronologicalorderofevents, statement,opinionandsummingup headings,bulletpoints
Organisationalfeaturesmay include
EVIDENCEGUIDE
Theevidenceguideprovidesadvice onassessmentandmustbereadinconjunctionwiththeElements,Performance Criteria,RequiredSkillsandKnowledge,theRangeStatementandtheAssessmentsectioninSectionBofthe accreditationsubmission.
Criticalaspectsforassessmentand Evidencerequiresthatthelearner: evidencerequiredtodemonstrate locatesandaccessesarangeof formallettersand competencyinthisunit extendedformalpresentationsusedinthecommunity
selectsandevaluatesinformationfrom formallettersand extendedpresentations analysestheformat,conventionsandlanguageofformal lettersandpresentations writesformalcommunicationsandextended presentationsusingappropriateregister,styleand language constructsconnectedproseinaseriesoflinked paragraphs
Performancestandardsbythelearnerwillmeetthe performancecriteriaanddemonstratethelanguage proficiencyrequirementsdescribedintheRequiredSkills andKnowledgesection.
evidenceshouldbecollectedonanumberofoccasionsto allowstudentstodemonstratecompetenceand consistencyofperformance. additionalquestioningmaygatherinformationfor requiredskillsandknowledge accesstoabilingualdictionary andEnglish English dictionary accesstotextstoreadasmodels accesstolanguageresources accesstoonlinetextsviatheinternet accesstocomputersforproductionofwordprocessed documents provisionofchecklists/feedbacksheetsforwrittentexts accesstoasupportperson/stoprovidefeedbackand guidance
Methodof assessment
Itisrecommendedthatacombinationofthefollowing assessmentmethodsbeused:
reviewofportfoliosofevidencecombinedwithdirect questioning reviewofwrittendocumentsandprovisionoffeedback analysisofresponsestoreadingactivities Lengthofwrittenpiecesmustbedeterminedbythe writingcontextandpurpose,taskrequirementsand learnerneeds.Inordertodemonstratecompetencyatthe levelrequiredinthisunit,thelearnerwillprovide evidenceofarangeoftexttypes,constructedona numberofoccasionsovertime.Textswillbebasedon modelsandincludeaseriesofcoherentlylinkedand sequencedsentencesoraparagraphwithexamplesof identificationfollowedbydescriptionandevidenceofa pointofviewappropriateforaudienceandpurpose. Shorttextssuchasarticlesorproposalsmayalsobe appropriateforinclusion.Complexityoftextsusedas evidenceforthisunitwillneedtobeassessedagainstall therequirementsoftheunit. occasionalteachersupporttointerpretmeaningand understandunfamiliarculturalreferences timetoread, rereadanddecode texts contextualsupportforunfamiliarjargonandcultural references extendedtimetocompletewrittentexts assistanceinreviewingtextspriortofinaldraft
Assessmentpracticesshouldconsiderthelearnersneedfor:
SECTION
C29
VPAU509
Readandwriteinstructionsandadvisorytexts
VPAU509Readandwriteinstructionsandadvisory texts
VPAU509 Readandwriteinstructionsandadvisorytexts
Thisunitofcompetencydescribesreadingandwritingperformance outcomes,skillsandknowledgerequiredbyadultlearnerswith languagebackgroundotherthanEnglish.Thefocusofthisunitison analysingcomplexinstructionaloradvisory textsandusingthemas modelsforownwritingtocreate arangeoftexts. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforReadingandWriting.Theycontributedirectlyto theachievementof ISLPRReading3/3+andWriting3/3+ theAustralianCoreSkillsFramework(ACSF)Theycontribute directlytotheachievementof ACSFindicatorsofReadingand WritingcompetenceatLevel 4.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedin Section BCourseInformation (SeeAppendixB). Englishtosatisfy social,community,recreationalorvocational needsinarangeofcontexts.
ELEMENT
1 Readcomplexmulti stepinstructionsor advisorytexts
PERFORMANCECRITERIA
1.1 1.2 1.3 1.4 Identifyarangeofpurposes,contextsandtypesof instructionaloradvisorytexts Useorganisationalfeaturesoftexttolocateinformation. Outlinekeyinformationandsequenceofsteps Identifyconsequencesoffailuretocomplywiththe instructionsoradvice,whereimplied. Identifytopicforaninstructionaloradvisory text Locateandselectrelevantinformation Usenotetakingconventions Reduceinformationtomainpointsandsupportingdetails
Reproduceinformation fromcomplexoralor writtentextsfor personal,socialand communitypurposes
2.1 2.2 2.3 2.4
2.5 2.6 2.7 3
Uselayoutandformattingtoarrangeandsequence information Proofreadandcorrectfinal draft Reflecton theeffectivenessof thetext
Analyseinformation 3.1 Identifythepurposes,designandconventionsofarangeof fromarangeof complexformattedtexts complexformattedtexts 3.2 Selectinformationforaspecificpurpose 3.3 Sortselectedinformation 3.4 Drawinferencesfrominformation
Produceformattedtexts forpersonal,socialand communitypurposes
4.1 Identifythepurposesandconventionsofarangeof formatted documents 4.2 Plananddraftformattedtextsforaspecificpurpose 4.3 Researchinformation 4.4 Collateinformationandformattext 4.5 Proofreadandeditthetext 4.6 Reflecton theeffectivenessof thetext

vocabularyandexpressionsforawiderangeoftopics understandingofdifferenttypesof collocations,suchasmakeprogress,beinterestedin writearangeof formalandinformaltextscontainingsimple,compoundandcomplexsentences witharangeofsubordinateclauses arangeof tenseandaspectforms,(whichmayincludethepresentperfectcontinuousandpast perfect),presentandpastsimplepassive,conditionals(e.g.withifandunless) usereportedspeech(questions/instructions)witharangeof reportingverbs(suchasadmit, confirm,mention)andverbforms mostmodalsandmodalforms

awiderangeofphrasalverbs useawiderangeofadjectives,adverbs,andadverbialphrases awiderangeof conjunctions(subordinatingandcoordinating),includingrelativepronouns arangeofdiscoursemarkerstosequenceandstructuretext,e.g.toexpressaddition,causeand effect,contrast(e.g.with however),sequenceandtime arangeofadverbialphrases,prepositionsandprepositionalphrases readextendedtexts,lessdependentonvisualcues abletoworkoutthemeaningofunknownwords,andtoskimtextformainideas scantextsforinformation,opinionsandissues selectandparaphraseinformationfromoralandwrittentextsinwrittentexts locatecomplexinformationfromarangeofformattedtexts conventionsofarangeofformattedtextsincludingtermsandsymbolsrelated tonumericaldata followcomplexproceduresinformattedtexts producecomplexformattedtexts produceprosetextscontainingcoherentlylinkedparagraphsandcommunicatingcomplex relationshipsbetweenideas usearangeoflinguisticfeaturesandstructuresinarangeofgenres,suchasreports and procedures arangeofcommonidiomaticandcolloquialexpressions familiarwithjargon,andsomeaspectsofthelocalculture familiarwith differentregisters demonstrateflexibilityinuseofregister,toneandstyle detectsomeinferredmeaningbyusingarangeofcues(syntactic,semantic,logical,contextual) distinguishfactandopinion,irony,understatement,exaggerationintexts determinethewriterspurposeandattitudes determinepointsofviewinandcriticallyanalysetexts expresspointsofview plan,draft,proofreadandredraftwrittenworkwithguidance


RANGESTATEMENT
TheRangeStatementrelatesto theunitofcompetencyasawhole.Itallowsfordifferentworkenvironmentsand situationsthatmayaffectperformance.
Instructionaloradvisorytexts mayinclude
onlineorprintbasedinformation healthinformationbrochures,suchasthoseonthe Betterhealthwebsite Evacuationprocedures FirstAidoremergencyinformation userguideforanappliance helpfunctiononthecomputer councilnotices artsfestivalprogram coursebrochures informationonlocalcouncilorgovernmentservices applicationforms formatting/layoutofbrochures/signs/posters/notices useofcaptions,imagesanddiagrams useofheadings,subheadings commonlyusedsymbols linksoninternetpages navigationmenusonwebsites stepsinaprocess,e.g.forcourseapplication, DRABCinFirstAidcontext graphs/flowcharts/calendars/maps/tables/charts/diagrams directories/brochures visuallycomplextexts usermanuals,e.g.online/PDFdocuments surveys/questionnairese.g.asmodelsforthelearnerto developoneoftheirown Collectinformationaboutanimportantcommunityissue whichcansupportacasefororagainstaproposedactivity, e.g.statisticstosupportarailunderpasstoreducerail crossingdeaths
Organisationalfeaturesmay include
Sequenceofstepsmayinclude
Complexformattedtextsmay include
Specificpurposemayinclude
surveys/questionnairesdesignedtocollectinformationfora specificcommunitypurpose,e.g.satisfactionwith communitycentrestudyprograms,availabilityofbilingual assistanceforthelocal healthcentre usetheprocessesofcalculation,creatingpercentagesand collation rejectinformationwhichisnotrelevantorinvalid brochures directories,eg,communityinformation graphs/flowcharts/tables/charts/diagrams calendars maps healthbrochure communitynotice,orbulletin classreportornewspaper formulatequestions,statementsandcategoriesfor informationasrequired collateresponsesandcategoriseinformation summarisefindings
Sortselectedinformationmay include
Formatteddocumentsmay include
Formattedtextsforaspecific purposemayinclude
Researchinformationmay include Collateinformation mayinclude
EVIDENCEGUIDE
Criticalaspectsforassessmentand Evidencerequiresthatthelearner evidencerequiredtodemonstrate demonstratestheabilitytoanalysearangeofcomplex competencyinthisunit instructionaloradvisorytexts,and
createsarangeoftextsrelevanttopersonal,social, vocationalorcommunitypurposes usesandproducesarangeofformattedtexts Inaddition,tobeassessedascompetentintheelements andtheirrelatedperformancecriteria,thelearners performanceneedstosatisfytheRequiredSkillsand Knowledgespecifiedinthisunit. accesstoabilingual dictionary and/orEnglish English dictionary accesstotextsforinformationandasmodels

accesstolanguageresources accesstoonlinetextsviatheinternet accesstocomputersforproductionofwordprocessed documents provisionofchecklists/feedbacksheetsforwrittentexts
Methodofassessment
Arangeofassessmentmethodsshouldbeusedtoassess applicationofskillsandknowledge,suchas:
reviewofportfoliosofevidencecombinedwithdirect questioning reviewofdraftdocumentsandprovisionoffeedback reviewoffinaldocuments responsestoreadingactivities Lengthofwrittenpiecesmustbedeterminedbythe writingcontextandpurpose,taskrequirementsand learnerneeds.Inordertodemonstratecompetencyatthe levelrequiredinthisunit,thelearnerwillprovide evidenceofarangeoftexttypes,constructedona numberofoccasionsovertime.Complexityoftextsused asevidenceforthisunitwillneedtobeassessedagainst alltherequirementsoftheunit.
Supportforthelearnerinassessmentofreadingshouldtake intoconsiderationthefollowing:
occasionalneedforteachersupporttointerpretmeaning andunderstandunfamiliarculturalreferences timetoread, rereadanddecode texts

extendedtimetocompletewrittentexts theneedforassistanceinreviewingtextspriortofinal draft culturalinfluencesandexpectationsregardingreading andwritingforcommunitypurposes
SECTION
C30
VPAU510
Readandwriteextendedcreativetexts
VPAU510Read and write extended creative texts
VPAU510 Readandwriteextendedcreativetexts
Thisunitofcompetencydescribesreadingandwritingperformance outcomes,skillsandknowledgerequiredbyadultlearnerswith languagebackgroundsotherthanEnglish.Thefocusofthisunitis onreadingandwritingextendedcreativetextsinEnglishfora varietyofpersonalandpublicpurposes. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementofISLPRSpeaking3/3+andListening3/3+ theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementofACSFindicatorsofcompetencein OralCommunicationatLevel 4.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitof competencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedinSectionBCourseInformationinAppendixB. relatedtocreativetexts.Thecontextsinwhichtheseskillsare appliedarevariedandarerelatedtocommunity,furtherstudyand vocational contexts.
ApplicationoftheUnit ThisunitdescribesreadingandwritingskillsoutcomesinEnglish
ELEMENT
PERFORMANCECRITERIA
Criticallyreadan extendedcreative writtentext
1.1 Assessthetexttype,writer'sintentionandkeytheme(s)ofthe creativetext 1.2 Identifysomeliterarydevicesusedinthetext 1.3 Outlinethekeythemesorissues,andsomedetails,opinions, orattitudesexpressed. 1.4 Giveadetailedresponsetoandanalysisofaspecificaspectof thetext.
Writedetailed imaginativeor reflectivetexts
2.1 Determinethepurposefortheimaginativeorreflective writing 2.2 Developaplanforanimaginativeorreflectivepiecefora specificpurpose 2.3 Selectcontentandlanguageforinclusion 2.4 Sequencetextwitharangeofconnectivesanddiscourse markers 2.5 Expressideas,opinions,feelingsonthechosentopicinaseries ofcoherentconnectedparagraphs 2.6 Reviewdraftandmakerevisions
vocabularyandexpressionsforawiderangeoftopicsrelatedtosocial,community,recreational, vocationalorstudyneeds. understandingofdifferenttypesof collocations,suchasmakeprogress,beinterestedin writearangeof creativetextsforpersonal,socialorcommunitypurposescontainingsimple, compoundandcomplexsentences arangeof tenseandaspectforms,(whichmayincludethepresentperfectcontinuousandpast perfect),presentandpastsimplepassive,conditionals(e.g.withifandunless) usereportedspeech(questions/instructions)witharangeof reportingverbs(suchasadmit, confirm,mention)andverbforms mostmodalsandmodalforms awiderangeofphrasalverbs useawiderangeofadjectives,adverbs,andadverbialphrases awiderangeof conjunctions(subordinatingandcoordinating),includingrelativepronouns arangeofdiscoursemarkerstosequenceandstructuretext,e.g.toexpressaddition,causeand effect,contrast(e.g.withhowever),sequenceandtime arangeofadverbialphrases,prepositionsandprepositionalphrases readextendedtexts,lessdependentonvisualcues increasinglyabletoworkoutthemeaningofunknownwords,andtoskimtextformainideas
scantextsforinformation,opinionsandissues produceprosetextscontainingcoherentlylinkedparagraphsandcommunicatingcomplex relationshipsbetweenideas prosestyles,linguisticfeaturesandstructuresusedinfictionalaccountsandpersonalreflective texts plan,draft,proofreadandredraftwrittenwork arangeofcommonidiomaticandcolloquialexpressions familiarwithjargon,andsomeaspectsofthelocalculture familiarwith differentregisters demonstrateflexibilityinuseofregister, toneandstyle detectsomeinferredmeaningbyusingarangeofcues(syntactic,semantic,logical,contextual) distinguishfactandopinion,irony,understatement,exaggerationintexts determinethewriterspurposeandattitudes


determinepointsofviewinandcriticallyanalysetexts expresspointsofview
RANGESTATEMENT
Writer'sintention
toentertain,amuse,inform convinceorpersuade,e.g.arecountwhichillustratesor providesevidenceforapointofview toinformimmediateorfamiliaraudiencesuchasan autobiographywrittenforownchildren life,.e.g.searchforpersonalidentity,meaningfulexistence society,e.g.war,civilisation, humannature,e.g.Loyalty,betrayaloftrust shortstory novel filmreview bookreview nonfictionaccountssuchaspersonalrecounts,biographies andautobiographies,reflectivejournalsanddiaries, learninglogs
Keytheme(s) orissuesmay include
Creativetextmayinclude
Literarydevicesmayinclude
narratorsvoice,e.g.useoffirstperson,thirdperson narrativestyleandstructuree.g.chronological,forwardor backwardtimeshifts useofsymbolism,allegory,andimagery useoflanguage,includingdialogue,sentencestructureand wordchoices explorationofaspectsoftheme,plot,setting,character,etc personalselfexpression inclusioninananthologyofwriting explorationofaparticularthemeorissue,e.g.impactof migration,experienceoflivingintwocultures.
Specificaspectofthetext may include purposefortheimaginativeor reflectivewritingmayinclude
EVIDENCEGUIDE
Criticalaspectsforassessmentand Evidencerequiresthatthelearner: evidencerequiredtodemonstrate locatesandreadsarangeofextendedcreativetexts competencyinthisunit selectsandanalysesinformationfromcreativetexts
analysestheconventionsandlanguageofcreativetexts forpersonalandpublicaudiences writesusingappropriateregister,styleandlanguage constructsconnectedproseinaseriesoflinked paragraphs reviewsandcorrectswrittendrafts Performancestandardsbythelearnerwillmeetthe performancecriteriaanddemonstratethelanguage proficiencyrequirementsdescribedintheRequired SkillsandKnowledgesection. Evidenceshouldbecollectedonanumberofoccasions toallowstudentstodemonstratecompetenceand consistencyofperformance. additionalquestioningmaygatherinformationfor requiredskillsandknowledge accesstoabilingualdictionary andEnglish English dictionary accesstotextstoreadasmodels
accesstolanguageresources accesstoonlinetextsviatheinternet accesstocomputersforproductionofwordprocessed documents provisionofchecklists/feedbacksheetsforwrittentexts accesstoasupportperson/stoprovidefeedbackand guidance
Methodofassessment
reviewofportfoliosofevidencecombinedwithdirect questioning reviewofwrittendocumentsandprovisionoffeedback analysisofresponsestoreadingactivities responsesandreviewsofpublishedtextsbythirdparties Lengthofwrittenpiecesmustbedeterminedbythe writingcontextandpurpose,taskrequirementsand learnerneeds.Textswillbebasedonmodelsandinclude aseriesofcoherentlylinkedandsequencedsentencesor aparagraphwithexamplesofidentificationfollowedby descriptionorpointofviewappropriateforaudienceand purpose. Complexityoftextsusedasevidenceforthis unitwillneedtobeassessedagainstalltherequirements oftheunit.
Supportforthelearnerinassessmentofreadingshouldtake intoconsiderationthefollowing:

extendedtimetocompletewrittentexts theneedforassistanceinreviewingtextspriortofinal draft culturalinfluencesandexpectationsregardingformal readingandwritingforcommunitypurposes.
CertificateIIinESL(Employment)
SECTION
C15
VBQU117
Developanddocumentalearningplanandportfoliowithguidance
21945VICCertificateIIinESL(Employment)
VBQU117 Developanddocumentalearningplanandportfolio withguidance

Thefocusofthisunitistoidentifyanddocumentcurrentskillsand planfutureskillsdevelopmentwiththeguidanceofanappropriate supportperson,andtodevelopandmaintainaportfolio. Thisunitisdesignedtomeettheneedsoflearnerswithpersonal, learning,employmentandcommunityparticipationgoals.Learners needsandexpectationsrequireafocusonindividuallearner objectivessuchas:

improvedlanguage,literacyandnumeracyskills newskillsandknowledge
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincludedwill assistinidentifyingemployabilityskillrequirements. Thesummary isincludedin Section BCourseRequirements(AppendixB). Nolicensing,legislative,regulatoryorcertificationrequirements applytothisunitatthetimeofpublication.
undertakeduringthecoursetoplan,documentandmonitorprogress towardsachievinglearninggoals.Atthislevel,thelearnerwillwork withasupportpersonwhendrawingupalearningplan.Thelearner documentsthelearningplanusinganestablishedformatrequiring oneortwodotpointsorsentences. Thelearnerisalsosupportedtodevelopandmaintainaportfolioof completedworksamples,selectedtodemonstratecompetencyin particularskillareas.Theportfolioconformswithapredesigned format. Itisalsorecommendedthattheapplicationisintegratedwithother units.
21945VICCertificateII inESL (Employment) Importedfrom21771VICCertificateI (Introductory) General EducationforAdult.ACFE2007 Version1,December2008 PageC15:1
ELEMENT
PERFORMANCECRITERIA
Elementsdescribetheessential Performancecriteriadescribetherequiredperformanceneededtodemonstrate outcomesofaunitofcompetency. achievementoftheelement.Wherebolditalicisedtextisused,further informationisdetailedinthe requiredskillsandknowledgeand/ortherange statement. Assessmentofperformanceistobeconsistentwiththeevidenceguide.
1.1 1.2 1.3 1.4
Ownlearninggoalsareidentifiedwithguidancefrom appropriatesupportperson/s Currentskillsandknowledgearecomparedwithidentified goals Factorswhichmayimpactonlearningarediscussedin relationtoidentifiedgoals Supportingresourcesareidentified Thepurpose ofanindividuallearningplanisnoted Thefeatures ofanindividuallearningplanareidentified Theprocessesfordevelopinganindividuallearningplanare followed. Theindividuallearningplanisdocumentedusingan establishedtemplate Purposesoftheportfolio areidentified Typesofevidencerequiredarenoted Purposeofevidenceisdiscussed Examplesof evidencearecollectedandarrangedinthe requiredformat Progresstowardsendofcoursegoalsandobjectivesis reviewedregularlywithappropriatesupportperson Individuallearningplanisamendedasneeded ProgressagainstIndividualLearningPlanisacknowledgedby allparties
3.1 3.2 3.3 3.4
4.1 4.2 4.3

communicationskillstoparticipateinplanningprocess communicationskillstoundertakeassessment literacyskillstofollowawrittenmodelorcompleteasimpletemplate literacyskillstofollowamodeltoorganiseaportfolio
RANGESTATEMENT
TheRangeStatementrelatestothe unitofcompetencyasawhole.Itallowsfordifferentsituationsthatmayaffect performance,e.g.accesstoresourcesregionalcontexts.BolditalicisedwordinginthePerformanceCriteriaisdetailed below.
improvingreading,writingandnumeracyskillsfora varietyofpurposes,forexample: - furtherstudy - employment - communityparticipation - healthandwellbeing - supportforothers newskills programcoordinator teacher advisor workresponsibilities familyresponsibilities previousstudyincludingformalschoolingorinformal learning healthandotherpersonalmatters anypossiblebarrierstocompletion audiovisualaids visualmaterials,e.g.,maps,pictures computers library communicationaids
Appropriatesupportpersonsmay include
Factorswhichmayimpacton learningmayinclude
assistingthelearnerandtheprovidertoplansystematically fortheattainmentofgoals asatooltomonitorprogress toassistthetransitionofthelearnertohis/herpreferred optionsattheendofthecourse.. oneortwoshorttermgoalsandindicatorsofsuccess oneortwolongtermgoalsandindicatorsof success actionsandactivitiestobeundertaken,including monitoringarrangements anyissuesandstrategies responsibilities timeline acknowledgementthatthedocumentisaworkingdocument andissubjecttoconstantchange,additionanddeletion signatureofallparticipants assessmentoflearnersneeds negotiationtowardsdevelopmentoflongtermgoals identifyingoneortwoshorttermspecificobjectives determinationoftasksandprogresstoachievegoalsand objectives agreementastowhoisresponsiblefortheimplementation ofeachtask identificationofadditionalsupportpersons,e.g.: - caseworkersandpersonalcarers - careercounsellors - interpreters - communityrepresentatives - equityofficers - studentservicesofficers - librarypersonnel - governmentofficersinspecialistsupportservices - advocatesforapersonorgroup - peersupport - notetakers - technicalsupport
Componentsofindividual learningplanningprocessare:
- humanresourcespersonnel - administrativepersonnel - familymembers
identificationofresponsibilitiesforallparties,e.g.:learners (participation,workingcollaboratively),teachers(providing customisedprograms,awarenessofandstrategiesfor dealingwithconflictingdiscourses,ethicalstandards) recordwhathasbeenachievedinthecourse provideabasisforaclaimofRPLatalaterstage providesupportforaCV provideopportunityforreflectiononprogresstowards achievinggoals opportunitytoreflectonstrategieswhichhavebeen successful collectionsofsamplescompiledbythelearnerwiththe supportoftheteacher productswithsupportingdocumentation diary photographs documentprogresstowardsachievementofgoals documentcompetencies buildapictureofpersonalattributes recordofcurrentcompetencies identifyareasforfurtherskilldevelopment identifystrengthsandweaknesses documentemployabilityskills teacherprovidedformat checklistandplasticsleeves ringfolder factorswhichcontributetosuccess,e.g.: teacherstructuredscaffoldingactivitiesdesignedtoextend learnersexistingknowledgeandskills transferringlearningfromoneareatoanewarea applyingappropriatestrategies practisingnewskills
Purposeofevidencemayinclude
Requiredtemplatesinclude
Thereviewprocessmayinclude identificationof
accessingteacher,peers,otherinterestedparties learningstrategieswhichcanbeappliedtoothercontexts barrierstosuccess,e.g.: currentlifecircumstancessuchasphysical,mental, emotionalorsocialconstraints conflictwithdiscoursesofeducation culturaldifferences multiplerolesandresponsibilities
EVIDENCEGUIDE
learnerhasclarifiedownlearninggoals,documenteda learningplanusinganestablishedtemplate,maintaineda portfolio,andmonitoredandupdatedthelearningplan whennecessary. assessmentofperformancerequirementsin thisunitis bestundertakenoverthecourseoftheprogram ongoingaccesstoteacherforsupportwithprocess

questioning,forexample: - interviews - selfassessment - verbalquestioning directobservation,forexample: - realtimeactivities portfolios,forexample: - collectionsofsamplescompiledbythelearner - productwithsupportingdocumentation - diary thirdpartyfeedback,forexample: - testimonials/reportsfromotherteachersor supportworkers
SECTION
C31
VPAU511
Speak and listen to simple texts for employment
VPAU511 Speak and listen to simple texts for employment

This unit of competency describes speaking and listening performance outcomes, skills and knowledge required by adult learners with language backgrounds other than English. The unit covers the skills and knowledge necessary to speak and listen to simple texts in English which are straightforward and relevant to employment. The outcomes described in this unit relate to:
The ISLPR (International Second Language Proficiency Ratings) descriptors for Speaking and Listening. They contribute directly to the achievement of ISLPR Speaking 2 and Listening 2. the Australian Core Skills Framework (ACSF). They contribute directly to the achievement of ACSF indicators of competence in Oral Communication at Level 2
and
The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included, will assist in identifying employability skill requirements. The summary is included in Section B Course Information (See Appendix B). applies broadly across a range of job roles and industry areas. Contexts may include fields in which some specialised or technical language is used.
Application of the Unit The application of knowledge and skills described in this unit
ELEMENT
Participate in a simple casual conversation in a workplace context
1.1 1.2 1.3
Use common opening and closing expressions Use simple questions to maintain conversations Use turn-taking to maintain conversations Use polite expressions to open and close conversations Ask simple questions Make simple requests
Participate in a simple formal conversation with one or more people
2.1 2.2 2.3
21945VIC Certificate II in ESL (Employment) Version 1, December 2008 Page C31:1
2.4 3 Follow simple spoken instructions or directions in a workplace context 3.1 3.2 3.3 3.4 4 Give simple spoken instructions or directions in a workplace context 4.1 4.2 4.3 4.4
Respond to questions and requests for information Identify the purpose of the instructions or directions Identify discourse markers used to signal steps or movements Match instructions or direction to visual or diagrammatic supports as appropriate Ask questions to clarify meaning Explain the purpose of the instructions or directions Give one or two step instructions, using discourse markers. Use supports as required Respond to requests for clarification

This describes the essential skills and knowledge and their level, required for successful completion of this unit.
The successful completion of this Unit requires: Linguistic Knowledge and Skills:
vocabulary to talk about familiar issues such as workplace events, weather, environment, simple current events simple sentence structures, such as simple and compound sentences a range of common high frequency verb tenses and forms, including simple reported speech a range of modals and modal forms (positive and negative), such as: should, would, could, might, need to, a range of common phrasal verbs, e.g. Can you finish this before you go home? a range of conjunctions such as when, but, if, although, so. For example, When I left school, I got a job here. a range of discourse markers and cohesive devices such as, first, then, by the way, anyway, so, after that. adjectives, adverbs and some adverbial phrases, such as as soon as possible prepositions and prepositional phrases, such as On the weekend, at the end of Ramadan understand how tone, stress and intonation modify meaning produces mostly intelligible pronunciation, stress patterns and intonation. Some variations may require clarification politeness conventions in conversation, such as showing interest, giving compliments, making
Sociolinguistic and Cultural Knowledge and Skills:
requests, appropriate questions, expressing regret, face-saving ways of saying no, appropriate use of please and thank you, ways of expressing disagreement or conflict.

awareness of some implied meaning and irony comprehend and use a range of common colloquialisms some knowledge of aspects of Australias multicultural society and cultures seek clarification in a conversation using simple questions repeat or restate words or phrases to be understood and to use some strategies to get the interlocutor to repeat or explain words and phrases recognise, interpret and use everyday data, numbers, money in familiar activities
Pragmatic Knowledge and Skills:

Numeracy Knowledge and Skills
RANGE STATEMENT
Common opening and closing expressions may include
common everyday greeting such as:

Hello / Hi Good morning How are you? See you later How are you? Did you have a good week-end?
Simple questions may include
Questions such as:

Conversation topics relating to everyday life and formal employment situations may include
external interests, such as sport, weather, politics work schedules leave entitlements workplace health and safety union matters workplace bullying common everyday expressions appropriate to the context, e.g.,

Polite expressions to open and c Close conversations may include
Can I ask you something? Can I see you? Sorry to interrupt

Thanks for listening to me Thanks for your time Would I be able to have a day off? How do I ..? Can you help me with this?
Simple requests may include
Routine questions, such as:

Instructions or directions may include
one or two step instructions to show to operate machinery or equipment evacuation procedures fill in timesheets health and safety procedures location of goods and services sequence markers e.g. first, second, next, then diagrams, charts graphic instructions / diagrams labels photos simplifying instructions paraphrasing
Discourse markers may include Supports may include
Responding to requests for clarification may include
EVIDENCE GUIDE
The learner has the skills and knowledge to participate in simple casual and formal conversations and follow and give simple instructions and directions in a workplace context. In addition, to be assessed as competent in the elements and their related performance criteria, the learners performance needs to satisfy the Required Skills and Knowledge specified in this unit. a range of relevant exercises, case studies and other
Resources for assessment include:
simulated practical and knowledge assessment, and/or
access to an appropriate range of relevant operational situations in the workplace
In both real and simulated environments, access is required to relevant and appropriate materials and/or equipment. Method of assessment
It is recommended that a combination of the following assessment methods be used:
documented observation of the learner over a sufficient time period demonstrating the application of this unit oral and /or written questioning to assess Required Skills and Knowledge
Evidence should be collected over the enrolment period, and be sufficient so as to test the ability of the learner to participate in simple casual and formal conversations and follow and give simple instructions and directions in a workplace context. Evidence of competence in this unit must be gathered on a number of occasions to allow learners to demonstrate consistency of performance. Practical assessment must occur:
through appropriately simulated activities at the registered training organisation, and/or in an appropriate range of situations in the workplace
Assessment practices should consider the learners :

occasional need for a sympathetic interlocutor need for modeling/provision of short straightforward verbal texts with familiar content which do not contain much colloquial speech
The learners speaking may be characterised by hesitations and circumlocution, but pronunciation should be mostly intelligible, with adequate use of stress and intonation.
SECTION
C32
VPAU512
Readandwritesimpletextsforemployment
21945VICCertificateIIinESL(Employment)
VPAU512Readandwritesimpletextsforemployment
VPAU512 Readandwritesimpletextsforemployment
Thisunitofcompetencydescribessimplereadingandwriting performanceoutcomes,skillsandknowledgerequiredbyadult learnerswithlanguagebackgroundotherthanEnglish.Thisunit coverstheskillsandknowledgenecessarytoreadandwritearange of simple,routinetextsrelevanttoemployment.Textsrelevantto employmentincludeinformationalandinstructionaltextsinEnglish. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforReadingandWriting.Theycontributedirectlyto theachievementofISLPRReading2andWriting2 theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementof ACSFindicatorsofcompetencein OralCommunicationatLevel 2.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedin Section BCourseInformation (SeeAppendixB). employment.Theapplicationofknowledgeandskillsdescribedin thisunitappliesbroadlyacrossarangeofjobrolesandindustry areas.
ApplicationoftheUnit Thisunitdevelopsreadingandwritingskillsintheareaof
ELEMENT
PERFORMANCECRITERIA
Followsimplewritten 1.1 instructionstocomplete 1.2 aworkplacetask 1.3 1.4 1.5
Identifythepurposeoftheinstructions Identify featuresofdiscoursestructureusedininstructions Identifytherequirementsoftheinstructions Usesupportingvisualinformation asappropriate Askquestionstoclarifymeaning Identifypurposesof arangeofsimple notesandmessagesin workplacecontext
Readasimplenoteor 2.1 messageinaworkplace context
21945VICCertificateII inESL(Employment) Version1,December2008 PageC32:1
2.2 2.3 2.4 3 Readarangeof simple written workplace communications 3.1
Identify conventionsinnotesandmessages Identifythemainmessage Askquestionstoclarifymeaning Identifythepurposeof simplewritten workplace communications Identifythemainideasorrequirements Askquestionstoclarifymeaning Identifypurposesandwritingconventionsfornotesand messagesinaworkplacecontext Plananddraftthenote ormessage Proofreadandeditfinaldraft
3.2 3.3 4 Writeasimplenoteor 4.1 messageinaworkplace context 4.2 4.3
LinguisticKnowledgeandSkills:
vocabularyandexpressionswhichincludesmostaspectsofeverydaylife,particularlyasrelevant to theworkplace simplesentencestructures,suchassimpleandcompoundsentences arangeofcommonhighfrequencyverbtensesandformstodescribepresent, pastandfuture, suchassimplepresent,simplepast,presentcontinuous, imperatives,futureforms,verbs+ing, e.g.heisworkingonthatmachine arangeofmodalsandmodalforms(positiveandnegative),suchas:should,would,could,might, needto, arangeofconjunctionssuchaswhen,but,if,although,so. Forexample,Ringthebosswhenyou getin.. arangeof highfrequency discoursemarkersandcohesivedevicessuchas,first,then,afterthat. arangeofadjectives,adverbsandsomeadverbialphrases,suchasassoonaspossible alimitedrangeofprepositionsandprepositionalphrases,suchasin,at,on,under,over todetermine,withsupport,someinferredmeaningfromtexts evaluatetone,style,attitude,intentionofwriter

getthegistofandlocatekeyinformationfrom writtentextswithapredictablestructureand familiarvocabulary,e.g.,standardoperatingprocedures writeandrespondtoaseriesofsentences proofreadandmakecorrectionstoownworkwithsupport expressreasonsorsimpleopinions clarifywritersintentbyaskingquestions usevisualstosupportreadingofinstructions recognise,interpretanduseeverydaydata,numbers,moneyin routineactivities
RANGESTATEMENT
Instructionsmayinclude
standardoperatingproceduresofasmallnumberofsteps manufacturersinstructions simpleworkplans dotpointsornumberedtexts sequencemarkers,e.g.first,second,next conditional formattingdevices,e.g.largetype,numberedinstructions icons diagrams graphics,photos,screenbasedinformation colourcodedsignage
Featuresofdiscoursestructure mayinclude
Supportingvisualinformation mayinclude
Rangeofsimplenotesand messagesinworkplacecontext
Atthislevel,notesandmessageswouldberoutineandhavea familiarstructure.Theymaybewrittenusingaproforma,for example:

telephonemessagesusingstandardproforma notessuchashandovers,maintenanceforms checklistsofworktasks fax SMS emailmessages whiteboardmessages
Conventionsmayinclude
formattingandstyleparticulartoanindustryorworkplace jargon /familiarvocabulary routinetechnicalterms agenda/minutes rosters union/workplacenewsletters manufacturers specifications OHSnotifications flowcharts/diagrams/posters/notices/signs formattingandstyleparticulartoanindustryorworkplace termsofaddress register awarenessofaudience checkingsequencingof information checkingsuitabilityof format spellingandpunctuation
Workplacecommunicationsmay include
Conventionsofwritingmay include
Proofreadingmayinclude
EVIDENCEGUIDE
Criticalaspectsforassessmentand Thelearnerhastheskillsandknowledgeto: evidencerequiredtodemonstrate followsimplewritteninstructionstocompletea competencyinthisunit workplacetask

readasimplenoteormessageinaworkplacecontext readarangeof simpleworkplacecommunications,and writeasimplenoteormessageinaworkplacecontext.
Inaddition,tobeassessedascompetentintheelementsand theirrelatedperformancecriteria,thelearnersperformance needstosatisfytheRequiredSkillsandKnowledge specifiedinthisunit. Contextofandspecificresources forassessment Resourcesforassessmentinclude:
arangeofrelevantexercises,casestudiesandother simulatedpracticalandknowledgeassessment,and/or accesstoanappropriaterangeofrelevantoperational situationsintheworkplace
Inbothrealandsimulatedenvironments,accessisrequired torelevantandappropriatematerialsand/orequipment. Methodofassessment Itisrecommendedthatacombinationofthefollowing assessmentmethodsbeused:
observationofthelearneroverasufficienttimeperiod demonstratingtheapplicationofthisunit oraland/orwrittenquestioningtoassessRequiredSkills andKnowledge aportfolioofwritingsampleswhichincludesfeedback fromrelevantothers
Evidenceshouldbecollectedovertheenrolmentperiod, andbesufficientsoastotestthelearnersabilitytofollow simplewritteninstructionstocompleteaworkplacetask, readasimplenoteormessageinaworkplacecontext,read arangeofsimpleworkplacecommunications,andwritea simplenoteormessageinaworkplacecontext. Practicalassessmentmustoccur:
through appropriatelysimulatedactivitiesatthe registeredtrainingorganisation,and/or inanappropriaterangeofsituationsintheworkplace
21935VICCertificateIIIinESL(Employment)
SECTION
C20
VBQU130
Developanddocumentalearningplanandportfolio
VBQU130 Developanddocumentalearningplanandportfolio
Thefocusofthisunitistoidentifyanddocumentcurrentskillsand planfutureskillsdevelopmentwiththeadviceofanappropriate supportpersonandtodevelopandmaintainaportfolio. Thisunitisdesignedtomeettheneedsoflearnerswithpersonal, learning,employmentandcommunityparticipationgoals.Learners needsandexpectationsrequireafocusonindividuallearner objectivessuchas:

improvedlanguage,literacyandnumeracyskills newskillsandknowledge specificcompetencies employmentrequirements careeradvancement informationandadviceoncourses,learningprograms, qualificationsandassessment
Employabilityskills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalification EmployabilitySkillsSummaryinwhichthisunitisincludedwill assistinidentifyingemployabilityskillrequirements. Thesummary isincludedin Section BCourseRequirements(See AppendixB). Nolicensing,legislative,regulatoryorcertificationrequirements applytothisunitatthetimeofpublication.
undertakeduringthecoursetoplan,documentandmonitorprogress towardsachievinglearninggoals.Theprogramwilltakeinto accountthelearnerslearningstyleandpreferences.Thelearner documentsthelearningplanusinganestablishedformat. Thelearnerisalsosupportedtodevelopandmaintainaportfolioof completedworksamples,selectedtodemonstratecompetencyin particularskillareas.Theportfolioconformstoanagreedformat. Itisalsorecommendedthattheapplicationisintegratedwithother units.
21935VICCertificateIII inESL (Employment) Importedfrom 21772VIC Certificate I inGeneralEducation forAdults. ACFE2007 PageC20:1
ELEMENT
PERFORMANCECRITERIA
Elementsdescribetheessential Performancecriteriadescribetherequiredperformanceneededtodemonstrate outcomesofaunitofcompetency. achievementoftheelement.Wherebolditalicisedtextisused,further informationisdetailedintherequiredskillsandknowledgeand/ortherange statement. Assessmentofperformanceistobeconsistentwiththeevidenceguide.
1.1 1.2 1.3
Learninggoalsareidentifiedandprioritised Goalsarediscussedwithappropriatepersonsandany additionalskillsrequirementsareidentified Currentskillsandknowledgearecomparedwithidentified goals Previousexperiencesinrelationtoachievingidentifiedgoals arediscussed Preferredlearningstylesareidentified Waysinwhichparticipatingintheprogramwillassistin meetingpersonalgoalsarenoted Thepurpose ofanindividuallearningplanisclarified Thefeatures ofanindividuallearningplanareidentified Theprocessesfordevelopinganindividuallearningplanare confirmed Theindividuallearningplaniscompleted Purposesoftheportfolio arediscussed Typesofevidencerequiredareidentifiedanddiscussed. Purposeofevidenceisdefined Formatofportfolioisclarified Examplesofevidencearecollectedforportfolio Progresstowardsendofcoursegoalsandobjectivesis identified Factorswhichcontributedtosuccessinmeetinggoalsare determined Barrierstosuccessarenoted
Clarifyfactors impactingonown learning
2.1 2.2 2.3
4.1 4.2 4.3 4.4 4.5
Monitorandupdatethe 5.1 individuallearningplan 5.2 5.3
5.4 5.5
Learningstrategieswhichcanbeappliedtoothercontextsare discussedwithappropriatesupportperson Individuallearningplanisamendedasneeded.

communicationskillstoparticipateinplanningprocess communicationskillstoparticipateintheassessmentprocess informationgatheringskills literacyskillstoreadandinterpretarangeofinformationrelatedtoowngoals literacyskillstomaintainaportfoliousinganestablishedmodel abilitytounderstandtheimportanceofdocumentinglearning
RANGESTATEMENT
improvingreading,writingandnumeracyskillsfora varietyofpurposes,forexample: - furtherstudy - employment - communityparticipation - healthandwellbeing - supportforothers newskillsandknowledge specificcompetencies employmentrequirements careeradvancement programcoordinator teacher advisor teachersinotherareas,e.g.,tradeareas careerdevelopmentadvisors
Appropriatepersonsmayinclude
workexperience volunteerorrecreationalexperience familyresponsibilities studyincludingformalschoolingorinformallearning healthandotherpersonalmatters anypossiblebarrierstocompletion auditory visual kinaesthetic tactile left/rightbrain global/analytical theoretical activist pragmatist reflective assistingthelearnerandtheprovidertoplansystematically fortheattainmentofgoals asatooltomonitorprogress toassistthetransitionofthelearnertohis/herpreferred optionsattheendofthecourse.. shorttermgoalsandindicatorsofsuccess longtermgoalsandindicatorsofsuccess actionsandactivitiestobeundertaken,including monitoringarrangements anyissuesandstrategies responsibilities timeline acknowledgementthatthedocumentisaworkingdocument andissubjecttoconstantchange,additionanddeletion assessmentoflearnersneeds negotiation anddevelopmentoflongtermgoals identifyingoneortwoshorttermspecificobjectives
determinationoftasksandprogresstoachievegoalsand objectives agreementastowhoisresponsiblefortheimplementation ofeachtask identificationofadditionalsupportpersons,e.g.: caseworkersandpersonalcarers careercounsellors interpreters communityrepresentatives equityofficers studentservicesofficers librarypersonnel governmentofficersinspecialistsupportservices advocatesforapersonorgroup peersupport notetakers technicalsupport humanresourcespersonnel administrativepersonnel familymembers identificationofresponsibilitiesforallparties,e.g.:learners (participation,workingcollaboratively,completinglearning tasks),teachers(providingcustomisedprograms,usinga collaborativeapproach,awarenessofandstrategiesfor dealingwithconflictingdiscourses,ethicalstandards) recordwhathasbeenachievedinthecourse provideabasisforaclaimofRPLatalaterstage providesupportforaCV provideopportunityforreflectiononprogresstowards achievinggoals opportunitytoreflectonstrategieswhichhavebeen successful collectionsofsamplescompiledbythelearner productswithsupportingdocumentation journal/logbook
Purposesoftheportfoliomay include
Purposeofevidenceincludes
documentprogresstowardsachievementofgoals documentcompetencies buildapictureofpersonalattributes recordcurrentcompetencies identifyareasforfurtherskilldevelopment identifystrengthsandweaknesses documentemployabilityskills folder online eportfolio teacherstructuredscaffoldingactivitiesdesignedtoextend learnersexistingknowledgeandskills transferringlearningfromoneareatoanewarea applyingappropriatestrategies practisingnewskills seekingsupportofteacher,peers,otherinterestedparties whenneeded currentlifecircumstancessuchasphysical,mental, emotionalorsocialconstraints conflictwithdiscoursesofeducation culturaldifferences multiplerolesandresponsibilities
Formatsmayinclude
Barriersmayinclude
EVIDENCEGUIDE
Criticalaspectsforassessmentand evidencerequiredtodemonstrate competencyinthis unit
Learnerhasclarifiedownlearninggoalsandfactors affectingownlearning,documentedanindividual learningplan,maintainedaportfolio,andmonitoredand updatedthelearningplanwhennecessary
assessmentofperformancerequirementsinthisunitis bestundertakenoverthecourseoftheprogram accesstorealtextsincontext
Arangeofassessmentstrategiesoroptionsshouldbe consideredtosuittheneedsof thelearner.Theneedsofthe learnerwillbemetbyprovisionof:
alearningenvironmentappropriatetotheassessment task appropriatesupportallowingforfullparticipation computerhardwareandsoftware,ifappropriate. directobservation,forexample: - realtimeactivities questioning,forexample: - interviews - selfassessment - verbalquestioning portfolios,forexample: - collectionsofsamplescompiledbythelearner - productwithsupportingdocumentation - journal/logbook thirdpartyfeedback,forexample: - testimonials/reportsfromotherteachersor supportworkers - interviewwithpeer
SECTION
C33
VPAU514
Speakandlistentoarangeofstraightforwardtextsfor employment
VPAU514Speakandlistentoarangeofstraightforwardtextsforemployment
VPAU514 Speakandlistentoarangeofstraightforwardtextsfor employment

Thisunitofcompetencydescribesspeakingandlistening performanceoutcomes,skillsandknowledgerequiredbyadult learnerswithlanguagebackgroundotherthanEnglish.Thisunit coverstheskillsandknowledgenecessarytospeakandlistentoa rangeof straightforward texts,relevanttoemployment. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementofISLPRSpeaking2+andListening2+, theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementof ACSFindicatorsofcompetencein OralCommunicationatLevel3.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskill requirements.Thesummary isincludedin Section BCourseInformation (SeeAppendixB). appliesbroadlyacrossarangeofjobrolesandindustryareas.
ApplicationoftheUnit Theapplicationofknowledgeandskillsdescribedinthisunit ELEMENT

PERFORMANCECRITERIA
Participateinacasual conversationina workplacecontext
1.1 1.2 1.3 1.4 1.5
Useinformalexpressionstoopenandcloseconversations Useinformal expressionstoenterandleaveconversations Usequestionsandinvitations tojoinconversations Contributecommentsandrespondtofamiliartopics Usearangeofphrasesandsomeidiomaticexpressions
21935VICCertificateIII inESL(Employment) Version1,December2008 PageC33:1
Participateinaformal conversationwithone ormorepeople
2.1 2.2 2.3 2.4 2.5
Usepoliteexpressionstoopenandcloseconversationsand taketurnsappropriatetothecontext Usearangeofstrategiestoenterandleaveformal conversations Usestraightforwardeverydayexpressionsappropriatetothe context Respondtoandraiseissuesandpresentproposals Respondtoandmakerequests Identifythepurposeoftheinstructionsordirections Identify discoursemarkersusedtosignalstepsormovements Matchinstructionsordirectiontovisualordiagrammatic supportsasappropriate Discussthemeaningof theinstructionsordirections Commenton theeffectivenessoftheinstructionsordirections Explainthepurposeoftheinstructionsordirections Usetheprocessesofplanninganddraftingandprepare supportsasrequired Useappropriatesignalstoexplainandindicatethe importanceofactionsrequired Clarifyinformation asrequested
Followspoken instructionsor directionsina workplacecontext
3.1 3.2 3.3 3.4 3.5
Givespoken instructionsor directionsina workplacecontext
4.1 4.2
4.3 4.4

vocabularyissufficientlybroadtoencompassstraightforwardemploymentrelatedneeds arangeof verbtensesandaspects,whichmayincludepresentperfectcontinuous,pastperfect, presentandpastsimplepassive,conditional(e.g.withif andunless) arangeofmodalforms,e.g.includingnegativeformofneedtoandhaveto arangeofphrasalverbs
avarietyofadjectives,adverbsandadverbialphrases arangeofconversationdiscoursemarkers,conjunctions arangeofmodifyingwordsandphrasestoexplainandqualifyideas registerappropriatetothecontext alimitedrangeofcolloquialandidiomaticexpressions detectopinions,attitudesinoraltexts understandtextswhichincludesmeaningswhicharenotalwaysexplicit someknowledgeofAustraliasmulticultural societyandcultures. understandhowtone,stressandintonationmodifymeaning usespronunciation,stresspatternsandintonationwhichdonotobscuremeaningbutmayrequire occasionalclarification getthegistof conversationswhichareclearandstraightforward refinesintendedmeaning,varyingspeedandchangingtoneoremphasiswhenspeaking usearangeofstrategiestogettheinterlocutortoclarifymisunderstandingsandambiguous points expressopinionsandattitudes workoutthemeaningofunknownwordsandidentifymainideas participateineverydaytransactionsinvolvingsomecomplexity


RANGESTATEMENT
Informalexpressionstoopenand closeconversationsmayinclude
formulaicandcommonlyusedexpressionssuchas - Hithere,howhaveyoubeen? - Welcomeback!Whathaveyoubeenupto? - Oh,Aysia,howareyoutoday? - Illseeyoutomorrow. - Seeyoulater
Informalexpressionstoenterand leaveconversationsmayinclude
straightforwardexpressionssuchas: - Look,Idisagree - Now,asIwassaying - Ifyouaskme
- Hangonaminute - Letmefinish. Questionsandinvitationsmay include
straightforwardquestions,suchas: - Whatsyouropinion? - Howdoyouseeit? - Whatdoyoureckon? - Wouldyouliketogiveusyouropinion?
Familiartopicsmayinclude
workrelatedtopics general topicsofconversationsuchassports,weather, weekendevents Useofconditionalsandotherexpressionstointroduceor endaconversationse.g. - WouldyoumindifIaskyousomething? - CanIaskyousomething? - Iwouldliketo/canI/makeanappointment/atime toseeyou? - Imsorrytobotheryou - Thanksforlisteningtome - Thanksforyourtime
Politeexpressionstoopenand closeconversationsmayinclude
Rangeofstrategiestoenterand leave(formal)conversationsmay include Issuesmayinclude
- Idliketoaddsomething - CanIgiveanopinion? - Thankyouforyourtime

work operations rosters leaveentitlements workplacehealthandsafety unionmatters workplacebullying Useofconditionalandcontinuousformssuchas - WouldIbeabletohaveadayoff? - WouldyoutakethisdocumentdowntoPersonnel? - CanIgetyoutoexplainthephotocopierto Marianne,please? - Iwaswondering
Requestsmayinclude
Instructionsordirectionsmay include
howtooperatemachineryorequipment evacuationprocedures induction handoverfromoneshifttothenext healthandsafetyprocedures locationofgoodsandservices sequencemarkerse.g.first,second,next besides,furthermore asaresult finally Now, Idlikeyoutolookatthechart clarityofinstructions efficiencyofsuggestions accuracyofinformation diagrams,charts writteninstructions labels useofif /muste.g. - ifyouarenotcareful - thelidmustbecompletelyclosed - evenifyouarejustclearingthepaper,youmust switchoffthemachine
Discoursemarkersmayinclude
Considerationsofeffectiveness mayinclude
Supportsmayinclude
Appropriatesignalsmayinclude
EVIDENCEGUIDE
Criticalaspectsforassessmentand Thelearnerhastheskillsandknowledgeto evidencerequiredtodemonstrate participateincasualandformalconversationsoflimited competencyinthisunit complexity,and
followandgiveinstructionsanddirectionsina workplacecontext.
Inaddition,tobeassessedascompetentintheelementsand
theirrelatedperformancecriteria,thelearnersperformance needstosatisfytheRequiredSkillsandKnowledge specifiedinthisunit. Contextofandspecificresources forassessment Resourcesforassessmentinclude:
arangeofrelevantexercises,casestudiesandother simulatedpracticalandknowledgeassessment,and/or accesstoanappropriaterangeofrelevantoperational situationsintheworkplace Inbothrealandsimulatedenvironments,accessis requiredtorelevantandappropriatematerialsand/or equipment.
Methodofassessment
documentedobservationofthelearneroverasufficient timeperioddemonstratingtheapplicationofthisunit oraland/orwrittenquestioningtoassessRequiredSkills andKnowledge evidenceshouldbecollectedovertheenrolmentperiod, andbesufficientsoastotestthelearnersabilityto participateincasualandformalconversationsoflimited complexityandfollowandgiveinstructionsand directionsinaworkplacecontext. evidenceofcompetenceinthisunitmustbegatheredon anumberofoccasionsandinarangeofcontexts to demonstrateconsistencyofperformance. practical assessmentmustoccur: - throughappropriatelysimulatedactivitiesatthe registeredtrainingorganisation,and/or - inanappropriaterangeofsituationsinthe workplace
Assessmentpracticesshouldconsiderthelearnersneedfor
presentationofshortstraightforwardverbaltextswhich donotcontainmuchcolloquialspeechandinwhichthe varietiesofEnglisharefamiliar moderatesupportfromtheinterlocutor
SECTION
C34
VPAU515
Readandwritearangeofstraightforwardtextsforemployment
VPAU515Readandwrite arangeofstraightforward textsforemployment
VPAU515 Readandwritearangeofstraightforwardtextsfor employment

Thisunitofcompetencydescribesreadingandwritingperformance outcomes,skillsandknowledgerequiredbyadultlearnerswith languagebackgroundotherthanEnglish.Thisunitcoverstheskills andknowledgenecessarytoreadandwritearangeof straight forwardtextsrelevanttoemployment.

Theoutcomesdescribedinthisunitrelateto: TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforReadingandWriting.Theycontributedirectlyto theachievementofISLPRReading2+andWriting2+. theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementof ACSFindicatorsofcompetencein ReadingandWritingatLevel3
and
EmployabilitySkills
ELEMENT
PERFORMANCECRITERIA
Performancecriteriaindicatethestandardofperformancerequired todemonstrate achievementoftheelement.Termsrequiringexplanationorfurtherdefinition shouldbeboldedanditalicisedanddetailprovidedintherangestatement. Assessmentofperformanceistobeconsistentwiththeevidenceguide.
Interpretwritten 1.1 instructionstocomplete 1.2 aworkplacetask 1.3 1.4
Identifythepurposeandtone oftheinstructions Identify layoutfeaturesusedininstructions Paraphrasetheinstructions Commentontheeffectivenessoftheinstructions Identifypurposesandstylesof arangeofnotesandmessages inworkplacecontext
Readanoteormessage 2.1 inaworkplacecontext
2.2 2.3
Identify conventionsinnotesandmessages Paraphrasetherequirementsorexpectationsexpressedand actionsrequired
Readarangeof workplace communications
3.1 3.2 3.3 3.4 3.5 3.6
Identifythecontextandpurposeof workplace communications Identifyarangeofformatandpresentationstylesin workplacedocuments Identifythemainideasorrequirements Identifysomeissuesraised State explicitandinferredmeaning Commentontherelativeimportanceofthedocuments Identifypurposesandwritingstylesforarangeofnotesand messagesinaworkplacecontext Identifyandapply conventionsappropriatetothetask Usetheprocessesofplanninganddrafting Sequenceinformationinasuitableformat Provideexplanationsandreasonsasappropriate Proofreadandeditfinaldraft
Writeanoteormessage 4.1 inaworkplacecontext 4.2 4.3 4.4 4.5 4.6

vocabularyandexpressionsforarangeof straightforwardtexts relatedtoemployment sentencestructures,suchassimple,compoundandconditional sentences,withifandunless arangeof tenseandaspectforms,(whichmayincludethepresentperfectcontinuousandpast perfectIhavegivenmyleaveformtotheboss),presentandpastsimplepassiveThemachine hasbeenfixed arangeofmodalsandmodalforms,includingnegativeformof needtoandhaveto arangeofphrasalverbs arangeofdiscoursemarkersandcohesivedevicestostructuretext.Forexample,toexpress addition,causeandeffect,contrast, sequenceandtime
arangeofadverbialphrases,prepositionsandprepositionalphrases someidiomaticexpressionsandcolloquialisms detectsomeinferredmeaningbyusingarangeofcues(syntactic,semantic,logical,contextual) recognisesthattheauthorselectsthestructureofatexttoserveaparticularpurpose readlongertextslessdependantonvisualcues scantextsforinformation,opinionsandissues featuresoftextorganisation,suchasintroduction,bodyandconclusion plan,draft, proofreadandredraftwrittentextswithguidance usesarangeofwordidentificationstrategies,includingphonicandvisualletterpatterns, syllabification,wordorigins drawsonpriorknowledgetogetherwithknowledgeoftextualcuesandtextstructurestopredict contentandmeaning selectsfromarangeofstrategiestoaidcomprehension,e.g.selfcorrects,readsaloud,reads ahead,underlines,makesnotesinmargin skimsandscanstolocatecontent arangeofmathematicalconceptsandterms recognise,selectandinterpretarangeofstraightforward mathematicalinformation



RANGESTATEMENT
Tonemayinclude
warning advisory formatting,e.g.dotpoints,largetype,numbered instructions sequencemarkers,e.g.first,second,next,finally useofgraphics,icons commentontheclarity,useofvisuals,wordsused whethertherewereenoughsteps/easyordifficulttofollow whethertheinstructionswerecorrect emailmessages whiteboardmessages
Layoutfeaturesmayinclude
Commentson effectivenessmay include
Rangeofnotesandmessagesin workplacecontextmayinclude
telephonemessages memos notesincludinghandovernotes fax formattingandstyleparticulartoanindustryorworkplace termsofaddress openingandclosingexpressions register newsletters specifications agenda/minutes reports/reviews speeches curriculumvitae flowcharts/diagrams/posters/notices/signs
Conventionsofnotesand messagesandworkplace communicationsmayinclude
Workplacecommunicationsmay include
EVIDENCEGUIDE
TheevidenceguideprovidesadviceonassessmentandmustbereadinconjunctionwiththeElements,Performance Criteria,RequiredSkillsandKnowledge,theRangeStatement andtheAssessmentsectioninSectionBofthe accreditationsubmission.
Criticalaspectsforassessmentand Thelearnerhastheskillsandknowledgeto: evidencerequiredtodemonstrate followwritteninstructionsoflimitedcomplexity to competencyinthisunit completeaworkplacetask

readanoteormessageinaworkplacecontext readarangeofworkplacecommunications,and writeanoteormessageinaworkplacecontext.
Evidenceshouldbecollectedovertheenrolmentperiod, andbesufficientsoastotestthelearnersabilitytofollow writteninstructionsoflimitedcomplexitytocompletea workplacetask,readanoteormessageinaworkplace context,readarangeofworkplacecommunications,and writeanoteormessageinaworkplacecontext. Lengthofwrittenpiecesmustbedeterminedbythewriting contextandpurpose,taskrequirementsandlearnerneeds. Complexityoftextsusedasevidenceforthisunitwillneed tobeassessedagainstalltherequirementsoftheunit. Practicalassessmentmustoccur:
throughappropriatelysimulatedactivitiesatthe registeredtrainingorganisation,and/or inanappropriaterangeofsituationsintheworkplace
21937VICCertificateIVinESL(Employment/Professional)
SECTION
C26
VPAU506
Analyseandparticipateincomplexconversations
VPAU506 Analyseandparticipatein complex conversations

Thisunitofcompetencydescribesspeakingandlistening performanceoutcomes,skillsandknowledgerequiredbyadult learnerswithlanguagebackgroundsotherthanEnglish.Thefocusof thisunitisonlisteningandspeakingskillsinEnglish toparticipate effectivelyinarangeof conversationsanddiscussions. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementofISLPRSpeaking3/3+andListening3/3+ and theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementofNRSindicatorsofcompetencein OralCommunicationatLevel 4
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedinSectionBCourseInformation (SeeAppendixB). Englishinawiderangeofinformalandformalsituations.The situationsinwhich theseskillsareappliedarevaried,andcanbe relatedtocontextssuchassocialandcommunitylife,everyday commerceandrecreation,workplacesandvocationalorstudy relatedfields.Contextsmayincludefieldsinwhichspecialisedor technicallanguageisusedforexample,thehealthandengineering professions.
ELEMENT
PERFORMANCECRITERIA
Performancecriteriaindicatethestandardofperformancerequiredtodemonstrate achievementoftheelement.Termsrequiringexplanationorfurtherdefinition shouldbeboldedanditalicisedanddetailprovidedintherangestatement. Assessmentofperformanceistobe consistentwiththeevidenceguide.
Criticallyanalyse casualexchangesin English
1.1 Identifyavarietyof verbalexpressionsandother conversationalstrategiestoinitiateandmanageconversations 1.2 Identify thetoneusedbythespeaker(s) 1.3 Determinetherelationshipbetweenthespeakers
21937VICCertificate IVinESL (Employment/Professional) Version1,December2008 PageC26:1
1.4 Identifythetopics,specificdetailsandexplicitandinferred meaning 1.5 Explain any colloquialandidiomaticexpressions 2 Participateinsustained 2.1 Initiateandmanagecasualconversation casualconversationson 2.2 Expressandelaborateviewpointsonarangeoftopics arangeoftopics 2.3 Givedetailedresponsesandelicitresponsesfromothers 2.4 Useavarietyof strategiestokeeptheconversationgoing 2.5 Useverbal expressionsandotherconversationalstrategies appropriatetothecontext 2.6 Closetheconversation successfully 3 Criticallyanalyse formalexchangesin English 3.1 Identifyarangeof contextsandpurposesforformal exchanges 3.2 Examineregisterandtoneusedinformalexchanges 3.3 Listarangeofinteractional strategiestoparticipate 3.4 Identifyany implicitmeanings,irony,nuanceandidiomsas appropriate
Participateinformal conversationsin English
4.1 Initiateformal conversation toachieveaparticularpurpose, specifyingreasons. 4.2 Respondappropriatelytoquestionsastheyarise 4.3 Useavarietyof strategiestokeeptheconversationgoing 4.4 Useverbalexpressionsandotherconversationalstrategies appropriatetothecontext

avariedvocabulary common collocations
simple,compoundandcomplexsentenceswitharangeofsubordinateclauses awiderangeofverbtensesandgrammaticalstructures mostmodalforms reportedspeech,questionsandinstructionsusingarangeofverbforms awiderangeofphrasalverbs arangeofadjectives,adverbs,adverbialphrasesandprepositionalphrases awiderangeofdiscoursemarkerssuchastherefore,thus,accordingly,subsequently, consequently awiderangeofconversational/discourselinkersandconjunctions pitch,intonationandstress

arangeofregisters,stylesandconventionsusedinspokendiscourse useregisterflexibly awiderangeofcommonidiomsandcolloquialexpressions understandarangeofEnglishvarieties detectattitude,mood,intentionsandinferredmeaningbyusingarangeofcues(syntactic, semantic,logical,contextual) distinguishfactandopinion,irony,understatement,exaggerationinoraltexts arangeofverbalandnonverbalstrategiesandconventionsinconversation knowledgeofaspectsofAustraliasmulticulturalsocietyandcultures.

initiate,manageandcontributetoconversations arguepersuasivelyandexpressideasandopinionsonarangeoftopicsforsocial,community, recreational,vocationalorstudypurposes describeproblemsandcauses
RANGESTATEMENT
Verbalexpressionsandother conversationalstrategiesmay include
questions/expressionsusedtoclarifymisunderstandings andambiguouspoints expressions/wordsusedtointerrupt expressionsusedtoinvitespeakertocontinue typeofresponserequired,e.g. Tellmeaboutyoureducation
(requiresalongerresponse
expressionsusedtosignalshifts,e.g. Ijustwantedtofinish bysaying expressionsusedtocloseaconversatione.g.Well.Id betterbegoingLetstalkaboutthistomorrow colloquialandidiomaticexpressionscontaininglocal reference paralinguisticfeaturessuchasbodylanguagecues u gesture u facialexpressions u posture u eyecontact
prosodicsuchas u voicequality u pitch u loudness u lengthofutterance u intonationandstress
Expressionoftonemayinclude
moodandemotionalattitudeandpurpose,e.g.aggressive, annoyed,excited,inahurry,wantingtoreprimandaperson formakingamistake understatement exaggeration irony nuance effectoftheseexpressionssuchasI'vebeenhereforhours (yourelate) It'snotexactlythetropics,isit?(Itscold) close/personal/casualorformal/distant registerused,suchaschoiceofwordsandphrases relativestatusasindicatedbyverbalclues/expressions paralinguisticcuesused distinguishfactfromopinionincludingbias keypointsandsupportinginformation distinguishgeneralisationsfromspecificinformation
Relationshipbetweenthe speakersmayinclude
Specificdetailsmayinclude
Inferredmeaningmay include
expressionssuchasDontgetmewrong/Idontmeantobe rude Imabitcold,arentyou? (maymean Canweclosethe window?) Didyouhaveagoodholiday?Wehadtocomebackearly becausemydaughterbrokeherleg(Theydidnthavea goodholiday) rhetoricalquestions opendiscussion leaddiscussion introduce/changetopics encourageotherstoparticipate usestrategiestokeeptotopic inviteopinion,requestclarification personalissues,e.g.loneliness socialissuesrelatingtofamily,e.g.marriagehealth,e.g. obesity,immunisation socialconversationswhichcovertopicssuchassocial eventsandinterestse.g.meals,sportsresults publicandcommunityissues,e.g.theenvironment, housing,education,welfare,waterconservation difficulttopicssuchasdeathandillness,embarrassingor conflictsituations comparisonofculturalexpectationsandpractices studyissues vocationalandworkrelated,eg. occupationalhealth and safety relatedtoaprofessionalfieldwhichuseshighlyspecialised language useofexpressions/questions,e.g.Tellmeabout/What aboutyou? bodylanguagecues pitch,intonationandstress clarifyingmisunderstandingsandambiguouspoints repetitionandrestatement interrupting,e.g.Hangon/Waitaminute
Initiateandmanagemayinclude
Rangeoftopicsmayinclude
Responsesmaybeelicitedby
Strategiesmayinclude
phrasestoprefaceremarksinordertokeepthefloor invitingothersin,e.g. WhataboutyouGeorge? usecommonphrasestomanageconversationsuchasThats adifficultquestiontoanswer(togaintimeandkeepthe turn) usingexpressionstonegotiateproblematicexchangessuch asIappreciateyourviewsonthis conversationfillers useofinformal expressionssuchas: u Idbettergo
Closeconversation successfully mayinclude Contextsandpurposesforformal exchangesmayinclude
workplacesuchas u workschedules u leaveentitlements u workplacehealthandsafety u unionmatters u workplacebullying u interviewforpromotionornewposition
professionalcontextssuchas u clientinterview u formalexchangewithacolleague
furtherstudy u permissiontobeabsent u requesttoresitorresubmitwork u requestforanextension u applicationforspecialconsideration
socialorpersonalcontextsuchas u medicalappointment u legalappointment u policereport u complainttocouncil u parent teacherinterviewatschool
Arangeofinteractional strategiesmayinclude
expressionstoopenandcloseconversationssuchas conditionals,useofcontinuousform e.g.,
u WouldyoumindifIaskyousomething? u Iwouldliketo/canI/makeanappointment/atimeto seeyou? u Imsorrytobotheryou u Iwaswonderingif u Thanksforyourtime
expressionstoenterandleaveconversationssuchas u CanIsaysomething? u Listen,Idontagree
usingquestionsandinvitationstojoinconversationssuchas u Whatdoyouthink? u Howaboutyou?
paralinguisticcues,e.g.bodylanguage,facialexpressions, eyecontact initiatingandrespondingtotopicshiftsandpointsof clarification providingverbalandnonverbalfeedback turntaking askingquestionsofclarificationwhennecessary
EVIDENCEGUIDE
Evidencerequiresthatthelearner: cancriticallyanalyseandrespondininteractions detectingmeaningsusingknowledgeofarangeof featuresofspokentext canparticipateeffectivelyininformalandformal discussionsusingarangeofconversationalstrategies canselectandadaptconversationstrategiesaccordingto appropriatecontext,purposeandaudience
Inaddition,tobeassessedascompetentintheelementsand theirrelatedperformancecriteria,thelearnersperformance needstosatisfytheRequiredSkillsandKnowledge specifiedinthisunit.
Resourcesforassessmentinclude: u accesstoabilingualdictionary and/orEnglish Englishdictionary u accesstolanguageresourcesandrelevant modelsinternetandlibraryresources u arangeofrelevantexercises,casestudiesand othersimulatedpracticalandknowledge assessment,and/or u accesstoanappropriaterangeofrelevant situationsintheworkplace,studycontextor community u accesstoconversationparticipants u accesstoasupportpersontoprovidefeedback onperformance
Inbothrealandsimulatedenvironments,accessis requiredtorelevantandappropriateresources. Itisrecommendedthatacombinationofthefollowing assessmentmethodsbeused: u documentedobservationofthelearners performance u selfassessment u feedbackfrompeers u thirdpartyfeedback,e.g.fromotherteachersand studentsorrelevantothers u oraland/orwrittenquestioningtoassess RequiredSkillsandKnowledge
Methodofassessment
evidencemayberecordedviachecklists
Evidenceofcompetenceinthisunitmustbegatheredona numberofoccasionsovertimeandinarangeofcontexts to allowlearnerstodemonstrateconsistencyofperformance. Thelearnerwillusestressandintonationeffectivelyand pronunciationwillbeintelligible.
SECTION
C35
VPAU518
Presentandlistentocomplexoralpresentationsinan employmentorprofessionalcontext
VPAU518 Present and listen to complexoralpresentations in anemploymentorprofessional context
VPAU518 Presentandlisten to complexoralpresentationsin an employmentorprofessionalcontext

Thisunitofcompetencydescribesspeakingandlistening performanceoutcomes,skillsandknowledgerequiredbyadult learnerswithlanguagebackgroundsotherthanEnglish.Thefocus ofthisunitison presentingandlisteningtocomplex oral presentationsinEnglish relevanttoanemploymentcontext. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiency Ratings)descriptorsforSpeakingandListening.They contributedirectlytotheachievementofISLPRSpeaking3/3+ andListening3/3+ theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementof ACSFindicatorsofcompetence inOralCommunicationatLevel4
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetency containapplicablefacetsofEmployabilitySkills.The qualificationsEmployabilitySkillsSummaryinwhichthisunitis included,willassistinidentifyingemployabilityskill requirements.Thesummaryisincludedin Section BCourse Information (SeeAppendixB). Theapplicationofknowledgeandskillsdescribedinthisunit appliesbroadlyacrossarangeofjobrolesandindustryareasin generalemploymentandprofessionalcontexts.Contextsmay includefieldsinwhichspecialisedortechnicallanguageisusedfor example,thehealthandengineeringprofessions.
Applicationofthe Unit
ELEMENT
Elementsdescribetheessential outcomesofaunitof competency.Elementsdescribe actionsoroutcomesthatare demonstrableandassessable.
PERFORMANCECRITERIA
Performancecriteriaindicatethestandardofperformancerequiredto demonstrateachievementoftheelement.Terms requiringexplanationor furtherdefinitionshouldbeboldedanditalicisedanddetailprovidedintherange statement. Assessmentofperformanceistobeconsistentwiththeevidenceguide.
Demonstratecritical understandingofa rangeofinformation fromanoral presentation
1.1 1.2
Identifythepurposeandcontextoftheoralpresentation Identifythetone,registerandstyleofpresentation
1.3
Identifythemainideasandsupportingdetails
1.4 1.5 2 Giveanoralreportor presentationinan employmentor professionalcontext 2.1 2.2 2.3 2.4 2.5 2.6 2.7
Commentontheeffectivenessofthepresentation,andgive anopinionononeormoreaspects Identifyinferredmeanings,irony,nuanceandidiomsas appropriate Usesknowledgeof conventionsofpresentationstoprepare presentation Explaintheintentionand purpose ofthereportor presentation Usetheprocessesofplanninganddraftingtolistand sequencekeypointsanddetailsrequired Uselanguageandexpressionsappropriatetothegenreand audience Usesupportsasappropriate Respondtorequestsforclarificationorinformation as appropriate Drawonfeedbackfromotherstoevaluateownperformance

understandsanduses vocabularyspecifictotopic,chosenfieldofknowledgeorparticularcontext commoncollocations simple,compoundandcomplexsentenceswitharangeofsubordinateclauses awiderangeofverbtensesandgrammatical structures mostmodalforms awiderangeofphrasalverbs arangeofadjectives,adverbs,adverbialphrasesandprepositionalphrases awiderangeofdiscoursemarkerssuchastherefore,thus,accordingly,subsequently, consequently awiderangeofconversational/discourselinkersandconjunctions usesintelligiblepronunciation,andstressandintonationpatterns
demonstratesgenerally appropriateflowofspeechthoughmayhaveoccasionalrepetition, hesitationorselfcorrection arangeofregisters,stylesandconventionsusedinoralpresentations awiderangeofcommonidiomsandcolloquialexpressions understandsarangeofEnglishvarieties detectsattitude,mood, intentionsandinferredmeaningbyusingarangeofcues(syntactic, semantic,logical,contextual) distinguishesfactandopinion,irony,understatement,exaggerationinoraltexts seeksclarificationbycreatingquestions,paraphrasingunderstandingandseekingconfirmation presentsideasandopinionsonissuesrelatedtoemployment usesstrategiestoconfirm,clarifyorrepairunderstanding makesconstructiveadditionstodiscussions recognise,selectandinterpretmathematicalinformation arangeof mathematicaltermsandconcepts


NumeracyKnowledgeandSkills asappropriatetothesubjectmatter:

RANGESTATEMENT
TheRangeStatementrelatestotheunitofcompetencyasawhole.Itallowsfordifferentwork environmentsandsituationsthatmayaffectperformance. Oralpresentationsinclude

presentationofinformation description/casestudy lecture radio/tv/dvd/videodocumentary specificintroductoryandclosingremarks useofdiscoursemarkerstosignaltopicshifts useofbodylanguage useofvisualsupports presentationofinformationontopicsspecifictothe profession,industryorworkplace Powerpointpresentation visualmaterials,e.g.,posters,graphics,diagrams physicalpropssuchasmodels
Conventionsofpresentations mayinclude
Intentionsorpurposesmay include Supportsmayinclude
Respondingtorequestsfor clarificationorinformationmay include
paraphrasing askingquestionstoclarifymisunderstanding providingadditionalinformation
EVIDENCEGUIDE
TheevidenceguideprovidesadviceonassessmentandmustbereadinconjunctionwiththeElements,Performance Criteria,RequiredSkillsandKnowledge,the RangeStatementandtheAssessmentsectioninSectionBofthe accreditationsubmission.
Thelearnerhastheskillsandknowledgetopresent informationanddemonstratecriticalunderstandingofa rangeofinformationfromanoralpresentationinan employmentorprofessional context. Inaddition,tobeassessedascompetentintheelements andtheirrelatedperformancecriteria,thelearners performanceneedstosatisfytheRequiredSkillsand Knowledgespecifiedinthisunit.
Resourcesforassessmentinclude:

documentedobservationofthelearnersperformance selfassessment feedbackfrompeers thirdpartyfeedback,e.g.fromotherteachersand studentsorrelevantothers oraland/orwrittenquestioningtoassessRequiredSkills andKnowledge evidencemayberecordedviachecklists
Evidenceshouldbecollectedovertheenrolmentperiod, andbesufficientsoastotestthelearnersability to presentinformationanddemonstratecritical
understandingofarangeofinformationfromanoral presentation
evidenceofcompetenceinthisunitmustbegatheredon anumberofoccasionsandinarangeofcontexts to demonstrateconsistencyofperformance. practicalassessmentmustoccur: - throughappropriatelysimulatedactivitiesatthe registeredtrainingorganisation,and/or - inanappropriaterangeofsituationsinthe workplace
Thelearnerwillusestressandintonationeffectivelyand pronunciationwillbeintelligible.
SECTION
C36
VPAU519
Giveandfollowarangeofcomplexinstructionsinanemployment context
VPAU519 Give and followa rangeof complex instructions in an employmentcontext
VPAU519 Giveandfollow arangeofcomplex instructionsin an employmentcontext

Thisunitcoverstheskillsandknowledgenecessarytogiveand followcomplexinstructionsinanemploymentcontext. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementofISLPRSpeaking3/3+andListening3/3+, theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementof ACSFindicatorsofcompetencein ReadingandWritingatLevel 4
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements.Thesummary isincludedin Section BCourseInformation (SeeAppendixB). appliesbroadlyacrossarangeofjobrolesandindustryareas.
ApplicationoftheUnit Theapplicationofknowledgeandskillsdescribedinthisunit ELEMENT

PERFORMANCECRITERIA
Followcomplexverbal instructionsina workplacecontext
1.1 1.2 1.3 1.4 1.5 1.6
Identify distinguishinglinguisticstructuresandfeaturesofa proceduraloraltext Identifythepurposeandexpectedoutcomesforthe instructionsordirections Determinethesequenceandstepsrequired Identify equipment,toolsorresourcesrequired Determinetheimportanceofeachstepandanywarnings,or qualifyinginstructions Requestrestatementorclarificationasrequired
Givecomplexspoken instructionsina workplacecontext
2.1 2.2 2.3 2.4 2.5
Explainthepurposeandexpectedoutcomeoftheinstructions Usediscoursemarkerstoexplain thestepsand sequence requiredtocompletethetask Identifytheequipment,toolsorresourcesrequiredto completetheinstructions Highlightthemain considerations,dangers,risksofthesteps requiredasappropriate Respondtorequestsforclarification
LinguisticKnowledgeandSkills:Understandsanduses:

vocabularyspecifictotopic,chosenfieldofknowledgeorparticularcontext simple,compoundandcomplexsentenceswitharangeofsubordinateclauses imperativeverbtense textswhichusemodalverbsandothermodificationdevices,abstractnounsandsome nominalisation reportedspeech,questionsandinstructionsusingarangeofverbforms awiderangeofphrasalverbs cues,suchaschangeofpaceandparticularwordswhichindicateaneworimportantpointis abouttobemade arangeofadjectives,adverbs,adverbialphrasesandprepositionalphrases awiderangeofdiscoursemarkerssuchastherefore,accordingly,subsequently,consequently awiderangeofconversational/discourselinkersandconjunctions pitch,intonationandstress arangeofregisters,stylesandconventionsusedinspokendiscourse useregisterflexibly awiderangeofcommonidiomsandcolloquialexpressions understandarangeofEnglishvarieties usesstress,intonationandgestureeffectivelytoconveyintentions knowledgeof aspectsofAustralianworkplaceculture


employsavarietyofstrategieswheninterpretingtexts usesstrategiestoconfirm,clarifyorrepairunderstandings arangeofmathematicaltermsandconcepts recognise,selectandinterpretmathematicalinformation

RANGESTATEMENT
TheRangeStatementrelatestotheunitofcompetencyasawhole.Itallowsfordifferentwork environmentsandsituationsthatmayaffectperformance.
Distinguishinglinguistic structuresandfeaturesofa proceduraloraltextmayinclude Instructionsordirectionsmay include
sequencedinstructions imperativeverbforms discoursemarkers howtooperateapieceofmachineryorequipment evacuationprocedures induction handoverfromoneshifttoanother OHSprocedures locationofgoodsandservices creatingquestions requestingachangeofpace therefore, accordingly,subsequent,consequently consequencesfornotfollowingprocedures
Requestingrestatementor clarificationmayinclude Discoursemarkersmayinclude Considerations,dangers,risks mayinclude Respondingtorequestsfor clarificationmayinclude
adjustinggestureandotherparalinguisticfeatures repeatinginstructions paraphrasinginstructions
EVIDENCEGUIDE
Theevidenceguideprovidesadviceonassessmentandmustbereadinconjunctionwiththe Elements,PerformanceCriteria,RequiredSkillsandKnowledge,theRangeStatementandthe AssessmentsectioninSectionBoftheaccreditationsubmission. Criticalaspectsforassessmentand Thelearnerhastheskillsandknowledgetogiveandfollow evidencerequiredtodemonstrate complexinstructionsinanemploymentcontext. competencyinthisunit Inaddition,tobeassessedascompetentintheelementsand theirrelatedperformancecriteria,thelearnersperformance needstosatisfytheRequiredSkillsandKnowledge specifiedinthisunit. Contextofandspecificresources forassessment Resourcesforassessmentinclude:
arangeofrelevantexercises,casestudiesandother simulatedpracticalandknowledgeassessment,and/or accesstoanappropriaterangeofrelevantoperational situationsintheworkplace Inbothrealandsimulatedenvironments,accessis requiredtorelevantandappropriatematerialsand/or equipment.
Methodofassessment
documentedobservationofthelearneroverasufficient timeperioddemonstratingtheapplicationofthisunit oraland/orwrittenquestioningtoassessRequiredSkills andKnowledge
Evidenceshouldbecollectedovertheenrolmentperiod, andbesufficientsoastotestthelearnersabilitytofollow andgivecomplexverbal instructionsanddirectionsina workplacecontext. Practicalassessmentmustoccur throughappropriately simulatedactivitiesattheregisteredtrainingorganisation, and/orinanappropriaterangeofsituationsintheworkplace
SECTION
C37
VPAU520
Readandwritecomplextextsforemployment
VPAU520Readandwritecomplextextsforemployment
VPAU520 Readandwritecomplextextsforemployment
Thisunitcoverstheskillsandknowledgenecessarytoreadand writecomplex textsrelevanttoemployment. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforReadingandWriting.Theycontributedirectlyto theachievementofISLPRReading3/3+andWriting3/3+. theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementof ACSFindicatorsofcompetencein ReadingandWritingatLevel 4
and
EmployabilitySkills
ELEMENT
PERFORMANCECRITERIA
Interpretcomplex writteninstructionsto completeaworkplace task
1.1 1.2 1.3 1.4
Identifythepurposeof complexinstructionsandprocedures Identify conventionsusedininstructions Identifytherequirementsoftheinstructions Commentontheeffectivenessoftheinstructions Identifypurposesandstylesof arangeofinformal workplacemessages Identify conventionsandcommonexpressionsininformal messages Identify statedandinferredmeaning
Interpretaninformal 2.1 messageinaworkplace context 2.2 2.3
21937VICCertificateIVinESL(Employment/Professional) Version1,December2008 PageC37:1
2.4 2.5
Locatemainpointsandsupportingmaterial Identifytherequirementsorexpectationsexpressedand actionsrequired
Interpretcomplex formalwritten workplace communications
3.1 3.2 3.3 3.4 3.5
Identifytheconventionsofcomplexformalwritten workplacecommunications Identifythekeycontentandsupportingdetails Identify statedandinferredmeaning Discussthemeansusedbythewritertoconveyinformation Commentontheimportanceandvalueofthedocument Identifypurposes,stylesandregistersof informalmessages inaworkplacecontext Identifyandapply conventionsusedin informalmessagesin aworkplacecontextappropriatetothetask Plananddraftthemessage Includesupportinginformation asappropriate Proofreadandeditfinaldraft
Communicatean opinion,requestor suggestioninan informalwritten message
4.1 4.2
4.3 4.4 4.5
Thisdescribestheessential skillsandknowledgeandtheirlevel,requiredforthisunit.
Successfulcompletionofthisunitrequires: LinguisticKnowledgeandskills.Understandsanduses:

vocabularyspecifictotopic,chosenfieldofknowledgeorparticularcontext understandingofdifferenttypesof collocations,suchasmakeprogress,flatlyreject,be interestedin arangeof formalandinformaltextsforemploymentpurposescontainingsimple,compoundand complexsentenceswitharangeofsubordinateclauses arangeof tenseandaspectforms,(whichmayincludethepresentperfectcontinuousandpast perfect),presentandpastsimplepassive,conditionals(e.g.withifandunless) reportedspeech(questions/instructions)witharangeof reportingverbs(suchasadmit,confirm, mention)andverbforms mostmodalsandmodalforms awiderangeofphrasalverbs
awiderangeofadjectives,adverbs,andadverbialphrases awiderangeof conjunctions(subordinatingandcoordinating),includingrelativepronouns arangeofdiscoursemarkerstosequenceandstructuretext,e.g.toexpressaddition,causeand effect,contrast(e.g.withhowever),sequenceandtime arangeofadverbialphrases,prepositionsandprepositionalphrases extendedtexts,lessdependentonvisualcues conventionsofarangeofformattedtextsincludingtermsandsymbolsrelatedtonumericaldata complexproceduresinformattedtexts arangeoflinguisticfeaturesandstructuresin arangeofgenres,suchasreports,discussions, proceduresandnarratives arangeofcommonidiomaticandcolloquialexpressions familiarity with differentregisters flexibilityinuseofregister,toneandstyle detectsomeinferredmeaningbyusingarangeofcues(syntactic,semantic,logical,contextual) distinguishfactandopinion,irony,understatement,exaggerationintexts determinethewriterspurposeandattitudes scantextsforinformation,opinionsandissues selectandparaphraseinformationfromwrittentexts locatecomplexinformationfromarangeofformattedtexts determinepointsofviewinandcriticallyanalysetexts expresspointsofview interpretnumericaldataandcalculate,createpercentagesandcollatestatisticsfromformatted texts arangeofmathematicalterms


RANGESTATEMENT
Complexinstructionsand proceduresmayinclude Conventionsusedininstructions mayinclude
operationofequipment/machinery/computerprograms protocolsforvariousworkplaceactivities formattingdevices,e.g.largetype,numberedinstructions, dotpoints
formattingandstyleparticulartoanindustryorworkplace discoursemarkers supportingvisual information,e.g., iconsdiagrams tonee.g.,warning,advisory,impersonal register commentontheclarity,useofvisuals,wordsused whethertherewereenoughsteps/easyordifficulttofollow agenda/minutes reports/reviews contracts curriculumvitae speeches/addresses/professionaldevelopment specificationsforequipment/occupationalhealthandsafety evacuationplans posters/notices/signs formattingandstyleparticulartoanindustryorworkplace termsofaddress register awarenessofaudience emailmessages whiteboardmessages telephonemessages memos notes fax termsofaddress register tonee.g.,informal
Commentsoneffectivenessmay include Formalwrittenworkplace communicationsmayinclude
Conventionsofformalwritten workplacecommunicationsmay include
Rangeofinformalworkplace messagesmayinclude
Conventionsandcommon expressionsusedininformal messagesmayinclude
EVIDENCEGUIDE
The evidenceguideprovidesadviceonassessmentandmustbereadinconjunctionwiththeElements,Performance Criteria,RequiredSkillsandKnowledge,theRangeStatementandtheAssessmentsectioninSectionBofthe accreditationsubmission.
Criticalaspectsforassessmentand Thelearnerhastheskillsandknowledgeto: evidencerequiredtodemonstrate interpretcomplex writteninstructionstocompletea competencyinthisunit workplacetask

interpretaninformal messageinaworkplacecontext interpretcomplexformalwrittenworkplace communications,and communicateanopinion,requestorsuggestioninan informalwrittenmessage

arangeofrelevantexercises,casestudiesandother
simulatedpracticalandknowledgeassessment,and/or
accesstoanappropriaterangeofrelevantoperational
situationsintheworkplace Inbothrealandsimulatedenvironments,accessisrequired torelevantandappropriatematerialsand/orequipment. Methodofassessment Itisrecommendedthatacombinationofthefollowing assessmentmethodsbeused:
Evidenceshouldbecollectedovertheenrolmentperiod, andbesufficientsoastotestthelearnersabilityto interpretcomplexwritteninstructionstocomplete a workplacetask,interpretaninformalmessageina workplacecontext,interpretcomplexformalwritten workplacecommunications,andcommunicateanopinion, requestorsuggestioninaninformalwrittenmessage.
Lengthofwrittenpiecesmustbedeterminedbythewriting contextandpurpose,taskrequirementsandlearnerneeds.In ordertodemonstratecompetencyatthelevelrequiredin thisunit,thelearnerwillprovideevidenceofarangeoftext types,constructedonanumberofoccasionsovertime. Complexityoftextsusedasevidenceforthisunitwillneed tobeassessedagainstalltherequirementsoftheunit. Practicalassessmentmustoccur:
SECTION
C38
TLIE607D
Collect,analyseandpresentworkplacedataandinformation
TLIE607D Collect, analyseandpresentworkplacedataandinformation
TLIE607D Collect,analyseandpresentworkplacedataand information

Thisunitinvolvestheskillsandknowledgerequiredtocollect, analyseandpresentworkplacedataandinformationincluding identifyingrequiredinformation,analysingandpreparing informationforuse,explaininginformation,andpresenting workplaceinformationtoothers. Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.TheEmployabilitySkills Summary ofthequalificationin whichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. partofoperationsinthecontextoftheworkplaceconcerned. Workisperformedundergeneralorlimitedsupervision,generally withinateamenvironment.Itinvolvestheapplicationofestablished principlesandpracticetothecollection,analysisandpresentationof informationanddataaspartofworkplaceoperations.
EmployabilitySkills
ApplicationoftheUnit Datacollection,analysisandpresentationiscarriedoutasanintegral
CompetencyField
ECommunicationandCalculations
ELEMENT
PERFORMANCECRITERIA
Elementsdescribetheessential Performancecriteria describetherequiredperformanceneededtodemonstrate outcomesof aunitofcompetency. achievementoftheelement.Assessmentofperformanceistobeconsistentwith theevidenceguide.
Identifyrequired information
1.1 1.2 1.3
Purposeoftheinformation/datacollectionisidentified Sourcesofinformationareestablished Appropriateinformationiscollected
2. Prepareinformationfor 2.1 use 2.2 2.3
Informationiscollatedandanalysedinaccordancewith workplaceprocedures Processedinformationisorganisedandpresentedinalogical manner Checksforaccuracyaremade
21937VICCertificateIVinESL(Employment/Professional) Importedfrom TLI07TransportandLogistics TrainingPackage (Version1.1). CommonwealthofAustralia2007 Version1,December2008 PageC38:1
Explaininformation
3.1 3.2 3.3
Datacollectionandanalysisisexplainedtoothersinaway thateffectivelycontributestotheworkplaceoperations Outcomesofdata/informationanalysisarepresentedtoothers usingappropriatepresentationmodesandresources Questionsareansweredandappropriateclarificationsare given
Presentworkplace information
4.1 4.2
Processedinformationisforwardedtoappropriatepersonnel inaccordancewithworkplaceprocedures Processedinformationiscollatedandstoredinaccordance withworkplaceprocedures
Requiredknowledge

relevantproceduresanddutyofcarerequirements relevantOH&Sresponsibilities sourcesofinformationanddataandproceduresforprocessingtheinformationforworkplaceuse protocolsandproceduresforthecollection,analysisandpresentationofworkplaceinformation anddatausingrelevanttechnology presentationandcommunicationtechniquesincludinganunderstandingofbarrierstoeffective communicationandhowtoovercomethem basicprinciplesofeffectivepresentationandcommunicationofinformation techniquesforcommunicatingeffectivelywithamultilingualpersonorpersonswithalimited abilitytospeakorunderstandEnglish typicalpresentationandcommunicationproblemsandappropriateactionandsolutions
Requiredskills
communicateeffectivelywithotherswhencollecting,analysingandpresentingworkplacedata andinformation readandinterpretinstructionsandproceduresrelevanttothecollection,analysisand presentationofworkplacedataandinformation interpretandfollowoperationalinstructionsandprioritisework completedocumentationrelatedto thecollection,analyzingandpresentingworkplacedataand information identifyanduserequiredcommunicationandpresentationtechnology
workcollaborativelywithotherswhencollectinganalysingandpresentingworkplacedataand information adaptappropriatelytoculturaldifferencesintheworkplace,includingmodesofbehaviourand interactionswithothers promptlyreportand/orrectifyanyidentifiedproblemsthatmayarisewhencollecting,analysing andpresentingworkplacedataandinformationin accordancewithregulatoryrequirementsand workplaceprocedures planownworkincludingpredictingconsequencesandidentifyingimprovements implementcontingencyplansforunanticipatedsituationsthatmayarisewhencollecting, analysingandpresentingworkplacedataandinformation monitorworkactivitiesintermsofplannedschedule modifyactivitiesdependingondifferingoperationalcontingencies,risksituationsand environments worksystematicallywithrequiredattentiontodetail operateandadapt todifferencesinequipmentinaccordancewithstandardoperatingprocedures
RANGESTATEMENT
Datacollection,analysisand presentationwillbe Customermaybe Presentationmodesmayinclude
thatrequiredforworkplaceoperations mayoccurbydayornightandinavarietyofworkcontexts internalorexternal writtendocumentation oralreports group presentationsusingappropriatetechnology completionofstandardformsandchecklists routinewrittenreporting entryofcollected/processedinformationintoacomputer participationinworkplacediscussions English speakingpersons multilingualstaff personswithlimitedabilitytocommunicateinEnglish
Presentations/communications mayinclude
Presentation/communication problemsmayinclude
misunderstanding limitedabilityofotherstocommunicateinEnglish noisyenvironmentsorcommunicationchannels illegiblewritingorprint useofnonstandardvocabulary incorrectassumptionthatinformation hasbeenreceived and/orcorrectlyunderstood managers supervisors/teamleaders workplacepersonnel clients privateand/orpublicsectorsecuritypersonnel police securityconsultants visitors contractors officialrepresentatives unionrepresentatives industrialrelations OH&Sspecialists otherprofessionalsortechnicalstaff companyprocedures enterpriseprocedures organisationalprocedures establishedprocedures phone electronicdatainterchange fax email internet radio overheadorcomputercontrolledprojector plainorelectronicwhiteboard
Dependingonworkplacecontext, consultativeprocessesmay involve
Dependingonthetypeof organisationconcernedandthe localterminologyused, workplaceproceduresmay include Presentation/communication may involvetheuseofarangeof technology,including
flipcharts microphoneandamplifier videoplayerandmonitor workplaceprocedures,checklistsandinstructions operationsmanuals inductiondocumentation competencystandardsandtrainingmaterials jobspecifications manufacturesspecifications HAZCHEManddangerous/hazardousgoodscodes goodsidentificationnumbersandcodes manifests,barcodes,goodsandcontaineridentification manufacturesspecifications workplacepolicies supplierand/orclientinstructions materialsafetydatasheets relevantcodesofpracticeincludingthenationalstandards formanualhandlingandtheindustrysafetycode legislation,regulationsandrelateddocumentation award,enterprisebargainingagreement,otherindustrial arrangements standardsandcertificationrequirements qualityassuranceprocedures emergencyprocedures relevantregulations,standardsandcodesofpractice, includingthenationalstandardsformanualhandlingand industrysafetycodes dangerousgoodsandfreightregulationsandcodes relevantAustralianandstate/territorystandardsand certificationrequirements relevantAustralianandstate/territoryOH&Slegislation equalemploymentlegislationandrelatedpolicies environmentalprotectionregulations
Information/documentationsmay include
Applicableregulationsand legislationmayinclude
EVIDENCEGUIDE
Theevidenceguideprovidesadviceonassessmentandmustbereadinconjunctionwiththe Performancecriteria, required knowledgeandskills,theRangeStatementandtheAssessmentguidelinesforthisTrainingPackage.
Criticalaspectsforassessmentand Theevidencerequiredtodemonstratecompetencyinthis evidencerequiredtodemonstrate unitmustberelevanttoandsatisfyalloftherequirements oftheelementsandperformancecriteriaofthisunitand competencyinthisunit includedemonstrationofapplying:

theunderpinningknowledgeandskills relevantlegislationandworkplaceprocedures otherrelevantaspectsoftherangeofstatement
Performanceisdemonstratedconsistentlyoveraperiodof timeandinasuitablerangeofcontexts. Resourcesforassessmentinclude:
arangeofrelevantexercises,casestudiesandother simulatedpracticalandknowledgeassessments,and/or applicabledocumentationincludingworkplace procedures,regulations,codesofpracticeandoperation manuals
Method ofassessment
Assessmentofthisunitmustbeundertakenbyaregistered trainingorganisation Asaminimum,assessmentofknowledgemustbe conductedthroughappropriatewritten/oraltests Practicalassessmentsmustoccur:
SECTION
C39
BSBWRT401A
Writecomplexdocuments
BSBWRT401A Write complexdocuments
BSBWRT401A Writecomplexdocuments
Thisunitdescribestheperformanceoutcomes,skillsandknowledge requiredtoplandocuments,drafttext,preparefinaltextandproduce documentsofsomecomplexity. Nolicensing,legislative,regulatoryorcertificationrequirements applytothisunitatthetimeofendorsement.
EmployabilitySkills
Thisunitcontainsemployability skills.
ApplicationoftheUnit Thisunitappliestoindividualswhoworkinarangeofbusiness
environmentsandareskilledinthecreationofreports,information andgeneralpromotiondocumentsthataremorecomplexthanbasic correspondence,memosorformsandthatrequirereviewand analysisofarangeofinformationsources.
UnitSector
Nosectorassigned.
ELEMENT
1 Plandocuments
PERFORMANCECRITERIA
1.1 1.2 1.3 1.4 1.5 1.6 Determinethepurposesof documents Chooseappropriateformatsfordocuments Establish meansofcommunication Determinerequirementsofdocuments Determinecategoriesandlogicalsequencesofdata, informationandknowledge toachievedocumentobjectives Developoverviewofstructureandcontentofdocuments
2. Drafttext
2.1 2.2
Reviewandorganiseavailabledata,informationand knowledgeaccordingtoproposedstructureandcontent Ensuredata,informationandknowledgeisaggregated, interpretedandsummarisedtopreparetextthatsatisfies documentpurposesandobjectives Includegraphicsasappropriate
2.3
21937VICCertificateIVinESL(Employment/Professional) Importedfrom BSB07BusinessServicesTrainingPackage. CommonwealthofAustralia2007 Version1,December2008 PageC39:1
2.4 2.5 2.6
Identifygapsinrequireddataandinformation,andcollect additionalmaterial fromrelevantenterprisepersonnel Drafttextaccordingtodocumentrequirementsandgenre Uselanguageappropriatetotheaudience
Preparefinaltext
3.1 3.2 3.3 3.4
Reviewdrafttexttoensuredocumentobjectivesareachieved andrequirementsaremet Checkgrammar,spellingandstyleforaccuracyand punctuation Ensuredraftisapprovedby relevantenterprisepersonnel Processtextamendmentsasrequired
Producedocuments
4.1 4.2 4.3
Choosebasicdesignelementsfordocumentsappropriateto audienceandpurpose Usewordprocessingsoftwaretoapplybasicdesignelements totext Checkdocumentstoensureallrequirementsaremet
Requiredskills

communicationskillstoclarifyrequirementsofdocuments literacyskillstoeditandproofreaddocumentstocreatedocumentswithacomplex,organised structureoflinkedparagraphswhichusesimpleandcomplexsyntacticstructure numeracy skillstocollateandpresentdata,graphsandannotatedreferences problem solvingskillstouseprocessesflexiblyandinterchangeably enterprisestyleguide/housestyle formattingstylesandtheirimpactonformatting,readability andappearanceofdocuments organisationalrequirementsforergonomics,workperiodsandbreaks,andresourceconservation techniques
Requiredknowledge

rulesandconventionsforwrittenEnglish,asdefinedbygeneralandspecialistdictionariesand booksaboutgrammar
RANGESTATEMENT
TheRangeStatementrelatestotheunitofcompetencyasawhole.Itallowsfordifferentworkenvironmentsand situationsthatmayaffectperformance.Bolditalicizedwording,ifusedintheperformancecriteria,isdetailedbelow. Essentialoperatingconditionsthatmaybepresentwithtrainingandassessment(dependingontheworksituation,needs ofthecandidate,accessibilityoftheitem,andlocalindustryandregionalcontexts)mayalsobeincluded.
Purposesofdocumentsmay include
conveyingresearchfindings documentingpolicies,proceduresandprocesses influencingattitudes,opinions,beliefs meetinglegalrequirements meetingotherdata,informationorknowledgeneedsofan audience proposingrecommendations,optionsandactions detailedbusinessletters emails instructionsandprocedures manuals publications,leaflets,brochures reports speechesandpresentations submissionstenderdocumentationandpublicnotices websitetext softwarepackagessuchasMSWord,MSExcel,MS PageMaker,MSPowerPointandtemplates compliancewithgenre compliancewithproformas,standardisedreporting requirementsorundertakingsmadebytheorganisation aboutreporting filetypesandsizesforonlinedocuments languagesotherthanEnglishrequirements legalortraditionalrequirementsfortheparticulardocument format
Appropriateformatsfor documentsmay include
Meansofcommunication may include Requirementsofdocumentsmay include
organisationalpolicy,proceduresandguidelinesapplying towritingdocuments,includinghousestyle pointnumberingsystems requirementsforillustrations,photographs,graphs,charts, mapsandotherillustrativematerialtoexplaintexts standardsforreferences,footnotes,citations, acknowledgements timelines,includingdeadlines wordlength writingstyles,includingsimplicityofEnglishanduseof technicallanguage argumentsandrebuttals categoriesandsequencestraditionally usedforthe particulartypeofdocumentbeingprepared chronological,alphabeticaloroperatingsequences facts,observations,conclusionsandrecommendations illustrativecasestudiesandotherexamples linkingandsummarystatements recommendationsandsupportingarguments colleagues/staffinownworksection/teammembers consultativecommittees internalprovidersofspecialistexpertise mangers/leaders/coordinators/supervisors owners staffinrelevantworksections capitalsandunderlining fonts headings illustrations,photographsandotherillustrativematerialfor designpurposes justificationandalignment listsandtables logos,branding,organisationalidentifyrequirements marginsandparagraphindentation pageshape
Categoriesandlogicalsequences ofdata,informationand knowledgemayinclude
Relevantenterprisepersonnel mayinclude
Designelementsmayinclude
pagesize templates useandamountofcolour useandamountofwhitespace
EVIDENCEGUIDE
Theevidenceguideprovidesadviceonassessmentandmustbereadinconjunctionwiththe Performancecriteria, required skillsandknowledge,theRangeStatementandtheAssessmentguidelinesforthisTrainingPackage.
Overviewofassessment Criticalaspectsforassessmentand Evidenceofthefollowingisessential: evidencerequiredtodemonstrate productionofdocuments competencyinthisunit editingdrafttexttoensureaccuracyandclarifyof information
knowledgeofenterprisestyleguide/housestyle
Assessmentmustensure:

accesstoanactualworkplaceorsimulatedenvironment accesstoofficeequipmentandresources examplesofdocumentsandstyleguides
Methodofassessment
Arangeofassessmentmethodsshouldbeusedtoassess practicalskillsandknowledge.Thefollowingexamplesare appropriateforthisunit:
directquestioningcombinedwithreviewofportfoliosof evidenceandthirdpartyworkplacereportsofonthejob performancebythecandidate reviewofstructureandcontentofdocuments reviewofdraftdocuments reviewoffinaldocuments demonstrationoftechniques oralorwrittenquestioningtoassessknowledgeofword processingsoftwarefunctions
Holisticassessmentswithotherunitsrelevanttothe industrysector,workplaceandjobroleisrecommendedfor example:
BSBITU401ADesignanddevelopcomplextext documents
SECTION
C40
VPAU521
Criticallyreadandwriteformallettersandcomplexprosetextsfor professionalpurposes
VPAU521Critically read and write formal lettersand complex prose texts for professional purposes
VPAU521 Criticallyreadandwriteformallettersandcomplex prosetextsforprofessionalpurposes

Thisunitofcompetencydescribesreadingandwritingperformance outcomes,skillsandknowledgerequiredbyadultlearnerswith languagebackgroundsotherthanEnglish.Thefocusofthisunitis on readingandwritingskillsinEnglish toparticipateeffectivelyina professionalcontext. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementofISLPRSpeaking3/3+andListening3/3+ and theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementof ACSFindicatorsofcompetencein OralCommunicationatLevel 4 Therequiredoutcomesdescribedinthisunitofcompetency containapplicablefacetsofEmployabilitySkills.The qualificationsEmployabilitySkillsSummaryinwhichthisunit isincluded,willassistinidentifyingemployabilityskill requirements.Thesummaryisincludedin Section BCourse Information (SeeAppendixB). Theapplicationofknowledgeandskillsdescribedinthisunit appliesbroadlyacrossarangeof jobrolesandindustryareasina professionalcontext.
EmployabilitySkills
ELEMENT
PERFORMANCECRITERIA
Criticallyreadformal lettersinaprofessional context
1.1
Describethestructureandconventionsof aformalletter
1.2 1.3
Outlinethepurposeofthemessageorletter Identifytheregisterandexplainthewriter'sattitudeandtone
1.4
Identifythemainpoints,supportingdetailsandexpected outcomes
1.5 2 Writeformallettersfor professionalpurposes 2.1 2.2 2.3 2.4 2.5 3 Criticallyreadcomplex 3.1 documents relatedto theprofession 3.2 3.3 3.4 3.5 3.6 4 Writecomplexprose basedonadetailedtext 4.1 4.2 4.3 4.4 4.5 4.6
Identifyspecialisedvocabularyrelatedtotheprofession Identifythepurposeandconventionsof formallettersusedby theprofession Useplanning,drafting,proofreadingandeditingprocesses Applytheconventionsofformallettersappropriatetothe audience Usearangeofvocabularyandcohesivedevicesappropriateto thetaskwithsuitablenuance Usejargonandprofessionalterminologyasappropriate Identify distinguishinglinguisticstructuresandfeatures of requiredtext Scantextformainideasorcontentions Identifykeyvocabularyitemsandtheirmeaning Identifythekeyinformationandsupportingdetailsaccurately Identify any inferredmeaning Commentontheinformation presentedinthetext Identify distinguishinglinguisticstructuresandfeatures of requiredtext Identifythepurposesofreproducinginformationfromtexts Locate,record,paraphraseandsynthesisecomplex information Sequenceinformationintocohesiveparagraphs Useplanning,drafting,proofreadingandeditingprocesses Evaluateeffectivenessofwriting
Successfulcompletionofthisunitrequires: LinguisticKnowledgeandSkills:Understandsanduses:

terminology andjargon relevanttotheprofessions arangeofcomplexstructuresandvocabulary arangeofverbtensesincludingsimple,continuous,perfectandperfectcontinuousforms,active andpassive writearangeofformalandinformaltextscontainingsimple,compoundandcomplexsentences witharangeofsubordinateclauses arangeofphrasalverbs,adverbs,adverbialphrasesandadjectives conditionalsandmodals arangeofconjunctionsandconnectives,includingpronouns arangeofdiscoursemarkersandconnectivestosequenceandstructuretexts commoncollocations arangeofmathematicalterms detectinferredmeaningbyusingarangeofclues(syntactic,semantic,logical,contextual) distinguishfactandopinion,irony,understatement,exaggerationintexts determinethewriterspurposeandattitudes useidiomsandcolloquialisms differentregisters understandsthatdifferentsourceswillpresentdifferentperspectives,andrecogniseshowtext, languageandstructureinfluencethereadertoadoptparticularviewsandpositions Revisesownwritingtoenhancemeaningandeffectiveness arangeofmathematicaltermsandconcepts recognise,selectandinterpretmathematicalinformation


RANGESTATEMENT
Formallettersinaprofessional context mayinclude
referralletters lettersofrequest advicereproducts/equipment/materials tenderrequests specificattentiontothegrammar,syntax,textorganisation andcoherence,connectorsandcohesivedevices, collocation,tone,styleandsoon. formsofaddress,salutationsandclosings formattingandlayoutstyle researchreports journalarticles readingtests forms equipmentinstructions/productpromotionalmaterials onlinetexts specialisedvocabulary usingvoiceappropriately(active/passive) logicalandtransparentorganizationalstructure usinglinkingdeviceseffectivelytodemonstratecomplex conceptualconnectionsand/orcausalconnections usingreferencing/citingofsources commentsonthewritingstyle,e.g.,clarity,voice,structure, expression commentsonthecontent,e.g.,effectivenessofsupporting information,accuracyofinformation,pointofviewof writer commentsonthewritingstyle,e.g.,clarity,voice,structure, expression commentsonthecontent,e.g.,effectivenessofsupporting information,accuracyofinformation,theextenttowhich thewriterconveyedtheirpointofview,wherethisis appropriatetothegenre
Drafting,proofreadingand editingprocessesinclude Conventionsofformalletters appropriatetotheaudience include Complexdocuments include
Distinguishinglinguistic structuresandfeatures may include
Commentingontheinformation inthetext mayinclude
Evaluatingeffectivenessofthe text mayinclude
EVIDENCEGUIDE
Criticalaspectsforassessmentand Thelearnerhastheskillsandknowledgetodemonstrate evidencerequiredtodemonstrate readingandwritingformallettersandcomplexprosetexts forprofessionalpurposes. competencyinthisunit Inaddition,tobeassessedascompetentintheelementsand theirrelatedperformancecriteria,thelearnersperformance needstosatisfytheRequiredSkillsandKnowledge specifiedinthisunit. Contextofandspecificresources forassessment Resourcesforassessmentinclude:
documentedobservationofthelearneroverasufficient timeperioddemonstratingtheapplicationofthisunit oraland/orwrittenquestioningtoassessRequiredSkills andKnowledge aportfolioofwritingsampleswhichincludesfeedback fromrelevantothers
Evidenceshouldbecollectedovertheenrolmentperiod, andbesufficientsoastotestthelearnersabilityto demonstrate readingandwritingformallettersandcomplex prosetextsinaprofessional context. Lengthofwrittenpiecesmustbedeterminedbythewriting contextandpurpose,taskrequirementsandlearnerneeds. Inordertodemonstratecompetencyatthelevelrequiredin thisunit,thelearnerwillprovideevidenceofavarietyof texttypes,constructedonanumberofoccasionsovertime. Textssuchasreportswillbedetailed(sustainedor extended)andincludenumberofcoherentlylinked paragraphswithdetailedexamplesandexplanationsor supportingevidenceforapointofview.Shortertextsmay includeletters,proposalsorapplication.Complexityoftexts usedasevidenceforthisunitwillneedtobeassessed againstalltherequirementsoftheunit
SECTION
C41
VPAU522
Criticallyread,writeandeditcomplexdescriptivetextsina professionalcontext
VPAU522Criticallyread,writeandeditcomplexdescriptivetextsinaprofessionalcontext
VPAU522 Criticallyread,writeandeditcomplexdescriptivetexts inaprofessionalcontext

Thisunitofcompetencydescribesreadingandwritingperformance outcomes,skillsandknowledgerequiredbyadultlearnerswith languagebackgroundsotherthanEnglish.Thefocusofthisunitis on readingandwritingskillsinEnglishtoparticipateeffectivelyina professionalcontext. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforReadingandWriting.Theycontributedirectlyto theachievementofISLPRReading3/3+andWriting3/3+ theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementof ACSFindicatorsofcompetencein ReadingandWritingatLevel4
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements.Thesummary isincludedin Section BCourseInformation (SeeAppendixB). appliesbroadlyacrossarangeofjobrolesandindustryareasina professionalcontext.
ApplicationoftheUnit Theapplicationofknowledgeandskillsdescribedinthisunit
ELEMENT
Elementsdescribethe essentialoutcomesofaunit ofcompetency.Elements describeactionsor outcomesthatare demonstrableand assessable. 1
PERFORMANCECRITERIA
Performancecriteriaindicatethestandardofperformancerequired todemonstrateachievementoftheelement.Termsrequiring explanationorfurtherdefinitionshouldbeboldedanditalicisedand detailprovidedintherangestatement. Assessmentofperformanceistobeconsistentwiththeevidence guide. Identifythekeytopicofthetext Identifythekeydetailsdescribed Relatespecificinformationfromthetextasrequired Criticallyevaluate thequalityof informationgiven
Criticallyreadcomplex 1.1 descriptivetextsrelated 1.2 totheprofession 1.3 1.4
Writecomplex descriptivetextsina professionalcontext
2.1 2.2 2.3 2.4 2.5
Identifythepurposesandconventionsofdescriptivetexts Useplanninganddraftingtosequenceinformationeffectively Includerequireddetailsandexplanations Usearangeofvocabularyappropriatetothedocumentand thecontext,withappropriatenuanceandconnotations Proofreadandeditfinaldraft
Applyknowledgeof discourseandlanguage useinrelationto writtenandspoken texts
3.1 3.2 3.3 3.4
Identifyspecificlanguagetermsinwrittenandoraltexts Useterminologyfordescribinglanguagestructureanduse Selectandusegrammaranddiscourseitemsasappropriate Criticallyreadlanguageanddiscourseanalysisofwrittenand spokentexts
Editawrittentext
4.1 4.2 4.3 4.4
Selectrelevantsectionstoberewritten Identify keyelementswhichneedtobecorrected Useavarietyofsourcestodeterminealternativewords, expressions,structuresorphrasing Proofreadfinaldraft
Successfulcompletionofthisunitrequires: LinguisticKnowledgeandSkills:Understandsanduses:

terminologyandjargonrelevanttotheprofession knowledgeofdiscourseandlanguageuseinrelationtowrittenandoraltexts arangeofcomplexstructuresandvocabulary arangeofverbtensesincludingsimple,continuous,perfectandperfectcontinuousforms,active andpassive writearangeofformalandinformaltextscontainingsimple,compoundandcomplexsentences witharangeofsubordinateclauses

arangeofphrasalverbs,adverbs,adverbialphrasesandadjectives conditionalsandmodals arangeofconjunctionsandconnectives,includingpronouns arangeofdiscoursemarkersandconnectivestosequenceandstructuretexts commoncollocations detectinferredmeaningbyusingarangeofclues(syntactic,semantic,logical,contextual) distinguishfactandopinion,irony,understatement,exaggerationintexts determinethewriterspurposeandattitudes useidiomsandcolloquialisms differentregisters determinepointsofviewintexts revisesownwritingtoenhancemeaningandeffectiveness gathers,selectsandorganisesinformationforspecificpurposes usesknowledgeofprincipalconventionsoftextstoassistwithconstructingmeaningfroma rangeofwrittentexttypes understandsthatdifferentsourceswillpresentdifferentperspectives,andrecogniseshowtext, languageandstructureinfluencethereadertoadoptparticularviewsandpositions arangeofmathematicaltermsandconcepts recognise,selectandinterpretmathematicalinformation


Maths:

RANGESTATEMENT
Complexdescriptivetextsrelated totheprofessionmayinclude
journal/newspaperarticles texts professionalinformationtexts,e.g.researcharticles grammar collocation idioms discoursesignals,cohesivedevices itemsofgrammarsuchasarticles,agreement,inflection, tense
Knowledgeofdiscourseand languagemayinclude
Keyelementsmayinclude

collocation cohesivedevices dictionary thesaurus textbasedandonlinegrammarreference
Varietyofsourcesmayinclude
EVIDENCEGUIDE
Criticalaspectsforassessmentand Thelearnerhastheskillsandknowledgetocriticallyread, evidencerequiredtodemonstrate writeandeditcomplexdescriptivetextsinaprofessional context. competencyinthisunit Inaddition,tobeassessedascompetentintheelementsand theirrelatedperformancecriteria,thelearnersperformance needstosatisfytheRequiredSkillsandKnowledge specifiedinthisunit. Contextofandspecificresources forassessment Resourcesforassessmentinclude:
documentedobservationofthelearneroverasufficient timeperioddemonstratingtheapplicationofthisunit oraland/orwrittenquestioningtoassessRequiredSkills andKnowledge aportfolioofwritingsampleswhichincludesfeedback fromrelevantothers
Lengthofwrittenpiecesmustbedeterminedbythewriting contextandpurpose,taskrequirementsandlearnerneeds. Inordertodemonstrate competencyatthelevelrequiredin thisunit,thelearnerwillprovideevidenceofavarietyof texttypes,constructedonanumberofoccasionsovertime.
Textssuchasreportswillbedetailed(sustainedor extended)andincludenumberofcoherentlylinked paragraphswithdetailedexamplesandexplanationsor supportingevidenceforapointofview.Shortertextsmay includeproposalsorapplications.Complexityoftextsused asevidenceforthisunitwillneedtobeassessedagainstall therequirementsoftheunit Evidenceshouldbecollectedovertheenrolmentperiod, andbesufficientsoastotestthelearnersabilityto demonstratecriticalunderstandingincomplexinformaland formaldiscussionsinaworkplacecontextandfollowand givecomplex verbalinstructionsanddirectionsina workplacecontext. Practicalassessmentmustoccur:
21939VICCertificateIIIinESL(FurtherStudy)
SECTION
C20
VBQU130
Developanddocumentalearningplanandportfolio
Thefocusofthisunitistoidentifyanddocumentcurrentskillsand planfutureskillsdevelopmentwiththeadviceofanappropriate supportpersonandtodevelopandmaintainaportfolio. Thisunitisdesignedtomeettheneedsoflearnerswithpersonal, learning,employmentandcommunityparticipationgoals.Learners needsandexpectationsrequireafocusonindividuallearner objectivessuchas:

improvedlanguage,literacyandnumeracyskills newskillsandknowledge specificcompetencies employmentrequirements careeradvancement informationandadviceoncourses,learningprograms, qualificationsandassessment
Employabilityskills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalification EmployabilitySkillsSummaryinwhichthisunitisincludedwill assistinidentifyingemployabilityskillrequirements. Thesummary isincludedin Section BCourseRequirements(See AppendixB). Nolicensing,legislative,regulatoryorcertificationrequirements applytothisunitatthetimeofpublication.
undertakeduringthecoursetoplan,documentandmonitorprogress towardsachievinglearninggoals.Theprogramwilltakeinto accountthelearnerslearningstyleandpreferences.Thelearner documentsthelearningplanusinganestablishedformat. Thelearnerisalsosupportedtodevelopandmaintainaportfolioof completedworksamples,selectedtodemonstratecompetencyin particularskillareas.Theportfolioconformstoanagreedformat. Itisalsorecommendedthattheapplicationisintegratedwithother units.
21939VICCertificateIIIinESL(FurtherStudy) Importedfrom 21772VIC Certificate I inGeneralEducation forAdults. ACFE2007 PageC20:1
ELEMENT
PERFORMANCECRITERIA
1.1 1.2 1.3
Learninggoalsareidentifiedandprioritised Goalsarediscussedwithappropriatepersonsandany additionalskillsrequirementsareidentified Currentskillsandknowledgearecomparedwithidentified goals Previousexperiencesinrelationtoachievingidentifiedgoals arediscussed Preferredlearningstylesareidentified Waysinwhichparticipatingintheprogramwillassistin meetingpersonalgoalsarenoted Thepurpose ofanindividuallearningplanisclarified Thefeatures ofanindividuallearningplanareidentified Theprocessesfordevelopinganindividuallearningplanare confirmed Theindividuallearningplaniscompleted Purposesoftheportfolio arediscussed Typesofevidencerequiredareidentifiedanddiscussed. Purposeofevidenceisdefined Formatofportfolioisclarified Examplesofevidencearecollectedforportfolio Progresstowardsendofcoursegoalsandobjectivesis identified Factorswhichcontributedtosuccessinmeetinggoalsare determined Barrierstosuccessarenoted
Clarifyfactors impactingonown learning
2.1 2.2 2.3
4.1 4.2 4.3 4.4 4.5
Monitorandupdatethe 5.1 individuallearningplan 5.2 5.3
5.4 5.5
Learningstrategieswhichcanbeappliedtoothercontextsare discussedwithappropriatesupportperson Individuallearningplanisamendedasneeded.

communicationskillstoparticipateinplanningprocess communicationskillstoparticipateintheassessmentprocess information gatheringskills literacyskillstoreadandinterpretarangeofinformationrelatedtoowngoals literacyskillstomaintainaportfoliousinganestablishedmodel abilitytounderstandtheimportanceofdocumentinglearning
RANGESTATEMENT
TheRange Statementrelatestotheunitofcompetencyasawhole.Itallowsfordifferentsituationsthatmayaffect performance,e.g.accesstoresourcesregionalcontexts.BolditalicisedwordinginthePerformanceCriteriaisdetailed below.
improvingreading,writingandnumeracyskillsfora varietyofpurposes,forexample: - furtherstudy - employment - communityparticipation - healthandwellbeing - supportforothers newskillsandknowledge specificcompetencies employmentrequirements careeradvancement programcoordinator teacher advisor teachersinotherareas,e.g.,tradeareas careerdevelopmentadvisors
Appropriatepersonsmayinclude
workexperience volunteerorrecreationalexperience familyresponsibilities studyincludingformalschoolingorinformallearning healthandotherpersonalmatters anypossiblebarrierstocompletion auditory visual kinaesthetic tactile left/rightbrain global/analytical theoretical activist pragmatist reflective assistingthelearnerandtheprovidertoplansystematically fortheattainmentofgoals asatooltomonitorprogress toassistthetransitionofthelearnertohis/herpreferred optionsattheendofthecourse.. shorttermgoalsandindicatorsofsuccess longtermgoalsandindicatorsofsuccess actionsandactivitiestobeundertaken,including monitoringarrangements anyissuesandstrategies responsibilities timeline acknowledgementthatthedocumentisaworkingdocument andissubjecttoconstantchange,additionanddeletion assessmentoflearnersneeds negotiationanddevelopmentoflongtermgoals identifyingoneortwoshorttermspecificobjectives
determinationoftasksandprogresstoachievegoalsand objectives agreementastowhoisresponsiblefortheimplementation ofeachtask identificationofadditionalsupportpersons,e.g.: caseworkersandpersonalcarers careercounsellors interpreters communityrepresentatives equityofficers studentservicesofficers librarypersonnel governmentofficersinspecialistsupportservices advocatesforaperson orgroup peersupport notetakers technicalsupport humanresourcespersonnel administrativepersonnel familymembers identificationofresponsibilitiesforallparties,e.g.:learners (participation,workingcollaboratively,completinglearning tasks), teachers(providingcustomisedprograms,usinga collaborativeapproach,awarenessofandstrategiesfor dealingwithconflictingdiscourses,ethicalstandards) recordwhathasbeenachievedinthecourse provideabasisforaclaimofRPLatalaterstage providesupportforaCV provideopportunityforreflectiononprogresstowards achievinggoals opportunitytoreflectonstrategieswhichhavebeen successful collectionsofsamplescompiledbythelearner productswithsupportingdocumentation journal/logbook
Purposesoftheportfoliomay include
Purposeofevidenceincludes
documentprogresstowardsachievementofgoals documentcompetencies buildapictureofpersonalattributes recordcurrentcompetencies identify areasforfurtherskilldevelopment identifystrengthsandweaknesses documentemployabilityskills folder online eportfolio teacherstructuredscaffoldingactivitiesdesignedtoextend learnersexistingknowledgeandskills transferringlearningfromoneareatoanewarea applyingappropriatestrategies practisingnewskills seekingsupportofteacher,peers,otherinterestedparties whenneeded currentlifecircumstancessuchasphysical,mental, emotionalorsocialconstraints conflictwithdiscoursesofeducation culturaldifferences multiplerolesandresponsibilities
Formatsmayinclude
Barriersmayinclude
EVIDENCEGUIDE
Learnerhasclarifiedownlearninggoalsandfactors affectingownlearning,documentedanindividual learningplan,maintainedaportfolio,andmonitoredand updatedthelearningplanwhennecessary
assessmentofperformancerequirementsinthisunitis bestundertakenoverthecourseoftheprogram accesstorealtextsincontext
alearningenvironmentappropriatetotheassessment task appropriatesupportallowingforfullparticipation computerhardwareandsoftware,ifappropriate. directobservation,forexample: - realtimeactivities questioning,forexample: - interviews - selfassessment - verbalquestioning portfolios,forexample: - collectionsofsamplescompiledbythelearner - productwithsupportingdocumentation - journal/logbook thirdpartyfeedback,forexample: - testimonials/reportsfromotherteachersor supportworkers - interviewwithpeer
SECTION
C42
VPAU523
Giveoralpresentationsforfurtherstudy
VPAU523 Giveoralpresentationsforfurtherstudy
Thisunitofcompetencydescribesspeakingandlistening performanceoutcomes,skillsandknowledgerequiredforfurther study byadultlearnerswithlanguagebackgroundsotherthan English.Thefocusofthisunitisonlisteningandspeakingskillsin English toparticipateinfurtherstudycontextswhichinvolvethe presentationanddiscussionofideasandinformationin straightforwardformalpresentationsandgroupdiscussions. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementofSpeaking2+/3andListening2+/3 theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementof ACSFindicatorsofcompetencein OralCommunicationatLevel3.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedin Section BCourseInformation (SeeAppendixB). ThisunitdevelopsoralpresentationskillsinEnglishforthefurther study context.Theskillsrelatetobothformalgroupinteractionsand toindividualformalpresentations.Applicationofpresentationskills canoccurinarangeoffurtherstudycontexts.
ELEMENT
PERFORMANCECRITERIA
1 Prepareforaformal groupinteractionina studycontext
1.1 1.2 1.3 1.4
Determinethepurposeofthegroupinteraction Clarifyrolesofeachparticipant Identifydiscussiontopics/issuesandprepare/planfor individualcontribution Confirmcontributionwithgroupparticipants
21939VICCertificateIII inESL(FurtherStudy) Version1,December2008 PageC42:1
2 Participateinaformal groupinteractionina studycontext
2.1 2.2 2.3 2.4
Presentowncontributionaccordingtoplan Usearangeof expressionsandstrategiestoparticipateand topresentinformationandideas toothers Respondtorequestsforclarificationandgiveexplanationsas required Askandrespondtoquestionsaboutthediscussedtopicor topics Clarifythetopic,purpose,audienceandotherrequirements ofthepresentation Locate,selectandevaluateresearchinformation Usetheprocessesofplanning,draftingandeditingtoproduce aplan ofastructuredpresentation Identifyandaccessaidsandsupportsappropriatetothe plannedpresentation andconfirmavailability Rehearseplannedpresentation tomeetrequirementsand makeappropriateadjustments Organisepreparedmaterials Useeffectiveopeningsandclosingsin thepresentation Presentinformationaccordingtothepresentationplanusing strategiesandlanguage toengagetheaudience Usepreparedaidsandsupportseffectively Encourageaudiencetoseekclarificationandrespond effectivelytoanyquestionsfromtheaudience Seekfeedbackfromtheaudienceandorteacheronthe effectivenessofthepresentationorcontribution Conductareviewofperformanceaccordingtorelevant criteria Discussperformanceandanyideasfromfeedbackon improvingfuturecontributionsorpresentationswith a supportperson
3 Prepareanoral presentationbasedona researchedtopic
3.1 3.2 3.3 3.4 3.5
4 Giveanoral presentationbasedon research
4.1 4.2 4.3 4.4 4.5
5 Reviewperformancein formalgroup interactionsandoral presentations
5.1 5.2 5.3
Thesuccessfulcompletionofthisunitrequires: Linguisticknowledgeandskills

vocabularyrelatedtofurtherstudytopics arangeofverbtensesandaspects,includingpresentperfectcontinuous,pastperfect,present andpastsimplepassive,conditional(e.g.with ifandunless) arangeofmodal formsincludingnegativee.g.with needto,haveto arangeofphrasalverbs arangeofdiscoursemarkersandconjunctionstolinkideasandconcepts,addinformationor contrastideasinformalpresentations anumberofphrasalverbs,adverbs,adverbial phrasesandadjectives howtone,stressandintonationmodifymeaning registerrequiredinformalinteractionsandpresentationsinfurtherstudycontexts planning,draftingandeditingprocessestopreparepresentations followandparticipateinformal discussionsonarangeof topics detectandrespondtosomeinferredmeaningforexampleironybyusingarangeofcluessuch assyntactic,semantic,logical,contextualandparalinguistic detectandrespond toopinions,attitudesinoralgroupinteraction sociolinguisticandculturalknowledgeintheAustralianstudycontext. evaluateownperformanceandidentifypotentialimprovements presentationtechniquesfordifferentaudiencesandpurposes usestressandintonation,forexampletoconveyemphasisonimportantinformation useandrespondtoarangeofstrategiestoclarifymisunderstandingsandambiguouspoints structureinformationlogicallyandcoherently
Sociolinguisticandculturalknowledgeandskills

Pragmaticknowledgeandskills

RANGESTATEMENT
Purposeofthegroupinteraction mayinclude
tutorialpresentation classdiscussiononapreparedtopicorissue
groupresponsestotutorialpresentatione.g.peerevaluation researchactivity fieldwork survey/questionnairesetupandreportonfindings groupproject interview/panel openingsandclosings discoursestrategiestotaketurnse.g.appropriate expressionsforinterrupting,turn taking effectiveuseofaidssuchasvisuals classpresentationassessedornotassessed presentationofresultsoffieldworktotutorialgroup familiarorunfamiliaraudiencesuchasanothergroupof studentsorassessors presentationofopiniononanissue assessmentcriteriatobemetsuchaslengthofpresentation audioorvisualsupportsrequired register,voicee.g.personalorimpersonalstyle grammaticalandlexical accuracy dividinggroupcontributionorpresentationaccordingto headingsandsubheadings structuresuchasintroduction,development,examples, conclusion collectinginformationandlookingupwordsand expressions cuecards rehearsingdifficultwordsandexpressions practisingtimingofpresentation photos charts,diagrams overheadtransparencies PowerPointpresentation printedhandouts timingpresentation focusonpronunciation,stressandintonation
Expressionsandstrategiesto participateandtopresent informationandideasmay include Purpose,audiencemayinclude
Otherrequirementsofthe presentationmayinclude
Planmayinclude
Aidsandsupportmayinclude
Rehearsemayinclude
eyecontact rehearsingopeningandclosing runningthroughtechnologyrequirements discoursemarkers nonverbalstrategiessuchaseyecontact,facialexpressions humorousanecdotes vocabularyandexpressionswhicharedeliveredclearlyand audibly rhetoricalquestions onetooneorgroupdiscussionafterthepresentation useoffeedbacksheet checklistofrequireditems teacher teacheraide mentorvolunteertutor peer
Strategiesandlanguageto engagetheaudiencemay include
Feedbackmayinclude
Criteriamayinclude Asupportpersonmayinclude
EVIDENCEGUIDE
Criticalaspectsforassessmentand Evidencerequiresthatthelearner: evidencerequiredtodemonstrate plansforandparticipatesinaverbalgroupinteraction competencyinthisunit forstudypurposes
plans,presentsandadjustsoralpresentationsusing relevantresearchinformation,supports andresources appropriatetothetopic,purposeandaudience reviewsown performanceingroupandindividual performanceandseeksandrespondstofeedbacktomake improvementstoperformance
Performancestandardsbythelearnerintheinteractionsand presentationswillmeettheperformancecriteriaand demonstratethelanguageproficiencyrequirements describedintheRequiredSkillsandKnowledgesection. Presentationsshouldbeconductedonanumberof occasionsandbeofsufficientdurationtoallowstudentsto

demonstratecompetenceandconsistencyofperformance. Additionalquestioningmaygatherinformationforrequired skillsandknowledge Contextofandspecificresources forassessment Resourcestobeusedinassessmentincludeaccesstothe following:

modeltexts dictionary(monolingualorbilingual) languagereferences,e.g.grammartextbooks internetandlibraryresources participantsforgroupinteractionandaudiencefor presentation asupportpersontoprovidefeedbackonperformance aidsandsupportsforthepresentation
Methodofassessment
Evidencecanbegatheredthroughavarietyofwayssuchas:

observationsof performanceusingachecklist reviewofnotes,aidsandsupportsusedinboth preparationandpresentation thirdpartyfeedbacksuchasfromteachers,community membersorpeerssuchaspeerreview selfassessments portfoliodocumentingevidenceofplanningand preparationforpresentation
Evidenceofcompetenceinthisunitmustbegatheredona numberofoccasionsovertimeandinarangeofcontexts to allowlearnerstodemonstrateconsistencyofperformance. Supportforthelearnerinassessmentofspeaking should takeintoconsiderationthefollowing
studentsmaybeunfamiliarwiththetargetculture, discoursestyles,registerandjargonusedinthestudy context. moderatesupportfromtheinterlocutor
SECTION
C43
VPAU524
Participateinarangeofinteractionsforfurtherstudy
VPAU524 Participate in arangeof interactions forfurther study
VPAU524 Participatein arangeofinteractionsforfurtherstudy

Thisunitofcompetencydescribesspeakingandlistening performanceoutcomes,skillsandknowledgerequiredinfurther studybyadultlearnerswithlanguagebackgroundotherthan English.Thefocusofthisunitisonlisteningandspeakingskillsin English toparticipateinfurtherstudycontextswhichinvolveformal, informalandinstructionalinteractions. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementofSpeaking2+/3andListening2+/3 theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementofACSFindicatorsofcompetencein OralCommunicationatLevel3.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedinSectionBCourseInformation (SeeAppendixB). Englishtosatisfyfurtherstudyneeds.Thestudysituationsinwhich thesecommunicationskillsareappliedarevaried,andcanberelated toarangeoffurtherstudyorhighereducationcontexts.Contexts mayincludefieldsinwhichspecialisedortechnicallanguageis used.
ELEMENT
PERFORMANCECRITERIA
Makeverbalrequests andsuggestionsina study context
1.1 1.2 1.3 1.4
Introducetherequestorsuggestion Establishcontextandpurposefortherequestorsuggestion Clarifythemainreasonsfortherequestorsuggestion Expressevidenceorargumenttosupporttherequestor suggestion
21939VICCertificateIIIinESL(FurtherStudy) Version1,December2008 PageC43:1
1.5
Clarifyambiguouspointsandseekadvice
Respondtoverbal instructionsrelatedto studytasks
2.1 2.2 2.3 2.4
Clarifythepurposeoftheverbalinstructionsorquestions Respondappropriatelytofamiliarimperativeandquestion forms Confirmtherequirementsoftheinstructionsorquestionsand respondappropriately Recordkeyinformation asappropriate
Relateinstructionsor stepsinastudyrelated process
3.1 3.2 3.3 3.4
Identifythepurposefortheinstructionsandtheoutcomeof theprocess Conveythesequenceandrequirementofeachstepfor successfulcompletionoftheprocess Meetneedsofaudience Usenonverbalsupportsasappropriate Listthekeyreasonsforgroupworkinfurtherstudy Indentify advantagesanddisadvantagesofgroupwork Listkeyresponsibilitiesandexpectationsofgroupmembers infurtherstudycontexts Identify strategiesfordealingwithproblemswithingroup
Investigatethepurpose andnatureofgroup work
4.1 4.2 4.3 4.4
Participateinan informalgroup discussion
5.1
Usearangeofstrategiestoinitiate,maintainandmanagean informaldiscussion Useinformalexpressionstoenterandexitfromdiscussion Expressopinionsandattitudesonarangeoftopics Clarifymisunderstandingsandambiguouspoints
5.2 5.3 5.4
Thesuccessfulcompletionofthisunitrequires: Linguisticknowledgeandskills

vocabularyrelatedtofurtherstudytopics arangeofverbtensesandaspects,includingpresentperfectcontinuous,pastperfect,presentand pastsimplepassive,conditional(e.g.with ifandunless) arangeofmodalformsincludingnegativee.g.with needto,haveto arangeofphrasalverbs arangeofdiscoursemarkersandconjunctionstolinkideasandconcepts,addinformationor contrastideasinformalpresentations anumberofphrasalverbs,adverbs,adverbialphrasesandadjectivestoconveyideas,express opinionsandattitudese.g.Ifeelreallystronglyaboutthis usearangeofphrasalverbse.g.giveup,handin reportedspeech howtone,stressandintonationmodifymeaning differentregistersrequiredindifferentstudycontexts/fieldsincludingthedifferencesbetween formalforexample.requestingareassessmentandinformalexchanges(speakingtoapeer) planning,draftingandeditingprocessestopreparepresentations discoursestrategiestoparticipateingroupinteractions detectandrespondtosomeinferredmeaningforexampleironybyusingarangeofcluessuchas syntactic,semantic,logical,contextualandparalinguistic detectandrespondtoopinions,attitudesinoralgroupinteraction alimitedrangeofcolloquialexpressionsandsomecommonidiomsininformalinteractions sociolinguisticandculturalknowledgeintheAustralianstudycontext. evaluateownperformanceandidentifypotentialimprovements presentationtechniquesfordifferentaudiencesandpurposes usestressandintonation,forexampletoconveyemphasisonimportantinformation useandrespondtoarangeofstrategiestoclarifymisunderstandingsandambiguouspoints structureinformationlogicallyandcoherently
Sociolinguisticandculturalknowledgeandskills

RANGESTATEMENT
Introductionofa topicmay include
useofmodalstosoftenorexpresspolitenesssuch asI wouldliketoseeyouaboutmyessay,WouldyoumindifI sawyouforaminute? useofothersoftening expressionssuchasIwas wonderingif gettingattentionwithmoreforcefulexpressionssuchas WouldeveryonepleaselistentowhatIhavetosay requestpermissiontoleaveearly/handinworklate/ina telephonecallorfacetoface requestadviceorassistancewithstudy,e.g.toreadadraft requestforfeedbackonassessment askforexplanation suggestacourseofactionincompetingastudytask,e.g. groupproject contributionaspartofagroupdiscussiononatopic anoutlineofrequirementsforawritten reportoressay instructionsforatimedessay instructionsforgroupwork questionsrelatingtostudytopics instructionsaboutarrangementssuchasfieldtrips, excursions,tutorialpresentations,groupactivities informationaboutanassignmentgiven overthetelephone byanotherstudent fillinginaformwithcorrectdetails numberofwordsrequiredforawrittenpiece lengthoftimetospendonanactivity requiredlengthofaspokenpresentation meetingatasettime handinginworkonasetdate howtosetoutareport takenotesonthekeyrequirements writedownquestionsasked makinganoteofatimeandplace
Requestorsuggestionmay include
Verbalinstructionsorquestions mayinclude
Recordkeyinformation may include
Processmayinclude
explanationofastudytask instructionsforagroup assignment instructionsforastudyrelatedexcursion,e.g.toafilm,or library explanationofhowtoaccessonlineinformation respondingtorequestsforclarificationorrepetition individualattention photos,diagrams,charts,graphs writteninstructions cuecards/rolecards useofverbalandnonverbalexpressions(e.g.useofpitch andintonation)totakeaturn,interrupt,inviteothersinto andexitaconversation incidentaldiscussion classdiscussionofissuesastheyarise smalltalk planningatrip/classactivity Maybewecould Hangonaminute Waitasecond Whatdoyoureckon? Look,myideais colloquialexpressions
Needsofaudiencemayinclude
Nonverbalsupportsmayinclude
Rangeofstrategiesmayinclude
Informaldiscussionmayinclude
Informalexpressionsmayinclude
Groupworkinfurtherstudymay include
Groupprojects,discussiongroups,supportgroups,labgroups, seminars,workplacements
Advantagesanddisadvantagesof Opportunitiestoshareideas,gainnewperspectives,clarify groupworkmayinclude ownthinking/attitudes,oralcommunicationskills,developing interpersonalskillstodealwithchallengesandcriticism Workloadisunequalorunfair,imbalancesingroup interaction,personaldifferences,prejudice,discrimination Keyresponsibilitiesand expectationsofgroupmembers mayinclude

Clearallocationofrolesandtasks Expectationthatmemberssupporteachother,work cooperatively Expectationthatmemberswilllistenandparticipatein discussioneffectively
Reviewofprogress,andadherencetodeadlines rephrasing concisequestioning targetedquestioning askingforclarification, askingfor repetition disagreeingandinterruptingpolitely givingandreceivingconstructivecriticism useofchairpersonorothersupportpersontoaddress imbalances/conflictwithingroup clarifyingacceptablebehaviour
Strategiesfordealingwith problemsmayinclude
EVIDENCEGUIDE
Criticalaspectsforassessmentand Evidencerequiresthatthelearner evidencerequiredtodemonstrate respondstoandgivesinstructionsinastudycontext competencyinthisunit makesrequestsandsuggestionswithsupporting evidence
participatesininformal interactionsinastudycontext whichareofsufficientdurationtoallowstudentsto demonstrateconsistencyofperformanceandusesarange ofdiscoursestrategies expressesopinionsandattitudes understandstheroleandfunctionsofgroupworkinthe futherstudycontext
Performancestandardsbythelearnerintheinteractionswill meettheperformancecriteriaanddemonstratethelanguage proficiencyrequirementsdescribedintheRequiredSkills andKnowledgesection. Contextofandspecificresources forassessment Resourcestobeusedinassessmentincludeaccesstothe following:
accesstoparticipantsforgroupinteractionandaudience forpresentation modeltextssuchasrecordedconversations,audiovisual resourcesillustratingeffectivecommunication, dictionary(English Englishandbilingual) grammarreferences
crosscultural communicationresources
Methodofassessment
Evidencecanbegatheredthroughavarietyofwayssuchas:
observationsofpracticaldemonstrationorrealor simulatedperformanceusingachecklist thirdpartyfeedbacksuchasfromteachers,otherstaff membersintheeducationalorganisationorpeers additionalverbalquestioningtoconfirmrequiredskills andknowledge
Evidenceofcompetenceinthisunitmustbegatheredona numberofoccasionsovertimeandinarangeofcontexts to allowlearnerstodemonstrateconsistencyofperformance. Supportforthelearnerinassessmentofspeaking should takeintoconsiderationthefollowing
studentsmaybeunfamiliarwiththetargetculture, discoursestylesandregisterandjargonusedinthestudy context moderatesupportfromtheinterlocutor
Learnersshouldbeabletousestressandintonation effectively,althoughspeakingmaybecharacterisedby hesitationsandcircumlocution.
Pronunciationwillgenerallybeintelligible.
SECTION
C44
VPAU525
Readandwritestraightforwardtextsforresearchpurposes
VPAU525Read andwritestraightforwardtextsforresearchpurposes
VPAU525 Readandwritestraightforwardtextsforresearch purposes

Thisunitofcompetencydescribesreadingandwritingperformance outcomes,skillsandknowledgerequiredbyadultlearnerswith languagebackgroundsotherthanEnglishforresearchpurposes.The focusofthisunitisondevelopingreading,notetakingandresearch writingskillsinEnglish toproducestraightforwardresearchbased textsrelevanttostudyneeds. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementofReading2+/3andWriting2+/3 theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementofACSFindicatorsofReadingand WritingcompetenceatLevel3.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedinSectionBCourseInformation (SeeAppendixB). Englishtosatisfyfurtherstudyneeds.Thestudysituationsinwhich theseskillsareappliedarevaried,andcanberelatedtoarangeof furtherstudyorhighereducationresearchandreportwriting contexts.
ApplicationoftheUnit Thisunitappliestolearnersusingreadingandwritingskillsin
ELEMENT
1 Readinformationfrom textsforarangeof research purposes
PERFORMANCECRITERIA
1.1 1.2 1.3 1.4 1.5 Establish reasonsorpurposeforreadingatext Locateandaccessrelevantonlineandpaperbased texts Scantextandselectinformationrelevanttoresearchpurpose Usereadingstrategiestoidentifymainideas,somedetails andopinionsintherelevantsectionsofthetexts Assesstheusefulnessofthetextfortheresearchpurpose Reviewthestudytaskandidentifytheinformationrequiredto completethetask
Recordspecific informationfromtexts
2.1
21939VICCertificateIIIinESL(FurtherStudy) Version1,December 2008 PageC44:1
forastudytask
2.2 2.3 2.4 2.5 2.6
Sourceappropriate textsandevaluaterelevanceofeachfor thestudytask Readandreviewwhathasbeenread Usearangeof commonlyrecognisedmethodstorecord relevantinformationclearly Organisetheinformationgainedfrom readingtofitthe researchpurpose Reviewnotesforaccuracyandclarity
Writeatextbasedon research
3.1 3.2 3.3 3.4 3.5
Determinetheaudienceandpurposeforthewrittentext Establishany formalrequirementsforthetext Locate,selectandrecordresearchinformation Developan outlineplanforthetextusingresearchedmaterial Sequencekeypointsandsupportinginformationintorequired format usingsequencedparagraphs
Referenceresources usedinresearchbased text
4.1 4.2 4.3
Confirmtherequiredformatandcontentforreferences accordingtothestudy task Producealistofreferencesusingtherequiredreferencing format Checkaccuracy ofreferences
Undertakeareviewof writtentexts
5.1 5.2 5.3 5.4 5.5 5.6
Useproofreadingandeditingprocessestoreviewtext Reviewtextforclarityofcontent,expression,structureand sequenceofideas Checktextmeetsrequirements Seekfeedbackonthetextfrom asupportperson Reviewfeedbackandedittextaccordingly Submitfinaldraftasrequired
Thesuccessfulcompletionofthisunitrequires LinguisticKnowledgeandSkills

vocabularyandexpressionsforarangeofstraightforwardtopicsrelatedtostudypurposes. understandingofcommoncollocations,suchasexpressanopinion,giveanexample sentencestructures,suchassimple,compoundandconditional sentences arangeoftenseandaspectforms,(whichmayincludethepresentperfectcontinuousandpast perfect),presentandpastsimplepassive,conditional forexamplewith ifandunless locate,interpretandusereportedspeechwithapresenttenseforexampleSmithsays,Smith thinks arangeofmodalsandmodalformsforexampleshould,could,mustforexampletoexpress tentativenessorobligation commoncollocationssuchas(verb+prepositionforexampleagreewith) arangeof phrasalverbstocreatemeaninginfurtherstudytexts arangeofconjunctions(subordinatingandcoordinating) arangeofdiscoursemarkersandcohesivedevicestostructuretext.Forexample,toexpress addition,causeandeffect,contrast,sequenceandtime.Examplesmightinclude:inaddition, therefore,asaresult,finally arangeofadverbialphrases,prepositionsandprepositionalphrases featuresoftextorganisation,suchastopicsentences,introduction,bodyandconclusion commonlyusedregistersrelatedtofurtherstudywriting detectsomeinferredmeaningbyusingarangeofcues suchassyntactic,semantic,logical, contextual useresearchskillstolocateandevaluateinformationontheinternetandothersources constructcoherentandconnectedparagraphsusingtopicsentences scantextsforinformation,opinionsandissues rangeofstrategiestoworkoutthemeaningofunknownwords,andtoskimtextformainideas conventionsofarangeofformattedtextsincludingtermsandsymbolsrelatedtonumericaldata referencingconventionsandformatsforrelevantstudyfields planning,draftingproofreadingandredraftingwrittentextwithguidance methodsusedinstudycontextstorecordinformationforexampledotpointlists,paraphrasing
SociolinguisticandCulturalKnowledgeandSkills


RANGESTATEMENT
Thereasonsorpurposemay include
establishingorconfirmingthetopic preparationforessay/report/shortansweronaspecific topic preparationfororalpresentation researchforagroupreport determiningaparticularpointofvieworargumentforor againstanissue locatingaseriesoffactsandfiguresforaclassdiscussion report/interview/newsitem printbaseddictionary/encyclopedia onlinedictionary/encyclopedia chaptersintextbooks/referencebooks journals newspaperarticles notesfromlecturer CD/DVD/onlinedictionaries onlineencyclopediae.g.Wikipedia localandinternationalnewspaper/newssitese.g.ABC online,BBCLearningEnglish onlinelecturenotesfromspecificfieldsofstudy skimming,scanninganddetailedreading usingknowledgeofcontext,grammarandvocabularyand organizationalstructureoftextstoworkoutmeaningand relativeimportanceofinformation usingnontextelementsinmultimodaltextsasclues usingdictionaryandgrammarreferences collaborativereading summarizingorparaphrasing individualorgroupwritingtasksuchasanessay,report oralpresentation groupdiscussion exam
Paperbasedtextsmayinclude
Onlinetextsmayinclude
Readingstrategiesmayinclude
Studytaskmayinclude
Commonlyrecognisedmethods forrecordinginformation may includemayinclude
highlighting,underliningandcircling keywordsasheadings usingoutlinenumbering/bulletsforsupporting information hierarchicallayoutindenting lists paraphrasing abbreviations,symbolsforexample.,*andNB(important point) quotations summary mindmaps graphics tables audienceandpurpose assessmentcriteria numberofdrafts specificheadingsorsections institutionalrequirementssuchascoverpage,signed plagiarismstatement report opinionpiece comparisonandcontrastessay discursiveessay argumentativeessay expositoryessay letter wordprocessed coversheet doublespacing bibliography insertionofpagenumbers footers/headers
Formalrequirementsmayinclude
Textbasedonresearchmay include
Requiredformatmayinclude
Locate,selectandrecord informationmayinclude
usingsimpletexts/encyclopaedias internetsources newspaperarticles notessuppliedforcourse interviews,surveys, audiotexts,e.g.documentaries,newsitems copyingusefulexpressions,rhetoricalpatterns sourcingmodeltextsasexamplesforexample bibliographies referenceorbibliographywithorwithoutintext referencingorendnotes alphabeticalbyauthor titleinitalicsorunderlineddependingonformatused positionofyear,publisherdependingonformatused additionalrequirementsforwwwreferencessuchasdate sitevisited. reviewspelling,punctuation checkallreferencesareincluded checkpagesareincluded reviewofdetailssuchasyearofpublication,author,title, publisher checkarticlesandbooksarereferencedaccurately checkformattingofreferencesisaccordingtorequirements, e.g.titleinitalics. checkingthatparaphrasingisaccurate ensuringthatanydirectquotesareacknowledged askingasupportpersonorpeertocheckwritingand providefeedbackonsuchthingsasspelling,grammar, vocabularyandstructure usingspellcheckinwordprocessingprogram crosscheckinggrammarsuchaswordendings,agreement accessingdictionaryorlanguagetextstocheckaccuracy teacher peer tutor mentor
Requiredformat forreferences mayinclude
Checkaccuracymayinclude
Proofreadingandediting processesmayinclude
Asupportpersonmayinclude
EVIDENCEGUIDE
Theevidenceguideprovidesadviceonassessment andmustbereadinconjunctionwiththeElements,Performance Criteria,RequiredSkillsandKnowledge,theRangeStatementandtheAssessmentsectioninSectionBofthe accreditationsubmission.
Criticalaspectsforassessmentand Evidencerequiresthatthelearner: evidencerequiredtodemonstrate locatesandaccessesarangeofstudytexts competencyinthisunit selectsandevaluatesinformationfromwrittensources relevanttothestudytask
writesnotesfromoral andwrittentextsforfurtherstudy purposesusingappropriatemethodsandconventions organiseswrittennotesaccordingtoconventions utilisesinformationfromresearchandnotestoproduce formalcoherentlysequencedshortwrittentextswhich consistofaseriesofconnectedparagraphs reviewstextsandseeksandrespondstofeedbackto improvewrittentext accesstoabilingualdictionary and/orEnglish English dictionary accesstoasupportperson/stoprovidefeedbackand guidance accesstostraightforwardtextstoreadforresearchandas models accesstolanguageresources accesstoonlinetextsviatheinternet accesstocomputersforproductionofwordprocessed documents accesstoreferencingconventionsforappropriatestudy field provisionofchecklists/feedbacksheetsforwrittentexts
Methodofassessment
reviewofportfolioofevidencecombinedwithdirect questioning reviewofdraftdocumentsandprovisionoffeedback reviewoffinaldocuments analysisofresponsestoreadingactivities
Supportforthelearnerinassessmentof readingshould takeintoconsiderationthefollowing:
Supportforthelearnerinassessmentof writingshouldtake intoconsiderationthefollowing

extendedtimetocompletewrittentexts theneedforassistanceinreviewingtextspriortofinal draft culturalinfluencesandexpectationsregardingacademic readingandwriting
Lengthofwrittenpiecesmustbedeterminedbythewriting contextandpurpose,taskrequirementsandlearnerneeds.In ordertodemonstratecompetencyatthelevelrequiredin thisunit,thelearnerwillprovideevidenceofarangeoftext types,constructedonanumberofoccasionsovertime. Textssuchasreportsandessayswillbebasedonmodels andincludeaseriesofcoherentlylinkedandsequenced sentencesoraparagraphwithexamplesofidentification followedbydescriptionandevidenceofapointofview appropriateforaudienceandpurpose.Shorttextssuchas summaries,proposalsortestresponsesmayalsobe appropriateforinclusion.Complexityoftextsusedas evidenceforthisunitwillneedtobeassessedagainstallthe requirementsoftheunit.
SECTION
C45
VPAU526
Analyseandproducearangeofstraightforwardtextsrelevantto furtherstudy
VPAU526Analyse andproducearangeofstraightforwardtextsrelevanttofurtherstudy
VPAU526 Analyseandproducearangeofstraightforwardtexts relevanttofurtherstudy

Thisunitofcompetencydescribesreadingandwritingperformance outcomes,skillsandknowledgerequiredbyadultlearnerswith languagebackgroundotherthanEnglishforfurtherstudypurposes. Thefocusofthisunitisondevelopingreadingandwritingskillsin Englishforarangeofstraightforwardformaltexttypesrelatedtoa rangeofstudyneedssuchasessaywriting,casestudiesandshort answersrequiredinexams.Italsoincludesthereadingandwriting skillsneededtofunctioneffectivelyinthefurtherstudyenvironment Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.They contributedirectly totheachievementofReading2+/3andWriting2+/3 theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementofACSFindicatorsofReadingand WritingcompetenceatLevel3.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedinSectionBCourseInformation (SeeAppendixB). Englishtosatisfyfurtherstudyneeds.Thestudysituationsinwhich theseskillsareappliedarevaried,andcanberelatedtoarangeof furtherstudyorhighereducationreadingandwritingcontexts.
ApplicationoftheUnit Thisunitappliestolearnersusingreadingandwritingskillsin
ELEMENT
PERFORMANCECRITERIA
Examinearangeof model textsrelevantto study
1.1
Determinetherangeof model textsrequiredandlocate samples Analysethepurposeandaudiencerequirements of eachtext Identifytheroleofthewriterineachtext
1.2 1.3
1.4 1.5
Analysethestructureanddiscoursefeaturesofthetexts Identifyspecificlayoutandformattingfeatures
Composearangeof textsforstudyrelated purposesbasedon models
2.1
Determinetheaudience,purposeandtopicforthewritten text
2.2 2.2
Confirmany formalrequirementsforthetext Gatherrequiredinformation anddesignanoutlineplanfor thetext Composedrafttextandsequenceinaseriesof connected paragraphs Proofreadthetextpriortosubmission
2.4
2.5
Undertakeareviewof constructedtexts
3.1 3.2 3.3 3.4 3.5
Checktextmeetsrequirementsofaudienceandpurpose Reviewandeditkeygrammaticalandspellingand punctuationfeatures Determineclarityofinformationandvocabulary Redrafttextandsubmitfinaldraftasrequired Listimprovementsandstrategiestoassistfuturewriting
Thisdescribestheessentialskillsandknowledgeand theirlevel,requiredforthisunit.

vocabularyandexpressionsforarangeofstraightforwardtopicsrelatedtostudypurposes. understandingofcommoncollocations,suchasexpressanopinion,giveanexample sentencestructures,suchassimple,compoundandcomplexsentences arangeoftenseandaspectforms,(whichmayincludethepresentperfectcontinuousandpast perfect),presentandpastsimplepassive,conditional(e.g.withifandunless)

usereportedspeech(questions/instructions)witharangeoftenses arangeofmodalsandmodalformsforexampleshould,could,musttoexpresstentativenessor obligation commoncollocationssuchas(verb+prepositione.g.agreewith) somephrasalverbstocreatemeaninginfurtherstudytexts awiderangeofconjunctions(subordinatingandcoordinating) arangeofdiscoursemarkersandcohesivedevicestostructuretext.Forexample,toexpress addition,causeandeffect,contrast,sequenceandtime.Examplesmightinclude:inaddition, therefore,asaresult,finally arangeofadverbialphrases,prepositionsandprepositionalphrases scantextsforinformation,opinionsandissues featuresoftextorganisation,suchastopicsentences,introduction,bodyandconclusion conventionsofarangeofformattedtextsincludingtermsandsymbolsrelatedtonumericaldata someidiomaticexpressionsandcolloquialisms commonlyusedregistersrelatedtofurtherstudywriting conventionsofformallettersandelectroniccommunications conventionsofarangeofformattedtexts,includingtermsandsymbolsrelatedtonumericaldata detectsomeinferredmeaningbyusingarangeofcues(syntactic,semantic,logical,contextual) proofreadandredraftwrittentextswithguidance constructcoherentandconnectedparagraphsusingtopicsentences editingprocessesorstepstoreviewandimprovewriting


RANGESTATEMENT
Rangeofmodeltextsrequired mayinclude
shortanswerssuchasthoserequiredinanexam summarysuchasaproposalorsynopsis opinionpiece argument(thesisargumentconclusion) discussion(issuepointofviewconclusion) expositoryessay comparisonandcontrastessay discursiveessay

reflectivejournal observationnotes casestudy emailorletter,suchasapplicationforacourseofstudy, scholarship,requestforanextension article researchquestionnaire/survey letters emails familiaraudiencesuchasimmediateteacher/peergroup formalandinformalrequirementssuchasacademic requirements,genrepattern/structure styleandtoneofwritingtosuitgenre,e.g.reflective journalsandcasenotescancontainpersonalobservations, useoffirstpersonsingular voicemaybeformalorinformal,personalorabstract suchasuseofnominalisatione.g.Therapidincreasein crimewascausingconcernamongthepolice. textpatternandstructuree.g.introduction body conclusion/opinion argumentsummingup recommendation chronologicalsequencingofevents,identificationfollowed bydescription conventionsofparagraphwritingforexampleuseoftopic sentences linkingwordstoconnecttext useofthedefiniteandindefinitearticle wordprocessed proseorformattedtextsuchasbulletedornumberedpoint form useofbold,italicandunderlinedtext useofheadings inclusionofdiagrams/charts/tables visualelements/supportingillustrations layoutofmessagesforexample.emailconventions tofollowassessmentcriteriasuchaswordlimit,numberof paragraphs
Purposeandaudience requirementsmayinclude
Roleofthewritermayinclude
Structureanddiscoursefeatures mayinclude
Layoutandformattingfeatures mayinclude
Formalrequirements
Gatherrequiredinformation
informationfromonlineandpaperbasedtexts informationfromlecturenotes assignmentoutlineassessmentcriteria modeltextsassupports vocabularyitemssuchasfromnotesonboard askingasupportpersonorpeertocheckwritingand providefeedbackonsuch thingsasspelling,grammar, vocabularyandstructure usingspellcheckinwordprocessingprogram crosscheckinggrammarsuchaswordendings,agreement accessingdictionaryorlanguagetextstocheckaccuracy
Checkandreviewtextmay include
EVIDENCEGUIDE
Criticalaspectsforassessmentand Evidencerequiresthatthelearnerdemonstratestheability evidencerequiredtodemonstrate to: competencyinthisunit analysethestructureanddiscoursestyle/registerand purposeofarangeoftexts
composearangeoftexttypesbasedonresearched modelsusingconventionstomeetthepurposes reviewandrefinetexts thatarangeoftextshasbeenanalysed thatarangeoftextsforavarietyofpurposeshasbeen composedforexample.aportfoliooftexts accesstoabilingualdictionary and/orEnglish English dictionary accesstomodelacademictexts accesstolanguageresources accesstoonlinetextsviatheinternet accesstocomputersforproductionofwordprocessed documents provisionofchecklists/feedbacksheetsforwrittentexts
Evidencerequirements:

Methodofassessment
reviewofportfoliosofevidencecombinedwithdirect questioning reviewofdraftdocumentsandprovisionoffeedback reviewoffinaldocuments analysisofresponsestoreadingactivities oralandwrittenquestioningtoassessRequiredSkills andKnowledge
Supportforthelearnerinassessmentof readingshouldtake intoconsiderationthefollowing:
Supportforthelearnerinassessmentofwritingshouldtake intoconsiderationthefollowing:

Lengthofwrittenpiecesmustbedeterminedbythewriting contextandpurpose,taskrequirementsandlearnerneeds.In ordertodemonstratecompetencyatthelevelrequiredin thisunit,thelearnerwillprovideevidenceofarangeoftext types,constructedonanumberofoccasionsovertime. Textssuchasreportsandessayswillbebasedonmodels andincludeaseriesofcoherentlylinkedandsequenced sentencesoraparagraphwithexamplesofidentification followedbydescriptionandevidenceofapointofview appropriateforaudienceandpurpose.Shorttextssuchas summaries,proposalsortestresponsesmayalsobe appropriateforinclusion.Complexityoftextsusedas evidenceforthisunitwillneedtobeassessedagainstallthe requirementsoftheunit.
SECTION
C46
VPAU527
Listenandtakenotesforresearch
VPAU527Listen andtakenotesforresearch
VPAU527 Listenandtakenotesforresearch
Thisunitofcompetencydescribesbasicacademiclisteningand writingperformanceoutcomes,skillsandknowledgerequiredby adultlearnerswithlanguagebackgroundotherthanEnglish.The focusofthisunitisondevelopinglistening,andnotetakingskills fromstraightforwardtextsrelevanttostudyneeds. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementofReading2+/3andWriting2+/3 theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementofACSFindicatorsofReadingand WritingcompetenceatLevel3.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedinSectionBCourseInformation (SeeAppendixB). satisfyfurtherstudyneeds.Thestudysituationsinwhichtheseskills areappliedarevaried,andcanberelatedtoarangeoffurtherstudy orhighereducationcontexts.
ApplicationoftheUnit Thisunitappliestolearnersusinglisteningandwritingskillsto
ELEMENT
1 Listentoinformation fromaural/audiotexts forresearch purposes
PERFORMANCECRITERIA
1.1 Confirm purposeandprepareforlisteningtoatext
1.2 1.3 1.4
Listentotext andselectinformationrelevanttostudy purpose Identifymainideas,somedetailsandopinionsintherelevant sectionsofthetexts Assesstheusefulnessofthetextforthestudypurpose
Writenotesfroma spokenoraudiotext
2.1
Preparefornotetaking
2.2 2.3 2.4
Usearangeof commonlyrecognisedmethods torecord informationclearly Reviewnoteswithasupportpersonforaccuracyandclarity Adjustnotesaccordingtoreview

vocabularyforarangeofstraightforwardtopicsinastudycontext arangeofdiscoursemarkers,connectivesandcohesivedevicesusedinspokenEnglishtolink ideasandconcepts,addinformationorcontrastideas arangeoftenseandaspectforms,whichmayincludethepresentperfectcontinuousandpast perfectandpassivevoice arangeofadverbialphrases,prepositionsandprepositionalphrasestoconveytherelationship betweenideas,timeandlocation howtone,stressandintonationmodifymeaning detectsomeinferredmeaningbyusingarangeofcluessuchassyntactic,semantic,logical , contextual listentospokentextforinformation,opinionsandissues methodsusedinstudycontextstorecordnotesforexampledotpointlists,paraphrasing

RANGESTATEMENT
Thepurposemayinclude
preparationforessay/report/shortansweronaspecific topic preparationfororalpresentation preparationforagroupreport determiningaparticularpointofvieworargumentforor againstanissue
locatingaseriesoffactsandfiguresforaclassdiscussion arrangingtolistentoalecture arrangingforarecordedversiontobeavailableforlater reference obtainingarecordedspeechfromtheinternet(streaming/ podcast/VOD) usingrecordedlecturesavailableintheILC attendingagroupdiscussion/seminar obtainingaccesstotelevisiondocumentariesorotheraudio visualtextssuchasfeaturefilms determinepurposesuchasresearchforagroupactivity, reportoressay,exampreparation determiningaudiencepublicorself andhowthiswill influencepresentationofnotes accesstoadictionaryandothersupportssuchastextsabout effectivenotetaking report/interview/newsitem onlinelecturenotesfromspecificfieldsofstudy podcastsandVODsfromstudygroupblogs,Facebook onlineorrecordedmodelaudiotextsdesignedforESL students notetaking lists paraphrasing abbreviations,symbols quotations summary Layoutandformattingtoorderinformation suchas u numbering/bulletpointsystem u hierarchicallayoutindenting
Preparationforlisteningmay include
Textsmayinclude
Commonlyrecognisedmethods forrecordinginformation may includemayinclude
Reviewmayinclude
askingasupportpersonorpeertocheckwritingand providefeedbackonsuchthingsasspelling,grammar, vocabularyandstructure usingspellcheckinwordprocessingprogram crosscheckinggrammarsuchaswordendings,agreement
accessingdictionaryorlanguagetextstocheckaccuracy teacher peer tutor mentor
Supportpersonmayinclude
EVIDENCEGUIDE
Criticalaspectsforassessmentand Evidencerequiresthatthelearner: evidencerequiredtodemonstrate listenstoarangeofauraltextsforstudypurposes competencyinthisunit selectsandevaluatesinformationfromauralsources relevanttothestudytask
writesnotesfromoral sourcesforfurtherstudypurposes usingappropriatemethodsandconventions organiseswrittennotesaccordingtoconventions reviewstextsnotesandseeksandrespondstofeedback toimprovewrittennotes accesstolanguagereferencetexts,abilingualdictionary and/orEnglish Englishdictionary accesstoasupportperson/stoprovidefeedbackand guidance accesstotextsasmodels accesstolanguageresources accesstoonlinetextsviatheinternet accesstocomputersforproductionofwordprocessed documents provisionofchecklists/feedbacksheetsforwrittentexts
Methodofassessment
reviewofportfolioofevidencecombinedwithdirect questioning reviewofdraftdocumentsandprovisionoffeedback reviewoffinaldocuments analysisofuseofnotesinstudytasks
Supportforthelearnerinassessmentoflisteningshould takeintoconsiderationthefollowing:
occasionalneedforteachersupporttointerpretmeaning andunderstandunfamiliarculturalreferences timetolistenanddecode texts

extendedtimetocompletewrittentexts theneedforassistanceinreviewingtextspriortofinal draft culturalinfluencesandexpectationsregardingacademic notetakingsuchasreferencingconventionsand avoidanceofplagiarism
SECTION
C47
VPAU528
Uselanguagelearningstrategiesandstudyskills
VPAU528Use languagelearningstrategiesandstudy skills
VPAU528 Uselanguagelearningstrategiesandstudyskills
Thisunitofcompetencydescribeslanguageanalysisskillsand knowledgerequiredbyadultlearnerswithlanguagebackgrounds otherthanEnglish.Thefocusofthisunitisonlanguageanalysisand application oftheseskillstothecompletion ofstudytasks.The outcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementofReading2+/3andWriting2+/3 theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementof ACSFindicatorsofReadingand WritingcompetenceatLevel3.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedin Section BCourseInformation (SeeAppendixB). thepurposeofcarryingoutfurtherstudytasks.Theseskillscanbe usedacrossanumberofstudytasksinarangeof study contexts
ApplicationoftheUnit Theunitdescribesthedevelopmentoflanguageanalysisskillsfor
ELEMENT
PERFORMANCECRITERIA
Usekeylanguage terminologyin discussionsrelatedto languagelearning
1.1 1.2 1.3 1.4
Listkeygrammaticaltermsused todescribelanguage structureanduse Locateexamplesoflanguageitemsin oral,auralandwritten texts Followinstructionsrelatingtogrammaticalstructureand formstocompletestudytasks Askandrespondtoquestionsaboutaspectsoflanguage structure
21939VICCertificateIII inESL (FurtherStudy) Version1,December2008 PageC47:1
1.5 2. Uselanguagereference 2.1 textsforstudypurposes 2.2 2.3 2.4 2.5 3 Readandanalyse instructionaland/or advisorystudytexts 3.1 3.2 3.3 3.4 4 Interpretandusea 4.1 rangeofformattedtexts 4.2 forstudypurposes 4.3 4.4 4.5
Identifygrammaticalerrorsanddiscussalternatives Locaterelevantlanguagereferencetexts Determinetypeofinformationrequired Locate relevantsectionsofthetext Identify keygrammaticaltermsandabbreviationsused Applyinformationasappropriate Locate instructionaland/oradvisorylanguage itemsin a rangeof texts Identifytherequirementsoftheinstructionsoradvice Identify languageitemsusedtoqualifyrequirements Assessthesignificanceoftheinstructionsoradvicefortask completion Identifyarangeof formattedtexts Locatearangeofinformation in formattedtexts Indicatethewaysinwhichmeaningisconveyedtothereader Identifythepurposeandpossibleusesoftheinformationin theformatted texts Useselectedinformationinprosetextsforastudytask
Thesuccessful completionofthisunitrequires: Linguisticknowledgeandskills

skimandscanstraightforwardtextsformainideas,informationanddeterminepointsofview vocabulary.linguisticstructuresandfeaturesofarangeofstraightforwardinstructional,advisory andformattedtextsusedinfurtherstudy understandingofabstractandconcreteinformationfrominstructionalandadvisorytextsrelevant tostudy understandconventionsofarangeofstraightforwardformattedtextsincludingtermsand symbolsrelatedtonumericaldata
terminologytodescribelexical,semantic,grammaticalfeaturesofwrittenandspokenEnglish textssuchas: u verb tenses(whichmayincludethepresentperfectcontinuousandpastperfect),present andpastsimplepassive,conditional(e.g.withifandunless) u reportedspeech(questions/instructions)withalimitedrangeoftenses u modalsandmodalformsforexampleshould,could,must toexpresstentativenessor obligation u collocationssuchas(verb+prepositione.g.agreewith) u straightforwarddiscoursemarkers,conjunctionsandcohesivedevicestostructuretext. Examplesmightinclude:inaddition,therefore,asaresult,finally u prepositionsandprepositionalphrases u pronouns u somephrasalverbs,adverbs,adverbialphrasesandadjectives
recogniseanduselanguageterminologyinspokenandwrittenexchanges reviewlanguageuseinowntexts(spokenorwritten)withsupport
Socioculturalknowledgeandskills conventionsofreferencingandacademichonesty
RANGESTATEMENT
The RangeStatementrelatestotheunitofcompetencyasawhole.Itallowsfordifferentworkenvironmentsand situationsthatmayaffectperformance.
Keygrammaticaltermsmay include Oral,auralandwrittentextsmay include
verb,noun,adjective,preposition,pronoun,article,etc. past,present,future,conditionaltenses,passivevoice,etc. grammartextbook ownwrittentexts lecture recordedconversations arangeoftextbookchapters,journalarticles requirementstousethepassiveinareport requirementtocompleteataskinasettime requirementstousespecificterminology dictionary(English English) thesaurus
Instructionsmayinclude
Languagereferencetextsmay include
grammartext index contentspages alphabeticallistings verbtensesandformsincludinginfinitive passive articles,pronounsandnouns adjectivesandadverbs prepositions phrasalverbs negative contractions usingwordsandexpressionsinawrittenorspokentextfor astudytask correctionofadraftpieceofwritingwhichhasbeen markedupbyateacher toworkonastudytaskindependentlyoraspartofagroup imperativeforms imperative+passiveform,e.g. ensurethateachpageis numbered specificinstructionsaboutcompletingatask.Selecttwo questionsfromthelistbelow courseapplicationrequirements fieldtriparrangements howtoapplyforextensionsonassignments instructionsforassignments examinationquestions workingoutwhatwriteinyourownwordsactuallymeans locatinginformationaboutduedates,lengthofwrittenor spokenassignments referencesorresourcesneededtocompleteatask numberofdraftsrequired rulesforatestorexaminationsuchaswhatyoucantake intotheexamroom,whereandwhensuchascandidates mustarrivetenminutespriortothestartoftheexam.
Relevantsectionsmayinclude
Keygrammaticaltermsmay include
Applicationofinformation may include
Instructionalandadvisory languageitemsmayinclude
Textsmayinclude
Languageitemsusedtoqualify requirementsmayinclude
keywordsorphrasesinquestions,forexample.List, describe,discuss,explain,compareandcontrastetc sequenceofrequiredstepsforexample.Readthedocument beforesigningit. graphs/flowcharts/calendars/maps/tables/charts/diagrams directories surveys/questionnaires multiplechoicetests/examinationquestions mathematical/numericaldatasuchaspercentages informationinwritten text diagrammaticorvisualinformation supportngorrefutingapointofview commentingonanissueortheme documentingchangingtrendsorpatterns grouppresentationonanissue groupproject,assignment,report grouproleplay/performance
Formattedtextsmayinclude
Rangeofinformationin formattedtextsmayinclude
Possibleusesmayinclude
Tasksmayinclude
EVIDENCEGUIDE
Criticalaspectsforassessmentand Evidencerequiresthatthelearner: evidencerequiredtodemonstrate usesgrammaticaltermstodiscussfeaturesofspokenand competencyinthisunit writtenlanguageuse
utilisesknowledgeofgrammarandlanguagediscourseto analysestudytasksandtextsandtoeditandrefine languageuseinarangeofwrittenandspokentexts usesknowledgeoflanguageorganisationandfunctionto tolocateinformationaboutlanguagein reference material interpretsandrespondstoadvisorytexts usesformattedtexts
Resourcestobeusedinassessmentincludeaccesstothe following:

dictionary(IntermediateEnglish Englishandbilingual) languagereferences internetandlibraryresources accesstorelevantandappropriatematerials accesstoasupportpersontoprovidefeedbackon performance
Methodofassessment
Evidencecanbegatheredthroughavarietyofways.For example:
observationsofperformance/participationinlearning activitiesusingachecklist thirdpartyfeedbacksuchasfromteachers,community membersorpeerssuchaspeerreview selfassessment learningjournalorothermeansofreflectingonlearning portfoliocontainingevidenceoflanguageanalysisas appliedtoastudytaskorrelatedtext
Studentsmaybeunfamiliarwithculturalconventions underpinningacademicdiscourseinwesterncontextsand thesewillneedtobeexplicitlyreferredtoinpreteaching:
occasionalneedforteachersupporttointerpretlanguage useandfunction andunderstandunfamiliarcultural references timetoread, rereadanddecodestudy texts
21940VICCertificateIVinESL(FurtherStudy)
SECTION
C25
VBQU142
Researchpathwaysandproducealearningplanandportfolio
VBQU142 Research pathwaysandproducealearningplan and portfolio

Thefocusoftheunitistoinvestigatepathwayoptionsandplan skillsdevelopment,indiscussionwithanappropriatesupportperson. Thelearnerwilldevelopandmaintainaportfolioofevidence. Thisunitisdesignedtomeettheneedsoflearnerswithpersonal, learning,employmentandcommunityparticipationgoals.Learners needsandexpectationsrequireafocusonindividuallearner objectivessuchas:

improvedlanguage,literacyandnumeracyskills newskillsandknowledge specificcompetencies targetqualifications newcareer careeradvancement informationandadviceoncourses,learningprograms, qualificationsandassessment
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedin Section BCourseRequirements(AppendixB). Nolicensing,legislative,regulatoryorcertificationrequirements applytothisunitatthetimeofpublication.
ApplicationoftheUnit Thelearningplandocumentsanagreedprogram thatthelearnerwill

undertakeduringthecourse toidentifypossiblepathways,plan, document,andmonitorprogresstowardsachievinglearninggoals. Theprogramwilltakeintoaccountthelearnerslearningstyleand preferences. Thelearnerwillalsodevelopandmaintainaportfolioofevidence whichdocumentsachievementofcoursegoals. Itisalsorecommendedthattheapplicationisintegratedwithother units.
21940VICCertificateIVinESL(FurtherStudy) Importedfrom21773VICCertificateIIinGeneralEducationfor Adults.ACFE2007 Version1,December2008 PageC25:1
ELEMENT
PERFORMANCECRITERIA
Identifypotential pathways
1.1 1.2
Arangeofoptionsisdiscussedwithanappropriateadviser Informationaboutpossibleoptionsisaccessedandnoted
2.1 2.2 2.3 2.4 2.5
Learninggoalsareidentifiedinrelationtoidentifiedoptions Anyadditionalskillsrequirementsareexplored Anygapsincurrentskillsandknowledgeareidentified Preferredlearningstylesareanalysed Previousexperiencesarediscussedinrelationtoachieving identifiedgoals Thepurpose ofanindividuallearningplanisdiscussed Thefeatures ofanindividuallearningplanareclarified Theprocessesfordevelopinganindividuallearningplanare determined Theindividuallearningplanisdocumentedandsignedoffby allparties Possibleaudiencesandusesfortheportfolioareidentified Requirementsoftheportfolioareidentified Typesofevidenceselectedarediscussed Examplesofevidenceareassembledforportfolio Progresstowardsendofcoursegoalsandobjectivesis reviewedregularly Factorswhichcontributedtosuccessinmeetinggoalsare acknowledged Barrierstosuccessareappraised
Designandimplement anindividuallearning plan.
3.1 3.2 3.3 3.4
4.1 4.2 4.3 4.4
5.1 5.2 5.3
5.4 5.5
Learningstrategieswhichcanbeappliedtoothercontextsare identified Individuallearningplanisevaluatedandrevisedasnecessary.

communicationskillstoparticipateinplanningprocess communicationskillstoparticipateintheassessmentprocess abilitytousesupportmaterialeffectively understandingoftheneedtoproofreadandrevisedrafts awarenessoftheneedtovarythewaysinwhichmaterialispresentedtomeetrequirementsof differentaudiences researchskillstolocateinformationrelevanttoowngoals literacyskillstoreadandinterpretarangeofinformation abilitytounderstandtheimportanceofdocumentinglearning
RANGESTATEMENT
Arangeofoptionsmayinclude
furtherstudy employment industryqualifications communityparticipation improvingreading,writingandnumeracyskillsfora varietyofpurposes,forexample: u furtherstudy u employment u communityparticipation u healthandwellbeing u supportforothers newskillsandknowledge specificcompetencies
targetqualifications newcareer careeradvancement auditory visual kinaesthetic tactile left/rightbrain global/analytical theoretical activist pragmatist reflective workexperience volunteerorrecreationalexperience familyresponsibilities studyincludingformalschoolingorinformallearning healthandotherpersonalmatters anypossiblebarrierstocompletion assistingthelearnerandtheprovidertoplansystematically fortheattainmentofgoals asatooltomonitorprogress toassistthetransitionofthelearnertohis/herpreferred optionsattheendofthecourse.. shorttermgoalsandindicatorsofsuccess longtermgoalsandindicatorsofsuccess actionsandactivitiestobeundertaken,including monitoringarrangements anyissuesandstrategies responsibilities timeline acknowledgementthatthedocumentisaworkingdocument andissubjecttoconstantchange,additionanddeletion assessmentoflearnersneeds
Componentsofindividual
learningplanningprocessare
negotiationanddevelopmentoflongtermgoalsidentifying oneortwoshorttermspecificobjectives determinationoftasksandprogresstoachievegoalsand objectives agreementastowhoisresponsiblefortheimplementation ofeachtask identificationofadditionalsupportpersons,e.g.: u caseworkersandpersonalcarers u careercounsellors u interpreters u communityrepresentatives u equityofficers u studentservicesofficers u librarypersonnel u governmentofficersinspecialistsupportservices u advocatesforapersonorgroup u peersupport u notetakers u technicalsupport u humanresourcespersonnel u administrativepersonnel u familymembers identificationofresponsibilitiesforallparties,e.g.:learners (participation,workingcollaboratively,completinglearning tasks),teachers(providingcustomisedprograms,usinga collaborativeapproach,awarenessofandstrategiesfor dealingwithconflictingdiscourses,ethicalstandards) employers programmanagersandteachers employmentagencies self family
Possibleaudiencesinclude
Possibleusesinclude
documentingprogresstowardsachievementofgoals documentingcompetencies buildingapictureofpersonalattributes
recordingcurrentcompetencies identifyingareasforfurtherskilldevelopment documentingemployabilityskills portfoliopiecesselectedandorganisedlogically,e.g.by date,topicarea,unitofstudy suitableformat,e.g.,online,folder,eportfolio collectionsofsamplescompiledbythelearner productswithsupportingdocumentation journal/logbook selectedforparticularaudienceandpurpose proofreadforspellingandpunctuation inlogicalorder learningprogram activitiesdesignedtoextendlearnersexistingknowledge andskills selectingandapplyingappropriatestrategies transferringlearningfromoneareatoanewarea practisingnewskills accessingteacher,peers,otherinterestedpartiesif necessary currentlifecircumstancessuchasphysical,mental, emotionalorsocialconstraints conflictwithdiscoursesofeducation culturaldifferences multiplerolesandresponsibilities
Evidenceassembledis
Barriersmayinclude
EVIDENCEGUIDE
learnerhasidentifiedpathwayoptions,developeda learningplaninrelationtoidentifiedgoals,assembleda portfolio,andevaluatedprogressinrelationtogoals. assessmentofperformancerequirementsinthisunitis bestundertakenoverthecourseoftheprogram accesstorealtextsincontext researchfacilities
alearningenvironmentappropriatetotheassessment task appropriatesupportallowingforfullparticipation computerhardwareandsoftware,ifappropriate. directobservation,forexample: u realtimeactivities
questioning,forexample: u interviews u selfassessment u verbalquestioning portfolios,forexample: u collectionsofsamplescompiledbythelearner u productwithsupportingdocumentation u journal/logbook thirdpartyfeedback,forexample: u testimonials/reportsfromotherteachersor supportworkers u interviewwithpeer
SECTION
C48
VPAU529
Givecomplexpresentationsforfurtherstudy
VPAU529Give complexpresentationsforfurtherstudy
VPAU529 Givecomplexpresentationsforfurtherstudy
Thisunitofcompetencydescribesspeakingandlistening performanceoutcomes,skillsandknowledgerequiredinfurther study byadultlearnerswithlanguagebackgroundotherthan English.Thefocusofthisunitison advancedlisteningandspeaking skillsinEnglish toparticipateinfurtherstudycontextswhich involvethepresentationanddiscussionofideasandinformationin complexformalpresentationsandgroupdiscussions. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementofSpeaking3/3+ andListening3/3+ theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementof ACSFindicatorsofcompetencein OralCommunicationatLevel 4.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedin Section BCourseInformation (SeeAppendixB). Thisunitappliestolearnersusingspeakingandlisteningskillsin Englishtosatisfyfurtherstudyneeds.Thestudy situationsinwhich thesecommunicationskillsareappliedarevaried,andcanberelated toarangeoffurtherstudyorhighereducationcontextsandspecific fieldsofstudy.Contextsmayincludefieldsinwhichspecialisedor technicallanguageisused.
ELEMENT
PERFORMANCECRITERIA
Interpretsustained 1.1 formalinteractionsin 1.2 astudycontext 1.3
Identifythetopicandpurposeoftheformalinteraction Outlinemainideasorkeyargumentsexpressed,and supportingevidence. Distinguishbetweenfactsandopinionspresented.
21940VICCertificateIVinESL(FurtherStudy) Version1,December2008 PageC48:1
1.4 1.5
Identify keystructuralfeaturesanddiscoursestrategiesused inthecommunication Respondtotheideaspresented,expressinganopinion supportedbyevidenceorexamples.
Participateina 2.1 sustainedformal groupinteractionina 2.2 studycontext 2.3 2.4 2.5
Establish context,purposeandrequirementsforformal interaction Usearangeofspokendiscoursestrategiestoparticipate effectivelyintheinteraction Expressandrespondtoopinionsorideassupportedby evidenceorexamples. Requestandrespondtorequestsforclarificationandgive explanationsasrequired Evaluateowncontributionwith othersandidentifyareasfor improvement
3.
Prepareanextended 3.1 oralpresentationona researchedtopic 3.2 3.3 3.4 3.5
Analyseandconfirm studytaskrequirementsforthe presentation. Locate,evaluateandsynthesiserelevantinformationand ideasfromarangeof sources Useplanninganddraftingprocessestostructureandsequence thepresentation Documentadetailedplanforthepresentation Identify,evaluateandaccesssupportingmaterials appropriatetothepresentation andconfirmavailability
4.
Giveanextendedoral 4.1 presentationona 4.2 researchedtopic 4.3 4.4
Introduceandprovidean overviewofthepresentation Communicateinformation, ideasandanalysisaccordingto theplan Usediscoursemarkers,vocabularyandexpression,andnon verbalstrategieseffectivelyinthepresentation Engageandrespondtotheaudienceandclarifyorelaborate wherenecessary
4.5 4.6 5. Evaluateperformance 5.1 5.2 5.3
Usesupportingmaterialseffectively Concludethepresentationbysummarisingmainpointsand drawingkeyconclusions Seekfeedbackfromtheaudienceandorteacheronthe effectivenessofthepresentation Conductareview ofperformanceaccordingtorelevant criteria Discussperformanceandanyideasfromfeedbackon improvingfuturepresentationswith asupportperson
Successfulcompletionofthisunitrequiresthefollowing LinguisticKnowledgeandSkills:

avariedvocabularyrelevanttoastudycontext simple,compoundandcomplexsentenceswitharangeofsubordinateclauses awiderangeofverbtensesandverbforms,activeandpassive mostmodalforms reportedspeech,questionsandinstructionsusingarangeofverbforms awiderangeofphrasalverbs arangeofadjectives,adverbs,adverbialphrasesandprepositionalphrases awiderangeofconversational/discourselinkerstodevelopideasandtheirrelationshiptoeach other,tointerpretandconveymeaning,signalintention arangeofconjunctionssuchasconjunctionsoftimeforexampleafter,until,causeandeffect suchasbecause,so,contrastsuchasalthough,whileandconditionsuchasif,unless arangeofphrasalverbswhichincludeanumberofparticlessuchastakeintoaccount,carry onwith adverbs,adverbialphrasesandadjectivestodescribeandconveyinformationandexpandon ideas vocabularyandterminologyspecifictotheidentifiedtopicorstudyarea useawiderangeofphrasalverbs registersandstyleusedinspoken presentationsandformalinteractionsinfurtherstudy contexts
sociolinguisticandculturalknowledgethatimpactongroupinteractionsinfurtherstudy usecontextual,grammaticalandlexicalcluestodetectinferredmeaning,attitude,moodand intentions distinguishfactandopinion,irony,understatement,exaggerationinoraltexts arangeofverbalandnonverbalstrategiesandconventionsinspokentextssuchasto emphasiseapoint paralinguisticfeaturesofspeechpitch,intonationandstressforexampletoemphasizecritical information,relativeimportanceofinformation,conveyfeelingsandattitudesandtosignal intent someknowledgeofaspectsofthelocalcultureincludingcolloquiallanguageandironyasit relatestospokentextsrelevanttofurtherstudy detectinferredmeaningbyusingarangeofcluessyntactic,semantic,logical,contextual initiate,manageandcontributetoconversations arguepersuasivelyandexpressideasandopinionsforstudypurposes structureinformationlogicallyandcoherently usemodifyingdevicesincludingsubordinateclausestoexplainandqualifyideas usearangeofquestiontypestoelicitaudienceinvolvement adjustpresentationtechniquesfordifferentaudiencesandpurposes planning,draftingandeditingprocessestoprepareandimprovepresentations

RANGESTATEMENT
Purposeofformalinteractionin studycontextsmayinclude
classdiscussionforexampleofanissue grouppresentation roundtable/conversationcaf interview,suchasIELTS,speakingassessment respondingtoquestionsonareport considerationofconventionsandexpectedrolesof participantse.g.foranIELTStest inferredmeaningexpressedbytoneorspeakersattitude usingtextualandcontextualclues
Mainideasorkeyarguments expressedmayinclude Distinguishingbetweenfactand opinionmayinclude
Keystructuralfeaturesmay include
organisationsuchasintroduction/development/conclusion generalpoints/specificexamples/summary examinationofthelogicalrelationshipbetweensentences, e.guseofpronouns signposts/discoursemarkers/signals,e.g.Tostartwith, AsIindicatedinmyintroduction,Thisleadsmetomy nextpoint,Idliketofinishbyemphasizingthat expressionstosequence,connectanddescriberelationships betweenideassuchasforinstance,inthisrespect,bythis means,therefore,thus,subsequently,asaresult classdiscussionforexampleofanissue grouppresentation roundtable/conversationcaf interview,suchasIELTS,speakingassessment respondingtoquestionsonareport negotiatingandconfirmingadiscussiontopic/issuewith groupparticipants appropriateopenings,closingse.g.leavingaconversation politely Letstalkaboutthistomorrow turntaking,claimingaturn,interrupting,invitinga response,expressions/wordsusedtodososuchasIjust wantedtofinishbysayingIknowwhatyoumean clarifying,elaborating,etc.Expressionstoclarify misunderstandingsandambiguouspointsInanswertoyour firstquestionIfIcouldclarifythat useofquestioningtechniques: - openendedquestionssuchasCouldyouelaborate onthat? - directquestionstoelicitspecificinformation - elicitinglongerresponsese.g.Tellmeaboutyour education - hypotheticalquestions,Whatwouldhappenif? - useofrhetoricalquestions.Isthisanaccurate representationofthiscomplexissue?
Context,purposeand requirementsmayinclude
Rangeofspokendiscourse strategiesmayinclude
changesinpitch,volume,stressandintonation useofparalinguisticfeaturesandtheirsignificancein conveyingmeaning,attitudeandemotion,eg.body language,stance/posture,fidgeting,handmovements,facial expressions,useofeyecontact
usingarangeoflinguisticandpragmaticstrategiesto expressnegativeattitudesinaninteraction developmentof an argumentprovidingdetailedsupporting information usinglanguagetomatchtheregisterandstyleofthe interaction usingdiscoursemarkerstosignalopinionandstrengthof opinionsuchasAccordingtorecentresearch.. usingmodalstoexpresstentativenesssuchas usingparalinguisticstrategiestoreinforceopinionorideas usingexpressionstocounterotherspeakerse.g.Ithinkyou areexaggerating usinglanguagetoindicatestancesuchasreally,actually purposee.g.toinform,entertain,education,instruct,amuse, argueacasefororagainst,presentresearchfindings,result ofsurveysorquestionnaires audience,e.g.needsofaudience,priorknowledge,amount ofsupportrequired(e.g.visualaids,handoutmaterials), whethertheaudienceisfamiliartothespeaker genreandstructure,e.g.presentinganargument,a discussion,aprocessorprocedure topicandlimitationsofthetopic otherrequirements:timelimits,length,duedate,useof notesetc modeof presentatione.g.supportedbyPowerpointorother audiovisualsupport grouporindividual assessmentcriteriae.g.viaachecklist format.e.g.withhandouts,cuecards currency reliability relevance paraphrasing summary e.g.considerationofanumberofpointsofview fromanumberofsourcesandsummarizingandgivingan opinion selectionofquotations
Opinionsorideasmayinclude
Studytaskrequirementsmay include
Evaluationofinformation may include
Synthesisemayinclude
arranginginformationintoachartortableforpresentation topic audience purpose sequenceandtimingofpresentationusingheadings,outline numbering,bulletpoints resources keyreferences PowerPointpresentation OHTs TV/video/DVD/audio handouts diagrams/charts/photographs/maps evaluationresponsesheetforaudience referencesformaterialsandsourcesaccessedsuchas author,title,pagenumber samples structureofpresentation focusofpresentation areastobecovered useofandacknowledgementofreported,informativeand supportingevidenceappropriately usestress,intonationandpitchtovarypresentationand indicateimportantpoints,raisequestions userisingandfallingtone preparedquestionstoassistintheorganisationofthe presentation paralinguisticfeaturese.g.gesture,eyecontact,posture onetooneorgroupdiscussionafterthepresentation useoffeedbacksheet peerevaluationsheet reviewingassessmentfeedback viewingvideoplaybackandanalysingpresentationand responseofaudience
Presentationplanmayinclude
Supportingmaterialsmay include
Anoverviewmayinclude
Informationandideasmay include Engageandrespondtothe audiencemayinclude
Feedbackmayinclude
Reviewofperformancemay include
Criteriamayinclude
checklistofrequireditems studytaskcriteria peer tutor teacher colleague volunteertutor bilingualsupportworker
EVIDENCEGUIDE
Theevidenceguideprovidesadviceonassessmentandmustbereadinconjunctionwiththe Elements,PerformanceCriteria,RequiredSkillsandKnowledge,theRangeStatementandthe AssessmentsectioninSectionBoftheaccreditationsubmission.
Criticalaspectsforassessmentand Evidencerequiresthatthelearner: evidencerequiredtodemonstrate participatesinasustainedverbalgroupinteractionfor competencyinthisunit studypurposesdrawingonknowledgeofspoken discoursestrategiestoconveyandrespondto informationandideas
plans,presentsandevaluatesoralpresentationsin responsetotherequirementsofthestudytaskby criticallyevaluating,selecting,synthesizingand structuringappropriateresearchinformation suitableto thetopic,purposeandaudience plans,presentsandevaluatesmultipleoralpresentations whichareofsufficientdurationtoallowstudentsto demonstratecompetenceandconsistencyofperformance selectsandusesresourcestoenhancepresentation mediumandmeaning reviewsownperformanceingroupandindividual performanceandseeksandrespondstofeedbacktomake improvementstoperformance
Performancestandardsbythelearnerintheinteractionsand presentationswillmeettheperformancecriteriaand demonstratethelanguageproficiencyrequirements describedintheRequiredSkillsandKnowledgesection.

dictionary(monolingualorbilingual) internetandlibraryresources accesstoparticipantsforgroupinteractionandaudience forpresentation accesstoasupportpersontoprovidefeedbackon performance accesstoaidsandsupportsforthepresentationsuchas audiovisualequipment
Methodofassessment
Evidencecanbegatheredthroughavarietyofwaysfor example:

observationsofperformanceusingachecklist reviewofpresentationplan,notes,aidsandsupports usedinbothpreparationandpresentation thirdpartyfeedbacksuchasfromteachers,community membersorpeerssuchaspeerreview selfassessments portfoliodocumentingevidenceofplanningand preparationforpresentation Additionalquestioningmaygatherinformationfor requiredskillsandknowledge
Evidenceofcompetenceinthisunitmustbegatheredona numberofoccasionsovertimeandinarangeofcontexts to allowlearnerstodemonstrateconsistencyofperformance.
studentsmaybeunfamiliarwith aspectsof the target culture,discoursestyles,registerandjargonusedinthe studycontext.
SECTION
C49
VPAU530
Analyseandparticipateincomplexspokendiscourseforfurther study
VPAU530Analyse andparticipateincomplexspokendiscourseforfurtherstudy
VPAU530 Analyseandparticipateincomplexspokendiscourse forfurtherstudy

Thisunitofcompetencydescribesspeakingandlistening performanceoutcomes,skillsandknowledgerequiredbyadult learnerswithlanguagebackgroundotherthanEnglish.Thefocusof thisunitison advancedlisteningandspeakingskillsinEnglish to participateinfurtherstudycontexts,focusingon respondingtoa widerangeof complexverbalinstructions,interpretingand discussingideasandopinionswithothersininformalcontextsand negotiatingacomplexexchange. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementofSpeaking3/3+ andListening3/3+ theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementof ACSFindicatorsofcompetencein OralCommunicationatLevel 4.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedin Section BCourseInformation (SeeAppendixB). Thisunitappliestolearnersusingspeakingandlisteningskillsin Englishtosatisfyfurtherstudyneeds.Thestudysituationsinwhich thesecommunicationskillsareappliedarevaried,andcanberelated toarangeoffurtherstudy orhighereducationcontexts.Contexts mayincludefieldsinwhichspecialisedortechnicallanguageis used.
ELEMENT
PERFORMANCECRITERIA
Performancecriteriaindicatethestandardofperformancerequiredtodemonstrate achievementoftheelement.Termsrequiringexplanationorfurtherdefinition shouldbeboldedanditalicisedanddetailprovidedintherange statement. Assessmentofperformanceistobeconsistentwiththeevidenceguide.
Respondto 1.1 complexverbal instructionsor questionsinastudy 1.2 context
Identify thetopicandpurposeofcomplexverbalinstructions orquestionsinastudycontext Respondtoquestionsappropriately
1.3 1.4
Identifythesteps,sequenceandrequirementsofthe instructionsorquestions Seekclarificationonmisunderstandingsandambiguouspoints asneeded
Participateina sustainedinformal interactionwitha group
2.1 2.2 2.3 2.4 2.5
Usearangeofspokendiscoursestrategiestoinitiate, participatein,manageandsustainan informalinteraction Usestyleandlanguageappropriatetotheinteraction Contributeideasandopinions,supportedbyevidenceor examples Clarify orseekclarificationonmisunderstandingsand ambiguouspointsasneeded Reflectonowncontributiontotheinteraction
Presentaproposal orargueacaseina studycontext
3.1 3.2 3.3
Identifythecontext,purposeandconventionsforpresentinga proposalorarguingacase Initiateexchangeaboutaspecificproblemorissue,sustain andcloseexchange. Expressdesiredoutcomeclearlyandconcisely,provide supportingdetailsusingappropriatevocabularyand expressions. Usearangeofspokendiscoursestrategiestocommunicate ideaseffectively Reflecton ownperformance
3.4 3.5
Successfulcompletionofthisunitrequiresthefollowing LinguisticKnowledgeandSkills:

awiderangeof vocabularyrelevanttoastudycontext awiderangeof simple,compoundandcomplexsentenceswitharangeofsubordinateclauses awiderangeof verbtenses mostmodalforms
reportedspeech,questionsandinstructionsusingawide rangeofverbforms awiderangeofphrasalverbs awiderangeofadjectives,adverbs,adverbialphrasesandprepositionalphrases awiderangeofdiscoursemarkerssuchasaccordingly,subsequently,consequently awiderangeofconversational/discourselinkersandconjunctions pitch,intonationandstress recogniseandrespondtoarangeofregisters,stylesandconventionsusedinspokendiscourse infurtherstudycontexts detectattitude,mood,intentionsandinferredmeaningbyusingarangeofcues(syntactic, semantic,logical,contextual) arangeofverbalandnonverbalstrategiesandconventionsinspokentextssuchasto emphasiseapoint usecontextual,grammaticalandlexicalcluestodetectinferredmeaning,attitude,moodand intentions paralinguisticfeaturesofspeech includingpitch,intonationandstress) distinguishfactandopinion,irony,understatement,exaggerationinoraltexts someknowledgeofaspectsofthelocalcultureincludingcolloquiallanguageandironyasit relatestospokentextsrelevanttofurtherstudy initiate,manageandcontributetoconversations arguepersuasivelyandexpressideasandopinionsforstudypurposes

RANGESTATEMENT
Verbalcommunication ina studycontextmayinclude
classdiscussion grouppresentation interview,e.g.IELTS,speakingassessment respondingtoquestionsonareport debate test/exampreparationorinstructions instructionsforanassessmenttask interviewforacourse unpackinganessayquestion
Topicandpurposeofcomplex verbalinstructionsorquestions inastudycontextmayinclude
aneworunfamiliaractivity,e.g.usingthelibrarycatalogue onlineforpurposesoflocatingtextsforstudy multistepquestions,e.g.threepartquestions Useofconditional withiforunless,e.g.Dontusethe internet,unlessyouhavespokentomefirst recognisingsequencemarkers,e.g. Whenyouhavewritten yourfirstdraft,emailittomeasanattachmentWhenyou researchforanassignment,howdoyoudecidewhichbooks touse? paralinguisticfeaturessuchaspointingtothewhiteboardto highlightapoint appropriate openings,closings turntaking,claimingaturn,interrupting,invitinga response,expressions/wordsusedtodoso. clarifying,elaborating,etc.Expressionstoclarify misunderstandingsandambiguouspointsInanswertoyour firstquestion.IfIcouldclarifythat, questioningtechniques: - eg.openendedquestionssuchasCouldyou elaborateonthat??, - directquestionstoelicitspecificinformation - hypotheticalquestionse.g.Whatwouldhappenif ? - useofrhetoricalquestionse.g.Isthisanaccurate representationofthiscomplexissue?
Respondingtoquestions appropriatelymayinclude
Rangeofspokendiscourse strategiesmayinclude
changesinpitch,volume,stressandintonation useofparalinguisticfeaturesandtheirsignificancein conveyingmeaning,attitudeandemotion,eg.body language,stance/posture,fidgeting,handmovements,facial expressions,useofeyecontact pair,smallgrouporclassdiscussion spokenexchangerequiringdetailedexplanation,or negotiation,suchas - arequestforareviewofagradeorassessment whichmayincludepresentinganargumentto supportthereview - arequesttoreceivecreditforasubjectusingprior learningasevidence
Informalinteractionmay include Presentingaproposalor arguingacasemayinclude
- aspartofaninterviewtogainentrytoacourseof study - partofaformaloralpresentationorgroup discussion whichrequiresresponseorcourseof action - negotiatingwithpeersorteacheraboutstudyor workrequirements Aspecificproblemorissue relatedtostudymayinclude Desiredoutcomemayinclude

inabilitytocompleteanassessmentrequirement requesttochangeacourseorsubjectenrolment togetanextensionoftimetocompeteanassessment togetspecialconsideration
EVIDENCEGUIDE
Criticalaspectsforassessmentand Evidencerequiresthatthelearnerdemonstratestheability evidencerequiredtodemonstrate to: competencyinthisunit participateinfurtherstudycontextsandrespondto complexverbalinstructions
useawiderangeofdiscoursestrategiestointerpretand discussideasandopinionswithothersininformal contextsand negotiateacomplexexchange.
Inaddition,tobeassessedascompetentintheelementsand theirrelatedperformancecriteria,thelearnersperformance needstosatisfytheRequiredSkillsandKnowledge specifiedinthisunit. Contextofandspecificresources forassessment Resourcestobeusedinassessmentincludeaccesstothe following:
accesstoabilingualdictionary and/orEnglish English dictionary accesstotextstoreadforresearchandasmodels accesstolanguageresources accesstoonlinetextsviatheinternet accesstocomputersforproductionofwordprocessed documents provisionofchecklists/feedbacksheetsforwrittentexts
accesstoparticipantsforgroupinteraction accesstoasupportpersontoprovidefeedbackon performance
Methodofassessment

observationsofperformanceusingachecklist reviewofnotesusedinpreparation thirdpartyfeedbacksuchasfromteachersorpeerssuch aspeerreview selfassessments portfoliodocumentingevidence
Evidenceofcompetenceinthisunitmustbegatheredona numberofoccasionsovertimeandinarangeofcontexts to allowlearnerstodemonstrateconsistencyofperformance.
studentsmaybeunfamiliarwith aspectsof the target culture,discoursestyles,registerandjargonusedinthe studycontext.
SECTION
C50
VPAU531
Readandwritecomplextextsforresearchpurposes
VPAU531Read andwritecomplextextsforresearchpurposes
VPAU531 Readandwritecomplextextsforresearchpurposes
Thisunitofcompetencydescribesreadingandwritingperformance outcomes,skillsandknowledgerequiredbyadultlearnerswith languagebackgroundotherthanEnglishforfurtherstudypurposes. Thefocusofthisunitisonreading,notetakingandresearchwriting skillsinEnglish andproducingawiderangeof complex research basedtextsrelevanttostudyneedsandthefieldofstudy. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforReadingandWriting.Theycontributedirectlyto theachievementof ISLPRReading3/3+andWriting3/3+ theAustralianCoreSkillsFramework(ACSF) Theycontribute directlytotheachievementof ACSFindicatorsofReadingand WritingcompetenceatLevel 4
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedin Section BCourseInformation (SeeAppendixB). Englishtosatisfyfurtherstudyneeds.Thestudysituationsinwhich theseskillsareappliedarevaried,andcanberelatedtoarangeof furtherstudyorhighereducationresearchandacademicwriting contexts.
ELEMENT
Elementsdescribetheessential outcomesofaunitof competency. Elementsdescribeactionsor outcomesthataredemonstrable andassessable.
PERFORMANCECRITERIA
1. Analysearangeof complextextsfor researchpurposes
1.1 1.2 1.3 1.4
Selectandevaluatecomplex textsinrelationtoresearch purpose Useavarietyofreadingstrategiesaccordingtopurposefor readingacademictexts Identifymaincontentionsorpositionsintexts Outlineevidenceprovidedtosupportposition
1.5 1.6
Identify languageandotherdevicesusedtoconveywriters stance Evaluatethepositionspresentedandexpressanopinionon thetopic(s)raised
Readandtakenotes fromarangeof complexwrittentexts forastudytask
2.1 2.2
Confirm purposeofnotetaking Usetextlayout tolocaterelevantinformationincomplex texts. Identify discoursemarkers,structuresandexpressionsused intextorganisation. Usearangeof readingstrategiestointerprettext Outlinemainideasandsupportingdetailsandevaluatepoints ofviewpresented Usearangeof strategiestorecordandsynthesise informationsuitedtopurpose
2.3 2.4 2.5 2.5
Produceanextended written textbasedon research
3.1
Confirm requirementsandpurposeofan extendedwritten text Locateandsynthesisecomplexinformationandideasfroma rangeofsources Designan outlineplanforthetextusingresearchedmaterial Supportpointofviewwithsubsidiarypoints,reasonsand relevantexamples Developcohesivetextaccordingtoplanusingconnected paragraphswithlanguageappropriatetoregister Identifythepurposesandconventionsofreferencingin formalstudycontextsandin own specificstudyfield
3.2 3.3 3.4 3.4 4 Referenceresources usedinresearchbased textaccordingto specifiedreferencing conventions 4.1
4.2 4.3
Locateandrecordreferencesused Organiseandinsertreferencesaccordingtospecified referencingconventionsforthespecificfieldofstudy
4.4
Wordprocessreferencelistusingappropriateformatting
5. Undertakeareviewof writtentexts
5.1 5.2 5.3 5.4 5.5 5.6
Useproofreadingandeditingprocessestoreviewtext Reviewtextforclarityofcontent,expression,structureand sequenceofideas Checkthetextmeetstherequirementsofthetask Seekfeedbackonthetextfrom asupportperson Reviewfeedbackandedittextaccordingly Submitfinaldraftasrequired
Successfulcompletionofthisunitrequiresthefollowing LinguisticKnowledgeandSkills
vocabularyandexpressionsincludingjargonandsomespecialistterminologyforarangeof topicsrelatedtoresearch studyneeds skim andscancomplexandextendedtextsformainideas,information,determinepointsofview andcriticallyanalysetexts selectandparaphraseinformationfrom awiderangeofcomplex writtentexts controlofawidearangeofcomplexstructureswith subordinateclauses recogniseanduseawiderangeoftenseandaspectforms,(whichincludethesimple,continuous, perfect,perfectcontinuousforms,activeandpassive) awiderangeofconditionals(e.g.withifandunless)andmostmodalsandmodalformsto identifycomplexrelationshipsandconsequences reportedspeech,usingarangeofverbformstorelatesupportingevidence,acknowledgeor confirmviewsorargumentsforexample. AccordingtoSmith,InSmithsview awiderangeofphrasalverbs,adverbs,adverbialphrasesandadjectivestocreatemeaningin researchtexts awiderangeofadverbialphrases,prepositionsandprepositionalphrases recogniseanduseawiderangeofcollocations,suchasmakeprogress,haveaninterestin, ashamedof awiderangeofconjunctions(subordinatingandcoordinating),includingrelativepronouns awiderangeofdiscoursemarkers,connectives,pronounsandcohesivedevicestolinkideasand concepts,addinformationorcontrastideas,forexample, inspiteofthefactthat

recognizeanduseregistersrelatedtospecificfieldsof study determinethewriterspurposeandattitudes workoutmeaningoftext/detectinferredmeaningbyusingawiderangeofcues suchas syntactic,semantic,logical,contextual distinguishfactandopinion,irony,understatement,exaggerationintexts understandsthatdifferentsourceswillpresentdifferentperspectives,andrecogniseshowtext, languageandstructureinfluencethereadertoadoptparticularviewsandpositions useawiderangeofresearchskillstolocateandcriticallyevaluateinformationfromawide rangeofsources useawiderangeofstrategiestoworkoutthemeaningofunknownwords differentrolesrequiredoftheauthorinfurtherstudytextse.g.theauthorsdirectinvolvementor impersonalstyle referencingconventionsandformatsforrelevantstudyfields methodsusedinstudycontextstorecordinformation differencesbetween paraphrasing,plagiarisinganddirectquotesinwrittentexts useawiderangeofstrategiestoplan,draft,proofreadandredraftwrittenworkwithoccasional assistancefromothers
RANGESTATEMENT
Evaluationof complextexts may include
currency credibility authority/expertiseofauthor relevancetopurpose methodologyofresearch paperbasedandonlinetexts report/interview/newsitem technicalreports printbaseddictionary/encyclopedia CD/DVD/onlinedictionary/encyclopedia,e.gWikipedia textbooks/referencebooks journalarticles
Complextextsmayinclude
newspaperarticles articlesonlocalandinternationalnewspaper/newssites e.g.ABConline,BBCLearningEnglish preparationforessay/report/shortansweronaspecific topic preparationfororalpresentation researchforagroupreport analysisandresponsetoaparticularpointofviewor argument locatingdetailedinformationorviewpointsforaclass discussiononatopic skimming,scanning,glossingandspeedreadingtechniques toextractrelevantinformationquickly activelypredictingdirectionorintentoftext detailedreading usingknowledgeofcontext,grammarandvocabularyand organisationalstructureoftextstoworkoutmeaningand relativeimportanceofinformation lookingatgrammaticalfeaturestodetermineregistere.g. rd useofpassive,3 personsingular,abstractnouns examiningconnectives,pronounreferencing usingnontextelementsinmultimodaltextsasclues useofcontextasaguidetomeaning useofreferencewithinthetext(e.g. useofanaphoraand cataphora) usingdictionaryandgrammarreferences collaborativereading summarizing preparationforessay/report/shortansweronaspecific topic preparationfororalpresentation researchforagroupreport determiningaparticularpointofvieworargumentforor againstanissue locatingaseriesoffactsandfiguresforaclassdiscussion tableofcontents chapterheadingsandchaptersummaries
Researchpurposemayinclude
Varietyofreadingstrategiesmay include
Purposefornotetaking may include
Textlayout mayinclude
index websitemenusandheadings footnotes,endnotes,references sequencemarkerse.g.subsequently process causeandeffect, Asaresult,..iscausedby hypothesis,Itcouldbeconsideredthat comparisonandcontrastOntheotherhand specificandgeneralstatements definitionsandclassificationofterms anaphoricreference nominalisation underlining,highlighting,circling notetakingusinglistsoroutlines,numbering/bulletpoints flowcharts treediagram mindmap useofsymbols,abbreviations,andkeywords paraphrasing summariestorecordmainideas collectingdirectquotes assessmentcriteria specificheadingsorsections formatrequirementssuchas - wordprocessed - coversheet - doublespacing - bibiliography
Discoursemarkers,structures andexpressionsmayinclude thosethatindicate
Strategiestorecordand synthesiseinformationmay include
Formalrequirements mayinclude
Extendedwrittentextbasedon researchmayinclude
expositionswithexpandedandsupportedpointsofview, underliningrelevantsalientissueswithsubsidiarypoints, reasonsandrelevantexamplese.g. - report - opinionpiecesuchasacritique/review - comparisonandcontrastessay
- discursiveessay - argumentativeessay - expositoryessay - casestudy - experiment/fieldtrip/laboratoryreport Locateinformation mayinclude

usingtexts/encyclopaedias internetsources newspaperarticles notessuppliedforcourse interviews,surveys, audiotexts,e.g.documentaries,newsitems paraphrasing summary selectionofquotations arranginginformationintoachartortableforpresentation structure sequenceofkeyarguments examplestosupportargument potentialconclusions drawingonmodeltextsforrhetoricalstructure orderingaccordingtocontentandpurpose considerationofthereader acknowledgeauthor indicatesourceofinformation establishownvoiceandthatofothers differentsystems/conventionse.g.HarvardSystem authordatesystem Oxfordsystem documentary/note system in textandendtextreferencinge.g.Chen(2004p.43) arguedthat andRecentstudies(Chen2004,Matthews 2007)havesupportedtheview morethanoneauthor nontextreferencingrequirements
Synthesisemayinclude
Outlineplan mayinclude
Purposesandconventionsof referencinginformalstudy contextsmayinclude
Proofreadingandediting processesmayinclude
individualandgroupactivities(e.g.workshopping) checkliststoensureattentiontoaspectsofstructure,content andpresentation useoflanguagereferencetextse.g.dictionariesand thesaurustoselectvocabulary spellcheck readingforgrammaticalaccuracy,punctuationandclarity ofexpression peer tutor teacher colleague volunteertutor bilingualsupportworker
EVIDENCEGUIDE
Criticalaspectsforassessmentand Evidencerequiresthatthelearner: evidencerequiredtodemonstrate analysesandclarifiesthestudytaskandidentifies,locates competencyinthisunit andaccessesarangeofresearchtextstosatisfythestudy task
selectsandevaluatesinformationfromwrittensources relevanttothestudytask selectsandappliesarangeofreadingstrategies dependentonpurposeforreadingandextracts,writes andorganiseswrittennotesaccordingtoconventionsfor specificfieldofstudy synthesisesinformationfromresearchandnotes towrite awiderangeofcomplextextsforfurtherstudypurposes whichincludecomplexsentences,coherentlylinked paragraphsandcommunicatecomplexrelationships betweenideas useawiderangeoftechniquestoplan,draftandreview ownwriting
Performancestandardsbythelearnerwillmeetthe performancecriteriaanddemonstratethelanguage proficiencyrequirementsdescribedintheRequiredSkills andKnowledgesection.
Evidenceshouldbecollectedonanumberofoccasionsto allowstudentstodemonstratecompetenceandconsistency ofperformance.
additionalquestioningmaygatherinformationfor requiredskillsandknowledge accesstoabilingualdictionary andEnglishEnglish dictionary accesstotextstoreadforresearchandasmodels accesstolanguageresources accesstoonlinetextsviatheinternet accesstocomputersforproductionofwordprocessed documents provisionofchecklists/feedbacksheetsforwrittentexts accesstoasupportperson/stoprovidefeedbackand guidance accesstoinformationaboutreferencingconventionsfor appropriatestudyfield
Methodofassessment
reviewofportfolioofevidencecombinedwithdirect questioning reviewofdraftdocumentsandprovisionoffeedback reviewoffinaldocuments analysisofresponsestoreadingactivities
Supportforthelearnerinassessmentof readingshouldtake intoconsiderationthefollowing:

timetocompletewrittentexts theneedforassistanceinreviewingtextspriortofinal draft culturalinfluencesandexpectationsregardingacademic readingandwriting
Lengthofwrittenpiecesmustbedeterminedbythewriting contextandpurpose,taskrequirementsandlearnerneeds. Inordertodemonstratecompetencyatthelevelrequiredin

thisunit,thelearnerwillprovideevidenceofavarietyof texttypes,constructedonanumberofoccasionsovertime. Textssuchasreportsandessayswillbedetailed(sustained orextended)andincludenumberofcoherentlylinked paragraphswithdetailedexamplesandexplanationsor supportingevidenceforapointofview.Shorttextssuchas summaries,proposalsortestresponsesmayalsobe appropriateforinclusion.Complexityoftextsusedas evidenceforthisunitwillneedtobeassessedagainstallthe requirementsoftheunit
SECTION
C51
VPAU532
Readandwritearangeofcomplextextsforfurtherstudy
VPAU532Read andwritearangeofcomplextextsforfurtherstudy
VPAU532 Readandwritearangeofcomplextextsforfurther study

Thisunitofcompetencydescribesreadingandwritingperformance outcomes,skillsandknowledgerequiredbyadultlearnerswith languagebackgroundsotherthanEnglishforfurtherstudypurposes. Thefocusofthisunitison analysingawiderangeofcomplextexts asmodelsforownwritingandcreatingawiderangeoftextsfor furtherstudypurposes. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforReadingandWriting.Theycontributedirectlyto theachievementof ISLPRReading3/3+andWriting3/3+ theAustralianCoreSkillsFramework(ACSF)Theycontribute directlytotheachievementof ACSFindicatorsofReadingand WritingcompetenceatLevel 4.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedin Section BCourseInformation (SeeAppendixB). Englishtosatisfyfurtherstudyneeds.Thestudysituationsin which theseskillsareappliedarevaried,andcanberelatedtoarangeof furtherstudyorhighereducationcontexts.
ELEMENT
PERFORMANCECRITERIA
Analyseawiderangeof 1.1 complex writtentexts 1.2 relevanttoastudy context 1.3
Useawiderangeof readingstrategiestoreadcomplex texts Identifythecontextandpurpose of complex writtentextsand theregisterused Determinetheroleandattitude ofthewriter
1.4 1.5
Analysethediscoursestructureofthetext Commentontheeffectiveness ofthetextoverall
Criticallyreadan extendedtext
2.1 2.2 2.3 2.4
Listthemainpointsorthemes,andanyimpliedmeanings Identifyandevaluatetheeffectivenessofanysupporting material Describethewritersattitude Evaluateandrespond tothetext
3. Constructarangeof 3.1 complextextsforstudy 3.2 purposes 3.3 3.4 3.5
Identifytheaudienceandpurposeof acomplexwrittentext Plananddrafttext,usinggenreandconventionsappropriate tocontextandpurpose Presentandsupportpointofviewwithsubsidiarypoints, reasonsandrelevantexamples Linkideasin clearconnectedtext, usingcomplexstructures, appropriatevocabularyandarangeofcohesivedevices Proofreadandedittext
4. Reviewconstructed textsagainstrequired criteria
4.1 4.2 4.3 4.4
Checkcriteriaforwrittentext Examinewrittentextagainstcriteria Makeadjustmentstomeetcriteria Reviewandadjusttextforoverallclarityandforfinal presentation
Successfulcompletionofthisunitrequiresthefollowing vocabularyandexpressionsincludingjargonandsomespecialistterminologyforarangeof topicsrelatedtovocationalorstudyneeds abilitytowriteawiderangeoftextsforfurtherstudypurposeswhichincludecomplexsentences witharangeofsubordinateclauses,contain coherentlylinkedparagraphsandcommunicate complexrelationshipsbetweenideas controlofarangeofcomplexstructuresandvocabularyspecifictothetopic awiderangeoftenseandaspectformsincludingthesimple,continuous,perfect,perfect continuousforms,activeandpassive) awiderangeofconditionalsforexample.ifandunlessandmostmodalsandmodalformsto identifycomplexrelationshipsandconsequences reportedspeech,usingarangeofverbformstorelatesupportingevidence,acknowledgeor confirmviewsorargumentsforexample.AccordingtoSmith,InSmithsview awiderangeofphrasalverbs,adverbsandadjectivestocreatemeaninginresearchtexts awiderangeofadverbialphrases,prepositionsandprepositionalphrases recogniseanduseawiderangeofcollocations awiderangeofconjunctions(subordinatingandcoordinating),includingrelativepronouns awiderangeofdiscoursemarkers,connectives,pronounsandcohesivedevicestolinkideasand concepts,addinformationorcontrastideas,forexample, inspiteofthefactthat recogniseanduseregistersrelatedtospecificfieldsof furtherstudy determinethewriterspurposeandattitudes workoutmeaningoftext/detectinferredmeaningbyusingawiderangeofcues suchas syntactic,semantic,logical,contextual distinguishfactandopinion,irony,understatement,exaggerationintexts understandsthatdifferentsourceswillpresentdifferentperspectives,andrecogniseshowtext, languageandstructureinfluencethereadertoadoptparticularviewsandpositions useawiderangeofresearchskillstolocateandcriticallyevaluateinformationfromawide rangeofsources useawiderangeofstrategiestoreadcomplexandextendedtextsformainideas,information, determinepointsofviewandcriticallyanalysetexts useawiderangeofstrategiestoworkoutthemeaningofunknownwords
LinguisticKnowledgeandSkills

referencingconventionsinspecificfieldsofstudy differentrolesrequiredoftheauthorinfurtherstudytextse.g.theauthorsdirectinvolvementor impersonalstyle useawiderangeofstrategiestoplan,draft,proofreadandredraftwrittenworkwithoccasional assistancefromothers
RANGESTATEMENT
Readingstrategiesmayinclude
skimming,scanning,glossingandspeedreadingtechniques toextractrelevantinformationquickly activelypredictingdirectionorintentoftext detailedreading usingknowledgeofcontext,grammarandvocabularyand organisationalstructureoftextstoworkoutmeaningand relativeimportanceofinformation lookingatgrammaticalfeaturestodetermineregistere.g. rd useofpassive,3 personsingular,abstractnouns examiningconnectives,pronounreferencing,logical relationshipsbetweensentences usingnontextelementsinmultimodaltextsasclues useofcontextasaguidetomeaning useofreferencewithinthetext(e.g.useofanaphoraand cataphora) usingdictionaryandgrammarreferences collaborativereading usingavarietyofnotetakingstrategiestosummariseand reinforcekeyinformation paraphrasing shortanswerssuchasthoserequiredinanexam summarysuchasaproposalorsynopsis opinionpiece discussion(issuepointofviewconclusion) essayssuchas - comparisonandcontrast - discursive - argumentative(thesisargumentconclusion) - expository
Complexwrittentext relevantto studycontextandtheircontexts andpurposesmayinclude
report transationaltextssuchas - formalapplication,suchasapplicationforacourse ofstudy,scholarshiportogainrecognitionfor overseasqualifications - formalletteroremailinvitingsomeonetogivea talk,applicationforanassignmentextension, presentationofaproposal - formalresponsewhicharguesacase reflectiveprosetextssuchas - casestudiesinaparticularfieldofstudy - formsofwritingthatreflectonlearningexperience orpractice,e.g,learningjournal,observationsor reflectionsonworkexperienceorpractical placementsuchasteachingpracticum - recounts,narratives, expressingan opinion, observations,textswhich analysebehaviour, suggesthypotheses,reflectonpractice,draw conclusions,argueapointandsoon.
Roleandattitudeofthewriter mayinclude
st rd degreeofdirectinvolvementuseof1 or3 personfor verbs
useofpassivevoice useofpronouns,nominalisation recognisingthetoneandotherlanguagefeaturesusedto conveyastance appropriatestructureforregisterandpurpose examiningrhetoricalmovesandpatterns,layoutandother textfeaturesofspecificgenressuchasformalletters examiningorganisationalstructure - - - - - - - - - cohesivedevices sequencemarkerse.g.subsequently process causeandeffect,Asaresult,..iscausedby hypothesis,Itcouldbeconsideredthat comparisonandcontrastOntheotherhand specificandgeneralstatements definitionsandclassificationofterms anaphoricreference
Analysisofdiscoursestructure mayinclude
examininglanguageusedsuchas - nominalisatione.g.Weexaminedtheresultsto Examinationoftheresultsshowedthat - useofpassivee.g.Resultswereexaminedfor
Effectivenessofthetextmay include
whetherandhowthetextpersuadesorarguesacasefor or againstsomething,e.g.supportingpoints,examples whetherthetextiseffectiveinclarifyingorexplaininga topic whetherthetextiswellconstructede.g.clear,cohesivetext writtenorverbalagreementorrefutationofaviewpoint withinanessayorothersettask,e.g.exam responsetoaformalletterprovidingrequestedexplanation ordetailse.g.toexplainabsencefromstudy responsetoadescriptiveassessmentorpeerevaluation personalresponseinjournalorlearninglogrelatedtostudy acknowledgementof sourcesofinformationaccordingto therequiredformat,whereused usingaspellchecker checkingpunctuation,layoutandformatting checkingspellingorappropriatewordingusingadictionary checkingendingsofwords,agreementandother grammaticalitems assessmentcriteriaforthesettask specificheadingsorsections wordprocessed coversheet doublespacing bibiliography
Evaluateandrespondmay include
Genreandconventionsmay include Proofreadmayinclude
Criteriamayinclude
EVIDENCEGUIDE
Criticalaspectsforassessmentand Evidencerequiresthatthelearnerdemonstratestheability evidencerequiredtodemonstrate to competencyinthisunit analyseawiderangeofcomplextextsasmodelsforown writingforfurtherstudy purposes,andtocritically analyseandrespondtoarangeoftextsfoundinfurther studycontexts.
utilizeknowledgeofdiscoursestructuresand conventionstocreatearangeoftextsrelevanttostudy purposes, useawiderangeoftechniquestoplan,draftandreview ownwriting
Inaddition,tobeassessedascompetentintheelementsand theirrelatedperformancecriteria,thelearnersperformance needstosatisfytheRequiredSkillsandKnowledge specifiedinthisunit. Evidenceshouldbecollectedonanumberofoccasionsto allowstudentstodemonstratecompetenceandconsistency ofperformance. Contextofandspecificresources forassessment
accesstoabilingualdictionary and/orEnglish English dictionary accesstotextstoreadforresearchandasmodels accesstolanguagereferences accesstoonlinetextsviatheinternet accesstocomputersforproductionofwordprocessed documents provisionofchecklists/feedbacksheetsforwrittentexts
Methodofassessment
reviewofportfoliosofevidencecombinedwithdirect questioning reviewofdraftdocumentsandprovisionoffeedback reviewoffinaldocuments analysisofresponsestoreadingactivities
observationrecordsofactivities
Additionalquestioningmaygatherinformationforrequired skillsandknowledge Guidanceinformationfor assessment Supportforthelearnerinassessmentofreadingshouldtake intoconsiderationthefollowing:

Lengthofwrittenpiecesmustbedeterminedbythewriting contextandpurpose,taskrequirementsandlearnerneeds. Inordertodemonstratecompetencyatthelevelrequiredin thisunit,thelearnerwillprovideevidenceofawidevariety oftexttypes,constructedonanumberofoccasionsover time.Textssuchasreportsandessayswillbedetailed (sustainedorextended)andincludenumberofcoherently linkedparagraphswithdetailedexamplesandexplanations orsupportingevidenceforapointofview.Shorttextssuch assummaries,proposalsortestresponsesmayalsobe appropriateforinclusion.Complexityoftextsusedas evidenceforthisunitwillneedtobeassessedagainstallthe requirementsoftheunit Thisunitmaybecodeliveredandassessedwith VPAU530 Readandwritecomplextextsforresearchpurposes.
SECTION
C52
VPAU533
Usearangeofcriticalreadingandwritingskillsforfurtherstudy
VPAU533Use arangeofcriticalreadingandwritingskillsforfurtherstudy
VPAU533 Usearangeofcriticalreadingandwritingskillsfor furtherstudy

Thisunitofcompetencydescribesfurtherstudyrelatedreadingskills andknowledgerequiredbyadultlearnerswithlanguagebackground otherthanEnglish.Thefocusofthisunitisonusingcriticalanalysis skillsforarangeofstudytasks. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforReadingandWriting.Theycontributedirectlyto theachievementof3/3+ theAustralianCoreSkillFramework(ACSF)Theycontribute directlytotheachievementofACSFindicatorsofcompetencein ReadingandWritingatLevel4.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedinSectionBCourseInformation (SeeAppendixB). usingandcreatingformattedtextssuchasgraphsinfurtherstudy tasks.Thestudysituationsinwhichtheseskillsareappliedare varied,andcanberelatedtoarangeoffurtherstudyorhigher educationcontextsandacrossdisciplines.
ApplicationoftheUnit Thisunitappliestoparticipantsusinganalyticalreadingskillsandin
ELEMENT
PERFORMANCECRITERIA
Performancecriteria indicatethestandardofperformancerequiredtodemonstrate achievementoftheelement.Termsrequiringexplanationorfurtherdefinition shouldbeboldedanditalicisedanddetailprovidedintherangestatement. Assessmentofperformanceistobeconsistentwiththeevidenceguide.
Criticallyanalyse formalinstructional and/oradvisorytexts
1.1 1.2 1.3 1.4 1.5
Determinethepurposeofarangeof furtherstudytexts containinginstructionsoradvice Locatethekeyinformationandsupportingdetails Paraphrasetherequirementsoftheinstructionsoradvice Assesstheimportanceandappropriatenessofthe requirementsexpressed Indicateanappropriateresponse
Analyseandapply 2.1 informationfrom formattedtextsfoundin 2.2 studycontexts 2.3
Outlinethepurposes,designandconventions ofarangeof formatteddocumentsrequiredinafurtherstudycontext Locate,sortinformation anddrawconclusionsrelevantto purpose Usetheanalysedinformationinawrittenorspokentext Clarify thepurposesoftheformattedtextsandthe informationrequired Designaprocessforcollectingrequiredinformation Locate,recordandsynthesisecomplexinformationandideas from requiredsourcestomeetpurpose Determineformatforpresentationofinformation Uselanguageandformattingconventionsappropriatetothe documentandthecontext
Constructformatted 3.1 textsforstudypurposes 3.2 3.3 3.4 3.5
skimandscancomplexandextendedtextsformainideas,information,determinepointsofview andcritically analysetexts vocabulary.linguisticstructuresandfeaturesofarangeofinstructional,advisoryandformatted textsusedinfurtherstudy detailedunderstandingofabstractandconcreteinformationfrominstructionalandadvisorytexts relevanttostudy understandconventionsofarangeofformattedtextsincludingtermsandsymbolsrelatedto numericaldata followcomplexproceduresinformattedtexts selectandparaphraseinformationfromwrittentexts abilitytowritearangeoftextsforfurtherstudypurposeswhichincludecomplexsentenceswith arangeofsubordinateclauses,contain coherentlylinkedparagraphsandcommunicatecomplex relationshipsbetweenideas verbtensesandforms,conditionalsandmodalswhichareusedinadvisoryorinstructionaltexts suchasAnswersshouldcontainatleastthreeexamples awiderangeofphrasalverbs,(e.g.donotleaveoutanysections)adverbs,adverbialphrasesand
adjectivesusedinadvisory,instructionaltextsrelevanttofurtherstudy
usereportedspeech,questionsandinstructionsusingarangeofreportingverbs(suchas, confirm,)andverbsrequiredtoreportoninformationanddatafromformattedtexts awiderangeofdiscoursemarkers,connectives,pronounsandcohesivedevicestolinkideasand concepts,addinformationorcontrastideas,forexample,inspiteofthefactthat recogniseandusearangeofcollocations vocabularyandexpressionsincludingjargonandsomespecialistterminologyforarangeof topicsrelatedtovocationalorstudyneeds recognizeandusespecificregistersrelatedtofurtherstudy determinethewriterspurposeandattitudes workoutmeaningoftextdetectinferredmeaningbyusingarangeofcues(syntactic,semantic, logical,contextual) distinguishfactandopinion,irony,understatement,exaggerationintexts differentrolesrequiredoftheauthorinfurtherstudytextse.g.theauthorsdirectinvolvementor impersonalstyle referencingconventionsandformatsforrelevantstudyfields useresearchskillstolocateandevaluateinformationontheinternetandothersources arangeofmathematicaltermsandconceptsrelevanttodatainformattedtextssuchas percentagesingraphs producecomplexformattedtextsusingconventionalmethods plan,draft,proofreadandredraftwrittenwork withoccasionalassistancefromothers
RANGESTATEMENT
Furtherstudytextscontaining instructionsoradvicemay include
instructionsforfurtherstudytaskssuchas - casestudies - computertasks - essays - examquestions - experiments/fieldtripreports - formalpresentations
- learninglogs - multiplechoicequestions - shortanswers
instructionsonusingthelibraryeitheronlineorin brochurese.g.toreserveatext,accessonlinejournal articles instructionsonusingtechnologye.g.howtopresenta PowerPointshoworformatareport adviceorinstructionsinanarticleortextuseinacourseof study identifyinglexicalandotherdiscourseitemstodetermine importance analysingformattingfeatures,emphasisvianonlinguistic features determiningwhethertheinstructionsareclear determiningwhethertheinstructionsorrequestarefairand reasonable determiningwhetheranegativeorpositiveresponseis required graphs charts questionnaires/surveys tables exams complexdiagrams presentinginformationondatacollectedaspartofastudy report analysisofinformationforapresentation formattingsuchaslabelingconventions usingappropriatesoftwareprogramstocreatetables, graphs,diagrammaticrepresentation
Assessingtheinstructionsand appropriateness
Formatteddocumentsmay include
Purposesmayinclude
Designandconventionsmay include
Sortinformation mayinclude
usingtheprocessesofcalculation,creatingpercentagesand collation comparisonandcontrast drawinginferences,e.g.themostpopularfastfoodis. usingthelanguageofcomparisonsuchascomparativeand
superlativeadjectivese.g.more/mostdistant,safer/safest
usingconjunctionse.g.while,sothat,whereas writtentextmaybeforanyfurtherstudywritingtaskwhich requiresdatasuchasanessayorreport apresentationaspartofagrouporindividualperformance survey questionnaire othermeasuringmethodssuchascollectionofsamples
Writtenorspokentextmay include
Processmayinclude
EVIDENCEGUIDE
Criticalaspectsforassessmentand Evidencerequiresthatthelearner: evidencerequiredtodemonstrate critically analysesarangeofinstructionalandadvisory competencyinthisunit textsusedinfurtherstudycontexts
analysesandusesarangeofinformationfromformatted texts createsformattedtextsforfurtherstudypurposes
Performancestandardsbythelearnerwillmeetthe performancecriteriaanddemonstratethelanguage proficiencyrequirementsdescribedintheRequiredSkills andKnowledgesection. Evidenceshouldbecollectedonanumberofoccasionsto allowstudentstodemonstratecompetenceandconsistency ofperformance.
additionalquestioningmaygatherinformationfor requiredskillsandknowledge

dictionary(monolingualorbilingual) internetandlibraryresources accesstoaidsandsupportssuchascomputersoftware
Methodofassessment
recordsofdiscussionoftextsusingachecklistand questionsrelatedtotherequiredskillsandknowledge reviewofwrittenanalysisofformattedandadvisory texts portfoliodocumentingevidenceofanalysisandeffective useofinstructionalandadvisorytexts samplesofformattedtextssuchasquestionnaires, graphs,maps,complexdiagrams
Guidanceforassessment
Learnersmustbegiventheopportunitytodemonstratethe complexityofwrittenlanguagedescribedatthislevel. Lengthofwrittenpiecesmustbedeterminedbythewriting contextandpurpose,taskrequirementsandlearnerneeds. Inordertodemonstratecompetencyatthelevelrequiredin thisunit,thelearnerwillprovideevidenceofawidevariety oftexttypes,constructedonanumberofoccasionsover time.Textssuchasreportsandessayswillbedetailed (sustainedorextended)andincludenumberofcoherently linkedparagraphswithdetailedexamplesandexplanations orsupportingevidenceforapointofview.Shorttextssuch assummaries,proposalsortestresponsesmayalsobe appropriateforinclusion.Complexityoftextsusedas evidenceforthisunitwillneedtobeassessedagainstallthe requirementsoftheunit. Supportforthelearnerinassessmentofwritingshouldtake intoconsiderationthefollowing

SECTION
C53
VPAU534
Uselanguageanalysisskillstoreviewowntexts
VPAU534Use languageanalysisskillstoreviewowntexts
VPAU534 Uselanguageanalysisskillstoreviewowntexts
Thisunitofcompetencydescribeslanguageanalysisskillsand knowledgerequiredbyadultlearnerswithlanguagebackgrounds otherthanEnglish.Thefocusofthisunitisonlanguageanalysisand applicationoftheseskillstoreviewowntextsforfurtherstudy purposes...Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeaking,Listening,ReadingandWriting.They contributedirectlytotheachievementof3/3+ineachskill theACSF(AustralianCoreSkillsFramework. Theycontribute directlytotheachievementofACSFindicatorsofOral CommunicationandReadingandWritingcompetenceatLevel4.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedinSectionBCourseInformation (SeeAppendixB). oflanguageforthepurposeofreviewingandrefiningwrittenand spokentextsusedinthefurtherstudycontext.
ApplicationoftheUnit Theunitdescribesskillsandknowledgeoutcomesrelatedtoanalysis
ELEMENT
PERFORMANCECRITERIA
Performancecriteriaindicatethestandardofperformancerequiredtodemonstrate achievementofthe element.Termsrequiringexplanationorfurtherdefinition shouldbeboldedanditalicisedanddetailprovidedintherangestatement. Assessmentofperformanceistobeconsistentwiththeevidenceguide.
Analyselanguageand 1.1 languageuseinrelation tofurtherstudy 1.2 1.3 1.4
Selectlanguageitemsin spokenandwrittentexts for analysis Uselanguageterminology todescribelanguagestructureand use Respondtoadviceorinstructionsandaskquestionsrelating togrammaticalstructureanduse Sourceanduselanguagereferencestoclarifyinformationon languageitemsandusage
1.5 2 Applyknowledgeof languageandlanguage useinrelationtostudy tasks 2.1 2.2 2.3 2.4 2.5
Recordrelevantinformationforfuturestudyreference Determinethepurposesandcontextsfordiscussinglanguage andlanguageuse Locate languageitems intextsforreviewandmodification Askandrespondtoquestionstoclarifylanguagestructureand useusingcorrectterminology Usearangeofmethods todetermineappropriate modificationsforthetexts Reviewmodifiedtextsforaccuracy
Successfulcompletionofthisunitrequiresthefollowing Linguisticknowledgeandskills
metalanguagetodescribeawiderangeoflexical,semantic,grammaticalfeaturesofwrittenand spokenEnglishtextssuchas: - verbtensesandtheirnamesincludingsimple,continuous,perfectandperfectcontinuous forms,activeandpassive - phrasalverbs,adverbs,adverbialphrasesandadjectives - conditionalsandmodals - commonidiomaticandcolloquialexpressions - conjunctionsandconnectives,includingpronouns - reportedspeech,questionsandinstructionsusingarangeofverbforms - discourse/sequencemarkers - featuresofgenresandregistersusedinacademicdiscourse recogniseanduseawiderangeoflanguageterminologyinspokenandwrittenexchanges reviewlanguageuseinowntexts(spokenorwritten) sourceawiderangeof informationonlanguageandlanguageuseonlineandinpaperbasedtexts useanAdvancedEnglish Englishdictionarydesignedforspeakersofotherlanguages problemsolvemattersoflanguageuseusingresourcessuchasteachersandpeersaswellas languagereferences

RANGESTATEMENT
Languageitemsmayinclude
languageinitsspokenandwrittenforms languagetodescribelanguagefeaturesandfunctionse.g.in agrammarlesson therulesofgrammar:partsofspeech,syntax,wordorder, inflections,agreementetc collocations idiomsandcolloquiallanguage discoursesignals,cohesivedevices pitch,stress,intonationandmeaning ownwrittentextssuchasessaysandreports ownspokentextssuchasoralpresentations lecturesgivenbyteachersorothers handouts requiredreadingsuchastextbookchapters,journalarticles grammartextbook metalanguage,thatis,arangeoftermsusedinEnglish grammarteachingtexts languagetodescribewordlevelfeaturessuchasword endings,suffixes,prefixes andtextlevelfeaturessuchasgenre,register,collocations assistanceinsuchthingsas - tolocatespecificgrammarfeatures,e.g.Identifythe verbtensesinthisparagraph,Circlethecorrect formoftheverb - whendiscussingawrittenpiecewiththeteacheror fellowstudents,e.g.Canyouuseanotherword for,Makesureallofthenounsareintheplural - verbalinstructionsinalisteningtask/test,e.g. Underlinetheverbsinthepassive,Completethe followingphrase
Spokenandwrittentextsmay include
Languageterminology may include
Adviceorinstructionsmay include
Languagereferencesmayinclude
dictionary(English English) thesaurus grammartext
Purposesandcontextsmay include
reviewingawrittentext,e.g.drafttextwhichhasbeen corrected workingthroughareadingpassagetounderstandmeaning andpurposeofthetext,e.g.grammaticaldevicesusedto persuadeorthelevelofformality,e.g.useofpassive discussionoftherulesofpunctuation discussionoftherulesofgrammar:partsofspeech,syntax, wordorder,inflections,agreementetc. useofareferencegrammar referringtopeers,teachersandothersupportpeople
Rangeofmethodsmayinclude
EVIDENCEGUIDE
TheevidenceguideprovidesadviceonassessmentandmustbereadinconjunctionwiththeElements, Performance Criteria,RequiredSkillsandKnowledge,theRangeStatementandtheAssessmentsectioninSectionBofthe accreditationsubmission.
Criticalaspectsforassessmentand Evidencerequiresthatthelearnerdemonstratestheability evidencerequiredtodemonstrate to: competencyinthisunit useawiderangeofgrammaticaltermstodiscuss featuresofspokenandwrittenlanguageuse
applygrammaticalknowledgetoeditandrefineown languageuseinarangeofwrittenandspokentexts useawiderangeofavailableresourcestolocate informationaboutlanguagerelevanttoownlanguageuse inthestudycontext maintainownrecordsofrelevantgrammatical informationforfuturestudypurposes
Performancestandardsbythelearnerwillmeetthe performancecriteriaanddemonstratethelanguage proficiencyrequirementsdescribedintheRequiredSkills andKnowledgesection. Evidenceshouldbecollectedonanumberofoccasionsto allowstudentstodemonstratecompetenceandconsistency ofperformance.
additionalquestioningmaygatherinformationfor requiredskillsandknowledge

advancedEnglish Englishdictionary grammarreferencetexts

internetandlibraryresources accesstoaidsandsupportssuchascomputersoftware accesstoEnglishlanguageteachers
Methodofassessment
reviewofportfoliosofevidencecombinedwithdirect questioning reviewofdraftdocumentsandresponsestoadviceon language observationsusingachecklistduringdiscussionof language
Guidanceforassessment
Thisunitmaybecodeliveredandassessedwith anyorall ofthefollowing: VPAU529GivecomplexoralpresentationsinEnglishfor furtherstudypurposes VPAU530ReadandwritecomplextextsinEnglishfor researchpurposes VPAU5531Analyseandparticipateinspokendiscoursein Englishforfurtherstudypurposes VPAU5532ReadandwritecomplextextsinEnglishfor furtherstudypurposes VPAU533Usecriticalreadingandwritingskillsforfurther study
SECTION
C54
VPAU517
Takenotesfromcomplexauraltextsforfurtherstudy
VPAU517Take notesfromcomplexauraltextsforfurtherstudy
VPAU517 Takenotesfromcomplexauraltextsforfurtherstudy
Thisunitofcompetencydescribeslisteningandnotetaking performanceoutcomes,skillsandknowledgerequiredbyadult learnerswithlanguagebackgroundotherthanEnglish.Thefocusof thisunitisonadvancedlisteningskillsinEnglish toparticipatein furtherstudycontexts,focusingontakingnotesfromcomplexand extendedauraltexts. Theoutcomesdescribedinthisunitrelateto:
TheISLPR(InternationalSecondLanguageProficiencyRatings) descriptorsforSpeakingandListening.Theycontributedirectly totheachievementofSpeaking3/3+andListening3/3+ theAustralianCoreSkillsFramework(ACSF).Theycontribute directlytotheachievementofACSFindicatorsofcompetencein OralCommunicationatLevel4.
and
EmployabilitySkills
Therequiredoutcomesdescribedinthisunitofcompetencycontain applicablefacetsofEmployabilitySkills.Thequalifications EmployabilitySkillsSummaryinwhichthisunitisincluded,will assistinidentifyingemployabilityskillrequirements. Thesummary isincludedinSectionBCourseInformation (SeeAppendixB). Thisunitappliestolearnersusinglisteningandnotetakingskillsin Englishtosatisfyfurtherstudyneeds.Thestudysituationsinwhich theseskillsareappliedarevaried,andcanberelatedtoarangeof furtherstudyorhighereducationcontexts.
ELEMENT
PERFORMANCECRITERIA
Performancecriteriaindicatethestandardofperformancerequiredtodemonstrate achievementoftheelement.Termsrequiringexplanationorfurtherdefinition shouldbeboldedanditalicisedanddetailprovidedintherange statement. Assessmentofperformanceistobeconsistentwiththeevidenceguide.
1 Analysethefeaturesof arangeofauraltexts
1.1 1.2 1.3 1.4
Analyseandidentifytherequirementsofthestudytask. Selectandidentifythetypesandpurposesofarangeof complexauraltexts Examinethestructureandlanguageofthetexts Identifythediscoursefeaturesandstrategiesusedbythe speakers
1.5 2 Takenotesfrom sustained/complex auraltextsinastudy context 2.1 2.2
Examinethesignificanceofthetoneusedbythespeakers Confirm purposeofnotetakinginrelationtothestudytask Clarifythetopic,purpose,genreandaudience of acomplex/ sustainedauraltext Identify register,style,andtoneof thetext Identify keystructuralfeaturesofthetextanddiscourse strategiesusedbythespeakers. Usearangeof strategiestorecordinformation, outlining mainideasorthemesandrelevantsupportinginformation relevanttopurpose Evaluateeffectivenessofthenotetakingstrategiesused Confirm requirementsofthestudytask Reviewrecordedinformationtoevaluateifitmeets requirements ofthestudytask Adjustnotesaccordingtoreview
2.3 2.4 2.5
2.6 3 Usenotesforastudy task 3.1 3.2 3.3

linguisticstructuresandfeaturesofarangeof auraltexts differentregistersrequiredinspeakinginfurtherstudycontexts awiderangeofconversational/discourselinkerssuchasthoseusedinlectures awiderangeofverbforms(activeandpassive) awiderangeofphrasalverbswhichincludeanumberofparticlessuchastakepartin simple,compoundandcomplexsentenceswitharangeofsubordinateclauseswithincomplex andsustainedoraltexts mostmodalforms,reportedspeech,questionsandinstructionsusingarangeofverbforms arangeofadjectives,adverbs,adverbialphrasesandprepositionalphrases selectandparaphraseinformationfromwrittentexts controlofarangeofcomplexstructuresandvocabularyspecifictothefieldofstudy
reportedspeech,usingarangeofverbformstorelatesupportingevidence,acknowledgeor confirmviewsorargumentse.g. AccordingtoSmith arangeofverbalandnonverbalstrategiesandconventionsinspokentextssuchasto emphasiseapoint usecontextual,grammaticalandlexicalcluestodetectinferredmeaning,attitude,moodand intentions paralinguisticfeaturesofspeech(pitch,intonationandstress) distinguishfactandopinion,irony,understatement,exaggerationinoraltexts notetakingmethodsusedinfurtherstudycontexts someknowledgeofaspectsofthelocalcultureincludingcolloquiallanguageandironyasit relatestospeeches,lecturesandotherspokentextsrelevanttofurtherstudy
RANGESTATEMENT
Studytaskmayinclude
essay/report shortanswers oralpresentation groupreport classdiscussion examination informationorpointofviewtobepostedtostudyblogor wikiessay demonstration developingacasestudy realtimeorprerecordedlecture presentationinatutorial/class TV/video/DVDdocumentariesonarangeoftopics filmedinterviews radio/TVprograms,e.g.currentaffairsinterviews,panel discussions anaddress,forexample.byapolitician afeaturefilm,e.g.ofanovelstudied anarrative,e.g.anautobiographicalaccount
Complex/sustainedauraltext mayinclude
Purposeofnotetakingmay include
preparationforapresentation,essay,otherstudytask tolistenforspecificinformationorpointsofviewfora classdiscussion toanalysespokendiscourseoftextforexamplelectureor talk,toreviewlanguageused(asmodel) purpose toinform,entertain,educate,instruct,amuse, argueacasefororagainst,presentresearchfindings,result ofsurveysorquestionnaires genreandstructure,e.g.presentinganargument,a discussion,aprocessorprocedure audience,e.g.needsofaudience,priorknowledge,amount ofsupportrequired(e.g.visualaids,handoutmaterials), whethertheaudienceisfamiliartothespeaker otherrequirements:timelimits,length,useofnotesetc organisationalstructuree.g.introduction/development/ conclusion signposts/discoursemarkers/signals,e.g.Firstofall, AsIindicatedinmyintroduction,Thisleadsmetomynext pointIdliketofinishbyemphasisingthat expressionstosequence,connectanddescriberelationships betweenideassuchaswell,forinstance,bythesemeans, therefore,thus,subsequently,asaresult abbreviationsandacronymse.g.,i.e. useofbulletsandnumbering mindmaps/visualdiagrams tables paraphrasing useofothernotetakingsymbols performance/assessmentcriteria instructionsaboutformat,lengthoftask,supports checkingthatkeyinformationhasbeennoted reviewingnotetakingmethodsforeffectiveness identifyingareasforimprovement identifyinganygapsinrelationtothestudytask identifyingfollowupactionforexampleothersourcesof information
Topic,purpose,genreand audiencemayinclude
Keystructuralfeaturesand discoursestrategiesmayinclude:
Strategiestorecordinformation mayinclude
Reviewmayinclude
askingasupportpersonorpeertocheckwritingand providefeedbackonsuchthingsasspelling,grammar, vocabularyandstructure usingspellcheckinwordprocessingprogram accessingdictionaryorlanguagetextstocheckaccuracy
EVIDENCEGUIDE
Criticalaspectsforassessment andevidencerequiredto demonstratecompetencyinthis unit
Evidencerequiresthatthelearnerdemonstratestheability totakenotesfrommultipleextendedandcomplexaural textswhichareofsufficientdurationtodemonstrate competencyandconsistencyofperformance. Inaddition,tobeassessedascompetentintheelementsand theirrelatedperformancecriteria,thelearnersperformance needstosatisfytheRequiredSkillsandKnowledge specifiedinthisunit.
spokentalks/lecturesandspeechesbothrealtimeand prerecordedsuchaspodcastsonline TV/DVDdocumentaries abilingualdictionary and/anadvancedEnglish Englishdictionary accesstolanguageresources accesstoonlinetextsviatheinternet
Methodofassessment
portfoliodocumentingevidenceofplanningand preparationandnotetaking verbalquestioning
Thisunitcanbecoassessedanddeliveredwithanyorallof thefollowing VPAU530Readandwritecomplextextsforresearch purposes VPAU529GivecomplexoralpresentationsinEnglishfor furtherstudypurposes
ESL Framework Electives
SECTION
C55
VPAU513
Observe and report on activities in a workplace
VPAU513 Observe and report on activities in a workplace

This unit covers tasks associated with the observation, recording and reporting of activities in a practical work observation placement against previously established criteria. It requires the ability to plan and organize observations, collect and record observations, and report observations to others. It also involves evaluating the experience and reflecting on own learning goals. The outcomes described in this unit relate to:
The ISLPR (International Second Language Proficiency Ratings) descriptors for Speaking and Listening. They contribute directly to the achievement of ISLPR Speaking 2 and Listening 2 the Australian Core Skills Framework (ACSF). They contribute directly to the achievement of ACSF indicators of competence in Oral Communication at Level 2.
and
The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included will assist in identifying employability skill requirements. The summary is included in Part B, Appendix B. This unit must be co-delivered and assessed with at least one of the language (Listening and Speaking or Reading and Writing) units from the Certificates in ESL. relate to a number of job roles and industry areas. This unit must be conducted and assessed in a real work or community placement. This unit assumes supervision by a support person.
Co-requisites
Application of the Unit The application of knowledge and skills described in this unit may
ELEMENT
Plan work observation experience
1.1
Identify workplace or community options for workplace observation placement Note requirements of workplace observation participants by selected workplace or community enterprise
1.2
ESL Framework Electives Version 1, December 2008 Page C55:1
1.3
Discuss process and criteria for observation with supervisor
Collect and record information at the workplace
2.1 2.2 2.3
Identify roles and responsibilities of workplace personnel Identify range of workplace activities, including communication activities Record information using agreed criteria Organise recorded information Present observations to others
Report observations to others
3.1 3.2
Reflect on observation in relation to own learning goals
4.1 4.2
Discuss observations in relation to own learning goals Adjust own Learning Plan if required

This describes the essential skills and knowledge and their level for this unit.
Successful completion of this unit requires: Linguistic Knowledge and Skills such as:

simple sentence structures, such as simple and compound sentences a range of common high frequency verb tenses and forms, including simple reported speech a range of modals and modal forms (positive and negative), such as: should, would, could, might, need to a range of common phrasal verbs, e.g. Shes turning off the photocopier a range of conjunctions such as when, but, if, although, so. When I finished in one room, I went to the next one. a range of discourse markers and cohesive devices such as, first, then, after adjectives, adverbs and some adverbial phrases, such as as soon as possible prepositions and prepositional phrases, such as: at the end of the shift understand how tone, stress and intonation modify meaning use stress and intonation adequately
Sociolinguistic and Cultural Knowledge and Skills, such as:

use and choice of address forms politeness conventions in conversation, such as showing interest, making requests, appropriate questions, expressing regret, appropriate use of please and thank you, awareness of some implied meaning and irony seek clarification in a conversation using simple questions repeat or restate words or phrases to be understood and to use some strategies to get the interlocutor to repeat or explain words and phrases use of schema for reporting observations recognising, interpreting and using everyday data and numbers in familiar activities
Pragmatic Knowledge and Skills, such as:

Numeracy Knowledge and Skills
RANGE STATEMENT
Requirements of workplace observation participants may include
following OHS regulations, e.g., personal protective clothing, no-go areas OH&S legislation codes of practice anti discrimination industrial relations manual handling hazard identification time of arrival meeting place observation checklists of work activities criteria to observe outputs notices/signage personal communication operating procedures equipment manuals
Process and criteria for observation may include Communications may include
Recording experiences may include
completing proformas log books collecting employees statement of duties
EVIDENCE GUIDE
Learners can plan workplace observation, collect and record information, report on observations to others and reflect on observations in relation to own learning goals. In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:
the knowledge and skill requirements of this unit assessment of performance requirements in this unit is undertaken in the context of a workplace observation
Context of and specific resources for assessment Guidance information for assessment

direct observation using a checklist third party feedback such as from teachers, support workers or peers self assessment additional verbal questioning to confirm required skills and knowledge
SECTION
C56
VPAU516
Work effectively in an Australian workplace
VPAU516 Work effectively in an Australian workplace

This unit outlines the skills and knowledge to work effectively in an Australian workplace. It serves as an introduction to a range of areas within the Australian industry context. The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included, will assist in identifying employability skill requirements. The summary is included in Section B Course Information (See Appendix B). This unit must be co-delivered and assessed with at least one of the language (Listening and Speaking or Reading and Writing) units from the Certificates in ESL. applies broadly across a range of job roles and industry areas.
Co-requisites
Application of the Unit The application of knowledge and skills described in this unit ELEMENT
Identify cultural features and skills of the Australian workplace
1.1 1.2 1.3 1.4 1.5
Identify features of the culture of the Australian workplace. Discuss the impact of aspects of the culture of the Australian workplace on communication within the workplace List generic skills valued in the Australian workplace Identify own generic skills Relate own generic skills to a specific job position Identify issues which can arise from cultural misunderstanding Discuss strategies which assist in resolving issues arising from cultural misunderstanding Describe workplace conditions of employment Describe the role of organizations providing support in the workplace.
Communicate with colleagues from diverse backgrounds
2.1 2.2
Identify conditions in Australian workplaces
3.1 3.2

Successful completion of this unit requires: Knowledge

basic knowledge of the culture of Australian workplaces basic principles underpinning legislation in the workplace some idiomatic expressions and colloquialisms basic knowledge of the place of generic skills in the Australian workplace. detect some inferred meaning by using a range of clues (syntactic, semantic, logical , contextual) detect opinions, attitudes express opinions and attitudes use register appropriate to the context use a range of strategies to clarify misunderstandings and ambiguous points
Skills

RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Features of the culture of Australian workplaces may vary, but may include
democratic / flat structures in workplaces; valuing of informality between different levels in the hierarchy decision-making may be shared by a number of people perception that personal relations are of importance in business / workplace leads to expectation that employees will involve themselves in social aspects of the workplace; engage in casual conversation, share celebrations valuing of terms and conditions of employment; expectation that workers will not be required to do extensive work out of hours unless there is compensation formality may be softened by informality, eg, meetings often start with some informal small talk understanding the importance of register typical misunderstandings that can occur in the workplace, and appropriate ways of dealing with them
Discussing the impact of aspects of the culture of the Australian workplace on communication may encompass
ESL Framework Electives Version 1, December 2008
Page C56:2
detecting opinions, attitudes in oral and written texts expressing own opinions and attitudes employability skills key competencies language difficulties differences in forms of address; formality / informality non-verbal behavior need to meet family / religious/ cultural obligations discussion to clarify points / sources of difference mediation professional development freedom from harassment, racial discrimination equal opportunity safe working environment guaranteed entitlements unions internal support structures, e.g., Human Resources sections, training personnel government agencies such as Workcover
Generic skills may include
Issues which can arise from cultural misunderstanding may include
Strategies may include
Workplace conditions of employment may include
those governed by legislation and regulation, such as:

Organizations providing support in the workplace may include
EVIDENCE GUIDE
The learner
can identify the cultural features and skills of the Australian workplace can outline basic conditions and entitlements of the Australian workplace demonstrates knowledge of Australian workplace culture has strategies to repair misunderstandings
In addition, to be assessed as competent in the elements and their related performance criteria, the learners performance needs to satisfy the Required Skills and Knowledge specified in this unit.
Resources for assessment include:
access to other participants in real and role play interactions a range of relevant exercises, case studies and other simulated practical and knowledge assessment, and/or access to an appropriate range of relevant operational situations in the workplace
In both real and simulated environments, access is required to relevant and appropriate materials and/or equipment. Method of assessment It is recommended that a combination of the following assessment methods be used:
observation of the learner over a sufficient time period demonstrating the application of this unit oral and /or written questioning to assess Required Skills and Knowledge feedback from relevant others
Evidence should be collected over the enrolment period, and be sufficient so as to test the learners ability to follow written instructions of limited complexity to complete a workplace task, read a note or message in a workplace context, read a range of workplace communications, and write a note or message in a workplace context. Practical assessment must occur:
through appropriately simulated activities at the registered training organisation, and/or in an appropriate range of situations in the workplace
SECTION
C57
VPAU554
Use basic computing language and skills
VPAU554 Use basic computing language and skills

This unit aims to develop computer skills of learners who are speakers of languages other than English to develop language skills.The unit provides an introduction to computer terminology related to hardware, software and functions. It provides the knowledge and skills to access a range of language learning options. The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included will assist in identifying employability skill requirements. The summary is included in Part B, Appendix B. This unit must be co-delivered and assessed with at least one of the language (Listening and Speaking or Reading and Writing) units from the Certificates in ESL. necessary to access and use computers for language learning. These skills will provide the foundation for future educational activities associated with development of language skills. Where application is as part of the ESL Framework, it is strongly recommended that application is integrated with the delivery and assessment of any other units. Where application is concurrent with elements from other units, co-learning and or co-assessment of units is recommended.
Co-requisites
Application of the Unit The unit provides the learner with the skills and knowledge
ELEMENT
Use correct computer terminology.
1.1 1.2 1.3
Identify key words and phrases used in talking about computers and their functions Recognise and use computer terminology to identify computer hardware Recognise and use computer terminology to identify computer software
ESL Framework Electives Version 1, December 2008 Page:C57 1
Describe items on the computer desktop
2.1 2.2
Locate items on the desktop Identify key features and functions of items on the desktop
Perform a simple computer task
3.1 3.2 3.3 3.4 3.5
Open the activity correctly Follow steps given verbally or in writing Request assistance or clarification as required Follow occupational health and safety instructions related to use of computers Correctly close activity.
Complete computer4.1 based language learning 4.2 activities 4.3 4.4 4.5
Select a learning activity Open and locate the program Use the basic navigation features to move around the activity Follow instructions to complete the language activity Close the learning activity correctly
Describe common 5.1 computer related problems and seek assistance to solve them 5.2 5.3
Identify a problem and request assistance using common expressions Describe problems encountered using a range of computer related vocabulary and expressions Respond to feedback and seek clarification as appropriate

This describes the essential skills and knowledge and their level, required to be able to undertake this unit.
Successful completion of this unit requires:

knowledge of terminology related to computer hardware knowledge of terminology related to computer functions including verbal instructions spoken and written language and instructions related to accessing computer software programs for language learning basic computer skills language skills to request assistance and problem solve computer problems with support
RANGE STATEMENT
Key words and phrases and Computer terminology may include
Items may include
Simple computer task may include
Occupational health and safety may include
computer specific use of common words e.g. mouse, names of computer hardware e.g. hard drive, keyboard, printer, data stick, CD Rom Drive, USB Port names of computer software programs, e.g. Word, verbs e.g. drag, click, double click, open, close, scroll down, download computer personnel e.g. help desk acronyms e.g. IT, CD, DVD icons, e.g. My Documents Start button Toolbar and drop down menu (Fine, Edit, View, etc.) shortcuts programs recycle bin start up/shut down games locate file sort files open/close programs seating / posture lighting, glare working heights trip hazards word games close exercises dictionary activities listening activities reading comprehension and multiple choice
Computer-based language learning activities may include
Programs on computer or on CD Rom / DVD

Computer-based language learning activities may include
Programs on computer or on CD Rom / DVD

Navigation features may include
Common computer related problems may include
word games close exercises dictionary activities listening activities reading comprehension and multiple choice tool bar icons next, play, start, finish, back forgotten password lost files computer not starting frozen screen
EVIDENCE GUIDE
evidence of the ability to source computer information evidence of the ability to respond to and interpret basic computer instructions and seek assistance as appropriate
In addition to be assessed as competent in the elements and their related performance criteria, the learners performance needs to satisfy the Required Skills and Knowledge specified in this unit The needs of the learner will be met by provision of:
Context of and specific resources for assessment Guidance information for assessment
computer hardware/software and internet access.

a learning environment appropriate to the assessment task appropriate support allowing for full participation direct observation, for example: real time activities third party feedback, for example: reports from other teachers or support workers peer feedback self assessment

SECTION
C58
VPAU555
Use the internet and email to develop language
VPAU555 Use the internet and email to develop language

This unit aims to develop computer skills of learners who are speakers of languages other than English to develop language skills. The unit aims to provide an introduction to language learning through computers. It provides the knowledge and skills to access a range of language learning options online and to compose and respond to simple email messages. The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included will assist in identifying employability skill requirements. The summary is included in Part B, Appendix B. This unit must be co-delivered and assessed with at least one of the language (Listening and Speaking or Reading and Writing) units from the Certificates in ESL. necessary to access and use the internet and email for language learning. It also develops skills and knowledge in language used to describe computer functions related to internet and email which can be applied in a range of contexts. The unit provides foundation skills for development of language and computing for further study, employment and community participation.
Co-requisites
ELEMENT
Locate information for a range of purposes on the internet
1.1 1.2 1.3
Identify the types of information available on the internet Open internet program and use navigational skills and tools appropriately Use common search facilities to locate information
Complete online language learning activities
2.1 2.2
Locate and launch the internet program Navigate the internet to locate and select an online learning activity
ESL Framework Electives Version 1, December 2008 Page:C58.1
2.3 2.4
Use the basic features of web navigation to move around the activity Complete the language activity
Communicate using simple email messages
3.1 3.2 3.3 3.4 3.5 3.6
Open an email program Locate the key menu items for composing, sending and replying to email messages Identify the features of email addresses Compose and send a simple message Open and read a received message Reply to an email message

Successful completion of this unit requires

terminology related to computer hardware terminology related to computer functions including verbal instructions terminology related to computer email programs and functions spoken and written language related to accessing internet programs
RANGE STATEMENT
Information may include
directories dictionaries online newspapers, articles downloads blogs websites specifically designed for e-learning other popular sites, e.g. itunes, EBay moving back, typing web address line mouse and key strokes to move about the screen
Navigational skills and tools
opening links on webpages search engines, e.g. Google grammar exercises comprehension exercises cloze listening / viewing and reading web based e.g. yahoo, hotmail student email via organisation icons drop down menus compose, send, forward, inbox, sent box, delete @ use Ccc / Bcc
Search facilities Online language learning activities may include
Email programs may include Key menu items
Features
EVIDENCE GUIDE
To be assessed as competent the learner needs to demonstrate:
evidence of the ability to operate internet and email programs evidence of the ability to source internet information evidence of the ability to respond to and interpret a range of computer instructions and seek assistance as appropriate
In addition to be assessed as competent in the elements and their related performance criteria, the learners performance needs to satisfy the Required Skills and Knowledge specified in this unit Context of and specific resources for assessment Method of Assessment The needs of the learner will be met by provision of:
computer hardware/software and internet access.
appropriate support allowing for full participation
Appropriate assessment strategies could include a combination of:

observation evidence in checklists third party feedback, for example: reports from other teachers or support workers peer feedback from group activities self assessment logs of programs / activities accessed and completed oral questioning
The communication needs of the learner need to be considered in assessment of this unit. Support can be provided through sympathetic interlocutors, allowance of time to complete tasks. This unit can be assessed as part of an assessment activity involving units or modules additional to its co-requisite from the qualification in which it is packaged.
SECTION
C59
VPAU556
Organise and participate in a practical placement
VPAU556 Organise and participate in a practical placement

This unit aims to familiarise learners who are speakers of languages other than English with the Australian workplace, relevant terminology and work tasks. It covers negotiation of a placement, communication in the workplace, occupational health and safety, evaluation and record keeping. The unit is included as an elective for use at different levels of the Certificates in ESL Framework. It may be contextualised to suit the needs and skills of learners in courses from Certificate I to Certificate IV. The focus of this unit is on developing the skills and knowledge to select, negotiate and participate in a practical work placement.
The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included, will assist in identifying employability skill requirements. The summary is included in Section B Course Information (See Appendix B). This unit must be co-delivered and assessed with at least one of the language (Listening and Speaking or Reading and Writing) units from the Certificates in ESL. number of job roles.
Co-requisites
Application of the Unit The application of skills and knowledge in this unit may apply to a ELEMENT
Plan practical placement
1.1 1.2 1.3 1.4
Preferences and priorities in relation to practical placement are listed Placement options are investigated Placement requirements are identified Potential barriers or problems are identified
ESL Framework Electives Version 1, December 2008 PageC59:1
Negotiate practical placement arrangements
2.1
A time to meet with appropriate personnel in the workplace is organised Skills, experience, needs and preferred options are described Documents and information required by both parties are identified Employer expectations are identified Establish a workplace routine and any required documentation
2.2 2.3 2.4 2.5
Communicate in the workplace
3.1 3.2 3.3
Identify roles and responsibilities of workplace personnel Identify reporting procedures Identify a range of workplace communications
Participate as a member of the workplace under supervision
4.1
Complete workplace tasks in accordance with Occupational Health and Safety requirements Follow work routine Work as part of a team where appropriate Locate workplace supports and access if required Document work routine and record experience as appropriate
4.2 4.3 4.4 4.5
Debrief and evaluate work experience
5.1 5.2 5.2 5.3
Select a support person and review main aspects of the work experience Assess personal strengths and weaknesses Re-establish goals for enhancement of work related skills Formulate an action plan for meeting career goals

vocabulary to talk about familiar issues such as workplace events, weather, environment, simple current events conventions in conversation such as making requests for assistance or explanation, strategies to get the interlocutor to repeat or explain words and phrases, questions common colloquialisms skills to read and interpret signs and other texts in the workplace skills to keep a record of activity and make self evaluation knowledge of basic OHS requirements some knowledge of aspects of Australias multicultural society and workplace culture interpret and use everyday data, numbers, money in workplace activities
RANGE STATEMENT
Placement requirements may include
complete required forms obtain necessary permission signatures comply with OHS requirements attendance times breaks advising absence duties reporting relationships OH&S legislation codes of practice anti discrimination industrial relations seating manual handling
Employer expectations may include
Occupational Health and Safety requirements may include

hazard identification PPE personal protective equipment dangerous goods personal safety requirements policies, programs or persons responsible for issues in the workplace such as racial discrimination, workplace bullying, log book employer report statement of duties journal
Workplace supports Record experience may include
EVIDENCE GUIDE
Evidence requires:
evidence of the ability to plan, organise and participate in a work placement program evidence of the ability to source workplace information evidence of the ability to respond to and interpret a range of workplace instructions and seek assistance as appropriate evidence of the ability to evaluate a practical placement
Performance standards by the learner will meet the performance criteria and demonstrate the language proficiency requirements described in the Required Skills and Knowledge section. Evidence should be collected on a number of occasions to allow students to demonstrate competence and consistency of performance.
additional questioning may gather information for required skills and knowledge
Resources to be used in assessment include access to the following:

a workplace environment access to mentors and other people in the workplace

appropriate support allowing for full participation Appropriate assessment strategies could include a combination of: observation evidence in checklists third party feedback, for example: reports from other teachers or support workers peer feedback photographs and other evidence may be used to support self evaluation self assessment oral questioning / interviews
Guidance for assessment
SECTION
C60
VPAU557
Use services in the local community
VPAU557 Use services in the local community

This unit develops skills of learners who are speakers of languages other than English to access and use the resources of their local community. The unit focuses on an orientation to the main services: locating major community offices, using public transport and recreational options. The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included will assist in identifying employability skill requirements. The summary is included in Part B, Appendix B. This unit must be co-delivered and assessed with at least one of the language (Listening and Speaking or Reading and Writing) units from the Certificates in ESL. necessary to access and use computers for language learning. These skills will provide the foundation for future educational activities associated with development of language skills.
Co-requisites
ELEMENT
Locate self in the local area
1.1 1.2 1.3
Identify street, suburb or town and state of residence Identify the local government area Locate place of residence in relation to the nearest major centre
Use the local transport system
2.1 2.2 2.3 2.4
Identify modes of transport in the local area. Use resources available to determine best option for travel to a destination Purchase a ticket Complete journey
ESL Framework Electives Version 1, December 2008 Page: C60:1
Investigate community services in the local area
3.1 3.2 3.3 3.4 3.5
Identify sources of publicity for community services Identify what services are available Locate a number of local community services Identify the opening and closing times of a number of local community services Obtain information and report on one specific service
Investigate recreation options in the local area
4.1 4.2 4.3 4.4
Identify sources of publicity for recreation options Identify recreation options in your area and methods of access Locate a local recreation activity Identify the opening and closing times of the recreation activity


language related to community services spoken and written language and instructions related to accessing community services language skills to request assistance and problem solve with support
RANGE STATEMENT
Major centre may include
capital city regional centre CBD
Modes of transport may include
bus tram train taxi bike tracks schools, kindergarten, child care centres hospital/medical centre library police station neighbourhood house interpreting services local paper posters flyers radio/TV as appropriate to the locality library membership community education courses immunization program registration of pets sporting facilities/clubs yoga classes dancing classes community clubs application form for membership / joining fee free access membership card
Community services may include
Sources of publicity may include
A number of One specific service may include
Recreation options may include
Methods of access may include
EVIDENCE GUIDE
evidence of the ability to source information on the local community evidence of the ability to interpret information for personal and social purposes evidence of ability to access public transport evidence of the ability to identify choices based on information from community sources
In addition to be assessed as competent in the elements and their related performance criteria, the learners performance needs to satisfy the Required Skills and Knowledge specified in this unit Context of and specific resources for assessment Method of assessment The needs of the learner will be met by provision of access to community services, recreational services and public transport in the local area. A range of assessment strategies or options should be considered to suit the needs of the learner. Appropriate assessment strategies could include a combination of:

observation evidence in checklists third party feedback, for example: reports from other teachers or support workers peer feedback from group activities self assessment logs of programs / activities accessed and completed oral questioning
SECTION
C61
VPAU558
Locate information on driving and buying a car
VPAU558 Locate information on driving and buying a car

This unit develops skills and knowledge of learners who are speakers of languages other than English about the requirements for driving in Australia, using maps or street directories for a range of purposes and the processes of buying a car. The focus of the Unit is on developing the language skills to locate and access information about driving a car, buying a car and using a street directory. The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included will assist in identifying employability skill requirements. The summary is included in Part B, Appendix B. This unit must be co-delivered and assessed with at least one of the language (Listening and Speaking or Reading and Writing) units from the Certificates in ESL. of employment and community contexts.
Co-requisites
Application of the Unit Skills and knowledge acquired in this unit can be applied in a range ELEMENT
Describe the requirements for driving in Australia
1.1 1.2 1.3 1.4 1.5
Outline the legal requirements for driving in Australia Interpret road signs and signals Investigate road requirements particular to the local area List ways in which a driver may lose a licence Access information to assist driving Use the grid reference system to locate information Locate information in various sections of the map book or directory Give and follow directions using a map or street directory
Use a map or street directory for a range of purposes
2.1 2.2
2.3
Describe the process of buying a car
3.1 3.2
Identify the sources of cars for sale Identify the advantages and disadvantages of each car sale source Identify the responsibilities of a car owner
3.3


language related to driving and purchasing a car spoken and written language and instructions related to driving and purchasing a car language skills to request assistance and problem solve with support numeracy skills to calculate costs and other expenses related to owning a car
RANGE STATEMENT
Legal requirements may include
licences/status of International Licence drink driving / 0.05 testing speeding and speed limits parking infringements responsibilities in an accident toll roads and payment options single lane bridges unfenced roads and livestock gates on rural roads traffic free zones on designated days, e.g. market day school zones (40 kph) special conditions websites related to toll ways, webcam showing traffic conditions
Road requirements particular to the local area may include
Information to assist may include
radio and online traffic advice, petrol price comparisons websites related to drivers licences street directories (online and print) e.g. whereis. contents index public transport section index of main schools/hospitals/churches used and new car retail outlets car auctions private sales Trading Post online sources registration roadworthiness running costs
Various sections may include
Sources may include
Responsibilities may include
EVIDENCE GUIDE

evidence of the ability to source information on requirements for driving in Australia evidence of the ability to use information from maps and directories evidence of the ability to interpret information about purchasing cars
In addition to be assessed as competent in the elements and their related performance criteria, the learners performance needs to satisfy the Required Skills and Knowledge specified in this unit Context of and specific resources for assessment Learners should have access to a range of authentic materials in real and simulated settings both in the classroom as well as on field trips or excursions. The needs of the learner will be met by provision of:
access to current information
access to current street directories and maps, online and print based print and non-print resources appropriate equipment and materials appropriate support allowing for full participation
Method of Assessment
A range of assessment strategies or options should be considered to suit the needs of the learner.

Appropriate assessment strategies could include a combination of: observation evidence in checklists third party feedback, for example:

reports from other teachers or support workers peer feedback from group activities
self assessment evidence of relevant activities completed, e.g. excursions collections of resources obtained on field trips oral questioning
SECTION
C62
VPAU559
Locate health and medical information
VPAU559 Locate health and medical information

This unit develops language skills and knowledge of learners who are speakers of languages other than English to describe basic health matters, read medical advice and to describe the processes of dealing with a medical emergency in Australia. The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included will assist in identifying employability skill requirements. The summary is included in Part B, Appendix B. This unit must be co-delivered and assessed with at least one of the language (Listening and Speaking or Reading and Writing) units from the Certificates in ESL. of community contexts.
Co-requisites
Application of the Unit Skills and knowledge acquired in this unit can be applied in a range
ELEMENT
Describe a range of factors in relation to personal health
1.1 1.2 1.3
Identify a range of everyday illnesses, ailments and injuries List the symptoms associated with common illnesses and ailments Identify appropriate actions to take to manage common illnesses and injuries
Describe common household medicines and health equipment and their uses
2.1 2.2
Outline the type of medicines that are commonly found in home first aid Identify the information contained on labels and their importance
2.3
Match medicines with their purpose Outline the features and uses of common household medical equipment
Access information on medical support in the local area
3.1 3.2
Identify main types of medical support available List locations, names and important information related to main medical supports
Describe appropriate action in the event of a medical emergency
4.1 4.2 4.3
Identify a range of medical emergencies Investigate emergency services and their functions Use resources to outline the steps required to obtain emergency assistance


language related to health and human body spoken and written language and instructions related to medical situations or conditions and health services language and numeracy skills related to measurement, quantity and time.
RANGE STATEMENT
Actions may include
identify basic first aid common treatments for simple ailments and injuries when to seek medical attention symbols common vocabulary, e.g. dosage, hourly thermometer first aid kit bandages
Information contained on labels may include

Common household medical equipment may include
Main types of medical support
medical centre general practitioners hospital community health centre pharmacy telephone support lines telephone interpreter service accidents in the home fires road accidents public transport accidents drowning ambulance fire brigade police state emergency services (storms, bushfires) rural fire services local community centre / hospital online and print based information charts and diagrams signs and poster in the community documentaries and other audio visual resources experts in the community family and friends organizations such as St Johns Ambulance guest speakers contact emergency services by telephone clear directions and information to emergency services responsibilities of those in attendance while waiting basic first aid
Medical emergencies may include
Emergency services may include
Resources may include
Steps required may include
EVIDENCE GUIDE

evidence of the ability to source health information evidence of the ability to interpret health information evidence of the ability to use language to describe a range of health related events.
In addition to be assessed as competent in the elements and their related performance criteria, the learners performance needs to satisfy the Required Skills and Knowledge specified in this unit Context of and specific resources for assessment Learners should have access to a range of authentic materials in real and simulated settings both in the classroom as well as on field trips or excursions. The needs of the learner will be met by provision of:

access to current information print and non-print resources guest speakers, documentaries appropriate support allowing for full participation
A range of assessment strategies or options should be considered to suit the needs of the learner. Appropriate assessment strategies could include a combination of:

observation evidence in checklists third party feedback, for example: reports from other teachers or support workers peer feedback from group activities
self assessment evidence of relevant activities completed, e.g. excursions collections of resources obtained on field trips oral questioning
SECTION
C63
VPAU560
Investigate current issues
VPAU560 Investigate current issues

This unit develops skills of learners who are speakers of languages other than English investigate current issues. The unit focuses on an orientation to the main services: locating major community offices, using public transport and recreational options. The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualifications Employability Skills Summary in which this unit is included will assist in identifying employability skill requirements. The summary is included in Part B, Appendix B. This unit must be co-delivered and assessed with at least one of the language (Listening and Speaking or Reading and Writing) units from the Certificates in ESL. necessary to access and use computers for language learning. These skills will provide the foundation for future educational activities associated with development of language skills.
Co-requisites
ELEMENT
Explore a current issue of significance in Australia
1.1 1.2 1.3
Identify the issue and why it is significant State the main facts of the issue Give an opinion on the issue
Explore a current issue of international significance
2.1 2.2 2.3
Identify the issue and why it is significant State the main facts of the issue Give an opinion on the issue


language related to current affairs locally and internationally ability to access information from sources such as written texts, online texts, documentaries and other visual material ability to consider an issue and give an opinion
RANGE STATEMENT
Current issue of significance in Australia may include
political issues, e.g. refugees, immigration policy environmental issues education issues, e.g. higher education funding, bilingual and LOTE education, international student issues key players area, place, groups affected reasons for the issue war environmental issues natural disasters drought, earthquakes, flood
Main facts may include
Current issue of international significance may include
EVIDENCE GUIDE
evidence of the ability to source information on current affairs evidence of the ability to order and interpret current affairs information evidence of the ability to provide opinions on current affairs
In addition to be assessed as competent in the elements and their related performance criteria, the learners performance needs to satisfy the Required Skills and Knowledge specified in this unit Context of and specific resources for assessment Learners require access to:
resources such as learner worksheets, reference materials, atlases, maps and charts. computer hardware/software and internet access access to people in the community, guest speakers, local information as appropriate access to a bilingual dictionary, and / or an EnglishEnglish dictionary to determine meaning and other printed materials for support e.g. texts as models appropriate support allowing for full participation
Method of Assessment
A range of assessment strategies or options should be considered to suit the needs of the learner. Appropriate assessment strategies could include a combination of:

observation evidence in checklists third party feedback, for example: reports from other teachers or support workers peer feedback from group activities
self assessment portfolio of evidence reports, oral presentations, photographic supports, charts, diagrams oral questioning
SECTION
C64
VPAM543
Australian Environment
VPAM543 Australian Environment
MODULE DETAILS Module Name Module Code MODULE PURPOSE Australian Environment VPAM543
This module aims to familiarise learners who are speakers of languages other than English with the Australian environment and the language required to describe a range of environmental features. The module is included as an elective for use at different levels of the Certificates in ESL Framework. It may be contextualised to suit the needs and skills of learners in courses from Certificate I to Certificate IV.
CO-REQUISITES Employability skills
This module must be co-delivered and assessed with at least one of the language (Listening and Speaking or Reading and Writing) units from the Certificates in ESL. The required outcomes described in this module contain applicable facets of Employability Skills. The qualifications Employability Skills Summary, in which this module is included, will assist in identifying employability skill requirements. The summary is included in Part B Course Requirements (see Appendix B). 1. 2. 3. 4. Describe Australia's physical features and climate. Compare Australias physical features and climate with those of another country. Describe an environmental issue of significance in Australia. Investigate an environmental issue of local importance
SUMMARY OF LEARNING OUTCOMES
Learning Outcome 1 Assessment Criteria
Describe Australia's physical features and climate. 1.1 1.2 1.3 Locate key physical features of Australia on a map. Outline different climate zones and their special features. Use language of direction, size, shape and comparison.
Compare Australias physical features and climate with those of another country. 2.1 2.2 2.3 Describe physical features and climate of another country. Identify similarities and differences between Australia and another country. Use language of comparison and contrast.
Describe an environmental issue of significance in Australia. 3.1 3.2 3.3 Describe the main aspects of the environmental issue. Identify the impact of the issue on Australia. Identify some possible strategies to deal with the issue. Describe the main aspects of the local environmental issue. Identify the impact of the issue on the local community. Identify some possible strategies to deal with the issue.
Investigate an environmental issue of local importance. 4.1 4.2 4.3
REQUIRED KNOWLEDGE
This provides a summary of the essential knowledge and level, required for this module.
terminology related to physical features of the landscape, to describe environments, and Australian localities such as areas of national or international significance knowledge of geographical features of one country other than Australia environmental issues and consequences in Australia measurement, shape and numbers relevant to the learning outcomes in this module.
RANGE STATEMENT
The Range Statement relates to the module as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the Assessment Criteria is detailed below. Add any essential operating conditions that may be present with training and assessment depending on the situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Key physical features may include
mountains deserts rainforests coastal areas rivers significant areas such as Great Barrier Reef, Uluru impact of climate change, such as dying river systems water shortage salinity air pollution
Environmental issues of significance in Australia may include
fragility of the Great Barrier Reef natural disasters such as bushfires global warming traffic rubbish air or water pollution industrial waste and pollution salinity/erosion/drought water shortages ways of conserving/saving water, at home, work or in the local community recycling, ways to reduce waste ways of reducing energy usage at home, work or in the local community how to reduce car use, or make cars run more efficiently, energy efficient appliances alternative forms of energy, such as solar, wind power. alternative forms of transport, such as cycling, better public transport planting trees to improve air quality
Environmental issues of local importance may include
Strategies may include
EVIDENCE GUIDE
The Evidence Guide provides advice on assessment and must be read in conjunction with the Learning Outcomes, Assessment Criteria, Required Knowledge, the Range Statement and the Assessment section in Section B of the accreditation submission.
To be assessed as competent the learner needs to Critical aspects for assessment and evidence required to demonstrate the demonstrate: achievement of the learning evidence of the ability to identify information on the outcomes of this module Australian environment
evidence of the ability to make comparisons with environmental aspects of another country. evidence of the ability to identify the impact of environmental problems
Context of and specific resources for Learners require access to: assessment resources such as learner worksheets, reference materials, atlases, maps and charts.

computer hardware/software and internet access access to people in the community, guest speakers, local information as appropriate access to a bilingual dictionary, and / or an EnglishEnglish dictionary to determine meaning and other printed materials for support e.g. texts as models appropriate support allowing for full participation
A range of assessment strategies should be used to meet learner needs. Providers and teachers should also refer to the assessment principles outlined in Section B (Section 6.1 Assessment Strategy). The following examples are appropriate for this module:
oral questioning to establish understanding of specific content observation of a spoken contribution / oral presentation a portfolio of evidence which may include written material supported by a range of other visual / recorded information field trip reports This module can be assessed as part of an assessment activity involving units or modules additional to its corequisite from the qualification in which it is packaged.
SECTION
C65
VPAM544
Australian Government
VPAM544 Australian Government
MODULE DETAILS Module Name Module Code MODULE PURPOSE Australian GovernmentVPAM544 VPAM544
This module aims to familiarise learners who are speakers of languages other than English with the Australian system of government and provides the knowledge required by an Australian citizen to participate in the electoral process. The module is included as an elective for use at different levels of the Certificates in ESL Framework. It may be contextualised to suit the needs and skills of learners in courses from Certificate I to Certificate IV.
This module must be co-delivered and assessed with at least one of the language (Listening and Speaking or Reading and Writing) units from the Certificates in ESL. The required outcomes described in this module contain applicable facets of Employability Skills. The qualifications Employability Skills Summary, in which this module is included, will assist in identifying employability skill requirements. The summary is included in Part B Course Requirements (see Appendix B). 1. 2. 3. Describe the system of government in Australia Describe the election process in Australia Describe the rights and responsibilities of residents and citizens of Australia
Describe the system of government in Australia 1.1 1.2 1.3 Identify the features of a parliamentary democracy Outline the roles of federal, state and local government Identify the key players in federal, state and local government
Describe the election process in Australia 2.1 2.2 Outline the key steps taken in an election Outline the features of the preferential voting system
Page C65:1
2.3 Learning Outcome 3 Assessment Criteria
Locate a range of information provided in election material
Describe the rights and responsibilities of residents and citizens of Australia 3.1 3.2 Identify the advantages and disadvantages of Australian citizenship Identify the rights and responsibilities of Australian residents and citizens
REQUIRED KNOWLEDGE

terminology related to elections (local, state and federal) terminology to describe aspects of government knowledge of requirements for citizenship numbering systems relevant to the election process.
RANGE STATEMENT
Key players
members of parliament governor general prime minister/state premiers pre election brochures newspaper articles television/radio reports how to vote cards ballot papers
Election material
Page C65:2
EVIDENCE GUIDE
Critical aspects for assessment and evidence required to demonstrate the achievement of the learning outcomes of this module
evidence of the ability to source information on systems of Australian government evidence of the ability to interpret information on election processes evidence of the ability to interpret information on rights and responsibilities of Australian residents and citizens resources such as learner worksheets, reference materials, atlases, maps and charts. computer hardware/software and internet access access to people in the community, guest speakers, local information as appropriate access to a bilingual dictionary, and / or an EnglishEnglish dictionary to determine meaning and other printed materials for support e.g. texts as models appropriate support allowing for full participation
Learners require access to:
oral questioning to establish understanding of specific content observation of a spoken contribution / oral presentation a portfolio of evidence which may include written material supported by a range of other visual / recorded information field trip reports
This module can be assessed as part of an assessment activity involving units or modules additional to its corequisite from the qualification in which it is packaged.
Page C65:3
SECTION
C66
VPAM545
Australian Law
VPAM545 Australian Law
MODULE DETAILS Module Name Module Code MODULE PURPOSE Australian Law VPAM545
This module aims to familiarise students with the Australian legal system and provides the knowledge and skills required to access various aspects of the Australian legal system. This module is based on VBN 504 Australian Law from Certificates in ESL Framework.
MODULE PURPOSE
This module aims to familiarise learners who are speakers of languages other than English with the Australian legal system and provides the knowledge required to understand various aspects of the Australian legal system. The module is included as an elective for use at different levels of the Certificates in ESL Framework. It may be contextualised to suit the needs and skills of learners in courses from Certificate I to Certificate IV.
This module must be co-delivered and assessed with at least one of the language (Listening and Speaking or Reading and Writing) units from the Certificates in ESL. The required outcomes described in this module contain applicable facets of Employability Skills. The qualifications Employability Skills Summary, in which this module is included, will assist in identifying employability skill requirements. The summary is included in Part B Course Requirements (see Appendix B). 1. 2. Describe the features of the Australian legal system Describe the process of accessing legal representation

Describe the main features of the Australian legal system 1.1 1.2 1.3 Identify the main differences between civil and criminal law Identify the rights and responsibilities of the police in Australia Outline the main features of the court system and the role of each court
Page C66:1
Identify methods of punishment in Australia
Describe the process of accessing legal representation 2.1 2.2 2.3 Identify key features of the system of legal representation Locate legal resources Identify the costs of accessing the legal system
REQUIRED KNOWLEDGE

terminology related to legal systems (local, state and federal) terminology to describe aspects of the court system
RANGE STATEMENT
Legal representation
solicitor/barrister/queens counsel judge and jury legal aid solicitors print resources websites e.g. Department of Justice, Work Cover
Legal resources
EVIDENCE GUIDE

evidence of the ability to source legal information evidence of the ability to interpret information on the processes of the courts and justice system evidence of the ability to identify sources of legal support in the community
Page C66:2
Context of and specific resources for Learners require access to: assessment resources such as learner worksheets, reference materials, atlases, maps and charts.

computer hardware/software and internet access access to people in the community, guest speakers, local information as appropriate access to a bilingual dictionary, and / or an EnglishEnglish dictionary to determine meaning and other printed materials for support e.g. texts as models appropriate support allowing for full participation
Page C66:3
SECTION
C67
VPAM546
Education in Australia
VPAM546 Education in Australia
MODULE DETAILS Module Name Module Code MODULE PURPOSE Education in Australia VPAM546
This module aims to familiarise learners who are speakers of languages other than English with the structure of the education system in their state as well as the cultural features of education in Australia. The module is included as an elective for use at different levels of the Certificates in ESL Framework. It may be contextualised to suit the needs and skills of learners in courses from Certificate I to Certificate IV.
This module must be co-delivered and assessed with at least one of the language (Listening and Speaking or Reading and Writing) units from the Certificates in ESL. The required outcomes described in this module contain applicable facets of Employability Skills. The qualifications Employability Skills Summary, in which this module is included, will assist in identifying employability skill requirements. The summary is included in Part B Course Requirements (see Appendix B). 1. 2. Describe the organisational features of the education system in your state Describe the cultural features of the Australian education system

Describe the organisational features of the education system in your state 1.1 1.2 1.3 1.4 List the sectors of the state education system Identify the role of sectors in the state education system Outline the qualifications offered by the state education system Describe how to gain access to various levels and sectors of the education system
Describe the cultural features of the Australian education system 2.1 2.2 Outline the role of the teacher in Australian education Outline the rights and responsibilities of the student in Australian education
Page C67:1
2.3 2.4
Identify appropriate communication between teachers and students Identify the role of parents in primary and / or secondary education
REQUIRED KNOWLEDGE

terminology related to education systems and operations knowledge of the system of qualifications in Australian Education entry requirements to various levels of education
RANGE STATEMENT
The evidence guide provides advice on assessment and must be read in conjunction with the Learning Outcomes, Assessment Criteria, Required Knowledge, the Range Statement and the Assessment section in Section B of the accreditation submission.
Sectors
compulsory/post-compulsory pre-school primary secondary vet higher education adult/further education pathways assessment system titles of qualifications such as Certificate in / VCE rights and responsibilities relationship with students communication with students and parents discipline assessment face-to-face/telephone/in writing, e.g. email, letters school newsletters excursion forms forms requiring signatures, e.g. health records volunteer roles committees
Qualifications
Role of the teacher
Communication
Role of the parents
Page C67:2
school council excursions parent/teacher interviews communication with the school
EVIDENCE GUIDE

evidence of the ability to source education information evidence of the ability to source and interpret information about cultural expectations and practices in education resources such as learner worksheets, reference materials, atlases, maps and charts. computer hardware/software and internet access access to people in the community, guest speakers, local information as appropriate access to a bilingual dictionary, and / or an EnglishEnglish dictionary to determine meaning and other printed materials for support e.g. texts as models appropriate support allowing for full participation
Page C67:3
SECTION
C68
VPAM547
Australian Art and Culture
MODULE DETAILS Module Name Module Code MODULE PURPOSE Australian Art and Culture VPAM547
This module aims to familiarise learners who are speakers of languages other than English with aspects of Australian Art and Culture from both the past and present and the language required to describe aspects of Australian Art and Culture. The module is included as an elective for use at different levels of the Certificates in ESL Framework. It may be contextualised to suit the needs and skills of learners in courses from Certificate I to Certificate IV.
This module must be co-delivered and assessed with at least one of the language (Listening and Speaking or Reading and Writing)units from the Certificates in ESL. The required outcomes described in this module contain applicable facets of Employability Skills. The qualifications Employability Skills Summary, in which this module is included, will assist in identifying employability skill requirements. The summary is included in Part B Course Requirements (see Appendix B). 1. 2. 3. 4. 5. Describe the features of one of the visual arts in Australia Investigate concepts of Australian identity and culture Investigate a local example of Australian art or culture Describe the features of an Australian film
Describe the features of one of the visual arts in Australia 1.1 1.2 1.3 1.4 Select one of the visual arts Give historical background to the art List the key participants Outline the features of one artists work
Investigate concepts of Australian identity and culture 2.1 2.2 2.3 Identify key elements of Australian Englishes Describe Australian cultural icons Describe multicultural aspects of Australias culture
Page C68:1
Describe key elements of Australian entertainment and leisure
Investigate a local example of Australian art or culture 3.1 3.2 3.3 Describe the significance of and locate the example Describe the key characteristics of example Explain reasons for selection and give an opinion of the example
Describe the features of an Australian film 4.1 4.2 4.3 4.4 Identify the title, creators and key participants State the historical setting and location of the film List the key events Identify any significant issues or themes
REQUIRED KNOWLEDGE

terminology used to describe periods of Australian visual arts language to describe details of visual arts aspects of Australian popular culture, colloquialisms and icons varieties of Australian English multiculturalism aspects of Australian film and entertainment
RANGE STATEMENT
Visual arts
painting drawing print making textile/craft work
Page C68:2
pottery sculpture photography major movements or periods, eg. Indigenous, colonial, impressionist location and time work was created main techniques influences themes and intentions colour and materials used size and nature of the work relevant personal attributes Standard Australian English slang/colloquialisms indigenous Australian languages regional differences vocabulary items (compared with US or British English) people objects buildings songs pictures/paintings food music, dance and song religious practices sport such as Aussie Rules visual colour/size/shape/material performance participants/costumes/ where performed
Historical background Work
Australian Englishes
Cultural icons
Key elements
Key characteristics
Page C68:3
EVIDENCE GUIDE
evidence of the ability to interpret information on visual arts evidence of the ability to interpret information on Australian cultural identity evidence of the ability to respond to local art and culture evidence of the ability to interpret and respond to Australian films
Context of and specific resources for Learners require access to: assessment resources such as learner worksheets, reference materials, atlases, maps and charts. computer hardware/software and internet access access to people in the community, guest speakers, local information as appropriate field trips / excursions access to a bilingual dictionary, and / or an EnglishEnglish dictionary to determine meaning and other printed materials for support e.g. texts as models
appropriate support allowing for full participation
Page C68:4
SECTION
C69
VPAM548
Indigenous Australia
VPAM548 Indigenous Australia
MODULE DETAILS Module Name Module Code MODULE PURPOSE Indigenous Australia VPAM548
This module aims to familiarise learners who are speakers of languages other than English with the political and social history of Indigenous Australia from pre-history to the present day. The module is included as an elective for use at different levels of the Certificates in ESL Framework. It may be contextualised to suit the needs and skills of learners in courses from Certificate I to Certificate IV.
This module must be co-delivered and assessed with at least one of the language (Listening and Speaking or Reading and Writing) units from the Certificates in ESL. The required outcomes described in this module contain applicable facets of Employability Skills. The qualifications Employability Skills Summary, in which this module is included, will assist in identifying employability skill requirements. The summary is included in Part B Course Requirements (see Appendix B). 1. 2. 3. 4. Describe Indigenous Australia prior to European invasion Describe the role of European settlers and Indigenous Australians in the 18th and 19th centuries Describe the key features of Indigenous Australian history during the 20th century Investigate a key issue in present day Indigenous Australia
Describe Indigenous Australia prior to European invasion 1.1 1.2 1.3 Outline the physical and environmental features of Australia Outline the lifestyle of Indigenous Australians before settlement Identify key features of indigenous art and culture
Describe the role of European settlers and Indigenous Australians in the 18th and 19th centuries 2.1 Identify the key causes of conflict between European settlers and indigenous Australians
Outline the impact of settlement on the indigenous people
Describe the key features of Indigenous Australian history during the 20th century 3.1 3.2 Identify key events in 20th century indigenous history List the impact on indigenous people of developments in the 20th century
Investigate a key issue or identity in present day Indigenous Australia 4.1 4.2 Describe the issue or identity Identify the impact of the issue or identity on Indigenous Australia
REQUIRED KNOWLEDGE
terminology to describe indigenous history and culture chronological ordering of information
RANGE STATEMENT
Physical and environmental features Causes of conflict
land use animal and plant life attitude to the land: land as mother / terra nullius colonialism/imperialism religious and cultural differences genocide through war and disease, e.g. Myall Creek Massacre language loss loss of food sources cultural loss
Impact of settlement
Key events
genocide missions and reserves assimilation stolen generation deaths in custody 1967 referendum land rights/tent embassy/aboriginal flag community control culture and identity racism deaths in custody health, e.g. diabetes stolen generation reconciliation land rights and custody of sacred sites exploitation of indigenous artists local issue leader artist film maker or actor sports person
Issue
Identity
EVIDENCE GUIDE
evidence of the ability to source information on Indigenous history, culture and issues evidence of the ability to interpret information on Indigenous history, culture and issues relevant and up to date resources such as films, documentaries, live performances,
reference materials, atlases, maps and charts. computer hardware/software and internet access access to people in the community, guest speakers, local information as appropriate access to a bilingual dictionary, and / or an EnglishEnglish dictionary to determine meaning and other printed materials for support e.g. texts as models appropriate support allowing for full participation
SECTION
C70
VPAM549
Australian History
VPAM549 Australian History
MODULE DETAILS Module Name Module Code MODULE PURPOSE Australian History VPAM549
This module aims to familiarise learners who are speakers of languages other than English with aspects of the political and social history of Australia from pre-history to the present day. The module is included as an elective for use at different levels of the Certificates in ESL Framework. It may be contextualised to suit the needs and skills of learners in courses from Certificate I to Certificate IV.
This module must be co-delivered and assessed with at least one of the language (Listening and Speaking or Reading and Writing) units from the Certificates in ESL. The required outcomes described in this module contain applicable facets of Employability Skills. The qualifications Employability Skills Summary, in which this module is included, will assist in identifying employability skill requirements. The summary is included in Part B Course Requirements (see Appendix B).

Describe coastal exploration of Australia prior to 1788 Describe the role of convicts in the European settlement of Australia Describe the key features of a particular period or event in Australia Describe the reasons for immigration to Australia and the impact on Australias development
Describe coastal exploration of Australia prior to 1788 1.1 1.2 1.3 Identify the reasons for exploration of the coast of Australia Identify the key players and their roles in the exploration Outline Britains decision to settle in Australia
Describe the role of convicts in the European settlement of Australia 2.1 2.2 Identify the main types of convicts State the relationship between convicts and soldiers Outline the key elements of convict life
Learning Outcome 3
Describe the key features of a particular period or event in Australia
Page C70:1
Assessment Criteria
3.1 3.2 3.3
Identify the period or event and its significance Outline the key aspects of the period or event Identify the key participants Outline some features of life in Australia at the time
Describe the reasons for immigration to Australia and the impact on Australias development 4.1 4.2 4.3 List the key events in Australias immigration history Identify the impact of each wave of immigration State issues which have arisen as a result of immigration Outline a personal immigration experience
REQUIRED KNOWLEDGE

terminology related to various periods of Australian history chronological ordering of events Australias migration patterns
RANGE STATEMENT
Key players may include
Chinese (possible, eg: Zheng He) Portuguese (possible) Spanish Dutch English French Aboriginal response Gold Rush/Eureka stockade Federation bushrangers
Particular period or event in Australia may include
Page C70:2
wars (Boer, WWI, WWII, Korea, Vietnam etc) inland explorers overland telegraph/rabbit proof fence the depression Aboriginal voting rights/1967 referendum involvement in world sporting events, e.g. the Olympics republican debate dates chronological order of events importance for Australias history effects on the people of the time political groups ethnic groups leaders specific groups e.g. bushrangers, Eureka - miners possible Aboriginal migration from north 19th Century -convicts and settlers, Gold Rush 20th Century pre-war, post-war, refugees 21st Century refugees, skilled migrants, citizenship test International students international education as an export industry autobiographical recount biographical recount of a well known personality biographical recount on a family member, friend or community member
Key aspects
Key participants may include
Australias immigration history may include
A personal immigration experience may include
EVIDENCE GUIDE

evidence of the ability to source historical information evidence of the ability to order and interpret historical information
Page C70:3
evidence of the ability to source local historical information resources such as learner worksheets, reference materials, atlases, maps and charts resources such as films, documentaries computer hardware/software and internet access access to people in the community, guest speakers, local information as appropriate access to a bilingual dictionary, and / or an EnglishEnglish dictionary to determine meaning and other printed materials for support e.g. texts as models appropriate support allowing for full participation
This module can be assessed as part of an assessment activity involving units or modules additional to its corequisite from the qualification in which it is packaged. It can be co-delivered with VPAM548 Indigenous Australia.
Page C70:4
SECTION
C71
VBQU155
Evaluate pathway options, design a learning plan and compile a portfolio
VBQU155 Evaluate pathway options, design a learning plan and compile a portfolio
The focus of the unit is to evaluate pathway options and plan skills development; design, implement and monitor a learning plan; and compile a portfolio of evidence. This unit is designed to meet the needs of learners with personal, learning, employment and community participation goals. Learners needs and expectations require a focus on individual learner objectives such as: improved language, literacy and numeracy skills new skills and knowledge specific competencies target qualifications new career career advancement Learner objectives may also include: information and advice on courses, learning programs, qualifications and assessment individualised learning support systems This unit is imported from Imported from 21774VIC Certificate III in General Education from Adults ACFE 2007 and has been contextualised to suit learners who speak languages other than English.
The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The qualification Employability Skills Summary in which this unit is included will assist in identifying employability skill requirements. The summary is included in Part B Course Requirements of the Certificate IV in ESL (Employment) (Professional) (Appendix B). No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication. undertake during the course to research pathways, plan, document and monitor progress towards achieving learning goals. The program will take into account the learners learning style and preferences. The portfolio will meet formal requirements of audience. It is also recommended that the application is integrated with other units.
Co-requisites
Application of the Unit The learning plan documents an agreed program that the learner will
ESL Framework Electives Imported from 21774VIC Certificate III in General Education for Adults. ACFE 2007 Version 1, December 2008 Page C71:1
ELEMENT
Identify potential pathways
1.1 1.2 1.3 1.4
A broad range of options is considered Sources of information about options are identified Information about possible options is accessed and noted Options are evaluated in relation to own interests, skills and knowledge
Clarify learning goals
2.1 2.2 2.3 2.4 2.5
Learning goals are identified and prioritised in relation to identified options Current skills and knowledge are evaluated against goals Learning styles are explored Own personal learning context is discussed in relation to achieving identified goals Program options to support the learner are discussed.
Design and implement an individual learning plan.
3.1
The purpose and features of an individual learning plan are determined. The processes for developing an individual learning plan are defined. The individual learning plan is documented.
3.2 3.3
Prepare portfolio of 4.1 completed work samples 4.2
Possible audiences and uses for the portfolio are explored Requirements of the portfolio are confirmed
4.3 4.4 4.5
Types of evidence selected are evaluated. Examples of evidence are evaluated and assembled for portfolio. Feedback on the effectiveness of the portfolio is sought from advisors and responded to.
Monitor and update the individual learning plan.
5.1 5.2 5.3 5.4 5.5
Progress towards end-of-course goals and objectives is critically evaluated Barriers and factors which contributed to success in meeting goals are acknowledged Learning strategies which can be applied to other contexts are identified Individual learning plan is evaluated and redrafted as necessary. Feedback on the effectiveness of the program is provided.

communication skills to participate in planning process communication skills to participate in the assessment process an awareness of register ability to use support material effectively understanding of the need to proof read and revise drafts research skills to locate information relevant to own goals literacy skills to read and interpret a range of information ability to summarise ideas and information ability to comprehend complex relationships between ideas ability to understand the importance of documenting learning
RANGE STATEMENT
A broad range of options may include
further study in VET and / or higher education employment, including seeking promotion and accessing training opportunities industry qualifications community participation personal development options on-line data bases, e.g. Careers websites for employment options Australian government websites related to overseas qualifications recognition career counsellors training organisation materials and university / TAFE open days education/ careers sections in newspaper bilingual information through community organisations VTAC Guide improving listening, speaking, reading and writing in English for a variety of purposes, for example: further study employment community participation health and well being support for others enhancement of application of bilingual skills new skills and knowledge specific competencies target qualifications new career career advancement
Sources of information may include
Learning goals may include
Evaluation of current skills and knowledge includes
researching any additional skills requirements of learning options identifying gaps in own underpinning skills and knowledge comparison of knowledge and skills gained in another country with local requirements for study or employment
Learning styles may include
auditory visual kinaesthetic tactile left/right brain global/analytical theoretical activist pragmatist reflective influence of another education system and culture of learning work experience volunteer or recreational experience family responsibilities study including formal schooling or informal learning health and other personal matters any possible barriers to completion participation in whole course or particular units choice of electives flexible delivery mode concurrent assistance partnership arrangements with other providers to broaden options assisting the learner and the provider to plan systematically for the attainment of goals as a tool to monitor progress to assist the transition of the learner to his/ her preferred options at the end of the course.. short term goals and indicators of success long term goals and indicators of success actions and activities to be undertaken, including monitoring arrangements any issues and strategies responsibilities timeline specific language learning goals acknowledgement that the document is a working document and is subject to constant change, addition and deletion
Own personal learning context can include
Program options may include
Purposes of a learning plan may include
The features of an individual learning plan include
Components of individual learning planning process are
assessment of learners needs negotiation and development of long term goals identifying one or two short term specific objectives determination of tasks and progress to achieve goals and objectives agreement as to who is responsible for the implementation of each task identification of additional support persons, e.g.:
case workers and personal carers career counsellors interpreters community representatives equity officers student services officers library personnel government officers in specialist support services advocates for a person or group peer support note takers technical support human resources personnel administrative personnel
family members identification of responsibilities for all parties, e.g.: learners (participation, working collaboratively, completing learning tasks), teachers (providing customised programs, using a collaborative approach, awareness of and strategies for dealing with conflicting discourses, ethical standards) Possible audiences include admissions officers employers program managers and teachers employment agencies self family documenting progress towards achievement of goals documenting competencies building a picture of personal attributes recording current competencies
Possible uses include
identifying areas for further skill development documenting employability skills record what has been achieved in the course provide a basis for a claim of RPL at a later stage provide support for a CV provide opportunity for reflection on progress towards achieving goals opportunity to reflect on strategies which have been successful document employability skills Requirements may include portfolio pieces selected and organised logically, e.g. by date, topic area, unit of study format of portfolio consistent with audience, purpose and use collections of samples compiled by the learner products with supporting documentation journal/log book certificates and other qualifications official translations selected for particular purpose and audience meets specified requirements for translated documents proof read for spelling and punctuation in logical order current life circumstances such as physical, mental, emotional or social constraints conflict with discourses of education cultural differences multiple roles and responsibilities extending learners existing knowledge and skills selecting and applying appropriate strategies transferring learning from one area to a new area practising new skills seeking support of teacher, peers, other interested parties when needed
Types of evidence may include
Evidence evaluated and assembled is
Barriers may include
Factors which contribute to success may include
EVIDENCE GUIDE
Critical aspects for assessment and evidence required to demonstrate competency in this unit Context of and specific resources for assessment
learner has researched a range of pathway options, developed a learning plan in relation to identified goals, assembled a portfolio, and evaluated progress in relation to goals. assessment of performance requirements in this unit is best undertaken over the course of the program access to real texts in context research facilities A range of assessment strategies or options should be considered to suit the needs of the learner. The needs of the learner will be met by provision of: a learning environment appropriate to the assessment task appropriate support allowing for full participation computer hardware and software, if appropriate. Appropriate assessment strategies include: direct observation, for example: real time activities questioning, for example: interviews self-assessment verbal questioning portfolios, for example: collections of samples compiled by the learner supporting documentation such as official translations of qualifications gained overseas journal/log book third party feedback, for example: testimonials/reports from other teachers or support workers professional references interview with peer

21938vic Course in Esl Curriculum

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

21938vic Course in Esl Curriculum

Uploaded by

Copyright:

Available Formats

21938VIC Course in ESL 21936VIC Certificate I in ESL (Access) 21932VIC Certificate II in ESL (Access) 21933VIC Certificate III in ESL

Accredited for the period: 1 January 2009 to 31st December 2013

SECTION B: COURSE INFORMATION

APPENDIX C: RESEARCH AND CONSULTATION

SECTION C: UNIT INFORMATION

Copyright and course classification information

Section A: Copyright and course classification information

Copies of this publication may be downloaded from

Section B: Course Information

1.2. Nominal duration of the courses

2. VOCATIONAL OR EDUCATIONAL OUTCOMES OF THE COURSE

21936VIC Certificate I in ESL (Access)

21940VIC Certificate IV in ESL (Further Study) or 21937VIC

Certificate IV and Diploma industry qualifications Higher education

3. DEVELOPMENT OF THE COURSE 3.1 Industry / enterprise / community needs

Section B: Course Information State of Victoria Version 1: December 2008 Page 16

105 254 5834

191 764 7836

134 880 10822

536 2,663 37,310

Paul Learmonth Anne Cosentino

3.2 Review for reaccreditation

Section B: Course Information State of Victoria Version 1: December 2008 Page 18

The methodology used in the project included the following:

The review for reaccreditation involved research into the following:

Section B: Course Information State of Victoria Version 1: December 2008 Page 21

Credit Transfer or recognition in part

Section B: Course Information State of Victoria Version 1: December 2008 Page 22

Credit Transfer or recognition in part

Section B: Course Information State of Victoria Version 1: December 2008 Page 23

Credit Transfer or recognition in part Credit Transfer

VPAU533 VPAU534 21503VIC Certificate III in ESL (Employment) VBN478

Listening VPAU514 (Employment III) Speaking (Employment III)

Section B: Course Information State of Victoria Version 1: December 2008 Page 24

Previous Course VBN480

Credit Transfer or recognition in part Credit Transfer

VPAU515 Reading (Employment III) Writing (Employment III)

21504VIC Certificate IV in ESL (Employment) VBN490

Listening VPAU506 (Employment IV) Speaking VPAU518 (Employment IV) VPAU519

Reading VPAU520 (Employment IV) Writing (Employment IV)

Section B: Course Information State of Victoria Version 1: December 2008 Page 25

Credit Transfer or recognition in part

Credit transfer Credit transfer

VBN500 VBN501 VBN502 VBN503 VBN504 VBN505 VBN506 VBN507 VBN508

VPAM546 Education in Australia VPAU559 Locate health and medical information

VPAM547 Australian Art and Culture

VBN509 VBN510 VBN511 VBN512

Credit transfer Credit transfer Credit transfer

Section B: Course Information State of Victoria Version 1: December 2008 Page 26

Section B: Course Information State of Victoria Version 1: December 2008 Page 27

Section B: Course Information State of Victoria Version 1: December 2008 Page 28

relevant to further study

Section B: Course Information State of Victoria Version 1: December 2008 Page 29

Section B: Course Information State of Victoria Version 1: December 2008 Page 30

3 general elective units or modules

5 Core units 3 Elective units or modules

3 Core units 5 Elective units or modules

2 Elective units or modules

8 Core units 1 Elective unit or module

Section B: Course Information State of Victoria Version 1: December 2008 Page 32

5.1 Course Structure

21938VIC Course in ESL

Section B: Course Information State of Victoria Version 1: December 2008 Page 33

Section B: Course Information State of Victoria Version 1: December 2008 Page 34