Training Support Network The curriculum is housed on the Training Support Network (TSN) website at and can be accessed by following the Curriculum link on the home page. There is also an Executive summary for each course, however this is provided for quick reference only and does not replace the curriculum. The CGEA is made up of the following three Sections: Section A contains Copyright, licencing and accreditation information Section B contains course information including mapping of unit equivalence with the previous iteration of the curriculum, the packaging rules for each qualifications, nominal durations for qualifications, nominal hours for units and vocational competency requirements for teachers and assessors Section C contains the units of competency specific to the CGEA The TSN also houses other Crown Copyright curricula, however if you choose to import units or modules from privately owned curricula you would need to contact the copyright owner. Details of copyright owners can be found on TGA. Training.gov.au (TGA) Units of competency from endorsed training packages and training package assessment guidelines can be accessed from the TGA at Training Package Assessment Guidelines specify any particular industry specific assessment requirements or conditions Please note that until 2015 training packages can be endorsed in two formats and only those training packages which have a numeric identifier in the code will contain assessment guidelines. All other training packages have assessment and assessor requirements in the Assessment Requirements associated with each unit of competency. Interpreting Qualification Packaging Rules When developing a training program you must comply with the qualification packaging rules which specify the total number of units required and the structure of the qualification. Qualification Packaging Rules can be found in Section B5 of the CGEA curriculum. The packaging rules in all CGEA qualifications aim to provide flexibility to enable individual learner needs to be met, while maintaining the AQF integrity of the qualifications. The following example of interpreting packaging uses the Certificate I in General Education for Adults. To be eligible for the of the 22236VIC Certificate I in General Education for Adults, learners must successfully complete a total of 16 units comprising: Core – 2 units Core Skills Reading – 3 units Core Skills Writing – 3 units
Employability Skills This unit contains employability skills. Application of the Unit This unit applies to learners seeking to improve reading skills in order to improve their community participation options It provides the foundation for future activities associated with engaging with texts of limited complexity for community participation. Where application is as part of the Certificate I in General Education for Adults, it is recommended that application is integrated with the delivery and assessment of the Core Skills writing unit VU21332 Create texts of limited complexity to participate in the community. The link between reading and writing across the different domains also encourages and assessment of additional units, such as VU21325 Engage with texts of limited complexity for personal purposes and VU21329 Create texts of limited complexity for personal purposes. The ‘community’ can have a range of definitions, depending on the learner’s situation. Community may signify local environment in the case of rural or regional learners. While community is most often defined geographically, it can also be defined to include those with whom one shares an affinity or interest, such as a group which meets, including over the internet, for a common purpose. It also may be interpreted in a broader more general sense, and mean ‘society’. Element Elements describe the essential outcomes of a unit of competency. Elements describe actions or outcomes that are demonstrable and assessable. Performance Criteria Performance criteria describe the required performance needed to demonstrate achievement of the element – they identify the standard for the element. Where bold/italicised text is used, further information or explanation is detailed in the range statement. Assessment of performance is to be consistent with the evidence guide. 1 Locate routine and familiar information in paper based and digital texts of limited complexity relevant to community purposes 1.1 Identify a range of texts of limited complexity to participate in the community 1.2 Describe features of texts 1.3 Identify information relevant to community participation 2 Read and interpret a range of everyday paper based and digital texts of limited complexity to participate in the community 2.1 Determine source of texts 2.2 Predict the purpose of the texts 2.3 Use a range of strategies to comprehend texts 2.4 Required Knowledge and Skills This describes the essential skills and knowledge and their level required for this unit.
Assessment methods Oral and / or written questioning to assess knowledge of: Purpose Audience Source Key information and ideas/details Features of texts Text effectiveness Portfolio containing Planning, Draft, Revision and Final Versions of 3 texts demonstrating evidence of: Purpose and audience of text Choice and use of appropriate format and features Review of text for accuracy Evaluation of text for effectiveness Final product: online page Advice to teachers: The teacher should register for the event, rather than each individual learner The portfolio can be digital or hard copy Some text types overlap so that learners are engaging with and creating 5 text types overall Promotional material can include a poster or simple leaflet