Appendix B: CGEA alignment with the ACSF *Conditions of support at the relevant ACSF level must be met to contribute to achievement of the level. ACSF exit level ACSF 1 ACSF 2 ACSF 3 ACSF 4 ACSF 5 Engage units 22471VIC Initial 22476VIC Certificate I (Introductory ) 22472VIC Certificate I 22473VIC Certificate II 22474VIC Certificate III Complexity Short simple Highly familiar Simple, familiar and predictable Limited complexity Some familiar and unfamiliar elements Complex Highly complex Range Limited Limited –at least 2 types of texts of text types Broad Range of text types Features Highly familiar words / phrases Highly familiar purpose and limited highly familiar vocabulary Simple familiar texts with clear purpose and familiar vocabulary Sentences linked by simple cohesive devices Routine which may include unfamiliar elements, embedded information and abstraction Texts of relative complexity including embedded information specialised vocabulary, abstraction and symbolism Highly complex, lexically dense texts with highly embedded information and specialised language Context Highly Familiar / personally relevant in very restricted range of contexts Personally relevant, familiar and predictable Range of familiar texts and less familiar text types. Some specialisation in familiar contexts Range of familiar and unfamiliar including specialised less familiar contexts range including specialisation in one or more contexts Create units Initial Intro I II III Complexity Short simple Simple familiar, clear purpose Limited complexity Complex Highly complex Range Limited Range-create at least 2 text types Range of text types Range of text types Broad Range of text types Features Highly familiar words / phrases Concrete and immediate Highly explicit purpose, limited highly familiar vocabulary Clear purpose and familiar vocabulary Routine texts which include unfamiliar elements, embedded information and abstraction Texts including embedded information specialised vocabulary, abstraction and symbolism Structurally complex sentences Highly complex texts with highly embedded information and specialised language and symbolism. Context Highly Familiar / personally relevant in very restricted range of contexts Familiar / predictable Limited range of contexts A range of familiar and some less familiar Range a range of familiar and unfamiliar including specialised less familiar contexts Broad range including specialisation in one or more contexts *Support Works alongside an expert/mentor where prompting and advice can be provided May work with an expert/mentor where support is available if requested Works independently and uses own familiar support resources Works independently and initiates and uses support from a range of established resources Autonomous learner who accesses and evaluates support from a broad range of sources
Sample 1: Integrating a thematic approach Sample 1 is an example of using a theme based approach to integrate the delivery and assessment of CGEA units across the domains of personal and community in the Certificate I in General Education for Adults. It presents ideas for the selection of text types and suggestions for sample assessment tasks. This example can be adapted for a Certificate I in General Education for Adults (Introductory) by changing the of the text from persuasive to narrative and modifying the level of engagement required of the learner. For example, at the lower level the learner may be asked to identify main ideas as opposed to integrating several ideas while at a higher level the learner can synthesise information from different sources and make some inferences about the text and its author. The learners The learners comprise a group of mainly mature aged women who are re-engaging with learning after working and raising families. In their pre course assessments many of the learners indicated that one of their main goals was to improve their literacy and numeracy skills to enable them to participate more confidently in their local communities and to engage with issues impacting on them and their families. The program The following program was based the needs and goals of the learners identified through the pre-course interviews. The focus of the program is on community access and participation. Code Title Core VU22384 Develop and document a learning plan and portfolio VU22385 Plan and undertake a project Core Skills Reading and VU22386 Engage with texts of limited complexity for personal purposes VU22387 Engage with texts of limited complexity for learning purposes VU22389 Engage with texts of limited complexity to participate in the community Core Skills Writing VU22391 Create of limited complexity for personal purposes VU22392 Create of limited complexity for learning purposes VU22394 Create of limited complexity to participate in the community Core Skills Numeracy VU22395 Work with a range of numbers and money in familiar and routine situations VU22396 Work with and interpret directions in familiar and routine situations VU22400 Work with and interpret numerical information in familiar and routine texts VU22398 Work with and interpret statistical information in familiar and routine texts Electives BSBITU101 Operate a personal computer ICAICT103 Use, communicate and search securely on the internet VU22381 Identify features of the health care system VU22402 Undertake a simple investigation of health and well being
The following table presents some sample tasks and text types which could be contextualised for delivery and assessment for this theme and related to the personal and community domains. The sample tasks enable exposure to procedural, informative, persuasive and narrative text types across the engage and create units as well as interactive web based texts. Sample task Text type Skills and knowledge Read email from Cancer Council Persuasive / transactional strategies used to convey purpose, information and opinion to identified audiences and the effectiveness of this different in which information is presented including interactive web based texts interpreting basic structural conventions of text including drawing on meaning making strategies, sequencing and description conveying information about texts orally accessing, navigating and interpreting digital information sources connecting and information related to the topic using the process of planning, drafting and proofreading to create different text types Follow online instructions to set up fundraising page for ABMT Procedural Update and communicate information about event using fundraising page Informative Recount event for community newsletter Narrative / informative Create promotional material for the event Informative / persuasive Group project to organise morning tea
1 In the text, circle the words that are easy for you to read. Learner circles or indicates at 2 words which are easy to read Learner identifies which are highly familiar as easy to read for example children, families, days of the week, name of suburb 2 In the text circle the words that are hard for you to read. Learner circles or indicates at least 2 words which are difficult to read Learner identifies words which are unfamiliar as difficult to read for example abbreviation ARC, compound words such as background or unfamiliar vocabulary such as Iap pool specific to swimming 3. How did you work out the that were hard for you to read? Learner refers to reading strategies such as: looking at the picture reading the text aloud sounding out the word Observation of reading strategies such as: drawing on a bank of known words or phrases word attack skills such as ‘sounding out’, re-reading, predicting meaning on previous knowledge of the context or personal experience, following the orientation of the text correctly, looking at the picture reading the text 4.Circle the ARC address and phone number. Learner circles address 10 Patrick Northeast Drive Warren and Phone number: 9705 5000 Learner demonstrates familiarity with conventions used for addresses such as number, street name and suburb and number sequences in telephone numbers 5.Circle the days of the week and the times that you can see in the text. Learner circles or indicates Monday to Thursday 5:30am - 10:00pm Friday 5:30am – 8:00pm Saturday and Sunday 8:00am – 8:00pm Learner identifies opening hours for different days of the week Locates and extracts simple numerical information related to time Demonstrates familiarity with am and pm 6.How many indoor does Casey ARC have? 5 indoor Learner locates numerical information in the text