VBQU745 Recognise and work with natural number figures from 51 to 200 in the general community or workplace VU21733 Recognise and use whole numbers from 51 to 200 Equivalent VBQU746 Recognise and work with simple fractions in the general community or workplace VU21744 Recognise and use simple fractions Equivalent VBQU747 Read and work with digital or face time in the general community or workplace VU21734 Recognise and use time Equivalent VBQU748 Recognise and use single coins or notes as ‘covering amounts’ to purchase everyday goods and services in the general community or workplace VU21735 Recognise coins and notes Equivalent VBQU749 Read phrases in the general community or workplace VU21737 Read phrases Equivalent VBQU750 phrases related to the general community or workplace VU21738 phrases Equivalent VBQU751 Communicate orally using everyday phrase type statements in the community or workplace VU21739 Communicate orally using phrases Equivalent VBQU752 Count by multiples of 1 from 1 to 100 and apply this skill in the general community or workplace VU21745 Count and use numbers from 1 to 100 Equivalent VBQU753 Count by multiples of 2 from 2 to 50 and apply this skill in the general community or workplace VU21746 Count to 50 by multiples of 2 Equivalent VBQU754 Count by multiples of 5 from 5 to 50 and apply this skill in the general community or workplace VU21747 Count to 50 by multiples of 5 Equivalent VBQU755 Count by multiples of 10 from 10 to 100 and apply this skill in the general community or workplace VU21748 Count to 100 by multiples of 10 Equivalent
VBQU756 by multiples of 20 from 20 to 100 and apply this skill in the general community or workplace VU21749 Count to 100 by multiples of 20 Equivalent VBQU757 Count by multiples of 50 from 50 to 1000 and apply this skill in the general community or workplace VU21750 Count to 1000 by multiples of 50 Equivalent VBQU758 Read simple sentences in the general community or workplace VU21740 Read simple sentences Equivalent VBQU759 Write simple sentences related to the general community or workplace VU21741 Write simple sentences Equivalent VBQU760 Communicate orally using everyday simple sentence type statements in the community or workplace VU21742 Communicate orally simple sentences Equivalent VBQU761 Work with initial addition skills in familiar situations in the general community or workplace VU21755 Use simple addition skills VU21755 replaces and is equivalent to VBQU761 and VBQU763 Unit outcomes integrated to address duplication of content VBQU763 Work with basic addition skills, with or without the aid of a calculator, in familiar situations in the general community or workplace VBQU762 Work with initial subtraction skills in familiar situations in the general VU21756 Use simple subtraction skills VU21756 replaces and is equivalent to VBQU762 and VBQU764 Unit outcomes integrated to address duplication of content VBQU764 Work with basic subtraction skills, with or without the aid of a calculator, in familiar situations in the general community or workplace VBQU765 Work with simple metric weights or scales to everyday objects in the general community or workplace VU21751 Use simple metric weights Equivalent
VBQU766 Work with simple metric liquid measures to measure everyday items in the general community or workplace VU21752 Use simple liquid measures Equivalent VBQU767 Work with simple metric linear measures to measure everyday items in the general community or workplace VU21753 Use simple linear measures Equivalent VU21754 Use coins and notes New unit, no equivalent VU21736 Recognise basic mathematical symbols and processes New unit, no equivalent VU21743 Give and follow simple directions New unit, no equivalent Course outcomes Standards 1, 2, 3 and 4 AQTF Standards for Accredited Courses
Required Knowledge: limited range of words to assist in recognising the meaning of pictures and symbols such as those related to size and colour limited range of strategies used to associate words with pictures or symbols such as: using past experience and knowledge relying on visual clues such as shape and colour incorporating any partial reading skills to assist in decoding asking questions to clarify meaning Required Skills: self management skills to seek assistance required Statement The Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold / italicised wording in the Performance Criteria is detailed below. Personally relevant pictures and symbols may include: safety signs and symbols: no smoking stop pictures of: / beverages items of clothing phone / tablet / computer / game console people / animals Features may include: size shape colour Simple words associated with the personally relevant pictures and symbols may include: names of: people favourite foods items of clothing emotions such as like / dislike actions such as stop / go
Unit Code VU21729 Unit Communicate orally using single words Unit Descriptor This unit describes the skills and knowledge to communicate orally using mainly single word statements in a limited range of highly familiar personal, functional and group contexts. Communication may be by way of augmentative communication devices where the learner has little or no speech. The outcomes described in this unit contribute to the achievement of ACSF Pre Level 1 Oral Communication. Employability Skills This unit contains employability skills. Application of the Unit This unit applies to learners with intellectual disabilities who are at the beginning stage of developing oracy. Learners at this level will require high levels of teacher / mentor support. 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 required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide. 1 Communicate using simple, highly familiar personally relevant words 1.1 Identify highly familiar, personally relevant items 1.2 Orally communicate the names of the highly familiar personally relevant items 1.3 Identify words associated with the highly familiar personally relevant items 1.4 Use identified words to orally communicate a simple opinion about the highly relevant personal items 2 Orally communicate words for immediate practical / functional / group needs 2.1 Identify words for highly familiar, personally relevant functional activities 2.2 Orally communicate words associated with the highly familiar, personally relevant functional activities 2.3 Use identified to orally communicate a simple opinion about the highly relevant functional activities
Informative needs may include: forecast temperature calendar dates related to appointments work / emergency phone number bus or tram routes and stops Co-operative needs may include: phone number of social group or friend calendar dates for social or work activities Count and record may include: state numbers aloud write number figures use objects or number line Personal context may include: using the phone recording an appointment Practical / functional context may include: completing a form to the correct floor in a building Informative context may include: providing own phone number marking a relevant date in a calendar Co-operative context may include: work meeting social activity 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. Critical aspects for assessment and evidence required to demonstrate competency in this unit Assessment must confirm the ability to: use a limited range of strategies to identify and make meaning of whole numbers from 21 to 50 count in sequence, record and use whole numbers from 21 to 50 in a range of contexts. Assessment should take into account the integration of contexts where this is relevant to the needs of the learner, for example identifying money amounts may apply to both the personal and practical / functional context.
Unit Code VU21750 Unit Title Count to 1000 by multiples of 50 Unit Descriptor This unit describes the skills and knowledge to whole number figures in multiples of 50 from 50 to 1000 and apply this knowledge in a limited range of familiar personal, functional, informative and group contexts. The outcomes described in this unit contribute to the achievement of ACSF Level 1 Numeracy. Employability Skills This unit contains employability skills. Application of the Unit This unit applies to learners with intellectual disabilities who are at the beginning stage of numeracy skill development. Learners at this level will require high levels of teacher / mentor support. 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 required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide. 1 Identify multiples of 50 from 50 to 1000 1.1 Identify multiples of 50 relevant to personal needs 1.2 Identify multiples of 50 relevant to practical / functional needs 1.3 Identify multiples of 50 relevant to informative needs 1.4 Identify multiples of 50 relevant to co-operative needs 2 Count and record multiples of 50 from 50 to 1000 2.1 Count and record multiples of 50 for personal needs 2.2 and record multiples of 50 for practical / functional needs 2.3 Count and record multiples of 50 for informative needs 2.4 Count and record multiples of 50 for co-operative needs 3 Use multiples of 50 from 50 to 1000 3.1 Use multiples of 50 from 50 to 1000 in a personal context 3.2 Use multiples of 50 from 50 to 1000 in a practical / functional context
Unit Code VU21740 Unit Title Read simple sentences Unit Descriptor This unit describes the skills and knowledge to read and make meaning of simple sentences in a limited range of highly familiar, personally relevant contexts. The outcomes described in this unit contribute to the achievement of ACSF Level 1 Reading. Employability Skills This unit contains employability skills. Application of the Unit This unit applies to learners with intellectual disabilities s who are at the early stage of reading. Learners at this level may require the support of a teacher/mentor. 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 required skills and knowledge and/or the range statement. Assessment of performance is to be consistent with the evidence guide. 1 Read simple, highly familiar personally relevant sentences for personal 1.1 Identify highly familiar personally relevant activities / 1.2 Identify highly familiar personally relevant settings 1.3 Identify simple sentences related to highly familiar personally relevant 1.4 Locate specific information within the sentence 1.5 Use a limited range of strategies to make meaning of simple sentences related to highly familiar personally relevant needs 1.6 Express an opinion about the information in the sentences 2 Read simple sentences for immediate functional/practical needs 2.1 Identify immediate functional/practical 2.2 Identify simple sentences related to immediate functional/practical needs 2.3 Locate specific information within the sentence