VU22584 Develop language learning objectives with support VU21430 Develop a language learning plan with support Not equivalent VU22585 Use beginning language learning strategies with support VU21431 Use beginning language learning strategies with support Equivalent VU22586 Communicate basic personal details and needs VU21432 Communicate basic personal details and needs Equivalent VU22587 Give and respond to basic information and instructions VU21433 Give and respond to basic information and instructions Equivalent VU22588 Read and write short basic messages and forms VU21434 Read and write short basic messages and forms Equivalent VU22589 Read and write short, basic factual texts VU21435 Read and write short, basic factual texts Equivalent VU22590 Plan language learning with support VU21454 Plan language learning with support Equivalent VU22591 Participate in short simple exchanges VU21451 Participate in short simple exchanges Equivalent VU22592 Give and respond to short, simple spoken instructions and information VU21450 Give and respond to short, simple verbal instructions and information Equivalent VU22593 Read and write short simple messages and forms VU21449 Read and write short simple messages and forms Equivalent VU22594 Read and write short, simple informational and instructional texts VU21448 Read and write short, simple informational and instructional texts Equivalent VU22595 Read and write short, simple descriptive and narrative texts VU21447 Read and write short, simple descriptive and narrative texts Equivalent VU22601 Participate in simple conversations and transactions VU21456 Participate in simple conversations and transactions Equivalent VU22602 Give and respond to simple spoken information and directions VU21457 Give and respond to simple verbal information and directions Equivalent VU22603 Read and write simple personal communications and transactional texts VU21458 Read and write simple personal communications and transactional texts Equivalent VU22604 Read and write simple instructional and informational texts VU21459 Read and write simple instructional and informational texts Equivalent VU22605 Read and write simple descriptive and narrative texts VU21460 Read and write simple descriptive and narrative texts Equivalent VU22610 Engage in casual conversations and straightforward spoken transactions VU21465 Engage in casual conversations and straightforward transactions Equivalent
VU22611 Give and respond to a range of straightforward information and instructions VU21466 Give and respond to a range of straightforward information and instructions Equivalent VU22612 Read and write straightforward communications and transactional texts VU21467 Read and write straightforward communications and transactional texts Equivalent VU22613 Read and write straightforward informational and instructional texts VU21468 Read and write straightforward informational and instructional texts Equivalent VU22614 Read and write straightforward descriptive and narrative texts VU21469 Read and write straightforward descriptive and narrative texts Equivalent VU22619 Analyse and participate in complex conversations VU21474 Analyse and participate in complex conversations Equivalent VU22620 Give and respond to a wide range of oral presentations and instructions VU21475 Give and respond to a wide range of oral presentations and instructions Equivalent VU22621 Read and write complex communications and transactional texts VU21476 Read and write complex communications and transactional texts Equivalent VU22622 Read and write complex instructions and advisory texts VU21477 Read and write complex instructions and advisory texts Equivalent VU22623 Read and write complex creative texts VU21478 Read and write complex creative texts Equivalent VU22640 Give straightforward oral presentations for study purposes VU21499 Give straightforward oral presentations for further study Equivalent VU22641 Participate in a range of straightforward interactions for study purposes VU21500 Participate in a range of straightforward interactions for further study Equivalent VU22642 Read and write straightforward texts for study purposes VU21501 Read and write straightforward texts for research purposes Not Equivalent VU22642 Read and write straightforward texts for study purposes VU21502 Analyse and produce straightforward texts relevant to further study Not Equivalent VU22643 Listen and take notes for study purposes VU21503 Listen and take notes for research Equivalent VU22644 Use language analysis strategies and study skills VU21504 Use language analysis strategies and study skills Equivalent VU22645 Give complex presentations for study purposes VU21508 Give complex presentations for further study Equivalent VU22646 Participate in complex spoken VU21509 Analyse and participate in complex spoken discourse for further study Equivalent
discourse for study purposes VU22647 Take notes from complex spoken texts for study purposes VU21510 Take notes from complex aural texts for further study Equivalent VU22648 Read and write complex texts for study purposes VU21511 Read and write complex texts for research purposes Not Equivalent VU22648 Read and write complex texts for study purposes VU21512 Read and write complex texts for further study Not equivalent VU22649 Use critical reading skills to analyse study tasks VU21513 Use critical reading and writing skills for further study Not equivalent VU22650 Use language analysis skills to review own texts VU21514 Use language analysis skills to review own texts Equivalent VU22628 Participate in simple conversations and transactions for employment VU21483 Participate in simple conversations and transactions for employment Equivalent VU22629 Read and write simple texts for employment VU21484 Read and write simple texts for employment Equivalent VU22630 Observe and report on activities in a workplace VU21485 Observe and report on activities in a workplace Equivalent VU22631 Prepare to work effectively in an Australian workplace VU21486 Prepare to work effectively in an Australian workplace Equivalent VU22632 Participate in a range of straightforward interactions for employment VU21488 Participate in a range of straightforward interactions for employment Equivalent VU22633 Read and write straightforward texts for employment VU21489 Read and write straightforward texts for employment Equivalent VU22635 Present and listen to complex oral presentations in an employment or professional context VU21492 Present and listen to complex oral presentations in an employment or professional context Equivalent VU22636 Give and follow a range of complex instructions in an employment context VU21493 Give and follow a range of complex instructions in an employment context Equivalent VU22637 Read and write complex texts for employment VU21494 Read and write complex texts for employment Equivalent VU22638 Critically read and write formal letters and complex prose texts for professional purposes VU21495 Critically read and write formal letters and complex prose texts for professional purposes Equivalent VU22639 Critically read, write and edit complex descriptive texts in a professional context VU21496 Critically read, write and edit complex descriptive texts in a professional context Equivalent
VU22621 120103 Read and write complex communications and transactional texts 80 VU22622 120103 Read and write complex instructions and advisory texts 80 VU22623 120103 Read and write complex creative texts 80 General Elective – Select 3 units VU22624 120103 Research features of Australian Government 50 VU22625 120103 Research the history of Aboriginal and/or Torres Strait Islander people in Australia 60 VU22626 120103 Research events in Australian history post 1770 60 VU22627 120103 Research current issues 55 VU21884 120199 Analyse stories / narratives within cultures 90 VU21887 120199 Analyse texts in their cultural context 90 VU21881 120105 Apply essential further study skills 90 VU22446 120199 Design and review a project 40 VU22072 120105 Apply essential further study skills for science 90 VU22073 120105 Research scientific fields of study 40 Nominal duration 470 – 610 22488VIC Certificate II in EAL (Employment) To be eligible for the award of the 22488VIC Certificate II in EAL (Employment), learners must successfully complete a total of 8 units comprising: 5 core units and 3 electives which can be selected from units not previously completed from the: elective units listed in this qualification units listed in Certificate I, II and / or III qualifications in this EAL Framework units / modules which are first packaged in AQF level 2 or 3 qualifications in other accredited curricula and / or endorsed training packages. A Statement of Attainment will be issued for any unit of competency completed if the full qualification is not completed. Unit Code Field of Education code Unit Title Nominal Hours Core (5)
APPENDIX C: Overview of EAL Framework COURSE TITLE STREAM Entry Level ACSF ISLPR Exit level ACSF ISLPR Purpose Context of language use Linguistic complexity Level of support COURSE IN INITIAL EAL 0 Pre level 1 0 For participants who are pre-literate and who may have experienced trauma Concrete and immediate contexts and tasks Highly explicit processes such as recognising, copying, naming, matching, ordering Highly structured support and prompting including extensive modelling. COURSE IN 1 0/1- Pre level 1 – 1 For participants with little or no formal education Immediate, personal and highly familiar Listening and speaking in one to one communication Very short basic conversations and exchanges Read basic formulaic text Copy and write short text. Simple sentences (SVO) Uses basic conventions Mainly formulaic High level of support requiring prompting, modelling, restatement and contextual clues. Will need bilingual support CERTIFICATE I 1 1 1 1+ For participants who need to develop English language skills beyond immediate personal and predicable social needs and who may progress to further study or employment options Familiar and personal and immediate, predictable social, study, and work contexts. Listening and speaking with familiar others in short, simple conversations Read short simple texts. Write simple and compound sentences Uses familiar conventions Simple and limited range Require strong support, especially with unfamiliar cultural references and when communicating with unfamiliar others. Will require bilingual support at times and strong contextual support CERTIFICATE II ACCESS 1 1+ 2 2 For participants who need to develop English language skills to participate in everyday familiar and routine social and community contexts Everyday familiar routine social listening and speaking in simple conversations and transactions about familiar personal, community, social and topical matters Read simple texts for detail Write a series of simple, compound and complex sentences Uses routine conventions May need some support with unfamiliar cultural references EMPLOYMENT For participants who need to develop English language skills to prepare for employment, to participate in routine interactions and transactions in the Australian workplace and to read and write simple texts for employment
ICTICT308 Use advanced features of computer applications ICTWEB201 Use social media tools for collaboration and engagement PSPGEN031 Undertake career planning SIRXIND001 Work effectively in a service environment SITXFSA001 Use hygienic practices for food safety TLIE4006 Collect, analyse and present workplace data and information
Critical aspects for assessment and evidence required to demonstrate competency in this unit Assessment must confirm the ability to: recognise and copy letters of the alphabet and extremely familiar words using linguistic knowledge and skills Context of and specific resources for assessment Assessment must ensure access to: a range of resources such as visuals and bilingual support as required opportunities for formative and summative assessment as appropriate to enable learners to demonstrate their competence At this level the learner: works alongside an expert / mentor requires significant and highly structured support, prompting and advice requires extensive modelling Method(s) of assessment The following suggested assessment methods are suitable for this unit: observation of the learner: writing letters and words compiling and using extremely familiar word lists
Unit Code VU22584 Unit Title Develop language learning objectives with support Unit Descriptor This unit describes the skills and knowledge required by EAL learners who have had little or no formal education to plan and implement language learning activities in a formal learning environment with the assistance of a support person. The outcomes described in this unit relate to: The Australian Core Skills Framework (ACSF). They contribute to the achievement of ACSF indicators of competence for Learning and Oral Communication at Pre level 1 and Level 1 and the ISLPR (International Second Language Proficiency Ratings) descriptors for Speaking and Listening. They partly contribute to the achievement of Speaking 1 and Listening 1. Employability Skills This unit contains employability skills. Application of the Unit This unit applies to learners wishing to develop planning skills for language learning as a foundation for independent learning. 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 Clarify initial learning needs 1.1 Identify prior learning with support person 1.2 Discuss language learning needs and at least one learning objective and strategy with support person 1.3 Identify and locate learning resources with the support person 2 Confirm a language learning process 2.1 Identify simple steps to assist in progressing own learning objective/s with support person 2.2 Record learning objective/s in an appropriate format with support person 2.3 Discuss review strategies with support person 3 Implement and review the language learning objective/s 3.1 Begin using strategies outlined in the personal record 3.2 Review progress with appropriate support person
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/or dislikes may include: simple statements about objects, places, people, food, such as I like soccer, I like Melbourne, I don’t like meat, I like hot weather, I don’t like hot drinks simple statements to express an opinion, such as It is beautiful Requests may include: questions using modal ‘can’ such as Can you shut the door, please? Can you speak slowly, please? Inquiries may include: questions related to: country of origin languages spoken family members, such as Do you have any brothers or sisters? weather basic general health such as Do you feel sick? How do you like your coffee? Polite language forms may include: please, thank you excuse me use of modal 'can', such as Can you close the door please? Requests for repetition may include: questions using modal can, such as Can you repeat (that)? Can you say (it) again? 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 Curriculum. Critical aspects for assessment and evidence required to demonstrate competency in this unit Assessment must confirm the ability to: use basic conventions and apply linguistic knowledge to 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
on a menu Fried potatoes on a catalogue Large sizes available days, temperature, weather features, such as rain wind cloudy fire danger level simplified or simple factual text, such as news item summaries short text from encyclopaedia dictionary entry magazine or textbook items Appropriate information may include: numbers letters words short phrases basic sentences Task requirements may include: copying information in a classroom activity, such as to develop short, basic personal vocabulary lists, such as L1 with L2 definitions to develop personal verb lists notes from the board typing words or phrases to complete an online language activity to develop spelling lists completing cloze exercise completing a dictation exercise copying details for personal records, such as to record an appointment onto a calendar to make a shopping list for a class activity transferring from hand written to word processed format, such as recipe excursion details personal email Suitable format may include: list / table boxes / fields lines or dashes poster / classroom signs
my, your, his/hers simple questions and statements, such as for information, such as Who is it? What time is it? Where is it? It’s there. I think... What do you think? to seek clarification, repetition or explanation, such as I don’t understand. You mean…? intonation of questions, statements and instructions simple frequently used modifying words, such as nearly, very some simple phrasal verbs, such as get off, pick up, pull up simple paralinguistic cues, such as body language to interpret and convey meaning and acknowledge understanding intonation of questions, statements and commands, such as to convey feelings pronunciation, stress and intonation which is generally intelligible with high frequency words in familiar, supportive contexts Required Sociolinguistic and Cultural Knowledge and Skills: appropriate familiar forms of address, use of first names, titles, such as Mr, Mrs,Ms a limited range of common colloquialisms such as See ya! a limited range of common polite expressions, such as Thanks for your help. Required Numeracy Knowledge and Skills: basic numerical information related to simple position and movement, measurement, amounts or sizes to enable simple instructions or directions to be followed 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. Bold italicised wording in the Performance Criteria is detailed below. Simple everyday spoken instructions and directions may include: everyday instructions related to familiar, immediate needs, such as how to operate simple machines like a photocopier Don’t open/close it. Put the paper here then press this button. how to complete a classroom task Write your name here / at the top of the page following a simple recipe Cut the onions and cook them slowly in oil one or two step instructions or directions joined by and, then or next, such as Go straight to the lights, then turn right
simple expressions related to quantity, size, shape, such as Cut into squares Add 600ml of water Supports may include: diagrams and drawings maps realia photos video or audio Simple spoken text may include: announcements (loudspeaker), such as train departure information weather reports on radio and TV telephone voice mail recorded greetings touch screen recordings poems, stories and recounts read or recited by peers, teachers and in recordings digital stories ‘sound bites’ from websites, such as ‘YouTube’ School / teacher announcements Key words may include: who? people what? objects, events, actions where? locations, places when? time, day, month, year Simple explanations may include: reasons with familiar expressions of feeling or attitude, such as I’m happy / sad / angry details such as reason for change of time or venue simple opinions, such as I think this is a good class because we listen I feel tired today I don’t like football I hope I can study next year Introduce may include: giving an explanation for the topic of a short presentation, such as I am interested in this topic because... responding in an interview such as
Unit Code VU22596 Unit Title Use basic digital technology language and skills Unit Descriptor This unit describes the knowledge and skills required by EAL learners to access and use a range of digital language learning options. The outcomes described in this unit relate to: The Australian Core Skills Framework (ACSF). They contribute directly to the achievement of ACSF indicators of competence for Oral Communication and Reading at Level 1 the ISLPR (International Second Language Proficiency Ratings) descriptors for Speaking, Listening, and Reading. They contribute directly to the achievement of Speaking 1+, Listening 1+, and Reading 1+ Employability Skills This unit contains employability skills. Application of the Unit This unit applies to learners wishing to develop skills and knowledge of the language of digital technology to enhance development of their language skills. 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 Use correct digital technology terminology 1.1 Identify key words and expressions used in talking about digital technology devices 1.2 Recognise and use digital technology terminology to identify devices and their functions 1.3 Recognise and use digital technology terminology to identify programs and their functions 2 Perform a simple task using a digital device 2.1 Follow steps given verbally and in writing 2.2 Perform digital task 2.3 Follow workplace health and safety instructions related to use of technology 2.4 Request assistance or clarification as required to
Unit Code VU22599 Unit Title Identify settlement options Unit Descriptor This unit describes the language skills and knowledge required by EAL learners to access information and to seek assistance in relevant settlement contexts. The outcomes described in this unit relate to: The Australian Core Skills Framework (ACSF). They contribute directly to the achievement of ACSF indicators of competence for Oral Communication and Reading at Level 1 and the ISLPR (International Second Language Proficiency Ratings) descriptors for Speaking, Listening, and Reading. They contribute directly to the achievement of Speaking 1+, Listening 1+, and Reading 1+. Employability Skills This unit contains employability skills. Application of the Unit This unit applies to learners wishing to develop skills and knowledge in English to satisfy immediate personal needs in communicating about and accessing information on settlement options. This unit is designed for integration and contextualisation with language units to support achievement of English language knowledge and skills. 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 Access information on a range of settlement issues 1.1 Identify a range of settlement issues 1.2 Identify sources of information and support 1.3 Confirm specific requirements 1.4 Gather required documentation 1.5 Note key steps to take 2 Access key services in the local community 2.1 Identify personal requirements 2.2 Use questions to make simple requests or inquiries 2.3 Respond with simple statements to explain key requirements
Excuse me, do you look after returns? brief statement of issue or problem, such as Hi, I bought this jacket yesterday, but I’d like to return it. It’s too big. Hi, I’ve got a problem with paying my gas bill. Can I get an extension? Goods and services may include: returning faulty goods querying a bill or bank statement enquiring about course enrolment library membership negotiating course requirements with a teacher making a query at a child’s school attending an appointment Appropriate expressions may include: polite expressions using the conditional, such as Excuse me, I was wondering if you could.... Would you be able to...? other polite forms to negotiate transactions, such as Are you able to help me? Am I able to apply here? So who should I talk to about…? Respond to requests may include: explaining, such as I got this one because it was the only size you had, but it’s just too big. giving some requested details, such as I’ve got the receipt here. My account number is …….. dealing with rude or abrupt responses 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 Curriculum. Critical aspects for assessment and evidence required to demonstrate competency in this unit Assessment must confirm the ability to: use routine conventions and linguistic knowledge to initiate and sustain conversations with one or more people on a range of familiar everyday topics obtain and give essential information on familiar or
cards or messages related to specific occasions: 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 written message taken from voicemail or telephone conversation Specific conventions may include: formal and informal phrases and expressions for salutations text (paragraph) sequence, such as stating purpose in first sentence layout conventions format and expressions for specific occasions such as sympathy cards typical topics in social and personal communications subject lines, dates, titles Important details or actions required may include: reasons and explanations, such as an apology, a series of events key information about a person or persons which affects future arrangements, such as teacher leaving, class being split into two details in updates about the family and friends, such as new job, new baby, starting school details about an arrangement, such as time, place, activities planned, where to meet first specific requests, such as travel arrangements study requirements Plan and draft may include: clarifying purpose of communication use of planning processes, such as listing key words mind map, or cluster reviewing model texts using EAL resources to check grammar, appropriate expressions referring to personal vocabulary lists, grammar selecting topic or topics
complaining about a faulty product or poor service reporting a problem – fire, accident parent–teacher interview dealing with warnings, advice, requests for information Identify suggestions or solutions offered may include: recognising suggested steps required, such as He needs to return the books within seven days or pay to replace the books. She needs to send the product back to the company along with the original receipt. So I need to make the complaint in writing to your manager recognising use of conditionals, such as if, unless Respond may include: using expressions and strategies to express concern That doesn’t really help me, because... negotiate if outcome is unsatisfactory. I don’t think that’s good enough … The problem is … repeat request for item or service needed soften a request, for example use of continuous I was wondering if …, I was hoping to get a replacement make a simple prediction of consequences If you are unable to help me, I’d like to speak to your supervisor Clarify may include: Clarifying statements or questions, such as OK, so I’ll call you again in a week to find out what’s happened. So, you’ll update my account today? So, you’ll contact me? 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 Curriculum. Critical aspects for assessment and evidence required to demonstrate competency in this unit Assessment must confirm the ability to: Use straightforward conventions and linguistic knowledge to initiate and sustain conversations with one or more people on a range of straightforward topics conduct straightforward transactions using a range of communication strategies Context of and specific resources for assessment Assessment must ensure: access to a range of EAL resources including bilingual resources and other resources for support a bilingual dictionary, and/or an English-English dictionary access to conversation participants
formal or informal talk in a range of contexts, for example as part of a community activity Supporting information or details may include: facts, statistics opinions arguments for or against something examples, such as explanatory anecdotes non-verbal supporting information, such as photographs, models, diagrams, evidence Tone and register may include: awareness of how language choices reflect relationships between participants, their moods / attitudes, and the degree of formality of the situation, such as Please close the door Would you please close the door Would you be so kind as to close the door (Could be polite, angry, sarcastic) Express an opinion may include: Expressions, such as I think…. I believe… I can’t agree Prepare may include: understanding the key features of formal talks; structure, discourse markers, voice volume, intonation, delivery rate, awareness of audience selecting topic and structuring talk preparing notes or prompt cards practising accessing visual aids or other supports as required Structure and style may include: the order of ideas, such as introduction, body and conclusion, sequence of steps the manner of presentation; formal, informal, conversational, voice volume, intonation, delivery rate Simple cohesive devices may include: use of cohesive devices to sequence and explain information, such as first, then, finally other linguistic cues to explain sequence of ideas or steps supporting materials, such as photos, notes on a board
Purpose may include: function of the form – what goods or services can be obtained, such as completion of Learning Plan job application, for example summary of relevant experience support applications, for example government allowances course award application, for example personal statement to provide details about a complaint or incident Requirements and conventions may include: formatting, such as bulleted or numbered points symbols and diagrams directions and instructions Straightforward transactional forms may include: online and paper based, such as applications which include sections for details feedback forms complaint forms incident forms faulty goods forms educational forms such as special consideration application Organisational features may include: features of online and paper based texts, such as visuals, symbols and logos, tables, charts, diagrams navigational features instructional language commonly used abbreviations Language and register appropriate to the context may include: formal language for application forms, such as description of previous experience, abilities report of an incident observation of conventions / register for official forms, such as whether to use abbreviations, selection of appropriate words, expressions of politeness Additional requirements may include: attachments, certified copies of documents or evidence signatures of others, such as witness, JP Evidence Guide The evidence guide provides advice on assessment and must be read in conjunction with the
Simple cohesive devices may include: use of cohesive devices to sequence and explain information, such as first, then… finally other linguistic cues to explain, sequence ideas or steps supporting materials, such as photos, notes on a board Awareness of audience may include: audience - interlocutor or group clarifying where required, responding to questions use of visual aids or other supports as an aid to meaning requests for clarification, such as Can you say that again? Sorry, I didn’t get that Do you mean this one? Like this? Report may include: use of visual materials graphic information of limited complexity inclusion of numerical information 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 Curriculum. Critical aspects for assessment and evidence required to demonstrate competency in this unit Assessment must confirm the ability to: use straightforward conventions and apply linguistic knowledge and skills to investigate informational texts on an environmental issue from a range of sources communicate information on an environmental issue in a talk including expressing opinions, making suggestions and responding to the audience write a report on an environmental issue comprising at least one appropriately structured paragraph and including features of text organisation Context of and specific resources for assessment Assessment must ensure: access to a range of EAL resources including a bilingual dictionary, and / or an English-English dictionary access to sources of information on the Australian environment
a variety of adjectives, adverbs and adverbial phrases a range of conversation discourse markers, conjunctions a range of modifying words and phrases to explain and qualify ideas and express opinions and attitudes how tone, stress and intonation modify meaning generally intelligible pronunciation with effective use of stress and intonation although speaking may be characterised by hesitations and circumlocution Required Sociolinguistic and Cultural Knowledge and Skills: register appropriate to the context a limited range of colloquial and idiomatic expressions recognition of some inferred meaning, such as logical, contextual, paralinguistic, for example use of voice for effect (intonation and emphasis), facial expressions detect and give opinions and attitudes in oral texts, such as I think that, Wouldn’t it be better? verbal communication includes meanings which are not always explicit 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. Bold italicised wording in the Performance Criteria is detailed below. Informal expressions to open and close conversations may include: formulaic and commonly used expressions Hi there, how have you been? Welcome back! What have you been up to? Oh, Aysia, how are you today? I’ll see you tomorrow See you later Informal expressions to enter and leave conversations may include: straightforward expressions Look, I disagree… Now, as I was saying… If you ask me… Hang on a minute… Let me finish Questions and invitations may include: straightforward questions What’s your opinion? How do you see it? What do you reckon? Would you like to give us your opinion?
Documentation may include: Curriculum Vitae listing previous education and work experience covering letter which includes highlighting the reasons for your interest in the placement examples of activities from a previous work placement Conversations may include: using register appropriate to the context using polite expressions to open and close conversations responding to questions and asking questions as appropriate using straightforward everyday expressions appropriate to the context responding to issues and presenting proposals responding to and making requests Employer expectations may include: attendance times breaks advising absence duties reporting relationships Workplace Health and Safety requirements may include: WH&S legislation codes of practice anti-discrimination measures industrial relations seating manual handling hazard identification PPE (personal protective equipment) dangerous goods personal safety requirements Following the work routine may include: working in teams following directions completing tasks as instructed Communicating in the spoken communication, such as asking for assistance or clarification, following or giving instructions, liaising with
clearly conveys the main ideas and supporting detail uses language and terminology appropriate for the audience uses language, format and content appropriate to the purpose checking EAL print and online resources and dictionaries to review language items using word processing tools to check spelling reading aloud to improve punctuation, grammar and word choice 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 Curriculum. Critical aspects for assessment and evidence required to demonstrate competency in this unit Assessment must confirm the ability to: use appropriate conventions and apply linguistic knowledge to critically read, write and edit complex descriptive texts in a professional context. Context of and specific resources for assessment Assessment must ensure: access to a range of EAL resources including bilingual resources and other digital or paper based resources for support, for example texts as models a bilingual dictionary, and/or an English-English dictionary acknowledgement of the L2 user, such as cultural differences in written texts Assessment practices should consider the learner’s need to initiate support from a range of established resources such as contextual support, in relation to unfamiliar jargon, some aspects of the local culture, and cultural influences and expectations assistance in reviewing texts prior to the final draft Assessment also needs to take into consideration time to read and analyse texts time to complete written texts Method(s) of assessment The following are suggested assessment methods for this unit: discussion to confirm the ability to critically read complex descriptive texts
workload is unequal or unfair, imbalances in group interaction, personal differences, prejudice, discrimination Key responsibilities and expectations of group members may include: clear allocation of roles and tasks expectation that members support each other, work cooperatively expectation that members will listen and participate in discussion effectively review of progress, and adherence to deadlines Strategies for dealing with problems may include: rephrasing concise questioning targeted questioning asking for clarification asking for repetition disagreeing and interrupting politely giving and receiving constructive criticism use of chairperson or other support person to address imbalances / conflict within group clarifying acceptable behaviour Informal expressions may include: Maybe we could… Hang on a minute… Wait a second… What do you reckon? Look, my idea is… colloquial expressions 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 Curriculum. Critical aspects for assessment and evidence required to demonstrate competency in this unit Assessment must confirm the ability to: use straightforward conventions and apply linguistic knowledge to make requests and suggestions with supporting evidence respond to and give instructions in a study context prepare for group work in a further study context participate in informal discussions in a study context which are of sufficient duration to allow learners to demonstrate
Unit Code VU22649 Unit Title Use critical reading skills to analyse study tasks Unit Descriptor This unit describes the skills and knowledge required by EAL learners to analyse written study task requirements by using critical analysis of instructional or advisory language related to the successful completion of study tasks. The outcomes described in this unit relate to: The Australian Core Skills Framework (ACSF). They contribute directly to the achievement of ACSF indicators of competence for Reading at Level 4 and the ISLPR (International Second Language Proficiency Ratings) descriptors for Reading and Writing. They contribute directly to the achievement of ISLPR Reading 3/3+ and Writing 3/3+. Employability Skills This unit contains employability skills. Application of the Unit This unit applies to learners wishing to develop their English language reading and writing skills to satisfy further study needs. The study situations in which these skills are applied are varied, and can be related to a range of further study or higher education contexts, and across disciplines. 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 Examine study task requirements 1.1 Examine a range of study tasks containing instructions or advice 1.2 Determine the purpose of the instructions or advice 1.3 Identify types of study tasks 2 Critically analyse formal instructional and/or advisory language for a study task 2.1 Select a study task 2.2 Identify type of study task required 2.3 Establish the topic and key components for the study task 2.4 Locate key instructional language for task completion 2.5 Analyse the features of the key instructional language