VET in Schools Instructor Manual - vsl.vic.edu.au Documents/Manuals… · VET in Schools Curriculum...

1

Victorian School of Languages

Registered Training Organisation No. 21269

VET in Schools

Instructor

Manual

2017

VET in Schools Instructor Manual 2017 RTO Version 4 authorised P. Petrovska

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Contents

1. Welcome to the VSL RTO

1.1 VET – What is it?

6

1.2 Introduction to VET in Schools 6

1.3 Training Packages 7

1.4 Policies and Procedures 7

2. RTO Compliance

2.1 What is the Australia Quality Training Framework (AQTF)

9

11

2.2 Australian Qualifications Framework (AQF) 11

2.3 What is the Australian Skills Quality Authority (ASQA) 11

3. VET in Schools Auspice Roles and Responsibilities

2017 VET in Schools Language Program Calendar

13

15

VET in Schools Auspice School Checklist 17

VET in School Auspice School Responsibilities

3.1 Learners

18

18

3.2 Responsibilities 18

3.3 Course Material and Validation 19

3.4 Moderation, Validation and Professional Development 19

3.5 Policies and Procedures 19

3.6 VSL RTO Support 19

3.7 Assessment 20

3.8 Reporting 20

3.9 Fees and Charges 20

3.10 Withdrawal of Learners from the Program 20

4. VET in Schools Administrative Forms

4.1 Enrolment Form

21

23

4.3 VSL Training Plan 27

4.4 Learner List 28

4.5 Learner Contact Record (Roll) 29

4

4.6 Learner Competency Record (Elements completed)

5. Surveys

30

33

5.1 Learner Satisfaction Survey 35

5.2 Trainer Satisfaction Survey 38

6. VET in Schools Curriculum

6.1 Competency Based Assessment

6.2 VETiS Course Development

41

42

42

6.3 Recognised Prior Learning 44

6.4 Before teaching a language certificate course 44

6.5 Before conducting the assessments

6.6 Conducting the assessment

6.7 Mapping learner assessment criteria for competent or not yet competent results

6.8 Employment Skills

6.9 Industry Engagement

6.10 Pre-entry Testing

6.11 Language, Literacy and Numeracy (LLN) and VET

45

45

45

46

47

47

47

7. Unit of Competency Certificate II and III in Applied Language 53

7.1 Certificate II in Applied Language 2017 Unit Mapping Statement

7.2 Certificate II in Applied Language

7.3 Certificate III in Applied Language

55

56

59

Recognised Prior Learning Forms Certificate II and III in Applied Languages

Sample Learner Reports

63

79

Assessment Cover Sheets Certificate II in Applied Language Assessment Cover Sheets Certificate III in Applied Language

83

105

Application for Extension

Trainer Industry Currency and Vocational Competency

Sample Tasks for Certificate II and III in Applied Language

VETiS Learning Program

Industry Engagement Plan

125

129

131

144

151

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Victorian School of Languages

Registered

Training

Organisation

No 21269

6

1. Welcome to the Victorian School of Languages Registered Training Organisation The Victorian School of Languages (VSL) is a state-wide Department of Education and Training language school delivering distance education and face to face language classes since 1935. In addition to this, we are a long established Registered Training Organisation (RTO) delivering Certificates in Applied Languages to Victorian secondary school learners and adults, as well as tailoring language courses for industry such as, the Victoria Police and Aged Care Services.

1.1 VET – What is it? Vocational education and training (VET) is ‘education and training for work’. It exists to develop and recognise the competencies or skills of learners. It has traditionally been seen as post-secondary, non-university education and training, focusing on apprenticeships. But reforms in the past decade now see vocational education and training programs offered in secondary Schools, stronger links with university study options and six levels of qualifications offered in most industries, including high growth, new economy industries. Providers of learning and assessment services are registered by the system and regularly audited for service quality. The system enables providers to operate anywhere in Australia, and to issue nationally-recognised qualifications. Training packages provide the central system ‘architecture’. Training Packages specify the competencies that must result from the provision of learning services, industry requirements for assessment, and the qualifications that result from competence. In industry areas where there are not yet Training Packages, accredited courses are used instead. Commonwealth, State and Territory governments – the National Training Quality Council Agreement brings together Commonwealth, State and Territory governments to provide the policy and regulatory frameworks for the VET system. Governments implement the National Training Framework (which includes Training Packages and the National Quality Training Framework) to enable consistency, quality and national recognition of provider services. Governments also provide approximately half the funds for the system – the other half being provided by enterprises and learners themselves. More information is available on the TGA website at www.training.gov.au . 1.2 Introduction to VET in Schools VET in Schools (VETiS) is designed to provide additional pathways for learners to undertake a nationally recognised VET qualification while still at secondary School completing either VCE or VCAL. Schools delivering Certificate II and III in Applied Language as part of their VETiS program need to have auspice by a Registered Training Organisation (RTO). The VSL RTO has strategic partnerships with Schools across Victoria and is able to provide strong levels of curriculum and administrative support to principals and instructors under these auspice arrangements. Secondary instructors interested in teaching vocational language certificates need to have a current Certificate IV in Training and Assessment (TAE40110). This is a mandatory requirement. Apart from acquiring practical and communicative language skills, a VETiS language program aims to increase learner motivation and retention in language classes. For example, learners may complete a Certificate II in Year 9 and 10 and proceed to Certificate III or possibly take VCE Units 1 and 2.

http://www.training.gov.au/

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1.2.1 Credit in the VCE Program 1: Learners who complete 22149VIC or 10297NAT Certificate II in Applied Language will be eligible for two units of credit towards their VCE at Units 1 and 2 level. Program 2: Learners who complete 22150VIC Certificate III in Applied Language are eligible for three units of credit towards their VCE: a Units 3 and 4 sequence and a Unit 3. Note: Learners must demonstrate competency as identified in Program 1 prior to undertaking Program 2. 1.2.2 ATAR Contribution Learners who receive a Units 3 and 4 sequence for Program 2 of VCE VET Applied Language will be eligible for an increment towards their ATAR (10% of the average of the primary four scaled studies). The increment is awarded by the Victorian Tertiary Admissions Centre (VTAC). Further information can be found on the VTAC website: www.vtac.edu.au. The VCE VET Applied Language program does not offer scored assessment.

1.3 Training Packages Training packages are sets of nationally endorsed standards and qualifications for recognising and assessing people’s skills. A Training Package describes the skills and knowledge needed to perform effectively in the workplace. They do not prescribe how an individual should be trained. Instructors develop learning strategies – the “how” – depending on learner needs, abilities and circumstances. Training Packages are developed by industry through national Industry Skills Councils, Recognised Bodies or by enterprises to meet the identified training needs of specific industries or industry sectors. To gain national endorsement, developers must provide evidence of extensive consultation and support within the industry area or benchmark programs. Training Packages complete a quality assurance process and are then endorsed by the National Training Quality Council (NTQC) and placed on the TGA website (www.training.gov.au). The Victorian School of Languages RTO has nationally accredited training packages on its scope and can auspice Schools in the delivery of Certificate II in Applied Language -10297NAT; 22149VIC and Certificate III in Applied Language - 22150VIC. 1.4 Policies and Procedures The VSL is governed by policies and procedures in the administration of its RTO operations. Policies and procedures are available online on the VSL website at www.vsl.vic.edu.au or by contacting the RTO Manager on (03) 9474 0500.

http://www.vtac.edu.au/


http://www.vsl.vic.edu.au/

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RTO

Compliance

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2. RTO Compliance

2.1 What is the Australian Quality Training Framework (AQTF)

The AQTF includes conditions and standards for: Registered Training Organisations State and Territory Registering/Course Accrediting Bodies The revised Australian Recognition Framework Arrangements (2010) – namely the AQTF: Raises, and more clearly specifies, requirements of registered training organisations (RTOs) Improves auditing arrangements and Introduces conditions and standards and agreed processes for State and Territory registering/course

accredited bodies. It also makes auditing of the training and assessment activities clearer, more transparent and more consistent. This will ensure quality and confidence in vocational education and training, greater national consistency and better outcomes for learners and other VET system learners. More information is available on the TGA website at www.training.gov.au .

2.2 Australian Qualifications Framework (AQF)

The Australian Qualifications Framework (AQF) is a single, coherent framework for qualifications from Senior Secondary Certificates through to Doctoral Degrees. The Framework links together all these qualifications and is a highly visible, quality-assured national system of educational recognition which promotes lifelong learning and a seamless and diverse education and training system. It covers qualifications issued by secondary Schools, vocational education and training (VET) providers and higher education institutions. All qualifications are nationally-recognised. Within the framework, there are six VET qualifications available: Certificates I, II, III and IV; Diploma and Advanced Diploma. Training Packages specify the combination of competency standards required to achieve a particular qualification. Learners who complete some, but not all, standards for a qualification are awarded a statement of attainment. When they are assessed as competent in the remaining standards, they attain the qualification. More information is available on the TGA website at www.training.gov.au .

The State Register can be viewed online and comprises all education and training organisations registered by the VRQA and the accredited courses they deliver.

2.3 What is the Australian Skills Quality Authority (ASQA)

The Australian Skills Quality Authority (ASQA) is the national regulator for Australia’s vocational education and training sector.

ASQA regulates courses and training providers to ensure nationally approved quality standards are met.

The Standards for NVR Registered Training Organisations replace the former AQTF standards for relevant applicants/RTOs.



http://www.vrqa.vic.gov.au/StateRegister/Search.aspx/Search?SearchType=0

http://www.comlaw.gov.au/Series/F2013L00167

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The standards are used by ASQA as an instrument in protecting the interests of all learners undertaking vocational education and training in Australia. ASQA was established through the enactment of three pieces of legislation in March 2011.

The VSL RTO is now registered with ASQA in order to deliver language certificates and provide support for schools nationally.

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VET in Schools

Roles

and

Responsibilities

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2017 VET in Schools Language Program Calendar

Term 1 Date Event Action

2-3 March 2017 VSL VETiS Professional Development session at VSL HO

Instructors from participating auspice schools and VSL

10 March 2017 Enrolment forms and Training Plans completed and sent to VSL

Auspice school VET Co-ordinators and/or Instructors

10 March 2017 Class learner lists verified by auspice schools and checked by VSL RTO

VET Co-ordinators and/or Instructors and RTO Compliance Officer

End of Term 1 – 31 March 2017

Class attendance rolls due to be sent to VSL RTO

VET Co-ordinators and/or Instructors


1 May 2017 VETiS enrolments on VASS database for funding


May 2017 (Date to be determined)

VETiS Auspice Schools Validation day at VSL HO

VSL Language Mentors and instructors

End of Term 2 – 30 June 2017




24 July 2017 VETiS enrolment withdrawal date on VASS


August 2017 (Date to be determined)

VETiS Auspice Schools moderation day at VSL HO

VSL Language Mentors and instructors

End of Term 3 – 22 September 2017



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October 2017 (Date to be determined)

Auspice School visit (as required)

VSL RTO staff

13 November 2017 Enter VET Unit results in VASS

Auspice School VASS Co-ordinator

20 November 2017 Competency results sent to VSL


30 November 2017 Program evaluation (surveys)

Instructors and learners

November 2017 (Date to be advised)

Validation of 2018 curriculum

VSL RTO staff

December 2017

Certificates to be issued and sent to Auspice Schools

VSL RTO staff

End of Term 4 – 22 December 2017

Class attendance rolls and learner course work due to be sent to VSL RTO


Version 2.2 February 2017 Prepared by P.Petrovska

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VET in School Auspice School Checklist

Item Completed ()

1. Memorandum of Understanding or Contract

(a) MOU or Contract signed and returned to the VSL

2. Instructor Qualifications – Certified copies to the VSL

(a) Up to date Resume (b) Certificate IV in Training and Assessment (TAE40110) (c) VIT registration

3. Learner Paperwork

(a) Enrolment forms completed and signed by learner to VSL (b) Training Plan completed and signed by learner to VSL (c) Class list of learners to VSL (d) Learners entered on School VASS system for funding

4. Learner Attendance

(a) Term 1 Class attendance/roll submitted to VSL (b) Term 2 Class attendance/roll submitted to VSL (c) Term 3 Class attendance/roll submitted to VSL (d) Term 4 Class attendance/roll submitted to VSL

5. Learner Assessment (Competency) and learner work

(a) ALL learner assessments submitted to VSL (b) Final grades (competency) submitted to VSL Term 4 (c) VSL RTO issues Certificates to learners/Schools

6. Surveys

(a) Learner Surveys complete and submitted to VSL in Term 4 (b) Instructor Survey complete and submitted to VSL in Term 4 (c) School VETiS Survey complete and submitted to VSL Term 4

7. Course Development

(a) Course plan outline submitted to VSL Term 1 (b) Assessment tasks submitted to VSL (c) Moderation and Validation sessions attended

8. VET in School File

Maintain and submit VET in School file to VSL RTO containing final learner assessment and sample tasks

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3. VET in Schools Auspice Roles and Responsibilities

3.1 Learners

Learners are required to enrol in their language of choice with the auspice school (School). Enrolment forms are located on the VSL RTO website along with Memorandum of Understanding or Contract and this manual. Instructors should forward the completed forms for their class to the RTO Manager by the end of Term One.

The names of learners who will commence with each program, together with their emergency

contact information, are to be listed and will be completed by the School at start of the School year. 3.2 Responsibilities

3.2.1 Responsible Officer

The Principal (or his/her nominee) of the School will appoint a person to coordinate the VET in Schools programs. Day to day communication between the VSL RTO administrators and School will, in the first instance, be via this person. 3.2.2 Staff teaching or supervising

The School’s staff involved with teaching or supervising School learners must be academically and practically qualified to a level which will enable them to proficiently teach the required curriculum material and have VIT registration. Trainers must also be qualified in Certificate IV in Training and Assessment (TAE40110). Teaching staff need to provide the VSL a current resume and mapping statement. All documents provided by trainers to the VSL must be certified.

3.2.3 Trainer Industry Currency According to ASQA requirements trainers must have vocational competency meaning that “they have the particular skills and knowledge relevant to the industry area in which they are delivering.” The RTO must ensure that all trainers and assessors are vocationally competent to delivery all the units they are delivering to learners. Trainers demonstrate current industry skills by participating in relevant professional development activities; participating in learning networks; personal development; undertaking accredited training and working in the relevant industry. For this reason all trainers will need to provide the following evidence to the VSL RTO on induction day. The form has been provided in this manual.

o Professional development activities o Professional or learning networks (Language Instructor Association or MLTAV) o Personal development through reading or recent in-country language experience o Accredited courses o Working in a relevant industry e.g. language teaching or working with the language

community in Australia or translating and interpreting o Participating in validation and moderation sessions at the VSL RTO o “Shadowing” or working closely with other trainers and assessors

3.2.4 Duty of Care

The School staff, will at all times comply with the duty of care owed to learners whilst they are at School.

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3.2.5 Attendance The Principal (or his/her nominee) of the School will provide the VSL RTO Manager (or his/her nominee) with a weekly record of learner attendances at the School classes, at the end of each term.

3.2.6 Excursions The staff of the School will meet all Department of Education and Training guidelines for excursions and will ensure emergency contact and medical forms are carried by the supervisor while on any excursion.

3.2.7 Discipline of Learners

All learners attending VET in School classes at the School will be expected to comply with the School’s Code of Conduct. Any alleged breaches of this Code by learners, will be referred to the School’s VET Coordinator or School Principal for action at his/her discretion.

3.3 Course material and validation

The School will supply each learner with the learning materials required to complete the course, in addition to a course outline and assessment plans for each language program undertaken. The School trainers undertaking the teaching of the VET in School program auspiced by the VSL RTO will develop a course aligned to the qualification of the certificate they are delivering. They will ensure that all curriculum and assessment strategies designed and delivered are in accordance with the relevant training package. Copies of the Training and Assessment Strategy containing a course outline (with weekly lessons and topics) and assessment strategies will be provided to the VSL RTO upon commencement for validation.. The VSL RTO may send curriculum personnel directly to the school for the validation process.

3.4 Moderation, Validation and Professional Development

The VSL will conduct up to two moderation and validation meetings during a School year. All trainers will be required to attend these meetings and bring learner work for consideration so that standards are comparable across classes.

The VSL will also undertake to provide a Professional Development Induction for all trainers at the

commencement of the School year.

3.5 Policies and Procedures

All trainers and learners are required to adhere to the policies and procedures of the VSL’s RTO VET program. All policies and procedures are located on the VSL website.

3.6 VSL RTO Support

The VSL will supply the School’s trainers, staff and learners with the following support:

VETiS support hotline by experienced VSL staff VET in Schools Trainer Manual RTO management ensuring all RTO/VETiS operations and compliance requirements are

maintained Online resources and curriculum support Necessary information to enable the School to enter learners on VASS

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3.7 Assessment The School will assess the learners listed and submitted to the VSL RTO, in each Unit of Competency. A Learner Competency Record sheet must be maintained by trainers for each class. Trainers will maintain a complete file of all learner assessment tasks (either in individual plastic pockets or digitally) and provide the VSL RTO with this material upon the completion of Units of Competency. Upon receipt, the RTO will validate assessments prior to issuing certificates.

3.8 Reporting

The School will report the result for each learner attending VETiS classes in such a manner as will facilitate the timely reporting of the learner’s result to the Victorian Curriculum and Assessment Authority (VCAA) and the VSL RTO.

All instructors and VASS administrators are strongly advised to check with the VCAA on data entry

requirements for VET. The key deadline for VETiS certificate enrolments on the VASS database for funding purposes is 1 May 2017. The VASS process includes entry of the Certificate to be undertaken along with the units of competency completed by learners.

Subject to the School complying with this, the VSL RTO will issue all relevant Certificates and

Statements of Results each year.

3.9 Fees and Charges

The fee structure of VET programs in 2017 is as follows.

Auspice School program - $165 (plus GST) per learner per Certificate. This covers all compliance

requirements such as professional development sessions, induction, moderation and validation,

ongoing school support and certificates.

Please note that there will be a minimum charge of $1,200 (plus GST) for a learner cohort of seven

(7) or less.

Auspice School program with VSL instructors - $400 (plus GST) per learner per Certificate. This

covers the provision of a VSL instructor to teach the program if an auspice school instructor can’t be

accessed as well as all compliance requirements such as professional development sessions,

induction, moderation and validation, ongoing school support and certificates.

There may be a requirement to charge additional auspice school set-up fees to cover costs of setting

up an auspice school arrangement. These costs and fees are subject to discussion and negotiation

before contracts are finalised.

3.10 Withdrawal of Learners from the Program

A learner may withdraw from the program of study at any time. The School must advise the VSL

RTO when they become aware of this. (Use form in the contract.)

The VSL RTO will issue at the request of the School any statements of attainment. Where a learner withdraws from a Certificate program, after four (4) weeks from the scheduled

commencement date of classes for the semester, the School will not be eligible for any refund of fees.

Should sufficient learners leave so as to make the program non-viable, the School and the VSL RTO

must meet to determine a new course of action, provided that any action must facilitate the program’s completion without any disadvantage to remaining learners.

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VET in Schools

Administrative

Forms

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LEARNER ENROLMENT FORM – Please print clearly. USI: XYZ123ABC1

Surname: Smith First name: John

Home Address: 123 Smith Street, Smithtown

Postcode: 3333 State: VIC

Postal Address (if different to Home Address)

Phone No. (Home) 9999 1234 Mobile No. 0410 123 456 Fax No. 9999 4567

Date of birth (Day/Month/Year) 01/01/2000 Male/Female Male

Email address: [email protected]

SECTION A – to be completed by learner (please tick where appropriate)

LANGUAGE AND

CULTURAL DIVERSITY

1. In which country were you born

Australia

Other - Please specify.

2. Do you speak a language other than English at home?

(If more than one language, indicate the one that is spoken most often)

No, English only

Yes, other - Please specify.

3. How well do you speak English?

Very well

Well

Not well

Not at all

4. Are you of Aboriginal or Torres Strait Islander origin?

No

Yes, Aboriginal

Yes, Torres Strait Islander

Tel: 9474 0500

Toll Free: 1800 675 872

Fax: 9416 9899

ABN: 29 034 006 179

Address: 315 Clarendon Street

Thornbury VIC 3071

Website: www.vsl.vic.edu.au

TOID: 21269

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DISABILITY

5. Do you consider yourself to have a disability, impairment or long-term condition?

Yes

No

If Yes, please indicate the areas of disability, impairment or long-term condition:

(You may indicate more than one area.)

Hearing/Deaf

Physical

Intellectual

Mental illness

Acquired Brain Impairment

Vision

Medical condition

Other

SCHOOLING

6. What is your highest COMPLETED School level?

(Tick ONE box only.)

Completed Year 12

Completed Year 11

Completed Year 10

Completed Year 9 or equivalent

Completed Year 8 or lower

Did not go to School

7. In which YEAR did you complete that School level?

2015

8. Are you still attending secondary School?

Yes

No

PREVIOUS

QUALIFICATIONS

ACHIEVED

9. Have you SUCCESSFULLY completed any of the following qualifications?

Yes

No

If YES, then tick ANY applicable boxes.

Bachelor Degree or Higher Degree

Advanced Diploma or Associate Degree

Diploma (or Associate Diploma)

Certificate IV (or Advanced Certificate/Technician)

Certificate III (or Trade Certificate)

Certificate II

Certificate I

Certificates other than the above

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EMPLOYMENT

10. Of the following categories, which BEST describes your current employment status?

(Tick ONE box only.)

Full-time employee

Part-time employee

Self-employed - not employing others

Employer

Employed - unpaid family worker

Unemployed - seeking full-time work

Unemployed - seeking part-time work

Not employed - not seeking employment

STUDY REASON

11. Of the following categories, which BEST describes your main reason for undertaking this

course/traineeship/apprenticeship? (Tick ONE box only)

To get a job

To develop my existing business

To start my own business

To try for a different career

To get a better job or promotion

It was a requirement of my job

I wanted extra skills for my job

To get into another course of study

For personal interest

For self-development

Other reasons

SECTION B – Complete course details (please tick where appropriate)

VET in Schools VET by Distance Education

(b/w 15 and 20 years old)

Language: Mandarin_____________________________________________

Certificate II in Applied Language – 10297NAT

Certificate III in Applied Language – 22150VIC

Total contact hours

Cert II in Applied Language 280 hours

Cert III in Applied Languages 280

hours

Course start date:

1 February 2017

Course finish date:

31 December 2017

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SECTION C – Terms and Conditions

The VSL RTO will provide all learners with a Learner Handbook with this Enrolment Form and

Training Plan. The Learner Handbook provides learners with information, rights and obligations in

undertaking a certificate course with an Auspice School or directly with the VSL RTO via a Distance

Education program.

In addition learners will have access to the Learner Handbook, relevant forms, information, policies &

procedures on the VSL website www.vsl.vic.edu.au.

Learners are required to read the handbook and be familiar with learner rights and obligations before

they commence their certificate course.

All learners acknowledge that they have read and understand their rights and obligations outlined in the

Learner Handbook and/or website by signing this Enrolment Form and Training Plan.

Learner signature: John Smith_________________ Date: 03____ / 03____ / 2017__

VSL signature: Matthew Richardson__________ Date: 05____ / 03__ / 2017__


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VICTORIAN SCHOOL OF LANGUAGES TRAINING PLAN

QUALIFICATION: Certificate ___ in Applied Language – Course Code: ________ (Insert certificate and course code undertaken – II and 10297NAT or III and 22150VIC )

Learner Name: John Smith Address: 123 Smith Street, Smithtown VIC 3333

Telephone (Home): 9999 1234

Mobile: 0410 123 456

Date of Commencement: 1 February 2017 Email: [email protected] Fax: 9999 4567

Home School: Smithtown Secondary College Year Level at Home School: Year 11 Language Studied: Mandarin

Course Undertaken

Tick () appropriate course

Nominal

Hours

Delivery

Mode

(Classroom or Distance)

Proposed

Starting Date

Proposed

Completion Date

Name of Instructor

Assessment Elements:

Basic/Routine Oral, Written, Portfolio, Observation,

Anecdotal, Demonstration, Project

Assessment

Outcome

Competent (C) Not

Competent (NC)

Date

Competency Achieved

Cert II in Applied

Language

- 10297NAT

Cert III in Applied

Language

- 22150VIC

280

280

Classroom

1 Feb

2017

30 June

2018

Mary Zhang

Element 1

Element 2

Element 3

Element 4

Learner signature: John Smith__________(Sign on enrolment) Date: 03___ / 03___ / 2017___ VSL signature: Matthew Richardson ___ Date: 05___ / 03_ / 2017

Instructor Signature: _______________________________ (Sign on Assessment) Date: _____/______/______

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Learner List – School: _________________________________

Course Name: ______________________ Course Code: ____________ Language: ___________ (Please provide to the Victorian School of Languages RTO with contact details of each learner. Please note that a printout from your system is acceptable

where it provides the necessary information highlighted below and is signed and dated.) This is included in the auspice contract with your school.

Name of learner Name of VET program Course Code Day and time attended at School

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

Trainer Signature: __________________________________________________________ Date: ____/____/______ Version 2.0 December 2015 Prepared by M. Gregorace

29

Please note: If you provide the RTO with a school specific attendance roll, it must contain the following information as well as the

trainer’s signature.

Learner Contact/Attendance Record

School: _________________________________ Trainer: ____________________________

Course Name: ______________________ Course code: _____________ Language: ________________Term: _____ Please note that a printout from your system is acceptable where it provides the necessary information highlighted below and is signed and dated.

Session >>>>> 1 2 3 4 5 6 7 8 9 10 11 12

Learner Name Date Date Date Date Date Date Date Date Date Date Date Date

1

2

3

4

5

6

7

8

9

10

11

12

13

Trainer Signature: _____________________________________________ Date: ____/____/________ Version 2.0 December 2015 Prepared by M. Gregorace

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Learner Competency Record 2017 Instructor: School: Certificate II in Applied Language Course Code: 10297NAT C = Competent NC = Not Competent NYC = Not Yet Competent

Conduct basic oral communication for social purposes in a language other than

English CALOCS201

Conduct basic workplace work

place oral communication in a language other than

English CALOCW202

Read and write basic documents

for social purpose in a

language other than English CALRWS203

Read and Write basic workplace documents in a language other

than English CALRWW204

Final Assessment

Learner Name USI Number UoC 1 UoC 2 UoC 3 UoC 4

Example John Doe 123456

C C C C C

12/3/2017 31/5/2017 30/9/2017 30/11/2017 30/11/2017

1

2

3

4

5

6

7

Trainer Signature: _____________________________________________ Date: ____/____/_______ (Sign, date and submit with all completed assessments).

Version 5.0 January 2017 Prepared by P. Petrovska

31

Learner Competency Record 2017 Instructor: School: Certificate III in Applied Language Course Code: 22150VIC C = Competent NC = Not Competent NYC = Not Yet Competent

Conduct routine oral

communication for social purposes in a

language other than English VU206004

Conduct routine workplace oral

communication in a language other

than English VU20605

Read and write routine

documents for social purposes

in a language other than

English VU20606

Read and write routine

workplace documents in a language other

than English VU20607

Final Assessment

Learner Name USI Number UoC 1 UoC 2 UoC 3 UoC 4

Example John Doe 123456

C C C C C

12/3/2015 31/5/2015 30/9/2015 30/11/2015 30/11/2015

1

2

3

4

5

6

Trainer Signature: _____________________________________________ Date: ____/____/________ (Sign, date and submit with all completed assessments)

Version 4.0 October 2016 Prepared by P Petrovska

33

Surveys

35

5. Surveys

5.1 Learner Satisfaction Survey

The purpose of this evaluation is to obtain your feedback on the content, delivery and services

provided by the Victorian School of Languages (VSL). Your response will be treated in strict

confidence and will assist us to review and improve current School processes.

Please complete your course details below:

Course Name: _____________________ Language: _____________________________

Course Code: _____________________ Date Completed: ____/____/______

School: ____________________________________

Instructions:

Please the complete the questionnaire by circling the one number that best describes your answer to

each question. Please read each question carefully. Please return the survey to your trainer by 30

November 2017. Alternatively you can scan and email the survey to the VSL at

[email protected] by the same date.

Q1. Thinking in general about the course you are undertaking, or have undertaken, how would you

rate your course overall?

(Circle only one number)

Poor………………………………………… 1

Fair…………………………………………. 2

Good……………………………………….. 3

Very Good…………………………………. 4

Excellent…………………………………… 5

Don’t know ………………………………... 6

Q2. How strongly do you agree or disagree with the following statements about your course?

(Circle only one number for each statement)

a) You got all of the information you needed to make choices about courses/units.

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

Version 2.2 February 2017 Prepared by M. Gregorace

The information given to you by your school gave

mailto:[email protected]

36

b) you a clear idea of where the course might lead in terms of future career and job prospects.

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

c) You were given a clear idea of what you could achieve by the end of the course.

Strongly

disagree disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

d) The topics covered in the course were interesting.

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

e) The topics covered in the course were sufficiently challenging for you.

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

f) The way in which you are developing/developed skills through the course matches the skill you

are required to develop on the job.

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

g) The trainer had good knowledge of the subject they were teaching.

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

h) You were easily able to talk to your trainer when required.

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

i) You feel you will be able to use what you have learned in the course in a work situation and/or

in everyday life.

Strongly

disagree

Disagree Neither agree

nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

j) The curriculum materials supplied as part of the course assisted you in your learning.

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

37

k) You feel that the assessment methods used by the trainer were relevant to your learning.

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

l) The timetabling of the course met your needs.

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

FURTHER COMMENTS

If you have additional comments, please use the space below.

Thank you for your co-operation.

38

5.2 Trainer Satisfaction Survey

The purpose of this evaluation is to obtain your feedback on the content, delivery and services

provided by the Victorian School of Languages (VSL). Your response will be treated in strict

confidence and will assist us to review and improve current School processes.

Please complete the details of the course you teach.

Course Name: _____________________ Language: _____________________________

Course Code: _____________________ Date Completed: ____/____/______

School: ____________________________________

Instructions:

Please the complete the questionnaire by circling the one number that best describes your answer to

each question. Please read each question carefully. Please return the survey to the VSL by 30

November 2017. Alternatively you can scan and email the survey to the VSL at

[email protected] by the same date.

Q1. Thinking in general about the course you have trained, how would you rate your course

overall?

(Circle only one number)

Poor………………………………………… 1

Fair…………………………………………. 2

Good……………………………………….. 3

Very Good…………………………………. 4

Excellent…………………………………… 5

Don’t know ………………………………... 6

Q2. How strongly do you agree or disagree with the following statements about the course?

(Circle only one number for each statement)

a) You are actively encouraged and supported by your manager/RTO.

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

b) You have a clear idea of the VSL's compliance requirements.

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

Version 2.2 February 2017 Prepared by M. Gregorace

mailto:[email protected]

39

c) There are sufficient facilities available to enable you to train and assess learners effectively.

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

d) You receive adequate feedback on your performance.

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

e) You have sufficient time available to adequately complete all learner assessment.

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

f) You have a clear understanding of your tasks and responsibilities.

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

FURTHER COMMENTS

If you have additional comments, please use the space below.

Thank you for your co-operation.

Version 2.1 December 2016 Prepared by M. Gregorace

41

VET in Schools

Curriculum

42

6. VET in School Curriculum

6.1 Competency Based Assessment

The following information on assessment is included to assist instructors undertaking competency

based assessment which is required in the delivery of the VET in Schools language Certificates.

The assessment context should relate to the goals and language needs of the learners and include

cross-cultural language skills, key words, phrases and short expressions appropriate to situations

which reflect authentic settings and tasks. For this reason, assessments should be tailored for each

language and may vary slightly.

Assessment methods based on a holistic approach are by far the most successful. Learning and

assessment activities could assess more than one learning outcome. Some of these methods include:

observation of role-plays and pair work, interviews, presentations, practical exercises, portfolios of

written work, reports, as well as, group and class work observations. In addition to this, learners could

keep a portfolio of samples of work to demonstrate skills and knowledge as well as maintaining a

journal recording activities such as learner centred learning and independent project work. Journals

could also record learner ideas and reflections on class activities.

Assessments should be contextualised and realistic, and contain a mixture of formative and

summative assessment tasks by the end of the course. Samples of formative assessment as well as all

summative assessments (or the actual tasks) need to be provided to the RTO.

The goal of formative assessment is to monitor learner learning to provide ongoing feedback that can be used by instructors to improve their teaching and by learners to improve their learning. Summative assessment is used to evaluate learner learning at the end of an instructional unit by comparing it against some standard or benchmark, in this case a national language certificate element or competency.

Competency Based Assessment does not grade learners in the traditional way that VCE does or

penalise them if they do not achieve the standard required. We mark learners as “competent” or “not

yet competent” and give them the opportunity to redo an element in order to achieve success.

This is not a competitive system, rather, a system which enables learners to work at their own pace.

For this reason, VSL VET trainers have developed a marking system tailored for language instructor

which offers instructors an easier way to assess learner in accordance with the competency based

assessment model.

A report format based on competency based assessment has also been developed which could be

utilised by your school during the mid-year reports. It lists the competencies for each certificate and

requires a simple tick to show the ones that have been completed.

6.2 VETiS Course Development

Aligning a VETiS program with your current language course requires mapping the topics, learning

activities, and assessment tasks to the Certificate competencies and elements. The following tools show

the way in which assessment is mapped.

43

6.2.1 Mapping Tool for 10297NAT; 22149VIC and 22150VIC

(a) Assessment

The following diagram shows the breakdown of the Units of Competency and the most

important aspects of the above Certificates that need to be addressed by trainers in their

training and assessment strategy. When assessments are being developed, trainers need to

check the CAE accreditation document for information on elements as follows.

(b) Learning Program

Trainers will develop a learning program that includes the following elements: weekly sessions

for 280 hours of delivery, language content and methodology. Courses need to have an industry

engagement component and address both social and workplace units of competency in a

culturally appropriate manner.

The method section in the following diagram is taken directly from the Certificate accreditation

document about assessment. The context and specific resources included need to facilitate

understanding and delivery of the target language. These should include audio-visual

recordings of conversations and assorted teaching and learning materials which should be

annotated accordingly.

• Method of assessment

• Range statements

• Element • Unit of competency

communicating in a social or workplace

setting

performance criteria

critical evidence guide

required skills and knowledge

44

6.3 Recognised Prior Learning

Sometimes you may have a learner that has already completed part of a Certificate and wants to

complete the remainder with your class. Or you may wish to ascertain the language level of a learner

before placing them in the appropriate Certificate class. The VSL RTO has developed RPL or Recognised

Prior Learning or Skills Recognition paperwork which you need to use to complete the RPL process.

These documents can be found in this manual and on the VSL website. www.vsl.vic.edu.au All

documentation complete with learner work needs to be retained and passed on to the VSL RTO.

6.4 Before teaching a language certificate course, it is important that trainers

(a) Understand the parameters of the assessment task as outlined in the Applied Certificate in

Language documentation. The actual Units of Competency outline the required skills as well as

a range of sample tasks situated in an assortment of workplaces and social settings, along with

language features, communication strategies, visual aids and commonly used expressions which

could be incorporated into the tasks. Check also the methods of assessment for each element.

(b) Create a course that reflects both a social and work environment based on situational and

communicative language methods. This will require instructors to map their existing course at

AUSVELS/Victorian Curriculum levels for Years 7-10 and Year 11 VCE, isolating the relevant

topics compatible with the Certificate in Applied Language.

(c) Submit the course using the VSL RTO paperwork outlining the weekly lessons plans which

include topics, classroom activities, grammar, resources and assessment task.

(d) Create assessment tasks that reflect the learner’s environment linking it to a work or social

context where relevant, by referring to the context, specific resources and methods of

assessment suggested in the Applied Certificate in Language documentation.

(e) Submit each of the proposed assessment tasks to be given to learners, together with the cover

sheet for approval by the VSL RTO. Refer to the sample documents provided in this manual.

(f) Set dates for your assessments and develop sample learner responses to denote what a learner

has to achieve for satisfactory completion.

(g) Establish a record keeping system or individual learner file for all assessments.

Weekly sessions

•content/topics to be covered

•methodology

•teaching materials - written, oral and on-line

•assessment per element of UoC

Language content

•social and workplace settings

• industry engagement

•grammar

•vocabulary

•reading, writing, listening and speaking activities

Method

• learner directed learning

•direcrt observations by instructor, class mates

•simulations and roleplays

•direct questioning

•participation in class and group activiies


45

6.5 Before conducing assessment, it is important that assessors

(a) Provide the learner with a copy of Sample Tasks for Assessment which provides examples of the

type of assessment tasks that will be covered in the course. This document provides learners

with information about the Units of Competency and elements which will be covered, including

performance criteria which will be the basis for instructor marking.

(b) Provide learners with opportunities to do practise assessments during the weeks leading up to

the formal assessment.

(c) Advise the learner

when the assessment will take place

what will occur when the assessment is conducted

the level of competency which is expected to pass

6.6 Conducting the assessment, it is important that assessors

(a) Oversee the evidence gathering process to ensure that it is fair and valid

(b) Advise the learner when to start the task

(c) Observe the learner undertaking the task

(d) Record you observations on the assessment cover sheet attached to the task

(e) Incorporate allowable adjustments without compromising the integrity of the task, such as re-

wording the questions without leading the learner in oral assessments

(d) Do not interfere with the assessment if the learner performs incorrectly, mark as such on the

cover sheet and provide feedback once the task is complete.

(f) Provide learners with an opportunity to re-do an assessment if they are deemed to be not yet

competent.

(g) Once completed, ensure that the cover sheet is signed and dated by the learner

(h) Mark the assessment accordingly. Refer to your sample answers for expected learner

responses. Sign the final assessment cover sheet.

(i) In the event that a question is not answered correctly, discuss the response with the learner to

ascertain if the learner does not know the answer or cannot understand the question

(j) In order to achieve a satisfactory result, all elements must be mapped as competent or not yest

competent on the mapping grid on the assessment cover sheet. More information is provided

below regarding assessment mapping developed and used by VSL RTO assessors.

(k) Enter the grade and date on the class list which is submitted to the RTO at the end of the course.

Submit together with all learner assessments, either hard copy or digitally, (including copies or

oral assessments). These will be retained by the VSL RTO for audit purposes. After verification

of assessments by the VSL RTO, Certificates will then be generated for the competent learners.

6.7 Mapping learner assessment for competent or not yet competent results. In addition to the Performance Criteria outlined for each element in the four Units of Competency covered in the Applied Language Certificates, a Critical Evidence Guide has been provided on all assessment task cover sheets in this manual. This guide shows a comprehensive list of the types of language skills in listening, speaking, reading and writing, learners need to demonstrate in order to successfully complete an element.

46

Competent result

In order to get a competent score, the learner needs to provide quality responses plus

demonstrate a high capability in the language. For example, if we are asking the learner to have

a conversation or a role play with the instructor, the learner will need to demonstrate excellent

vocabulary, pronunciation, ideas and capability to maintain the exchange successfully, such as,

using the correct greeting, key words and short phrases. They will also perform according to

the culturally specific aspect of the language in question, such as, the correct expressions of

courtesy and politeness or formality.

If the task is about understanding or reading comprehension, the learner needs to demonstrate

an excellent capability in identifying the overall meaning of the text, as well as, demonstrating a

high ability to identify all main points, and detailed items of specific information with very few

errors.

They should present written information in an organised and effective manner, particularly the

sequencing of ideas, spelling and grammatical constructs.

If the task is a listening text, the learner needs to demonstrate excellent understanding of the

overall text. The need to convey meaning in the response using the correct register and stylistic

features and highly appropriate range of vocabulary, and grammar.

In order to gain a competent grade there is only a very small margin of error in the language.

Not yet competent result The learners will receive a low or not yet competent score when the learner has limited

responses. For example, if we are asking the learner to have a conversation, the learner will

demonstrate a limited or narrow range of grammar and vocabulary. They may also show

limited awareness of culturally specific aspects of language, behaviour or attitudes applicable to

the task.

If the task is about reading a text and learners present limited points of view and limited

relevant information in the response.

If the task is a listening text. learners will receive a low score if they have limited understanding

of the text, present little relevant information and use a very limited range of grammar and

vocabulary.

A not-competent grade means that learners have not mastered the basic vocabulary and

grammar in the language and are not able to present the appropriate understanding. They

present a large range of errors.

6.8 Employment Skills

Trainers should also ensure that their course assists learners to develop employment skills such as

those listed in Service Skills Australia which include:

Employment skills Language course activities

Planning and organising skills for effective task

completion

Use of class time to complete a task or use of

homework time to complete set homework.

Problem solving skills contributing to productive

outcomes

Completing grammar work and language

activities

Self-management that contribute to employee Maintaining a journal and portfolio of

47

satisfaction language activities done out of class time

Technology skills Using the internet for research projects or

completing on-line language activities

Teamwork skills for productive working

relationships

Pair or Group work to complete oral and

written class activities

6.9 Industry Engagement

All Certificate in Applied Language Courses need to incorporate an industry component. This manual

contains paperwork for instructors to complete as they conduct industry engagement and then

incorporate this into their teaching programs and classroom activities. This provides a real context for

the language learning.

6.10 Pre-entry Testing

Prior to starting your Certificate in Applied Language with your learners it is important to ascertain

their learning needs and competency in the language being studied. This information is important for

course planning and providing strategic support for learners with specific learning needs. These pre-

entry tests should be conducted and the results retained for your RTO file upon request from the VSL

RTO.

Trainers usually assess pre-entry competency in the target language which is being taught as part of an

Applied Language Certificate, at the beginning of the course. Activities such as reading a recipe or set

of workplace instructions, taking an order at a restaurant, giving change or doubling the quantity of a

recipe could be used.

6.11 Language, Literacy and Numeracy (LLN) and VET

In addition to pre-entry testing, assessing levels of language, literacy and numeracy (LLN) in English is

also now part of the required standards for VET in Schools programs

Learner strengths and weaknesses can also be determined by a short literacy writing assessment (in

English) as part of the enrolment process, such as a half page to one page introductory activity. A letter

to learners from yourself could be distributed during the first class which could be used as an LLN

activity. Learners read and then answer in a similar format, with information about themselves, such as

family, likes, work history etc. Or trainers could customised a LLN test based on translation activities.

A generic LLN Pre-training Test and Learner Self-assessment Checklist have also been provided with

sample literacy and numeracy questions to be used as required.

48

LLN Sample Learner Assessments

(a) LNN Pre-Training Test

Victorian School of Languages (VSL) VET in Schools Program

Language, Literacy and Numeracy Pre-Training Test The VSL recognises that while the language training undertaken by learners in the Applied Language

certificate courses is the main focus, reading, writing, listening and speaking, understanding mathematical

concepts and processes are integral skills required for future endeavours undertaken by learners and are

therefore an important component of training. As all learners are individuals with different life experiences,

literacy and numeracy skills vary.

As part of this pre-training review process, learners are now required to complete a language, literacy and

numeracy (LLN) assessment which will be used to assess your LLN ability to undertake the course. If you

have a Language Literacy or Numeracy concern that is affecting your training program, we advise you to raise

it directly with your school, instructor or the VSL RTO.

Learners are required to undertake one of the following LLN assessments:

1. Completion of an evidence based document or

2. Completion of the following LLN test. The result of the test below will be assessed by your school

(either your instructor or school representative) on the learner’s ability to proceed with the language

certificate program.

Directions Once the learner has completed this Language, Literacy and Numeracy (LL&N) test, the results and answers

provided will be assessed by your instructor. This test must be completed on your own.

Personal Details

Surname:

Given names:

Address:

Home telephone:

Mobile:

Email address:

Date of Birth:

How well would you rate your ability to speak English?

Very well Well Not well I Don’t Speak English at all Do you speak a language other than English at home?

YES - other language spoken OR NO I speak English only Question 1 In a short response provide an explanation (Minimum of 100 Words) the benefits of undertaking this course. AT - LLN Test V3 Mar '12 Page 1 of 4 Ascet Tech March 2012 – Version 3

49

Question 2 Geoff’s study aspirations are outlined below. You are required to read the following and answer the questions. Geoff completed school at the age of seventeen and wanted a job that would allow him to work in many countries. Geoff is now nineteen years of age and is considering a career in the hospitality industry. Geoff prides himself on being naturally friendly. He loves to cook meals at home for his friends and family. He is looking at gaining the appropriate training to ensure he can obtain chef qualifications. He wants to attend a 1 year course to become a qualified chef. How old is Geoff now?

How old was Geoff when he left school?

What does Geoff like to do for his friends and family?

What is the duration of the course Geoff wants to attend?

Question 3 It takes 2 ½ hours to type a 7-page report. It takes 1¼ hours to photocopy the 11 copies of the report. How long did it take to complete the report? (tick appropriate box)

4 Hours

3 Hours and 45 minutes

2 Hours and 30 minutes

Question 4 If I sold 3 coffees for $2.50 each, how much change do I give the customer from the following amounts? (tick appropriate box for each amount) $10.00:

$7.50

$6.50

$2.50

$50.00:

$47.50

$42.50

$35.00

50

Question 5 If there is currently $139.50 petty cash in the tin, how much do I need to withdraw from the bank to make $200.00 in the tin? (tick appropriate one)

$60.50

$67.50

$63.50

Question 6 If a 90ml drink has 2 parts milk and 1 part chocolate topping, how many mls of milk and chocolate topping is that? (tick appropriate one)

60 mls chocolate topping, 30 mls milk

60 mls milk, 30 mls chocolate topping

50 mls chocolate topping, 40 mls milk

50 mls milk, 40 mls chocolate topping

Question 7 Tick which option would cost less:

4 bags of sugar at $3.50 each

3 bags of sugar at $5.00 each

Question 8 If 1kg of cheese costs $22.00, how much would 500gms cost? (tick appropriate one)

$5.50

$11.00

$7.50

Question 9

You are eating at a restaurant and the bill is $150.00. You need to split the bill between 6 people. How much does each person need to pay? (tick appropriate one)

$30

$25

$20

51

Question 10 Your pay rate is $12 per hour. This week you worked the following hours:

Monday 1pm - 4pm Tuesday 9am - 2pm Wednesday Nil Thursday 10am - 5pm Friday Nil

How much will you receive in pay for the week? (tick appropriate box)

$135

$120

$180

Question 11 You start work at 10am in the morning. Your manager tells you on your arrival that your ½ hour lunch break will be in 3 ½ hours. What time will your lunch break start? (tick appropriate box)

2pm

2.30pm

1.30pm

Question 12 A Hospitality Store is having a sale, and you want to buy the cheapest kitchen knives set available. Which kitchen knives set is the cheapest to buy after the reduction? (tick appropriate box)

Kitchen knives set 1- 15% off the RRP of $100

Kitchen knives set 2- RRP $100, during the sale the price will be reduced by $10

Kitchen knives set 3- on sale with 1/3 off the RRP of $120

AT - LLN Test V3 Mar '12 Page 4 of 4 Ascet Tech March 2012 – Version 3

52

(b) Learner Self-Assessment Checklist

Answer: Yes (I can do this by myself) or No (I need help to do this)

Tasks

I can:

In English

Yes/No

In my first

language

Yes/No

I can read the time on a clock (analogue or digital)

Use a calculator

Work out how much change to give (without help from the

register)

Use a map to find a place

Know roughly how tall I am in centimetres

Fill in a form

Write notes, letters or emails

Read and follow instructions for a task

Take a phone message

Speak in front of a group or class

53

Units of

Competency

Certificates II and III in

Applied Language

55

7.1 Certificate II in Applied Languages 2017 Unit Mapping Statement In 2017 Certificate II in Applied Language 22149VIC has been reaccredited to Certificate II in

Applied Language 10297NAT.

All new 2017 enrolments will complete the new Certificate in Applied Language 10297NAT.

Existing 2016 learners who enrolled in Certificate II in Applied Language 22149VIC will have until

the end of 2017 to complete the certificate. The following mapping statement outlines the changes to

the Units of Competency.

Unit Mapping Statement for Certificate II in Applied

Language 22149 VIC and 10297 NAT

CODE AND

TITLE CURRENT

VERSION

CODE AND TITLE

OF PREVIOUS

VERSION

ACTION

CALOCS201 Conduct basic oral

communication for social

purposes in a language other

than English

VU20600 Conduct basic oral communication

for social purposes in a language

other than English

Equivalent unit with

one extra element

CALOCW202 Conduct basic workplace oral

communication in a language

other than English

VU20601 Conduct basic workplace

communication in a language other

than English

Equivalent unit with

one extra element

CALRWS203 Read and write basic

documents for social purposes

in a language other than

English

VU20602 Read and write basic documents for

social purposes in a language other

than English

Equivalent unit

CALRWW204 Read and write basic

workplace texts in a language

other than English

VU20603 Read and write basic workplace texts

in a language other than English

Equivalent unit

56

Unit

of Competency 1 CALOCS201

Conduct basic oral communication for social purposes in a language other than English

Element 1: Identify commonly used verbal communication styles and phrases used in social contexts of the target language

Performance Criteria Conditions 1.1 Identify key words, short phrases, common expressions

and gestures where relevant, used to communicate basic

information in social contexts.

Face–to–face or telephone

Fluent interlocutor

1.2 Determine basic spoken language features to facilitate

basic communication.

Familiar or prepared topic

Simulated or authentic situation

1.3 Recognise social and cultural conventions to support

communication in the target language.

Minor grammar or pronunciation errors do not interfere

with meaning

1.4 Identify appropriate support resources to facilitate basic

verbal communication.

Can use visual or graphic aids normal to workplace or

social setting

Element 2: Communicate basic information verbally in social contexts

Performance Criteria Conditions 2.1 Use key words, short phrases and/or gestures to initiate

communication including introductions.


2.2 Respond appropriately and clearly to simple requests

for information and social exchanges.

Fluent interlocutor

2.3 Use and understand culturally appropriate expressions

and gestures.


2.4 Adapt and modify communication strategies and

language according to the situation and social context.


2.5 Use relevant support resources to facilitate verbal

communication.


with meaning

Element 3: Give and follow simple directions and instructions in predictable contexts

Performance Criteria Conditions 1.1 Provide clear directions and instructions at an

appropriate speaking pace.


Fluent interlocutor

1.2 Acknowledge and respond appropriately to directions

and instructions.



1.3 Use appropriately sequenced expressions and questions

to emphasise or clarify directions and instructions


with meaning

7.2 Certificate II in Applied Languages

National ID: 10297NAT

57

Unit of competency 2 CALOCW202 Conduct basic workplace oral communication in a language other than English

Element 1: Identify commonly used verbal communication styles and phrases used in work contexts of the target language

Performance Criteria Conditions 1.1 Identify key words, short phrases and common

expressions including gestures where relevant, used to

communicate routine information in workplace contexts.


Fluent interlocutor

1.2 Determine spoken language features in order to

facilitate basic communication.


Minor errors should not distract or interfere with meaning

1.3 Recognise workplace and cultural conventions to

support communication in the target language.


1.4 Identify appropriate support resources, to facilitate

routine verbal communication.

Can use visual or graphic aids normal to workplace

Element 2: Communicate routine information verbally using target language in workplace contexts

Performance Criteria Conditions 2.1 Use key words, phrases and/or gestures to conduct

basic workplace communications.


Fluent interlocutor


for information and workplace exchanges.




language according to the situation and workplace context.


with meaning

2.4 Support communication by reference to specific

workplace materials and visual information, as required.

Can use visual or graphic aids normal to workplace

2.5 Use appropriate language support resources to facilitate


Element 3: Give and follow simple verbal directions and instructions using target language in workplace contexts

Performance Criteria Conditions 3.1 Provide clear directions and instructions at an



Fluent interlocutor

3.2 Acknowledge and respond appropriately to directions

and instructions.


Minor errors should not distract or interfere with meaning

3.3 Use appropriately sequenced expressions and questions

to emphasise or clarify directions and instructions.


58

Unit of competency 3 CALRWS203 Read and write basic documents for social purposes in a language other than English

Element 1: Read information for social purposes written in the target language

Performance Criteria Conditions 1.1 Read and comprehend basic social texts. Authentic or adapted from authentic text

1.2 Explain the main themes and central ideas of common

social texts.

Dictionaries allowed

1.3 Identify social and cultural conventions of basic social

texts.

Time limit

1.4 Use information in visual material accompanying basic

social texts.

Element 2: Write social texts in the target language

Performance Criteria Conditions 2.1 Use appropriate formats of the written texts. Word-processed or handwritten

2.2 Produce basic social texts using key words, phrases,

simple sentences to convey main ideas and relevant details.


2.3 Adhere to social and cultural conventions when writing

texts.


with meaning


Unit of competency 4 CALRWW204 Read and write basic workplace texts in a language other than English

Element 1: Read workplace texts written in the target language

Performance Criteria Conditions 1.1 Read and comprehend basic workplace texts. Authentic or adapted from authentic text

1.2 Explain the main ideas, key facts and requirements of

common workplace texts.


1.3 Identify and understand social and cultural conventions

of basic workplace texts.

Time limit

1.4 Use information in visual material accompanying basic

workplace texts.

Element 2: Write workplace texts in the target language

Performance Criteria Conditions 2.1 Use appropriate formats when writing texts. Word-processed or handwritten

2.2 Produce basic workplace texts using key words,

phrases, simple sentences to convey main ideas and

relevant details.


2.3 Adhere to business and cultural conventions of when

writing texts.


with meaning

59

Unit of competency 1

Conduct routine oral communication for social purposes in a Language other than English

Element 1:

Participate in oral interactions in a range of social settings in a culturally appropriate manner.

Performance Criteria Conditions 1.1 Identify and use key words, phrases and language

features for routine social purposes


Fluent interlocutor


language according to the situation and social context



1.3 Use relevant visual aids or non-verbal

communication to enhance or replace oral

communication

Minor grammar or

pronunciation errors do not

interfere with meaning

1.4 Use appropriate resources to support everyday

communication on routine matters, and seek assistance,

as required

Can use visual or graphic

aids normal to workplace or social setting

Element 2:

Give and follow everyday directions and instructions in a range of social settings

Performance Criteria Conditions 2.1 Acknowledge and respond appropriately to

directions and instructions


Fluent interlocutor

2.2 Provide clear and succinct directions and

instructions at an appropriate speaking pace


Simulated or authentic

situation

2.3 Support communication with the use of

appropriately sequenced expressions and questions to

emphasise or clarify directions and instructions

Minor grammar or




aids normal to workplace or social setting

Unit of Competency 2 Conduct routine workplace oral communication in a Language other than English

Element 1:

Participate in oral interactions in a range of workplace settings in a culturally appropriate

manner.

Performance Criteria Conditions 1.1 Identify and use key words, phrases and language

features for routine workplace communications


Fluent interlocutor


language according to the situation and workplace

context


1.3 Use any visual or non-verbal techniques to enhance

or replace oral communication


situation

1.4 Support communication by reference to specific Can use visual or graphic

7.3 Certificate III in Applied Languages

National ID: 22150VIC

60

workplace materials and visual information, as

required

aids normal to workplace

1.5 Use appropriate resources and seek assistance , as

required

Minor errors should not

distract or interfere with

meaning

Element 2:

Give and follow everyday directions and instructions in a workplace setting

Performance Criteria Conditions 2.1 Acknowledge and respond appropriately to



Fluent interlocutor





situation


appropriately sequenced expressions and questions to


Minor grammar or





Element 3:

Conduct negotiations at a functional level in the workplace setting

Performance Criteria Conditions 3.1 Participate in workplace negotiations concerning

relevant workplace matters, including addressing

issues and opportunities


Fluent interlocutor


situation

3.2 Use appropriate visual aids and non- verbal

communication to support negotiations in accordance

with workplace role requirements


Minor grammar or





Unit of competency 3 Read and write routine documents for social purposes

Element 1:

Read routine texts for social purposes

Performance Criteria Conditions 1.1 Establish the purpose of the text Authentic or adapted from

authentic text 1.2 Determine the gist and detail of a range of routine

texts


1.3 Establish the main ideas, key facts and/or points

that may require action of the text

Time limit

1.4 Consider social and cultural conventions of texts

to support comprehension

1.5 Use appropriate resources to assist in the reading

process

61

Element 2:

Write for social purposes

Performance Criteria Conditions 2.1 Produce routine texts using key words, phrases,

sentences to convey main ideas and relevant details

Word-processed or handwritten

2.2 Provide clear and easy to follow written directions

and instructions relative to the social context, as

required


2.3 Provide written responses to texts in an

appropriate form and tone, adhering to social and

cultural conventions

Minor grammar or



2.4 Use appropriate resources to assist in the writing

process


Unit of Competency 4 Read and write routine workplace documents in a Language other than English

Element 1:

Read routine workplace texts

Performance Criteria Conditions 1.1 Establish main purpose of workplace texts Authentic or adapted from

authentic text 1.2 Determine the gist and detail of workplace texts Dictionaries allowed 1.3 Establish the main ideas, key facts and/or points

that may require action of the workplace text

Time limit

1.4 Identify business and/or cultural conventions of

workplace texts

1.5 Identify appropriate resources, as required

Element 2:

Write routine workplace texts

Performance Criteria Conditions 2.1 Adhere to workplace and cultural conventions and

formats when preparing written texts

Word-processed or handwritten

2.2 Produce workplace texts using appropriate

vocabulary and language structures to convey main

ideas and relevant details


2.3 Provide clear written directions and instructions in

relation to workplace matters, including addressing


Minor grammar or



2.4 Use appropriate resources and/or seek assistance,

as required


63

Recognised Prior Learning

Documentation

Certificate II and

Certificate III in Applied

Languages

65

Certificate II in Applied Languages

10297NAT


Skills Recognition Assessment for candidates

who want to recognise prior learning for this

Certificate

• Assessment Matrix and Record of Interview

• Rules of Evidence

• Skills Recognition Result form

Learner name: ______________________

School: ____________________________

Date: ________________

Certificate II in Applied Languages RPL Document 10297NAT Version 3.1 Created February 2017 Authorised P. Petrovska

66

Certificate II in Applied Languages 10297NAT

Assessment Matrix and Skills Recognition Units of Competency, Elements and Questions

Sample questions or activities that learners may perform

Performance criteria and critical evidence

Assessor’s marks

(Tick each criteria)

Unit of Competency 1 CALOCS201 Conduct basic oral communication for social purposes in a language other than English

Element 1 Identify commonly used verbal communication styles and phrases used in social contexts of the target language Element 2 Communicate basic information verbally in social contexts Element 3 Give and follow simple directions and

Instructor will have a casual conversation with the learner including standard greetings, farewells, forms of address, discussion of two or three aspects of topic etc. Greet a friend or colleague and discuss what they like to do on the weekend Discuss routines, hobbies or future plans with friends, colleagues or customers Role play discussing job duties and the day’s work activities with a colleague or friend

Performance Criteria Element 2 Identify key words, short phrases and gestures where relevant, used to communicate basic information in social contexts Determine basic spoken language features to facilitate basic communication Recognise social and cultural conventions to support verbal communication in the target language Identify appropriate support resources to facilitate basic verbal communication Element 2 Use key works, short phrases and/or gestures to conduct basic communication including introductions Respond appropriately and clearly to simple requests for information and social exchanges Use and understand culturally appropriate expressions and gestures Adapt and modify communication strategies in language according to situation and social context Use appropriate support resources to facilitate communication Element 3 Provide clear directions and instructions at an appropriate

67

instructions in predictable contexts

speaking pace Acknowledge and respond appropriately to directions and instructions Use appropriately sequenced expressions and questions to emphasise or clarify directions and instructions

Critical Evidence Uses normal strategies to open, close, seek clarification and feedback, confirm, change topics Uses mostly correct grammatical structures and pronunciation

Unit of Competency 2 CALOCW202 Conduct basic workplace oral communication in a language other than English Element 1 Identify commonly used verbal communication styles and phrases used in work contexts of the target language Element 2 Communicate routine information verbally using target language in workplace context Element 3 Give and follow simple verbal directions and instructions using target language in workplace contexts

Instructor will role-play a situation where details must be given, arrangements or simple negotiation made, questions asked and answered and the conversation closed appropriately Give or take down a simple phone message, or respond to the phone message Request or provide information about a product or service e.g. a hotel or a city tour Make or change an appointment or booking Place or take an order for goods or a service e.g. City tour, Hotel room or other work place such as school, tourist centre, bus Refers to specific workplace materials as required

Performance Criteria Element 1 Identify and use key words, short phrases and common expressions including gestures where relevant, used to communicate routine information in workplace e contexts Determine spoken language features to facilitate basic communication Recognise workplace and cultural conventions to support communication in the target language Identify appropriate support resources to facilitate routine verbal communication Element 2 Use key words, phrases and/or gestures to conduct basic workplace communications Responds appropriately and clearly to simple requests for information and workplace exchanges Adapt and modify communication strategies and language according to the situation and workplace context Use appropriate language support resources to facilitate verbal communication Element 3 Provide clear directions and instructions at an appropriate speaking pace Acknowledge and respond appropriately to directions and instructions Use appropriately sequenced expressions and questions to

68


Critical Evidence Initiates or responds to opening appropriately Asks questions or provides information about the product or service Records any relevant details correctly Uses appropriate politeness markers, courtesy expressions and body language

Unit of Competency 3 CALRWS203 Read and write basic documents for social communication in a language other than English

Element 1 Read information for social purposes written in the target language Element 2 Write social texts in the target language

Respond to a request for directions, instructions or explanation in a specific context, seeking further information as appropriate and confirming details

Give directions to a particular building, street or facility Write a simple procedure in an email Write a daily work time table. Explains an event program and other requirement of guests.

Performance Criteria Element 1 Read and comprehend basic social texts Explain the main themes and central ideas of common social texts Identify and understand social and cultural conventions of basic social texts Use information in visual material accompanying social texts Element 2 Use appropriate format of written texts Produce basic social texts using key words, phrases, simple sentences to convey main ideas and relevant details Adhere to social and cultural conventions

Critical Evidence Clarifies, requests repetition or confirmation where needed Asks questions or provides extra information about the product or service Uses appropriate politeness markers, courtesy expressions and body language Clarifies, requests repetition or

69

confirmation where needed

Unit of Competency 4 Read and write basic work place texts in a language other than English.

Element 1 Read workplace texts written in the target language Element 2 Write workplace texts in the target language

Follow directions marking a route or destination on a map Complete a table based on the information given Read and record important details, e.g. weather report, arrangements for a meeting, an advertisement Read and answer questions about a simple brochure, advertisement or sporting report Read and answer questions about a simple, short biographical account Read and answer questions about an email and recipe Write a short account of a trip taken for a workplace Write a newspaper report of an interview with a famous person Write a report of a typical day’s routine for a workplace

Performance Criteria Element 1 Read and comprehend basic workplace texts Establish main ideas, key facts and requirements of common workplace texts Identify and understand social and cultural conventions of basic workplace texts Use information in visual material accompanying basic workplace texts Element 2 Use appropriate format of the written texts Produce basic workplace texts using key words, phrases, simple sentences to convey main ideas and relevant details Adhere to cultural conventions of basic workplace texts Critical Evidence Uses relevant tenses or time markers and some cohesive devices Constructs noun groups with appropriate adjectives Demonstrates understanding of key pieces of information Presents information in a logical sequence Uses standard layout and writing conventions for task Locates about 4 specific pieces of information

70

Critical evidence for assessment Critical aspects for assessment and evidence required to demonstrate competency in this unit: Evidence of the following is essential:

capacity to participate in a casual conversation

capacity to give and elicit basic information

capacity to understand and participate in a routine spoken transaction

capacity to give simple directions, instructions or explanations

capacity to understand oral texts and answer questions

capacity to write short texts in language capacity to read and understand short texts in language

Competent Not Yet Competent

Rules of Evidence Comments:

Valid How did the assessor ensure that the evidence provided met the requirements of the unit/(s)

Sufficient How did the assessor ensure that the evidence provided was sufficient to make an assessment decision

Authentic How was the evidence authenticated?

Assessor’s Name:

Assessor’s Position:

School:

Assessor’s Signature:

Date:

71

Skills Recognition Result form

Unit code: 10297NAT

Unit name: Certificate in Applied Languages

Name of Candidate:

If “Not yet competent”, the candidate requires to provide the following evidence before reassessment:

Feedback to candidate on overall performance during assessment:

Assessor’s name:

Assessor’s signature:

Date:

Learner signature:

72

Certificate III in Applied Languages



Skills recognition Assessment for candidates who

want to recognise prior learning

for this Certificate

Assessment Matrix and Record of Interview

Rules of Evidence

Skills recognition Result form

Learner name:

School name:

Date:

Certificate III in Applied Languages22150VIC RPL Document Version 3.1 Created February 2017 Authorised P. Petrovska

73

Certificate III in Applied Languages 22150VIC

Assessment Matrix and Record of Interview Candidate name:

Unit of Competency Elements and Questions

Sample of questions or

activities that the learner

needs to perform

Performance Criteria and Critical Evidence

Assessor’s marks (Tick each criteria)

Unit of Competency 1

Conduct basic oral


purposes in a language

other than English

Element 1

Participate in oral

interactions in a range of

social settings in a

culturally appropriate

manner

Have a conversation where

the learner will need to talk

about past, present and

future activities or events

What sorts of activities do you

like/not like?

Do you prefer sporting or

cultural activities?

Can we get there by public

transport/car…?

Did you bring running

shoes/sporting clothes…?

Do you mind if my friends

come along too?

Have you played tennis

before?

Performance Criteria

Identify and use key

words, phrases and

language features for

routine social purposes

Adapt and modify

communication

strategies and language

according to the situation

and social context

Use relevant visual aids

or non-verbal

communication to

enhance or replace oral

communication

Use appropriate

resources to support

everyday communication

on routine matters, and

seek assistance, as

required

Element 2

Give and follow everyday

directions and

instructions in a range of

social settings

Learner needs to give

directions to a building and

instructions on using public

transport

How do I get to the cinema?

Can I take public transport?

How do I buy a ticket

Are there any cafés nearby?

What sort of food would you

suggest?


Acknowledge and

respond appropriately to

directions and

instructions

Provide clear and

succinct directions and

instructions at an

appropriate speaking

pace

Support communication

with the use of

appropriately sequenced

expressions and

questions to emphasise

or clarify directions and

instructions

Critical Evidence Sustain a conversation

for 3-5 minutes

Use normal strategies to

open, close, seek

clarification, confirm,

change details

Uses mostly correct


Conduct basic oral


The learner presents information

to the instructor about a product or

service. For example, the learner

Identify and use key words,

phrases and language features

for routine workplace

74

purposes in a language

other than English

Element 1

Participate in oral

interactions in a range of

workplace settings in a

culturally appropriate

manner

Explain details about a

product to a customer, and

answer questions about the

product or service

will talk about how the product is

used and its cost, available

accommodation in an area. The

learner will use appropriate

language for the task and may

refer to visual materials

communications

Adapt and modify

communication strategies and

language according to the

situation and workplace

context

Use any visual or non-verbal

techniques to enhance or

replace oral communication

Support communication by

reference to specific

workplace materials and

visual information, as

required

Use appropriate resources

and seek assistance, as

required

Element 2

Give and follow everyday

directions and

instructions in a

workplace setting

Explain and give directions

to colleagues

The learner should explain how to

use simple equipment in the

workplace or talk about a

workplace issue such as health and

safety

Acknowledge and respond

appropriately to directions

and instructions

Provide clear and succinct

directions and instructions at

an appropriate speaking pace

Support communication with

the use of appropriately

sequenced expressions and

questions to emphasise or

clarify directions and

instructions

Element 3

Conduct negotiations at a

functional level in the

workplace setting

Negotiate an issue and

come to a compromise

The learner should present a point

of view about an issue and discuss

the issue with the instructor (who

will present an opposing point of

view). The learner needs to

suggest a compromise and come

to agreement with the instructor.

Participate in workplace

negotiations concerning

relevant workplace matters,

including addressing issues

and opportunities

Use appropriate visual aids

and non verbal

communication to support

negotiations in accordance

with workplace role

requirements

Critical Evidence

Initiates and responds to

opening appropriately

Asks for and provides 5

pieces of information about a

product or service

Uses appropriate politeness

markers, courtesy expressions

and body language


Read and write basic

workplace texts in a

language other than

English

Element 1

Read routine texts for

The learner reads two short

articles with different points of

view on the same topic. The

learner answers questions about

the texts

Performance criteria

Establish the purpose of the

text

Determine the gist and detail

of a range of routine texts

Establish the main ideas, key

facts and/or points that may

require action of the text

75

social purposes

Read a text and answer

questions

Consider social and cultural

conventions of texts to

support comprehension

Use appropriate resources to

assist in the reading process

Element 2


Write a text to describe past

and present events

Learners can write a diary,

personal account, article, postcard

or short story to describe events or

a place

Produce routine texts using

key words, phrases, sentences

to convey main ideas and

relevant details

Provide clear and easy to

follow written directions and

instructions relative to the

social context, as required

Provide written responses to

texts in an appropriate form

and tone, adhering to social

and cultural conventions

Use appropriate resources to

assist in the writing process

Critical Evidence

Records 5 relevant details

correctly

Writes grammatically correct

sentences

Demonstrates understanding

of the purpose of the text and

responds accordingly

Uses 2 cultural markers

accordingly


Read and write basic

workplace texts in a

language other than

English

Element 1

Read routine workplace

texts

Read a text including text

and pictorial representations

and answer questions

Learners will read a brochure or

workplace signs and explain the

meaning and answer questions


Establish main purpose of

workplace texts

Determine the gist and detail

of workplace texts

Establish the main ideas, key

facts and/or points that may

require action of the

workplace text

Identify business and/or

cultural conventions of

workplace texts

Identify appropriate

resources, as required

Element 2

Write routine workplace

texts

Write a text including


on a workplace issue or

topic

Learners can write a memo, email,

marketing material or short report

etc to include directions and

instructions related to a workplace

issue or event.

Adhere to workplace and

cultural conventions and

formats when preparing

written texts

Produce workplace texts

using appropriate vocabulary

and language structures to

convey main ideas and

relevant details

Provide clear written

directions and instructions in

relation to workplace matters,

including addressing issues

and opportunities

Use appropriate resources

and/or seek assistance, as

76

required

Critical Evidence

Presents information in a

logical manner

Demonstrates understanding

of 5 key pieces of

information

Uses correct layout and

writing conventions for the

task

Uses formal language in texts

Competent

Not Yet Competent

77

Critical evidence for assessment Critical aspects for assessment and evidence required to demonstrate

competency in this unit:

Evidence of the following is essential: Capacity to participate in short conversations related to social settings and

workplace settings

Capacity to ask questions and elicit information

Capacity to give directions and instructions

Capacity to understand written texts

Capacity to respond to issues or themes in written texts

Capacity to write texts and descriptions in both social setting and workplace

settings

Knowledge of characteristics of different text types

Rules of Evidence Comments

Validity How did the assessor ensure that the evidence provided met the requirement of the unit(s)

Sufficiency How did the assessor ensure that the evidence provided was sufficient to make an assessment decision?

Authenticity How was the evidence authenticated?

Assessor’s Name

Assessor’s

Position

School

Assessor’s

Signature

Date:

Skills Recognition Result Form Unit Code 22150VIC

Unit Name Certificate III in Applied Languages

Name of

Candidate

If “Not yet competent”, the candidate is required to provide the following

evidence before reassessment:

78

Feedback to candidate on overall performance during assessment

Assessor’s Name

Assessor’s

Signature

Date:

Learner

Signature

79

Learner

Progress

Reports

80

Sample CERT II Learner Progress Report

Name: Number: Date:

School: Instructor:

Course Title: Certificate II in Applied Language [insert language]

(Progress Report)

Course code: 10297NAT

The Certificate II in Applied Language [insert language]: Apply a language other

than English in its everyday spoken and written forms to a limited range of routine,

simple tasks and roles in familiar work and social contexts.

Semester 1 Achievement

Competency Descriptor

On completion of the Certificate II in Applied [Language] program, graduates will be

able to apply their knowledge of the standard language in its spoken and written forms

to a range of familiar, simple tasks and roles. They will be able to understand, speak,

read and write the standard language in a limited range of routine, simple tasks and

roles in familiar work and social contexts.

Competencies achieved to date ()

1 Conduct basic oral communication for social purposes in a language

other than English.

2 Conduct basic workplace oral communication in a language other than

English.

3 Read and write basic documents for social purposes in a language than

English.

4 Read and write basic workplace documents in a language other than

English

Descriptors: C – Competent NYC – Not Yet Competent

Instructor comment:

Signature: Date:

Version 3.1 February 2017 Prepared by P Petrovska

81

Sample CERT III Learner Progress Report

Name: Number: Date:

School: Instructor:

Course Title: Certificate III in Applied Language [insert language]

(Progress Report)

Course code: 22150VIC

The Certificate III in Applied Language [insert language]: Apply a language other

than English in its everyday spoken and written forms to a limited range of routine,

simple tasks and roles in familiar work and social contexts.

Semester 1 Achievement

Competency Descriptor

On completion of the Certificate III in Applied [Language] program, graduates will be

able to apply their knowledge of the standard language in its spoken and written forms

to a range of familiar, simple tasks and roles. They will be able to understand, speak,

read and write the standard language in a range of routine, simple tasks and roles in

familiar work and social contexts.

Competencies achieved to date ()

1 Conduct basic oral communication for social purposes in a language

other than English.

2 Conduct basic workplace oral communication in a language other than

English.

3 Read and write basic documents for social purposes in a language than

English.

4 Read and write basic workplace documents in a language other than

English

Descriptors: C – Competent NYC – Not Yet Competent

Instructor comment:

Signature: Date:

Version 3.0 February 2016 Prepared by P Petrovska

83

ASSESSMENT COVER

SHEETS

CERTIFICATE II

APPLIED LANGUAGE

10297NAT

85

Name: Learner Number:

Date: Trainer:

Unit of competency 1 (CALOCS201)


Learners will need to do three Elements to complete this Unit of competency.

Element 1 Identify commonly used verbal communication styles and phrases used in

social contexts of the target language. (Role Play)

Includes commonly used expressions of courtesy, asking for repetition, using gesture and visual cues in social setting such as, the home, parties/celebrations, restaurants, sporting and cultural

venues and school. Understanding of cultural and social conventions when communicating with

people. Conditions for the Elements: Face–to–face or telephone, fluent interlocutor, familiar or

prepared topic, simulated or authentic situation, can use visual or graphic aids normal to a social

setting such as, charts, tables, diagrams, posters, illustrations, realia and presentation programs

Assessment Task Details

Tasks:

Length:

Resources Required:

Criteria Critical Evidence Guide C NYC 1.1 Identify key words, short phrases and

common expressions including gestures where

relevant, used to communicate basic information

in social contexts.

Uses appropriate key words & short phases

when answering questions

Uses correct greetings

Uses correct commonly used expressions of

courtesy

Grammar or pronunciation errors do not


1.2 Determine basic spoken language features in

order to facilitate basic communication.

Uses a range of words, phrases & sentences

to answer questions which includes the general

information, and asking for repetition

Information provided in the speaking tasks is

accurate & relevant

Provide & exchange information fluently in

the target language with correct pronunciation,

Assessment Cover Sheet

(Insert Language)

Certificate II in Applied Language National ID: 10297NAT

SCHOOL:

86

tone & intonation

Presentation of information accurately with

correct sentence structures

Gives relevant information in answers

1.3 Recognise social and cultural conventions to

support communication in the target language.

Awareness of social expectations

Uses correct formal/informal address in each

response to questions in a culturally appropriate

way

1.4 Identify appropriate support resource to

facilitate basic verbal communication.

Can use visual or graphic aids normal to a

social setting such as, chart, table, diagram,

poster or photo

Result:

Competent – Satisfactory (C)

Not Yet Competent (NYC) (Re-submit)

Resubmission due date: _____/_____/____

UoC CALOCS201 Conduct basic oral communication for social purposes in a

language other than English

Assessor Comments/Feedback to learner

This assessment sheet has been reviewed and explained to the satisfaction of the

learner undertaking this assessment.

Assessor Signature: Date:

Learner Signature: Date:

Certificate II in Applied Language 10297NAT cover sheets Version 1.0 February 2017 authorised P.Petrovska

LEARNER DECLARATION: I certify that the work submitted here is my own and it does not

involve plagiarism.

(Plagiarism is the presentation by a learner of an assignment which has been copied in whole or in part from any

other source, e.g. published books, Internet or periodicals, without due acknowledgement in the text. Refer to

Cheating, Plagiarism and Discipline Policy and Procedure and Conducting Assessment (VET) Policy & Procedure.)

Learner Signature Date

87


Date: Trainer:




Element 2 Communicate basic information verbally in social contexts. (Role Play)

Includes commonly used expressions of courtesy, asking for repetition, using gesture and visual

cues in social setting such as, the home, parties/celebrations, restaurants, sporting and cultural

venues and schools. Understanding of cultural and social conventions when communicating with people.

Conditions for the Elements: Face–to–face or telephone, fluent interlocutor, familiar or

prepared topic, simulated or authentic situation, can use visual or graphic aids normal to a social setting such as, charts, tables, diagrams, posters, illustrations, realia and invitations

Assessment Tasks Details

Tasks:

Length:

Resources Required:

Criteria Critical Evidence Guide C NYC

2.1 Use key words, short phrases and/or gestures to conduct

basic communications, including introductions.

Uses appropriate key words & short

phases in introduction

Uses correct greetings or gestures

Uses correct commonly used

expressions of courtesy

Grammar or pronunciation errors do

not interfere with meaning

2.2 Respond appropriately and clearly to simple requests for

information and social exchanges.

Uses a range of words, phrases &

sentences to answer questions which

includes some general information

Information provided in the speaking

tasks is accurate & relevant

Provides & exchanges information

fluently in the target languages with

correct pronunciation, tone & intonation


(Insert Language)


SCHOOL:

88

2.3 Use and understand culturally appropriate expressions and

gestures.

Uses correct formal/informal address in

each response

Uses intercultural conventions to avoid

offending

2.4 Adapt and modify communication strategies and language

according to the situation and social context.

Accurate presentation of information

with correct sentence structures

Uses pausing & phrasing

Can use gesture and intonation to a

social setting

2.5 Use appropriate support resources to facilitate verbal

communication.

Uses visual or graphic aids normal to a

social setting such as charts, tables,

diagrams, figures, posters and media

Uses accurate questioning to seek

assistance

Result:


Not Yet Competent (Re-submit) (NYC)


UoC CALOCS201 Conduct basic workplace oral communication in a language other than English


This assessment sheet has been reviewed and explained to the satisfaction of the learner undertaking this

assessment.




LEARNER DECLARATION: I certify that the work submitted here is my own and it does not involve

plagiarism.

(Plagiarism is the presentation by a learner of an assignment which has been copied in whole or in part from any other source,

e.g. published books, Internet or periodicals, without due acknowledgement in the text. Refer to Cheating, Plagiarism and

Discipline Policy and Procedure and Conducting Assessment (VET) Policy & Procedure.)



Date: Trainer:




Element 3 Give and follow simple directions and instructions in predictable

contexts.

Includes commonly used expressions of courtesy, asking for repetition, using gesture and visual

cues in social setting such as, the home, parties/celebrations, restaurants, sporting and cultural

venues and schools. Understanding of cultural and social conventions when communicating with people.

Conditions for the Elements: Face–to–face or telephone, fluent interlocutor, familiar or prepared topic, simulated or authentic situation, can use visual or graphic aids normal to a social

setting such as, charts, tables, diagrams, posters, illustrations, realia and invitations

Assessment Tasks Details

Tasks:

Length:

Resources Required:

Criteria Critical Evidence Guide C NYC

3.1 Provide clear directions and instructions at an appropriate

speaking pace


phases in introduction

Uses correct greetings or gestures





3.2 Acknowledge and respond appropriately to directions and

instructions.


sentences to answer questions which

includes some general information

Information provided in the speaking

tasks is accurate & relevant


fluently in the target languages with



(Insert Language)


SCHOOL:

3.3 Use appropriately sequenced expressions and questions to


Uses correct formal/informal address in

each response

Uses intercultural conventions to avoid

offending

Accurate presentation of information

with correct sentence structures

Uses pausing & phrasing

Can use gesture and intonation to a

social setting

Result:




UoC CALOCS201 Conduct basic workplace oral communication in a language other than English


This assessment sheet has been reviewed and explained to the satisfaction of the learner undertaking this

assessment.





plagiarism.

(Plagiarism is the presentation by a learner of an assignment which has been copied in whole or in part from any other source,

e.g. published books, Internet or periodicals, without due acknowledgement in the text. Refer to Cheating, Plagiarism and

Discipline Policy and Procedure and Conducting Assessment (VET) Policy & Procedure.)


91

Name:

Learner Number:

Date: Trainer:

Unit of competency 2 CALOCW202

Conduct basic workplace oral communication in a language other than English


Element 1 Identify commonly used verbal communication styles and phrases used

in work contexts of the target language

Includes basic conversations with customer/clients and colleagues, leaving messages,

responding to queries, giving instructions, making workplace announcements or reading aloud Conditions for the Elements: Face–to–face or telephone, fluent interlocutor, familiar or

prepared topic, simulated or authentic situation, can use visual or graphic aids normal to

workplace setting such as charts, pictures, diagrams, displays, packaging and labelling, signs, symbols and presentation programs. .


Tasks:

Length:

Resources Required:

Criteria Critical Evidence Guide C NYC 1.1 Identify key words, short

phrases and common expressions

including gestures where relevant,

used to communicate routine

information in workplace contexts.

Uses appropriate key words & short phases when

answering questions from customers, colleagues &

management in a workplace conversation


Uses correct commonly used expressions of courtesy

Grammar or pronunciation errors do not interfere with

meaning

1.2 Determine spoken language

features to facilitate basic

communication.

Use a range of words, phrases & sentences to answer

questions which includes giving instructions or making

workplace announcements or responding to phone

enquiries & messages

Provides & exchange information fluently with correct

pronunciation, tone & intonation

Assessment Cover Sheet (Insert Language)


SCHOOL:

92

1.3 Recognise workplace and

cultural conventions to support

verbal communication in the target

language.

Presents information accurately with correct sentence

structures

Uses correct formal/informal address in each respond to

question


1.4 Identify appropriate support

resources to facilitate routine


Can use visual or graphic aids normal to a workplace

setting, such as, charts, picture, diagram, package , sign or

presentation

Result: Competent – Satisfactory (C)



CALOCW202 Conduct basic workplace oral communication in a language other than

English


This assessment sheet has been reviewed and explained to the satisfaction of the learner

undertaking this assessment.





involve plagiarism.





93

Name:

Learner Number:

Date: Trainer:




Element 2 Communicate routine information verbally using target language in

workplace contexts

Includes basic conversations with customer/clients and colleagues, leaving messages, responding

to queries, giving instructions, making workplace announcements or reading aloud Conditions for the Elements: Face–to–face or telephone, fluent interlocutor, familiar or


workplace setting such as charts, pictures, diagrams, displays, packaging and labelling, signs, symbols and presentation programs.


Tasks:

Length:

Resources Required:

Criteria Critical Evidence Guide C NYC 2.1 Use key words, phrases and/or gestures to conduct

basic workplace communications.


phases when answering questions

Uses correct greetings & levels of

formality in a workplace






for information and workplace exchanges.


sentences to answer questions about the

workplace

Provides accurate & relevant

information in the speaking task


fluently in the target language with




SCHOOL:

94



context.

Uses correct formal address in each

response to questions when dealing with

customers, management & colleagues

Accurately presents information with

correct sentence structures in basic

conversation with customers requesting/

messages


workplace materials and visual information.

Can use visual or graphic aids normal

to a workplace setting, such as, charts,

pictures, diagrams, displays, signs or

labelling

2.5 Use appropriate language support resources to

facilitate verbal communication.

Asks for repetition using a non-verbal

technique

Uses accurate questioning to seek

assistance

Result:





English








plagiarism.

(Plagiarism is the presentation by a learner of an assignment which has been copied in whole or in part from any other

source, e.g. published books, Internet or periodicals, without due acknowledgement in the text. Refer to Cheating,

Plagiarism and Discipline Policy and Procedure and Conducting Assessment (VET) Policy & Procedure.)


95

Name:

Learner Number:

Date: Trainer:




Element 3 Give and follow simple verbal directions and instructions using target

language in workplace contexts

Includes basic conversations with customer/clients and colleagues, leaving messages, responding

to queries, giving instructions, making workplace announcements or reading aloud Conditions for the Elements: Face–to–face or telephone, fluent interlocutor, familiar or


workplace setting such as charts, pictures, diagrams, displays, packaging and labelling, signs, symbols and presentation programs.


Tasks:

Length:

Resources Required:

Criteria Critical Evidence Guide C NYC 3.1 Provide clear directions and instructions at an



phases when providing instructions

Uses correct greetings & levels of

formality in a workplace





3.2 Acknowledge and respond appropriately to

directions and instructions.


sentences to answer questions about the

workplace

Provides accurate & relevant

information in the speaking task


fluently in the target language with




SCHOOL:

96

3.3 Use appropriately sequenced expressions and

questions to emphasise or clarify directions and

instructions.

Uses correct formal address in each

response to questions when dealing with

customers, management & colleagues

Accurately presents information with

correct sentence structures in basic

conversation with customers requesting

information

Result:





English





Learner Signature: Date: Certificate II in Applied Language 10297NAT cover sheets Version 1.0 February 2017 authorised P.Petrovska


plagiarism.

(Plagiarism is the presentation by a learner of an assignment which has been copied in whole or in part from any other

source, e.g. published books, Internet or periodicals, without due acknowledgement in the text. Refer to Cheating,

Plagiarism and Discipline Policy and Procedure and Conducting Assessment (VET) Policy & Procedure.)


97


Date: Trainer:

Unit of competency 3 CALRWS203

Read and write for basic documents for social purposes in a language other than English

Learners will need to do two Elements to complete this Unit of competency.

Element 1 Read information for social purposes written in the target language

Includes personal emails, messages, letters, postcard and invitations, text messaging, social

network sites, signs, tickets, maps timetables

Conditions for the Elements: Authentic or adapted from authentic text, dictionaries allowed and time limit.


Tasks:

Length:

Resources Required:

Performance Criteria Critical Evidence Guide C NYC 1.1 Read and comprehend basic social text. Correctly identifies the text type by

responding in the correct form

Understands the format of letter writing

texting, email etc

Reads fluently

Correctly answers the questions asked in

the email or other text (email/fax/message/

text message, sign)

1.2 Explain the main themes and central ideas of

common social texts.

Comprehends the content & is able to

identify 5 points

Conveys ideas in a logical sequence

Uses 5 correct keywords

Uses correct sentence structure

Uses correct grammar conventions


(Insert Language)


SCHOOL:

98

1.3 Identify social and cultural conventions of basic

social texts.

Uses culturally correct format of

personal pronoun

Uses culturally correct form of formal or

informal address

1.4 Use information in visual material accompanying

basic social texts.

Able to identify appropriate

information from an illustration, chart or

other format

Result:




CALRWS203 Read and write for basic social communication in a language other than

English








involve plagiarism.



Cheating, Plagiarism and Discipline Policy and Procedure and Conducting Assessment (VET) Policy &

Procedure.)


99

Name:

Learner Number:

Date: Trainer:

Unit of competency 3 CALRWS203

Read and write for basic social communication in a language other than English


Element 2 Write social texts in the target language.

Includes personal emails, messages, letters, postcard and invitations, text messaging, social

network sites, signs, tickets, maps timetables Conditions for the Elements: Word-processed or handwritten, familiar or prepared topic,

dictionaries allowed


Tasks:

Length:

Resources Required:

Performance Criteria Critical Evidence Guide C NYC 2.1 Use appropriate formats of the written texts. Use correct key words when writing

texts, such as, emails, faxes, messages,

letters, postcards, sms, signs, timetables,

tickets

Writes correct sentence structures and

punctuation


2.2 Produce basic social texts using key words,


relevant details.

Conveys ideas in a logical sequence

Writes texts in a clear structure

Sentences include key words & correct

construction

2.3 Adhere to social and cultural conventions when

writing texts.

Uses the correct format (eg: article or

other email or social network sites)



SCHOOL:

100

Result:




CALRWS203 Read and write basic documents for social purposes in a language other than

English








involve plagiarism.



Cheating, Plagiarism and Discipline Policy and Procedure and Conducting Assessment (VET) Policy &

Procedure.)


101


Date: Trainer:

Unit of competency 4 CALRWW204

Read and write basic workplace texts in a language other than English


Element 1 Read workplace texts written in the target language

Includes emails, memos and faxes, letters to customers/clients, simple instructions, notes,

messages, packaging and labelling, forms, business/workplace practices, policy and procedure

Conditions for the Elements: Authentic or adapted from authentic text, dictionaries allowed and

time limit.


Tasks:

Length:

Resources Required:

Performance Criteria Critical Evidence Guide C NYC 1.1 Read and comprehend basic workplace text. Clear understanding of contents of texts

Demonstrates fluent reading &

applying a workplace text to a given

workplace

1.2 Explain the main ideas, key facts and requirements

of common workplace texts.

Determines the correct gist of each text

such as, email, memo, fax, standard letter

to customer instructions, messages, forms

Identifies 5 main ideas & key facts

1.3 Identify and understand social and cultural

conventions of basic workplace texts.

Understands relevant workplace policy

or procedure

Uses culturally appropriate expressions

which show introduction & understanding

of the workplace

1.4 Use information in visual material accompanying

basic workplace texts.

Responds in written application as

appropriately

Use of the correct address of potential

employer in letter head



SCHOOL:

102

Result:




CALRWW204 Read and write basic workplace texts in a language other than English








involve plagiarism.





103

Name:

Learner Number:

Date: Trainer:

Unit of competency 4 CALRWW204

Read and write basic workplace texts in a language other than English


Element 2 Write workplace texts in the target language

Includes emails, memos and faxes, letters to customers/clients, simple instructions, notes, messages, packaging and labelling, forms, business/workplace practices, policy and procedure

Conditions for the Elements: Word-processed or handwritten, familiar or prepared topic,



Tasks:

Length:

Resources Required:

Performance Criteria Critical Evidence Guide C NYC 2.1 Use appropriate formats of the writing texts Uses the correct format of a text to an

employer, such as, an email, memo fax,

standard letter to a customer/client,

simple instructions, notes or labels

Uses the correct greeting

2.2 Produce basic workplace texts using key words,


relevant details.

Uses correct key words and phrases

when writing a text to an

employer/client

Uses correct sentence structures and

punctuation


2.3 Adhere to business and cultural conventions when

writing basic texts.

Gives clear directions and

instructions of how to be contacted


(Insert Language)


SCHOOL:

104

Applies appropriate business

conventions related to written text

Applies appropriate cultural

conventions

Result:




CALRWW204 Read and write basic workplace texts in a language other than English








involve plagiarism.





105

ASSESSMENT COVER

SHEETS

CERTIFICATE III

APPLIED LANGUAGE

22150VIC

107


Date: Trainer:

Unit of competency 1 (VU20604)

Conduct routine oral communication for social purposes in a language other than English

Learners will need to do two Elements to complete in this Unit of competency

Element 1 Participate in oral interactions in a range of social settings in a culturally

appropriate manner

Includes public places, shops, places of worship or culture, homes, parties/celebrations,

restaurants, sporting venues Conditions for the Elements: Face–to–face or telephone, fluent interlocutor, familiar or

prepared topic, simulated or authentic situation, can use visual or graphic aids normal to a social

setting such as, charts, tables, diagrams, figures, posters, photos, realia and presentation program


Tasks:

Length:

Resources Required:

Performance Criteria Critical Evidence Guide C NYC 1.1 Identify & use key words, phrases and

language features for routine social purposes

Uses 5 key words & short phases when

answering questions in social settings, such as

talking about experience, events or ambition


Uses correct commonly used cultural expressions

of courtesy

1.2 Adapt and modify communication

strategies and language according to the

situation and social context

Uses a range of words, phrases & sentences to

answer questions which includes the general

information, such as, making arrangements, meeting,

ordering, shopping, travel plans

Information provided in the speaking tasks is

accurate & relevant

Provides & exchanges information fluently in

with correct pronunciation, tone & intonation

1.3 Use relevant visual aids or non-verbal

communication to enhance or replace oral

Uses visual or graphic aids normal to a social

setting, such as, charts, tables, diagrams, figures,


(Insert Language)

Certificate III in Applied Language National ID: 22150VIC

SCHOOL:

108

communication

points, illustrations

Uses non-verbal communication, such as body

language, gestures and facial expressions

1.4 Use appropriate resources to support

everyday communication on routine matters,

and seek assistance as required

Seeks assistance using charts, tables, diagrams,

pictures, posters, illustrations or other

Result:










Certificate III in Applied Language cover sheets Version 3..0 February 2017 authorised P.Petrovska


involve plagiarism.





109


Date: Trainer:



Learners will need to two Elements in this Unit of competency

Element 2 Give and follow everyday directions and instructions in a range of

social settings

Includes public places, shops, places of worship or culture, homes, parties/celebrations,

restaurants, sporting venues

Conditions for the Elements: Face–to–face or telephone, fluent interlocutor, familiar or

prepared topic, simulated or authentic situation, can use visual or graphic aids normal to a social setting such as, charts, tables, diagrams, figures, posters, photos, realia and presentation program


Tasks:

Length:

Resources Required:

Performance Criteria Critical Evidence Guide C NYC 2.1 Acknowledge and respond appropriately to


Accurate presentation of information with

correct sentence structures


response to questions

Use intercultural skills & protocols to avoid

offending




Uses clear and succinct instructions when

giving directions, making arrangements, travel

plans, ordering or meeting friends

Gives directions in a fluent and clear manner

using nonverbal gestures if appropriate


appropriately sequenced expressions and questions

to emphasise or clarify directions and instructions


response to questions

Presents information & instructions in

sequence in the following social settings e.g:



SCHOOL:

110

public places such as home, celebrations,

restaurants or entertaining and sporting venues.

Uses correct grammatical structure in

answers & questions

Asks for repetition and clarification

correctly

Result:




VU20604 Conduct routine oral communication for social purposes in a language other than English








involve plagiarism.





111

Name:

Learner Number:

Date: Trainer:


Conduct routine workplace oral communication in a language other than English

Learners will need to do three elements to complete this Unit of competency

Element 1 Participate in oral interactions in a range of workplace settings in a

culturally appropriate manner

Includes dialogue with customers/clients/colleagues, work related interactions in person or by

phone, requesting or providing services, responding to enquiries/complaints, participating in

meetings or presentation Conditions for the Elements: Face–to–face or telephone, fluent interlocutor, familiar or

prepared topic, simulated or authentic situation, can use visual or graphic aids normal to workplace, such as charts, pictures, diagrams, packaging, signs and symbols, displays,

presentations


Tasks:

Length:

Resources Required:

Performance Criteria Critical Evidence Guide C NYC 1.1 Identify and use key words, phrases and language

features for routine workplace communications

Uses appropriate key words and

phrases during the workplace dialogue

about services in person or via the phone

Uses correct phrases when addressing

the employer/client or delivering a

presentation

Uses correct greetings to avoid

offending in responding to requests, or

participating in a meeting

Identify & use 5 key phrases &

respond accordingly



context

Uses a range of words, phrases and

sentences to conduct a fluent conversation

Information is accurate & relevant

about meeting, locations, schedules or in

response to work related services

Uses culturally and linguistically



SCHOOL:

112

appropriate strategies to initiate, sustain

and conclude a conversation

Gives directions & respond to

questions in confident manner

Rephrases correctly to modify

communication strategy

1.3 Use any visual or non-verbal techniques to enhance

or replace oral communication

Uses gestures or body language

correctly to enhance understanding

Uses tone & stress voice


workplace materials and visual information, as required


to a workplace setting, such as, charts,

tables, diagrams, figures, posters and

pictures or presentations

1.5 Use appropriate resources and seek assistance, as

required

Uses charts, diagrams, signs and

displays correctly in requesting or

providing a work related service

Result:




VU20605 Conduct routine workplace oral communication in a language other than English








involve plagiarism.





113

Name:

Learner Number:

Date: Trainer:



Learners will need to do three Elements to complete this Unit of competency

Element 2 Give and follow everyday directions and instructions in a workplace

setting

Includes dialogue with customers/clients/colleagues, work related interactions in person or by phone, requesting or providing services, responding to enquiries/complaints, participating in

meetings or presentation

Conditions for the Elements: Face–to–face or telephone, fluent interlocutor, familiar or prepared topic, simulated or authentic situation, can use visual or graphic aids normal to a

workplace, such as charts, pictures, diagrams, packaging, signs and symbols, displays


Tasks:

Length:

Resources Required:

Performance Criteria Critical Evidence Guide C NYC 2.1 Acknowledge and respond appropriately to


Responds correctly to questions

asked by the employer in a work

related interaction, such as, general

information about health and safety

rules, simple equipment or software,

roles and responsibilities

Uses the correct formal/informal

address of a person

2.2 Provide clear and succinct directions and instructions

at an appropriate speaking pace

Uses clear and succinct directions

when talking about work tasks and

requirements for the job

Uses clear and succinct directions

when talking to the employee



SCHOOL:

114

Sequences directions when talking

to the employee

2.3 Support communication with the use of appropriately

sequenced expressions and questions to emphasise or

clarify directions and instructions

Uses correct formal/informal

address in each respond to questions

in a meeting or seminar or

responding to or providing a work

related service

Uses correct rephrasing to ask for

repetition or clarification

Result:












involve plagiarism.





115

Name:

Learner Number:

Date: Trainer:



Learners will need to do three Elements to complete this Unit of competency

Element 3 Conduct negotiations at a functional level in the workplace setting

Includes dialogue with customers/clients/colleagues, work related interactions in person or by phone, requesting or providing services, responding to enquiries/complaints, participating in

meetings

Conditions for the Elements: Face–to–face or telephone, fluent interlocutor, familiar or prepared topic, simulated or authentic situation, can use visual or graphic aids normal to

workplace, such as charts, pictures, diagrams, packaging, signs and symbols, displays


Tasks:

Length:

Resources Required:

Performance Criteria Critical Evidence Guide C NYC 3.1 Participate in workplace negotiations concerning

relevant workplace matters, including addressing


Uses culturally correct expressions for

negotiating

Uses formal address to employer

Uses correct tense during negotiations

about flexible working hours, leave

arrangements, job role and tasks, managing

customer complaints or return of goods

3.2 Use appropriate visual aids and non-verbal

communication to support negotiations in accordance

with workplace role requirements


to a workplace setting such as charts,

pictures, packaging, signs and displays



SCHOOL:

116

Uses non-verbal communication e.g.

facial expression, eye contact or body

contact

Result:












involve plagiarism.





117

Name:

Learner Number:

Date: Trainer :


Read and write routine documents for social purposes in a language other than English

Learners will need to do two Elements to complete this Unit of competency

Element 1 Read routine texts for social purposes

Includes personal emails and letters, text messages, social network sites, signs in public places, tickets, maps timetables, schedules for cinemas, sporting or cultural events, instructional texts e.g.

cookbooks and manuals, comic strips, advertising material, news or personal reflections pm

current events or issues

Conditions for the Elements: Authentic or adapted from authentic text, dictionaries

allowed and time limit


Tasks:

Length:

Resources Required:

Performance Criteria Critical Evidence Guide C NYC 1.1 Establish the purpose of text Correctly identifies the text type

by responding in the correct form to

instructional texts, advertising

material, news information,

personal reflections, schedules for

sporting or cultural events

1.2 Determine the gist and detail of a range of routine

texts

Correctly conveys the gist and

detail to the questions asked in an

email other texts


that may require action of the text

Correctly identifies the main

ideas and 5 key facts in the text

1.4 Consider social and cultural conventions of texts to

support comprehension.

Correctly use conventions for

personal email, letter, social

network site, signs, tickets, maps,

timetables, advertising texts etc.



SCHOOL:

118

1.5 Use appropriate resources to assist in the reading

process

Uses resources to assist in the

task

Result:




VU20606 Read and write routine documents for social purposes








involve plagiarism.





119

Name:

Learner Number:

Date: Trainer:


Read and write routine documents for social purposes


Element 2 Write for social purposes

Includes personal emails and letters, text messages, social network sites, signs in public places,

tickets, maps timetables, schedules for cinemas, sporting or cultural events, instructional texts e.g. cookbooks and manuals, comic strips, advertising material, news or personal reflections pm

current events or issues

Conditions for the Elements: Word-processed or handwritten, familiar or prepared topic, dictionaries allowed


Tasks:

Length:

Resources Required:

Performance Criteria Critical Evidence Guide C NYC 2.1 Produce routine texts using key words, phrases,

sentences to convey main ideas and relevant details

Uses correct key words when

writing article, letter, message,

sign, timetable, or other text

Uses correct sentence

structures and punctuation

Uses correct grammar

conventions

2.2 Provide clear and easy to follow written directions

and instructions relative to the social context, as required

Conveys instructions in a

logical sequence

Conveys directions that

provide information about

location, time and rules in the

correct grammatical format

Answers questions clearly



SCHOOL:

120

2.3 Provide written responses to texts in an appropriate

form and tone, adhering to social and cultural conventions

.

Uses the correct format (email

or other text)

Uses correct form of greetings

(informal)

Use of the correct format

(article, personal pronouns and

verb)

2.4 Use appropriate resources to assist in the writing

process

Uses appropriate resources to

assist in task

Result:




VU20606 Read and write routine documents for social purposes








involve plagiarism.





121

Name:

Learner Number:

Date: Instructor:


Read and write routine workplace documents in a language other than English


Element 1 Read routine workplace texts

Includes business/professional correspondence, marketing materials, bookings, schedules, itineraries, workplace signage, packaging and labelling, forms, reports databases or intranet

Conditions for the Elements: Authentic or adapted from authentic text, dictionaries

allowed and time limit


Tasks:

Length:

Resources Required:

Performance Criteria Critical Evidence Guide C NYC 1.1 Establish main purpose of workplace text Provides clear understanding which

jobs are being advertised, content of

marketing material, itinerary, databases,

designing labelling or answering

questionnaires

1.2 Determine the gist and detail of workplace texts Determines the correct gist of each

text such as business correspondence,

fax, email, memo, marketing material

booking schedule, workplace signage,

packaging, forms, reports or database


that may require action of the workplace text

Responds in writing to an application

or letter outlining the relevant workplace

practices or procedures

1.4 Identify business and/or cultural conventions of

workplace texts

Uses the correct address of potential

employer in letter



SCHOOL:

122

Uses correct conventions of writing

business letters or professional emails or

other text

1.5 Identify appropriate resources, as required Uses appropriate resources in task

Result:




VU20607 Read and write routine workplace documents in a language other than English








involve plagiarism.





123

Name:

Learner Number:

Date: Trainer:


Read and write routine workplace documents in a language other than English


Element 2 Write routine workplace texts

Includes business/professional correspondence, marketing materials, bookings, schedules, itineraries, workplace signage, packaging and labelling, forms, reports databases or intranet

Conditions for the Elements: Word-processed or handwritten, familiar or prepared topic,



Tasks:

Length:

Resources Required:

Performance Criteria Critical Evidence Guide C NYC 2.1 Adhere to a workplace and cultural conventions

and format when preparing written texts

Using the correct format of an email

or other workplace text to an employer

Using the correct formal greeting

2.2 Produce workplace texts using appropriate

vocabulary and language structures to convey main

ideas and relevant details.

Uses correct key words and phrases

when writing an email or other

workplace text to an employer

Uses correct sentence structures and

punctuation


2.3 Provide clear written directions and instructions in

relation to workplace matters, including addressing


Gives clear written directions and

instructions about general workplace

information, health and safety rules,

delegating to staff, meeting agendas,

stock takes, ordering goods and services

or sales transactions



SCHOOL:

124

Uses correct grammar in pointing out

a problem or an opportunity

2.4 Use appropriate resources and/or seek assistance,

as required.

Uses appropriate resources in task

Result:




VU20607 Read and write routine workplace documents in a language other than English








involve plagiarism.





125

Application

for extension

Certificate II

in Applied Language

126

APPLICATION FOR EXTENSION – 10297NAT Cert II Applied Languages

LEARNER AND ASSESSMENT DETAILS (Learner to complete)

Learner Name

(First Name/Surname

Learner ID

Instructor Name

Please circle

Course National ID and Title 10297NAT Cert II Applied Languages

Unit/s National ID and Title

Please circle

CALOCS201 CALOCW2021 CALRWS203 CALRWW204

Assessment Title

Date due

Date submitted

First Submission

Resubmission

APPLICATION FOR EXTENSION Application for extension must be applied for one week prior to assessments due date

I wish to apply for an extension of time for this assessment. My reason/s being:

Learner Signature

Date

INSTRUCTOR TO COMPLETE

Extension Authorised

Yes No Extension Date:

Assessment Result and Feedback

Feedback

First Submission Resubmission

Results

Competent Not Yet Competent Resubmit Due Date:

Instructor’s Signature Date

127

Application

for extension

Certificate III

in Applied Language

128

APPLICATION FOR EXTENSION – 22150 VIC Cert III Applied Languages

LEARNER AND ASSESSMENT DETAILS (Learner to complete)

Learner Name

(First Name/Surname

Learner ID

Instructor Name

Please circle

Course National ID and Title 22150 VIC Cert III Applied Languages

Unit/s National ID and Title

Please circle

VU20604 VU20605 VU20606 VU20607

Assessment Title

Date due

Date submitted

First Submission

Resubmission

APPLICATION FOR EXTENSION Application for extension must be applied for one week prior to assessments due date

I wish to apply for an extension of time for this assessment. My reason/s being:

Learner Signature

Date

INSTRUCTOR TO COMPLETE

Extension Authorised

Yes No Extension Date:

Assessment Result and Feedback

Feedback

First Submission Resubmission

Results

Competent Not Yet Competent Resubmit Due Date:

Instructor’s Signature

Date

129

Trainer

Industry

Currency

and

Vocational

Competency

130

Trainer Industry Currency and Vocational Competency

TRAINER DETAILS (Trainer to complete)

Name (First Name/Surname)

School

Language/s delivered by Trainer

Course National ID and Title 10297NAT and 22149 VIC Cert II Applied Languages

22150 VIC Cert III Applied Languages

Qualifications (Attach certified copy current CV)

Current TAE 40110 (Attach certified copy)

Current Instructor Registration e.g VIT (Attach certified copy)

EVIDENCE OF CURRENT INDUSTRY CURRENCY Provide evidence of the following vocational competency (attach certified copies of external documents)

Professional development activities

Professional or learning networks e.g. Language Instructor Association or MLTAV

Personal development through vocational reading and developing industry units of course

Maintaining language competency e.g. recent in-country language experience

Completing Accredited courses

Working in a relevant industry e.g. language teaching or working with the language

community in Australia

Participating in validation and moderation sessions at the VSL RTO

“Shadowing” or working closely with other trainers and assessors

Trainer Signature

Date

Trainer Industry Currency and Vocational Currency Mapping Tool Version 1.0 November 2016 authorised P Petrovska

131

Certificate II in Applied

Languages


Sample Tasks for

Assessment

132

Assessment context The context of the assessment relates to the goals and language needs of the learners and

wherever possible reflect authentic settings and tasks. The assessment is also reflects the

cultural and linguistic requirements of the Language other than English (LOTE)

Performance Criteria are used to mark assessment for each element.

Each element has one task, and learners need to complete each element in order to achieve a

competent result for that Unit of Competency.

Learners are allowed to repeat the assessment under test conditions if they are marked as Not

Yet competent..

The marking of the Elements is as follows:

Competent – Satisfactory

Not Yet Competent (Re-submit)


Unit of Competency 1 CALOCS201


Element 1: Identify commonly used verbal communication styles and phrases used in social contexts of the target

language

Performance Criteria Conditions Assessment Task 1.1 Identify key words, short

phrases, common expressions and

gestures where relevant, used to

communicate basic information in

social contexts.

Face–to–face or telephone You have been invited to a

luncheon and are meeting new

people. You ask for their names,

age, address, telephone numbers,

etc.. and give them information

about yourself.

Fluent interlocutor

1.2 Determine basic spoken

language features to facilitate basic

communication.



1.3 Recognise social and cultural

conventions to support

communication in the target

language.

Minor grammar or pronunciation

errors do not interfere with

meaning


resources to facilitate basic verbal

communication.

Can use visual or graphic aids

normal to workplace or social

setting

Sample Tasks for Assessment

Certificate II in (language) Applied

Languages National ID: 10297NAT

133

Element 2: Communicate basic information verbally in social contexts

Performance Criteria Conditions Assessment Task 2.1 Use key words, short phrases

and/or gestures to initiate

communication including

introductions.

Face–to–face or telephone You have met a new friend at

school. Get to know them by

telling them about your favourite

sports, hobbies, leisure activities,

likes and dislikes, etc.

2.2 Respond appropriately and

clearly to simple requests for

information and social exchanges.

Fluent interlocutor

2.3 Use and understand culturally

appropriate expressions and

gestures.


2.4 Adapt and modify


language according to the situation

and social context.


2.5 Use relevant support resources

to facilitate verbal communication.



meaning

Element 3: Give and follow simple directions and instructions in predictable contexts

Performance Criteria Conditions Assessment Task 1.1 Provide clear directions and

instructions at an appropriate

speaking pace.

Face–to–face or telephone Your new friend has also given you

an invitation to their house, and

given you directions, telephone

numbers, etc. This is a place that

you are not familiar with so clarify

these directions in order to go to

their house.

Fluent interlocutor

1.2 Acknowledge and respond

appropriately to directions and

instructions.



1.3 Use appropriately sequenced

expressions and questions to

emphasise or clarify directions and

instructions



meaning

Unit of competency 2 CALOCW202 Conduct basic workplace oral communication in a language other than English

Element 1: Identify commonly used verbal communication styles and phrases used in work contexts of the target

language

Performance Criteria Conditions Assessment Task 1.1 Identify key words, short

phrases and common expressions

including gestures where relevant,

used to communicate routine

information in workplace contexts.

Face–to–face or telephone You work as a receptionist at a

large Melbourne Hotel. A visiting

tourist needs help with transport,

time table for transport and places

to go sight-seeing. Using a train

134

imetable and a map of the

Melbourne CBD assist them to

visit Federation Square.

Fluent interlocutor

1.2 Determine spoken language

features in order to facilitate basic

communication.


Minor errors should not distract or


1.3 Recognise workplace and

cultural conventions to support

communication in the target

language.



resources, to facilitate routine



normal to workplace

Element 2: Communicate routine information verbally using target language in workplace contexts

Performance Criteria Conditions Assessment Task 2.1 Use key words, phrases and/or

gestures to conduct basic

workplace communications.


Fluent interlocutor You receive a call from a customer

who has not received a product

from your company. They have

paid for this product and want to

know what has happened. You

need to find out the status of their

purchase and explain to them what

has happened. Refer to an invoice

and payment details to assist you.

2.2 Respond appropriately and

clearly to simple requests for

information and workplace

exchanges.


OR

Simulated or authentic situation At a restaurant a customer wants to

know about the chicken and beef

meals. Using the menu explain the

difference between the meals and

assist them to make a choice.

2.3 Adapt and modify


language according to the situation

and workplace context.



meaning

2.4 Support communication by

reference to specific workplace

materials and visual information, as

required.


normal to workplace

2.5 Use appropriate language

support resources to facilitate


135

Element 3: Give and follow simple verbal directions and instructions using target language in workplace contexts

Performance Criteria Conditions Assessment Task 3.1 Provide clear directions and

instructions at an appropriate

speaking pace.

Face–to–face or telephone You work for a mobile phone

company and your Manager has

instructed you to provide assistance

to a customer who needs

instructions to set up a new phone.

Fluent interlocutor

3.2 Acknowledge and respond


instructions.


Minor errors should not distract or


3.3 Use appropriately sequenced

expressions and questions to

emphasise or clarify directions and

instructions.


Unit of competency 3 CALRWS203 Read and write basic documents for social purposes in a language other than English

Element 1: Read information for social purposes written in the target language

Performance Criteria Conditions Assessment Task 1.1 Read and comprehend basic

social texts.

Authentic or adapted from

authentic text Read the email from your Aunty

and answer the following

questions:

What kind the text is this?

What is the main objective of this

text?

What are they going to do?

What is the main birthday in

Australia?

Why is she so excited about this

trip?

What did her mother wanted to do?

Who is going to take the trip

together?

Who wrote this letter?

To who is this letter for?

How did she say bye to her auntie?

1.2 Explain the main themes and

central ideas of common social

texts.


1.3 Identify social and cultural

conventions of basic social texts.

Time limit

1.4 Use information in visual

material accompanying basic social

texts.

136

Element 2: Write social texts in the target language

Performance Criteria Conditions Assessment Task 2.1 Use appropriate formats of the

written texts.

Word-processed or handwritten Write an email to a friend in

inviting her to spend the weekend

with you at the beach.

Explain when you want to go to the

beach, where you will stay and

how much it will cost. Suggest

three activities you might

undertake while there.

2.2 Produce basic social texts using

key words, phrases, simple

sentences to convey main ideas and

relevant details.


2.3 Adhere to social and cultural

conventions when writing texts.



meaning


Unit of competency 4 CALRWW204 Read and write basic workplace texts in a language other than English

Element 1: Read workplace texts written in the target language

Performance Criteria Conditions Assessment Task 1.1 Read and comprehend basic

workplace texts.


authentic text

Read a message from your

manager about a client who

complained about a product. You

will need to include key details

such as the date of the call, what

was the complaint about, the name,

address and telephone number of

the customer. And some possible

solutions to the complaint.

1.2 Explain the main ideas, key

facts and requirements of common

workplace texts.


1.3 Identify and understand social

and cultural conventions of basic

workplace texts.

Time limit

1.4 Use information in visual

material accompanying basic

workplace texts.

137

Element 2: Write workplace texts in the target language

Performance Criteria Conditions Assessment Task 2.1 Use appropriate formats when

writing texts.

Word-processed or handwritten Write a message for your

supervisor, based on a telephone

message or a conversation with a

client. The client has asked for

further information, and given

name, telephone number, times

when the client can be called and

one further question relating to the

workplace.

Prepare a sign about the activities

to be done including what they

have to do during the coming

event. The event is a celebration of

the anniversary of a restaurant.

Write invitations to the customers,

times of the arrival of the food, and

musical band duties of each worker

during the event.

2.2 Produce basic workplace texts

using key words, phrases, simple

sentences to convey main ideas and

relevant details.


2.3 Adhere to business and cultural

conventions of when writing texts.



meaning

139

Certificate III in French

Applied Languages


Sample Tasks for

Assessment

140

INSTRUCTOR: Veronica Deren

Assessment context The context of the assessment relates to the goals and language needs of the learners and

wherever possible reflect authentic settings and tasks. The assessment also reflects the

cultural and linguistic requirements of the Language other than English.

Performance Criteria are used to mark assessment for each element. Each element has one

task, and learners need to complete each element in order to achieve a competent result for a

Unit of Competency.

Learners are allowed to repeat the assessment under test conditions if they are marked as Not

Yet competent.

The marking of the Elements is as follows:

Competent – Satisfactory

Not Yet Competent (Re-submit)


Unit of Competency 1 Conduct routine oral communication for social purposes in

a Language other than English (LOTE)

Element 1 task:

Participate in oral interactions in a range of social settings in a culturally appropriate

manner.

Performance Criteria Conditions Assessment tasks 1.1 Identify and use key words,

phrases and language features for

routine social purposes

Face–to–face or telephone A colleague from France has the intention

to stay with you a job at your work and he

or she is staying with you for his/her first

weekend in Melbourne. You are getting to

know each other and also plan a day doing

different activities in the city. Initially, you

may want to exchange information about

each other’s family, schooling, daily

routines, etc. Photos can be used. You

need to ask your colleague about his/her

family and interests. Once you have

established the general areas of interest,

you should discuss options for activities

for the day and evening, and suggest

possible activities. You may need to give

additional details about some activities,

such as time, how to get to the activity, do

you need to take any equipment or

clothing for the activity?

Expressions might include:

What sorts of activities do you like?

Do you prefer sporting activities?

My favourite is …

I really like to …

Fluent interlocutor


strategies and language according to

the situation and social context



1.3 Use relevant visual aids or non-

verbal communication to enhance or

replace oral communication

Minor grammar or



1.4 Use appropriate resources to

support everyday communication on

routine matters, and seek assistance, as

required


aids normal to workplace or social

setting

Sample Tasks for Assessment

Certificate III in French Applied

Languages National ID: 22150VIC

141

Element 2 task:

Give and follow everyday directions and instructions in a range of social settings

Performance Criteria Conditions Sample Tasks 2.1 Acknowledge and respond


instructions

Face–to–face or telephone You are currently living and working in

France (either Paris or Vichy) and a

French friend is visiting you for the

weekend. He/she asks you for directions

about how to get to a cinema in the city by

public transport and your advice about

where to eat or shop in the city. You also

need to advise him/her about how to buy a

ticket for the public transport and any

other relevant information. Ask him/ her

when and where to join him/her during

their stay. Maps and other city related

informative materials may be used.

Fluent interlocutor

2.2 Provide clear and succinct

directions and instructions at an

appropriate speaking pace



situation

2.3 Support communication with the

use of appropriately sequenced

expressions and questions to emphasise

or clarify directions and instructions

Minor grammar or




aids normal to workplace or social

setting

Unit of Competency 2 Conduct routine workplace oral communication in a

Language other than English

Element 1 task:

Participate in oral interactions in a range of workplace settings in a culturally

appropriate manner.

Performance Criteria Conditions Assessment Tasks 1.1 Identify and use key words, phrases

and language features for routine

workplace communications

Face–to–face or telephone Task 1

You are at a French restaurant, but

you are not satisfied with the food,

you complain about this to the

waiter or waitress and ask to see

the manager. Use the formal

address.

Fluent interlocutor


strategies and language according to

the situation and workplace context


1.3 Use any visual or non-verbal

techniques to enhance or replace oral

communication


situation

1.4 Support communication by

reference to specific workplace

materials and visual information, as

required



1.5 Use appropriate resources and seek

assistance , as required

Minor errors should not

distract or interfere with

meaning

Element 2 task:

Give and follow everyday directions and instructions in a workplace setting

Performance Criteria Conditions Assessment Tasks 2.1 Acknowledge and respond


instructions

Face–to–face or telephone Task 2. You work at a warehouse

which distributes goods ordered

from the internet. You get a call

from a young customer

complaining that he or she was sent

the wrong product. Role play this

with your instructor (the client),

using the invoice attached, as a

prompt. Use the informal address.

Fluent interlocutor

2.2 Provide clear and succinct

directions and instructions at an

appropriate speaking pace



situation

2.3 Support communication with the

use of appropriately sequenced

expressions and questions to emphasise

or clarify directions and instructions

Minor grammar or





Element 3 task:

142

Conduct negotiations at a functional level in the workplace setting

Performance Criteria Conditions Assessment Tasks 3.1 Participate in workplace

negotiations concerning relevant

workplace matters, including

addressing issues and opportunities

Face–to–face or telephone You have been employed at a new

workplace, but you need to discuss

your hours and working arrangements

with your manager. Your part-time

study means that you are not able to

work on certain days. You would also

like to attend a conference in France

and therefore need an extended holiday

period. Negotiate a compromise if

possible, and arrangements that suit

both parties.

Fluent interlocutor


situation

3.2 Use appropriate visual aids and

non- verbal communication to support

negotiations in accordance with

workplace role requirements


Minor grammar or





Unit of Competency 3 Read and write routine documents for social purposes in a

Language other than English

Element 1 task:

Read routine texts for social purposes

Performance Criteria Conditions Assessment Tasks 1.1 Establish the purpose of the text Authentic or adapted from

authentic text Read the following passages and

answer the questions below.

Typical questions might include:

1. Where would you be likely to read

these texts?

2. Explain how the two articles differ

in their opinions about Bastille Day

3. Would you like to work at the the

Bastille Day festival in Paris?

Explain with reference to both texts.

1.2 Determine the gist and detail of a

range of routine texts


1.3 Establish the main ideas, key facts

and/or points that may require action of

the text

Time limit

1.4 Consider social and cultural

conventions of texts to support

comprehension

1.5 Use appropriate resources to assist

in the reading process

Element 2 task:


Performance Criteria Conditions Assessment Tasks 2.1 Produce routine texts using key

words, phrases, sentences to convey

main ideas and relevant details

Word-processed or handwritten Read the advertising material about

the boat cruise/ diving experience at

the Great Barrier Reef.

Activity 1: Complete the

“Contact Us” form to request further

information. You should request

information about accommodation,

your preferred type of holiday

(ecotourism) and the activities you

would like to undertake. You should

include at least one further question or

request based on information in the

reading passage.

Activity 2: Write a postcard to

a friend following a holiday to France.

Describe some of the activities you did

on holiday and your impressions about

the experience.

2.2 Provide clear and easy to follow

written directions and instructions

relative to the social context, as

required


2.3 Provide written responses to texts

in an appropriate form and tone,

adhering to social and cultural

conventions

Minor grammar or



2.4 Use appropriate resources to assist

in the writing process


143

Element 4 Read and write routine workplace documents in a Language other than

English

Element 1 task: Read routine workplace texts

Performance Criteria Conditions Assessment Tasks 1.1 Establish main purpose of

workplace texts


authentic text Read the Safety signs, and identify five

that would be appropriate for your

workplace.

In the following table write:

Where it would be displayed at

your workplace

Explain the meaning and purpose

of the sign at your workplace

1.2 Determine the gist and detail of

workplace texts


1.3 Establish the main ideas, key facts

and/or points that may require action of

the workplace text

Time limit

1.4 Identify business and/or cultural

conventions of workplace texts

1.5 Identify appropriate resources, as

required

Element 2 task:

Write routine workplace texts

Performance Criteria Conditions Assessment Tasks 2.1 Adhere to workplace and cultural

conventions and formats when

preparing written texts

Word-processed or handwritten Activity A:

Read several work experiences or job

advertisements in France and chose

one that suits your field of work and

interest. Write a letter of application for

this work experience or job offer.

Activity B:

You have returned from your work in

France and your manager has asked

you to write a brief summary of your

experiences to be posted on the

intranet. She has also asked you to give

brief instructions on how to apply for

jobs overseas and what issues and

opportunities people should be aware

of.

2.2 Produce workplace texts using

appropriate vocabulary and language

structures to convey main ideas and

relevant details


2.3 Provide clear written directions

and instructions in relation to

workplace matters, including

addressing issues and opportunities

Minor grammar or



2.4 Use appropriate resources and/or

seek assistance, as required


144

VETiS

LEARNING PROGRAM

FOR 2017

This learning program includes weekly session content, methodology, activities and teaching

materials, assessments (including dates) and any project or learner directed learning completed as

part of this VETiS course

Submit with a complete set of all assessment tasks and cover sheets for validation.

Submission date to VSL RTO: First week Term 2 2017

All auspice schools need to complete a Training and Assessment Strategy and have their course

validated by the VSL RTO

Copy blank proforma and complete your Certificate II or III in Applied Language course

145

Sample LEARNING PROGRAM FOR 2017 COURSE NAME: CERTIFICATE II IN MANDARIN


INSTRUCTOR: Peng Hooi LOH

Mode of Delivery:

This learning program for Certificate II in Mandarin is to be used with the following text

book: Chinese Express --- Talk Chinese, Moon Tan and Haitong Wang, Sinolingua, Beijing,

China. This text book comprises texts, exercises and 2 CDs. Online material plus any other

material produced by the instructor is included in this outline.

Project work

Chinese English dictionary online: http://mandarintools.com/

The classes are run at the Victorian School of Languages Distance Education section

The classes are on Tuesdays for four hours per week to complete the 280 hours required for

this certificate. Learner directed learning and projects are included.

http://mandarintools.com/

146

SAMPLE OUTLINE

ALL YEAR

SESSIONS CONTENT METHODOLOGY ACTIVITIES EXTRA MATERIAL AND ASSESSMENTS

Term I

SESSION 1

4 hours

The Sounds of Chinese --- Pinyin

First-to-do exercises Initials, the 21

initials Finals, the 36 finals Tones, the 4 tones,

the neutral tone Rules of Spelling Tone Changes

Listen to the pronunciation of Initials

(CD 1;1) Listen to the

pronunciation of Finals

(CD 1;1) Listen to the

pronunciation of Tones

(CD 1;1)

Pronunciation Exercises, page 5 Exercises on tones (listen and

repeat), pages 5 & 6 Dictation Exercises, pages 6 & 7 Chinese Characters Writing, page

13

Chaplin, Alex. 2007, iSpeak Chinese Mandarin, CD ROM, McGraw-Hill, New York If you need a online dictionary this is a good resource: http://mandarintools.com/

Stroke order for Chinese character writing. Visit Arch Chinese to learn how to write Chinese characters

http://www.arch.chinese.com/ chinese_english_dictionary. html

http://mandarintools.com/

http://www.arch.chinese.com/

147

SESSION 2

4 hours

Lesson 1 --- Greetings and Farewells

Using of (你好 nĭ

hăo, 再见zàijiàn,

明天见míngtiān jian)

Using of (你好吗？nĭ hăo ma?

你怎么样？ Nĭ

zěnmeyang? 我很好

wŏ hěn hăo)

Pronouns (我wŏ, 你

nĭ, 他tā )

Use of particles (吗

ma, 呢ne)

Use of (也yě) Chinese surname (

李 Lĭ)

Learner Directed

Learning

Semester project

Learners use different expressions in response to nĭ hăo ma? such

as (我很好 wŏ

hěn hăo, 不错

bú cuò, 马马虎

虎 mămă hūhū), etc.

Instructor to explain Languages Points, page 11

Listen to New Words, page 8; Key Sentences, page 8; Situational Dialogues, page 9 (CD 1;?)

Learners will complete a special project on workplaces or culture in China. This could take the form of writing a diary entry, blogs or

reports, etc.

Choose the correct answer, page 11

Translation Exercise, page 12 Translation Exercise, page 12 Listening Comprehension, page 12 Classroom Activities, page 13 Chinese Characters Writing, page

13

Suggested Projects:

1. Chinese characters, its origin and development

2. Chinese names 3. Numbers, Lucky Numbers and

Unlucky Numbers 4. Chinese Age, the Chinese

Zodiac 5. Chinese Tea 6. Silk and The Silk Road 7. Chinese Medicine and

Acupuncture

Mandarin Chinese in no time, Sound

recording, 2005,Gildan, New York.

Instructor to prepare learners for: Unit of Competency 1 --- Element 1:

Identify commonly used verbal

communication styles and phrases used in

social contexts of the target language

Online activities. (1 hours/week) --- 36 hours

For example, http://www.elanguageschool.net/chinese/video

s

Learner directed oral work at home. (1 hours/week) --- 36 hours using instructor resources and recordings on Moodle.

http://www.elanguageschool.net/chinese/videos

http://www.elanguageschool.net/chinese/videos

148

* Copy blank proformas and adapt for Certificate II and III in Applied Language

Learning Program for 2017

COURSE NAME: CERTIFICATE II IN APPLIED LANGUAGE

(INSERT LANGUGE)


INSTRUCTOR:

SCHOOL: Mode of Delivery:

This learning program for Certificate II in Applied Language is to be used with the

following teaching material - Text book: Oral material:

Online material plus any other material produced by the instructor.

The classes are run on (name of the place)

The classes are on (days) for (number of hours) hours per week – 280 hours

149

ALL YEAR SESSIONS CONTENT METHODOLOGY ACTIVITIES EXTRA MATERIAL AND

ASSESSMENTS

150

ALL YEAR SESSIONS CONTENT METHODOLOGY ACTIVITIES EXTRA MATERIAL AND

ASSESSMENTS

151

Industry Engagement Plan (Example)

Vocational Education and Training (VET) in Schools

School: Ballarat High School

Project name: Sovereign Hill Tourism

Training Package / Qualification(s) and Language: Certificate II in Applied Language (22149VIC) - Mandarin

152

Contents Industry Engagement Plan Overview ........................................................................................................................................................................... 153

Industry Engagement Log ............................................................................................................................................................................................ 153

What is Industry Engagement? ................................................................................................................................................................................. 154

Definition of Industry: .............................................................................................................................................................................................. 154

What are current industry skills? .............................................................................................................................................................................. 155

1 - Industry Engagement Plan ....................................................................................................................................................................................... 156

2 - Industry Engagement Log ....................................................................................................................................................................................... 157

3 - Industry Contact List ............................................................................................................................................................................................... 158

4 - Industry Engagement Record .................................................................................................................................................................................. 159

5 – Industry Consultation Report ................................................................................................................................................................................. 160

1: Consultation Participants ...................................................................................................................................................................................... 160

2: General Industry Feedback on the Qualification .................................................................................................................................................. 160

3: Qualification Training and Assessment Strategy Feedback ................................................................................................................................. 160

153

Industry Engagement Plan Overview

The Industry Engagement Plan is a document used to plan a project with a relevant industry partner which will be used in the school’s

curriculum and Training & Assessment Strategy. Our regulatory standards with our registration with ASQA requires that each VET program

must demonstrate a plan, record, actions and outcomes for Industry Engagement. Relevant feedback, recommendations and actions recorded on

the Industry Engagement Plan must be integrated into the Training and Assessment Strategy Annual / Periodic Review and should inform our

learning, delivery, resources, staffing and assessment strategies.

There are 5 Sections to this Industry Engagement Log:

1. Industry Engagement Plan

2. Industry Engagement Log

3. Industry Contact List

4. Industry Engagement Record

5. Industry Consultation Record

Industry Engagement Log

Schools must determine administrative process for the Industry Engagement Plan entry and maintenance.

A log should be maintained for each program area for calendar year.

The VET Co-ordinator (or equivalent) and possibly the instructor should complete the proposed Annual Industry Engagement Plan before

the commencement of the next education year.

All staff should complete either the Industry Engagement Record or the Industry Consultation Record (hard copies would be kept handy or

electronically), depending on the nature of the Engagement throughout the current year.

The VET Co-ordinator (or equivalent) and possibly the instructor determines the administrative process for filing and transferring this detail

to the Log and update the Industry Contact List

154

All relevant feedback, recommendations and actions recorded on the Industry Engagement Log must be integrated into the Training and

Assessment Strategy Annual / Periodic Review and should inform our learning, delivery, resources, staffing and assessment strategies

What is Industry Engagement?

For the purposes of Standards for Registered Training Organisations (RTO’s) 2015 Clauses 1.5 states that “The RTO’s training and assessment

practices are relevant to the needs of industry and informed by industry engagement”. Clause 1.6 requires “The RTO implements a range of

strategies for industry engagement and systematically uses the outcome of that industry engagement to ensure the industry relevance of:

i. its training and assessment strategies, practices and resources; and

ii. the current industry skills of its trainers and assessors.

Further, for the purposes of Clauses 1.5 & 1.6, this may include, but is not limited to, strategies such as:

a. partnering with local employers, regional/national businesses, relevant industry bodies and/or enterprise RTOs

b. involving employer nominees in industry advisory committees and/or reference groups

c. embedding staff within enterprises

d. networking in an ongoing way with industry networks, peak bodies and/or employers

e. developing networks of relevant employers and industry representatives to participate in assessment validation, and

f. exchanging knowledge, staff, and/or resources with employers, networks and industry bodies.

Definition of Industry:

Industry means the bodies that have a stake in the services provided by RTOs. These can include, but are not limited to:

a. enterprise/industry clients, e.g. employers

b. group training organisations

c. industry organisations

d. industry regulators

e. industry skills councils or similar bodies

f. industry training advisory bodies, and

g. unions.

155

What are current industry skills?

Current industry skills are the knowledge, skills and experience required by VET trainers and assessors and those who provide training and

assessment under supervision to ensure that their training and assessment is based on current industry practices and meets the needs of industry.

Current industry skills may be informed by consultations with industry and may include, but is not limited to:

a. having knowledge of and/or experience using the latest techniques and processes

b. possessing a high level of product knowledge

c. understanding and knowledge of legislation relevant to the industry and to employment and workplaces

d. being customer/client-oriented

e. possessing formal industry and training qualifications and

f. training content that reflects current industry practice.

156

1 - Industry Engagement Plan

Participants

Industry Engagement Relevance: Detail how this engagement/process or action is relevant to the following and any outcome

or action as a result: 1-Training & Assessment Strategy (including curriculum and learner assessments), 2-Practices and

resources, 3-Current industry skills of trainer or assessor.

When / Where

Example – School

Principal, VET Co-

ordinator and Instructor

Leadership meetings to discuss agenda items and terms of reference specifically related to strategic,

operational and teaching and learning, for feedback, review and outcome. Agenda items called for two

weeks prior, Actions minuted.

Monthly meetings by agenda,

minuted

Example John Smith, VET

Coordinator &

H Song – Mandarin

Instructor at Ballarat HS

and Ned Kelly – Tourist

Site Manager of Sovereign

Hill

Establish needs of Sovereign Hill Tourist Centre in delivering a comprehensive tourist program for

Chinese Tourists. This includes the following:

Audio descriptions of historic sites

Chinese speaking guides

Marketing material in Chinese

Park signage in Chinese

Food menus translated in Chinese

September meeting at Sovereign Hill

Park offices. Agenda plus minutes

required.

Example John Smith, VET

Coordinator &

H Song – Mandarin


and RTO Manager - VSL

Ballarat HS to present update to curriculum, assessment plans and TAS incorporating Industry Plan

requirement of Sovereign Hill.

RTO Manager to validate the plan, provide feedback and advise of any amendments

October meeting at Ballarat HS

offices. Agenda plus minutes

required.

RTO Manager - VSL Incorporate the tourist program in the Ballarat HS curriculum October

John Smith, VET

Coordinator &

H Song – Mandarin


Distribute assessment plan with tourist program to learners October

157

2 - Industry Engagement Log

Date Type / Name /

location of

Industry

Engagement

School Staff

Member

involved

Industry

Contact

Relevant

Qualification

Code &

Language

Industry Relevance: topics

discussed, learned, shared

feedback received, etc

Action or Outcome as a result of

this engagement to any: 1-Training

& Assessment Strategy, 2-Practices

and resources, 3-Current industry

skills of trainer or assessor, 4-

validation and/or changes to

assessment tools

Who is

responsible

for the action

Completion

date

Reference

documents

Example

30/09/15

Example

Sovereign Hill

Ballarat

Example

John Smith,

VET Coordinator

Ballarat HS

Example

Ned Kelly –

Tourist Site Manager of

Sovereign

Hill -

Example

Certificate II in

Applied Language –

22149VIC

(Mandarin)

Example

Discussed current industry

needs of Sovereign Hill employees ability to

communicate with Chinese

tourists. In addition producing marketing

material in Chinese as well

as park signage

Example

The information shared will be used

to determine curriculum content and learner assessment plans.

Example

Harry Song –

Mandarin Instructor at

Ballarat HS

and RTO Manager at

VSL

Example

By Validation

session day and in time for

2017 program

delivery

Example

Minutes of

meetings Emails

158

3 - Industry Contact List

Name of Industry / Company Contact Name/Title Address Email Phone Mobile

Sovereign Hill

Ned Kelly – Tourist Site

Manager of Sovereign

Hill

Park Street Ballarat VIC

3333 [email protected] 5123 4567

0410 123 456

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4 – Industry Engagement Record

Qualification Title, Code and Language Example: Certificate II in Applied Language (22149VIC) - Mandarin

Date and location of consultation Example: 30/09/15 Sovereign Hill Ballarat – Tourist Managers office

Industry Representative(s) at consultation

Name of Industry Representatives Position / Title Organisation Contact details

Ned Kelly Tourist Site Manager Sovereign Hill 5123 4567

School Representative(s) at consultation

Name of Representative(s) Position / Title Program Contact details

John Smith VET Co-ordinator Sovereign Hill Tourism 5999 1212

Harry Song Instructor Sovereign Hill Tourism 5999 1213

Tick relevant category/highlight box

Setting up a course ☒ Developing a TAS ☒ Moderating Learners Work ☐ Delivery Planning ☒

Trainers suitability ☒ Input for Resource development ☒ Industry Advisory Committee ☐ Exchange of Knowledge & Skills ☒

Networking Event ☐ Staff embedded within industry ☐ Partnering with industry ☒ Other ☐ (detail)

Description of discussion / event / task: Sovereign Hill Tourist centre is looking at providing a tailored tourist program specifically for Chinese tourist. Discussion included

training tour guides on how to speak Mandarin. Ability to interpret simple information. Development of marketing and park information material. Set up of audio posts in

Mandarin around the parks key historical sites.

Has this Industry Engagement resulted in any recommendations for the training and assessment strategy, resources, staffing or anything relating to the Program or Qualification?

Please detail including – recommendation, responsible person for action and timeframe. Course has been amended to include specific dialogue regarding tourist requirements,

phrases, and information. This includes ability to develop key signage.

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5 – Industry Consultation Report – Part A

Qualification Title, Code and Language Example: Certificate II in Applied Language (22149VIC) - Mandarin

Date and location of consultation Example: 30/09/15 Sovereign Hill Ballarat – Tourist Managers office

1: Consultation Participants

Industry Representative(s) at consultation

Name of Industry Representatives Position / Title Organisation Contact details

Ned Kelly Tourist Site Manager Sovereign Hill 5123 4567

Federation University Representative(s) at consultation

Name of Representatives Position / Title Program Contact details

John Smith VET Co-ordinator Sovereign Hill Tourism 5999 1212

Harry Song Instructor Sovereign Hill Tourism 5999 1213

2: General Industry Feedback on the Qualification

School representative should provide industry representatives with an overview of the qualification including duration, who the learners are and where they go when they

complete the qualification.

What job roles would people with this qualification expect to have?

Employee at a tourist park - tourist guide, catering, etc.

Is this qualification relevant to your organisation or other organisations

from your industry? Yes

What are your expectations of new employees who graduate with this

qualification? Ability to communicate with Chinese tourist in providing them with basic routine

communication both in oral and written methods. Are there any emerging industry trends or skills/knowledge that you

would like your staff to have? Knowledge of basic Chinese culture to ensure Chinese tourist feel comfortable.

What types of resources/equipment is it important to have staff trained

on? Signage

3: Qualification Training and Assessment Strategy Feedback

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School representative should provide the industry representatives with an overview of the current training and assessment strategy for the qualification, including:

The number of core and elective units

The sequence of delivery

The learning resources used

Overview of any work placement requirements

How the work environment is simulated for training and assessment

Modes of delivery

Are the current elective units appropriate to current industry requirements?

Yes

Are the modes of delivery applicable to industry requirements?

Oral communication

Is there sufficient time to complete the qualification?

Yes

Is the school appropriately resourced to deliver industry current training and

assessment? Yes

Are the assessment methods selected appropriate to demonstrate knowledge and

skills for this qualification? Yes

Do you believe learners completing this qualification will be sufficiently skilled

for entry-level employment in the industry? Yes

What types of skills, knowledge and experience would you prefer the instructors

and assessors teaching this qualification have? Extensive knowledge in the language and culture

Any other comments relating to training, assessment, resources, staffing.

Has this industry feedback resulted in recommended updates to the

Training and Assessment Strategy, Resources, Staffing etc.? Any

recommended change must be detailed

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