Cswe Iii - V1.4 - Curriculum Document 5s375p

10364NAT Certificate III in Spoken and Written English Version 1 – May 2013

Published by NSW Adult Migrant English Service Locked Bag 53 DARLINGHURST NSW 1300 www.ames.edu.au © NSW AMES 2013 First published 1992 ISBN 978-1-921477-75-1 Project Manager – Bethany Abbott Cover by Simon Leong Design Typeset by Mercier Typesetters Pty Ltd All rights reserved. Except as permitted under the Copyright Act 1968 (for example, any fair dealing for the purposes of private study, research, criticism or review), no part of this document may be reproduced, stored in a retrieval system or transmitted in any form or by any means without prior written permission. Copyright owners may take legal action against a person or organisation that infringes their copyright through unauthorised copying. All enquiries should be directed to the publisher, NSW AMES at the address above.

CONTENTS GENERAL INFORMATION ACKNOWLEDGEMENTS

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THE CURRICULUM FRAMEWORK

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▪ ▪ ▪ ▪

History The framework Modules Learning outcomes

OVERVIEW OF THE CERTIFICATE LEVELS ▪ ▪ ▪ ▪ ▪ ▪ ▪

Course in Preliminary Spoken and Written English Certificate I in Spoken and Written English Certificate II in Spoken and Written English Certificate III in Spoken and Written English Certificate IV in Spoken and Written English – Employment Certificate IV in Spoken and Written English – Further Studies Alignment of Certificates to proficiency scales and reporting systems

ELEMENTS OF THE CURRICULUM FRAMEWORK ▪ ▪ ▪ ▪ ▪

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Language learning Language as a social resource for making meaning The study of grammar Spoken and written language Numeracy in the curriculum framework

ASSESSMENT ▪ ▪ ▪ ▪ ▪

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Criterion-referenced assessment Achievement assessment Assessment as a continuous process Formality of assessment Assessors

INSTITUTIONAL PLANNING

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SYLLABUS DESIGN

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▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪

A text-based framework Objectives Methodology Deg a syllabus Modules and syllabus design Learning outcomes and syllabus design Certificate levels and syllabus design Steps in syllabus design

GLOSSARY

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REFERENCES

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COURSE INFORMATION Section A ▪

Copyright and course classification information

Section B ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪

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Accreditation information Nomenclature and nominal duration Course review Transition and teach-out arrangements Course outcomes Australian Qualifications Framework Course rules Entry requirements Pathways Articulation and credit transfer Recognition of prior learning Customisation Assessment strategy Workplace assessment Delivery modes Resources Teacher and assessor qualifications Ongoing monitoring and evaluation

Section C ▪

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Module information

APPENDIX – COURSE CODES A. Comparison table: 2008 to 2013 courses

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10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH

GENERAL INFORMATION

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ACKNOWLEDGEMENTS For their input into this sixth edition of the Certificates in Spoken and Written English, NSW AMES wishes to thank: Course developers – Helen de Silva Joyce and Keiko Yasukawa Review Dr Susan Feez – Chair – University of New England Liliane Alexandrino – AMEP NT Ana Bratkovic – NEAS Elene Claire – President QATESOL and ACTA Councillor Lesley Evans – WEA Illawarra Helen Murphy – TELLS TAFE Queensland Christine Tiekle – NSW Department of Education and Communities Dr Keiko Yasukawa – University of Technology, Sydney NSW AMES also wishes to acknowledge all who contributed to previous editions of the Certificates I–IV in Spoken and Written English and those organisations and individuals who gave input through the 2012 online survey.

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THE CURRICULUM FRAMEWORK History Since 1992, the NSW Adult Migrant English Service (NSW AMES) has developed the Certificates in Spoken and Written English (CSWE) in order to make course outcomes explicit to students, teachers and other participants in a range of English as an additional language (EAL) language and literacy teaching contexts. The original single Certificate in Spoken and Written English was accredited in 1992, through the NSW Vocational Education and Training Accreditation Board (NSW VETAB). NSW AMES subsequently developed the six courses which were reaccredited in 1997, 2002, 2008 and 2013. The Certificates are relevant to a wide variety of general education teaching contexts and are used widely throughout Australia in the Adult Migrant English Program (AMEP), the Adult and Community Education (ACE) sector, TAFE colleges, universities, private providers, corrective services programs, Indigenous education and in Intensive English Centres (IECs) in NSW state schools. The Course in Preliminary Spoken and Written English and the Certificates I, II and III are used by the Department of Immigration and Citizenship (DIAC) as the mandatory reporting mechanism for the AMEP and they are a preferred curriculum framework for literacy and numeracy programs funded by the Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE).

The framework The Course in Preliminary Spoken and Written English and the Certificates I–IV in Spoken and Written English provide an EAL general education framework for learners to develop English language and literacy skills and optional numeracy skills to undertake further education and training, seek and maintain employment and participate in the general community. The curriculum framework consists of 6 courses: ▪ Course in Preliminary Spoken and Written English ▪ Certificate I in Spoken and Written English ▪ Certificate II in Spoken and Written English ▪ Certificate III in Spoken and Written English ▪ Certificate IV in Spoken and Written English – Employment ▪ Certificate IV in Spoken and Written English – Further Studies The courses within the curriculum framework: ▪ are accredited, nationally ed and meet the principles of the Australian Qualifications Framework (AQF) ▪ provide a common language for describing the characteristics of learners and course provision ▪ enable a systematic approach to the planning and provision of general education English language, literacy and numeracy courses ▪ allow for variation in learning pace, course length, intensity and delivery mode ▪ use criterion-referenced assessment to assess learner achievement ▪ are based on a theory of language which systematically relates language to the contexts in which it is used ▪ integrate spoken and written language and the language of mathematics through the study of whole texts Version 1, May 2013

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▪ ▪ ▪ ▪ ▪

describe progression in language learning in of interacting with increasingly demanding contexts of language use explicit and systematic teaching practice can be delivered through face-to-face tuition and by distance print and e-learning modes integrate the language of numeracy into the teaching of spoken and written texts provide optional modules and learning outcomes which enable learners to develop mathematical concepts and skills

The Course in Preliminary Spoken and Written English and the Certificates I–IV in Spoken and Written English have been accredited under the Australian Quality Training Framework (AQTF) leading to AQF qualifications or statements of attainment. The AQF levels provide a comprehensive, nationally consistent framework for all qualifications in post-compulsory education and training in Australia. The following table outlines the learning focus of the five levels that constitute the CSWE curriculum framework, the nominal hours for each level and the entry level against the International Second Language Proficiency Rating (ISLPR) scale and the Australian Core Skills Framework (ACSF). Learning focus

Nominal hours

Entry level

Course in Preliminary Spoken and Written English

Skills for participation in formal education and basic literacy and numeracy skills in English

500 hours + 50 hours of out-ofclass study

ISLPR 0

Certificate I in Spoken and Written English

Beginning skills in spoken and written English and optional numeracy

500 hours + 200 hours of out-ofclass study

ISLPR 0

Certificate II in Spoken and Written English

Spoken and written English and optional numeracy for simple everyday transactional and limited social needs

500 hours + 200 hours of out-ofclass study

ISLPR 1

Certificate III in Spoken and Written English

Spoken and written English and optional numeracy for basic social needs and routine situations for everyday commerce, recreation and linguistically undemanding vocational fields

500 hours + 700 hours of out-ofclass study

ISLPR 1+

Certificate IV in Spoken and Written English – Employment

Spoken and written English to participate in a range of vocational contexts

400 hours + 200 hours of out-ofclass study

ISLPR 2+

Certificate IV in Spoken and Written English – Further Studies

Spoken and written English to participate in a range of further study contexts

500 hours + 200 hours of out-ofclass study

ISLPR 2+

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ACSF Pre-Level 1

ACSF Level 1

ACSF Level 2

ACSF Level 3

ACSF Level 4

ACSF Level 4

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Modules At each certificate level, learners must complete a specified number of core and elective modules to ensure that they cover all the macroskills. Core modules aim to develop essential skills. Elective modules focus on different text-types and skills that can be selected according to the needs of learners or learner groups. The modules cover different aspects of language and mathematical learning. This modular structure allows for: ▪ ▪ ▪

self-paced learning where the emphasis is on flexibility to meet individual learner needs and abilities criterion-referenced assessment, which means assessment is made against explicitly stated criteria rather than a group norm achievement assessment or assessment of knowledge and skills at the end of a course of study

The modules contain learning outcomes that contribute to the purpose of the module. They define texts or skills with which learners may need to engage eg: casual conversations, written information texts, written reports, learning strategies, working with measurement and calculations. The modules are expressed in general and can therefore be adapted to different educational contexts, such as workplaces and study contexts, and applied to a wide variety of learner groups. The following table outlines the skill areas covered by the modules. Learning strategies

This skill area is concerned with the role that learners play in their own language development, which includes independent learning strategies, effective participation in formal learning environments and understanding the role of assessment.

Listening skills

This skill area is concerned with learners’ ability to comprehend dialogic and monologic spoken interpersonal and transactional texts.

Speaking skills

This skill area is concerned with learners’ ability to produce monologic texts and participate in dialogic interpersonal and transactional texts.

Reading skills

This skill area is concerned with learners’ ability to comprehend written texts.

Writing skills

This skill area is concerned with learners’ ability to produce written texts.

Numeracy skills

This skill area is concerned with learners’ ability to use mathematical knowledge and concepts to comprehend texts and solve problems.

Note: Certificate IV in Spoken and Written English – Employment is a combination of modules and units of competency developed specifically for this course and units of competency imported from nationally endorsed training packages.

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Learning outcomes Learning outcomes describe what learners are expected to do at the end of a course of study. The two components of learning outcomes are: Assessment criteria

Assessment criteria are statements about learner performance in comprehending or participating in a language interaction or applying mathematical knowledge. Assessment criteria specify the minimal performance required and provide information for learners and teachers on what is being assessed and against what standard.

Conditions and methods of assessment

The statements about the conditions and methods of assessment describe: ▪ the parameters within which assessment is conducted ▪ the characteristics of the social context ▪ text-types in of complexity and length ▪ range of mathematical skill ▪ acceptable response types ▪ the amount of assistance allowed ▪ suggestions for sample tasks

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OVERVIEW OF THE CERTIFICATE LEVELS NOTE:

For translations of CSWE I–III overviews, go to the Publications Section of the NSW AMES website at www.ames.edu.au.

10361NAT Course in Preliminary Spoken and Written English Course rules Successful completion of the Course in Preliminary Spoken and Written English requires successful completion of 7 modules – 2 compulsory modules + 5 elective modules. Nominal hours Overall nominal hours = 500 + 50 hours of out-of-class study

Module A = 50 hours All other modules = 75 hours

Compulsory Module A SWELRN001A 1 2 3

Preliminary learning strategies Demonstrate understanding of simple teaching instructions Organise and maintain personal learning tools Participate in the formal learning environment

Module B SWEDEC002A Decoding words and simple sentences 1 Recognise sound patterns in everyday words 2 Read simple sentences Reading and writing electives Module C SWELTR003A Recognising and writing letters 1 Demonstrate recognition of the alphabet 2 Write letters of the alphabet Module D SWENUM004A Recognising and writing numbers 1 Demonstrate recognition of whole numbers 2 Write whole numbers Module E SWESYM005A Recognising common visual symbols and signs 1 Recognise common visual symbols 2 Recognise common written signs Module F SWEWRD006A Writing words and simple sentences 1 Spell everyday words 2 Write simple sentences Module G SWETIM007A Understanding time and money 1 Read and understand time 2 Recognise and understand Australian money Mixed skills electives Module H SWEPRN008A Giving basic personal information 1 Give basic personal information using spoken language 2 Complete a simplified form

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Speaking elective Module I SWEEXC009A Engaging in short exchanges 1 Participate in a basic transactional exchange 2 Participate in a simple social exchange Note: Codes are accredited course module codes.

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10362NAT Certificate I in Spoken and Written English Course rules Successful completion of Certificate I in Spoken and Written English requires completion of 7 modules – 1 compulsory module + 6 elective modules with 1 spoken text elective module and 1 written text elective module. Nominal hours Overall nominal hours = 500 + 200 hours of out-of-class study

Module A = 20 hours All other modules = 80 hours

Compulsory Module A SWELRN101A Basic learning strategies 1 Participate in and contribute to the formal learning environment 2 Develop independent learning skills Spoken text electives Module B SWEPER102A Giving personal information 1 Provide personal information using spoken language 2 Give a short personal description Module C SWETRA103A Comprehending and participating in short transactional exchanges 1 Demonstrate understanding of a short spoken transaction 2 Participate in a short spoken transaction Module D SWEINF104A Comprehending spoken information and instructions 1 Demonstrate understanding of a short spoken information text 2 Demonstrate understanding of short spoken instructions Module E SWECON105A Comprehending and participating in short conversations 1 Demonstrate understanding of a short informal conversation 2 Participate in a short informal conversation Module F SWEREC106A Comprehending and telling spoken recounts 1 Demonstrate understanding of a spoken recount 2 Tell a short recount Module G SWEMSG107A Comprehending and leaving telephone messages 1 Demonstrate understanding of a simple telephone message 2 Leave a short telephone message Written text electives Module H SWEINS108A Comprehending written instructions and completing a short form 1 Demonstrate understanding of short written instructions 2 Complete a short form Module I SWEDES109A Comprehending and composing written descriptions 1 Demonstrate understanding of a short written description 2 Write a short description

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Module J SWEREC110A Comprehending and composing written recounts 1 Demonstrate understanding of a written recount 2 Write a recount Module K SWETXT111A Comprehending and composing short informal written texts 1 Demonstrate understanding of a short informal written text 2 Write a short informal text Module L SWENEW112A Comprehending short news and information texts 1 Demonstrate understanding of a short news article 2 Demonstrate understanding of a short information text Numeracy electives Module M SWENUM113A 1 2 3

Comprehending and performing addition and subtraction with decimal whole numbers Demonstrate understanding of decimal place value system Perform simple addition with decimal whole numbers Perform simple subtraction with decimal whole numbers

Module N SWEMSR114A Comprehending and using the metric system of measurement 1 Recognise and select appropriate units of metric measure for different dimensions 2 Measure and record length, volume and weight with appropriate metric units of measurement and measuring instruments 3 Measure and compare temperature Note: Codes are accredited course module codes.

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10363NAT Certificate II in Spoken and Written English Course rules Successful completion of Certificate II in Spoken and Written English requires completion of 7 modules – 1 compulsory module + 6 elective modules with 1 spoken text elective module and 1 written text elective module. Nominal hours Overall nominal hours = 500 + 200 hours of out-of-class study

Module A = 20 hours All other modules = 80 hours

Compulsory Module A SWELRN201 1 2

Intermediate learning strategies Participate in and contribute to the formal learning environment Develop independent learning skills

Spoken text electives Module B SWECAS202A Comprehending and participating in routine casual conversations 1 Demonstrate understanding of a casual conversation 2 Participate in a short casual conversation Module C SWEEXC203A Comprehending and participating in transactional exchanges 1 Demonstrate understanding of a spoken transaction for information / goods and services 2 Participate in a spoken transaction for information / goods and services Module D SWEINF204A Comprehending and giving spoken information 1 Demonstrate understanding of a spoken information text 2 Give a short spoken explanation Module E SWETEL205A Comprehending and participating in telephone exchanges 1 Demonstrate understanding of a telephone message 2 Participate in a telephone conversation to leave a message Module F SWEINS206A Comprehending and giving spoken instructions 1 Demonstrate understanding of spoken instructions 2 Give spoken instructions Module G SWEINT207A Comprehending and participating in simple interviews 1 Demonstrate understanding of a simple interview 2 Participate in a simple interview Written text electives Module H SWEFOR208A Comprehending written instructions and completing formatted texts 1 Demonstrate understanding of written instructions 2 Complete a formatted text Module I SWESTO209A Comprehending and composing story texts 1 Demonstrate understanding of a story 2 Write a recount

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Module J SWETXT210A Comprehending and composing informal texts 1 Demonstrate understanding of an informal written text 2 Write an informal text Module K SWENEW211A Comprehending news and information texts 1 Demonstrate understanding of a news article 2 Demonstrate understanding of a short information text Module L SWEMTN212A Comprehending and composing information reports 1 Demonstrate understanding of a written information report 2 Write a short information report Module M SWEOPI213A Comprehending and composing opinion texts 1 Demonstrate understanding of a written opinion text 2 Write a short opinion text Module N SWEJOB214A Comprehending and composing jobseeking texts 1 Demonstrate understanding of a job ment 2 Write a short résumé / CV Module O SWEVIS215A Comprehending visual texts 1 Interpret a narrative image 2 Interpret a non-narrative image Numeracy electives Module P SWEDIV216A Comprehending and performing multiplication and division with decimal whole numbers 1 Perform simple multiplication with decimal whole numbers 2 Perform simple division with decimal whole numbers Module Q SWEFRA217A 1 2 3

Comprehending and using fractions and decimals Demonstrate understanding of the different ways wholes can be divided into parts Relate fractions to calculations of time Relate decimals to calculations with money

Note: Codes are accredited course module codes.

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10364NAT Certificate III in Spoken and Written English Course rules Successful completion of Certificate III in Spoken and Written English requires completion of 9 modules – 1 compulsory module + 8 elective modules with at least 2 spoken text elective modules and at least 2 written text elective modules. Nominal hours Overall nominal hours = 500 + 700 hours of out-of-class study

Module A = 20 hours All other modules = 60 hours

Compulsory Module A SWELRN301A Advanced learning strategies 1 Contribute to the formal learning environment 2 Demonstrate capacity for independent learning Spoken text electives Module B SWECON302A Comprehending and participating in casual conversations 1 Demonstrate understanding of a casual conversation with topic changes 2 Participate in a casual conversation with topic changes Module C SWEEXC303A Comprehending and negotiating complex exchanges 1 Demonstrate understanding of a complex spoken exchange 2 Negotiate a complex spoken exchange Module D SWEINT304A Comprehending and participating in interviews 1 Demonstrate understanding of an interview 2 Participate in an interview Module E SWEPRE305A Comprehending and conducting presentations 1 Demonstrate understanding of a spoken presentation 2 Deliver a short spoken presentation Module F SWEDIS306A Comprehending and participating in discussions 1 Demonstrate understanding of a spoken discussion 2 Participate in a discussion Written text electives Module G SWECOR307A Composing formal correspondence and completing formatted texts 1 Write a formal letter / email 2 Complete a complex formatted text Module H SWEINF308A Comprehending and composing complex information texts 1 Demonstrate understanding of a complex written information text 2 Write a report Module I SWENAR309A Comprehending and composing narrative texts 1 Demonstrate understanding of a narrative 2 Write a narrative

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Module J SWEDSN310A Comprehending and composing discussions 1 Critically read a discussion 2 Write a discussion Module K SWEEXP311A Comprehending and composing expositions 1 Critically read an exposition 2 Write an exposition Module L SWEVIS312A 1 2 3

Comprehending and composing visual texts Identify the features of a narrative image Identify the features of a non-narrative image Create an image to accompany a narrative or informational text

Module M SWEADS313A Comprehending news stories and ments 1 Demonstrate understanding of a news article 2 Interpret an ment Mixed text electives Module N SWEINS314A 1 2 3

Comprehending and giving complex instructions Demonstrate understanding of complex instructions in a spoken exchange Give complex instructions in a spoken exchange Demonstrate understanding of complex written instructions

Module O SWEJOB315A 1 2 3

Language skills for jobseeking Analyse a job ment Write a résumé / CV Telephone about a job

Numeracy electives Module P SWECAL316A 1 2 3

Comprehending and performing multiple-step calculations Carry out multiple-step calculations Apply measurement techniques to problem solving Comprehend and construct tabular and graphical information

Module Q SWEMAT317A 1 2 3

Applying and interpreting mathematical information Interpret complex maps and plans Apply mathematical skills and methods for problem solving Analyse mathematical and statistical information embedded in texts

Note: Codes are accredited course module codes.

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10366NAT Certificate IV in Spoken and Written English – Employment Course rules Refer to Certificate IV in Spoken and Written English – Employment curriculum document. Module A SWEPSE401A A1 A2 A3

Pronunciation skills for employment Use segmental features of English to communicate intelligibly Use prosodic features of English to communicate meaning effectively Use a range of strategies to monitor and modify pronunciation

Module D SWEWSJ404A D1 D2 D3

Writing skills for jobseeking documents Prepare a résumé / CV in response to a specific job ment Prepare a covering letter to accompany résumé / CV Complete a complex job application form

Module E SWESSJ405A E1 E2 E3

Speaking skills for jobseeking Negotiate a complex transactional telephone conversation Prepare for a job interview Participate in a job interview

Module B SWELCE402A B1 B2 B3 B4

Language and culture of employment in Australia Research an industry sector and a related Australian workplace Critically interpret written information texts on employment-related topics Critically interpret spoken information texts on employment-related topics Establish realistic employment goals

Imported from FSKLRG10 1 2

FSK Foundation Skills Training Package Use routine strategies for career planning Investigate career options Develop an individual career plan

Module C SWEWSP403A C1 C2 C3

Writing skills for public sector applications Analyse public sector job ments and information packages Address selection criteria for a public sector position Prepare a covering letter for a public sector job application

Imported from FSKOCM10 1 2 3

FSK Foundation Skills Training Package Use oral communication skills for complex workplace presentations Plan to deliver complex workplace presentations Deliver complex workplace presentations Review own performance

Imported from FSKRDG11 1 2 3

FSK Foundation Skills Training Package Read and respond to complex workplace information Prepare to read complex workplace texts Analyse information in complex workplace texts Evaluate and respond to information in complex workplace texts

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Imported from FSKWTG10 1 2 3 CSWE IV (E) F SWESST406A F1 F2 F3 F4 Imported from FSKOCM04 1 2 3 Imported from FSKOCM07 1 2 3 Imported from FSKOCM08 1 2 3 Imported from BSBCUS201B 1 2 3 4

FSK Foundation Skills Training Package Write complex workplace texts Prepare to write complex workplace texts Draft complex workplace texts Review and finalise complex workplace texts Speaking skills for workplace texts Participate in a casual workplace conversation Provide spoken information Give complex spoken instructions Participate in a spoken discussion FSK Foundation Skills Training Package Use oral communication skills to participate in workplace meetings Prepare to participate in workplace meetings Participate in workplace meetings Review own performance FSK Foundation Skills Training Package Interact effectively with others at work Prepare to interact with others at work Participate in interactions with others at work Review own performance FSK Foundation Skills Training Package Use oral communication skills to facilitate workplace negotiations Prepare to facilitate workplace negotiations Facilitate workplace negotiations Review own performance BSB07 Business Services Training Package Deliver a service to customers Establish with customers Identify customer needs Deliver service to customers Process customer

Note: Codes are accredited course module codes.

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10365NAT Certificate IV in Spoken and Written English – Further Studies Course rules Refer to Certificate IV in Spoken and Written English – Further Studies curriculum document. Compulsory Module A SWELRN401A Learning strategies for further studies 1 Participate in and contribute to the formal educational environment 2 Develop and use independent learning strategies Electives Module B SWEKNO402A 1 2 3 4 5

Language knowledge Identify the role and features of nouns, nominalisation and noun groups in texts Identify the role and features of verbs and verbal groups in texts Identify the role and features of clauses in texts Identify how paragraphs are structured for different purposes Identify how cohesive devices work at whole text and paragraph levels

Module C SWEUND403A 1 2 3

Understanding academic culture Research concepts of critical stance and plagiarism in Western educational contexts Identify critical stance adopted in texts Identify the conventions for introducing ideas / evidence from other writers into texts

Module D SWEREA404A 1 2 3

Reading and note-taking skills for further studies Demonstrate understanding of written texts Interpret diagrammatic texts Use note-taking strategies

Module E SWEPER405A 1 2 3

Writing skills for persuasive essays Interpret essay questions Research and plan an essay Write an essay

Module F SWEANA406A Writing skills for academic reports 1 Research and plan a report 2 Write a report Module G SWELIS407A 1 2

Listening and taking notes in presentations Demonstrate understanding of a lecture or presentation Use note-taking strategies

Module H SWESPE408A 1 2 3

Speaking and writing skills for presentations Prepare to deliver a spoken presentation Create appropriate visual aids to presentation Deliver a presentation

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Module I SWEDIS409A Speaking skills for discussions 1 Participate in a tutorial / group discussion 2 Negotiate in a tutorial / group discussion Module J SWEPRO410A 1 2 3

Pronunciation skills for further study Use segmental features of English to communicate intelligibly Use prosodic features of English to communicate meaning effectively Use a range of strategies to monitor and modify pronunciation

Note: Codes are accredited course module codes.

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Advanced

Proficiency descriptors

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Level 2+ behaviour is significantly better than Level 2 but has not reached Level 3

2+ Social proficiency

Able to perform effectively in most informal and formal situations pertinent to social and community life and everyday commerce and recreation, and in situations which are not linguistically demanding in own ‘vocational’ fields

3 Basic vocational proficiency

Level 3+ behaviour is significantly better than Level 3 but has not reached Level 4

3+ Basic vocational proficiency+

Able to perform very effectively in almost all situations pertinent to social and community life and everyday commerce and recreation, and generally in almost all situations pertinent to own ‘vocational’ fields

4 Vocational proficiency

Level 4+ behaviour is significantly better than Level 4 but has not reached Level 5

4+ Advanced vocational proficiency

Has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to handle basic communication in own field

5 Modest

Has generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly complex language, particularly in familiar situations

6 Competent

6.5

Has operational command of the language, though with occasional inaccuracies, inappropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning

7 Good

Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well

8 Very good

Has fully operational command of the language: appropriate, accurate and fluent with complete understanding

9 Expert

5 Native-like proficiency

Proficiency equivalent to that of a native speaker of the same sociocultural variety

IELTS band descriptors

ISLPR levels

Works independently Initiates and uses from range of established resources Range of contexts with some specialisation Complex texts with embedded info, specialised vocabulary and abstraction Complex task organisation and analysis

Level 4



Autonomous Accesses and evaluates Adaptable across range of contexts Specialised in one or more contexts Highly complex texts with highly embedded information, specialised language and symbolism Sophisticated task conceptualisation

Level 5

ACSF

ALIGNMENT OF CERTIFICATES TO PROFICIENCY SCALES AND REPORTING SYSTEMS

Focuses on language skills to enable learners to participate in a range of vocational contexts and / or further study contexts

CSWE IV

CSWE

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Intermediate

Post-beginner

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Beginner

Basic competence is limited to familiar situations. Has frequent problems in understanding and expression. Is not able to use complex language

Able to satisfy basic social needs, and routine needs pertinent to everyday commerce and to linguistically undemanding ‘vocational’ fields

Able to perform in a very limited capacity within the most immediate, predictable areas of need, using essentially formulaic language

0+ Formulaic proficiency

No real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet immediate needs. Has great difficulty understanding spoken and written English

Level 1

May call on expert Familiar and predictable contexts Routine texts with some specialised vocabulary Concrete tasks

Level 2

Works independently Range of familiar contexts with some less familiar elements Short and simple texts Tasks including number of steps

Level 3

Works alongside expert Highly familiar restricted concrete contexts Simple texts with clear purpose and highly 1 Non- familiar vocabulary Essentially has no ability to use the language beyond Explicit tasks possibly a few isolated words

2 Intermittent

Able to satisfy immediate, predictable needs, using predominantly formulaic language

Conveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication occur

Able to satisfy basic everyday transactional needs

1– Minimum creative proficiency

3 Extremely limited

1 Basic transactional proficiency

Able to satisfy everyday transactional needs and limited social needs

1+ Transactional proficiency

4 Limited

2 Basic social proficiency

Focuses on language skills for learners who have just started learning English and who have had minimal exposure to English

CSWE I

Focuses on language skills to enable learners to satisfy their own simple everyday transactional and limited social needs

CSWE II

Focuses on language skills to enable learners to satisfy basic social needs in routine situations for everyday commerce, recreation and linguistically undemanding vocational fields

CSWE III

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Absolute beginner

ACSF IELTS ISLPR

Notes:

0 Did not attempt test

Pre-level Focuses on language skills for learners with no or low levels of education and / or language

PCSWE

Australian Core Skills Framework – http://www.innovation.gov.au/Skills/LiteracyAndNumeracy/AustralianCoreSkillsFramework/Pages/default.aspx International English Language Testing System – http://www.ielts.org/institutions/test_format_and_results/ielts_band_scores.aspx International Second Language Proficiency – http://www.islpr.org/ScaleLevels.html

Unable to communicate in the language

0 Zero proficiency

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10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH

ELEMENTS OF THE CURRICULUM FRAMEWORK Language learning The Course in Preliminary Spoken and Written English and the Certificates I–IV in Spoken and Written English are based on an understanding that there are three perspectives on second language learning (Halliday 1979): 1

Learning language The courses within the CSWE framework differ from traditional language curricula in that language is not represented merely as syntactic forms but rather language is seen as a resource for making meaning in social contexts. Using language involves choosing from systems of text structure, grammar, vocabulary, phonology and graphology. Learning language therefore involves learning to choose from these systems in ways that enable language s to communicate effectively in a variety of contexts.

2

Learning through language Learning through language involves using the resources of language to interact with new knowledge and ideas.

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Learning about language Learning about language involves understanding the choices available in the language systems and how particular choices relate to social situations and to the broader Englishspeaking culture.

In the context of learning English as an additional language, learners bring to the process a very diverse range of resources in relation to all three aspects of learning. They have varying levels of proficiency in English, different kinds of knowledge and goals in relation to education, work and community involvement and they have diverse linguistic and educational backgrounds. They therefore have different resources and needs for learning English, for learning through English and for learning about English.

Language as a social resource for making meaning The linguistic principles underpinning the Course in Preliminary Spoken and Written English and the Certificates I–IV in Spoken and Written English are derived from Systemic Functional Linguistics (Halliday 1985a). Systemic Functional Linguistics (SFL) is a social theory of language that is concerned with language as text occurring in sociocultural contexts. Texts are socially constructed and socially purposeful. They are patterned in distinctive ways to achieve particular goals. Texts are units of language that are meaningful within social contexts because they: ▪

fulfil a social purpose identifiable through their structure and language patterns

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are shaped by and at the same time help to shape the social contexts in which they occur

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are internally coherent so as to form unified wholes

Texts relate systematically to the contexts in which they occur. This relationship is determined by three variables: 1

Field is the topic or the subject matter being talked or written about.

2

Tenor is the relationship between the participants and how the participants feel about each other and the situation.

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Mode refers to whether the interactants are communicating through spoken or written language.

Language s use their knowledge about text structure and to predict the language for any given situation. They also make predictions about the context from the language used. This correspondence between context and text is what people make use of when they are learning to converse as well as when they are learning to read and write.

The study of grammar In order to use language effectively in social contexts it is necessary to understand how choices from the systems of grammar relate to the social contexts of language use. It is important that learners develop an understanding of the underlying systems of grammar as part of their formal language learning. It is expected that the teaching of grammar will be integrated into the exploration of texts and contexts rather than taught as a discrete component of a language course. By expanding resources of grammar and by learning how grammatical choices construct different kinds of meanings, learners will expand their meaning potential in English. Learning about language (including learning a language to talk about language) enables teachers and learners to talk explicitly about how meanings are made through language. This also enables teachers and learners to see, describe and evaluate the kinds of meanings that learners are making in their speaking and writing. Descriptions of grammatical choices in the learning outcomes provide a framework to be enriched and elaborated in relation to specific texts that are chosen for teaching.

Spoken and written language Speech and writing use the same systems of language but draw on these systems in different ways to fulfil different social purposes. Spoken language tends to be dialogic and to accompany action while written language tends to be monologic and to reflect on action from which it is removed in time and space. Spoken texts and written texts relate closely to one another in any given social context. Spoken texts are important in the production of written texts and are often produced in response to written texts. Language syllabuses should reflect this integration of spoken and written language. The teaching of a written text needs to be ed by teaching the oral language which surrounds it in the social situation and vice versa, so that learners are enabled to participate in the language and literacy practices of the culture (Joyce 1992). The following table illustrates this point with an example of an event sequence of spoken and written texts surrounding booking a flight (de Silva Joyce and Feez 2012: 71). Ask friends about the destination, the best time to travel, places to visit and the best airline deals

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Go online to research flight times and costs

a travel agent for assistance

Discuss options with friends and colleagues

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Book and pay for the flight online

Receive and read travel documents

Discuss travel plans with friends

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10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH

Numeracy in the curriculum framework The Course in Preliminary Spoken and Written English and the Certificates I, II and III in Spoken and Written English enable numeracy to be integrated into syllabus design through two perspectives on mathematics: 1

The language of mathematics Mathematical information is an integral component of many spoken and written texts. For example, the cost of items is often the topic of casual conversation and graphs and tables are a common feature of news reporting. Many EAL learners come to the classroom with good knowledge and skills in mathematics but need to learn how mathematics is spoken and written about in English. Consequently, many of the learning outcomes focus on the language of mathematics in the assessment criteria and / or in the conditions and methods of assessment, as can be seen in the following examples of the CSWE modules. CSWE I Module C – Comprehending and participating in short transactional exchanges Learning Outcome C1 – Demonstrate understanding of a short spoken transaction Conditions and methods of assessment Transaction contains numerical information eg: money, time, number

CSWE I, II and III integrate the language of mathematics into learning outcomes focusing on spoken and written texts

CSWE II Module G – Comprehending and participating in simple interviews Learning Outcome G1 – Demonstrate understanding of a simple interview Assessment criteria 1.2 Demonstrate understanding of explicitly stated information, including relevant numerical information eg: time, money, location CSWE III Module C – Comprehending and negotiating complex exchanges Learning Outcome C1 – Demonstrate understanding of a complex spoken exchange Sample tasks Learners listen to spoken exchange and demonstrate understanding of negotiation of eg: leave dates, errors on pay advice slip, workload / shift arrangements.

CSWE IV – Employment and Further Studies have no specific language of mathematics focus.

2

Developing mathematical knowledge and skills For those students who need to develop mathematical knowledge and skills, the CSWE curriculum framework provides modules that focus on learning mathematics. These can be taught as stand-alone modules but it is recommended that they be taught in conjunction with the language modules, where this is appropriate. It is also recommended that teachers delivering programs that focus on the development

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of mathematical skills through the elective numeracy modules have training and professional development in numeracy teaching. The following table gives an overview of the numeracy modules. Level numeracy focus

Numeracy learning outcomes

Pre-CSWE focuses on foundational numeracy skills

Module D Recognising and writing numbers D1 Demonstrate recognition of whole numbers D2 Write whole numbers Module G Understanding time and money G1 Read and understand time G2 Recognise and understand Australian money

CSWE I focuses on comprehending and performing addition and subtraction with whole numbers, and comprehending and using the metric system of measurement

Module M Comprehending and performing addition and subtraction with decimal whole numbers M1 Demonstrate understanding of decimal place value system M2 Perform simple addition with decimal whole numbers M3 Perform simple subtraction with decimal whole numbers Module N Comprehending and using the metric system of measurement N1 Recognise and select appropriate units of metric measure for different dimensions N2 Measure and record length, volume and weight with appropriate metric units of measurement and measuring instruments N3 Measure and compare temperature

CSWE II focuses on comprehending and performing multiplication and division, and comprehending and using fractions and decimals

Module P Comprehending and performing multiplication and division with decimal whole numbers P1 Perform simple multiplication with decimal whole numbers P2 Perform simple division with decimal whole numbers Module Q Comprehending and using fractions and decimals Q1 Demonstrate understanding of the different ways wholes can be divided into parts Q2 Relate fractions to calculations of time Q3 Relate decimals to calculations with money

CSWE III focuses on comprehending and performing multi-step calculations, and applying and interpreting mathematical information

Module P Comprehending and performing multiple-step calculations P1 Carry out multiple-step calculations P2 Apply measurement techniques to problem solving P3 Comprehend and construct tabular and graphical information Module Q Applying and interpreting mathematical information Q1 Interpret complex maps and plans Q2 Apply mathematical skills and methods for problem solving Q3 Analyse mathematical and statistical information embedded in texts

CSWE IV – Employment and Further Studies have no specific mathematics skills focus.

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ASSESSMENT Assessment of the modules and learning outcomes within the Course in Preliminary Spoken and Written English, the Certificates I–III in Spoken and Written English and the Certificate IV in Spoken and Written English – Further Studies must comply with SNR 15 of the Standards for NVR ed Training Organisations 2012 – The NVR ed training organisation provides quality training and assessment across all of its operations. For details go to (http://www.comlaw.gov.au). Within the CSWE curriculum framework, assessment must: ▪

meet the requirements of the course and be consistent with the course assessment strategy as listed in the Course and Certificate documentation

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accord with the principles of assessment and the rules of evidence, which means assessment must be valid, reliable, flexible and fair, and involve the collection of sufficient, valid, authentic and current evidence

NOTE:

For sample assessment tasks, go to the Publications Section of the NSW AMES website at www.ames.edu.au.

Criterion-referenced assessment Criterion-referenced assessment means that learner performance is assessed against specific criteria that describe a standard of performance. Learner performance is not assessed against the performances of others. The explicit criteria of criterion-referenced assessment enable teachers to apply consistent standards in their assessments. They also enable teachers to discuss individual performances with learners and to make clear what learners need to do to be successful. Explicit criteria also allow the learner to participate actively in the assessment process.

Achievement assessment Achievement assessment is what learners can do as a result of their course of study. Assessments should therefore be undertaken when teachers are confident that their learners can achieve a module or learning outcome at the required standard. It is also important for learners to be given as many opportunities as practicable to achieve each outcome. Assessors must ensure assessment is conducted in accord with the principles of assessment in the four following ways: 1

Assessors must participate in regular moderation sessions to ensure reliability of evidence ie: to ensure that the evidence presented for assessment is consistently interpreted and the results are consistent with the assessment outcomes. Moderation sessions provide the opportunity to compare and discuss assessment decisions and should include an examination, rating and discussion of benchmark texts that are authentic learner performances at the minimum acceptable standard for any learning outcome. Moderation sessions may also involve an examination and discussion of learner performances that just fail to achieve a learning outcome. Samples of learner performances can then be rated and ratings compared and discussed. Moderation sessions should also include an examination of assessment tasks. NOTE:

A Moderation Kit is available through the Publications Section of NSW AMES at www.ames.edu.au.

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Assessors must clearly inform the learner that an assessment is taking place and ensure that the learner is fully aware of the assessment process and assessment criteria, and agrees to this process. Learners should also be informed of any appeals processes.

3

Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. A minimum of two pieces of evidence for each learning outcome are required to ensure that the learners are able to comprehend or produce the language defined by the learning outcomes. This evidence can be collected through formative or summative assessment. However, if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence, learners should be informed of this process at the beginning of the course.

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Assessors must ensure that the assessment task assesses the skill it claims to assess. For example, if an assessment task is designed to measure reading, a performance should not depend heavily on writing or speaking to be successful. If an assessment of reading comprehension requires learners to demonstrate their understanding of what has been read by writing answers, assessment should depend on the content of the answers and not on the grammar and spelling.

Assessment as a continuous process Assessment is usually conducted at the end of a teaching / learning cycle, typically at the end of a unit of work. However, achievement of a module or learning outcome prior to the completion of a unit of work can be granted if a learner provides adequate evidence. In planning the assessment process, it is important to allow sufficient flexibility to for differences in pace of learning. If the majority of learners fail to achieve a particular outcome, the teacher can choose to extend or revise the particular unit of work and then reassess or incorporate a similar focus into a later unit and then reassess. When a small number of learners fail to achieve an outcome, opportunities should be provided for them to be reassessed after further teaching / learning opportunities. Assessing learner achievement involves rating performance against specified criteria. Final judgements must be made by teachers but learners can also be involved in making judgements about their own progress by seeking comment from the teacher as well as from their peers. Learner involvement in assessment provides useful training in the development of autonomous learning skills. Assessment tasks should specify explicit criteria and be linked to course content. The results of assessments should be expressed in language that teachers can use and share with others, including learners. The results will form the basis for decisions about further learning.

Formality of assessment Credentials can only be awarded when the teacher and program managers are completely confident that the learner has achieved the necessary standard of performance for the required number of modules. The degree of formality of the conditions under which the assessment tasks are performed will vary according to: ▪

the module or learning outcome being assessed eg: the learning strategies outcomes are assessed by teacher observation as the learners successfully use the resources and skills described

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the level and degree of educational background of the learner

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This is made clearer in the following comparison of the different assessment needs of learners at Certificate I and Certificate IV levels. Certificate I

Certificate IV – Further Studies

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These learners are more likely to have had little or no previous experience of education and assessment or they may have had few experiences of successful learning in their previous education.

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These learners should be introduced slowly to formal assessment. They should be made aware that assessment is an essential component of each course.

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These learners should not be expected to undertake assessment tasks under examination conditions with strict time limits.

These learners may be assessed under authentic examination conditions. This will assist them to prepare for the examinations that they plan to undertake before entering or re-entering tertiary study.

Assessors In most cases, assessments will be undertaken by the class teacher. However, other appropriately trained teachers or program managers may assist in this process. The assessment of spoken language learning outcomes, in particular, is likely to require some assistance. If the class teacher is the interlocutor for oral assessments and has no , then the assessments should be audio or visually recorded so that the teacher can analyse the performances. If the class teacher has access to a teacher, one can act as interlocutor while the other acts as observer / assessor. Teachers should have the opportunity to participate in regular moderation sessions to consistency in assessment decisions and to ensure the tasks used are valid. NOTE:

All assessors must meet the qualifications requirements outlined in Section B.

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INSTITUTIONAL PLANNING The Course in Preliminary Spoken and Written English and the Certificates I–IV in Spoken and Written English provide a flexible framework through which institutions can plan course provision and provide learner pathways, and teachers can design syllabuses in response to the needs of the learners or learner groups. The Certificate modules may be delivered and assessed in different ways according to learner or learner group needs. They may be delivered and assessed as a combination of modules that may be taught through text-based, topic-based or theme-based approaches or as stand-alone modules. When establishing course provision within institutions, it is important to consider sequences not only within courses but also across the four levels. Once the sequences have been determined, it is essential for teachers and learners to be fully aware of available pathway options. These pathway options should be discussed with learners on entry to the institution and prior to each course, and documented in learning or training plans. There are a number of factors that need to be considered when planning course and module sequences, as illustrated in the following diagram.

The importance of these factors will vary from one institution or teaching centre to another. However, all institutions should consider the following five factors when planning course and module sequences.

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Learning pace or band The modules described in the Course in Preliminary Spoken and Written English and the Certificates I–IV in Spoken and Written English are the same for all types of learners. However, not all learners will achieve these modules in the same period of time. Program managers and teachers working within the CSWE curriculum framework have found it useful to group learners according to learning pace or band. Differences in learning pace are recognised through three bands as set out in the following table. BAND A Slow pace

BAND B Average pace BAND C Fast pace

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Characteristics of these learners may include having: ▪ limited learning experiences in formal settings ▪ low levels of formal education ▪ low levels of literacy in first language ▪ a first language with a non-Roman script ▪ a first language with no written form Characteristics of these learners may include: ▪ having some development of learning strategies and / or resources ▪ having accessed secondary education in their home country ▪ being literate in their first language Characteristics of these learners may include: ▪ having a high level of learning resources ▪ having some post-secondary education and / or technical skills training ▪ being literate in their first language

Course length and intensity In planning course sequences, it is important to consider the length and intensity of the courses within the sequence. Nominal hours have been provided for each level. However, these are a guideline only and are not mandatory. Institutions should carefully consider the profile and band of the learners to determine course lengths and intensity.

3

Learner progress It is difficult to make generalisations about average rates of progress for language learners who have a diverse range of learning characteristics. However, in describing the learning and language outcomes in the Course in Preliminary Spoken and Written English and the Certificates I–IV in Spoken and Written English, it was necessary to make predictions about expected rates of learner progress for the various groups in of nominal hours per module. However, this is an average estimate only and many slower-paced learners may not achieve this rate of progress, whereas average and faster-paced learners may achieve a module in a shorter period of time.

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Disparate skills The modular structure of the CSWE caters for learners who do not have commensurate skills in spoken and written language. This means that institutions can offer: ▪

specialist classes focusing on eg: pronunciation, reading or writing

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5

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specific modules from another Certificate level to individual learners or whole groups of learners eg: modules focusing on speaking and listening from CSWE I may be offered to learners in Pre-CSWE to develop their oral skills

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alternative modes of delivery eg: modules can be delivered online or through distance learning to allow learners to focus on particular skills

Credentials At the completion of individual modules, learner achievement can be recognised through Statements of Attainment. Providers can also issue a Record of Achievement to record successful completion of individual learning outcomes. To achieve a Certificate, learners must complete the required type and number of modules for the particular level they are studying. It is important to note that learners cannot be awarded a Certificate unless they have met the credentialling requirements for that particular Certificate.

SYLLABUS DESIGN A text-based framework A consideration of text features is an effective way to select and sequence learning activities in the classroom. A description of texts in of topic, relationship between participants, staging, format and language features is built into the descriptions of the learning outcomes, assessment criteria and assessment conditions. Teaching methodologies should learners in moving from ed to independent construction or understanding of a text, to the application of text-types in new and more challenging contexts. This is the essence of the textbased approach to language teaching and learning. Underpinning the approach is a belief that it is essential to make the structures and features of texts explicit for learners. Control of new text-types requires deliberate intervention through modelling, ed deconstruction and ed construction.

Objectives Having clear objectives means that learners know what is being studied and why. Objectives can provide direction for class activities and a focus for the ongoing assessment of learner progress at a more micro level than learning outcomes. The descriptions of learning outcomes are not the same as the objectives that are set for a particular course or learning activity. Objectives will, however, be established with outcomes in mind and may involve elements of a particular outcome, as well as additional or more micro descriptions of language. Objectives may address elements that relate to more than one outcome. They may relate to the specific content of a particular lesson or learning activity.

Methodology Pedagogy is a way of short-circuiting the slow process of natural language learning. It is a way of making arrangements for learning to happen more easily and more efficiently than it does in natural surroundings. Methodology should deliberately contrive ways of assisting learners to know the language system at the same time as they begin to do things with language (Widdowson 1990). This is achieved through:

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▪

the selection and design of language learning activities and tasks with a sound theoretical basis

▪

a program which integrates two types of tasks: those which are pedagogic in purpose (such as a cloze) and those which aim to provide learners with practice in using language to achieve real-life communication

Deg a syllabus The modules within the Certificates I–IV in Spoken and Written English contain descriptions of intended outcomes of a course of study. They operate at the level of curriculum and do not provide detailed syllabus specifications. Therefore, it is important to understand what is meant by the curriculum and syllabus and the definitions offered below (Nunan 1988) help to make the distinction clear. Curriculum is concerned with the planning, implementation, evaluation, management and istration of education programs. Syllabus can be defined as a plan of what is to be taught in a language program. A syllabus may contain all or any of the following: topics, text-types, objectives, grammar, phonology, skills and tasks. It also gives an indication of the order in which these elements should be taught. Within the CSWE curriculum framework, syllabus design remains the task of teachers and / or syllabus designers who are concerned with the delivery of English language programs at a local level. Teachers and / or syllabus designers play a key role in developing syllabus documents which contextualise the modules for specific groups of learners.

Modules and syllabus design Before describing the syllabus design process in more detail, the following points should be considered in relation to the modules and learning outcomes within the CSWE framework: ▪

The modules refer to different uses of language and numeracy in educational contexts, the workplace and the community.

▪

Through the five levels, the language described becomes more complex. This increasing complexity is not based on a traditional progression of grammatical structures. It is based on an understanding that different contexts make different demands on the language and that complexity is related to the features of texts, the features of the contexts in which they occur, and the role and the expectations of the learner.

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From Pre-CSWE to Certificate III, the numeracy described becomes more complex as learners move from recognising and writing numbers to dealing with multi-step mathematical operations and applying mathematical knowledge and skills to critical literacy and problem solving.

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The overall statement of a learning outcome taken alone, eg: Demonstrate understanding of a short written information text, is inadequate as a description of language in context. However, the full learning outcome, which includes assessment criteria and conditions of assessment, provides a broad description of language use in context.

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It is important not to view the assessment criteria within the learning outcomes as discrete entities and they should not be isolated and taught in a decontextualised way. The assessment criteria must be developed in a way that acknowledges their relationship to the

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overall context and purpose. This is not to say that a lesson or a teaching segment cannot focus on a particular criterion. It is simply to say that in teaching to criteria the relationship to the context must be maintained. A teacher may choose to focus a lesson or an activity specifically on the development of the vocabulary or grammatical structures in a text. However, the relationship of these text features to the overall learning outcome must be made clear. ▪

In deg courses for any CSWE level, it is important to present language as particular choices made by a language for a particular purpose in a particular context. This will enable learners to understand the relationship of language to context and to begin to build knowledge of the underlying systems of language. In this way, learners are not constrained in their language development to a narrowly defined set of performances, but learn to use language creatively and appropriately to achieve their diverse goals.

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Learning outcomes provide explicit statements of educational intent. To avoid a narrow and constraining view of learning outcomes, it is essential to make the relationship of language to social purpose and to social context explicit to learners.

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Modules focusing on listening and speaking skills, numeracy skills and reading and writing skills can be taught at the same time to ensure spoken and written language are taught together and numeracy is placed in the context of social activities.

Learning outcomes and syllabus design Syllabus development within an outcomes-based framework may be the responsibility of an individual teacher, a group of teachers working collaboratively or a syllabus designer. In deg a syllabus, the learning outcomes must remain constant and intact and be consistently applied in order to provide a consistent curriculum framework. However, it is the role of teachers and / or syllabus designers at the local level of language provision to ground the curriculum through the development of a series of syllabus documents or course programs for specific learner groups and program types. In grounding the curriculum in syllabus documents, teachers and / or syllabus designers specify and elaborate objectives towards the achievement of the learning outcomes according to the needs of specific groups of learners.

Certificate levels and syllabus design Many learners will attend more than one course within an institution or teaching centre. These courses may be within a particular level or across different levels. In both cases, the process of developing courses will involve collaborative planning among teachers to ensure the effective continuation of language learning from one course to the next. Decisions must be arrived at collaboratively within the institution or teaching centre to ensure that articulation from course to course promotes effective language learning. It may be that the same topics and / or texttypes are revisited in subsequent courses in which different objectives define different kinds of language use or different levels of performance. It may be that different topics and / or text-types are assigned to different syllabuses within a level. When planning syllabuses across a sequence of courses, it is necessary to: ▪

identify topics and / or text-types and / or numeracy skills that are relevant to learner needs and goals

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identify a developmental progression across the sequence of courses in relation to texttypes and / or numeracy skills and modules

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decide on the focus of particular syllabuses in relation to one another

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map the relevant learning outcomes and assessment criteria which relate to each topic, texttype or numeracy skill within courses

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plan at what points in a sequence of courses formal assessment of learning outcomes will occur

NOTE:

Modules may relate to more than one topic. Where modules are recycled within or across courses, formal assessment of the learning outcomes should be planned as late as possible in the sequence of courses.

Steps in deg a syllabus In deg a syllabus within the CSWE framework, the following steps should be adopted. Step 1 Analysing needs An initial needs analysis / assessment period is important to enable syllabus designers to become familiar with the profile of the learner group. This initial needs analysis can be achieved through: ▪

assessment of oral and written language and numeracy skills

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identification of needs and goals

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identification of the individual learning resources which learners bring to the language learning process eg: learner familiarity with the classroom context and individual strategies for learning a language

Step 2 Deciding on a starting point for specification of content Whether planning one syllabus or a series of interrelated syllabuses within the CSWE framework, there are two main approaches for syllabus design: topic-based and text-based. However, an approach need not be exclusive throughout a course, with the teacher teaching a particular segment from one perspective and then shifting to another. Topic-based syllabuses Topics are often the preferred starting point in syllabus design for many teachers. They provide a useful way to categorise syllabus content. This approach is reflected in many of the teaching resources used by teachers. As they progress in their English language learning, learners will be better able to discuss a broader range of issues and use language in a more reflective and abstracted way. This will expand the range of topics that can be introduced. In choosing topics within an outcomes-based framework, the following points should be considered: ▪

Topics should relate to the needs and interests of learners.

▪

Certain modules suggest certain topics and certain topics suggest certain modules, as seen in the following diagrams.

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▪

Topics may suggest mathematical information or skills that need to be taught if learners are to deal with social activities competently. This can be addressed through the language of mathematics that is integrated into some of the learning outcomes focusing on spoken and written texts. There may also be a need to deal with developing mathematical concepts and skills that can be addressed through the specifically focused numeracy modules.

The following diagrams show two sample selections of modules for topic-based syllabuses, with the order of delivery to be decided by the teacher. SAMPLE MODULE CHOICE FOR COMMUNITY FOCUS – CSWE II LEVEL Choice of 4 other modules Perhaps

COMPULSORY MODULE A

SPOKEN TEXT MODULE

2 spoken

Learning strategies

MODULE K Comprehending news and information texts

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1 numeracy

WRITTEN TEXT MODULE

1 written

MODULE C Comprehending and participating in transactional exchanges

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MODULE B Comprehending and participating in casual conversations MODULE E Comprehending and participating in telephone exchanges MODULE H Comprehending written instructions and completing formatted texts

MODULE P Comprehending and performing multiplication and division with decimal whole numbers

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SAMPLE MODULE CHOICE FOR JOBSEEKING SYLLABUS – CSWE III LEVEL Choice of 2 other modules Perhaps

COMPULSORY MODULE A Learning strategies

JOBSEEKING FOCUSED MODULES MODULE D Comprehending and participating in interviews MODULE G Composing formal correspondence and completing formatted texts MODULE H Comprehending and composing information texts MODULE N Language skills for jobseeking

MODULE B Comprehending and participating in casual conversations MODULE E Comprehending and conducting presentations To prepare for contemporary interviews which may involve a short casual conversation to break the ice and a presentation

▪

Syllabuses may include a more diverse range of topics. For example in a Further Studies syllabus strand, topics such as The Environment, Health or Crime might be included as useful ways to contextualise research and report-writing skills.

▪

On the whole, it is assumed that courses at lower CSWE levels will focus on topics that are more familiar and personally relevant to learners, and that allow learners to engage in concrete types of interactions where they can draw on personal experience and already-held knowledge.

Text-based syllabuses An alternative starting point for syllabus design is text-types. This may be the preferred starting point where the contexts for language learning are constrained. For example, a vocationally oriented English syllabus may be based on the range of oral and written texts needed within a specific workplace context. Within the CSWE curriculum framework, it is possible to develop syllabuses from topics or text-types. This will depend on the needs of the learners and / or the defined syllabus focus. For example, the language of jobseeking can be considered from the two starting points, as illustrated in the following tables.

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Topic-based approach With a topic-based approach, broad topic areas related to jobseeking are identified and text-types are identified at a secondary level under these topics.

Targeting a job

Applying for a job

The job interview

▪ ▪ ▪ ▪

▪ ▪ ▪

▪ ▪

Job ments Telephone conversations Transactional exchanges Spoken and written information texts

Résumé / CV Application forms Covering letter / email

Casual conversations Interviews

Text-based approach With a text-based approach, the oral and written texts related to jobseeking would be identified and these would become the organising principle of syllabus design. Reading ments Reading information texts Participating in telephone conversations Writing résumés / CVs Completing application forms Writing covering letters / emails Participating in interviews

Step 3 Deciding on contexts for language learning When developing syllabuses, teachers need to decide on the contexts for language learning because knowledge of the second language culture and society should be integrated into all language outcomes and it is difficult to assess knowledge separately from language. The choice of relevant contexts will be influenced by program specifications, the profile of the learner group and emerging individual and / or group needs and interests. These contexts might be incorporated within a course organised according to: ▪ a topic-based approach with one or more learning outcomes linked to the same context ▪ a text-based approach with text-types related to a specific context, or several examples of that text-type related across several contexts Teachers may choose to: ▪ explore a variety of contexts as a common course for the class ▪ contextualise a specific learning outcome across a number of contexts eg: Give spoken instructions might be contextualised in of how to use a household appliance, how to operate a machine in a workplace or how to find a book in a library ▪ focus on different contexts for the same module

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Step 4 Setting objectives for units of work Teachers set objectives for each unit of work with reference to the assessment criteria of the identified learning outcomes but not exclusive to these statements. In developing course objectives, teachers will refer to: ▪

descriptions of learning outcomes at the particular Certificate level which are endpoints for a particular level in the curriculum framework

▪

needs-analysis data

The development of course objectives is a process of reference backwards and forwards between the learning outcomes and the information about learners. Objectives can be written at two levels in relation to the learning outcomes: a

General-level objectives may reflect the wording of the learning outcomes.

b

Specific-level objectives may reflect one or more assessment criteria from the learning outcomes. However, specific objectives derived from specific assessment criteria of a learning outcome should be contextualised in of the kind of interaction or communicative end to which they relate. Specific objectives may elaborate considerably on the assessment criteria provided in learning outcomes.

It should be made clear in what ways objectives relate to the contexts of language use described in the learning outcomes. The difference between objectives and learning outcomes relates to the difference between specifications for teaching and specifications for assessment of outcomes. Step 5 Planning teaching sequences Once the overall syllabus content and approach have been established, the teacher will need to make a more detailed plan of the various teaching sequences within the syllabus. To do this, it is necessary to: ▪

identify the appropriate methodologies for the learner group

▪

plan in detail the teaching resources to be used in the classroom

▪

plan learning activities in detail

▪

plan tasks for the ongoing formal assessment of learning outcomes with reference to the assessment criteria and conditions of assessment within the learning outcomes

Step 6 Assessing learners and evaluating the planning and teaching process Although learner assessment and evaluation of planning processes and teaching sequences are ongoing processes, it is useful to undertake a summative evaluation of: ▪

the planning process adopted by the teacher, group of teachers or syllabus designer

▪

learner achievement of learning outcomes in relation to the planned assessment schedule

▪

the relevance of course content to learner needs and goals

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Step 7 Reporting outcomes The documentation of module and learning outcomes is important in relation to credentialling requirements, ongoing learner placement and future syllabus planning. Therefore, teachers should: ▪

document and date the achievement or part achievement of learning outcomes and modules for individual learners for each teaching sequence / course

▪

document other relevant achievements that are not captured in learning outcomes or assessment criteria

▪

make recommendations for ongoing placement and referral of learners at the end of each course with reference to the achievement of modules or credentials

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GLOSSARY (NB: ^ = followed by) Adapted or modified text A text simplified or changed for pedagogic purposes Addition – representations Operations of addition can be represented symbolically in different ways eg: 42 + 13 = 55 42 +13 55 Adjacency pairs Conversational sequences in which two utterances spoken by different speakers are related – including question / answer, offer / accept or reject, complain / deny or acknowledge (adapted from Eggins and Slade 1997) Adjective A component of noun groups that describe the noun eg: the large house Adverbial groups Single words or groups that modify the verb eg: He came immediately Anecdote A text that relates a funny or concerning event, with listeners expected to share the speaker’s evaluation of the event – stages are Orientation ^ Remarkable Event ^ Reaction Assimilation Occurs when one sound becomes more like another sound in its environment – either within a word eg: special – /spe∫əl/or between words eg: would you – /w℧dƷu:/ Associativity Process whereby the order in which numbers are added together does not matter as long as the sequence of the numbers is not changed eg: (6 + 3) + 4 = 6 + (3 + 4) = 13 Attitudinal language / lexis Language that expresses positive or negative evaluations eg: It was a delightful / miserable day Authentic text A text recorded in a social context that is not modified for pedagogic purposes Blog (noun) A website where individuals and / or groups of people record opinions and / or information on a regular basis

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Blog (verb) To regularly add information or opinions to a website Casual conversation An informal interaction where power relations are minimised Circumstances Elements in the clause that give information about eg: when, where, how things happen eg: On Saturday he went to the beach Circumstances in images Elements in narrative images that are not linked to other elements by vectors – giving added information about the context in the image Clause The smallest functional unit of language that simultaneously constructs three types of meaning: meaning about experience, interpersonal meaning and textual meaning – an analysis of clauses in a text tells us things about the world the text is constructing, about the relationship between the interactants and about how language is used to convey a message Example: She might have learnt English in Poland. ▪ This clause is about four things in the world of experience: she, learning, English, Poland. ▪ The word might indicates an interpersonal meaning in that the speaker is not sure about the information being exchanged. ▪ The word she indicates a textual link in that a person known to both speakers has been referred to before in the conversation. Clauses can be: ▪ independent and can stand alone eg: He failed his exam ▪ dependent and cannot stand alone but depend on another clause for meaning eg: although he studied very hard Coda Optional final stage of narrative that reaffirms the focus of the story and often brings it back the present Coherent paragraph An internally consistent series of sentences that present a logical sequence of information through topic and ing sentences Commutativity The process whereby changing the order of the numbers in a binary operation does not change the result eg: 4 + 5 = 5 + 4 , 4 × 5 = 5 × 4 Conditional clause A clause setting a condition on an action – usually beginning with words such as if, unless etc

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Conformity to line placement Letters following the horizontal lines on a page Conjunction Conjunction is the semantic system whereby speakers relate clauses in of: ▪ temporal sequence eg: The cowboys rode into the desert, then the outlaws rode into town. ▪ consequence eg: The cowboys headed south because the outlaws were there. ▪ comparison eg: I’d like to go but on the other hand I’m happy where I am. ▪ addition eg: I’ll spend today up north and go to the mountains tomorrow. (Adapted from Gerot and Wignell 1994) Conjunction can be: ▪ explicit where the relationship between the parts of the text is signalled through words eg: Josita is a good student because she studies at home ▪ implicit where the relationship is implied and not explicitly stated eg: Josita is a successful student. She studies every day Consistency of formation Letters following the same shape pattern Context The social environment in which a text occurs – including: ▪ the cultural environment in which the text is part of cultural practices eg: a doctor’s consultation will be different in different cultural contexts ▪ the social environment of the text where the text fulfils more immediate social purposes Decoding strategies Ways of using letter-sound awareness to read words Description A text which describes the characteristic features of particular people, places or objects with the staging Identification ^ Description Digraphs Pairs of letters which represent single sounds eg: sh Discourse markers Words that signal that parts of texts are sequentially related eg: A: He can’t come tomorrow. B: Oh well, maybe he can see it later. Distributativity Process whereby the same product results in multiplication when performed on a set of numbers as when performed on of the set individually eg: 3 × (2 + 4) = (3 × 2) + (3 × 4)

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Elements of appraisal Grammatical elements that enable language s to evaluate, adopt stances, construct textual personas and manage interpersonal relationships (grammatics.com 26.5.13) Ellipses Instances of omitted words from clauses, where the omitted words are understood Emoticon A pictorial representation of a facial expression using punctuation marks, numbers and letters. Explanation A text that explains the sequence of an activity / process with the staging of Identification ^ Explanation sequence Exposition A text that argues for a particular point of view with the staging Background ^ Thesis – statement of position – [Position + Preview] ^ Series of arguments – [Points + Elaboration] ^ Reinforcement / Reiteration of position / Thesis ^ Recommendation(s) Formulaic expressions Words that are customarily used together in expressions that are fixed eg: greetings and farewells Foundation Beginning skills in language development Generic reference The grammatical system whereby writers and speakers refer to general classes of people and things eg: Australians come from many varied backgrounds. / Dolphins are sea mammals. Genres (generic structure) Staged, goal-oriented texts – recurrent configurations of meanings that enact the social practices of a given culture (adapted from Martin and Rose 2008: 6) Imperative A grammatical construction that indicates a command Information report A factual text that classifies, describes and provides generalised information about a phenomenon with the staging General classification statement ^ Description of features 1-n Interlocutor Where an interlocutor is required for CSWE assessments, they should be fluent in English and known to the learner – volunteer, other teacher or class teacher Interpersonal interactions Interactions where the main purpose is to establish or maintain interpersonal relationships eg: casual conversation

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Interrogative structures Clause structures that indicate a question is being asked Metaphor A covert comparison of two things with no obvious link set up through words such as like – where one thing is said to be another eg: The moon was a ghostly galleon Modals (modality) Modal auxiliary verbs expressing judgements or attitudes eg: ▪ likelihood – The trains might run today ▪ obligation – You must leave now Narrative image A narrative image uses elements within the image to: ▪

tell a story

▪

illustrate or explain a causal process that takes place over time

(From http://www.enchantedlearning.com – 30.10.12)

Non-narrative or analytical image A non-narrative or conceptual image represents the continuous property or properties of what they depict. There are two types of non-narrative images: 1

Classificatory images show the way objects relate to one another eg: taxonomies, organisational charts

2

Analytical images show how things are part of a whole eg: metro maps, timelines

(From http://www.lynxeds.com – 30.10.12)

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Narrative A text that tells a story through the following obligatory and (optional) stages: (Abstract) ^ Orientation ^ Crisis ^ Evaluation ^ Resolution ^ (Coda) – the stages may occur in any order depending on the purpose of the writer with the evaluation elements extending throughout the text as the writer comments on the characters, actions or circumstances within the story Negation The grammatical system of turning a positive into a negative eg: I don’t have a car / I have no biscuits Nominalisation The process of changing a word of another class – verb, adjective or adverb – into a noun eg: The water evaporated quickly – Evaporation occurred quickly Noun group Word groups that provide information about people, places and things – they may consist of one or two words or very long descriptions – the components of the noun group are identified in this table those

two

ugly grey

lounge

chairs

with broken arms

Deictic / pointer

Numerative

Epithets

Classifier

Head

Modifying phrase

that should be thrown out Modifying clause

Numeracy Numeracy is the use of mathematics for real-world tasks and social purposes. It involves using skills to interpret and represent mathematical ideas within social contexts. Being numerate means being able to understand and express mathematical ideas in spoken and written texts. It involves awareness of mathematics as a meaning-making tool. Being numerate also means being able to interpret mathematical meaning from a critical perspective (Lee et al 1994). Numeracy is concerned with using, critically analysing and culturally locating maths, as well as with the more traditional mathematical activities of identifying and using symbols and rules, and developing conceptual understanding (Johnston 1992). Onset The first sound unit heard in a word eg: / tr / ack / Orientation The first stage of a recount, narrative or anecdote that sets up the who, what and when of the story Participants in an image People and objects in an image that are part of the story within the image ive forms Clauses where the focus is on the action and not the agent of the action eg: the room was cleaned

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Personal pronoun A grammatical word that stands for a person or thing eg: I, you Perspective The way three-dimensional space is represented on a two-dimensional flat picture surface Phonemic awareness A subset of phonological awareness in which listeners are able to hear, identify and manipulate phonemes – the smallest units of sound that can differentiate meaning Polarity Positive and negative aspects of verbs Post-modifiers Elements of noun groups that follow the noun eg: the chairs with broken arms that need to be thrown out Prepositional phrases Groups of words that begin with a preposition usually indicating when, where, why and how actions occur eg: He went to the beach Procedure A text that instructs in how to do something through a sequence of steps eg: a recipe or experiment with the staging of Goal ^ (Materials) ^ Steps Prosodic features Prosodic features refer to: ▪ accent eg: emphasis, stress, pitch prominence ▪ intonation eg: pitch contour, pitch direction ▪ rhythm eg: beat, duration, pause Protocol A text that lists the rules or conditions under which something is to be done – similar to a procedure except that the actions are not sequenced in time Rate A measure, frequency or quantity measured against another unit of measure eg: kilometres per hour, cost per minute Ratio Ratio involves the comparison of two quantities that relate to each other eg: mixing salad dressing in the proportions of one part vinegar to three parts oil would be represented as 1:3, which means there are four parts, with oil being 1/4 of the mixture, not 1/3.

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Recount A text that retells the past through relating a sequence of events with the (optional) and obligatory stages of Orientation ^ Series of events (n) ^ (Personal comment or Reorientation) Reference Reference is a major resource in the language that ensures texts are cohesive. Reference refers to the systems that introduce and track the identity of people and things through texts (Gerot and Wignell 1994) eg: Where should I put the salad? B: Put it on the table. Reference elements Grammatical words that link elements of a text eg: pronouns and articles Reference nouns Nouns that refer back to something earlier in the text – their precise meaning is found around them in the sentence, paragraph or overall text eg: The conference will be dealing with equity issues in the Health Care System. The importance of f this initiative cannot be understated. Reference nouns: ▪ organise ideas and are very useful in writing essay outlines ▪ help to build links between parts of essays and paragraphs ▪ can summarise preceding information or signal following information ▪ help to move the essay along by avoiding repetition (Adapted from Thomson 2012) Reformulation Reformulation occurs when a speaker identifies that the interlocutor does not understand and restates the information another way to avoid misunderstanding The variety of language determined by the social context – influenced by three variables – Field (the topic), Tenor (the relationship of those involved) and Mode (the channel of communication ie: spoken or written) Reorientation The final stage of a recount that reaffirms the focus of the story and often brings it back to the present Rime The vowel and all letters following the onset eg: / tr / ack / Salience Prominence given to aspects of an image through position, colour, size etc.

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Segmental features Segmental features are consonants, consonant clusters, vowels and diphthongs articulated appropriately in the phonemic context. Simile An overt comparison of two things using words such as like, as eg: As snug as a bug in a rug Social context The social situation in which language is used Social exchange Spoken interaction where the purpose is to develop or maintain a personal relationship Stress Accentuating one syllable in a word or one word in a clause Subtraction – representations Operations of subtraction can be represented symbolically in different ways eg: 42 – 12 = 30 42 –12 30 Symbol An object that represents, stands for, or suggests an idea, belief, action, or material – they can take the form of words, sounds, gestures, or visual images and are used to convey ideas and beliefs eg: red octagon may be a symbol for STOP (adapted from Wikipedia 26.5.13) Theme Theme is what comes first at text, paragraph, sentence and clause levels. It provides a starting point for the flow of information because it points the listener or reader towards the information to come (adapted from de Silva Joyce and Feez 2012) Topic sentence A sentence that introduces the main idea of the paragraph and locates the paragraph in the overall text Transactional interactions / exchanges Interactions where the purpose is to receive or give information or goods and services eg: service encounter in a post office, ringing a government department for information Turn-taking Turn-taking is concerned with when and how speakers take turns in spoken conversation. Speakers can take a turn, give a turn or keep a turn. Turn-taking patterns can be aligned to different features of conversation eg: ▪ overlaps in conversation mark instances of disagreement, urgency, annoyance or a high degree of competition for turns Version 1, May 2013

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▪ ▪ ▪

little competition for turns marks interactions which are more cooperatively negotiated pauses between turns may indicate that the speaker is searching for the correct response or is signalling that an unanticipated response is likely longer turns signal their endings by such things as pauses, laughter or fillers such as anyhow or so (Burns, Joyce and Gollin 1996: 18)

Vectors Lines of direction or movement in an image that usually identify the participants in a process Verbs or processes In traditional grammar, verbs are referred to as action, being and having words. Verbs refer to the goings-on in a text (Locke 1996). In functional grammar, they are referred to as processes, which enables a finer distinction between different types of goings-on ie: ▪ material processes (action verbs) eg: run, skip, walk, drive ▪ relational processes (being and having verbs) eg: have, own, is, are ▪ verbal processes eg: say, talk, scream ▪ behavioural processes eg: breathe, hiccough ▪ mental processes eg: think, know, want, like ▪ existential processes eg: there is, there are, it is Vocal features Vocal features include pace and volume Voice quality A general term that refers to the sound of a person’s voice that may be eg: soft, smooth, harsh, abrupt, warm, cold or tense Wh-questions Questions that begin with who, when, where, why or how

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References Brick, J. 2006. Academic culture: A student’s guide to studying at university. Sydney: NCELTR, Macquarie University Brindley, G. 1989. Assessing achievement in the learner-centred curriculum. Sydney: NCELTR, Macquarie University Burns, A. and S. Hood (Eds). 1995. Teachers’ voices: Exploring course design in a changing curriculum. Sydney: NCELTR, Macquarie University Burns, A. and H. Joyce. 1997. Focus on speaking. Sydney: Macquarie University Burns, A., H. Joyce and S. Gollin. 1996. I see what you mean: Using authentic discourse in the classroom. Sydney: Macquarie University Butt, D., R. Fahey, S. Feez and S. Spinks. 2012. (3rd ed). Using functional grammar: An explorer’s guide. Melbourne: Palgrave Macmillan Australia Christie, F. (Ed). 1990. Literacy for a changing world. Melbourne: Australian Council for Educational Research Christie, J. 1998. English language and literacy placement assessment kit. Sydney: NSW AMES de Silva Joyce, H. and A. Burns. 1998. Focus on grammar. Sydney: Macquarie University de Silva Joyce, H. and S. Feez. 2012. Text-based language and literacy education: programming and methodology. Sydney: Phoenix Education de Silva Joyce, H. and J. Gaudin. 2007. Interpreting the visual: a resource book for teachers. Sydney: Phoenix Education Eggins, S. 2004. An introduction to systemic functional linguistics – Second edition. New York and London: Continuum Eggins, S. and D. Slade. 1997. Analysing casual conversation. London: Cassell Feez, S. and H. Joyce. 1997. Text-based syllabus design. Sydney: Macquarie University Gerot, L. 1995. Making sense of text. Sydney: Antipodean Educational Enterprises Gerot, L. and P. Wignell. 1994. Making sense of functional grammar. Sydney: Antipodean Educational Enterprises Halliday, M.A.K. 1979. Curriculum Development Centre, Language Development Project. Occasional Paper No 1. Canberra: Curriculum Development Centre Halliday, M.A.K. 1985. Language, context and text: Aspects of language in a social semiotic perspective. Geelong: Deakin University Press Halliday, M.A.K. 1985c. Spoken and written language. Geelong: Deakin University Press

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Halliday, M.A.K. and C. Matthiessen. 2004. An introduction to functional grammar – Third edition. London: Arnold Johnston, B. (Ed). 1992. Reclaiming mathematics. Canberra: Department of Employment, Education and Training Joyce, H. 1992. Workplace texts in the language classroom. Sydney: NSW AMES Lee, A., A. Chapman and P. Roe. 1994. Pedagogical Relations between Adult Literacy and Numeracy. Canberra: Department of Education, Employment and Training Lock, G. 1996. Functional English Grammar. Cambridge: Cambridge University Press Nunan, D. 1988. Syllabus design. Oxford: Oxford University Press Thomson, E. and L. Droga. 2012. Effective academic writing: an essay-writing workbook for school and university. Sydney: Phoenix Education Westwood, P. 1999. Spelling: approaches to teaching and assessment. Camberwell, Victoria: ACER Press Widdowson, H.G. 1990. Aspects of language teaching. Oxford: Oxford University Press Wylie, E. and D. Ingram. 1999. International second language proficiency ratings. Brisbane: Centre for Applied Linguistics and Languages (CALL), Griffith University Yallop, C. 1995. English phonology. Sydney: NCELTR, Macquarie University

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COURSE INFORMATION

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Section A: Copyright and course classification information 1. Copyright owner of the course

NSW Adult Migrant English Service (NSW AMES)

2. Address

Street address – Level 13, 1 Oxford Street DARLINGHURST NSW 2010 Postal address – Locked Bag 53 DARLINGHURST NSW 1300 Email address – [email protected]

3. Type of submission

Renewal of accreditation

4. Copyright acknowledgement

The copyright owner of the modules developed for inclusion in this course is the NSW Adult Migrant English Service.

5. Licensing and franchise

The NSW Adult Migrant English Service will establish licensing arrangements with interested parties and reserves the right to levy a licensing fee. Information on such arrangements can be obtained from www.ames.edu.au

6. Course accrediting body

The Australian Skills Quality Authority (ASQA)

7. AVETMISS information

8. Period of accreditation

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ANZSCO Code – 6 digits [Australian and New Zealand Standard Classification of Occupations]

GEN19 – General education – not occupationally specific

ASCED Code – 4 digits [Field of education]

1201 – General education

National course code

10364NAT

1 October 2013 – 30 September 2018

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Section B: Course information 1

Nomenclature

1.1 Name of the qualification

10364NAT Certificate III in Spoken and Written English

1.2 Nominal duration of the course

500 hours + 700 hours It is expected that learners will undertake 700 hours of out-of-class study. This will involve homework and out-of-class tasks set by teachers. Time will also be spent undertaking research and practising language skills through authentic spoken and written events in individual learning centres, computer rooms and in the community. NOTE: Delivery hours are nominal and may be varied to suit the delivery context and the needs of the learners.

2

Vocational or educational outcomes

2.1 Purpose of the course

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10364NAT Certificate III in Spoken and Written English provides a general education curriculum framework for English as an additional language (EAL) language and literacy education primarily targeted to newly arrived migrants and refugees who need to develop language skills to participate in a range of community contexts. The Certificate also includes elective numeracy modules for those EAL learners who may also need to develop numeracy skills and not just become familiar with the English of mathematics. 10364NAT Certificate III in Spoken and Written English is an intermediate course for learners who have developed a survival level of English, literacy or numeracy skills and who have had some formal or informal exposure to English. Educational outcomes for 10364NAT Certificate III in Spoken and Written English are intermediate skills in: • learning strategies to study in formal learning environments • comprehending and participating in casual spoken exchanges • comprehending and negotiating complex exchanges • participating in interviews • comprehending and conducting presentations • comprehending and participating in discussions • composing formal correspondence • completing formatted texts • comprehending and composing narrative texts • comprehending and composing information texts • comprehending and composing discussions and expositions • comprehending and composing jobseeking texts • comprehending news stories and ments • comprehending and composing visual texts • comprehending and giving complex instructions • language for jobseeking • comprehending and performing multi-step mathematical operations • applying and interpreting mathematical information

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3

Development of the course

3.1 Industry / enterprise / community needs

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GROUPS AND INDIVIDUALS CONSULTED The major clients and community groups consulted in the development and validation of the skills and knowledge outcomes of the course, structure and the assessment strategy were: LICENSEES OF THE COURSE • Community providers – Albury Wodonga Community College, Bankstown Community College, Bass Coast Adult Education Centre, Carlton Neighbourhood Learning Centre, Central Coast Community College, Cheltenham Community Centre, City East Community College, Coffs Coast Community College, Community College East Gippsland, Community College Gippsland, Diamond Valley Learning Centre, Glen Eira Adult Learning Centre, Glenroy Neighbourhood Learning Centre, Hampton Park Community House, Hornsby KuRing-Gai Community College, Hunter Community College, Kiama Community College, Lalor Living and Learning Centre, Macquarie Community College, Meadow Heights Learning Shop, Merinda Park Learning and Community Centre, Mission Australia, Moreland Adult Education Association, Nepean Community College, North Melbourne Language & Learning, North West Community College, Northern Beaches Community College, Olympic Adult Education, Otway Community College, Outer Eastern Literacy Program, Parramatta College, Pakenham Living and Learning Centre, Port Macquarie Community College, Preston Reservoir Adult Community Education, Springvale Neighbourhood House, St George & Sutherland Community College, Sydney Community College, Western Riverina Community College, Wingate Avenue Community Centre, Workers Educational Association – Hunter, Workers Educational Association (WEA) Illawarra, YWCA NSW • NSW Department of Education and Communities – Intensive English Centres and high school ESL programs • State migrant English services – NSW Adult Migrant English Service, Adult Multicultural Education Services – AMES Victoria • TAFE Institutes NSW TAFE Institutes – Hunter Institute, Illawarra Institute, New England Institute, North Coast Institute, Northern Sydney Institute, Riverina Institute, South Western Institute, Sydney Institute, Western Institute, Western Sydney Institute Queensland Institutes of TAFE – Barrier Reef Institute, Brisbane North Institute, Central Queensland Institute, Gold Coast Institute, Metropolitan South Institute, Mount Isa Institute, Southbank Institute, Sunshine Coast Institute, Southern Queensland Institute, The Bremer Institute, Tropical North Queensland Institute, Wide Bay Institute Victorian TAFE Institutes – Bendigo Regional Institute, Central Gippsland Institute, Chisholm Institute, Goulburn Ovens Institute, Holmesglen Institute, Kangan Batman Institute, Northern Melbourne Institute, South West Institute, Sunraysia Institute, Wodonga Institute Western Australia TAFE Institutes – Central Institute of Technology, Durack Institute, Education and Training International, Goldfields Institute, Great Southern Institute, Pilbara Institute, Polytechnic West, South West Institute, West Australian Institute of Further Studies, West Coast Institute of Training

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Other institutes – Adelaide South Institute, Adult Education & Vocational Training Institute (NSW Corrective Services), Batchelor Institute of Indigenous Tertiary Education, Canberra Institute of Technology, Tasmania Polytechnic • Private providers – Academia Australia, American College, Australian College of Agriculture & Horticulture, Australian College of Technology and Business, Australian Education Academy, Australian Institute of Commerce and Technology, Australian International Language College, Australian Language Schools, Bayside International English College, Brisbane Migrant English Centre, Cambridge Academy of English, Cambridge International College, CSA Training Services, Diversitat (Geelong Ethnic Communities Council), Diversity Skills Training, Equanimity Consultants, Future Academy, Harvest Education Technical College, Imperial College Australia, International Christian College, LM Training Specialists, MTC Training Solutions, Navitas English, Oxford College, Perth College of Business and Technology, Queensland Academy of Technology, Sarina Russo Institute Skills for Industry, The Academy of International Education, The Eagle Academy, Viva College, Vocational Studies – Australia, Westminster International College Australia • Universities – Charles Darwin University, RMIT University, Swinburne University of Technology, University of Ballarat, UNSW Global, UWS College, Victoria University REVIEW Dr Susan Feez – Chair – University of New England Liliane Alexandrino – Adult Migrant English Program (AMEP) NT Ana Bratkovic – National ELT Accreditation Scheme (NEAS) Elene Claire – President QATESOL and ACTA Councillor Lesley Evans – WEA Illawarra Helen Murphy – TAFE English Language and Literacy Services (TELLS) TAFE Queensland Christine Tiekle – NSW Department of Education and Communities Dr Keiko Yasukawa – University of Technology, Sydney CONSULTATION ACTIVITIES NSW AMES sought on the previous Certificate III in Spoken and Written English by: 1 conducting regular National Cross-provider Moderation Forums during the accreditation period and gathering ongoing on the Certificate III in Spoken and Written English through these forums 2 sending letters to representative providers asking them to describe the need for the reaccreditation of the Certificate III in Spoken and Written English 3 inviting all providers of the Certificate III in Spoken and Written English to complete an online survey that sought on all aspects of the Certificate, including: nominal hours, the configuration, content, assessment strategy and delivery mode of the modules and the focus, assessment criteria, assessment conditions and sample tasks of the learning outcomes 4 convening a Review to evaluate and give input into the revised Certificate III in Spoken and Written English which was proposed for reaccreditation

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The revised Certificate III in Spoken and Written English was also informed by research undertaken by the National Centre for English Language Teaching and Research (NCELTR) at Macquarie University. The Certificate III in Spoken and Written English was modified in relation to this and research. This course does not duplicate, by title or coverage, the outcomes of an endorsed training package qualification. 3.2 Review for renewal of accreditation

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Following consultation, research and analysis of in relation to the Certificate III in Spoken and Written English the following changes have been made: 1 Nominal hours The nominal hours have been increased to 1200, a full-time year of study. This includes 500 hours of in-class study and participation and 700 hours of out-of-class study. The nominal hours for compulsory Module SWELRN301A – Advanced learning strategies – is reduced to 20. The nominal hours for elective modules have remained at 60. 2 Modules The hours for the compulsory Module SWELRN301A – Advanced learning strategies – have been reduced to 20 (from 40) as one learning outcome has been deleted and the other learning outcomes are assessed in conjunction with other modules. Terminology for module titles has changed to reflect current approaches to teaching texts and to focus on what language s do with texts rather than focusing on skills. For example, Module B – Intermediate listening and speaking skills for casual conversations has been changed to Module SWECON302A – Comprehending and participating in casual conversations. The number of modules required for successful course completion has been increased from 7 to 9 to meet the breadth and depth of learning required at Certificate III level. As respondents to the survey wanted more flexibility in choosing modules the course rules have been amended. All modules, other than Module SWELRN301A are electives but in choosing 8 electives teachers must ensure that learners study at least: – 2 modules from the spoken text electives – 2 modules from the written text electives The 4 remaining modules can be selected from any of the elective modules, including numeracy. Module SWEVIS312A – Comprehending and creating visual texts has been added, particularly at the request of schools. Respondents wanted some learning outcomes rearranged across modules, especially those relating to reading and writing skills. This provides more of a consistent focus on text-types rather than skills. For example, all learning outcomes related to narrative texts were combined into Module SWENAR309A – Comprehending and composing narrative texts. Rearranging learning outcomes across modules enables some modules to focus on texts for particular contexts eg: jobseeking.

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Two numeracy modules have been maintained but they have been significantly revised to focus more on multiple-step mathematical operations and interpreting and applying mathematical knowledge. These have been developed for those EAL learners who may also need to develop numeracy skills and not just become familiar with the English of mathematics. 3 Learning outcomes • The learning outcome related to developing a learning plan has been deleted from Module SWELRN301A – Advanced learning strategies as this is now done in various contexts with counsellors and is not relevant in others. Learning outcomes related to preparing to write have been deleted. • Learning outcomes in some modules have been reworked in response to . • Assessment criteria have been reworded where respondents wanted more clarity and more specification. • More opportunities to use computer technology have been included. • More sample tasks have been added where requested. • The integration of the language of numeracy into the spoken and written learning outcomes has been strengthened. (See Appendix A – Review changes comparison table – CSWE III) Transition arrangements The accreditation period for the 2008–2013 Certificates was extended to 30 September 2013. New students cannot be enrolled in that course after 30 September 2013. Students enrolled prior to that expiry date are able to complete the qualification or modules in which they are enrolled until 30 March 2015. Transition arrangements will accord with the ASQA General direction: Transition & teach-out document (2012). 4

Course outcomes

4.1 Qualification level

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Consistency with AQF qualification type descriptor CSWE III is an intermediate general education EAL curriculum for the delivery of English language, literacy and numeracy to learners who have developed a survival level of English, literacy and numeracy skills and who have had some formal or informal exposure to English. Depending upon electives chosen graduates of CSWE III can develop language, literacy and numeracy knowledge and skills which will enable them to select and apply these knowledge and skills to complete routine tasks and provide and communicate solutions in predictable and some unpredictable English-speaking community, work and educational contexts. Graduates will have the language skills to move on to more specialised language learning for specific contexts such as academic study or vocational training. Through participation in programs at CSWE III level, students can develop knowledge about the English language and skills in using the language and mathematical concepts in a broader range of social contexts involving a range of social relationships. They can develop language, literacy and numeracy skills that enable them to take responsibility for interactions and the preparation of written texts through understanding the established patterns of interaction and text structure and grammar within social contexts.

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Programs delivered within the framework of CSWE III can provide the language, literacy and numeracy skills that enable learners of English as an additional language to exhibit their individual skills and expertise and to become active participators in community, work and educational contexts. Knowledge Depending upon electives chosen CSWE III provides graduates with technical and procedural knowledge of: • English grammar focusing on the appropriateness of grammatical structures to social contexts and a range of social relationships • cohesive devices which are essential for the development of effective texts, the delivery of logical information and the integration of ing evidence into opinion texts • the differences between spoken and written language • the variables of field, tenor and mode which predict the of spoken interactions and written texts • the generic structures of multi-faceted spoken and written texts including presentations, casual conversations, complex negotiations, transactions, interviews, discussions, formal correspondence, narrative texts, information texts, expositions, news articles, ments and résumés • how to apply mathematical concepts to multi-step calculations Graduates of CSWE III will be able to apply this knowledge to demonstrate their expertise in specific fields that they developed outside of Australia through education and training undertaken in their first language. Skills Depending upon electives chosen CSWE III provides graduates with the following basic speaking, listening, reading, writing and numeracy skills for: • comprehending and / or participating in a range of spoken texts including presentations, casual conversations, complex negotiations, transactions, interviews and discussions • comprehending and / or composing a range of written texts including formal correspondence, narrative texts, information texts, expositions, news articles, ments and résumés • participating proactively in formal learning environments • learning independently through use of the English-speaking environment beyond the classroom and the Internet • analysing own pronunciation, stress and pausing in utterances to improve spoken communication • applying interpersonal skills to initiate and respond to interactions in community, work and educational contexts • initiating and participating in more complex interactions with multiple topic changes • developing and utilising an expanded range of specialist vocabulary appropriate to their own fields of expertise and interest • interpreting the elements of narrative and non-narrative images which occur in multimodal texts and composing visual texts to enhance their own spoken presentations and written texts • applying mathematical concepts to real-life out-of-class problems which require multi-step calculations • developing graphical and tabular representations of information

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analysing mathematical and statistical information embedded in spoken and written texts • analysing the cause of miscommunication in social contexts CSWE III graduates can develop knowledge and skills in language, literacy and numeracy that enable them to participate in a broader range of social contexts that represent a variety of differing social relationships. They can begin to present their own specialist expertise and training and apply this in different contexts. Volume of learning The nominal hours for completion of CSWE III are 1200 hours – a full-time year of study. This includes 500 hours of in-class study and participation and 700 hours of out-of-class study. The 700 hours out-of-class study emphasises the expectation that, if learners are to develop autonomy and participate through language in social contexts, they must be proactive in utilising the rich resources for language learning that lie beyond the formal learning environment. At CSWE III level, to develop greater autonomy in the use of English beyond the classroom, teachers begin to set systematic multi-faceted, longer-term out-of-class projects that require use of both spoken and written language for successful completion of CSWE III assessment requirements. This is because, at this stage of language learning, learners need to be forced to use language in the broader community, to analyse their own language use in real-life contexts and to problem solve when miscommunication occurs. Successful and unsuccessful interactions are reported back to the class and these provide a basis for group analysis and problem solving related to language use in a range of social contexts. Out-of-class tasks begin with homework activities and guided tasks for gathering information from people in the community and reporting back on information gained. Learners then begin to work individually and in groups to research social contexts, industry sectors and Australian workplaces and institutions and to gather texts such as job ments for positions they would be interested in applying for. The research requires learners to interact with people by telephoning organisations and speaking directly with people and to spend a greater amount of independent time in computer facilities researching online websites. Within the specified nominal hours there is a depth of learning in the specialised field of language learning, which at the same time provides learners with knowledge and skills that form the basis for participation in Australian community, work and educational contexts. Learning an additional language, especially at an older age, can be considered one of the most difficult learning processes. This is evidenced in the number of people who fail at language learning and those who will always speak their additional language with an accent. The cognitive load of language learning is related to having to process a range of interrelated systems that operate simultaneously when engaging with the language in social contexts. There is a need for learners to understand the differences between their first language and the additional language they are learning which include meaning differences across the two languages, the multiple ways in which the same meanings can be expressed and the way syntactic and grammatical structures differ. Becoming bilingual (multilingual) is also a process of becoming bicultural and understanding how the additional language reflects a particular culture.

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Concepts are strongly connected to words in the first language but for language learning to occur these same concepts must become connected to second language words for comprehension and production. This is combined with the physical process of learning to produce words with different sounds and to put these words into expressions with different rhythm and stress patterns. 4.2 Employability skills

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Communication • Pronouncing key vocabulary and formulaic expressions with sufficient sound clarity and stress to be intelligible to interlocutors in social, work and educational contexts • Using appropriate communication strategies such as confirming and clarifying to ensure successful social and work exchanges • Sustaining dialogue by using appropriate interaction strategies as required • Participating in casual conversations • Negotiating complex exchanges • Participating in interviews • Delivering short oral presentations • Participating in discussions • Writing formal texts • Completing a complex formatted text • Reading and writing reports • Reading and writing narratives • Reading and writing discussions • Reading and writing expositions • Reading news articles and ments • Interpreting and composing narrative and non-narrative images accompanying written and / or spoken texts • Giving and responding to spoken and written instructions • Reading job ments • Writing résumés / CVs • Telephoning about jobs Teamwork • Participating as a member of the formal learning environment • Participating in pair and group work within the classroom • Developing skills for participation in transactions and conversations Problem solving • Identifying strategies to overcome barriers to learning and achieving short-term and long-term goals • Using multi-step mathematical operations related to community, work and educational tasks • Applying measurement techniques to problem solving • Converting data into tabular and graphical representations • Interpreting complex maps and plans • Analysing mathematical and statistical information embedded in texts

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Initiative and enterprise • Developing a range of learning-to-learn strategies • Accepting mistakes and taking risks • Transferring skills and knowledge learned in formal learning environment to community, work and educational contexts • Locating, using and assessing resources outside the formal learning environment to enhance learning Planning and organisation • Identifying and prioritising short-term and long-term study, work and community goals • Collecting and organising learning resources • Locating resources and facilities inside and outside the learning environment to continuing language learning Self-management • Complying with course requirements • Ensuring punctuality • Completing in-class and out-of-class tasks in time allocated • Taking responsibility for organising study both in and out of formal learning environments • Demonstrating capacity for independent learning • Identifying current and potential barriers to learning • Identifying preferred learning styles Learning • Developing strategies and recognising resources which will continuing language learning • Locating resources and facilities inside and outside the learning environment • Participating in assessment tasks and seeking on performance Technology • Using educational computing rooms as part of classwork and independently • Using computer programs and the Internet to language development • Word processing documents • Using spell-check and grammar-check software • Using computer and email software programs when writing texts • Sending emails • Preparing online job applications 4.3 Recognition given to the course

Not applicable

4.4 Licensing / regulatory requirements

Not applicable

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Course rules

5.1 Course structure

1

Course rules Successful completion of 10364NAT Certificate III in Spoken and Written English requires successful completion of 9 modules – 1 compulsory module and 8 elective modules with at least 2 modules from the spoken text electives and at least 2 modules from the written text electives.

Accredited course Module name module number

Nominal hours

Compulsory SWELRN301A

Advanced learning strategies

20

Spoken text electives SWECON302A

Comprehending and participating in casual conversations

60

SWEEXC303A

Comprehending and negotiating complex exchanges

60

SWEINT304A

Comprehending and participating in interviews

60

SWEPRE305A

Comprehending and conducting presentations

60

SWEDIS306A

Comprehending and participating in discussions

60

Written text electives SWECOR307A

Composing formal correspondence and completing formatted texts

60

SWEINF308A

Comprehending and composing complex information texts

60

SWENAR309A

Comprehending and composing narrative texts

60

SWEDSN310A

Comprehending and composing discussions

60

SWEEXP311A

Comprehending and composing expositions

60

SWEVIS312A

Comprehending and composing visual texts

60

SWEADS313A

Comprehending news stories and ments

60

SWEINS314A

Comprehending and giving complex instructions

60

SWEJOB315A

Language skills for jobseeking

60

Mixed text electives

Numeracy skills electives

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SWECAL316A

Comprehending and performing multiple-step calculations

60

SWEMAT317A

Applying and interpreting mathematical information

60

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3 4

5.2 Entry requirements

6

Volume of learning 500 hours + 700 hours It is expected that learners will undertake 700 hours of out-of-class study. This will involve homework and out-of-class tasks set by teachers. Time will also be spent undertaking research and practising language skills through authentic spoken and written events in individual learning centres, computer rooms and in the community. NOTE: Delivery hours are nominal and may be varied to suit the delivery context and the needs of the learners. Early exit points Not applicable Statements of attainment Students who do not achieve the full credential can be awarded a Statement of Attainment for successful completion of modules and providers can also issue a Record of Achievement to record successful completion of individual learning outcomes.

The entry point into 10364NAT Certificate III in Spoken and Written English should be through diagnostic screening assessment tasks using assessment tools relevant to particular programs. Learners entering this level of the CSWE curriculum framework are identified as intermediate. For example, entry point against the International Second Language Proficiency Rating (ISLPR) scale is 1+ across the four macroskills of listening, speaking, reading and writing. Entry point against the Australian Core Skills Framework (ACSF) is Level 3. For learners with a mixed profile, it is possible for them to be enrolled across Certificate levels. For example, a learner with weaker writing skills and higher oracy can be enrolled in Certificates II and III simultaneously.

Assessment

6.1 Assessment strategy

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Assessment strategy Each module of 10364NAT Certificate III in Spoken and Written English focuses on a specific area of language acquisition through the study of spoken or written text-types. English as an additional language (EAL) learners gain skills in dealing with spoken and written texts from a range of contexts by studying a variety of modules. The methodology of teaching English language involves scaffolding the development of knowledge and skills through a range of teacher-centred and learner-centred activities and tasks, which prepare students for the final assessment. A minimum of two successful performances per module, or learning outcome, where appropriate, provides sufficient evidence of learner competence. Evidence for successful performances can be gathered through formative or summative assessment tasks. Assessors must clearly inform the learner that an assessment is taking place and ensure that the learner is fully aware of the assessment process and assessment criteria, and agrees to this process. Learners should also be informed of any appeals processes.

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Assessors must ensure that the assessment task assesses the skill it claims to assess. For example, if an assessment task is designed to measure reading, a performance should not depend heavily on writing or speaking to be successful. If an assessment of reading comprehension requires learners to demonstrate their understanding of what has been read by writing answers, assessment should depend on the content of the answers and not on the grammar and spelling. Assessment standards Assessment within this curriculum framework is based on the following principles: • Assessments should be valid, reliable, fair, current, sufficient and authentic. • Learners should be informed of assessment times and processes prior to assessment. Learners must be notified prior to the commencement of the course if ongoing assessment is to be conducted. • Assessment tasks should contain clear and explicit instructions and be moderated regularly. • Assessment can be formative or summative at the end of a teaching / learning cycle. • Modules may be assessed at the module or learning outcome level. Module and learning outcome information contains recommendations on how assessments may be conducted. Where appropriate a combination of modules may also be assessed in the one assessment event. • To be deemed competent in a module, learners must be competent in all learning outcomes and assessment criteria. • Assessment should be familiar and relevant to learner contexts and not be culturally biased. • Assessments should be completed in a timeframe appropriate to the context and demands of the assessment task. • Where assessment is conducted at a distance, sufficient should be provided eg: telephone or online submissions. • Where an interlocutor is required, they should be fluent in English and known to the learner eg: volunteer, other teacher or class teacher. Depending on the purpose of the assessment, the following types of assessment and methods of gathering evidence may be used: • collection of learner documents • collection of work samples • verbal and / or written questioning • teacher observation of satisfactory performance • observed role-plays • presentations • projects • observation of simulated or real-world tasks • checklists of learner performance • discussions • ongoing assessment • student self-assessment • student documents • audio and / or visual recording

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Assessors must participate in regular moderation sessions to ensure reliability of evidence ie: to ensure that the evidence presented for assessment is consistently interpreted and the results are consistent with the assessment outcomes. Workplace assessment 10364NAT Certificate III in Spoken and Written English does not contain any mandatory workplace assessments. Recognition of prior learning (RPL) Students are granted recognition of prior learning, where they are able to demonstrate that they can fulfill the assessment criteria for a particular learning outcome or module. Providers are required to comply with the AQF Pathways Policy 2.1.6 (AQF 2013: 79). 6.2 Assessor competencies

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Assessor competence Assessors must be trained teachers with the following teaching qualifications: a A recognised bachelor degree – a formal qualification awarded by an Australian university or tertiary institution, or its onshore or overseas equivalent, that is at least three years full-time in length or its part-time equivalent and a recognised postgraduate TESOL qualification – resulting from a course of study in which course content of no less than 100 hours (or distance learning equivalent) covers the grammar of the English language, language learning and TESOL methodology and includes a practicum or A Bachelor of Education with a TESOL major or equivalent that includes a practicum and b All assessment must be undertaken by assessors who meet the requirements stated to apply under the Standards for NVR ed Training Organisations or the Australian Quality Training Framework (AQTF) in effect at the time at which assessment is conducted. This includes the necessary assessment competencies determined by the National Skills Standards Council (NSSC) or its successors in effect at the time of assessment. NOTE: The practicum must be at least 60 hours, which includes, for example, supervised teaching, observation, field visits, resources evaluation, team teaching, volunteer tutoring etc. If a course undertaken has less than 60 hours practicum, teachers must demonstrate teaching experience equivalent to 60 hours, or must make up the difference in duration by individually organising a supervised practicum. Appropriate documentation of such a practicum should be kept.

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Delivery

7.1 Delivery modes

1

2

3

4

7.2 Resources

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1

Delivery modes Delivery may be by distance or face to face. Modules in 10364NAT Certificate III in Spoken and Written English have been designed to provide flexible delivery according to the needs of the learner or learner group. Modules may be delivered and assessed as stand-alone modules or as a combination of modules and may be taught through text-based, topic-based or theme-based approaches. Word skills, grammar, vocabulary, pronunciation and graphology should be taught within these contexts. Limitations on delivery modes In some delivery modes provision must be made for communication that would normally be conducted face to face, including telephone, video or online conferencing, videos of performance and online discussion or chat. mechanisms mechanisms to maximise learner completion of the course may include: • learners grouped appropriately according to level and need • a variety of modes of delivery eg: blended learning, distance learning • provision of a range of different types of learning activities eg: group and project work, simulated and real-life activities • teaching and learning strategies which reflect educational background and needs, and preferred learning styles of learners • educational counselling Course variations Learners may also study modules at 10363NAT Certificate II in Spoken and Written English level, in particular when there is a difference in proficiency in macroskills. This may be achieved by offering: • specialist classes such as pronunciation and reading and writing • specific modules from Certificate II level to a whole group of learners eg: modules focusing on speaking and listening • alternative delivery modes such as online or distance learning to facilitate delivery across levels Facilities and equipment Facilities and equipment to deliver 10364NAT Certificate III in Spoken and Written English could include: • classrooms / group rooms • online / print resources for face-to-face and distance-mode provision • educational computing rooms with Internet access and computing software • library facilities • educational counsellors • bilingual language

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Staff Teachers must be trained teachers with the following teaching qualifications: a A recognised bachelor degree – a formal qualification awarded by an Australian university or tertiary institution, or its onshore or overseas equivalent, that is at least three years full-time in length or its part-time equivalent and a recognised postgraduate TESOL qualification – resulting from a course of study in which course content of no less than 100 hours (or distance learning equivalent) covers the grammar of the English language, language learning and TESOL methodology and includes a practicum

or A Bachelor of Education with a TESOL major or equivalent that includes a practicum and b

All delivery must be undertaken by trainers who meet the requirements stated to apply under the Standards for NVR ed Training Organisations or the Australian Quality Training Framework (AQTF) in effect at the time at which training is conducted. This includes the necessary training competencies determined by the National Skills Standards Council (NSSC) or its successors in effect at the time of assessment. NOTE: The practicum must be at least 60 hours, which includes, for example, supervised teaching, observation, field visits, resources evaluation, team teaching, volunteer tutoring etc. If a course undertaken has less than 60 hours practicum, teachers must demonstrate teaching experience equivalent to 60 hours, or must make up the difference in duration by individually organising a supervised practicum. Appropriate documentation of such a practicum should be kept. 8

Pathways and articulation

1

2

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Pathways 10364NAT Certificate III in Spoken and Written English is a component of the Certificates in Spoken and Written English (CSWE) general education English as an additional language curriculum framework. 10364NAT Certificate III in Spoken and Written English prepares learners to undertake advanced language learning at ACSF 4 level. CSWE provides underpinning language, literacy and numeracy skills that can be applied to entry into vocational and / or further study pathways. Pathways through the qualification may include: • full-time or part-time study with a ed training organisation • face-to-face study • institution-based training • flexible delivery through online courses, print distance learning resources or a tutor • blended learning options through distance and face-to-face delivery • recognition of prior learning (RPL) This course does not contain nationally endorsed units of competency.

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Ongoing monitoring and evaluation

1

2

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NSW AMES will be responsible for ongoing monitoring and evaluation of 10364NAT Certificate III in Spoken and Written English. Processes and strategies may include: • the collection of through annual surveys using online mechanisms • the provision of a central point where all ad hoc will be collated for reporting into NSW AMES curriculum management • annual from focus groups including licence holders, learners and stakeholders NSW AMES will notify the course accrediting body (ASQA) of any changes to the course resulting from course monitoring and evaluation.

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Section C: Modules MODULE OVERVIEW Compulsory Module A SWELRN301A Advanced learning strategies 1 Contribute to the formal learning environment 2 Demonstrate capacity for independent learning Spoken text electives Module B SWECON302A Comprehending and participating in casual conversations 1 Demonstrate understanding of a casual conversation with topic changes 2 Participate in a casual conversation with topic changes Module C SWEEXC303A Comprehending and negotiating complex exchanges 1 Demonstrate understanding of a complex spoken exchange 2 Negotiate a complex spoken exchange Module D SWEINT304A Comprehending and participating in interviews 1 Demonstrate understanding of an interview 2 Participate in an interview Module E SWEPRE305A Comprehending and conducting presentations 1 Demonstrate understanding of a spoken presentation 2 Deliver a short spoken presentation Module F SWEDIS306A Comprehending and participating in discussions 1 Demonstrate understanding of a spoken discussion 2 Participate in a discussion Written text electives Module G SWECOR307A Composing formal correspondence and completing formatted texts 1 Write a formal letter / email 2 Complete a complex formatted text Module H SWEINF308A Comprehending and composing complex information texts 1 Demonstrate understanding of a complex written information text 2 Write a report Module I SWENAR309A Comprehending and composing narrative texts 1 Demonstrate understanding of a narrative 2 Write a narrative

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Module J SWEDSN310A Comprehending and composing discussions 1 Critically read a discussion 2 Write a discussion Module K SWEEXP311A Comprehending and composing expositions 1 Critically read an exposition 2 Write an exposition Module L SWEVIS312A 1 2 3

Comprehending and composing visual texts Identify the features of a narrative image Identify the features of a non-narrative image Create an image to accompany a narrative or informational text

Module M SWEADS313A Comprehending news stories and ments 1 Demonstrate understanding of a news article 2 Interpret an ment Mixed text electives Module N SWEINS314A 1 2 3

Comprehending and giving complex instructions Demonstrate understanding of complex instructions in a spoken exchange Give complex instructions in a spoken exchange Demonstrate understanding of complex written instructions

Module O SWEJOB315A 1 2 3

Language skills for jobseeking Analyse a job ment Write a résumé / CV Telephone about a job

Numeracy electives Module P SWECAL316A 1 2 3

Comprehending and performing multiple-step calculations Carry out multiple-step calculations Apply measurement techniques to problem solving Comprehend and construct tabular and graphical information

Module Q SWEMAT317A 1 2 3

Applying and interpreting mathematical information Interpret complex maps and plans Apply mathematical skills and methods for problem solving Analyse mathematical and statistical information embedded in texts

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MODULE DETAILS:

Module A

Advanced learning strategies

Accredited course module code: SWELRN301A Nominal duration

20 hours

MODULE PURPOSE:

This module covers the strategies required to be an effective language learner. It includes contributing to the formal learning environment and demonstrating the capacity to work independently.

PREREQUISITES:

Nil.

COREQUISITES:

Nil.

ASSESSMENT STRATEGY: Conditions of assessment:

Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. A minimum of two pieces of evidence for each learning outcome are required to ensure that the learners are able to comprehend or produce the language defined by the learning outcomes. This evidence can be collected through formative or summative assessment. However, if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence, learners should be informed of this process at the beginning of the course.

Methods of assessment:

Assessment is ongoing in conjunction with other modules.

SUMMARY OF LEARNING OUTCOMES:

1. Contribute to the formal learning environment 2. Demonstrate capacity for independent learning

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LEARNING OUTCOMES: Learning outcome 1:

Contribute to the formal learning environment

Assessment criteria:

1.1 Contribute to a range of learning activities in formal learning environments 1.2 Participate in group-work activities 1.3 Fulfill formal participation requirements 1.4 Complete learning and assessment tasks

Methods of assessment:

Learners participate effectively in formal learning contexts.

Learning outcome 2:

Develop capacity for independent learning

Assessment criteria:

2.1 Take responsibility for organising study both in and out of formal learning environments 2.2 Develop a range of learning-to-learn strategies 2.3 Locate and use learning resources outside the formal learning environment to enhance learning 2.4 Ask for and respond to on performance and / or ask for further practice

Methods of assessment:

Learners prepare diaries or complete questionnaires identifying: • learning strategies • experience in using knowledge and skills outside the formal learning environment • resources used outside the formal learning environment Learners keep independent learning journals. Learners may develop a learning plan.

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RANGE STATEMENT:

formal learning environments may include but not limited to: • educational computing rooms • face-to-face classrooms • distance-learning programs • volunteer tutor lessons • self-study contexts • volunteer tutor lessons learning-to-learn strategies may include but not limited to: • use dictionaries • keep personal dictionary • use calculators • use prior learning and transferring learning from one area to a new area • use questioning • reflect on and evaluate new information • review and assess own skills and knowledge • summarising, paraphrasing and note taking learning resources outside the formal learning environment may include but not limited to: • Internet • bookshops • library language-learning resources • social groups • television, radio and other media • excursions

RESOURCE IMPLICATIONS:

Learners should have access to libraries, the Internet, bookshops and authentic English language resources.

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MODULE DETAILS:

Module B

Comprehending and participating in casual conversations

Accredited course module code: SWECON302A Nominal duration

60 hours

MODULE PURPOSE:

This module covers the skills required to understand and participate in casual conversations in order to function in community, work and further study contexts. Casual conversation facilitates participation in work and social contexts. It is the main means whereby people learn about one another.

PREREQUISITES:

Nil.

COREQUISITES:

Nil.

ASSESSMENT STRATEGY: Conditions of assessment:

Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. A minimum of two pieces of evidence for each learning outcome are required to ensure that the learners are able to comprehend or produce the language defined by the learning outcomes. This evidence can be collected through formative or summative assessment. However, if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence, learners should be informed of this process at the beginning of the course.

Methods of assessment:

Methods of gathering evidence may include: • verbal or written questioning • audio or video recording to assess performance • teacher observation of student with interlocutor • checklists

SUMMARY OF LEARNING OUTCOMES:

1. Demonstrate understanding of a casual conversation with topic changes 2. Participate in a casual conversation with topic changes

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LEARNING OUTCOMES: Learning outcome 1:

Demonstrate understanding of a casual conversation with topic changes

Assessment criteria:

1.1 1.2 1.3 1.4

Conditions of assessment:

Conversation: • is approximately 2 minutes in duration • is with 2 speakers • has at least 3 topics • is on familiar topics • is spoken at average speed • is heard 3 times • contains some common idiomatic expressions and / or contractions Learners are given questions before listening. Responses: • may be spoken or written • need not be grammatically correct or in sentence form but errors must not interfere with meaning

Learning outcome 2:

Participate in a casual conversation with topic changes

Assessment criteria:

2.1 Participate effectively in a conversation which has at least 1 topic change 2.2 Open conversation appropriately 2.3 Sustain dialogue by using appropriate interaction strategies 2.4 Manage topic changes 2.5 Take an extended turn 2.6 Respond appropriately to a variety of adjacency pairs 2.7 Close conversation using appropriate pre-closing and closing expressions 2.8 Use grammatical structures appropriate to setting and 2.9 Pronounce key vocabulary and utterances with sufficient sound clarity and stress to be intelligible to the interlocutor, or respond to requests for clarification 2.10 Use prosodic features to communicate meaning

Conditions of assessment:

Conversation is: • with 2 speakers, one of whom is a fluent speaker • a minimum of 2 minutes in duration • on familiar topics Some errors may occur but these must not interfere with the intended meaning.

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Identify the social situation / context in which conversation occurs Identify the first topic in the conversation Identify at least 1 other topic in the conversation Identify specific information shared by speakers

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RANGE STATEMENT:

interaction strategies may include but not limited to: • take turns • give • seek clarification • ask follow-up questions • use body language • use gestures extended turn may include but not limited to: • recounting events • telling an anecdote • expressing an opinion • seeking clarification • providing a description prosodic features may include but not limited to: • pausing • stress • intonation

RESOURCE IMPLICATIONS:

To deliver the module the following resources may be required: • audio and / or video recordings • an interlocutor • recording equipment

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MODULE DETAILS:

Module C

Comprehending and negotiating complex exchanges

Accredited course module code: SWEEXC303A Nominal duration

60 hours

MODULE PURPOSE:

This module covers the skills required to understand and participate in complex spoken exchanges in order to function in community, work and further-study contexts. These exchanges may take place on the telephone or face to face. A complex exchange in this context is seen as one in which a speaker has to use strategies / arguments to negotiate an outcome with the interlocutor that is acceptable to both of them.

PREREQUISITES:

Nil.

COREQUISITES:

Nil.

ASSESSMENT STRATEGY: Conditions of assessment:

Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. A minimum of two pieces of evidence for each learning outcome are required to ensure that the learners are able to comprehend or produce the language defined by the learning outcomes. This evidence can be collected through formative or summative assessment. However, if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence, learners should be informed of this process at the beginning of the course.

Methods of assessment:

Methods of gathering evidence may include: • verbal or written questioning • role plays • teacher observation of student with fluent speaker • audio and / or video recordings to assess performance • checklists

SUMMARY OF LEARNING OUTCOMES:

1. Demonstrate understanding of a complex spoken exchange 2. Negotiate a complex spoken exchange

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LEARNING OUTCOMES: Learning outcome 1:

Demonstrate understanding of a complex spoken exchange

Assessment criteria:

1.1 Identify the social context and topic of the exchange 1.2 Identify what both speakers want to achieve 1.3 Identify specific information both speakers give

Conditions of assessment:

Exchange is: • between 2 people, on the phone or face to face • on a familiar and relevant topic • on audio or video • spoken at average speed and heard 3 times • at least 2 minutes in duration Learners are given questions before listening. Responses: • can be spoken or written • need not be grammatically correct or in sentence form but errors must not interfere with meaning

Learning outcome 2:

Negotiate a complex spoken exchange

Assessment criteria:

2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10

Conditions of assessment:

Exchange is: • face to face or on the telephone • at least 2 minutes in duration Some errors may occur but these must not interfere with the intended meaning.

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Negotiate a complex exchange effectively Open exchange appropriately Use appropriate strategies to negotiate exchange Substantiate reasons / arguments Request information or goods / services Provide information Close exchange appropriately Use grammatical structures appropriately Use vocabulary appropriate to setting and Pronounce key vocabulary and utterances with sufficient sound clarity and stress to be intelligible to the interlocutor, or respond to requests for clarification 2.11 Use prosodic features to communicate meaning

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RANGE STATEMENT:

strategies to negotiate exchange may include but not limited to: • make requests • acknowledge other viewpoints • confirm information • provide • request clarification • seek / provide repetition • use effective questioning techniques • present facts logically prosodic features may include but not limited to: • pausing • stress • intonation

RESOURCE IMPLICATIONS:

To deliver the module the following resources are required: • audio or video recordings • an interlocutor • recording equipment

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MODULE DETAILS:

Module D

Comprehending and participating in interviews

Accredited course module code: SWEINT304A Nominal duration

60 hours

MODULE PURPOSE:

This module covers the skills required to understand and participate in interviews in order to function in community, work and further-study contexts. They may include interviews with businesses, agencies or education counsellors.

PREREQUISITES:

Nil.

COREQUISITES:

Nil.

ASSESSMENT STRATEGY: Conditions of assessment:

Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. A minimum of two pieces of evidence for each learning outcome are required to ensure that the learners are able to comprehend or produce the language defined by the learning outcomes. This evidence can be collected through formative or summative assessment. However, if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence, learners should be informed of this process at the beginning of the course.

Methods of assessment:

Methods of gathering evidence may include: • verbal or written questioning • role play • audio and / or video recording to assess performance • teacher observation of student with interlocutor • checklists

SUMMARY OF LEARNING OUTCOMES:

1. Demonstrate understanding of an interview 2. Participate in an interview

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LEARNING OUTCOMES: Learning outcome 1:

Demonstrate understanding of an interview

Assessment criteria:

1.1 Identify purpose of the interview 1.2 Demonstrate understanding of questions 1.3 Demonstrate understanding of specific information given by speakers

Conditions of assessment:

Interview: • contains opening and closing • contains at least 6 standard interviewer and interviewee questions • is between 2 people, on the phone or face to face • may contain some numerical information • is approximately 2 minutes in duration • is on a familiar and relevant topic • is on audio or video • is spoken at average speed • is heard three times Learners are given questions before listening. Responses: • may be spoken or written • need not be grammatically correct but errors must not interfere with meaning

Learning outcome 2:

Participate in an interview

Assessment criteria:

2.1 2.2 2.3 2.4 2.5 2.6 2.7

Conditions of assessment:

The interview is: • with 2 speakers • at least 3 minutes in duration • face to face or on the telephone • conducted with an interlocutor • familiar and relevant to learner’s situation Assessment may be audio or video recorded for assessment of performance. Learners have recourse to repetition and / or clarification. Some errors may occur but these must not interfere with intended meaning.

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Participate effectively in an interview Respond appropriately to stages of the interview Answer questions appropriately Use appropriate interaction strategies Use grammatical structures appropriate to setting and Use appropriate technical vocabulary Pronounce key vocabulary and utterances with sufficient sound clarity and stress to be intelligible to the interlocutor, or respond to requests for clarification 2.8 Use prosodic features to communicate meaning

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RANGE STATEMENT:

stages of the interview refers to: • opening • requests for information • closing interaction strategies may include but not limited to: • turn taking • ask questions • ask for repetition • indicate comprehension • respond to topic shifts • confirm and clarify prosodic features may include but not limited to: • pausing • stress • intonation

RESOURCE IMPLICATIONS:

To deliver the module the following resources are required: • audio and / or video recordings • an interlocutor • recording equipment

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MODULE DETAILS:

Module E

Comprehending and conducting presentations

Accredited course module code: SWEPRE305A Nominal duration

60 hours

MODULE PURPOSE:

This module covers the skills required to understand spoken information texts that are predominantly monologic. The texts could be talks / presentations from guest speakers, radio, TV or online programs or teacher-created texts adapted / modified from authentic texts. It also covers the skill of presenting spoken information to an audience. The text is essentially monologic, although the learners would need to be able to respond appropriately to questions from the audience. These skills enable learners to function in community, work and further-study contexts.

PREREQUISITES:

Nil.

COREQUISITES:

Nil.

ASSESSMENT STRATEGY: Conditions of assessment:

Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. A minimum of two pieces of evidence for each learning outcome are required to ensure that the learners are able to comprehend or produce the language defined by the learning outcomes. This evidence can be collected through formative or summative assessment. However, if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence, learners should be informed of this process at the beginning of the course.

Methods of assessment:

Methods of gathering evidence may include: • verbal and written questioning • student documents • checklists • teacher observation • audio and / or video recording to assess performance • presentations

SUMMARY OF LEARNING OUTCOMES:

1. Demonstrate understanding of a spoken presentation 2. Deliver a short spoken presentation

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LEARNING OUTCOMES: Learning outcome 1:

Demonstrate understanding of a spoken presentation

Assessment criteria:

1.1 Identify topic of presentation 1.2 Identify main ideas 1.3 Identify specific information which s or elaborates on main ideas

Conditions of assessment:

Text: • is a spoken face-to-face, online, radio or TV presentation • is approximately 3 minutes in duration • is on a relevant topic • contains specific information which s or elaborates on main ideas • is monologic • is heard 3 times • is spoken at average speed by fluent speaker, not classroom teacher • may contain some numerical information Learners are given questions before listening. Responses: • may be spoken or written • need not be grammatically correct but errors must not interfere with meaning

Learning outcome 2:

Deliver a short spoken presentation

Assessment criteria:

2.1 Deliver a well-structured, coherent oral presentation 2.2 Use appropriate staging 2.3 Deliver clear facts, statements or viewpoint with substantiation, as required 2.4 Link main ideas in talk logically and cohesively 2.5 Respond to questions appropriately 2.6 Use visual aids to presentation appropriately 2.7 Use appropriate grammatical structures 2.8 Use appropriate vocabulary 2.9 Pronounce key vocabulary and utterances with sufficient sound clarity and stress to be intelligible to the interlocutor 2.10 Use prosodic features to communicate meaning 2.11 Use paralinguistic features to presentation

Conditions of assessment:

Presentation: • is at least 6 minutes in duration • is on a familiar and relevant topic • contains some mathematical information Learners may refer to prompt cards or notes. Some errors may occur but these must not interfere with the intended meaning.

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RANGE STATEMENT:

appropriate staging refers to: • introduction • content • conclusion prosodic features may include but not limited to: • pausing • stress • intonation paralinguistic features may include but not limited to: • body language • gestures • facial expressions • eye

RESOURCE IMPLICATIONS:

To deliver the module audio and / or video recordings and recording equipment are required.

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MODULE DETAILS:

Module F

Comprehending and participating in discussions

Accredited course module code: SWEDIS306A Nominal duration

60 hours

MODULE PURPOSE:

This module covers the skills required to understand and participate in spoken discussions in order to function in community, work and further-study contexts. The discussion should be on one issue or topic of relevance to the learners. Participants in the discussion need to present their points of view on the issue / topic and substantiate their views with ing arguments and agree or disagree with the viewpoints expressed by other speakers.

PREREQUISITES:

Nil.

COREQUISITES:

Nil.

ASSESSMENT STRATEGY: Conditions of assessment:

Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. A minimum of two pieces of evidence for each learning outcome are required to ensure that the learners are able to comprehend or produce the language defined by the learning outcomes. This evidence can be collected through formative or summative assessment. However, if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence, learners should be informed of this process at the beginning of the course.

Methods of assessment:

Methods of gathering evidence may include: • verbal and / or written questioning • audio and / or video recordings to assess performance • observation by classroom teacher • checklists • discussions

SUMMARY OF LEARNING OUTCOMES:

1. Demonstrate understanding of a spoken discussion 2. Participate in a discussion

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LEARNING OUTCOMES: Learning outcome 1:

Demonstrate understanding of a spoken discussion

Assessment criteria:

1.1 Identify the topic of the discussion 1.2 Identify the speakers’ points of view 1.3 Identify evidence which s speakers’ points of view

Conditions of assessment:

Discussion is: • with 2-3 speakers • on a familiar and relevant topic • approximately 2-3 minutes in duration • on audio or video • heard 3 times Learners are given questions before listening. Responses: • may be spoken or written • need not be grammatically correct or in sentence form but errors must not interfere with meaning

Learning outcome 2:

Participate in a discussion

Assessment criteria:

2.1 Participate effectively in a discussion 2.2 Express a point of view and substantiate viewpoint with evidence which s speakers’ points of view 2.3 Use appropriate interactive strategies to sustain discussion 2.4 Use vocabulary and grammatical structures appropriate to setting and 2.5 Pronounce key vocabulary and utterances with sufficient sound clarity and stress to be intelligible to the interlocutor, or respond to requests for clarification 2.6 Use prosodic and paralinguistic features to communicate meaning

Conditions of assessment:

Discussion is: • at least 5 minutes in duration • with 2 to 3 speakers • on a familiar and relevant topic Some errors may occur but these must not interfere with the intended meaning.

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RANGE STATEMENT:

interactive strategies may include but not limited to: • provide • seek clarification • ask follow-up questions • take turns • invite other people’s opinions • acknowledge other people’s opinions • use nonverbal language prosodic and paralinguistic features may include but not limited to: • pausing • stress • intonation • body language • gestures • facial expressions • eye

RESOURCE IMPLICATIONS:

To deliver the module audio and / or video recordings and recording equipment are required.

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MODULE DETAILS:

Module G

Composing formal correspondence and completing formatted texts

Accredited course module code: SWECOR307A Nominal duration

60 hours

MODULE PURPOSE:

This module covers the skills required to write formal letters and / or emails and to complete complex forms. It includes the objective, grammatically complex language required in formal written contexts and the reading skills to deal with complex instructions and questions in more demanding forms.

PREREQUISITES:

Nil.

COREQUISITES:

Nil.

ASSESSMENT STRATEGY: Conditions of assessment:

Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. A minimum of two pieces of evidence for each learning outcome are required to ensure that the learners are able to comprehend or produce the language defined by the learning outcomes. This evidence can be collected through formative or summative assessment. However, if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence, learners should be informed of this process at the beginning of the course.

Methods of assessment:

Evidence may be gathered through the collection of learner documents.

SUMMARY OF LEARNING OUTCOMES:

1. Write a formal letter / email 2. Complete a complex formatted text

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LEARNING OUTCOMES: Learning outcome 1:

Write a formal letter / email

Assessment criteria:

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9

Write a coherent letter / email Use conventional layout for email Stage text appropriately Write paragraphs which clearly express objective information about topic Provide information / ing evidence, request action Use grammatical structures appropriate to formal language Use vocabulary appropriate to formal Use punctuation to meaning Spell all words correctly

Conditions of assessment:

Letter contains at least two paragraphs in the body of letter / email. Learners may use dictionaries and / or spell-checks. Some errors may occur but these must not interfere with the intended meaning.

Learning outcome 2:

Complete a complex formatted text

Assessment criteria:

2.1 Complete form correctly 2.2 Respond appropriately to instructions and questions 2.3 Provide required information using appropriate vocabulary and grammar 2.4 Write numerical information correctly and completely in appropriate space 2.5 Spell all words correctly 2.6 Produce typed or legible handwritten responses

Conditions of assessment:

Form: • is authentic or adapted • may be in print or online • requests approximately 16 pieces of information • contains complex instructions • contains questions • contains abbreviations • contains sections which require numerical information and a short block of text

RANGE STATEMENT:

Stage text refers to: • introduction • points and elaboration • concluding statement

RESOURCE IMPLICATIONS:

To deliver this module the following resources are required: • email software programs, if writing an email • authentic or adapted print or online complex forms

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MODULE DETAILS:

Module H

Comprehending and composing complex information texts

Accredited course module code: Nominal duration

SWEINF308A

60 hours

MODULE PURPOSE:

This module covers the skills required to read texts that have an impersonal tone and present information as facts. These texts are commonly found in sources such as brochures, fact sheets, websites and reports. This module also covers the skills required to write workplace reports such as progress reports, simple problem / solution reports and descriptive reports. The important feature of these reports is to present information on a specific topic in a concise, impersonal, logically constructed way under headings for ease of reading and scanning. The module also includes the development of skills to research and plan reports.

PREREQUISITES:

Nil.

COREQUISITES:

Nil.

ASSESSMENT STRATEGY: Conditions of assessment:

Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. A minimum of two pieces of evidence for each learning outcome are required to ensure that the learners are able to comprehend or produce the language defined by the learning outcomes. This evidence can be collected through formative or summative assessment. However, if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence, learners should be informed of this process at the beginning of the course.

Methods of assessment:

Evidence may be gathered through collection of learner documents. This module can be linked to Module SWEVIS312A – Comprehending and composing visual texts and Module SWEMAT317A – Applying and interpreting mathematical information.

SUMMARY OF LEARNING OUTCOMES:

1. Demonstrate understanding of a complex written information text 2. Write a report

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LEARNING OUTCOMES: Learning outcome 1:

Demonstrate understanding of a complex written information text

Assessment criteria:

1.1 Identify topic of text 1.2 Demonstrate understanding of main information in text 1.3 Demonstrate understanding of facts that the main information

Conditions of assessment:

Text: • is approximately 350 words long • is an authentic text or adapted from an authentic text • has an impersonal tone with information presented as facts • contains a visual element • contains some numerical information Learners may use dictionaries. Responses: • may be performed, spoken or written • need not be grammatically correct or in sentence form but errors must not interfere with meaning

Methods of assessment:

Learners read online or print texts and answer questions

Learning outcome 2:

Write a report

Assessment criteria:

2.1 Write a coherent report 2.2 Stage text appropriately 2.3 Organise information in body of report into categories with headings 2.4 Write coherent paragraphs containing clearly organised information 2.5 Use appropriate layout 2.6 Link ideas using reference and conjunctions 2.7 Use grammar appropriate to level of formality and technicality of reports 2.8 Use appropriate vocabulary for context 2.9 Use punctuation to meaning 2.10 Spell all words correctly

Conditions of assessment:

Report: • is at least 300 words long • is word processed • should contain a visual element • should contain some mathematical information Learners should research and plan the report before writing. Learners may use dictionaries and / or spell-checks. Some errors may occur but these must not interfere with the intended meaning.

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RANGE STATEMENT:

Stage text refers to: • introduction with general statement or aspects covered in report • body • conclusion • recommendation / s (optional)

RESOURCE IMPLICATIONS:

To deliver this module learners must have access to the Internet, word processing software and print resources.

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MODULE DETAILS:

Module I

Comprehending and composing narrative texts

Accredited course module code: SWENAR309A Nominal duration

60 hours

MODULE PURPOSE:

This module covers the skills required to read and write narratives. It includes the skills to read and write stories in which complications or problems occur and to use descriptive and evaluative language to describe events, people, places and things. The purpose of these narratives is to entertain or engage the reader. The module also includes the development of skills in planning to write narratives.

PREREQUISITES:

Nil.

COREQUISITES:

Nil.

ASSESSMENT STRATEGY: Conditions of assessment:

Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. A minimum of two pieces of evidence for each learning outcome are required to ensure that the learners are able to comprehend or produce the language defined by the learning outcomes. This evidence can be collected through formative or summative assessment. However, if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence, learners should be informed of this process at the beginning of the course.

Methods of assessment:

Evidence should be gathered through the collection of learner documents.

SUMMARY OF LEARNING OUTCOMES:

1. Demonstrate understanding of a narrative 2. Write a narrative

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LEARNING OUTCOMES: Learning outcome 1:

Demonstrate understanding of a narrative

Assessment criteria:

1.1 1.2 1.3 1.4 1.5 1.6

Conditions of assessment:

Narrative: • is at least 450 words long • contains stages of narrative • may be fiction or factual • may be an abridged version • contains some complex grammar and vocabulary • contains descriptive language to enhance and develop the story • may contain dialogue Learners may use dictionaries. Responses: • may be spoken or written • need not be grammatically correct or in sentence form but errors must not interfere with meaning

Methods of assessment:

Learners read narratives and answer questions, give personal responses or retell narratives.

Learning outcome 2:

Write a narrative

Assessment criteria:

2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9

Conditions of assessment:

Narrative is at least 300 words long. Learners should plan the narrative before writing. Learners may use dictionaries and / or spell-checks. Some errors may occur but these must not interfere with the intended meaning.

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Demonstrate understanding of topic of narrative Identify stages of narrative Identify the main characters Demonstrate understanding of events and their details Identify complication or problem and its resolution Demonstrate understanding of vocabulary

Write a coherent narrative Structure text appropriately Organise content into cohesive linguistic structures Use cohesive devices appropriate to a narrative Use appropriate past-tense verbs Use descriptive and evaluative language Spell all words correctly Use punctuation to meaning Produce typed or legible handwritten text

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RANGE STATEMENT:

stages of narrative refers to: • orientation • complication • resolution • evaluative elements • optional coda cohesive linguistic structures refers to: • clauses • sentences • paragraphs

RESOURCE IMPLICATIONS:

To deliver this module authentic or adapted narrative texts are required.

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MODULE DETAILS:

Module J

Comprehending and composing discussions

Accredited course module code: Nominal duration

SWEDSN310A

60 hours

MODULE PURPOSE:

This module covers the reading skills required to interpret discussions as persuasive texts. It covers the skills to critically analyse and identify the language features and persuasive devices of discussions. It also covers the skills required to write discussions that present more than one side of an argument.

PREREQUISITES:

Nil.

COREQUISITES:

Nil.

ASSESSMENT STRATEGY: Conditions of assessment:

Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. A minimum of two pieces of evidence for each learning outcome are required to ensure that the learners are able to comprehend or produce the language defined by the learning outcomes. This evidence can be collected through formative or summative assessment. However, if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence, learners should be informed of this process at the beginning of the course.

Methods of assessment:

Methods of gathering evidence may include: • verbal and / or written questioning • collection of learner documents • checklists This module can be linked to Module SWEMAT317A – Applying and interpreting mathematical information.

SUMMARY OF LEARNING OUTCOMES:

1. Critically read a discussion 2. Write a discussion

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LEARNING OUTCOMES: Learning outcome 1:

Critically read a discussion

Assessment criteria:

1.1 1.2 1.3 1.4

Conditions of assessment:

Text: • has length appropriate to purpose • presents more than one point of view • is authentic or adapted • contains at least 3 pieces of information ing viewpoint(s), including quantitative / statistical information • contains complex grammar and vocabulary Learners may use dictionaries. Responses: • may be spoken or written • need not be grammatically correct or in sentence form but errors must not interfere with meaning

Methods of assessment:

Learners read texts and answer questions

Learning outcome 2:

Write a discussion

Assessment criteria:

2.1 2.2 2.3 2.4

Identify topic of text Identify viewpoints in text Demonstrate understanding of ing evidence / information Demonstrate understanding of language features which viewpoints

2.5 2.6 2.7 2.8 2.9 2.10 2.11

Write a coherent discussion Use appropriate text structure Use linking devices to develop discussion Write coherent paragraphs that express arguments for and against and provide evidence to / substantiate arguments Use topic sentences to focus on and organise arguments within paragraphs Use appropriate conjunctive links Use grammatical structures of appropriate complexity in order to develop the discussion Use vocabulary appropriate for presenting different points of view Use punctuation to meaning Spell all words correctly Produce typed or legible handwritten text

Conditions of assessment:

Discussion is at least 300 words long. Learners may use dictionaries and / or spell-checks. Some errors may occur but these must not interfere with the intended meaning.

RANGE STATEMENT:

text structure refers to: • introduction • arguments (for and against) • conclusion

RESOURCE IMPLICATIONS:

To deliver this module authentic or adapted opinion texts are required.

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MODULE DETAILS:

Module K

Comprehending and composing expositions

Accredited course module code: Nominal duration

SWEEXP311A

60 hours

MODULE PURPOSE:

This module covers the reading skills required to interpret expositions as persuasive texts. It covers the skills to critically analyse and identify the language features and persuasive devices of expositions. It also covers the skills required to write expositions that put forward a single point of view on a topic.

PREREQUISITES:

Nil.

COREQUISITES:

Nil.

ASSESSMENT STRATEGY: Conditions of assessment:

Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. A minimum of two pieces of evidence for each learning outcome are required to ensure that the learners are able to comprehend or produce the language defined by the learning outcomes. This evidence can be collected through formative or summative assessment. However, if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence, learners should be informed of this process at the beginning of the course.

Methods of assessment:

Methods of gathering evidence may include: • verbal and / or written questioning • collection of learner documents • checklists This module can be linked to Module SWEMAT317A – Applying and interpreting mathematical information.

SUMMARY OF LEARNING OUTCOMES:

1. Critically read an exposition 2. Write an exposition

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LEARNING OUTCOMES: Learning outcome 1:

Critically read an exposition

Assessment criteria:

1.1 1.2 1.3 1.4

Conditions of assessment:

Text: • has length appropriate to purpose • presents one or more points of view • is authentic or adapted • contains at least 3 pieces of information ing viewpoint(s), including quantitative / statistical information • contains complex grammar and vocabulary Learners may use dictionaries. Responses: • may be spoken or written • need not be grammatically correct or in sentence form but errors must not interfere with meaning

Methods of assessment:

Learners read texts and answer questions.

Learning outcome 2:

Write an exposition

Assessment criteria:

2.1 2.2 2.3 2.4 2.5

Identify topic of text Identify viewpoints in text Demonstrate understanding of ing evidence / information Demonstrate understanding of language features which viewpoints

2.6 2.7 2.8 2.9 2.10 2.11 Conditions of assessment:

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Write a coherent exposition Use appropriate text structure Use techniques to arguments Use linking devices to develop exposition Use topic sentences to focus on and organise arguments within paragraphs Use appropriate conjunctive links showing reasons and conditions Use grammatical structures of appropriate complexity in order to develop exposition Use attitudinal lexis and persuasive language to argument Use punctuation to meaning Spell all words correctly Produce typed or legible handwritten text

Exposition is at least 300 words long. Learners may use dictionaries and / or spell-checks. Some errors may occur but these must not interfere with the intended meaning.

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RANGE STATEMENT:

text structure refers to: • statement of position • series of arguments to position • restatement of position techniques to arguments may include but not limited to: • explanation • description • evidence • statistics

RESOURCE IMPLICATIONS:

To deliver this module authentic or adapted exposition texts are required.

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MODULE DETAILS:

Module L

Comprehending and composing visual texts

Accredited course module code: Nominal duration

SWEVIS312A

60 hours

MODULE PURPOSE:

This module covers the skills and knowledge required to interpret and compose narrative and analytical visual texts.

PREREQUISITES:

Nil.

COREQUISITES:

Nil.

ASSESSMENT STRATEGY: Conditions of assessment:

Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. A minimum of two pieces of evidence for each learning outcome are required to ensure that the learners are able to comprehend or produce the language defined by the learning outcomes. This evidence can be collected through formative or summative assessment. However, if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence, learners should be informed of this process at the beginning of the course.

Methods of assessment:

Methods of gathering evidence may include: • collection of learner documents • verbal and / or written questioning • checklists This module can be linked to Module SWECAL316A – Comprehending and performing multiple-step calculations and Module SWEMAT317A – Interpreting and applying mathematical information.

SUMMARY OF LEARNING OUTCOMES:

1. Identify the features of a narrative image 2. Identify the features of a non-narrative image 3. Create an image to accompany a narrative or informational text

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LEARNING OUTCOMES: Learning outcome 1:

Identify the features of a narrative image

Assessment criteria:

1.1 Identify the social purpose of the image and how it relates to accompanying spoken or written text 1.2 Identify whether the image challenges conventions 1.3 Identify what is happening in the image in regard to participants and the vectors which show how they are interacting in the image, including thought processes shown through speech bubbles, if appropriate 1.4 Identify elements and circumstances in the image which develop the context within the image 1.5 Identify the degree of realism in the image 1.6 Identify the perspective of the image 1.7 Identify symbolic elements within the image 1.8 Identify the placement of elements within the image 1.9 Identify how the participants engage with the viewer 1.10 Identify how participants are given salience

Conditions of assessment:

Image must be part of a multimodal print or online text. Description provided by the learner: • may be spoken or written • is at least 200 words long • need not be grammatically correct or in sentence form but errors must not interfere with meaning

Learning outcome 2:

Identify the features of a non-narrative image

Assessment criteria:

2.1 Identify the social purpose of the image and how it relates to accompanying spoken or written text 2.2 Identify information the image is providing 2.3 Identify if the image is showing how different objects relate to one another (classification) or how objects form a whole (analytical) 2.4 Identify how the elements of the image are related to one another 2.5 Identify the use of colour, icons and symbols within the image, where appropriate

Conditions of assessment:

Image must be part of a multimodal print or online text. Description provided by the learner: • may be spoken or written • is at least 200 words long • need not be grammatically correct or in sentence form but errors must not interfere with meaning

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Learning outcome 3:

Create an image to accompany a narrative or information text

Assessment criteria:

3.1 Create a narrative image or non-narrative image to accompany a written text or spoken presentation 3.2 Report how image was created using visual conventions and how image relates to written or spoken text

Conditions of assessment:

Image must be part of a multimodal print, spoken or online text. Report on image is at least 150 words long. Reports need not be grammatically correct or in sentence form but errors must not interfere with meaning.

Methods of assessment:

Learners create images and use checklist guide to write or talk about how they composed their images.

RANGE STATEMENT:

placement of elements refers to: • left (familiar) • right (new) • top (ideal) • bottom (real) how participants engage with the viewer may include but not limited to: • through direct or averted gaze (involvement / detachment) • close-up versus long-shot (social distance) • high and low angles (power) salience may include but not limited to: • placement • colour • lighting • balance how the elements of the image are related to one another may include but not limited to: • classification images may use montage, organisational charts or networks • analytical images may use spatial placement on page, maps, graphs, timelines

RESOURCE IMPLICATIONS:

To deliver the module access to narrative and non-narrative images in authentic print and online multimodal texts is required.

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MODULE DETAILS:

Module M

Comprehending news stories and ments

Accredited course module code: Nominal duration

SWEADS313A

60 hours

MODULE PURPOSE:

This module covers the reading skills required to locate and interpret news stories and ments. It includes reading and interpreting visual texts, which these texts.

PREREQUISITES:

Nil.

COREQUISITES:

Nil.

ASSESSMENT STRATEGY: Conditions of assessment:

Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. A minimum of two pieces of evidence for each learning outcome are required to ensure that the learners are able to comprehend or produce the language defined by the learning outcomes. This evidence can be collected through formative or summative assessment. However, if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence, learners should be informed of this process at the beginning of the course.

Methods of assessment:

Methods of gathering evidence may include: • verbal and / or written questioning • collection of learner documents • checklists This module can be linked to Module SWEMAT317A – Applying and interpreting mathematical information.

SUMMARY OF LEARNING OUTCOMES:

1. Demonstrate understanding of a news article 2. Interpret an ment

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LEARNING OUTCOMES: Learning outcome 1:

Demonstrate understanding of a news article

Assessment criteria:

1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9

Locate topic Demonstrate understanding of headline Identify topic and point of view of article Demonstrate understanding of main information in article Demonstrate understanding of details including any mathematical information Identify people / organisations referred to in article Demonstrate understanding of information given by sources Identify attitudinal lexis used to promote point of view Identify type of visual and how it s written text

Conditions of assessment:

Article: • is at least 300 to 350 words in length • is an authentic text or adapted from an authentic text • contains reported speech • contains at least 4 pieces of information • may contain headline with common, familiar idiomatic language • is accompanied by a graph or image Learners may use dictionaries. Responses: • may be spoken or written • need not be grammatically correct or in sentence form but errors must not interfere with meaning

Methods of assessment:

Learners scan and locate relevant news or current affairs articles in online or print media publications and read and answer questions on located news articles.

Learning outcome 2:

Interpret an ment

Assessment criteria:

2.1 Identify the intention of ment 2.2 Locate specific information given in ment 2.3 Interpret persuasive devices

Conditions of assessment:

ment: • should contain visual element and promotional material • may be authentic or adapted from authentic text • contains persuasive devices Learners may use dictionaries. Responses: • may be spoken or written • need not be grammatically correct or in sentence form but errors must not interfere with meaning

Methods of assessment:

Learners read and answer questions on ments.

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RANGE STATEMENT:

Locate topic may include but not limited to: • through web menu • through contents list • search by scanning for relevant information • reading headlines • rolling over texts, headings and visuals persuasive devices may include but not limited to: • attitudinal lexis • visual imagery • colour • layout • mathematical information

RESOURCE IMPLICATIONS:

To deliver the module learners must have access to media print and / or online resources.

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MODULE DETAILS:

Module N

Comprehending and giving complex instructions

Accredited course module code: SWEINS314A Nominal duration

60 hours

MODULE PURPOSE:

This module covers the skills required to understand and give complex spoken instructions and also to read complex written instructions required to function in community, work and furtherstudy contexts. Instructions may either be procedures or protocols. A procedure is a text that describes how something is to be accomplished through a sequence of actions or steps. A protocol sets out the conditions under which something is to be done.

PREREQUISITES:

Nil.

COREQUISITES:

Nil.

ASSESSMENT STRATEGY: Conditions of assessment:

Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. A minimum of two pieces of evidence for each learning outcome are required to ensure that the learners are able to comprehend or produce the language defined by the learning outcomes. This evidence can be collected through formative or summative assessment. However, if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence, learners should be informed of this process at the beginning of the course.

Methods of assessment:

Methods of gathering evidence may include: • performance of a task or activity • verbal and / or written questioning • teacher observation • audio and / or video recording to assess performance

SUMMARY OF LEARNING OUTCOMES:

1. Demonstrate understanding of complex instructions in a spoken exchange 2. Give complex instructions in a spoken exchange 3. Demonstrate understanding of complex written instructions

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LEARNING OUTCOMES: Learning outcome 1:

Demonstrate understanding of complex instructions in a spoken exchange

Assessment criteria:

1.1 Demonstrate understanding of a set of instructions 1.2 Use interaction strategies appropriate to complex spoken instructions 1.3 Demonstrate understanding of markers of time, manner and place, where appropriate 1.4 Demonstrate understanding of implicit commands 1.5 Demonstrate understanding of conditional clauses

Conditions of assessment:

Exchange: • contains a procedure or protocol with at least 8 instructions • has instructions that are appropriate to context but not previously encountered as a classroom activity • is on a relevant topic • is spoken by an interlocutor • contains numerical specifications Learners are allowed time to respond to each instruction and may ask for repetition or clarification. Responses: • must identify at least 6 pieces of information • may be spoken or written • need not be grammatically correct or in sentence form but errors must not interfere with meaning

Learning outcome 2:

Give complex instructions in a spoken exchange

Assessment criteria:

2.1 Give a set of at least 8 instructions in a spoken exchange which is readily understood by the interlocutor 2.2 State purpose clearly before commencing the steps 2.3 Give instructions in correct sequence 2.4 Respond to requests for clarification 2.5 Use conditional clause(s) 2.6 Use imperative clauses including negatives 2.7 Use markers of time, manner and place 2.8 Pronounce key words and utterances with sufficient sound clarity, stress and intonation to be intelligible to the interlocutor, or respond to requests for clarification 2.9 Use pausing to divide information

Conditions of assessment:

Exchange: • is largely monologic • is on a familiar and relevant topic • contains numerical specifications Some errors may occur but these must not interfere with intended meaning.

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Learning outcome 3:

Demonstrate understanding of complex written instructions

Assessment criteria:

3.1 Identify topic 3.2 Demonstrate understanding of actions required and sequence 3.3 Demonstrate understanding of grammatical structures signalling required action 3.4 Demonstrate understanding of technical vocabulary

Conditions of assessment:

Text: • has approximately 10 instructions • may contain numerical information • is authentic or adapted from authentic text • is either a procedure, a protocol or combination of both Learners may use dictionaries. Responses: • may be performed, spoken or written • need not be grammatically correct or in sentence form but errors must not interfere with meaning

RANGE STATEMENT:

grammatical structures signalling required action may include but not limited to: • imperatives • conditional / hypothetical clauses • negation • modality

RESOURCE IMPLICATIONS:

To deliver the module audio and / or video recordings and recording equipment is required, as well as other equipment required for the performance of the task.

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MODULE DETAILS:

Module O

Language skills for jobseeking

Accredited course module code: SWEJOB315A Nominal duration

60 hours

MODULE PURPOSE:

This module covers the skills required to read a job ment, write a simple résumé / CV and telephone about a job ment.

PREREQUISITES:

Nil.

COREQUISITES:

Nil.

ASSESSMENT STRATEGY: Conditions of assessment:

Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. A minimum of two pieces of evidence for each learning outcome are required to ensure that the learners are able to comprehend or produce the language defined by the learning outcomes. This evidence can be collected through formative or summative assessment. However, if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence, learners should be informed of this process at the beginning of the course.

Methods of assessment:

Methods of gathering evidence may include: • performance of a task or activity • verbal and / or written questioning • collection of learner documents • teacher observation • checklists • audio and / or video recording to assess performance

SUMMARY OF LEARNING OUTCOMES:

1. Analyse a job ment 2. Write a résumé / CV 3. Telephone about a job

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LEARNING OUTCOMES: Learning outcome 1:

Analyse a job ment

Assessment criteria:

1.1 Select job ment relevant to own qualifications, experience and aspirations 1.2 Identify key information in ment 1.3 Demonstrate understanding of vocabulary used in ment

Conditions of assessment:

ments are authentic. Learners may use dictionaries. Responses: • may be spoken or written • need not be grammatically correct or in sentence form but errors must not interfere with meaning

Learning outcome 2:

Write a résumé / CV

Assessment criteria:

2.1 2.2 2.3 2.4 2.5 2.6

Conditions of assessment:

Résumé / CV is: • 1 page minimum in length • word processed Learners may use dictionaries and / or spell-checks.

Learning outcome 3:

Telephone about a job

Assessment criteria:

3.1 3.2 3.3 3.4 3.5 3.6

Conditions of assessment:

Call can be simulated or authentic.

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Select appropriate résumé / CV structure and format Write a résumé / CV Write about self appropriately Date information appropriately and consistently Use appropriate grammatical structures Use appropriate technical and work-related vocabulary to describe education, training, skills and employment history 2.7 Spell all words correctly

Participate in role-play of a jobseeking telephone conversation Use appropriate staging for telephone exchanges Ask for information Make statements, ask and answer questions and give Sustain conversation Use accurate vocabulary and grammatical structures appropriate to setting and 3.7 Pronounce utterances intelligibly so that delivery does not impede comprehension, or use strategies such as reformulation or repetition to clarify meaning

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Methods of assessment:

Learners undertake role plays enquiring about topics such as • an employment / work-experience opportunity • a position and participate in a short informal interview

RANGE STATEMENTS:

key information in ments may include but not limited to: • job title • location • duties • information • closing date • work hours • rates of pay Write about self appropriately may include but not limited to: • education • training • skills • employment history • personal attributes • key achievements appropriate staging for telephone exchanges refers to: • greeting • identify self • state business • provide additional relevant information • pre-closing • closing Sustain conversation may include but not limited to: • take turns • confirm • clarify • repair • identify topic shifts

RESOURCE IMPLICATIONS:

To deliver the module the following resources are required: • authentic job ments • audio and / or video recordings • recording equipment

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MODULE DETAILS:

Module P

Comprehending and performing multiplestep calculations

Accredited course module code: SWECAL316A Nominal duration

60 hours

MODULE PURPOSE:

This module covers the skills to perform the mathematical operations of multiplication and division in familiar contexts, including calculations with whole dollars.

PREREQUISITES:

Nil.

COREQUISITES:

Nil.

ASSESSMENT STRATEGY: Conditions of assessment:

Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. A minimum of two pieces of evidence for each learning outcome are required to ensure that the learners are able to comprehend or produce the language defined by the learning outcomes. This evidence can be collected through formative or summative assessment. However, if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence, learners should be informed of this process at the beginning of the course.

Methods of assessment:

Methods of gathering evidence may include: • collection of learner documents • verbal and / or written questioning • projects • observation of classroom tasks • observation of simulated workplace tasks

SUMMARY OF LEARNING OUTCOMES:

1. Carry out multiple-step calculations 2. Apply measurement techniques to problem solving 3. Comprehend and construct tabular and graphical information

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LEARNING OUTCOMES: Learning outcome 1:

Carry out multiple-step calculations

Assessment criteria:

1.1 1.2 1.3 1.4

Conditions of assessment:

Tasks must include written texts. Learners may use a combination of mental arithmetic and calculators. Responses: • may be spoken or written • need not be grammatically correct or in sentence form but errors must not interfere with meaning

Learning outcome 2:

Apply measurement techniques to problem solving

Assessment criteria:

2.1 Select and use appropriate units and notations for calculating area and volume 2.2 Use simple rates to estimate, calculate and compare distances, times and costs 2.3 Convert between metric units 2.4 Select appropriate measuring instruments to read scales accurately and estimate between given graduations

Conditions of assessment:

Learners may use a combination of mental calculation and calculators. Responses: • may be spoken, written or through the use of concrete materials • need not be grammatically correct or in sentence form but errors must not interfere with meaning

Learning outcome 3:

Comprehend and construct tabular and graphical information

Assessment criteria:

3.1 Demonstrate understanding of amounts and quantities represented in tables and graphs 3.2 Construct a simple survey to generate data 3.3 Tabulate responses 3.4 Analyse responses to survey using appropriate mathematical tools and concepts 3.5 Determine spread of data 3.6 Tabulate data and represent this in a simple histogram, bar graph or pie chart

Conditions of assessment:

Learners may use computer software such as Excel.

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Solve problems which require selecting more than one operation Perform tasks which require an understanding of rate Perform tasks which require an understanding of ratio Calculate and convert between decimals, percentages and fractions 1.5 Make estimates and check against calculations 1.6 Determine averages of a set of numbers and relate these to their use and meaning in everyday contexts 1.7 Calculate simple probabilities and relate the concept of probability to everyday meanings of chance, odds and likelihood

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RANGE STATEMENTS:

rate may include but not limited to: • litres per kilometre • dollars per metre • dollars per hour averages refers to: • mean • median • mode appropriate mathematical tools and concepts may include: • percentages • frequency • spread • averages

RESOURCE IMPLICATIONS:

To deliver the module measuring instruments and calculators are required.

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MODULE DETAILS:

Module Q

Applying and interpreting mathematical information

Accredited course module code: SWEMAT317A Nominal duration

60 hours

MODULE PURPOSE:

This module covers the skills to interpret complex maps and plans, to apply mathematical skills and methods for problem solving and to analyse mathematical information embedded in texts. Computer software packages and online maps should be used to enhance learning.

PREREQUISITES:

Nil.

COREQUISITES:

Nil.

ASSESSMENT STRATEGY: Conditions of assessment:

Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. A minimum of two pieces of evidence for each learning outcome are required to ensure that the learners are able to comprehend or produce the language defined by the learning outcomes. This evidence can be collected through formative or summative assessment. However, if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence, learners should be informed of this process at the beginning of the course.

Methods of assessment:

Methods of gathering evidence may include: • collection of work samples • collection of learner documents • verbal and / or written questioning • projects • observation of tasks • observation of simulated workplace tasks

SUMMARY OF LEARNING OUTCOMES:

1. Interpret complex maps and plans 2. Apply mathematical skills and methods for problem solving 3. Analyse mathematical and statistical information embedded in texts

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LEARNING OUTCOMES: Learning outcome 1:

Interpret complex maps and plans

Assessment criteria:

1.1 1.2 1.3 1.4

Conditions of assessment:

Maps / plans are authentic print or online. Responses: • may be spoken or written or through use of concrete materials • need not be grammatically correct or in sentence form but errors must not interfere with meaning

Learning outcome 2:

Apply mathematical skills and methods for problem solving

Assessment criteria:

2.1 Recognise mathematics in everyday problems and decisionmaking tasks 2.2 Identify mathematical skills and methods appropriate for solving everyday problems and making decisions 2.3 Identify and sequence steps involved in problem solving and decision making 2.4 Interpret simple mathematical formulae and models 2.5 Recognise proportional and inversely proportional relationships 2.6 Perform transposition of simple formulae to solve problems 2.7 Use mathematical formulae and models to solve everyday problems and to make decisions 2.8 Check solutions or decisions reached using mathematics

Conditions of assessment:

Learners can use calculators. Responses: • may be spoken, written or demonstrated • need not be grammatically correct or in sentence form but errors must not interfere with meaning

Learning outcome 3:

Analyse mathematical and statistical information embedded in texts

Assessment criteria:

3.1 Give examples of statistics used in everyday contexts 3.2 Locate mathematical information embedded in or accompanying print or online texts 3.3 Interpret mathematical information embedded in or accompanying print or online texts 3.4 Identify whether mathematical information reflects, extends or enhances written information 3.5 Evaluate the validity of mathematical or statistical information presented in text

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Read scale to calculate distance between points and area Describe location in of coordinates Use key / symbols to identify features in map / plan Locate world time zones using an Internet site

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Conditions of assessment:

Texts containing mathematical information: • are authentic print or online • should be on a subject familiar or directly relevant to learners’ contexts Responses: • may be spoken, written or demonstrated • need not be grammatically correct or in sentence form but errors must not interfere with meaning

Methods of assessment:

Learners identify information that s the claims or conclusions in the text and, where appropriate, identifies ambiguous, erroneous or insufficient evidence.

RANGE STATEMENTS:

models may include but not limited to: • street directories and other scaled models • a simple budget • dress patterns • floor plan

RESOURCE IMPLICATIONS:

To deliver this module maps, plans and texts containing mathematical information are required, as well as access to the Internet.

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APPENDIX

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Appendix A Review changes comparison table – CSWE III 2008–2013 Version

2013–2018 Version

Nominal hours 400 hours Module A – 40 hours Other modules – 60 hours

500 hours Module SWELRN301A – 20 hours Other modules – 60 hours

Course rules Completion of 7 modules – 1 core + 6 elective modules

Completion of 9 modules – 1 core + 8 elective modules including at least 2 from spoken text and at least 2 from written text electives + 700 hours of out-of-class study

Nominal hours

Increased to reflect the volume of learning required by the AQF for a Certificate III level qualification. Module changes Terminology changed to reflect current approaches to teaching language and to focus on what language s do with language rather than focusing on skills. Increased number of modules from 7 to 9 required for successful course completion to achieve the breadth and depth of learning required for a Certificate III level qualification. Additions Module SWEVIS312A – Comprehending and composing visual texts has been added, particularly at the request of schools. Numeracy Two numeracy modules have been maintained but they have been significantly revised to focus more on multi-step mathematical operations and interpreting and applying mathematical knowledge. These have been developed for those EAL learners who may also need to develop numeracy skills and not just become familiar with the English of mathematics. The integration of the language of numeracy into the spoken and written learning outcomes has been strengthened. Technology More opportunities to use computer technology and social media have been included. LO changes Learning outcomes and assessment criteria in some modules have been reworked to provide more clarity and specification. Some learning outcomes have been rearranged across modules, especially those relating to reading and writing skills to provide a consistent focus on text-types rather than skills eg: learning outcomes related to narrative texts were combined into Module SWENAR309A – Comprehending and composing narrative texts. Rearranging learning outcomes across modules enables some modules to focus on texts for particular contexts eg: jobseeking. The learning outcome related to developing a learning plan has been deleted from Module SWELRN301A – Advanced learning strategies as this is now done in various contexts with counsellors and is not relevant in others. However it is still listed as a sample task. Learning outcomes related to preparing to write have been deleted. More sample tasks have been added where requested.

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Equivalence key ME PE NE =

Full module equivalence Partial equivalence – only one learning outcome equivalence No equivalence – new module LO equivalence Equivalent modules accepted for credit transfer

CSWE III 2008

CSWE III 2013 10364NAT Certificate III in Spoken and Written English ME

CSWE III A CSWE III A

Learning outcome 2 Learning outcome 3

= =

Module A SWELRN301A Advanced learning strategies Learning outcome 1 Learning outcome 2

CSWE III

B

ME

Module B SWECON302A Comprehending and participating in casual conversation

CSWE III

C

ME

Module C SWEEXC303A Comprehending and negotiating complex exchanges

CSWE III

D

ME

Module D SWEINT304A Comprehending and participating in interviews

CSWE III

E

ME

Module E SWEPRE305A Comprehending and conducting presentations

CSWE III

F

ME

Module F SWEDIS306A Comprehending and participating in discussions

CSWE III

L

ME

Module G SWECOR307A Composing formal correspondence and completing formatted texts

CSWE III CSWE III

CSWE III CSWE III

H M

K N

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Learning outcome 1 Learning outcome 2

Learning outcome 2 Learning outcome 2

= =

Module H SWEINF308A Comprehending and composing information texts Learning outcome 1 Learning outcome 2

= =

Module I SWENAR309A Comprehending and composing narrative texts Learning outcome 1 Learning outcome 2

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CSWE III CSWE III

CSWE III CSWE III

J P

J O

Learning outcome 1 Learning outcome 2

Learning outcome 1 Learning outcome 2

= =

Module J SWEDSN310A Comprehending and composing discussions Learning outcome 1 Learning outcome 2

= =

Module K SWEEXP311A Comprehending and composing expositions Learning outcome 1 Learning outcome 2

NE

CSWE III CSWE III

CSWE III CSWE III CSWE III

I J

G G H

Learning outcome 2 Learning outcome 2

Learning outcome 1 Learning outcome 2 Learning outcome 2

= =

Module M SWEADS313A Comprehending news stories and ments Learning outcome 1 Learning outcome 2

= = =

Module N SWEINS314A Comprehending and giving complex instructions Learning outcome 1 Learning outcome 2 Learning outcome 3

PE

CSWE III

CSWE III CSWE III CSWE III

Q

R R S

Learning outcome 1

Learning outcome 1 Learning outcome 2 Learning outcome 1

=

Module O SWEJOB315A Language skills for jobseeking Learning outcome 2

= = =

Module P SWECAL316A Comprehending and performing multiple-step calculations Learning outcome 1 Learning outcome 2 Learning outcome 3

PE

CSWE III

S

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Learning outcome 2

Module L SWEVIS312A Comprehending and composing visual texts

=

Module Q SWEMAT317A Applying and interpreting mathematical information Learning outcome 1

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