Cswe III - V1.4 - Curriculum Document

10364NAT Certificate III inSpoken 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 2 THE CURRICULUM FRAMEWORK 3 ▪ ▪ ▪ ▪ 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 ▪ ▪ ▪ ▪ ▪ 22 Language learning Language as a social resource for making meaning The study of grammar Spoken and written language Numeracy in the curriculum framework ASSESSMENT ▪ ▪ ▪ ▪ ▪ 7 26 Criterion-referenced assessment Achievement assessment Assessment as a continuous process Formality of assessment Assessors INSTITUTIONAL PLANNING 29 SYLLABUS DESIGN 31 ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ A text-based framework Objectives Methodology Designing a syllabus Modules and syllabus design Learning outcomes and syllabus design Certificate levels and syllabus design Steps in syllabus design GLOSSARY 40 REFERENCES 50 COURSE INFORMATION Section A ▪ Copyright and course classification information Section B ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ 55 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 ▪ 54 71 Module information APPENDIX – COURSE CODES A. Comparison table: 2008 to 2013 courses 124 . 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH GENERAL INFORMATION Version 1. May 2013 © NSW AMES . 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 feedback survey. Version 1. NSW AMES wishes to thank: Course developers – Helen de Silva Joyce and Keiko Yasukawa Review panel members 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. May 2013 2 © NSW AMES .10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH ACKNOWLEDGEMENTS For their input into this sixth edition of the Certificates in Spoken and Written English. course length.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH THE CURRICULUM FRAMEWORK History Since 1992. teachers and other participants in a range of English as an additional language (EAL) language and literacy teaching contexts. seek and maintain employment and participate in the general community. Science. 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. TAFE colleges. nationally registered 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. 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. 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). private providers. The original single Certificate in Spoken and Written English was accredited in 1992. May 2013 3 © NSW AMES . literacy and numeracy courses ▪ allow for variation in learning pace. 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. 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. 2002. 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. The Course in Preliminary Spoken and Written English and the Certificates I. 2008 and 2013. the Adult and Community Education (ACE) sector. NSW AMES subsequently developed the six courses which were reaccredited in 1997. through the NSW Vocational Education and Training Accreditation Board (NSW VETAB). Research and Tertiary Education (DIISRTE). universities. Indigenous education and in Intensive English Centres (IECs) in NSW state schools. Innovation. corrective services programs. The following table outlines the learning focus of the five levels that constitute the CSWE curriculum framework. 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+ Version 1. nationally consistent framework for all qualifications in post-compulsory education and training in Australia.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH ▪ ▪ ▪ ▪ ▪ describe progression in language learning in terms of interacting with increasingly demanding contexts of language use support 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 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). The AQF levels provide a comprehensive. May 2013 4 ACSF Pre-Level 1 ACSF Level 1 ACSF Level 2 ACSF Level 3 ACSF Level 4 ACSF Level 4 © NSW AMES . Elective modules focus on different text-types and skills that can be selected according to the needs of learners or learner groups. Version 1. 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. Writing skills This skill area is concerned with learners’ ability to produce written texts. such as workplaces and study contexts. Core modules aim to develop essential skills. which includes independent learning strategies. The modules cover different aspects of language and mathematical learning. effective participation in formal learning environments and understanding the role of assessment. Learning strategies This skill area is concerned with the role that learners play in their own language development. Reading skills This skill area is concerned with learners’ ability to comprehend written texts. 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. and applied to a wide variety of learner groups. Numeracy skills This skill area is concerned with learners’ ability to use mathematical knowledge and concepts to comprehend texts and solve problems. working with measurement and calculations. learning strategies. Speaking skills This skill area is concerned with learners’ ability to produce monologic texts and participate in dialogic interpersonal and transactional texts.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH Modules At each certificate level. May 2013 5 © NSW AMES . This modular structure allows for: ▪ ▪ ▪ self-paced learning where the emphasis is on flexibility to meet individual learner needs and abilities criterion-referenced assessment. written reports. The following table outlines the skill areas covered by the modules. The modules are expressed in general terms and can therefore be adapted to different educational contexts. They define texts or skills with which learners may need to engage eg: casual conversations. learners must complete a specified number of core and elective modules to ensure that they cover all the macroskills. Listening skills This skill area is concerned with learners’ ability to comprehend dialogic and monologic spoken interpersonal and transactional texts. written information texts. May 2013 6 © NSW AMES . 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 terms of complexity and length ▪ range of mathematical skill ▪ acceptable response types ▪ the amount of assistance allowed ▪ suggestions for sample tasks Version 1. 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.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH Learning outcomes Learning outcomes describe what learners are expected to do at the end of a course of study. Assessment criteria specify the minimal performance required and provide information for learners and teachers on what is being assessed and against what standard. au.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH OVERVIEW OF THE CERTIFICATE LEVELS NOTE: For translations of CSWE I–III overviews.edu. 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 Version 1.ames. May 2013 7 © NSW AMES . go to the Publications Section of the NSW AMES website at www. 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. May 2013 8 © NSW AMES . Version 1.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. May 2013 9 © NSW AMES . 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 Version 1. 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. May 2013 10 © NSW AMES . Version 1. 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. May 2013 11 © NSW AMES . 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 Version 1. 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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 advertisement 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. May 2013 12 © NSW AMES . Version 1. 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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 Version 1. May 2013 13 © NSW AMES . May 2013 14 © NSW AMES .10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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 advertisements 1 Demonstrate understanding of a news article 2 Interpret an advertisement 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 advertisement 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. Version 1. 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 advertisement 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 advertisements 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 Version 1. May 2013 15 © NSW AMES .10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 10366NAT Certificate IV in Spoken and Written English – Employment Course rules Refer to Certificate IV in Spoken and Written English – Employment curriculum document. May 2013 16 © NSW AMES . Version 1.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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 contact with customers Identify customer needs Deliver service to customers Process customer feedback Note: Codes are accredited course module codes. May 2013 17 © NSW AMES . 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.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. 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 support presentation Deliver a presentation Version 1. 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. Version 1. May 2013 18 © NSW AMES . 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 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH © NSW AMES .Version 1. Handles complex detailed argumentation well 8 Very good user Has fully operational command of the language: appropriate. particularly in familiar situations 6 Competent user 6. Should be able to handle basic communication in own field 5 Modest user Has generally effective command of the language despite some inaccuracies.5 Has operational command of the language. though with occasional inaccuracies. though is likely to make many mistakes. Can use and understand fairly complex language. specialised vocabulary and abstraction Complex task organisation and analysis Level 4  Autonomous Accesses and evaluates support Adaptable across range of contexts Specialised in one or more contexts Highly complex texts with highly embedded information. May 2013 Advanced Proficiency descriptors 19 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. coping with overall meaning in most situations. inappropriacies and misunderstandings in some situations. 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. inappropriacies and misunderstandings. accurate and fluent with complete understanding 9 Expert user 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 support from range of established resources Range of contexts with some specialisation Complex texts with embedded info. 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. Generally handles complex language well and understands detailed reasoning 7 Good user Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. 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. 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-user familiar vocabulary Essentially has no ability to use the language beyond Explicit tasks possibly a few isolated words 2 Intermittent user Able to satisfy immediate. 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. predictable needs. Has frequent problems in understanding and expression. Frequent breakdowns in communication occur Able to satisfy basic everyday transactional needs 1– Minimum creative proficiency 3 Extremely limited user 1 Basic transactional proficiency Able to satisfy everyday transactional needs and limited social needs 1+ Transactional proficiency 4 Limited user 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. predictable areas of need.Intermediate Post-beginner Version 1. May 2013 20 Beginner Basic competence is limited to familiar situations. using predominantly formulaic language Conveys and understands only general meaning in very familiar situations. Is not able to use complex language Able to satisfy basic social needs. recreation and linguistically undemanding vocational fields CSWE III 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH © NSW AMES . org/ScaleLevels. May 2013 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.org/institutions/test_format_and_results/ielts_band_scores.ielts.aspx International English Language Testing System – http://www.html Unable to communicate in the language 0 Zero proficiency 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 21 © NSW AMES .Version 1.innovation.au/Skills/LiteracyAndNumeracy/AustralianCoreSkillsFramework/Pages/default.islpr.aspx International Second Language Proficiency – http://www.gov. Texts are socially constructed and socially purposeful. May 2013 22 © NSW AMES . phonology and graphology. 3 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. They have varying levels of proficiency in English. Using language involves choosing from systems of text structure. 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). 2 Learning through language Learning through language involves using the resources of language to interact with new knowledge and ideas. learners bring to the process a very diverse range of resources in relation to all three aspects of learning. In the context of learning English as an additional language. vocabulary. work and community involvement and they have diverse linguistic and educational backgrounds. for learning through English and for learning about English. 2 Tenor is the relationship between the participants and how the participants feel about each other and the situation. This relationship is determined by three register variables: 1 Field is the topic or the subject matter being talked or written about. They are patterned in distinctive ways to achieve particular goals. Version 1. Texts are units of language that are meaningful within social contexts because they: ▪ fulfil a social purpose identifiable through their structure and language patterns ▪ are shaped by and at the same time help to shape the social contexts in which they occur ▪ are internally coherent so as to form unified wholes Texts relate systematically to the contexts in which they occur. different kinds of knowledge and goals in relation to education. grammar. They therefore have different resources and needs for learning English. Systemic Functional Linguistics (SFL) is a social theory of language that is concerned with language as text occurring in sociocultural contexts. Learning language therefore involves learning to choose from these systems in ways that enable language users to communicate effectively in a variety of contexts.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. so that learners are enabled to participate in the language and literacy practices of the culture (Joyce 1992). Spoken texts are important in the production of written texts and are often produced in response to written texts. places to visit and the best airline deals Version 1. learners will expand their meaning potential in English. the best time to travel. 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. May 2013 Go online to research flight times and costs Contact a travel agent for assistance Discuss options with friends and colleagues 23 Book and pay for the flight online Receive and read travel documents Discuss travel plans with friends © NSW AMES . 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. describe and evaluate the kinds of meanings that learners are making in their speaking and writing. The teaching of a written text needs to be supported by teaching the oral language which surrounds it in the social situation and vice versa. 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 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). 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. It is important that learners develop an understanding of the underlying systems of grammar as part of their formal language learning. 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. Language users use their knowledge about text structure and register to predict the language for any given situation. Ask friends about the destination. Language syllabuses should reflect this integration of spoken and written language.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 3 Mode refers to whether the interactants are communicating through spoken or written language. They also make predictions about the context from the language used. This also enables teachers and learners to see. By expanding resources of grammar and by learning how grammatical choices construct different kinds of meanings. Spoken texts and written texts relate closely to one another in any given social context. 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. 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. 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. 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. May 2013 24 © NSW AMES . where this is appropriate. time. 2 Developing mathematical knowledge and skills For those students who need to develop mathematical knowledge and skills. number CSWE I. CSWE IV – Employment and Further Studies have no specific language of mathematics focus. Consequently. including relevant numerical information eg: time. money. as can be seen in the following examples of the CSWE modules. These can be taught as stand-alone modules but it is recommended that they be taught in conjunction with the language 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. the CSWE curriculum framework provides modules that focus on learning mathematics. many of the learning outcomes focus on the language of mathematics in the assessment criteria and / or in the conditions and methods of assessment. For example.2 Demonstrate understanding of explicitly stated information. workload / shift arrangements. 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.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. It is also recommended that teachers delivering programs that focus on the development Version 1. errors on pay advice slip. 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. Version 1, May 2013 25 © NSW AMES 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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 Registered Training Organisations 2012 – The NVR registered 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 ▪ 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. Version 1, May 2013 26 © NSW AMES 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 2 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. 4 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 account 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 ▪ the level and degree of educational background of the learner Version 1, May 2013 27 © NSW AMES Certificate I Certificate IV – Further Studies ▪ 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.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH This is made clearer in the following comparison of the different assessment needs of learners at Certificate I and Certificate IV levels. These learners may be assessed under authentic examination conditions. is likely to require some assistance. NOTE: All assessors must meet the qualifications requirements outlined in Section B. in particular. one can act as interlocutor while the other acts as observer / assessor. This will assist them to prepare for the examinations that they plan to undertake before entering or re-entering tertiary study. ▪ These learners should not be expected to undertake assessment tasks under examination conditions with strict time limits. Teachers should have the opportunity to participate in regular moderation sessions to support consistency in assessment decisions and to ensure the tasks used are valid. Version 1. other appropriately trained teachers or program managers may assist in this process. ▪ ▪ These learners should be introduced slowly to formal assessment. Assessors In most cases. They should be made aware that assessment is an essential component of each course. The assessment of spoken language learning outcomes. assessments will be undertaken by the class teacher. However. then the assessments should be audio or visually recorded so that the teacher can analyse the performances. May 2013 28 © NSW AMES . If the class teacher has access to a support teacher. If the class teacher is the interlocutor for oral assessments and has no support. 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. Version 1, May 2013 29 © NSW AMES 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 1 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 2 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 terms 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. 4 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 Version 1, May 2013 30 © NSW AMES 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 5 ▪ 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 ▪ 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 terms 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 support learners in moving from supported 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, supported deconstruction and supported 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: Version 1, May 2013 31 © NSW AMES Syllabus can be defined as a plan of what is to be taught in a language program. Curriculum is concerned with the planning. Therefore. it is important to understand what is meant by the terms curriculum and syllabus and the definitions offered below (Nunan 1988) help to make the distinction clear. objectives. 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. skills and tasks. is inadequate as a description of language in context. They operate at the level of curriculum and do not provide detailed syllabus specifications. management and administration of education programs. grammar. The assessment criteria must be developed in a way that acknowledges their relationship to the Version 1. the workplace and the community.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH ▪ 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 Designing a syllabus The modules within the Certificates I–IV in Spoken and Written English contain descriptions of intended outcomes of a course of study. ▪ 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 features of the contexts in which they occur. It also gives an indication of the order in which these elements should be taught. eg: Demonstrate understanding of a short written information text. ▪ The overall statement of a learning outcome taken alone. text-types. It is based on an understanding that different contexts make different demands on the language user and that complexity is related to the features of texts. evaluation. phonology. ▪ From Pre-CSWE to Certificate III. A syllabus may contain all or any of the following: topics. the full learning outcome. 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. May 2013 32 © NSW AMES . Within the CSWE curriculum framework. However. ▪ Through the five levels. and the role and the expectations of the learner. provides a broad description of language use in context. which includes assessment criteria and conditions of assessment. 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. Teachers and / or syllabus designers play a key role in developing syllabus documents which contextualise the modules for specific groups of learners. the language described becomes more complex. This increasing complexity is not based on a traditional progression of grammatical structures. Modules and syllabus design Before describing the syllabus design process in more detail. implementation. a group of teachers working collaboratively or a syllabus designer. In this way. but learn to use language creatively and appropriately to achieve their diverse goals. 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 both cases. It is simply to say that in teaching to criteria the relationship to the context must be maintained. 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. In grounding the curriculum in syllabus documents. May 2013 33 © NSW AMES .10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH overall context and purpose. To avoid a narrow and constraining view of learning outcomes. ▪ In designing courses for any CSWE level. This is not to say that a lesson or a teaching segment cannot focus on a particular criterion. Decisions must be arrived at collaboratively within the institution or teaching centre to ensure that articulation from course to course promotes effective language learning. 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. It may be that different topics and / or text-types are assigned to different syllabuses within a level. learners are not constrained in their language development to a narrowly defined set of performances. ▪ Modules focusing on listening and speaking skills. the learning outcomes must remain constant and intact and be consistently applied in order to provide a consistent curriculum framework. ▪ Learning outcomes provide explicit statements of educational intent. However. This will enable learners to understand the relationship of language to context and to begin to build knowledge of the underlying systems of language. 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. the relationship of these text features to the overall learning outcome must be made clear. 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. Certificate levels and syllabus design Many learners will attend more than one course within an institution or teaching centre. 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. These courses may be within a particular level or across different levels. Learning outcomes and syllabus design Syllabus development within an outcomes-based framework may be the responsibility of an individual teacher. In designing a syllabus. 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 ▪ identify a developmental progression across the sequence of courses in relation to texttypes and / or numeracy skills and modules Version 1. it is important to present language as particular choices made by a language user for a particular purpose in a particular context. it is essential to make the relationship of language to social purpose and to social context explicit to learners. learners will be better able to discuss a broader range of issues and use language in a more reflective and abstracted way. 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. the following points should be considered: ▪ Topics should relate to the needs and interests of learners. They provide a useful way to categorise syllabus content. Topic-based syllabuses Topics are often the preferred starting point in syllabus design for many teachers. However. Version 1. there are two main approaches for syllabus design: topic-based and text-based. This approach is reflected in many of the teaching resources used by teachers. with the teacher teaching a particular segment from one perspective and then shifting to another. an approach need not be exclusive throughout a course. In choosing topics within an outcomes-based framework. May 2013 34 © NSW AMES . as seen in the following diagrams. formal assessment of the learning outcomes should be planned as late as possible in the sequence of courses. Steps in designing a syllabus In designing a syllabus within the CSWE framework. As they progress in their English language learning. This will expand the range of topics that can be introduced. texttype or numeracy skill within courses ▪ 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. This initial needs analysis can be achieved through: ▪ assessment of oral and written language and numeracy skills ▪ identification of needs and goals ▪ 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. ▪ Certain modules suggest certain topics and certain topics suggest certain modules.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH ▪ decide on the focus of particular syllabuses in relation to one another ▪ map the relevant learning outcomes and assessment criteria which relate to each topic. the following steps should be adopted. with the order of delivery to be decided by the teacher. The following diagrams show two sample selections of modules for topic-based syllabuses. This can be addressed through the language of mathematics that is integrated into some of the learning outcomes focusing on spoken and written texts. 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 Version 1. May 2013 1 numeracy WRITTEN TEXT MODULE 1 written MODULE C Comprehending and participating in transactional exchanges 35 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 © NSW AMES . There may also be a need to deal with developing mathematical concepts and skills that can be addressed through the specifically focused numeracy modules.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH ▪ Topics may suggest mathematical information or skills that need to be taught if learners are to deal with social activities competently. topics such as The Environment. For example. it is possible to develop syllabuses from topics or text-types. and that allow learners to engage in concrete types of interactions where they can draw on personal experience and already-held knowledge.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. the language of jobseeking can be considered from the two starting points. ▪ On the whole. Within the CSWE curriculum framework. For example. For example in a Further Studies syllabus strand. Text-based syllabuses An alternative starting point for syllabus design is text-types. Health or Crime might be included as useful ways to contextualise research and report-writing skills. it is assumed that courses at lower CSWE levels will focus on topics that are more familiar and personally relevant to learners. a vocationally oriented English syllabus may be based on the range of oral and written texts needed within a specific workplace context. Version 1. May 2013 36 © NSW AMES . This may be the preferred starting point where the contexts for language learning are constrained. as illustrated in the following tables. This will depend on the needs of the learners and / or the defined syllabus focus. 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 Version 1. May 2013 37 © NSW AMES . 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. 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. broad topic areas related to jobseeking are identified and text-types are identified at a secondary level under these topics. the oral and written texts related to jobseeking would be identified and these would become the organising principle of syllabus design. 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 terms of how to use a household appliance.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH Topic-based approach With a topic-based approach. the profile of the learner group and emerging individual and / or group needs and interests. Targeting a job Applying for a job The job interview ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ ▪ Job advertisements 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. Reading advertisements 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. Specific objectives may elaborate considerably on the assessment criteria provided in learning outcomes. b Specific-level objectives may reflect one or more assessment criteria from the learning outcomes. the teacher will need to make a more detailed plan of the various teaching sequences within the syllabus. 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. To do this. it is useful to undertake a summative evaluation of: ▪ the planning process adopted by the teacher. 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. In developing course objectives. 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. However. Step 5 Planning teaching sequences Once the overall syllabus content and approach have been established. 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 Version 1. The difference between objectives and learning outcomes relates to the difference between specifications for teaching and specifications for assessment of outcomes. It should be made clear in what ways objectives relate to the contexts of language use described in the learning outcomes. specific objectives derived from specific assessment criteria of a learning outcome should be contextualised in terms of the kind of interaction or communicative end to which they relate.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. May 2013 38 © NSW AMES . Therefore.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH Step 7 Reporting outcomes The documentation of module and learning outcomes is important in relation to credentialling requirements. 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 Version 1. May 2013 39 © NSW AMES . ongoing learner placement and future syllabus planning. May 2013 40 © NSW AMES . 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 Version 1.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. May 2013 41 © NSW AMES . ▪ This clause is about four things in the world of experience: she. English. Poland. 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. where. 4 × 5 = 5 × 4 Conditional clause A clause setting a condition on an action – usually beginning with words such as if. unless etc Version 1. learning. 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 supporting 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 . ▪ 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. about the relationship between the interactants and about how language is used to convey a message Example: She might have learnt English in Poland.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. interpersonal meaning and textual meaning – an analysis of clauses in a text tells us things about the world the text is constructing. May 2013 42 © NSW AMES .10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH Conformity to line placement Letters following the horizontal lines on a page Conjunction Conjunction is the semantic system whereby speakers relate clauses in terms of: ▪ temporal sequence eg: The cowboys rode into the desert. ▪ addition eg: I’ll spend today up north and go to the mountains tomorrow. Distributativity Process whereby the same product results in multiplication when performed on a set of numbers as when performed on members of the set individually eg: 3 × (2 + 4) = (3 × 2) + (3 × 4) Version 1. 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. 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. ▪ consequence eg: The cowboys headed south because the outlaws were there. then the outlaws rode into town. (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. ▪ comparison eg: I’d like to go but on the other hand I’m happy where I am. maybe he can see it later. 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. Genres (generic structure) Staged. 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. 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. May 2013 43 © NSW AMES .5. numbers and letters.13) Ellipses Instances of omitted words from clauses. construct textual personas and manage interpersonal relationships (grammatics. / Dolphins are sea mammals. other teacher or class teacher Interpersonal interactions Interactions where the main purpose is to establish or maintain interpersonal relationships eg: casual conversation Version 1.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH Elements of appraisal Grammatical elements that enable language users to evaluate.com 26. adopt stances. they should be fluent in English and known to the learner – volunteer. where the omitted words are understood Emoticon A pictorial representation of a facial expression using punctuation marks. 12) Version 1.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. organisational charts 2 Analytical images show how things are part of a whole eg: metro maps.12) Non-narrative or analytical image A non-narrative or conceptual image represents the continuous property or properties of what they depict. May 2013 44 © NSW AMES . There are two types of non-narrative images: 1 Classificatory images show the way objects relate to one another eg: taxonomies. timelines (From http://www.com – 30.10.com – 30.lynxeds.10.enchantedlearning. narrative or anecdote that sets up the who. and developing conceptual understanding (Johnston 1992). Being numerate means being able to understand and express mathematical ideas in spoken and written texts. 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. Being numerate also means being able to interpret mathematical meaning from a critical perspective (Lee et al 1994). Numeracy is concerned with using. adjective or adverb – into a noun eg: The water evaporated quickly – Evaporation occurred quickly Noun group Word groups that provide information about people. 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. as well as with the more traditional mathematical activities of identifying and using symbols and rules. Onset The first sound unit heard in a word eg: / tr / ack / Orientation The first stage of a recount.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. It involves using skills to interpret and represent mathematical ideas within social contexts. It involves awareness of mathematics as a meaning-making tool. May 2013 45 © NSW AMES . critically analysing and culturally locating maths. 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 Passive forms Clauses where the focus is on the action and not the agent of the action eg: the room was cleaned Version 1. 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.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH Personal pronoun A grammatical word that stands for a person or thing eg: I. May 2013 46 © NSW AMES . 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. with oil being 1/4 of the mixture. which means there are four parts. 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. 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. pitch prominence ▪ intonation eg: pitch contour. 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. Version 1. stress. duration. where. pitch direction ▪ rhythm eg: beat. frequency or quantity measured against another unit of measure eg: kilometres per hour. not 1/3. colour.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. 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 Register The variety of language determined by the social context – influenced by three variables – Field (the topic). May 2013 47 © NSW AMES . 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. size etc. Version 1. paragraph or overall text eg: The conference will be dealing with equity issues in the Health Care System. 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. 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. 13) Theme Theme is what comes first at text. gestures.5. ringing a government department for information Turn-taking Turn-taking is concerned with when and how speakers take turns in spoken conversation. 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. belief. May 2013 48 © NSW AMES . urgency. Speakers can take a turn. 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. consonant clusters. or material – they can take the form of words. or visual images and are used to convey ideas and beliefs eg: red octagon may be a symbol for STOP (adapted from Wikipedia 26.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH Segmental features Segmental features are consonants. or suggests an idea. sentence and clause levels. vowels and diphthongs articulated appropriately in the phonemic context. stands for. paragraph. sounds. 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. Simile An overt comparison of two things using words such as like. annoyance or a high degree of competition for turns Version 1. action. want. harsh. In functional grammar. May 2013 49 © NSW AMES .10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH ▪ ▪ ▪ 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. own. are ▪ verbal processes eg: say. 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. scream ▪ behavioural processes eg: breathe. cold or tense Wh-questions Questions that begin with who. smooth. which enables a finer distinction between different types of goings-on ie: ▪ material processes (action verbs) eg: run. when. there are. they are referred to as processes. laughter or fillers such as anyhow or so (Burns. Verbs refer to the goings-on in a text (Locke 1996). where. like ▪ existential processes eg: there is. warm. skip. walk. being and having words. abrupt. hiccough ▪ mental processes eg: think. talk. verbs are referred to as action. know. is. 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. why or how Version 1. drive ▪ relational processes (being and having verbs) eg: have. Joyce and S. Sydney: Macquarie University Gerot.K. L. G. 1997. context and text: Aspects of language in a social semiotic perspective. and S. 1994. Fahey. Geelong: Deakin University Press Halliday. Joyce. New York and London: Continuum Eggins. H. Sydney: Phoenix Education Eggins. An introduction to systemic functional linguistics – Second edition. Literacy for a changing world. H.. Focus on grammar.K. English language and literacy placement assessment kit. L. Focus on speaking. Burns. Sydney: Phoenix Education de Silva Joyce.K. A. Sydney: NCELTR. and H. Sydney: Antipodean Educational Enterprises Gerot. Analysing casual conversation. Sydney: NCELTR. Academic culture: A student’s guide to studying at university. R. 1998. Sydney: Macquarie University Burns. and A. Teachers’ voices: Exploring course design in a changing curriculum. Sydney: Antipodean Educational Enterprises Halliday. 1995. S. Gaudin. Macquarie University Burns. 2007. 1998. Interpreting the visual: a resource book for teachers. Spoken and written language. and P. Using functional grammar: An explorer’s guide. Melbourne: Palgrave Macmillan Australia Christie. Language Development Project. Occasional Paper No 1. Language.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH References Brick. Joyce.. F. M.A. Assessing achievement in the learner-centred curriculum. J. and H. Sydney: Macquarie University de Silva Joyce. 2006. Macquarie University Brindley. Curriculum Development Centre. Making sense of text. M. 1996. May 2013 50 © NSW AMES . Text-based syllabus design. 1997. Geelong: Deakin University Press Version 1. H.A. Feez. 1979. Feez and S. S. and D. 1995. S. 1989. H. (3rd ed). Slade. I see what you mean: Using authentic discourse in the classroom. M. Macquarie University Burns. Sydney: Macquarie University Butt. and S. Canberra: Curriculum Development Centre Halliday. Sydney: NSW AMES de Silva Joyce. London: Cassell Feez. Text-based language and literacy education: programming and methodology. 1985. Gollin. 2012. 1985c. 2004. Hood (Eds). Sydney: NCELTR. (Ed).A. A. and J. Melbourne: Australian Council for Educational Research Christie. Spinks. J. S. 1997. 1990. A. D. Making sense of functional grammar. Wignell. 2012. 1995. Cambridge: Cambridge University Press Nunan.K. 1999. Workplace texts in the language classroom. H.. Pedagogical Relations between Adult Literacy and Numeracy. and D. 1996. Effective academic writing: an essay-writing workbook for school and university. International second language proficiency ratings.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH Halliday. C. Droga. 2004. Sydney: NCELTR. Spelling: approaches to teaching and assessment. E. 2012. Roe. May 2013 51 © NSW AMES . 1990. Functional English Grammar. Griffith University Yallop. A. Camberwell. Education and Training Joyce. P. A. Syllabus design. Aspects of language teaching. Oxford: Oxford University Press Wylie. 1999. 1988. M. Brisbane: Centre for Applied Linguistics and Languages (CALL). (Ed). English phonology. Canberra: Department of Education. Sydney: Phoenix Education Westwood. G. Sydney: NSW AMES Lee. Reclaiming mathematics. H. and C. 1994. An introduction to functional grammar – Third edition. and L. Oxford: Oxford University Press Thomson. Ingram. D. E. Canberra: Department of Employment. London: Arnold Johnston. Victoria: ACER Press Widdowson. Chapman and P. 1992. Employment and Training Lock. Macquarie University Version 1. Matthiessen. 1992. B.G.A. May 2013 © NSW AMES .10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH Version 1. 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH COURSE INFORMATION Version 1. May 2013 © NSW AMES . AVETMISS information 8. Period of accreditation Version 1.edu. Copyright acknowledgement The copyright owner of the modules developed for inclusion in this course is the NSW Adult Migrant English Service.edu. 1 Oxford Street DARLINGHURST NSW 2010 Postal address – Locked Bag 53 DARLINGHURST NSW 1300 Email address – info@ames. Type of submission Renewal of accreditation 4. Course accrediting body The Australian Skills Quality Authority (ASQA) 7.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH Section A: Copyright and course classification information 1. Address Street address – Level 13.ames. 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.au 3.au 6. Copyright owner of the course NSW Adult Migrant English Service (NSW AMES) 2. 5. May 2013 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 54 © NSW AMES . Information on such arrangements can be obtained from www. 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 advertisements • 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 55 © NSW AMES .1 Purpose of the course Version 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. literacy or numeracy skills and who have had some formal or informal exposure to English.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH Section B: Course information 1 Nomenclature 1. May 2013 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.1 Name of the qualification 10364NAT Certificate III in Spoken and Written English 1. 2 Vocational or educational outcomes 2. This will involve homework and out-of-class tasks set by teachers. 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. 10364NAT Certificate III in Spoken and Written English is an intermediate course for learners who have developed a survival level of English. Time will also be spent undertaking research and practising language skills through authentic spoken and written events in individual learning centres. 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. Hunter Community College. The Bremer Institute. Adult Multicultural Education Services – AMES Victoria • TAFE Institutes NSW TAFE Institutes – Hunter Institute. Western Riverina Community College. Workers Educational Association – Hunter. Mission Australia. Workers Educational Association (WEA) Illawarra. Southern Queensland Institute. Kiama Community College. Wodonga Institute Western Australia TAFE Institutes – Central Institute of Technology. Metropolitan South Institute. Olympic Adult Education. Sydney Community College. St George & Sutherland Community College. Diamond Valley Learning Centre. Wide Bay Institute Victorian TAFE Institutes – Bendigo Regional Institute. Coffs Coast Community College. Sydney Institute. Parramatta College. Macquarie Community College. May 2013 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. Springvale Neighbourhood House. Goulburn Ovens Institute. 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. Community College Gippsland. Glen Eira Adult Learning Centre. Meadow Heights Learning Shop. Pakenham Living and Learning Centre. Durack Institute.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 3 Development of the course 3. Bankstown Community College. Port Macquarie Community College. Polytechnic West. Riverina Institute. Brisbane North Institute. Hampton Park Community House. Cheltenham Community Centre. Education and Training International. West Australian Institute of Further Studies. North West Community College. Nepean Community College. Sunraysia Institute. New England Institute. North Melbourne Language & Learning. Western Sydney Institute Queensland Institutes of TAFE – Barrier Reef Institute. Holmesglen Institute. Carlton Neighbourhood Learning Centre. Merinda Park Learning and Community Centre. Central Queensland Institute. Western Institute. Pilbara Institute. Preston Reservoir Adult Community Education. Central Coast Community College. Moreland Adult Education Association. Northern Melbourne Institute. Hornsby KuRing-Gai Community College. Mount Isa Institute. North Coast Institute. Tropical North Queensland Institute. City East Community College. Chisholm Institute. Wingate Avenue Community Centre. Southbank Institute. South Western Institute.1 Industry / enterprise / community needs Version 1. Illawarra Institute. South West Institute. Gold Coast Institute. Community College East Gippsland. Northern Sydney Institute. Bass Coast Adult Education Centre. Lalor Living and Learning Centre. structure and the assessment strategy were: LICENSEES OF THE COURSE • Community providers – Albury Wodonga Community College. Sunshine Coast Institute. Goldfields Institute. South West Institute. Outer Eastern Literacy Program. Central Gippsland Institute. Kangan Batman Institute. Glenroy Neighbourhood Learning Centre. West Coast Institute of Training 56 © NSW AMES . Northern Beaches Community College. Great Southern Institute. Otway Community College. Australian International Language College. Canberra Institute of Technology. Australian Institute of Commerce and Technology. University of Ballarat. International Christian College. the configuration. content. Sarina Russo Institute Skills for Industry. American College. Cambridge Academy of English. Diversitat (Geelong Ethnic Communities Council).10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH Other institutes – Adelaide South Institute. Adult Education & Vocational Training Institute (NSW Corrective Services). MTC Training Solutions. Equanimity Consultants. Oxford College. RMIT University. assessment conditions and sample tasks of the learning outcomes 4 convening a Review Panel to evaluate and give input into the revised Certificate III in Spoken and Written English which was proposed for reaccreditation Version 1. Future Academy. Harvest Education Technical College. Diversity Skills Training. Victoria University REVIEW PANEL MEMBERS 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. assessment criteria. Australian Education Academy. Sydney CONSULTATION ACTIVITIES NSW AMES sought feedback 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 feedback 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 feedback on all aspects of the Certificate. Bayside International English College. Perth College of Business and Technology. assessment strategy and delivery mode of the modules and the focus. Vocational Studies – Australia. The Eagle Academy. Australian College of Agriculture & Horticulture. Cambridge International College. Australian Language Schools. Viva College. Imperial College Australia. Brisbane Migrant English Centre. May 2013 57 © NSW AMES . Australian College of Technology and Business. Swinburne University of Technology. Batchelor Institute of Indigenous Tertiary Education. LM Training Specialists. The Academy of International Education. UNSW Global. UWS College. Tasmania Polytechnic • Private providers – Academia Australia. CSA Training Services. Navitas English. including: nominal hours. Westminster International College Australia • Universities – Charles Darwin University. Queensland Academy of Technology. Terminology for module titles has changed to reflect current approaches to teaching texts and to focus on what language users do with texts rather than focusing on skills. Respondents wanted some learning outcomes rearranged across modules. a full-time year of study. 58 © NSW AMES . Module SWEVIS312A – Comprehending and creating visual texts has been added. For example. As respondents to the survey wanted more flexibility in choosing modules the course rules have been amended. All modules. particularly at the request of schools.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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 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. This provides more of a consistent focus on text-types rather than skills. including numeracy. This course does not duplicate. the outcomes of an endorsed training package qualification. by title or coverage. 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. Module B – Intermediate listening and speaking skills for casual conversations has been changed to Module SWECON302A – Comprehending and participating in casual conversations. The nominal hours for elective modules have remained at 60. all learning outcomes related to narrative texts were combined into Module SWENAR309A – Comprehending and composing narrative texts. 3. The nominal hours for compulsory Module SWELRN301A – Advanced learning strategies – is reduced to 20. This includes 500 hours of in-class study and participation and 700 hours of out-of-class study. 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. For example. The Certificate III in Spoken and Written English was modified in relation to this feedback and research. May 2013 Following consultation.2 Review for renewal of accreditation Version 1. especially those relating to reading and writing skills. research and analysis of feedback 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. Rearranging learning outcomes across modules enables some modules to focus on texts for particular contexts eg: jobseeking. Students enrolled prior to that expiry date are able to complete the qualification or modules in which they are enrolled until 30 March 2015. • More sample tasks have been added where requested. 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. 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. Through participation in programs at CSWE III level. 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 in some modules have been reworked in response to feedback. Learning outcomes related to preparing to write have been deleted. work and educational contexts. 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. 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. literacy and numeracy to learners who have developed a survival level of English.1 Qualification level Version 1.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. New students cannot be enrolled in that course after 30 September 2013. 4 Course outcomes 4. • More opportunities to use computer technology have been included. Graduates will have the language skills to move on to more specialised language learning for specific contexts such as academic study or vocational training. • Assessment criteria have been reworded where respondents wanted more clarity and more specification. They can develop language. Transition arrangements will accord with the ASQA General direction: Transition & teach-out document (2012). 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. 59 © NSW AMES . (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. May 2013 Consistency with AQF qualification type descriptor CSWE III is an intermediate general education EAL curriculum for the delivery of English language. information texts. 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 Version 1. narrative texts. transactions. listening. advertisements 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. information texts. discussions.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH Programs delivered within the framework of CSWE III can provide the language. interviews and discussions • comprehending and / or composing a range of written texts including formal correspondence. complex negotiations. the delivery of logical information and the integration of supporting evidence into opinion texts • the differences between spoken and written language • the variables of field. writing and numeracy skills for: • comprehending and / or participating in a range of spoken texts including presentations. formal correspondence. Skills Depending upon electives chosen CSWE III provides graduates with the following basic speaking. tenor and mode which predict the register of spoken interactions and written texts • the generic structures of multi-faceted spoken and written texts including presentations. interviews. 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. complex negotiations. advertisements 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. May 2013 60 © NSW AMES . expositions. stress and pausing in utterances to improve spoken communication • applying interpersonal skills to initiate and respond to interactions in community. news articles. expositions. news articles. casual conversations. transactions. reading. narrative texts. casual conversations. 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. Becoming bilingual (multilingual) is also a process of becoming bicultural and understanding how the additional language reflects a particular culture. Version 1.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH • 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. work and educational contexts. to analyse their own language use in real-life contexts and to problem solve when miscommunication occurs. industry sectors and Australian workplaces and institutions and to gather texts such as job advertisements for positions they would be interested in applying for. teachers begin to set systematic multi-faceted. Within the specified nominal hours there is a depth of learning in the specialised field of language learning. literacy and numeracy that enable them to participate in a broader range of social contexts that represent a variety of differing social relationships. learners need to be forced to use language in the broader community. This includes 500 hours of in-class study and participation and 700 hours of out-of-class study. especially at an older age. Learners then begin to work individually and in groups to research social contexts. Volume of learning The nominal hours for completion of CSWE III are 1200 hours – a full-time year of study. 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. This is because. 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. 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. the multiple ways in which the same meanings can be expressed and the way syntactic and grammatical structures differ. Learning an additional language. if learners are to develop autonomy and participate through language in social contexts. at this stage of language learning. to develop greater autonomy in the use of English beyond the classroom. 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. which at the same time provides learners with knowledge and skills that form the basis for participation in Australian community. They can begin to present their own specialist expertise and training and apply this in different contexts. can be considered one of the most difficult learning processes. May 2013 61 © NSW AMES . 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. At CSWE III level. The 700 hours out-of-class study emphasises the expectation that. 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. they must be proactive in utilising the rich resources for language learning that lie beyond the formal learning environment. longer-term out-of-class projects that require use of both spoken and written language for successful completion of CSWE III assessment requirements. 4.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. May 2013 Communication • Pronouncing key vocabulary and formulaic expressions with sufficient sound clarity and stress to be intelligible to interlocutors in social.2 Employability skills Version 1. 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 62 © NSW AMES . 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 advertisements • Interpreting and composing narrative and non-narrative images accompanying written and / or spoken texts • Giving and responding to spoken and written instructions • Reading job advertisements • 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. 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. work and community goals • Collecting and organising learning resources • Locating resources and facilities inside and outside the learning environment to support 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 support continuing language learning • Locating resources and facilities inside and outside the learning environment • Participating in assessment tasks and seeking feedback on performance Technology • Using educational computing rooms as part of classwork and independently • Using computer programs and the Internet to support 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 4.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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.3 Recognition given to the course Not applicable 4. work and educational contexts • Locating.4 Licensing / regulatory requirements Not applicable Version 1. using and assessing resources outside the formal learning environment to enhance learning Planning and organisation • Identifying and prioritising short-term and long-term study. May 2013 63 © NSW AMES . May 2013 SWECAL316A Comprehending and performing multiple-step calculations 60 SWEMAT317A Applying and interpreting mathematical information 60 64 © NSW AMES .10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 5 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 advertisements 60 SWEINS314A Comprehending and giving complex instructions 60 SWEJOB315A Language skills for jobseeking 60 Mixed text electives Numeracy skills electives Version 1. 65 © NSW AMES .10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 2 3 4 5. which prepare students for the final assessment. A minimum of two successful performances per module. Entry point against the Australian Core Skills Framework (ACSF) is Level 3. Evidence for successful performances can be gathered through formative or summative assessment tasks. 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.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. computer rooms and in the community. it is possible for them to be enrolled across Certificate levels.1 Assessment strategy Version 1. This will involve homework and out-of-class tasks set by teachers. 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. or learning outcome. a learner with weaker writing skills and higher oracy can be enrolled in Certificates II and III simultaneously. where appropriate. For example. and agrees to this process. 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. speaking. Learners entering this level of the CSWE curriculum framework are identified as intermediate. reading and writing. For example. For learners with a mixed profile. entry point against the International Second Language Proficiency Rating (ISLPR) scale is 1+ across the four macroskills of listening. 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. Time will also be spent undertaking research and practising language skills through authentic spoken and written events in individual learning centres. provides sufficient evidence of learner competence. 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. May 2013 1 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. Assessment 6. NOTE: Delivery hours are nominal and may be varied to suit the delivery context and the needs of the learners. Learners should also be informed of any appeals processes. For example. reliable. • Where assessment is conducted at a distance. a performance should not depend heavily on writing or speaking to be successful. • Where an interlocutor is required. • Modules may be assessed at the module or learning outcome level. other teacher or class teacher. Where appropriate a combination of modules may also be assessed in the one assessment event. if an assessment task is designed to measure reading. fair. • Assessment should be familiar and relevant to learner contexts and not be culturally biased. Learners must be notified prior to the commencement of the course if ongoing assessment is to be conducted. If an assessment of reading comprehension requires learners to demonstrate their understanding of what has been read by writing answers. sufficient and authentic. they should be fluent in English and known to the learner eg: volunteer. sufficient support should be provided eg: telephone support or online submissions. May 2013 Assessors must ensure that the assessment task assesses the skill it claims to assess. Assessment standards Assessment within this curriculum framework is based on the following principles: • Assessments should be valid. current. Module and learning outcome information contains recommendations on how assessments may be conducted. • Learners should be informed of assessment times and processes prior to assessment. • Assessment tasks should contain clear and explicit instructions and be moderated regularly. • Assessments should be completed in a timeframe appropriate to the context and demands of the assessment task.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 2 Version 1. assessment should depend on the content of the answers and not on the grammar and spelling. Depending on the purpose of the assessment. • To be deemed competent in a module. 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 66 © NSW AMES . learners must be competent in all learning outcomes and assessment criteria. • Assessment can be formative or summative at the end of a teaching / learning cycle. resources evaluation. 67 © NSW AMES . teachers must demonstrate teaching experience equivalent to 60 hours. This includes the necessary assessment competencies determined by the National Skills Standards Council (NSSC) or its successors in effect at the time of assessment. If a course undertaken has less than 60 hours practicum. 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 contact hours (or distance learning equivalent) covers the grammar of the English language.6 (AQF 2013: 79). which includes. 6. May 2013 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. Recognition of prior learning (RPL) Students are granted recognition of prior learning. Appropriate documentation of such a practicum should be kept. NOTE: The practicum must be at least 60 hours. or must make up the difference in duration by individually organising a supervised practicum. for example. field visits. observation. 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 registered Training Organisations or the Australian Quality Training Framework (AQTF) in effect at the time at which assessment is conducted. volunteer tutoring etc.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. supervised teaching.1. Providers are required to comply with the AQF Pathways Policy 2. where they are able to demonstrate that they can fulfill the assessment criteria for a particular learning outcome or module. team teaching.2 Assessor competencies Version 1. Workplace assessment 10364NAT Certificate III in Spoken and Written English does not contain any mandatory workplace assessments. or its onshore or overseas equivalent. Word skills.1 Delivery modes 1 2 3 4 7. Support mechanisms Support 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. simulated and real-life activities • teaching and learning strategies which reflect educational background and needs.2 Resources Version 1.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 7 Delivery 7. 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. 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 support 68 © NSW AMES . distance learning • provision of a range of different types of learning activities eg: group and project work. including telephone. grammar. vocabulary. Limitations on delivery modes In some delivery modes provision must be made for communication that would normally be conducted face to face. in particular when there is a difference in proficiency in macroskills. Modules may be delivered and assessed as stand-alone modules or as a combination of modules and may be taught through text-based. video or online conferencing. videos of performance and online discussion or chat. pronunciation and graphology should be taught within these contexts. May 2013 1 Delivery modes Delivery may be by distance or face to face. 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. topic-based or theme-based approaches. for example. 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 registered Training Organisations or the Australian Quality Training Framework (AQTF) in effect at the time at which training is conducted. volunteer tutoring etc.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 2 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. Pathways through the qualification may include: • full-time or part-time study with a registered training organisation • face-to-face study • institution-based training • flexible delivery through online courses. Appropriate documentation of such a practicum should be kept. 69 © NSW AMES . 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. or must make up the difference in duration by individually organising a supervised practicum. This includes the necessary training competencies determined by the National Skills Standards Council (NSSC) or its successors in effect at the time of assessment. supervised teaching. which includes. teachers must demonstrate teaching experience equivalent to 60 hours. NOTE: The practicum must be at least 60 hours. field visits. 10364NAT Certificate III in Spoken and Written English prepares learners to undertake advanced language learning at ACSF 4 level. May 2013 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. CSWE provides underpinning language. 8 Pathways and articulation 1 2 Version 1. or its onshore or overseas equivalent. observation. literacy and numeracy skills that can be applied to entry into vocational and / or further study pathways. team teaching. If a course undertaken has less than 60 hours practicum. 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 contact hours (or distance learning equivalent) covers the grammar of the English language. resources evaluation. Processes and strategies may include: • the collection of user feedback through annual surveys using online feedback mechanisms • the provision of a central contact point where all ad hoc feedback will be collated for reporting into NSW AMES curriculum management • annual feedback from focus groups including licence holders. 70 © NSW AMES . learners and stakeholders NSW AMES will notify the course accrediting body (ASQA) of any changes to the course resulting from course monitoring and evaluation.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 9 Ongoing monitoring and evaluation 1 2 Version 1. May 2013 NSW AMES will be responsible for ongoing monitoring and evaluation of 10364NAT Certificate III in Spoken and Written English. 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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 Version 1. May 2013 71 © NSW AMES . May 2013 72 © NSW AMES .10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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 advertisements 1 Demonstrate understanding of a news article 2 Interpret an advertisement 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 advertisement 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 Version 1. However. Demonstrate capacity for independent learning Version 1. if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence. Contribute to the formal learning environment 2. 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. It includes contributing to the formal learning environment and demonstrating the capacity to work independently. ASSESSMENT STRATEGY: Conditions of assessment: Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. COREQUISITES: Nil. learners should be informed of this process at the beginning of the course. PREREQUISITES: Nil. This evidence can be collected through formative or summative assessment. Methods of assessment: Assessment is ongoing in conjunction with other modules.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. May 2013 73 © NSW AMES . SUMMARY OF LEARNING OUTCOMES: 1. Learners may develop a learning plan.4 Complete learning and assessment tasks Methods of assessment: Learners participate effectively in formal learning contexts.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH LEARNING OUTCOMES: Learning outcome 1: Contribute to the formal learning environment Assessment criteria: 1.3 Fulfill formal participation requirements 1. Version 1. Learning outcome 2: Develop capacity for independent learning Assessment criteria: 2.4 Ask for and respond to feedback 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. May 2013 74 © NSW AMES .1 Contribute to a range of learning activities in formal learning environments 1.3 Locate and use learning resources outside the formal learning environment to enhance learning 2.2 Develop a range of learning-to-learn strategies 2.1 Take responsibility for organising study both in and out of formal learning environments 2.2 Participate in group-work activities 1. May 2013 75 © NSW AMES . the Internet. 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. Version 1. radio and other media • excursions RESOURCE IMPLICATIONS: Learners should have access to libraries.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. bookshops and authentic English language resources. Participate in a casual conversation with topic changes Version 1. Demonstrate understanding of a casual conversation with topic changes 2. if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence. 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. PREREQUISITES: Nil. It is the main means whereby people learn about one another. 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. However. May 2013 76 © NSW AMES .10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. 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. learners should be informed of this process at the beginning of the course. work and further study contexts. This evidence can be collected through formative or summative assessment. Casual conversation facilitates participation in work and social contexts. 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.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. 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. May 2013 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 77 © NSW AMES .3 Sustain dialogue by using appropriate interaction strategies 2.1 1.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH LEARNING OUTCOMES: Learning outcome 1: Demonstrate understanding of a casual conversation with topic changes Assessment criteria: 1.10 Use prosodic features to communicate meaning Conditions of assessment: Conversation is: • with 2 speakers. Version 1.8 Use grammatical structures appropriate to setting and register 2.6 Respond appropriately to a variety of adjacency pairs 2.4 Manage topic changes 2.5 Take an extended turn 2. 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.3 1.2 1.7 Close conversation using appropriate pre-closing and closing expressions 2.1 Participate effectively in a conversation which has at least 1 topic change 2.2 Open conversation appropriately 2. 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH RANGE STATEMENT: interaction strategies may include but not limited to: • take turns • give feedback • 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 Version 1. May 2013 78 © NSW AMES . learners should be informed of this process at the beginning of the course. 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. 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: 1.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. Demonstrate understanding of a complex spoken exchange 2. 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. However. May 2013 79 © NSW AMES . work and further-study contexts. These exchanges may take place on the telephone or face to face. Negotiate a complex spoken exchange Version 1. if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence. This evidence can be collected through formative or summative assessment. ASSESSMENT STRATEGY: Conditions of assessment: Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. PREREQUISITES: Nil. COREQUISITES: Nil. 3 2.9 2.8 2.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH LEARNING OUTCOMES: Learning outcome 1: Demonstrate understanding of a complex spoken exchange Assessment criteria: 1.7 2. May 2013 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 register Pronounce key vocabulary and utterances with sufficient sound clarity and stress to be intelligible to the interlocutor. Version 1.5 2.4 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.2 Identify what both speakers want to achieve 1.1 Identify the social context and topic of the exchange 1. 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.2 2.1 2.11 Use prosodic features to communicate meaning 80 © NSW AMES . or respond to requests for clarification 2.3 Identify specific information both speakers give Conditions of assessment: Exchange is: • between 2 people. 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: 2.6 2. 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH RANGE STATEMENT: strategies to negotiate exchange may include but not limited to: • make requests • acknowledge other viewpoints • confirm information • provide feedback • 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 Version 1. May 2013 81 © NSW AMES . agencies or education counsellors. 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. May 2013 82 © NSW AMES . Participate in an interview Version 1. COREQUISITES: Nil.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. learners should be informed of this process at the beginning of the course. Demonstrate understanding of an interview 2. if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence. They may include interviews with businesses. ASSESSMENT STRATEGY: Conditions of assessment: Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. This evidence can be collected through formative or summative assessment. PREREQUISITES: Nil. However. work and further-study contexts. 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. 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. or respond to requests for clarification 2.2 2.6 2. 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: 2.2 Demonstrate understanding of questions 1.8 Use prosodic features to communicate meaning 83 © NSW AMES .5 2.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH LEARNING OUTCOMES: Learning outcome 1: Demonstrate understanding of an interview Assessment criteria: 1. 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.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. Some errors may occur but these must not interfere with intended meaning.1 Identify purpose of the interview 1.4 2.1 2. May 2013 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 register Use appropriate technical vocabulary Pronounce key vocabulary and utterances with sufficient sound clarity and stress to be intelligible to the interlocutor. Version 1.3 2. Learners have recourse to repetition and / or clarification. 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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 Version 1. May 2013 84 © NSW AMES . radio. work and further-study contexts. learners should be informed of this process at the beginning of the course. ASSESSMENT STRATEGY: Conditions of assessment: Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. The text is essentially monologic. if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence. May 2013 85 © NSW AMES . although the learners would need to be able to respond appropriately to questions from the audience. 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. Demonstrate understanding of a spoken presentation 2. Deliver a short spoken presentation Version 1.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. 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. PREREQUISITES: Nil. COREQUISITES: Nil. The texts could be talks / presentations from guest speakers. It also covers the skill of presenting spoken information to an audience. This evidence can be collected through formative or summative assessment. However. TV or online programs or teacher-created texts adapted / modified from authentic texts. These skills enable learners to function in community. 1 Identify topic of presentation 1. online.2 Use appropriate staging 2.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH LEARNING OUTCOMES: Learning outcome 1: Demonstrate understanding of a spoken presentation Assessment criteria: 1.10 Use prosodic features to communicate meaning 2. statements or viewpoint with substantiation.5 Respond to questions appropriately 2. Some errors may occur but these must not interfere with the intended meaning.3 Deliver clear facts.1 Deliver a well-structured. radio or TV presentation • is approximately 3 minutes in duration • is on a relevant topic • contains specific information which supports 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.2 Identify main ideas 1.7 Use appropriate grammatical structures 2.3 Identify specific information which supports or elaborates on main ideas Conditions of assessment: Text: • is a spoken face-to-face.11 Use paralinguistic features to support 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.6 Use visual aids to support presentation appropriately 2.9 Pronounce key vocabulary and utterances with sufficient sound clarity and stress to be intelligible to the interlocutor 2. as required 2.4 Link main ideas in talk logically and cohesively 2. coherent oral presentation 2. Version 1. 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. May 2013 86 © NSW AMES .8 Use appropriate vocabulary 2. May 2013 87 © NSW AMES .10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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 contact RESOURCE IMPLICATIONS: To deliver the module audio and / or video recordings and recording equipment are required. Version 1. Participants in the discussion need to present their points of view on the issue / topic and substantiate their views with supporting arguments and agree or disagree with the viewpoints expressed by other speakers. The discussion should be on one issue or topic of relevance to the learners. COREQUISITES: Nil. This evidence can be collected through formative or summative assessment. However. PREREQUISITES: Nil. 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. work and further-study contexts. learners should be informed of this process at the beginning of the course. May 2013 88 © NSW AMES . ASSESSMENT STRATEGY: Conditions of assessment: Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. 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 Version 1. if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. 1 Participate effectively in a discussion 2. Version 1.5 Pronounce key vocabulary and utterances with sufficient sound clarity and stress to be intelligible to the interlocutor.3 Use appropriate interactive strategies to sustain discussion 2. May 2013 89 © NSW AMES . or respond to requests for clarification 2.4 Use vocabulary and grammatical structures appropriate to setting and register 2.3 Identify evidence which supports 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.2 Express a point of view and substantiate viewpoint with evidence which supports speakers’ points of view 2.2 Identify the speakers’ points of view 1.6 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.1 Identify the topic of the discussion 1.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH LEARNING OUTCOMES: Learning outcome 1: Demonstrate understanding of a spoken discussion Assessment criteria: 1. 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. May 2013 90 © NSW AMES .10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH RANGE STATEMENT: interactive strategies may include but not limited to: • provide feedback • 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 contact RESOURCE IMPLICATIONS: To deliver the module audio and / or video recordings and recording equipment are required. Version 1. Methods of assessment: Evidence may be gathered through the collection of learner documents. 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. ASSESSMENT STRATEGY: Conditions of assessment: Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. May 2013 91 © NSW AMES . SUMMARY OF LEARNING OUTCOMES: 1. Complete a complex formatted text Version 1. Write a formal letter / email 2. COREQUISITES: Nil. learners should be informed of this process at the beginning of the course.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. However. if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence. This evidence can be collected through formative or summative assessment. PREREQUISITES: Nil. 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 / supporting evidence.2 1.4 1. Learning outcome 2: Complete a complex formatted text Assessment criteria: 2. if writing an email • authentic or adapted print or online complex forms Version 1. May 2013 92 © NSW AMES .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.5 1.6 1. Learners may use dictionaries and / or spell-checks. request action Use grammatical structures appropriate to formal language Use vocabulary appropriate to formal register Use punctuation to support meaning Spell all words correctly Conditions of assessment: Letter contains at least two paragraphs in the body of letter / email.5 Spell all words correctly 2.4 Write numerical information correctly and completely in appropriate space 2.1 Complete form correctly 2.1 1.3 1.3 Provide required information using appropriate vocabulary and grammar 2. Some errors may occur but these must not interfere with the intended meaning.7 1.8 1.2 Respond appropriately to instructions and questions 2.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH LEARNING OUTCOMES: Learning outcome 1: Write a formal letter / email Assessment criteria: 1. COREQUISITES: Nil. The important feature of these reports is to present information on a specific topic in a concise. 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. Methods of assessment: Evidence may be gathered through collection of learner documents. websites and reports. learners should be informed of this process at the beginning of the course. impersonal. This evidence can be collected through formative or summative assessment.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. May 2013 93 © NSW AMES . SUMMARY OF LEARNING OUTCOMES: 1. ASSESSMENT STRATEGY: Conditions of assessment: Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. Demonstrate understanding of a complex written information text 2. fact sheets. logically constructed way under headings for ease of reading and scanning. simple problem / solution reports and descriptive reports. Write a report Version 1. PREREQUISITES: Nil. These texts are commonly found in sources such as brochures. However. This module also covers the skills required to write workplace reports such as progress reports. This module can be linked to Module SWEVIS312A – Comprehending and composing visual texts and Module SWEMAT317A – Applying and interpreting mathematical information. The module also includes the development of skills to research and plan reports. if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence. 3 Demonstrate understanding of facts that support 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.1 Identify topic of text 1. Responses: • may be performed. May 2013 94 © NSW AMES . 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: 2.8 Use appropriate vocabulary for context 2. Learners may use dictionaries and / or spell-checks.1 Write a coherent report 2.5 Use appropriate layout 2.3 Organise information in body of report into categories with headings 2.2 Demonstrate understanding of main information in text 1.10 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. Some errors may occur but these must not interfere with the intended meaning.4 Write coherent paragraphs containing clearly organised information 2.9 Use punctuation to support meaning 2. Version 1.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH LEARNING OUTCOMES: Learning outcome 1: Demonstrate understanding of a complex written information text Assessment criteria: 1.7 Use grammar appropriate to level of formality and technicality of reports 2.6 Link ideas using reference and conjunctions 2.2 Stage text appropriately 2. 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. Version 1. word processing software and print resources. May 2013 95 © NSW AMES . places and things. if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence. 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. Methods of assessment: Evidence should be gathered through the collection of learner documents.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. The purpose of these narratives is to entertain or engage the reader. 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. learners should be informed of this process at the beginning of the course. COREQUISITES: Nil. This evidence can be collected through formative or summative assessment. ASSESSMENT STRATEGY: Conditions of assessment: Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. May 2013 96 © NSW AMES . However. people. Write a narrative Version 1. The module also includes the development of skills in planning to write narratives. PREREQUISITES: Nil. SUMMARY OF LEARNING OUTCOMES: 1. Demonstrate understanding of a narrative 2. 9 Conditions of assessment: Narrative is at least 300 words long.4 2. May 2013 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 support meaning Produce typed or legible handwritten text 97 © NSW AMES .7 2.3 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.4 1. Version 1. Some errors may occur but these must not interfere with the intended meaning. Learners may use dictionaries and / or spell-checks.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH LEARNING OUTCOMES: Learning outcome 1: Demonstrate understanding of a narrative Assessment criteria: 1.5 1.1 1.2 1.3 2.6 2. give personal responses or retell narratives.1 2. Learners should plan the narrative before writing. Learning outcome 2: Write a narrative Assessment criteria: 2.5 2.2 2. 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.8 2. May 2013 98 © NSW AMES .10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. Version 1. Critically read a discussion 2. Write a discussion Version 1. PREREQUISITES: Nil. It also covers the skills required to write discussions that present more than one side of an argument. 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. May 2013 99 © NSW AMES . However. learners should be informed of this process at the beginning of the course. COREQUISITES: Nil. SUMMARY OF LEARNING OUTCOMES: 1. It covers the skills to critically analyse and identify the language features and persuasive devices of discussions. ASSESSMENT STRATEGY: Conditions of assessment: Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence. 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. This evidence can be collected through formative or summative assessment.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. 4 Identify topic of text Identify viewpoints in text Demonstrate understanding of supporting evidence / information Demonstrate understanding of language features which support viewpoints 2.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH LEARNING OUTCOMES: Learning outcome 1: Critically read a discussion Assessment criteria: 1.9 2.2 1.10 2. 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.7 2.1 2. May 2013 100 © NSW AMES .1 1.5 2. Version 1.6 2. 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: 2.11 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 support / 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 support meaning Spell all words correctly Produce typed or legible handwritten text Conditions of assessment: Discussion is at least 300 words long.8 2. Some errors may occur but these must not interfere with the intended meaning.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 supporting viewpoint(s). Learners may use dictionaries and / or spell-checks.3 2.2 2. SUMMARY OF LEARNING OUTCOMES: 1. Write an exposition Version 1. It covers the skills to critically analyse and identify the language features and persuasive devices of expositions. This evidence can be collected through formative or summative assessment. It also covers the skills required to write expositions that put forward a single point of view on a topic. learners should be informed of this process at the beginning of the course. Critically read an exposition 2. COREQUISITES: Nil. if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. However. 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. May 2013 101 © NSW AMES . PREREQUISITES: Nil. 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. 3 2.1 1. 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. Learners may use dictionaries and / or spell-checks.9 2.7 2.6 2. May 2013 Write a coherent exposition Use appropriate text structure Use techniques to support 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 support argument Use punctuation to support meaning Spell all words correctly Produce typed or legible handwritten text Exposition is at least 300 words long.3 1.2 1.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH LEARNING OUTCOMES: Learning outcome 1: Critically read an exposition Assessment criteria: 1. Learning outcome 2: Write an exposition Assessment criteria: 2.11 Conditions of assessment: Version 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 supporting viewpoint(s).2 2. 102 © NSW AMES .1 2.5 Identify topic of text Identify viewpoints in text Demonstrate understanding of supporting evidence / information Demonstrate understanding of language features which support viewpoints 2. Some errors may occur but these must not interfere with the intended meaning.4 2.8 2.10 2. including quantitative / statistical information • contains complex grammar and vocabulary Learners may use dictionaries. Version 1.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH RANGE STATEMENT: text structure refers to: • statement of position • series of arguments to support position • restatement of position techniques to support arguments may include but not limited to: • explanation • description • evidence • statistics RESOURCE IMPLICATIONS: To deliver this module authentic or adapted exposition texts are required. May 2013 103 © NSW AMES . if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence. 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. PREREQUISITES: Nil. ASSESSMENT STRATEGY: Conditions of assessment: Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. Identify the features of a narrative image 2. Create an image to accompany a narrative or informational text Version 1. learners should be informed of this process at the beginning of the course. However. COREQUISITES: Nil. SUMMARY OF LEARNING OUTCOMES: 1. May 2013 104 © NSW AMES . 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. Identify the features of a non-narrative image 3.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. This evidence can be collected through formative or summative assessment. 4 Identify elements and circumstances in the image which develop the context within the image 1.7 Identify symbolic elements within the image 1.8 Identify the placement of elements within the image 1.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH LEARNING OUTCOMES: Learning outcome 1: Identify the features of a narrative image Assessment criteria: 1. 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: 2.6 Identify the perspective of the image 1.1 Identify the social purpose of the image and how it relates to accompanying spoken or written text 2.3 Identify what is happening in the image in regard to participants and the vectors which show how they are interacting in the image.1 Identify the social purpose of the image and how it relates to accompanying spoken or written text 1.3 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. 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 Version 1.5 Identify the degree of realism in the image 1.10 Identify how participants are given salience Conditions of assessment: Image must be part of a multimodal print or online text. including thought processes shown through speech bubbles. May 2013 105 © NSW AMES . where appropriate Conditions of assessment: Image must be part of a multimodal print or online text.2 Identify information the image is providing 2. icons and symbols within the image.2 Identify whether the image challenges conventions 1.5 Identify the use of colour.9 Identify how the participants engage with the viewer 1. if appropriate 1. maps.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH Learning outcome 3: Create an image to accompany a narrative or information text Assessment criteria: 3. graphs. timelines RESOURCE IMPLICATIONS: To deliver the module access to narrative and non-narrative images in authentic print and online multimodal texts is required.1 Create a narrative image or non-narrative image to accompany a written text or spoken presentation 3. Version 1. 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. spoken or online text.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. Reports need not be grammatically correct or in sentence form but errors must not interfere with meaning. organisational charts or networks • analytical images may use spatial placement on page. Methods of assessment: Learners create images and use checklist guide to write or talk about how they composed their images. May 2013 106 © NSW AMES . Report on image is at least 150 words long. Interpret an advertisement Version 1. 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. learners should be informed of this process at the beginning of the course. Demonstrate understanding of a news article 2. May 2013 107 © NSW AMES .10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH MODULE DETAILS: Module M Comprehending news stories and advertisements 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 advertisements. 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. which support these texts. It includes reading and interpreting visual texts. 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. if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence. SUMMARY OF LEARNING OUTCOMES: 1. This evidence can be collected through formative or summative assessment. PREREQUISITES: Nil. However. 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.7 1. familiar idiomatic language • is accompanied by a graph or image Learners may use dictionaries.3 1.2 Locate specific information given in advertisement 2. 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 advertisements.4 1.1 Identify the intention of advertisement 2.2 1.5 1. Learning outcome 2: Interpret an advertisement Assessment criteria: 2. Version 1. May 2013 108 © NSW AMES .10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH LEARNING OUTCOMES: Learning outcome 1: Demonstrate understanding of a news article Assessment criteria: 1.6 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 supports 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.8 1.3 Interpret persuasive devices Conditions of assessment: Advertisement: • should contain visual element and promotional material • may be authentic or adapted from authentic text • contains persuasive devices Learners may use dictionaries.1 1. 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. May 2013 109 © NSW AMES . Version 1.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. A protocol sets out the conditions under which something is to be done. However. 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 procedure is a text that describes how something is to be accomplished through a sequence of actions or steps. 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. Instructions may either be procedures or protocols. Demonstrate understanding of complex instructions in a spoken exchange 2. learners should be informed of this process at the beginning of the course. work and furtherstudy contexts. PREREQUISITES: Nil. May 2013 110 © NSW AMES . Give complex instructions in a spoken exchange 3. if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. This evidence can be collected through formative or summative assessment. 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 written instructions Version 1. 2 Use interaction strategies appropriate to complex spoken instructions 1.4 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.3 Demonstrate understanding of markers of time.5 Use conditional clause(s) 2.3 Give instructions in correct sequence 2.6 Use imperative clauses including negatives 2. 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. stress and intonation to be intelligible to the interlocutor.1 Give a set of at least 8 instructions in a spoken exchange which is readily understood by the interlocutor 2.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH LEARNING OUTCOMES: Learning outcome 1: Demonstrate understanding of complex instructions in a spoken exchange Assessment criteria: 1.8 Pronounce key words and utterances with sufficient sound clarity.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.2 State purpose clearly before commencing the steps 2. manner and place 2. or respond to requests for clarification 2. Version 1. May 2013 111 © NSW AMES . where appropriate 1.1 Demonstrate understanding of a set of instructions 1.7 Use markers of time. manner and place.4 Demonstrate understanding of implicit commands 1. 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.2 Demonstrate understanding of actions required and sequence 3. Responses: • may be performed.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH Learning outcome 3: Demonstrate understanding of complex written instructions Assessment criteria: 3. May 2013 112 © NSW AMES .1 Identify topic 3.3 Demonstrate understanding of grammatical structures signalling required action 3. Version 1. as well as other equipment required for the performance of the task.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. Telephone about a job Version 1. COREQUISITES: Nil. if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence. This evidence can be collected through formative or summative assessment. Write a résumé / CV 3. 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.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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 advertisement. write a simple résumé / CV and telephone about a job advertisement. learners should be informed of this process at the beginning of the course. PREREQUISITES: Nil. May 2013 113 © NSW AMES . 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. However. Analyse a job advertisement 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.3 Demonstrate understanding of vocabulary used in advertisement Conditions of assessment: Advertisements are authentic.5 2. ask and answer questions and give feedback Sustain conversation Use accurate vocabulary and grammatical structures appropriate to setting and register 3.2 Identify key information in advertisement 1. Learners may use dictionaries.5 3. 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. May 2013 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. or use strategies such as reformulation or repetition to clarify meaning 114 © NSW AMES . training.4 3.6 Conditions of assessment: Call can be simulated or authentic. experience and aspirations 1.3 3.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH LEARNING OUTCOMES: Learning outcome 1: Analyse a job advertisement Assessment criteria: 1.2 2.1 Select job advertisement relevant to own qualifications.6 Conditions of assessment: Résumé / CV is: • 1 page minimum in length • word processed Learners may use dictionaries and / or spell-checks. Version 1.1 3.7 Pronounce utterances intelligibly so that delivery does not impede comprehension.1 2.3 2. Learning outcome 3: Telephone about a job Assessment criteria: 3.4 2.2 3. skills and employment history 2. 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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 advertisements may include but not limited to: • job title • location • duties • contact 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 advertisements • audio and / or video recordings • recording equipment Version 1. May 2013 115 © NSW AMES . COREQUISITES: Nil. PREREQUISITES: Nil. This evidence can be collected through formative or summative assessment. 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. ASSESSMENT STRATEGY: Conditions of assessment: Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence. 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. However. Comprehend and construct tabular and graphical information Version 1. including calculations with whole dollars. learners should be informed of this process at the beginning of the course.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. Carry out multiple-step calculations 2. Apply measurement techniques to problem solving 3. May 2013 116 © NSW AMES . 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. Version 1, May 2013 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 117 © NSW AMES 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. Version 1, May 2013 118 © NSW AMES 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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 Version 1, May 2013 119 © NSW AMES 1 Recognise mathematics in everyday problems and decisionmaking tasks 2.1 1. Responses: • may be spoken.2 1.3 1.2 Identify mathematical skills and methods appropriate for solving everyday problems and making decisions 2.6 Perform transposition of simple formulae to solve problems 2.4 Identify whether mathematical information reflects. extends or enhances written information 3.10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH LEARNING OUTCOMES: Learning outcome 1: Interpret complex maps and plans Assessment criteria: 1. 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. May 2013 Read scale to calculate distance between points and area Describe location in terms of coordinates Use key / symbols to identify features in map / plan Locate world time zones using an Internet site 120 © NSW AMES .7 Use mathematical formulae and models to solve everyday problems and to make decisions 2.3 Identify and sequence steps involved in problem solving and decision making 2.3 Interpret mathematical information embedded in or accompanying print or online texts 3. 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: 2.4 Interpret simple mathematical formulae and models 2.8 Check solutions or decisions reached using mathematics Conditions of assessment: Learners can use calculators.2 Locate mathematical information embedded in or accompanying print or online texts 3.4 Conditions of assessment: Maps / plans are authentic print or online.5 Recognise proportional and inversely proportional relationships 2.5 Evaluate the validity of mathematical or statistical information presented in text Version 1. as well as access to the Internet. erroneous or insufficient evidence. 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 supports the claims or conclusions in the text and. Version 1. plans and texts containing mathematical information are required. identifies ambiguous. where appropriate. May 2013 121 © NSW AMES .10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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. 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. 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH Version 1. May 2013 © NSW AMES . 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH APPENDIX Version 1. May 2013 © NSW AMES . 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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 users do with language rather than focusing on skills. Some learning outcomes have been rearranged across modules. 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. Technology More opportunities to use computer technology and social media have been included. 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. 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. More sample tasks have been added where requested. LO changes Learning outcomes and assessment criteria in some modules have been reworked to provide more clarity and specification. 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. 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. Version 1. Rearranging learning outcomes across modules enables some modules to focus on texts for particular contexts eg: jobseeking. May 2013 124 © NSW AMES . The integration of the language of numeracy into the spoken and written learning outcomes has been strengthened. However it is still listed as a sample task. Learning outcomes related to preparing to write have been deleted. Additions Module SWEVIS312A – Comprehending and composing visual texts has been added. 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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 Version 1. May 2013 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 2 125 © NSW AMES . 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH 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 advertisements 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 Version 1. May 2013 Learning outcome 2 Module L SWEVIS312A Comprehending and composing visual texts = Module Q SWEMAT317A Applying and interpreting mathematical information Learning outcome 1 126 © NSW AMES .