VET in Schools Teacher Induction Manual - VSL for Teachers...VET in Schools Teacher Induction Manual 2015 RTO Version 2.0 P Petrovska 1 ... The system enables providers to operate

VET in Schools Teacher Induction Manual 2015 RTO Version 2.0 P Petrovska

1

Victorian School of Languages

Registered Training Organisation No. 21269

VET in Schools

Teacher

Induction Manual

2015


2

Contents

Introduction

VET – What is it?

4

Introduction to VET in Schools 4

Training Packages 5

Policies and Procedures 6

RTO Compliance

What is the Australia Quality Training Framework (AQTF)

7

8

Australian Qualifications Framework (AQF) 8

What is the Australian Skills Quality Authority (ASQA) 8

What is the Victorian Registration and Qualifications Authority (VRQA) 9

VET in Schools Roles and Responsibilities

2014 VET in Schools Language Program Calendar

11

12

VET in Schools Auspice School Checklist 13

VET in School Auspice School Responsibilities

1. Students

14

14

2. Responsibilities 14

3. Course Material 15

4. Moderation, Validation and Professional Development 15

5. Policies and Procedures 15

6. VSL RTO Support 15

7. Assessment 15

8. Reporting 15

9. Remuneration 16

10. Withdrawal of Students from the Program 16


3

VET in Schools Administrative Forms

Enrolment Form

17

18

Training Plan 21

Parental Consent form and Student Contract 22

Student List 23

Student Contact Record (Roll) 24

Student Competency Record (Elements completed) 25

Student Satisfaction Survey Certificate II 27

Student Satisfaction Survey Certificate III 30

Instructor Survey 33

VET in Schools Curriculum

Teaching Certificate II and III in Language

Competency Based Assessment

35

36

36

Recognised Prior Learning 36

Certificate I, II and III Assessment Overview 37

Student Assessment Scale and criteria for Elements in Certificate Courses 38

Unit of Competency Certificate II in Language 40

Unit of Competency Certificate III in Language 42

Student Progress Report Sample 44

Developing a VET in Schools Course 45

Attachment A: Sample tasks for Elements and Performance Criteria for Certificate II in Language

46

Attachment B: Sample Assessment Plan Certificate II German and

Sample Assessment Plan Certificate III Mandarin

53

57

Attachment C: Sample Learning Program or course extracts for Certificate II

in German

60


4

Welcome to the Victorian School of Languages

RTO


5

Introduction

The Victorian School of Languages (VSL) is a state-wide Department of Education and Early Childhood Development (DEECD) language school teaching distance education and face to face languages since 1935. In addition to this, we are a long established Registered Training Organisation (RTO) delivering Certificates in Language in Victoria using face to face and distance delivery to secondary school students and adults as well as tailoring language courses for industry such as, the Victoria Police and Aged Care Services.

VET – What is it? Vocational education and training (VET) is ‘education and training for work’. It exists to develop and recognise the competencies or skills of students. It has traditionally been seen as post-secondary, non-university education and training, focusing on apprenticeships. But reforms in the past decade now see vocational education and training programs offered in secondary schools, stronger links with university study options and six levels of qualifications offered in most industries, including high growth, new economy industries. Providers of learning and assessment services are registered by the system and regularly audited for service quality. The system enables providers to operate anywhere in Australia, and to issue nationally-recognised qualifications. Training packages provide the central system ‘architecture’. Training Packages specify the competencies that must result from the provision of learning services, industry requirements for assessment, and the qualifications that result from competence. In industry areas where there are not yet Training Packages, accredited courses are used instead. Commonwealth, State and Territory governments – the National Training Quality Council Agreement brings together Commonwealth, State and Territory governments to provide the policy and regulatory frameworks for the VET system. Governments implement the National Training Framework (which includes Training Packages and the National Quality Training Framework) to enable consistency, quality and national recognition of provider services. Governments also provide approximately half the funds for the system – the other half being provided by enterprises and students themselves. More information is available on the TGA website at www.training.gov.au .

Introduction to VET in Schools VET in Schools (VETiS) is designed to provide additional pathways for students to undertake a nationally recognized VET qualification while still at secondary school completing either VCE or VCAL. Schools wanting to deliver Certificate II and III in Language or Certificate II and III in Applied Language as part of their VETiS program, need to be “auspiced” by a Registered Training Organisation (RTO). The VSL RTO has strategic partnerships with schools across Victoria and is able to provide strong levels of curriculum and administrative support to principals and teachers under these auspice arrangements.

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


6

Secondary teachers interested in teaching vocational language certificates need to have a current Certificate IV in Training and Assessment (TAE40110). Apart from acquiring practical and communicative language skills, a VETiS language program aims to increase student motivation and retention in language classes. For example, students may complete a Certificate II in Year 9 and 10 and proceed to Certificate III or possible take VCE Units 1 and 2. Other benefits for students include equivalency with VCE Units for some languages in the form of credit towards their VCE known as “Block Credit”. VTAC may also award students who receive a Units 3 and 4 sequence through Block Credit, an increment of (10% of the average of the Primary Four scaled studies) towards their ATAR. (Languages with 180 hours of study may be considered for this type of credit.) The following VCAA link provides more information on Block Credit arrangements. http://www.vcaa.vic.edu.au/Pages/vet/general/recognition/vetcredit.aspx See also VCE VET Applied Language Program Booklet extract. http://www.vcaa.vic.edu.au/Documents/vet/appliedlanguages/extract-appliedlang.pdf

Training Packages

Training packages are sets of nationally endorsed standards and qualifications for recognising and assessing people’s skills. A Training Package describes the skills and knowledge needed to perform effectively in the workplace. They do not prescribe how an individual should be trained. Instructors develop learning strategies – the “how” – depending on student needs, abilities and circumstances. Training Packages are developed by industry through national Industry Skills Councils, Recognised Bodies or by enterprises to meet the identified training needs of specific industries or industry sectors. To gain national endorsement, developers must provide evidence of extensive consultation and support within the industry area or benchmark programs. Training Packages complete a quality assurance process and are then endorsed by the National Training Quality Council (NTQC) and placed on the TGA website (www.training.gov.au). The Victorian School of Languages RTO has the following nationally accredited training packages on its scope and can auspice schools in the delivery of the following Certificate in Language (ACT) I, II, III in the languages listed below, in addition to Certificate in Applied Language (VIC) II 22149VIC and Certificate in Applied Language III 22150VIC.

Language Certificate I Certificate II Certificate III

Arabic 80976ACT 80977ACT

French 81016ACT 81017ACT

German 81021ACT

Greek 81024ACT

Japanese 81037ACT

Indonesian 81029ACT 81030ACT

Mandarin 81052ACT 81053ACT 81054ACT

Spanish 81080ACT 81081ACT 81082ACT

http://www.vcaa.vic.edu.au/Pages/vet/general/recognition/vetcredit.aspx

http://www.vcaa.vic.edu.au/Documents/vet/appliedlanguages/extract-appliedlang.pdf



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Policies and Procedures The VSL is governed by policies and procedures in the administration of its RTO operations. Policies and procedures are available online on the VSL website at www.vsl.vic.edu.au or by contacting the RTO Manager on (03) 9474 0500.

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


8

RTO

Compliance


9

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

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

Australian Qualifications Framework (AQF)

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




10

What is the Australian Skills Quality Authority (ASQA)

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

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

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

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

These new Standards form the basis of the Auspice Responsibility Matrix which was attached to the Memorandum of Understanding received by your school.

What is the Victorian Registration and Qualifications Authority (VRQA)

The Victorian Registration and Qualifications Authority (VRQA), a statutory authority, is responsible for:

1. The registration of education and training providers in Vocational Education and Training (VET) - who deliver accredited training to domestic students in Victoria only or Victoria and Western Australia only

2. School education - including approval for registration on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) for courses delivered by schools

3. Senior secondary education - both school and non-school providers - including approval for registration on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS) for courses delivered by schools

4. The accreditation of courses and the registration of qualifications for those providers who are registered by the VRQA.

5. The registration and monitoring of apprenticeships and traineeships.

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

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

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


11

VET in Schools

Roles

and

Responsibilities


12

2015 VET in Schools Language Program Calendar Term 1 Date Event Action End of February and early March

VSL VETiS Professional Development session (at VSL Thornbury)

Teachers from participating schools and VSL RTO staff

February-March Student enrolment/ contract/school visits

VSL RTO staff, Co-ordinators and teachers

2nd March 2015 Class student lists due to be sent to VSL RTO

Teachers

End of Term 1 Class attendance rolls due to be sent to VSL RTO

VSL RTO staff and teachers

Term 2 Date Event Action 27th April, 2015 VETiS enrolments on VASS

database for funding Schools and Teachers

May New VETiS schools Moderation and Validation (VSL Thornbury)

VSL Language Mentors and teachers

June Program evaluation 1 (survey) Teachers and students End of Term 2 Class rolls due to be sent to

VSL RTO VSL RTO staff and teachers

Term 3 Date Event Action August Moderation and Validation for

all schools (VSL Thornbury)

VSL Language Mentors and teachers

End of Term 3 Class rolls due to be sent to VSL RTO

VSL RTO staff and teachers

Term 4 Date Event Action October School visit (as required) VSL RTO staff End of October Student results spreadsheet

sent to schools VSL RTO staff and teachers

November Program evaluation 2 (survey) Teachers and students 1st December, 2015 Final date for 2015 student

results sent to VSL Teachers

December Certificates to be issued and sent to schools

VSL RTO staff

End of Term 4 Class rolls to VSL RTO VSL RTO staff and teachers


13

VET in School Auspice School Checklist

1. Memorandum of Understanding

(a) Signed and returned to the VSL (b) Responsibility Matrix checked

√

2. Teacher Qualifications

(a) Up to date CV (b) Certificate IV in Training and Assessment (c) VIT registration (d) Certified copies of all documents sent to VSL

3. Student Paperwork

(a) Enrolment forms to VSL (b) Training Plan signed by student to VSL (c) Class list of students to VSL (d) Students entered on school VASS system for funding

4. Student Attendance

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

5. Student Assessment

(a) Final grades submitted to VSL Term 4 (b) VSL RTO issues Certificates to students/schools

6. Surveys

(a) Student Surveys complete and submitted to VSL (b) Teacher Survey complete and submitted to VSL (c) School VETiS Survey complete and submitted to VSL

7. Course Development

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

8. VET in School File

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


14

VET in Schools Auspice School Responsibilities

1 Students

Students are required to enrol in their language of choice with the SCHOOL. Enrolment forms are located on the VSL RTO website, Memorandum of Understanding and this manual. Teachers should forward the completed forms for their class to the RTO Manager during Term One.

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

contact information, are to be listed and will be completed by the SCHOOL at start of school year. Students are also required to provide a signed Parental Consent form in order to participate in the

VET is School program and Student Contract.

2 Responsibilities

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

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

Duty of Care

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

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

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

Discipline of Students

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

3. Course material

The SCHOOL will supply each student with the learning materials required to complete the course, in addition to a course outline and assessment plans for each language program undertaken.


15

The SCHOOL trainers undertaking the teaching of the VET in School program auspiced by the VSL RTO will develop a course aligned to the qualification of the certificate they are delivering. They will ensure that all curriculum and assessment strategies designed and delivered are in accordance with the relevant training package. Copies of their program implementation plan containing the course outline and assessment strategies will be provided to the VSL RTO upon commencement.

4. Moderation, Validation and Professional Development

The VSL will conduct up to two moderation and validation meetings during a school year. All trainers will be required to attend these meetings and bring student work for consideration. The VSL will also undertake to provide a Professional Development Induction for all trainers at the commencement of the school year.

5. Policies and Procedures

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

An Auspice Responsibility Matrix is attached to the Memorandum of Understanding outlining in more

detail the specific roles of the school and the auspice RTO in the context of the RTO auspice agreement.

6. VSL RTO Support

The VSL will supply the SCHOOL’s trainers, staff and students with the following support.

VETiS support hotline by experienced VSL staff VETiS Teacher Induction Manual RTO management ensuring all RTO/VETiS operations and compliance requirements are

maintained Online resources are made available Necessary information to enable the SCHOOL to enter students on VASS

7. Assessment

The SCHOOL will assess the students listed and submitted to the VSL RTO, in each Unit of Competence. A Student Competency Record sheet must be maintained by trainers for each class. Trainers will maintain a complete file of all student assessment tasks and provide the VSL RTO will this material upon request.

8. Reporting

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

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

VET. The key deadline for VETiS certificate enrolments on the VASS database for funding purposes is 27 April 2015. The VASS process includes entry of the Certificate to be undertaken along with the units of competency completed by students.

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

Statements of Results each year.


16

9. Remuneration

All costs and charges associated with a student receiving tuition and assessment in Certificates at the SCHOOL are to be are determined by SCHOOL and will advise students accordingly.

The SCHOOL will incur all charges for all students enrolled. The VSL will invoice the SCHOOL $150

per student at the commencement of the course to cover all RTO administration tasks.

10. Withdrawal of Students from the Program

A student may withdraw from the program of study at any time. The SCHOOL must advise the VSL RTO when they become aware of this.

The VSL RTO will issue at the request of the SCHOOL any statements of attainment.

Where a student withdraws from a Certificate program, AFTER FOUR WEEKS from the scheduled

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

Should sufficient students leave so as to make the program non-viable, the SCHOOL and the VSL

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


17

VET in Schools

Administrative

Forms


18

ENROLMENT FORM – Please print clearly. VSN (if under 25 ):

USI:

Surname: First name:

Home Address

Postcode State

Postal Address(if different to above)

Phone (Home) Bus/Mobile Fax

Date of birth Male/Female

Email address:

SECTION A – to be completed by student

LANGUAGE AND

CULTURAL DIVERSITY

1. In which country were you born

Australia

Other - Please specify.

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

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

No, English only

Yes, other - Please specify.

3. How well do you speak English?

Very well

Well

Not well

Not at all

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

No

Yes, Aboriginal

Yes, Torres Strait Islander

Tel: 9474 0500

Toll Free: 1800 675 872

Fax: 9416 9899

ABN: 29 034 006 179

315 Clarendon Street Thornbury 3071


19

DISABILITY

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

Yes

No

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

(You may indicate more than one area.)

Hearing/Deaf

Physical

Intellectual

Mental illness

Acquired Brain Impairment

Vision

Medical condition

Other

SCHOOLING

6. What is your highest COMPLETED school level?

(Tick ONE box only.)

Completed Year 12

Completed Year 11

Completed Year 10

Completed Year 9 or equivalent

Completed Year 8 or lower

Did not go to school

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

8. Are you still attending secondary school?

Yes

No

PREVIOUS

QUALIFICATIONS

ACHIEVED

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

Yes

No

If YES, then tick ANY applicable boxes.

Bachelor Degree or Higher Degree

Advanced Diploma or Associate Degree

Diploma (or Associate Diploma)

Certificate IV (or Advanced Certificate/Technician)

Certificate III (or Trade Certificate)

Certificate II

Certificate I

Certificates other than the above


20

EMPLOYMENT

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

(Tick ONE box only.)

Full-time employee

Part-time employee

Self-employed - not employing others

Employer

Employed - unpaid family worker

Unemployed - seeking full-time work

Unemployed - seeking part-time work

Not employed - not seeking employment

STUDY REASON

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

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

To get a job

To develop my existing business

To start my own business

To try for a different career

To get a better job or promotion

It was a requirement of my job

I wanted extra skills for my job

To get into another course of study

For personal interest

For self-development

Other reasons

SECTION B – Complete course details

VET in Schools over 20 years

Course name:

CERTIFICATE I IN

CERTIFICATE II IN

CERTIFICATE III IN

OFFICE USE ONLY

Course code___________

Course code

Course code

Course start date: Course finish date: Total contact hours

CERT I&II: 110 hours (180 for character based languages) CERT III: 180 hours.

Cert II in Applied Languages 240 hours

Cert III in Applied Languages 280 hours

Student signature:_________________________________ Date: ______ / ______ / ______

VSL signature: _________________________________ Date: ______ / ______ / ______


21

VICTORIAN SCHOOL OF LANGUAGES TRAINING PLAN

QUALIFICATION: Certificate ___ in (Insert course and certificate number and language studied above)

Student Name: Address:

Telephone:

Mobile:

Commencement of Training: Email: Fax:

Home School: Year Level at Home School: Language Studied:

Competencies

Tick or circle appropriate

Nominal Hours

(circle as required)

Delivery mode

Proposed Starting

Date

Proposed Completion

Date

Tra

iner/

Mento

r

( teach

er)

Assessment elements:

(tick appropriate)

Oral, Written, Portfolio, Observation, Anecdotal, Demonstration, Project

Assessm

en

t

Outc

om

es

Date

Com

pete

ncy

Ach

ieved

Cert. I in Language

Cert. II in Language

Cert. III in Language

Cert II in Applied Languages

Cert III in Applied

Languages

110

110

180

240

280

Classroom/ Distance/ other

Feb. 2015

Dec. 2015

Element 1.

Element 2.

Element 3.

Element 4.

Element 5.

Element 6.

Element 7.

Element 8.

Element 9.

Competent

Not Competent

Student signature:_________________________________ Date: ______ / ______ / ______ VSL signature:_________________________________ Date: ______ / ______ / ______


22

Parental Consent Form (Optional) for VET in Schools classes at ……………………………………………….. School

[Please complete and return prior to commencement of lessons]

I give consent for my son/daughter (please insert student’s name) ………………………………………………………………

to participate in the VET in Schools program.

Signed: …………………………………………………….. Print name of parent:…………………………………………………………………………..

Date:............/............./………..

All information is held in confidence by the VSL RTO.

Student's Name:. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Date of Bi rth: . . . . / . . . . / …. . . . Year Level: . . . . . . .

Parent's / Guardian's Full Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Address: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Postcode: . . . . . .

Emergency Telephone: Home: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Work: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Student Contract I.............................................................................agree to the following terms and conditions for participating in VET in Schools program at ………………………………….. (school)

• To behave in a manner that is expected of students at the SCHOOL; and

• To comply with any lawful requests or instructions given by staff at the SCHOOL.

Signed:...................................................................... Date:.........../............./……………….

Version 1.0 August 2013 Prepared by M. Gregorace


23

Student List – SCHOOL………………………………………………. (Please provide to the Victorian School of Languages RTO with contact details of each student)

Name of student Name of VET program Course Code Day and time attended at

SCHOOL

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20. Version 1.0 August 2013 Prepared by M. Gregorace


24

Student Contact Record

Teacher………………………………….. Class……..

Unit of competency………….. Course code…………

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

Sess

ion

Name

Date

1

2

3

4

5

6

7

8

9

10



25

Student Competency Record Certificate II in Language ( ____________________)

Particip

ate in casu

al con

versation

on

a fam

iliar top

ic inclu

din

g past, p

resen

t

and

futu

re events.

Co

nd

uct ro

utin

e spo

ken tran

saction

s.

Give

simp

le directio

ns, in

structio

ns o

r exp

lanatio

ns.

Iden

tify specific in

form

ation

in sh

ort

oral texts.

Write a sh

ort reco

un

t wh

ich in

clud

es a d

escriptio

n

Iden

tify specific in

form

ation

in sh

ort

written

texts.

Final Assessment

Student Name ID Number Element 1 Element 2 Element 3 Element 4 Element 5 Element 6

xx Example John Doe 123456 C NC NYC

12/3/2010 30/11/2010

1

2

3

4

5

6

7



26

Student Competency Record Certificate III in Language ( _____________________)

Pro

vide in

form

ation

and

advice

Particip

ate in a casu

al con

versation

w

ith cu

stom

ers or co

lleagues

Nego

tiate a pro

blem

atic exch

ange

Dem

on

strate un

derstan

din

g of sp

oke

n

info

rmatio

n, exp

lanatio

ns an

d

instru

ction

s

Write ro

utin

e wo

rkplace in

structio

ns

Co

mp

lete stand

ard fo

rms an

d ro

utin

e w

orkp

lace do

cum

ents

Dem

on

strate un

derstan

din

g of a

limited

range o

f wo

rkplace te

xts

Final Assessment

Student Name ID Number Element 1 Element 2 Element 3 Element 4 Element 5 Element 6 Element 7

xx Example John Doe 123456 C NC NYC

12/3/2010 30/11/2010

1

2

3

4

5

6

7

8



27

Student Competency Record Certificate II in Applied Languages(_________________)

Co

nd

uct b

asic oral co

mm

un

ication

for

social p

urp

oses in

a langu

age oth

er than

En

glish V

U2

06

00

0

Co

nd

uct b

asic wo

rkplace w

ork p

lace oral

com

mu

nicatio

n in

a langu

age oth

er than

En

glish V

U2

06

01

Read

and

write

basic d

ocu

men

ts for so

cial p

urp

ose in

a langu

age oth

er than

English

VU

20

60

2

Read

and

Write

basic w

orkp

lace d

ocu

men

ts in a lan

guage o

ther th

an

English

VU

20

60

3

Sup

plem

entary assessm

ent

Sup

plem

entary assessm

ent

Final Assessment

Student Name ID Number Element 1 Element 2 Element 3 Element 4

xx Example John Doe 123456

C NC NYC

12/3/2010 30/11/2010

1

2

3

4

5

6

7


28

Student Competency Record Certificate III in Applied Languages(_________________)

Co

nd

uct ro

utin

e oral co

mm

un

ication

for

social p

urp

oses in

a langu

age oth

er than

En

glish V

U2

06

00

4

Co

nd

uct ro

utin

e wo

rkplace o

ral

com

mu

nicatio

n in

a langu

age oth

er than

En

glish V

U2

06

05

Read

and

write

rou

tine d

ocu

men

ts for

social p

urp

oses in

a langu

age oth

er than

English

VU

20

60

6

Read

and

write

rou

tine w

orkp

lace d

ocu

men

ts in a lan

guage o

ther th

an

English

VU

20

60

7

Sup

plem

entary assessm

ent

Sup

plem

entary assessm

ent

Final Assessment

Student Name ID Number Element 1 Element 2 Element 3 Element 4

xx Example John Doe 123456

C NC NYC

12/3/2010 30/11/2010

1

2

3

4

5

6

7


29

Surveys


30

A. Student Satisfaction Survey – Certificate II

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

services provided by the VSL. Your response will be treated in strict confidence and will

assist us to review and improve current school processes.

Please complete your course details below:

Qualification ACT CERTIFICATE II IN

Unit of Competency: C2

Instructions:

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

answer to each question. Please read each question carefully. For mailed surveys, place the

completed questionnaire in the enclosed reply paid envelope and post it by December 7,

2012.

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

Victorian School of Languages, how would you rate your course/unit overall?

(Circle only one number)

Poor………………………………………… 1

Fair…………………………………………. 2

Good……………………………………….. 3

Very Good…………………………………. 4

Excellent…………………………………… 5

Don’t know ………………………………... 6

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

course at the Victorian School of Languages?

(Circle only one number for each statement)

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

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

b) The information given to you by the Victorian School of Languages gave you a clear

idea of where the courses/units might lead in terms of future career and job prospects.


31

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

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

Strongly

disagree disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

d) The topics covered in the course/unit are/were interesting.

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

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

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

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

the skill you are/were required to develop on the job.

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

g) The instructors have/had good knowledge of the subject they are/were teaching.

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

h) You are/were easily able to talk to your instructors when required.

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

i) You feel you will be able to/can use what you have learned in the course/unit on the

job/in everyday life.

Strongly

disagree

Disagree Neither agree

nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6


32

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

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

k) You feel that the assessment methods used by the instructors were relevant to your

learning.

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

l) The timetabling of the course met your needs.

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

FURTHER COMMENTS

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

Thank you for your co-operation.


33

A. Student Satisfaction Survey – Certificate III




Please complete your course details below:

Qualification ACT CERTIFICATE III IN


Instructions:




2012.




Poor………………………………………… 1

Fair…………………………………………. 2

Good……………………………………….. 3

Very Good…………………………………. 4

Excellent…………………………………… 5

Don’t know ………………………………... 6

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

course at the Victorian School of Languages?


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

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

b) The information given to you by the Victorian School of Languages gave you a clear

idea of where the courses/units might lead in terms of future career and job prospects.

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know


34

1 2 3 4 5 6

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

Strongly

disagree disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

d) The topics covered in the course/unit are/were interesting.

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

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

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

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

the skill you are/were required to develop on the job.

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

g) The instructors have/had good knowledge of the subject they are/were teaching.

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

h) You are/were easily able to talk to your instructors when required.

Strongly

disagree Disagree

Neither agree

nor disagree Agree

Strongly

agree Don’t know

1 2 3 4 5 6

i) You feel you will be able to/can use what you have learned in the course/unit on the

job/in everyday life.

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6


35

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

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

k) You feel that the assessment methods used by the instructors were relevant to your

learning.

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

l) The timetabling of the course met your needs.

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

FURTHER COMMENTS




36

B. Instructor Satisfaction Survey – Certificate




Please complete the details of the course you teach.

Qualification ACT CERTIFICATE I IN


Instructions:




2012.




Poor………………………………………… 1

Fair…………………………………………. 2

Good……………………………………….. 3

Very Good…………………………………. 4

Excellent…………………………………… 5

Don’t know ………………………………... 6

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

at the Victorian School of Languages?


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

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

b) You have a clear idea of the VSL's strategic direction.

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6


37

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

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

d) You receive adequate feedback on your performance.

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

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

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

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

Strongly

disagree


nor disagree

Agree Strongly

agree

Don’t know

1 2 3 4 5 6

FURTHER COMMENTS




39

VET in Schools

Curriculum


40

Teaching Certificate II and III in Language

Competency Based Assessment

The following information on assessment may be of use to teachers undertaking competency

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

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

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

situations which reflect authentic settings and tasks. For this reason, assessments should be

tailored for each language and may vary slightly.

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

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

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

portfolios of written work, reports as well as group and class work observations.

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

summative assessment tasks by the end of the course.

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

or penalise them if they do not achieve the standard required. We mark students as

“competent” or “not yet competent” and give them the opportunity to redo an element in

order to achieve success.

This is not a competitive system, rather, a system which enables students to work at their own

pace. For this reason, VSL VET teachers have developed a marking system based on high,

medium and low standards achieved by students, offering teachers an easier way to assess

student in accordance with the competency based assessment model.

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

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

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

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

learning activities, and assessment tasks to the Certificate competencies and assessment.

Recognised Prior Learning

Sometimes you may have a student that has only completed part of a Certificate and wants to

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

student before placing them in the appropriate Certificate class. The VSL RTO has developed

RPL or Recognised Prior Learning or Skills Recognition paperwork which you may use to

assist you. These documents can be found on the VSL website. www.vsl.vic.edu.au

The following section contains:

Assessment overview of Certificate in Language I, II and III

Student assessment scale and criteria for elements in Certificate courses

Certificate competency overview

Mid-year report format sample

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


41

Student Assessment scale and criteria for Elements for Certificate courses The following is the assessment for each component of each Element

Result: Competent – Satisfactory No Yet Competent (Re-submit) Resubmission due date: _____/______/___

Not Demonstrated Criteria High Medium Low

The criteria for each Element will be described in the

description of each task to perform for each Element.

Each Element has several tasks which will make the

final result for the Element.

Each task will have a result called HIGH, MEDIUM and

LOW. The student will need to get a high or Medium

and a high depending on how many tasks they have to

perform in order to acquire a Competent result.

How students will achieve HIGH, MEDIUM and LOW scores? High result

In order to get a high score , the student have to have quality responses plus

demonstrate high capability in the language, for example: if we are asking the student to

have a conversation or a role play with the teacher, the student will need to

demonstrate excellent vocabulary, pronunciation, ideas and capability to maintain the

exchange successfully. Also effectively performance according to the culturally specific

aspect of the language in question.

If the task is about understanding a text. To get a high score the student needs to

demonstrate excellent capability in identifying the overall meaning of the text as well as

demonstrated high ability to identify all main points, and detailed items of specific

information.

Present information in an excellent l organised and effective manners for example having an excellent structure and sequencing of ideas presented.

If the task is a listening text. To get a high score the student needs to demonstrate

excellent understanding of the overall text. The need to convey meaning in the response

using the correct register and stylistic features and highly appropriate range of

vocabulary, and grammar.

Medium result In order to get a medium score , the student have to have a good quality responses have

to demonstrate capability for example: if we are asking the student to have a

conversation with the teacher the student will need to demonstrate a good range of


42

vocabulary, pronunciation, ideas and be able to maintain the exchange. Also perform

according to the culturally specific aspect of the language in question.

If the task is about reading a text and extract information. To get a medium score the

student needs to demonstrate capability in identifying the overall meaning of the text as

well as demonstrated ability to identify main points, and detailed most items of specific

information.

Present information in an organised and effective manners for example having a good structure and sequencing of ideas presented.

If the task is a listening text. To get a medium score the student needs to demonstrate a

good understanding of the overall text. The need to convey meaning in the response

using the correct register and stylistic features and appropriate range of vocabulary,

and grammar.

Low result The students will get a low score when the student has limited responses for example: if

we are asking the student to have a conversation with the teacher the student will

demonstrate a limited and narrow range of grammar and vocabulary. Also shows

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

applicable to the task.

If the task is about reading a text and extract information. Student will get a low when

the student presents limited points of view and limited relevant information in the

response.

If the task is a listening text. Students will get a low score if they have limited

understanding of the text, present little relevant information and uses a very limited

range of grammar and vocabulary.


43

Units of

Competency

Certificate II and III in

Language


44

Certificate I, II & III in Language

Assessment Overview (each language has a separate Certificate)

Certificate I in Language

Apply a LOTE in its everyday

spoken and written forms to a

very limited range of simple

tasks and familiar interactions.

Competency/elements

1. Participate in short, basic

conversational exchange

2. Provide basic personal

information and elicit similar information from others

3. Participate in a simple

transactional exchange to

provide or obtain a product or service

4. Give spoken information about a

person, place, product or service

5. Demonstrate understanding of

spoken information

6. Complete a simple form

7. Write a short note or message

8. Identify key information on common signs or simple notices

9. Read a short information text

Underpinning knowledge and

skills Knowledge of the meaning of vocabulary

and language structures used and the cross

cultural understanding relevant to tasks.

Assessment context and method Students are assessed using both formal and informal methods, including observation of

role-plays and pair-work, interviews,

presentations, practical exercises, portfolios of written work

Certificate 2 in Language

Apply a LOTE to a limited range

of routine simple tasks in

familiar work and social

contexts.

Competency/elements

1. Participate in a casual

conversation on a familiar topic including past, present and future

events

2. Conduct routine spoken transactions

3. Give simple directions,

instructions or explanations 4. Identify specific information in

short oral texts

5. Write a short recount which includes a description

6. Identify specific information in a

short written text



and language structures used and the cross cultural understanding relevant to tasks.



presentations, practical exercises, portfolios of written work

Certificate 3 in Language

Use and apply a LOTE in a

range of predictable situations

Competency/elements

1. Provide information and advice

2. Participate in a casual

conversation with customers or colleagues

3. Negotiate a problematic

exchange 4. Demonstrate understanding of

spoken information, explanations

and instructions 5. Write routine workplace

instructions

6. Complete standard forms and routine workplace documents

7. Demonstrate understanding of a

limited range of workplace context



and language structures used and the cross cultural understanding relevant to tasks.



presentations, practical exercises, portfolios of written.

22149VIC Certificate II in Applied Language


45

Certificate II in Language


46

Certificate II in Language


47

Certificate III in Language


48

Certificate III in Language


49

Units of

Competency

Certificates II and III in

Applied Language


50

Certificate II & III in Applied Language

Assessment Overview

Teachers will receive a copy of the complete

set of Units of Competency at the Induction Day.

These include performance descriptors,

range statements and evidence guides.

Certificate 2 in Applied

Language

This certificate is not language specific

Units of Competency

1. Conduct basic oral

communication for social

purposes

in a language other than English

(LOTE)

2. Conduct basic workplace oral communication in a language

other than English (LOTE)

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


4. Read and write basic workplace documents in language


Elements

There are two elements which need to be

completed in each unit of competency in this certificate.



and language structures used and the cross

cultural understanding relevant to tasks. Appropriate resources to assist in

understanding and communication in the

target language including social and cultural conventions.

Assessment context and method Students are assessed using both formal and informal methods, including direct

observation, role-plays and pair-work,

simulations, interviews, presentations, practical exercises, direct questioning,

portfolios of written work and class and

group work participation.

Certificate 3 in Applied

Language

This certificate is not language specific

Units of Competency

1. Conduct routine oral

communication for social purposes in a language other

than English (LOTE)

2. Conduct routine workplace oral communication in a language

other than English (LOTE) 3. Read and write routine

documents for social purposes in

a language other than English (LOTE)

4. Read and write routine

workplace documents in a language other than English

(LOTE)

Elements There are two to three elements which need

to be completed for each unit of competency

in this certificate.


skills Knowledge of the meaning of vocabulary and language structures used and the cross

cultural understanding relevant to tasks.

Appropriate resources to assist in understanding and communication in the

target language including social and cultural

conventions.

Assessment context and method Students are assessed using both formal and

informal methods, including direct observation, role-plays and pair-work,

simulations, interviews, presentations,

practical exercises, direct questioning, portfolios of written work and class and

group work participation.

22149VIC Certificate II in Applied Language


51

Unit of competency 1 Conduct basic oral communication for social

purposes in a language other than English Element 1: Familiarise oneself with the target language needed for basic communication in a social setting

Performance Criteria Conditions 1.1 Identify key words, short phrases and/or gestures

to communicate at a basic level, including appropriate

commonly-used expressions of courtesy.

Face–to–face or telephone

Fluent interlocutor

1.2 Determine basic spoken language features in order

to facilitate basic communication.

Familiar or prepared topic

Simulated or authentic situation

1.3 Recognise social and cultural conventions to

support communication in the target language.

Minor grammar or pronunciation errors do not

interfere with meaning

1.4 Identify appropriate resources, as required. Can use visual or graphic aids normal to workplace or

social setting

Element 2: Communicate in a culturally appropriate manner in social settings.

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

initiate communication at a basic level, including

appropriate commonly-used expressions of courtesy.


2.2 Respond appropriately to basic spoken language. Fluent interlocutor

2.3 Employ basic social and cultural conventions to

support communication.


2.4 Adapt and modify communication strategies and

language according to the situation and social context.


2.5 Use relevant visual aids or non-verbal

communication to enhance or replace oral

communication.



2.6 Use appropriate resources and seek assistance, as

required.

Can use visual or graphic

aids normal to workplace or social setting

Unit of competency 2 Conduct basic workplace oral communication in a

language other than English Element 1: Familiarise oneself with the target language needed for basic communication in a workplace setting.

Performance Criteria Conditions 1.1 Identify key words, short phrases and/or gestures

commonly used to communicate at a basic level in a

workplace.


Fluent interlocutor

1.2 Determine spoken language features in order to

facilitate basic communication.


1.3 Recognise workplace and cultural conventions to

support communication in the target language.


1.4 Identify appropriate resources, as required. Can use visual or graphic aids normal to workplace

Minor errors should not distract or interfere with

meaning

Certificate II in Applied Languages

National ID: 22149VIC


52

Element 2: Communicate in a culturally appropriate manner in a workplace setting.

Performance Criteria Conditions 2.1 Use key words, phrases and language features for

basic workplace communications.


Fluent interlocutor


language according to the situation and workplace

context.



2.3 Use any visual or non-verbal techniques to

enhance or replace oral communication.



2.4 Support communication by reference to specific

workplace materials and visual information, as

required.

Can use visual or graphic aids normal to workplace

2.5 Use additional resources and seek assistance, as

required.

Unit of competency 3 Read and write for basic social communication in a

language other than English Element 1: Read for social purposes.

Performance Criteria Conditions 1.1 Establish main purpose of text. Authentic or adapted from authentic text

1.2 Determine the gist of basic social texts. Dictionaries allowed

1.3 Identify social and cultural conventions of basic

social texts.

Time limit

1.4 Use accompanying visual information to support

comprehension.

Element 2: Write for social purposes.

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

2.2 Produce basic social texts using key words,

phrases, simple sentences to convey main ideas and

relevant details.


2.3 Adhere to social and cultural conventions when

writing texts.



Dictionaries allowed

Unit of competency 4 Read and write basic workplace texts in a language

other than English

Element 1: Read workplace texts

Performance Criteria Conditions 1.1 Establish main purpose of text. Authentic or adapted from authentic text

1.2 Determine the gist of basic workplace texts. Dictionaries allowed

1.3 Establish the main ideas, key facts and

requirements of the workplace text.

Time limit

1.4 Identify relevant business and/or cultural

conventions of basic workplace texts.

1.5 Identify appropriate resources, as required.


53

Element 2:

Write workplace texts

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

2.2 Produce basic workplace texts using key words,

phrases, simple sentences to convey main ideas and

relevant details.


2.3 Adhere to cultural conventions of basic workplace

texts.



2.4 Use appropriate resources, as required. Dictionaries allowed


54

Unit of competency 1 Conduct routine oral communication for social

purposes in a Language other than English

(LOTE) Element 1:

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

manner.

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

features for routine social purposes


Fluent interlocutor


language according to the situation and social context



1.3 Use relevant visual aids or non-verbal

communication to enhance or replace oral

communication

Minor grammar or

pronunciation errors do not


1.4 Use appropriate resources to support everyday

communication on routine matters, and seek assistance,

as required



Element 2:

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

Performance Criteria Conditions 2.1 Acknowledge and respond appropriately to

directions and instructions


Fluent interlocutor

2.2 Provide clear and succinct directions and

instructions at an appropriate speaking pace


Simulated or authentic

situation

2.3 Support communication with the use of

appropriately sequenced expressions and questions to

emphasise or clarify directions and instructions

Minor grammar or





Unit of Competency 2 Conduct routine workplace oral communication in

a Language other than English (LOTE) Element 1:

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

appropriate manner.

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

features for routine workplace communications


Fluent interlocutor

Certificate III in Applied Languages

National ID: 22150VIC


55


language according to the situation and workplace

context


1.3 Use any visual or non-verbal techniques to enhance

or replace oral communication


situation

1.4 Support communication by reference to specific

workplace materials and visual information, as

required


aids normal to workplace

1.5 Use appropriate resources and seek assistance , as

required

Minor errors should not

distract or interfere with

meaning

Element 2:

Give and follow everyday directions and instructions in a workplace setting

Performance Criteria Conditions 2.1 Acknowledge and respond appropriately to

directions and instructions


Fluent interlocutor

2.2 Provide clear and succinct directions and

instructions at an appropriate speaking pace



situation

2.3 Support communication with the use of

appropriately sequenced expressions and questions to

emphasise or clarify directions and instructions

Minor grammar or





Element 3:

Conduct negotiations at a functional level in the workplace setting

Performance Criteria Conditions 3.1 Participate in workplace negotiations concerning

relevant workplace matters, including addressing

issues and opportunities


Fluent interlocutor


situation

3.2 Use appropriate visual aids and non- verbal

communication to support negotiations in accordance

with workplace role requirements


Minor grammar or





Unit of competency 3 Read and write routine documents for social

purposes

Element 1:

Read routine texts for social purposes

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

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

texts


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

that may require action of the text

Time limit

1.4 Consider social and cultural conventions of texts

to support comprehension

1.5 Use appropriate resources to assist in the reading

process


56

Element 2:

Write for social purposes

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

sentences to convey main ideas and relevant details

Word-processed or handwritten

2.2 Provide clear and easy to follow written directions

and instructions relative to the social context, as

required


2.3 Provide written responses to texts in an

appropriate form and tone, adhering to social and

cultural conventions

Minor grammar or



2.4 Use appropriate resources to assist in the writing

process


Unit of Competency 4 Read and write routine workplace documents in a

Language other than English (LOTE)

Element 1: Read routine workplace texts

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

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

that may require action of the workplace text

Time limit

1.4 Identify business and/or cultural conventions of

workplace texts

1.5 Identify appropriate resources, as required

Element 2:

Write routine workplace texts

Performance Criteria Conditions 2.1 Adhere to workplace and cultural conventions and

formats when preparing written texts

Word-processed or handwritten

2.2 Produce workplace texts using appropriate

vocabulary and language structures to convey main

ideas and relevant details


2.3 Provide clear written directions and instructions in

relation to workplace matters, including addressing

issues and opportunities

Minor grammar or



2.4 Use appropriate resources and/or seek assistance,

as required



57

Sample Student Progress Report

Name: Number: Date:

School: Teacher:

Course Title: Certificate II in [insert language] (Progress Report)

Course code: [insert codes]

The Certificate II in [insert language]: Apply a language other than English in its everyday

spoken and written forms to a limited range of routine, simple tasks and roles in familiar

work and social contexts.

Semester 1 Achievement

Competency Descriptor

On completion of the Certificate II in [Language] program, graduates will be able to apply

their knowledge of the standard language in its spoken and written forms to a range of

familiar, simple tasks and roles. They will be able to understand, speak, read and write the

standard language in a limited range of routine, simple tasks and roles in familiar work and

social contexts.

Competencies achieved to date ()

1 Participate in a casual conversation on a familiar topic including past, present

and future events.

2 Conduct routine spoken transactions.

3 Give simple directions, instructions or explanations.

4 Identify information in short oral texts.

5 Write a short recount which includes a description.

6 Identify specific information in a short written text.

Descriptors: C – Competent NYC – Not Yet Competent

Teacher comment:

Teacher


58

Developing a VET in Schools course To assist VET in Schools auspice teachers develop a course which is best suited to their students’ needs and at the same time compliant to the assessment of the competencies in Certificate II and III in Language, this next section contains extracts of sample VSL course and assessment documents. These are meant to be used as a guide and teachers may develop their own to suit their particular school situation. A complete language specific curriculum package will be distributed to VETiS schools during the Induction Meeting in Term 1. Language specific courses and assessment tasks have also been developed by the VSL RTO and will be distributed to VET in Schools teachers during the Term One VET in Schools Induction Professional Development day. Teachers may use the texts book outlined in these courses and assessment tasks or develop their own, in which case a copy needs to be submitted to the VSL RTO for approval and filed for compliance purposes. In addition to this, teachers should maintain a VETiS Language file/folder for each class which includes a record of, and samples of all student assessments, as these will need to be passed on to the VSL RTO and filed for compliance purposes, along with validation and moderation paperwork. Sample student work of a high, medium and low level must be brought to moderation and validation meetings which will be scheduled during Terms 2 and 3. This section contains extracts of the curriculum documents developed by VSL VET teachers Heather Rae (German), Peng Hooi Lo (Mandarin) and Veronica Deren (French).

(a) Sample tasks for Elements and Performance Criteria for Certificate II in Language.

This document is given to students at the beginning of the course outlining the type of assessment they should expect to do.

(b) Sample Assessment Plan Certificate II German and Certificate III Mandarin. These are assessment coversheets used to assess student work.

(c) Sample Assessment Plan for Certificate III in Applied Language developed for French


59

Attachment A

Victorian School of Languages RTO

Sample tasks for Elements and Performance Criteria for

Certificate II in German 81021ACT

(Sample Tasks) 2014

Assessment Context

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

possible reflect authentic settings and tasks. The assessment it is also according to the requirements of

the German language.

We will use the Performance Criteria to mark your assessment for each element. As several elements

have more than one task. You will need to have high or medium in all of the different tasks of each

element in order to be competent for that element.

Students are allowed to repeat the assessment twice under test conditions.

The marking of the Elements are as follows: Result:

Competent – Satisfactory No Yet Competent (Re-submit) Resubmission due date: ____/_____/_____ Not Demonstrated

Please note: All students and teachers need to sign all the assessment tasks.

Teachers need to provide comments about the student’s performance.


60

Element 1: Participate in a casual conversation on a familiar topic including past,

present and future events.

Performance

Criteria/ Evidence

Guide

Conditions Sample Tasks

1.1 Uses normal

strategies to open,

close seek clarification

and feedback, confirm,

and change topics.

Sympathetic and

fluent

interlocutor.

Greet a friend or colleagues and discuss what they like to do

on the weekend.

See Katzensprung TRAK page 33

How are you?

How was your weekend? What did you do on the weekend?

What do you do want to do on the on the (coming) weekend

Of suggested activities (e.g. film, concert, exhibition) what do

you find interesting/more interesting/less interesting?

At what time does the activity start? At what time does it finish?

What music do you like listening to? Which music is

good/better/best?

1.2 Uses mostly correct

grammatical structures

and pronunciation

Minor errors in

grammar or

pronunciation

allowed if

meaning clear

Discuss routines, hobbies or future plans with friends,

colleagues or customers.

What is your favourite leisure activity?

What do you plan to do in the future?

Do you play any sport?

What kind the activities do you do with your friends?

What kind the activities do you do with your family?

What kind the activities do you do with your colleagues?

1.3 Asks and answers

questions

appropriately.

Role play discussing job duties and the day’s work activities

with a colleague or friend.

The teacher will play the role of a friend in a role play where they

are discussing the duties the student have to do in a day at his/her

work place, mentioning the workload, the time table, the lunch

time activities, discussing colleagues, etc.

Element 2: Conduct routine spoken transactions

Performance

Criteria/ Evidence

Guide


2.1 Initiates or

responds to opening

appropriately

Sympathetic and

fluent

interlocutor (may

be peer if well

prepared)

Give or take down a simple phone message, or respond to the

phone message

Hi Jakob, it’s Nicole. I don’t have to go to basketball training this

afternoon, so would you like to meet and do something?

We can meet in the city at 3 o’clock in front of KaDeWe. There

is a good film at the cinema or we could go to the exhibition at

the Cartoonfabrik. My sister wants to come to, so maybe your

brother could come with you as well. See you soon, Nicole

2.2 Asks questions or

provides information

about the product or

service

Minor errors in

grammar or

pronunciation

allowed if

meaning is clear

Request and provide information about a product or service

e.g. a hotel or a city tour.


Role play the situation with your teacher, (the teacher will play

the role of the assistant in the tourist information office or hotel)

Your role play must include:


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1. Greetings and good byes.

2. Details like hotel room needed/tour times, arrival and

departure dates/pick up and drop off locations, price

3. Exchanging personal information.

4. Ask if breakfast/lunch is included.

5. Ask for one further piece of information

2.3 Record any

relevant details

correctly

Relevant/familiar

topic or item

Make or change a reservation / an appointment with a

counsellor.

You will make a reservation for a room / an appointment at a

counsellor. Role play , (the teacher will play the role of a

reception staff) the situation including:

1. Greetings and good byes.

2. State what sort of room you want / State the general

nature of the problem you are facing (e.g. I have

problems with my brother/my parents)

3. Request a room for particular dates and the type of room

/ Request an appointment at an earlier time or date and

state your reason.

4. Personal information (e.g. age, name, address, how you

are travelling to city)

5. Resolution to the problem.

2.4 Uses appropriate

politeness markers,

courtesy expressions

and body language

Place or take an order for goods or a service e.g. City tour,

Hotel room service

Student: Good afternoon

Receptionist: Good afternoon, can I help you?

Student: Yes, I am staying in Berlin for three days, what can you

suggest for me to do?

Receptionist: Yes, where are you staying?

Student: I am at the Youth hostel in Kreuzberg and I don’t have

a lot of money?

Receptionist: Yes, of course. Do you want to go shopping or do

you want to see the many tourist sights??

Student: Shopping is boring. I want to experience history.

Receptionist: Good, then the city tour starts at 9AM or midday

Student: That is great, thank you very much

Receptionist: What is your name, and your mobile number?

Student: Nicole Weger, and my phone number is 0400 123 456

Receptionist: Thank you. You can pay for the tour in the

morning.

Student: That is great, thank you very much

Receptionist: You are very welcome

.

2.5 Clarifies, requests

repetition or

confirmation where

needed.

E.g. Role Play -Calling a friend, e.g. You need some help with

a problem at home / at school / at your work. (The teacher

will play the role of the friend)

Student: Hi Anja

Friend: Hello Stefan, what can I do for you?

Student: I need some help. I want to find a part time job.

Friend: Yes, what is the problem?

Student: My father doesn’t want me to. He wants me to

concentrate on my study?

Friend: You could talk with your father?

Student: But he is really strict

Friend: Why don’t you do more homework during the week and

then you can have a job on the weekend?


62

Student: Good idea. I can also speak with my mother and maybe

help with the housework.

Friend: that’s great. Do you want to meet for coffee and talk it

over?

Student: Yes, I’ll meet you in 20 minutes. Thank you

Friend: No worries.

Element 3: Give simple directions, instructions or explanations

Performance

Criteria/ Evidence

Guide


3.1 Gives accurate

information in logically

sequenced order

Simple, routine

task or

explanation

Give directions how to get to a particular building, street or

facility

You are at Brandenburger Tor in Berlin. Give directions to 10

different places using the map given to you.

e.g. You should cross the street turn to the right and on your left

you will find the street you are looking for.

3. 2 Uses appropriate

non-verbal strategies to

assist communication

where relevant

3 or 4 steps or

pieces of

information

Explain the advantages and disadvantages of different

housing


Role play a conversation at a German real estate agency, where

the teacher plays a person wanting to rent new accommodation

and the student plays the real estate agent and explain what

options are available. You will need to be able to :

offer at least two houses or apartments to rent

explain the advantages and disadvantages of each

ask about the requirements for the accommodation (e.g.

near a station, in a quiet location etc.)

convince the client of the better choice

3.3 Key information is

easily understood

May use visual

aids Explain a simple procedure

e.g. Organise a weekend trip to a tourist destination

Firstly call friends and ask them if they want to go to Berlin.

Once you know how many people want to go to Berlin, arrange

accommodation in a youth hostel for two nights. Organise for

two rooms with breakfast. Then telephone the tourist information

centre to book a sightseeing tour and to get directions.

Element 4: Identify information in short oral texts

Performance Criteria

/ Evidence Guide


4.1 Demonstrates

understanding of key

pieces of information

Familiar context Follow spoken directions marking a route or destination on a

map

E.g. A walk through a well-known area, students are given a map

with streets marked but no features or landmarks indicated

Listen to a recording of a walk through a well-known area and

then locate the shops/buildings/features mentioned on the map.

After doing this, trace the route of the walk on the map.


63

Slower than

normal speed

Follow instructions to carry out a task e.g. using recycling

bins in Germany

- Match items on a sheet of paper to the appropriate

coloured recycling bin, according to description, e.g.

paper, White glass, coloured glass, compost items,

batteries and general rubbish

Sample description:

Welcome to the improved environmental recycling system for

Waldkirchen. Instead of placing all your rubbish in a general bin

or a multi-use recycling bin, each apartment block will now have

six bins for different types of rubbish. Paper and cardboard goes

in the yellow bin. Glass is divided according to its colour, white

and clear glass goes in the blue bin and coloured glass should be

thrown into the brown bin. Compost and garden scraps can be

placed in the green bin, but no food scraps please. Food and

household waste go into the general bin with the black lid. Old

batteries must be placed in the red bin, which is collected on the

first Monday each month. All other bins are cleared weekly.

Questions given

before listening

(where relevant)

Listen to an announcement and record important details, e.g.

a weather report, arrangements for a meeting, an

advertisement

See Katzensprung TRAK page 120 and 125

Listen to the weather reports for the different parts of Germany

for Tuesday and fill in the required information in German for

each

e.g. City / overnight temperature / daily temperature / other

information

A sample announcement:

Here is the weather report for tomorrow, the 2nd

of December in

Stuttgart. In the morning the sky will be very cloudy. Towards

midday the sun will gradually appear and the afternoon will be

sunny. Temperatures during the day should reach 6°;

temperature overnight will be 3°. On Wednesday there will be an

increasingly strong wind from the east.

5 steps or key

pieces of

information

See Katzensprung TRAK page 121 and 126

Listen to 3 conversations and then complete the True or False

activity.

A sample conversation.

C: What will do tomorrow if the weather is fine?

M: I don’t know, what do you want to do?

C: We could go into the city and go to the English Garden. We

could have lunch at the café there.

M: Great idea? When should we go and where will we meet?

C: I have football training in the morning, so we could meet at

11 o’clock at the train station. It’s best to take the train into the

city, not the bus. Lunch at the café starts at midday.

M: No worries. What should I wear, shorts or jeans, do you

think?

C: It’s going to be hot, so I’m wearing shorts and a t-shirt, but

you could take a jacket in case it is cold later in the day.

May include

visual element

(e.g. TV clip or

graphic text.)

As above


64

Element 5: Write a short recount which includes a description

Performance Criteria

/ Evidence Guide


5.1 Uses relevant

tenses or time markers

and some cohesive

devices

Approximately

100 words Write a short account of a trip, describing the place visited.

No more than a 100 words.

e.g. My trip to Munich

Last year, my family and I went to Munich. We travelled by

plane to Frankfurt and then to Munich. We saw the tourist

attractions including the town square, the many churches and the

markets. We visited the English Garden, the Olympic Centre and

lots more. We ate Bratwurst and Sauerkraut and many other

German foods. We stayed at a small hotel, with breakfast there

every day. I enjoyed some of the sport activities in Munich

including a football game and we went skateboarding. The

weather was good, but it was cold at night. By Nicola

5.2 Construct noun

groups with

appropriate adjectives

Familiar topic Write a newspaper report of an interview with a famous

sportsperson. (No more than 150 words)


Report might include:

- age of sportsperson, nationality and where they live

- how long they have competed in the sport

- describe the sport, what they like about their sport

- where and when/how often they train

- in which countries they have competed

5.3 Present information

in a logical sequence

May use

dictionary

Write a report of a typical day’s routine

E.g. Student will describe a typical day at work/school. It

can be real or made up. (Write between 100 and 150 words)

My typical day

I get up at around 6.30AM and go for a jog. At seven o’clock I

have breakfast, then shower and get ready for the day. I catch the

train to work/school and start work/lessons at 9 o'clock in the

morning. I am a receptionist/student in a private school. I have a

break at 11 in the morning for 15 minutes, and my lunch is at

12:30 PM for an hour. Usually I bring my lunch but something I

eat in the cafeteria of the school. In the afternoon I sometimes go

for a swim in the fitness centre and I leave work/school at 5 in

the afternoon. I usually read for an hour or sometimes I watch

television and then dinner is at 7.30. I go to bed between 9.30

and 10.00 at night.

Minor errors

allowed Make diary/journal entries over one or several days.


e.g. One of your parents has/ You have been offered a new job to

the country/city that will require the family/you to move to a

completely new area/place. Write one or more diary entries in

which you describe your feelings and outline your reaction to the

news and the move. (Write between 100 to 150 words)

Include:

- two or more arguments for the move

- two or more arguments against the move

- some comparatives (e.g. in the country it is quieter and

the air is cleaner / In the city it is more exciting and

there are more cinemas)

Using word

processor or

hand-written


65

Element 6: Identify specific information in a short written text

Performance Criteria Conditions Sample Tasks

6.1 Identifies the

context and general

purpose of text

Familiar

context Read and answer questions about a simple brochure,

advertisement or sporting report.

e.g. Book a sporting activity, answering a job advertisement or

answer questions on a report

6.2 Locates about 4

specific pieces of

information

May be in

authentic or

modified text

Read and answer questions about a simple, short biographical

account.

See Katzensprung TRAK page 169-170

Students will read a biography of Greek-Australian family and do a

comprehension activity.

6.3 Correctly interprets

any accompanying

diagrammatic text

Clearly

presented and

explicit content

Read and answer questions about an email and recipe

See Katzensprung TRAK page 190-191

Students will read an email and Christmas biscuits recipe and

respond to questions related to the information they contains.


66

Attachment B

Assessment Plan

Element 2

Certificate II in German

81021ACT Name: Number:

Date: Teacher:

Element 2 Conduct routine spoken transactions

Element 2

Conduct routine spoken

transactions

Tasks:

2A Give or take down a simple phone message, or respond to the phone

message

2B. Request and provide information about a product or service

2C Make or change a booking

2D Place or take an order for goods or a service

Task 2A Give or take down a simple phone message, and respond to the phone message

You receive a call from your friend (played by your teacher) who wants to meet you. He/She will offer

alternatives for you to choose from and ask a specific question that needs to be answered. Role-play the

situation with your teacher and/or note down the details from a telephone message and compose a telephone

message as reply for your friend.

1. Role play. Your role play needs to include:

Greetings and goodbyes

Politeness markers and courtesy expressions

An expression seeking clarification

2. Telephone message: Write a message to your friend based on the telephone message.

You message needs to include:

A greeting.

Response to the initial suggestion/situation/question

Response to the additional details requested

A goodbye.

Criteria

H M L ND*

2.1 Initiates or responds to opening appropriately

2.2 Record any relevant details correctly

2.3 Uses appropriate politeness markers, courtesy expressions and body language

2.4 Clarifies, requests repetition or confirmation where needed.

*ND = Not demonstrated

Result for Element 2:

Competent

Not Yet Competent To be redone on _____/_____/____

Comments:

___________________________________________________________________________

___________________________________________________________________________

Teacher’s Signature Student’s Signature


67

Assessment Plan

Element 2



Date: Teacher:


Element 2


transactions

Tasks:


message




Task 2B Request and provide information about a product or service.

(e.g. a hotel or a city tour)

Was möchten Sie in Berlin machen? – What would you like to do in Berlin? Role play.

Role play the situation with your teacher, (the teacher will play the role of the assistant in the tourist information

office or hotel). Your role play must include:

Greetings and good byes.

Details like hotel room needed/tour times, arrival and departure dates/pick up and drop off locations,

price

Give Personal information.

Ask for one further piece of information

Use politeness markers like: thank you, please, don’t mention it.

Clarify, request repetition or confirm detail.

Criteria H M L ND*


2.2 Record any relevant details correctly





Competent


Comments:

__________________________________________________________________________________________

__________________________________________________________________________________________



68

Assessment Plan

Element 2



Date: Teacher:


Element 2


transactions

Tasks:


message

2B. Request and provide information about a product or



Task 2C make or change a booking

Task 2C Wir möchten in Berlin übernachten – We would like to stay in Berlin (overnight) Role play

Role play the situation with your teacher, (the teacher will play the role of the assistant in the tourist information

office). You need to make a booking for a room for yourself and two friends in Berlin. Your role play must

include:

6. Greetings and goodbyes

7. Stating that you are looking for accommodation

8. Request a room for a week

9. Personal information (eg. Name, dates of arrival, departure)

10. Ask a further question, (e.g. if there is Internet in the room, if you can cook in the room, if there is

public transport nearby)

11. Confirmation of the information.

Criteria

H M L ND*


2.2 Asks questions or provides information about the product or service





Competent


Comments:

___________________________________________________________________________

__________________________________________________________________________



69

Assessment Plan

Element 2



Date: Teacher:


Element 2


transactions

Tasks:


message




Task 2D Place or take an order for goods or a service

Task 2D Placing an order –Role play

You are staying in a 5 star hotel and wish to order some food and drink. Role play the situation including:

1. Greetings

2. Stating what you want.

3. Asking how long it will be.

4. Personal information (eg. name, room number)

5. Goodbyes.

Criteria H M L ND*


2.2 Asks questions or provides information about the product or service





Competent


Comments:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________



70

Name:

Number:

Date:

Teacher: Peng Hooi LOH

Element 1. Provides information and advice

You will need to do one task to complete element 1. 1.1, 1.2 & 1.3 Role Play: At the Tourist Information Centre- City of

Melbourne. The assessment criteria are as follows:

Assessment Criteria

H M L

1.1 Provides information and advice appropriate to request.

1.2 Presents information and explanations coherently.

1.3 Respond appropriately and accurately to complex questions and

use appropriate strategies to clarify and confirm details.

Result:

Competent – Satisfactory

No Yet Competent (Re-submit) Resubmission due date: _____/_____/____

Not Demonstrated

Comments:

_____________________________________________________________________

Student’s signature Teacher’s signature

Role Play: At the Tourist Information Centre- City of Melbourne.

Assessment Plan

Element 1

Certificate III in –Mandarin

81054ACT


71

You work at a Tourist Information Centre in Federation Square in Melbourne.

You are approached by a tourist (your teacher) who needs some information

about Melbourne.

Role play the situation.

The tourist needs to know:

1- Where Flinders Street Station is.

2- How to get to the Arts Centre.

3- How to get to St. Paul’s Cathedral.

4- Where the best place to stay is (You’ve got two options below) and how

to get there.

5- What cultural events there are in Melbourne all year long.

6- How the public transport system works.

As part of this Assessment you will need to use appropriate greeting.

You will also need to clarify and confirm the detail given to you.

At the Tourist Information Centre. Melbourne, Australia.

Fed. Sq.

Arts

Centre


72

Novotel Melbourne on Collins From $199

270 Collins Street, Melbourne VIC 3000 (03) 9667 5800

The Langham, Melbourne From $227

1 Southgate Avenue. Southbank VIC 3006 (03) 8696 8888

Expressions to confirm or clarify details.

In other words 换句话说

So… 所以…

Another thing is … 还有就是… …

Generally speaking 总的来说

What you recommend to me is… 你告诉我的是不是 … …？

You don’t say! 是真的吗？

Are you sure? 你肯定吗？

Examples:

So I take this street and go left at the end

所以我就走这条街，走到尽头往左拐。

So I take the tram and get off at the second stop.

所以我坐电车，然后在第二站下车。

In other words it’s best to take the bus

换句话说，最好是坐公交车。


73

TEACHER: Veronica Deren

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

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

requirements of the Language other than English (LOTE)

We will use the Performance Criteria to mark your assessment for each element.

Each element has more than one task, and you will need to have high or medium in each task

of each element in order to be competent for that element.

Students are allowed to repeat the assessment twice under test conditions.

The marking of the Elements is as follows:

Competent – Satisfactory

No Yet Competent (Re-submit)

Resubmission due date: _____/_____/____

Not Demonstrated

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

a Language other than English (LOTE) Element 1 task:

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

manner.

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

phrases and language features for

routine social purposes

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

to stay with you a job at your work and he

or she is staying with you for his/her first

weekend in Melbourne. You are getting to

know each other and also plan a day doing

different activities in the city. Initially, you

may want to exchange information about

each other’s family, schooling, daily

routines, etc. Photos can be used. You

need to ask your colleague about his/her

family and interests. Once you have

established the general areas of interest,

you should discuss options for activities

for the day and evening, and suggest

possible activities. You may need to give

additional details about some activities,

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

you need to take any equipment or

clothing for the activity?

Expressions might include:

What sorts of activities do you like?

Do you prefer sporting activities?

My favourite is …

I really like to …

Fluent interlocutor

1.2 Adapt and modify communication

strategies and language according to

the situation and social context



1.3 Use relevant visual aids or non-

verbal communication to enhance or

replace oral communication

Minor grammar or



1.4 Use appropriate resources to

support everyday communication on

routine matters, and seek assistance, as

required


aids normal to workplace or social

setting

ATTACHMENT C

Sample Tasks for Assessment

Certificate III in French Applied

Languages National ID: 22150VIC


74

Element 2 task:

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

Performance Criteria Conditions Sample Tasks 2.1 Acknowledge and respond

appropriately to directions and

instructions

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

France (either Paris or Vichy) and a

French friend is visiting you for the

weekend. He/she asks you for directions

about how to get to a cinema in the city by

public transport and your advice about

where to eat or shop in the city. You also

need to advise him/her about how to buy a

ticket for the public transport and any

other relevant information. Ask him/ her

when and where to join him/her during

their stay. Maps and other city related

informative materials may be used.

Fluent interlocutor

2.2 Provide clear and succinct

directions and instructions at an

appropriate speaking pace



situation

2.3 Support communication with the

use of appropriately sequenced

expressions and questions to emphasise

or clarify directions and instructions

Minor grammar or




aids normal to workplace or social

setting

Unit of Competency 2 Conduct routine workplace oral communication in a

Language other than English (LOTE)

Element 1 task:

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

appropriate manner.

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

and language features for routine

workplace communications

Face–to–face or telephone Task 1

You are at a French restaurant, but

you are not satisfied with the food,

you complain about this to the

waiter or waitress and ask to see

the manager. Use the formal

address.

Fluent interlocutor

1.2 Adapt and modify communication

strategies and language according to

the situation and workplace context


1.3 Use any visual or non-verbal

techniques to enhance or replace oral

communication


situation

1.4 Support communication by

reference to specific workplace

materials and visual information, as

required



1.5 Use appropriate resources and seek

assistance , as required

Minor errors should not

distract or interfere with

meaning

Element 2 task:

Give and follow everyday directions and instructions in a workplace setting

Performance Criteria Conditions Assessment Tasks 2.1 Acknowledge and respond

appropriately to directions and

instructions

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

which distributes goods ordered

from the internet. You get a call

from a young customer

complaining that he or she was sent

the wrong product. Role play this

with your teacher (the client), using

the invoice attached, as a prompt.

Use the informal address.

Fluent interlocutor

2.2 Provide clear and succinct

directions and instructions at an

appropriate speaking pace



situation

2.3 Support communication with the

use of appropriately sequenced

expressions and questions to emphasise

or clarify directions and instructions

Minor grammar or





Element 3 task:


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Conduct negotiations at a functional level in the workplace setting

Performance Criteria Conditions Assessment Tasks 3.1 Participate in workplace

negotiations concerning relevant

workplace matters, including

addressing issues and opportunities

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

workplace, but you need to discuss

your hours and working arrangements

with your manager. Your part-time

study means that you are not able to

work on certain days. You would also

like to attend a conference in France

and therefore need an extended holiday

period. Negotiate a compromise if

possible, and arrangements that suit

both parties.

Fluent interlocutor


situation

3.2 Use appropriate visual aids and

non- verbal communication to support

negotiations in accordance with

workplace role requirements


Minor grammar or





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

French

Element 1 task:

Read routine texts for social purposes

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

authentic text Read the following passages and

answer the questions below.

Typical questions might include:

1. Where would you be likely to read

these texts?

2. Explain how the two articles differ

in their opinions about Bastille Day

3. Would you like to work at the the

Bastille Day festival in Paris?

Explain with reference to both texts.

1.2 Determine the gist and detail of a

range of routine texts


1.3 Establish the main ideas, key facts

and/or points that may require action of

the text

Time limit

1.4 Consider social and cultural

conventions of texts to support

comprehension

1.5 Use appropriate resources to assist

in the reading process

Element 2 task:

Write for social purposes

Performance Criteria Conditions Assessment Tasks 2.1 Produce routine texts using key

words, phrases, sentences to convey

main ideas and relevant details

Word-processed or handwritten Read the advertising material about

the boat cruise/ diving experience at

the Great Barrier Reef.

Activity 1: Complete the

“Contact Us” form to request further

information. You should request

information about accommodation,

your preferred type of holiday

(ecotourism) and the activities you

would like to undertake. You should

include at least one further question or

request based on information in the

reading passage.

Activity 2: Write a postcard to

a friend following a holiday to France.

Describe some of the activities you did

on holiday and your impressions about

the experience.

2.2 Provide clear and easy to follow

written directions and instructions

relative to the social context, as

required


2.3 Provide written responses to texts

in an appropriate form and tone,

adhering to social and cultural

conventions

Minor grammar or



2.4 Use appropriate resources to assist

in the writing process



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

English (LOTE)

Element 1 task: Read routine workplace texts

Performance Criteria Conditions Assessment Tasks 1.1 Establish main purpose of

workplace texts

Authentic or adapted from

authentic text Read the Safety signs, and identify five

that would be appropriate for your

workplace.

In the following table write:

Where it would be displayed at

your workplace

Explain the meaning and purpose

of the sign at your workplace

1.2 Determine the gist and detail of

workplace texts


1.3 Establish the main ideas, key facts

and/or points that may require action of

the workplace text

Time limit

1.4 Identify business and/or cultural

conventions of workplace texts

1.5 Identify appropriate resources, as

required

Element 2 task:

Write routine workplace texts

Performance Criteria Conditions Assessment Tasks 2.1 Adhere to workplace and cultural

conventions and formats when

preparing written texts

Word-processed or handwritten Activity A:

Read several work experiences or job

advertisements in France and chose

one that suits your field of work and

interest. Write a letter of application for

this work experience or job offer.

Activity B:

You have returned from your work in

France and your manager has asked

you to write a brief summary of your

experiences to be posted on the

intranet. She has also asked you to give

brief instructions on how to apply for

jobs overseas and what issues and

opportunities people should be aware

of.

2.2 Produce workplace texts using

appropriate vocabulary and language

structures to convey main ideas and

relevant details


2.3 Provide clear written directions

and instructions in relation to

workplace matters, including

addressing issues and opportunities

Minor grammar or



2.4 Use appropriate resources and/or

seek assistance, as required



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