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VET in Schools Teacher Induction Manual 2015 RTO Version 2.0 P Petrovska
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Victorian School of Languages
Registered Training Organisation No. 21269
VET in Schools
Teacher
Induction Manual
2015
VET in Schools Teacher Induction Manual 2015 RTO Version 2.0 P Petrovska
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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
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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
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Welcome to the Victorian School of Languages
RTO
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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.
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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
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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.
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RTO
Compliance
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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 .
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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.
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VET in Schools
Roles
and
Responsibilities
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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
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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
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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.
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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.
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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.
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VET in Schools
Administrative
Forms
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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
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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
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EMPLOYMENT
10. Of the following categories, which BEST describes your current employment status?
(Tick ONE box only.)
Full-time employee
Part-time employee
Self-employed - not employing others
Employer
Employed - unpaid family worker
Unemployed - seeking full-time work
Unemployed - seeking part-time work
Not employed - not seeking employment
STUDY REASON
11. Of the following categories, which BEST describes your main reason for undertaking this
course/traineeship/apprenticeship? (Tick one box only)
To get a job
To develop my existing business
To start my own business
To try for a different career
To get a better job or promotion
It was a requirement of my job
I wanted extra skills for my job
To get into another course of study
For personal interest
For self-development
Other reasons
SECTION B – Complete course details
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: ______ / ______ / ______
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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: ______ / ______ / ______
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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
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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
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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
Version 1.0 August 2013 Prepared by M. Gregorace
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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
Version 1.0 August 2013 Prepared by M. Gregorace
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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
Version 1.0 August 2013 Prepared by M. Gregorace
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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
VET in Schools Teacher Induction Manual 2015 RTO Version 2.0 P Petrovska
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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
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Surveys
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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.
VET in Schools Teacher Induction Manual 2015 RTO Version 2.0 P Petrovska
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
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j) The curriculum materials supplied as part of the course assisted you in your learning.
Strongly
disagree
Disagree Neither agree
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
Disagree Neither agree
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
Disagree Neither agree
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.
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A. Student Satisfaction Survey – Certificate III
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 III IN
Unit of Competency: C3
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.
Strongly
disagree Disagree
Neither agree
nor disagree Agree
Strongly
agree Don’t know
VET in Schools Teacher Induction Manual 2015 RTO Version 2.0 P Petrovska
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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
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j) The curriculum materials supplied as part of the course assisted you in your learning.
Strongly
disagree
Disagree Neither agree
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
Disagree Neither agree
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
Disagree Neither agree
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.
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B. Instructor Satisfaction Survey – Certificate
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 the details of the course you teach.
Qualification ACT CERTIFICATE I IN
Unit of Competency: C1
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 are actively encouraged and supported by your manager/s.
Strongly
disagree
Disagree Neither agree
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
Disagree Neither agree
nor disagree
Agree Strongly
agree
Don’t know
1 2 3 4 5 6
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c) There are sufficient facilities available to enable you to train/assess effectively.
Strongly
disagree
Disagree Neither agree
nor disagree
Agree Strongly
agree
Don’t know
1 2 3 4 5 6
d) You receive adequate feedback on your performance.
Strongly
disagree
Disagree Neither agree
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
Disagree Neither agree
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
Disagree Neither agree
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.
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VET in Schools
Curriculum
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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
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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
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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.
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Units of
Competency
Certificate II and III in
Language
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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
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 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
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.
22149VIC Certificate II in Applied Language
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Certificate II in Language
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Certificate II in Language
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Certificate III in Language
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Certificate III in Language
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Units of
Competency
Certificates II and III in
Applied Language
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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
other than English (LOTE)
4. Read and write basic workplace documents in language
other than English (LOTE)
Elements
There are two elements which need to be
completed in each unit of competency in this certificate.
Underpinning knowledge and
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.
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.
Underpinning knowledge and
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
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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.
Face–to–face or telephone
2.2 Respond appropriately to basic spoken language. Fluent interlocutor
2.3 Employ basic social and cultural conventions to
support communication.
Familiar or prepared topic
2.4 Adapt and modify communication strategies and
language according to the situation and social context.
Simulated or authentic situation
2.5 Use relevant visual aids or non-verbal
communication to enhance or replace oral
communication.
Minor grammar or pronunciation errors do not
interfere with meaning
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.
Face–to–face or telephone
Fluent interlocutor
1.2 Determine spoken language features in order to
facilitate basic communication.
Familiar or prepared topic
1.3 Recognise workplace and cultural conventions to
support communication in the target language.
Simulated or authentic situation
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
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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.
Face–to–face or telephone
Fluent interlocutor
2.2 Adapt and modify communication strategies and
language according to the situation and workplace
context.
Familiar or prepared topic
Simulated or authentic situation
2.3 Use any visual or non-verbal techniques to
enhance or replace oral communication.
Minor grammar or pronunciation errors do not
interfere with meaning
2.4 Support communication by reference to specific
workplace materials and visual information, as
required.
Can use visual or graphic aids normal to workplace
2.5 Use 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.
Familiar or prepared topic
2.3 Adhere to social and cultural conventions when
writing texts.
Minor grammar or pronunciation errors do not
interfere with meaning
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.
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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.
Familiar or prepared topic
2.3 Adhere to cultural conventions of basic workplace
texts.
Minor grammar or pronunciation errors do not
interfere with meaning
2.4 Use appropriate resources, as required. Dictionaries allowed
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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
Face–to–face or telephone
Fluent interlocutor
1.2 Adapt and modify communication strategies and
language according to the situation and social context
Familiar or prepared topic
Simulated or authentic situation
1.3 Use relevant visual aids or non-verbal
communication to enhance or replace oral
communication
Minor grammar or
pronunciation errors do not
interfere with meaning
1.4 Use appropriate resources to support everyday
communication on routine matters, and seek assistance,
as required
Can use visual or graphic
aids normal to workplace or social setting
Element 2:
Give and follow everyday directions and instructions in a range of social settings
Performance Criteria Conditions 2.1 Acknowledge and respond appropriately to
directions and instructions
Face–to–face or telephone
Fluent interlocutor
2.2 Provide clear and succinct directions and
instructions at an appropriate speaking pace
Familiar or prepared topic
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
pronunciation errors do not
interfere with meaning
Can use visual or graphic
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:
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
Face–to–face or telephone
Fluent interlocutor
Certificate III in Applied Languages
National ID: 22150VIC
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1.2 Adapt and modify communication strategies and
language according to the situation and workplace
context
Familiar or prepared topic
1.3 Use any visual or non-verbal techniques to enhance
or replace oral communication
Simulated or authentic
situation
1.4 Support communication by reference to specific
workplace materials and visual information, as
required
Can use visual or graphic
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
Face–to–face or telephone
Fluent interlocutor
2.2 Provide clear and succinct directions and
instructions at an appropriate speaking pace
Familiar or prepared topic
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
pronunciation errors do not
interfere with meaning
Can use visual or graphic
aids normal to workplace
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
Face–to–face or telephone
Fluent interlocutor
Simulated or authentic
situation
3.2 Use appropriate visual aids and non- verbal
communication to support negotiations in accordance
with workplace role requirements
Familiar or prepared topic
Minor grammar or
pronunciation errors do not
interfere with meaning
Can use visual or graphic
aids normal to workplace
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
Dictionaries allowed
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
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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
Familiar or prepared topic
2.3 Provide written responses to texts in an
appropriate form and tone, adhering to social and
cultural conventions
Minor grammar or
pronunciation errors do not
interfere with meaning
2.4 Use appropriate resources to assist in the writing
process
Dictionaries allowed
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
Familiar or prepared topic
2.3 Provide clear written directions and instructions in
relation to workplace matters, including addressing
issues and opportunities
Minor grammar or
pronunciation errors do not
interfere with meaning
2.4 Use appropriate resources and/or seek assistance,
as required
Dictionaries allowed
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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
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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
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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.
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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
Conditions Sample Tasks
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.
See Katzensprung TRAK page 80
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?
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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
Conditions Sample Tasks
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
See Katzensprung TRAK page 102
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
Conditions Sample Tasks
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.
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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
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Element 5: Write a short recount which includes a description
Performance Criteria
/ Evidence Guide
Conditions Sample Tasks
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)
See Katzensprung TRAK page 147
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.
See Katzensprung TRAK page 107
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
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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.
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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
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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 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*
2.1 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
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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
2C Make or change a booking
2D Place or take an order for goods or a service
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*
2.1 Initiates or responds to opening appropriately
2.2 Asks questions or provides information about the product or service
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
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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 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*
2.1 Initiates or responds to opening appropriately
2.2 Asks questions or provides information about the product or service
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
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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
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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
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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。
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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
Familiar or prepared topic
Simulated or authentic situation
1.3 Use relevant visual aids or non-
verbal communication to enhance or
replace oral communication
Minor grammar or
pronunciation errors do not
interfere with meaning
1.4 Use appropriate resources to
support everyday communication on
routine matters, and seek assistance, as
required
Can use visual or graphic
aids normal to workplace or social
setting
ATTACHMENT C
Sample Tasks for Assessment
Certificate III in French Applied
Languages National ID: 22150VIC
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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
Familiar or prepared topic
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
pronunciation errors do not
interfere with meaning
Can use visual or graphic
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
Familiar or prepared topic
1.3 Use any visual or non-verbal
techniques to enhance or replace oral
communication
Simulated or authentic
situation
1.4 Support communication by
reference to specific workplace
materials and visual information, as
required
Can use visual or graphic
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 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
Familiar or prepared topic
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
pronunciation errors do not
interfere with meaning
Can use visual or graphic
aids normal to workplace
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
Simulated or authentic
situation
3.2 Use appropriate visual aids and
non- verbal communication to support
negotiations in accordance with
workplace role requirements
Familiar or prepared topic
Minor grammar or
pronunciation errors do not
interfere with meaning
Can use visual or graphic
aids normal to workplace
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
Dictionaries allowed
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
Familiar or prepared topic
2.3 Provide written responses to texts
in an appropriate form and tone,
adhering to social and cultural
conventions
Minor grammar or
pronunciation errors do not
interfere with meaning
2.4 Use appropriate resources to assist
in the writing process
Dictionaries allowed
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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
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 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
Familiar or prepared topic
2.3 Provide clear written directions
and instructions in relation to
workplace matters, including
addressing issues and opportunities
Minor grammar or
pronunciation errors do not
interfere with meaning
2.4 Use appropriate resources and/or
seek assistance, as required
Dictionaries allowed
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