| Effective Term: | 2019/05 |
| Institute / School : | Global Professional School |
| Unit Title: | Introduction to Vocational Literacy |
| Unit ID: | ISEAP1203 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 091501 |
| Other Change: | |
| Brief description of the Unit |
| This course introduces Non-English Speaking Background students to the language skills necessary for entry into an Australian vocational learning environment. Students will develop their reading and writing skills to be able to recognise, understand and produce simple everyday and vocational texts. Students will also develop their listening and speaking skills to be able to participate in a range of simple everyday, academic and vocational communicative contexts. |
| Grade Scheme: | Ungraded (S, UN) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory |  | | | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Listening: Understand instructions delivered in a simple audio recording aimed at a general audience. |
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| K2. | Speaking: Give a short talk about a familiar topic, with visual support. |
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| K3. | Reading: Understand simple technical information (e.g. instructions for using everyday or technical equipment). |
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| K4. | Writing: Write a basic description of experiences, feelings and reactions, given a model. |
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| Skills: |
| S1. | Listening: Follow everyday conversation, with some repetition of particular words and phrases. |
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| S2. | Speaking: Respond to some spontaneous follow-up questions from a presentation. |
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| S3. | Reading: Scan short texts to locate specific information. |
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| S4. | Writing: Write an e-mail/letter on a social, study or work matter, using appropriate levels of politeness. |
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| Application of knowledge and skills: |
| A1. | Listening: Follow the main points of short talks on familiar topics if delivered in clear standard speech. |
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| A2. | Speaking: Explain the meaning of a word or phrase using simple language. |
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| A3. | Reading: Search the Internet for specific, everyday or work-related information. |
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| A4. | Writing: Write a short, simple description of a familiar device or product. |
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| Unit Content: |
| The following content will be covered: reading, writing, speaking and listening in workplace and everyday contexts; reading from technical texts; communication in a workplace and vocational learning environment; group work; vocational-focused vocabulary; introduction to culture and language of vocational workplaces. |
| Values: |
| V1. | Active participation in all aspects of the learning environment through the four core aspects of the English language (reading, writing, speaking and listening). |
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| Graduate Attributes: |
| graduate attributes statement. To have graduates with knowledge, skills and competence that enable them to stand out as critical, creative and enquiring learners who are capable, flexible and work ready, and responsible, ethical and engaged citizens. |
| Attribute | Brief Description | Focus | | Knowledge, skills and competence | Scaffolded learning and development of academic English language skills that build on previous language learning. Knowledge and skills are applied and practised to develop competence. | High | | Critical, creative and enquiring learners | Equip students to commence the development of the skills for gathering, evaluating and critically responding to information. | Low | | Capable, flexible and work ready | Demonstration of the ability to participate in individual, peer and group activities for the completion of set tasks. | High | | Responsible, ethical and engaged citizens | Knowledge and appreciation of, and ability to accommodate, cultural differences and academic conventions in order to develop a sense of social responsibility as a student. | Low | |
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| Learning Task and Assessment: |
| Hurdle requirement: Students must pass the reading/writing, and listening/speaking components separately in order to pass the course as a whole. Reading/writing components will add up to 50% of the final marks, as will listening/speaking components. This is to ensure that students have a balanced range of English language skills to succeed in their vocational studies. |
| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, S1, A1 | Listening tasks related to the comprehension of vocational and informal texts. | Test – multiple-choice and/or short answer | 20-30% | | 2. | K2, S2, A2 | Spoken responses to personal and vocational topics, related to the production of presentations, questioning and answering | Individual presentation with Q&A session | 20-30% | | 3. | K3, S3, A3 | Reading comprehension tasks related to the comprehension of short texts on informal and vocational topics. | Test – multiple-choice and/or short answer | 20-30% | | 4. | K4, S4, A4 | Writing tasks related to the production of short texts on informal and vocational topics. | Portfolio of written work. | 20-30% |
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