| Effective Term: | 2019/05 |
| Institute / School : | Global Professional School |
| Unit Title: | Introduction to Western Vocational Culture |
| Unit ID: | ISEAP1204 |
| 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 provides Non-English Speaking Background students with an introduction to culture and language in vocational workplaces to contextualise their continued development of appropriate language skills. Students will refine their reading and writing skills to engage with simple academic, vocational and technical texts. Students will also further develop their listening and speaking skills to participate confidently in communicative interactions involving vocational-focused vocabulary. Particular emphasis is placed upon the language skills required for entry into Australian VET programs that include work placements. |
| 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 the main points of narratives and conversations about familiar topics (e.g. work, leisure) delivered in clear, standard speech |
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| K2. | Speaking: Begin to use a repertoire of common idiomatic phrases in routine situations |
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| K3. | Reading: Derive the probable meaning of simple unknown words from short, familiar contexts |
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| K4. | Writing: Write a basic letter or email requesting information, or giving news or opinions |
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| Skills: |
| S1. | Listening: Understand simple technical instructions for every-day equipment |
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| S2. | Speaking: Discuss every-day, practical issues when the conversation is conducted slowly and clearly |
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| S3. | Reading: Understand basic types of standard letters and emails on familiar topics (e.g. enquiries, complaints) |
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| S4. | Writing: Describe the sequence in a process when writing a simple text, using common discourse markers. |
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| Application of knowledge and skills: |
| A1. | Listening: Identify specific information in a simple presentation or lecture aimed at a general audience. |
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| A2. | Speaking: Initiate, maintain and close simple, face-to-face conversations on familiar topics |
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| A3. | Reading: Understand clearly written, straightforward instructions on how to use a piece of equipment |
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| A4. | Writing: Write descriptions of past events and activities, or personal experiences and interests |
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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 introductory vocational discussions and interviews. | Test - multiple-choice and/or short answer | 20-30% | | 2. | K2, S2, A2 | Spoken responses to topics, related to the production of prepared introductory vocational discussions or conversations. | Interview or structured conversation | 20-30% | | 3. | K3, S3, A3 | Reading comprehension task(s), related to the comprehension of short vocational texts. | Test - multiple-choice and/or short answer | 20-30% | | 4. | K4, S4, A4 | Writing task(s), related to the production of short vocational texts. | Portfolio of written work | 20-30% |
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