facilitator guide - equellatle.westone.wa.gov.au/content/file/ab29f18b-c6ad-4... · os x v10.3...

VBQU144: Engage with texts of some complexity for personal purposesVBQU148: Create texts of some complexity for personal purposes

© WestOne Services 2009 COMM1085

Facilitator guide Be in it ... skills for daily life.

Supporting delivery of the Certificate II in General Education for Adults



Page 1 of 27© WestOne Services 2009 COMM1085

Facilitator guide

IntroductionThis resource supports delivery of the 21773VIC Certifi cate II in General Education for Adults. It provides content and activities that align with the following two clustered units.

VBQU144: Engage with texts of some complexity for personal purposesVBQU148: Create texts of some complexity for personal purposes.

Note: See page 18 for other related resources.

The resource is designed for facilitated learning and requires ongoing support for the learner. This may include:• additional meaningful learning experiences within appropriate contexts• extension activities• collaborative activities• discussion forums.

Activities in the resource can be used to assist in the assessment process as they enable learners to produce evidence of their skills and knowledge. However, the resource does not specifi cally support assessment of the competencies. Assessment requirements are the responsibility of the RTO in accordance with AQTF standards and requirements for competency-based assessment.

Minimum requirements

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Apple Macintosh700 MHz1 GIG RAM

Plugins Flash player 9Adobe PDF reader 6.0

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Facilitator guide

Using this resourceThis resource: • can be used to assist in face-to-face teaching, remote or online learning • assumes an intermediate level of computer literacy amongst learners.

The target learners typically are individuals who may: • have limited literacy and numeracy skills• require a qualifi cation in this area to enable them to undertake further study• require ‘English as a Second Language’ skills.

It is important to ensure that your learners are provided with adequate support and are suffi ciently computer-literate before they attempt to use this resource.

Each topic has been designed as a ‘stand-alone’ component. That is, there is no scaffolding from one topic to the next. Although the topics can be given to learners in any order, you will need to be aware of each learner’s prior knowledge and skills to determine whether they have the ability to successfully complete the topic.

All interactive resources included in this resource are printable or include a printable version. These can be used for learners who have limited computer literacy. The numerous documents, activities and examples can also be used in a classroom, either for working individually or in groups.

Because facilitator-focused instructions are not included in the content of this resource, you will need to develop a strategy for communicating with your learners and providing direction to the activities.

It is recommended that the facilitator allocates time to work through the resource to ascertain the section/s appropriate for their learners. Additional material may need to be provided for learners to enable them to achieve competencies.

About this facilitator guideThis guide explains the structure and features of the resource and describes the underpinning learning design. To assist in planning for your learners, the guide includes a description of the sections, sub-sections and activities found within each topic.



Facilitator guide

Structure and featuresThis resource has been designed around day-to-day activities the learner is likely to experience. It aims to provide:

1 a range of activities that relate to everyday life and experiences the target audience is likely to encounter

2 a navigational structure which allows the learner to begin the topic according to their learning needs or work sequentially.

The reading and writing cluster consists of a number of ‘How to’ topics, with each one focusing on a text type.

The ‘How to’ topics relevant to these clustered units are:

• How to read texts • How to take notes• How to write creatively• How to apply for a job• How to write narratives• How to write a résumé• How to write a business letter• How to write instructions• How to write persuasively.



Facilitator guide

The main page

When learners fi rst open a ‘How to’ topic they are able to view the content of the topic at a glance.

On each ‘How to’ topic main page you will fi nd the following:

An audiovisual introduction to the topic. This is a short humorous animation to engage the learner by contextualising the topic in an everyday situation.

Simple instructions on how to use the resource.

An overview to outline what is included in the topic.

A link to the ‘Tools and rules’ area which acts as an enhanced glossary of terms and concepts. Items can be located using either a word or symbol.

Links to all the ‘Practise your skills’ activities in the topic.

1

1

5

5

4

4

2

2

3

3

Key



Facilitator guide

The main page (continued)

Each topic is divided into a logical set of sections.

Each section may contain several sub-sections.

6

7

Key

6

7



Facilitator guide

Key features

The content in each section and sub-section has been ‘chunked’ for online learning and is presented in one or more of the following styles:

the minimal content the learner needs to know

an opportunity to further explore the topic

to reinforce content

an extra layer of content for interested learners

an opportunity to apply what a learner has learnt

Practise your skills

Tools and rules

to provide easy access at any time to explanations of words and concepts



Facilitator guide

Learning designThe design provides learners with two key pathways within the resource.

1. a non-linear learning pathway for learners with prior knowledge wishing to check their knowledge and skills

These learners can access the ‘Practise your skills’ option immediately. If needed, they can also access any section of the ‘How to’ by choosing an accordion. ‘Tools and rules’ can be used at any time to fi nd defi nitions of words and/or concepts.

2. a scaffolded learning pathway providing a range of resources and a consistent approach to assist and motivate learners

These learners can make their way through each of the sections and sub-sections as they are set out on the main page. The ‘Practise your skills’ activities are embedded within these sections following explanations and examples of concepts/learning points. These learners may require more guidance from a facilitator.

Learning sequence

The learning sequence contains the following elements:

1. Introduction which includes: • a short, humorous animation to engage the learner by contextualising the topic in

an everyday situation • Overview: outlines what will be covered in the topic.

2. Explore/Engage which may include: • Discover: an opportunity to further explore the topic or aspects of the topic• Example: reinforces the content • More information: an extra layer of content for interested learners.

3. ApplyPractise your skills: an opportunity to apply what has been learned, or to check understanding.

Description of ‘How to’ topics

The following pages outline the following for each ‘How to’:• sections• sub-sections• ‘Practise your skills’ activities.

Please note: Not all sections have sub-sections and not all sub-sections have‘Practise your skills’.



Facilitator guide

1 How to read texts

Unit of competency VBQU144: Engage with texts of some complexity for personal purposes

There are three topics in this ‘How to’.

Sub-section Section Practise your skills

Types of reading Skim reading Skimming practice 1Skimming practice 2

Scanning Scanning practice 1Scanning practice 2Scanning practice 3

In-depth reading

Skim readingIn-depth reading

Reading speed

Reading for pleasure



Facilitator guide

2 How to take notes

Unit of competency VBQU148: Create texts of some complexity for personal purposes

There are two topics in this ‘How to’.


Note-taking techniques Be prepared

Understand the meaning of the text

Practise fi nding clues

Use abbreviations and symbols

Which abbreviations?

Choose a layout

Practise note-taking

Working withyour notes

Summarise

Paraphrase

Edit

Summarising and paraphrasingTaking notes from written textsTaking notes from spoken texts



Facilitator guide

3 How to write creatively


VBQU148: Create texts of some complexity for personal purposes

There are four topics in this ‘How to’.


Descriptive words AdjectivesAdverbsAdjective or adverb?

Figures of speech Simile

Metaphor

Alliteration

Assonance

Onomatopoeia

Hyperbole

Personifi cation

Symbolism

Simile or metaphor?Could you really?Which fi gure of speech?Practise creative writing

Use your senses Use your senses

Writing and editing Try free writing



Facilitator guide

4 How to apply for a job



There are fi ve topics in this ‘How to’.


Research Name the abbreviationJob advertisement key words

Layout Name the job application letter sections

Language Matching job requirements

Use action words

Email job applications

Match the action wordsRe-write the job application letter

Selection criteria Situation Action OutcomeUnderstanding selection criteriaWriting selection criteria

Job application forms Hard copy forms Match the job application form words

Online forms

Job application form 1Job application form 2



Facilitator guide

5 How to write narratives



There are four topics in this ‘How to’.


Elements Characters

Point of view Which point of view?Writing in third and fi rst person

Setting

Narrative elements

Plot Orientation

Creating suspense

Narrative plot

Language Dialogue Using quotation marks

Description

Time Using past and present tense

Narrative time

Revise and edit Point of viewWrite a short storyPlan and write a narrative



Facilitator guide

6 How to write a résumé



There are two topics in this ‘How to’.


Layout and presentation

Résumé writing Contact details

Objectives Order the career objectivesWrite career objectives

Career summary Write a career summary

Skills and abilities Match the action wordsMatch the skills and abilitiesMy skills and abilities

Personal qualities Match the personal qualities

Education and training

My education and training

Work history My work history

Hobbies and interests

My hobbies and interests

Referees

Résumé quizPrepare to write a résumé



Facilitator guide

7 How to write a business letter





Layout Name the letter sectionsOrder the paragraphsRe-arrange the letter

Tone

Language Write for your audience

Use appropriate words and language

Use short and simple sentences

Use abbreviations where appropriate

Match the meaningless wordsRemove the redundant wordsReplace the sexist languageMatch the abbreviationRewrite the letter



Facilitator guide

8 How to write instructions





Sequence Arrange the stepsOrder the instructions

Layout

Language Clear instructionsInstruction verbsRe-write the instructions



Facilitator guide

9 How to write persuasively





Structure Structure quiz

Argument Organise your argument and main points

Fact or opinion? Fact or opinion?Practise writing facts and opinions

Link the points in your argument

Practise linking sentences

Order the argument

Evidence Guide the reader

Facts and fi gures

Summarise and paraphrase

Quotes

Convincing a reader



Facilitator guide

AssessmentThe resource supports the assessment process as learners will be producing evidence of their skills and knowledge as they work through the content and activities provided. However, it does not specifi cally support assessment of the competencies, as assessment requirements are the responsibility of the RTO in accordance with AQTF standards and the requirements for competency-based assessment.

Some ideas for assessment are included on pages 20 to 24. These documents can be used as a starting point to create assessment tools to suit learner needs and validation requirements.

Employability skillsEmployability skills are also sometimes referred to as generic skills, core skills, essential skills, capabilities or key competencies.

This resource provides opportunities for learners to produce evidence of employability skills. For specifi c requirements refer to the 21773VIC Certifi cate ll of General Education for Adults course information.

Recognition of prior learning (RPL)The RPL pathway is designed so students may gather:

• summative evidence by completing assessment tasks, or• evidence for presentation to an assessor.

Each RTO has its own specifi c process for considering RPL. Please ensure students who may be eligible have access to this.

Sample self-assessment checklists have been provided within this guide for learners to complete prior to discussing their suitability for this learning pathway with their facilitator.



Facilitator guide

Related resourcesResources have also been developed to align with other units from the21773VIC Certifi cate II in General Education for Adults qualifi cation.

Unit titleUnit ‘How to’ topics

VBQU142 Research pathways and produce a learning plan and portfolio

How to research and plan your learning

VBQU143 Implement and review a project How to do a project

VBQU145 and

VBQU149

Engage with texts of some complexity for learning purposes

Create texts of some complexity for learning purposes

How to read textsHow to take notesHow to write a business letter How to write instructions How to write persuasively How to write an article How to write an essay How to write a report

VBQU152 Investigate and interpret measurements and related formulae for everyday purposes

How to measure length How to measure perimeter and circumferenceHow to measure areaHow to measure volumeHow to work with anglesHow to work with scale

VBQU153 Investigate, interpret and produce numerical and statistical information

How to collect and organise dataHow to use tables and graphs How to work out averages

The units and their topics can be selected according to the needs of the individual RTO. They are IMS packaged, meaning they can be uploaded into any Learning Management System (LMS). Contact your local administrator for guidance.

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Identify potential pathways

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Design and implement an individual learning planPrepare portfolio of completed work samplesMonitor and update the individual learning plan

Propose a project

Prepare resources

Document the project

Coordinate and complete the activitiy

Evaluate the project

Locate structurally intricate texts relevant to a range of personal purposes

Analyse content in a range of texts of some complexity for personal purposes

Critically evaluate a range of texts a range of relevant to personal purposes

Research a range of texts relevant to personal need

Prepare a portfolio of texts for personal purposes

Produce a portfolio of texts for personal purposes accurately

Locate structurally intricate texts relevant to a range of learning purposes

Analyse content in a range of texts of some complexity for learning purposes

Critically evaluate a range of texts relevant to own learning purposes

Research a range of texts relevant to learning

Prepare a portfolio of texts for learning purposes

Produce a portfolio of texts for learning purposes accurately

Investigate 2-dimensional and 3-dimensional shapes and their represntation

Estimate, measure and calculate quantities using formulae

Investigate and interpret numerical information in texts

Investigate and create statistical data, tables and graphs

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Facilitator guide

Assessment ideasYou need to fi nd at least three different text types that are relevant to you. Then you will need to interpret, analyse and evaluate the texts you have chosen. To show that you have understood each text, answer the questions following.

Before you answer the questions, always check your text choices with your lecturer to make sure that they are of an appropriate level.

Text suggestions:• a recount• a narrative (short story or novel)• an expressive text• song lyrics• a poem• a personal letter• a travel brochure• a mobile phone deal • health (or other) insurance information• a biography or autobiography• an article from a magazine or newsletter.



Facilitator guide

Assessment ideas

Instructions

1. Read the text. As you read, highlight the main points of the text. Look for something in each paragraph.

2. Underline any words you don’t know. Find out what these words mean.

3. Now read the text again. This time think about:

• why the text was written• what the text is about• how the text is presented• the different parts of the text• why this text is relevant to you.

Questions

Answer the following questions.

1. What is the purpose of the text?

This question means...

Why did the author write the text? Was the author trying to inform, entertain, give instructions, persuade, show a ‘slice of life’, evoke some sort of emotion, just express him/herself... why did he/she write the text?

2. What is the text about?


Summarise the text. Give an outline/overview of the content. Make sure that you cover all the main points. Look at each paragraph – what is the main point of each paragraph?

3. What means/features did the author use to achieve the purpose of the text? Give examples.


What techniques did the author use to convey his/her message? What sort of language did they use to create meaning? Were there opinions? How were they used? Did they use technical language, facts, fi gures, etc? What was the tone of the text? Was it formal, personal, factual, opinionated, etc?



Facilitator guide

Assessment ideasSome features you might fi nd in your text:

• abbreviations• attitude/tone• bias• bullet/dot points• diagrams/pictures/graphics/photos/cartoons• facts/fi gures/statistics• graphs/tables/charts• headings and subheadings • icons/graphics that help the reader read the text• language – slang, casual, colloquial, informal, formal, technical, jargon, emotional

language, persuasive language, humour• literary techniques• menus/contents/glossary/index• narrative – story telling• numbering/steps• supporting materials• text formatting – italics, bolding, underlining, etc• use of colour• use of quotes• views and opposing views• visual information.

4. How was the text structured?


How was the text ‘built’? What was written fi rst, next, and how did it conclude? How was each section of the text linked? Was the text presented in a logical order? What was the order of the information presented?

5. Why is this text relevant to you?


Why did you choose this text? How does it relate to you?



Facilitator guide

Assessment ideasWrite a creative or imaginative text

The aim of your text is to create a fascinating text to entertain your audience (the readers).

1. Recount (something that has happened)• a personal experience• the best time of your life• the worst time of your life• an embarrassing situation• moving house• a close call• a memory from your childhood• a holiday • your own story (an autobiography)

2. Narrative• a descriptive story• a story about an event, the complication and the resolution • a story for a child to read• yourself (an autobiography)• a story about someone else (a biography)

3. Expressive text• a poem • a description of a place (real or imaginary); your bedroom, house,

holiday destination• a description of a person (real or imaginary); your mother, father, brother,

sister, a child, an aunt, uncle, etc• your favourite person• someone who intrigues you



Facilitator guide

Assessment ideasWrite a job application letter

The aim is to write an impressive job application letter that will sell your skills and abilities and to get an interview. 1. Write a job application letter in response to an advertised

position.• Find an advertisement in the paper OR make up your own advertisement.• Highlight the key words in the advertisement that indicate what the employer is

looking for. (Treat this like the selection criteria.)• Attached the advertisement to your letter.

2. Write a job application letter to an organisation where you would like to work. (There isn’t a job advertisement.)

• Research the key skills and attributes that are required for this job.• Research the organisation.



Facilitator guide

Recognition of prior learningSelf-assessment information

VBQU144 – Engage with texts of some complexity for personal purposesVBQU148 – Create texts of some complexity for personal purposes

The purpose of this self-assessment is to enable learners who consider that they already have the required competencies to assess their skills and knowledge against the qualifi cation requirements.

To complete the self-assessment, answer all the questions by placing a in the column (Yes/No) that best refl ects your current level of skills and knowledge.

As you answer each question, make a note of any evidence you have that could be used to verify your skills. For example, if you claim to have explained to others how to conserve water, you need to be able to provide examples of this.

Some examples of different types of evidence that you could provide include:

• a résumé describing where you have worked (paid or voluntary capacity)

• work meeting records (paid or voluntary capacity)

• testimonials from clients

• job descriptions

• job cards

• photographs, samples of work

• records of formal or informal training you may have done that relates to this unit

• references

• discussion of work you have carried out and where with an assessor or facilitator

• demonstration of the task to an assessor or facilitator, either at your workplace, volunteer group or RTO/school.



Facilitator guide

Self-assessment checklist for units of competency

VBQU144 – Engage with texts of some complexity for personal purposes

VBQU148 – Create texts of some complexity for personal purposes

This section relates to your knowledge, skills, and experience of reading and writing for personal purposes.

Evidence I can provide Skills and knowledge

1. I read and access a range of texts relevant to personal purposes such as:

Yes No

• personal letters, cards or emails of several paragraphs in length

• short stories, novels, biographies or magazine articles

• poems, song lyrics or play scripts

• web pages, blogs or wikis

• diary, journal or refl ective writing

• poster, artwork or digital stories

• speeches for family occasions

• family history research or writing

• newsletter articles

• competition entry.



Facilitator guide

Evidence I can provide Skills and knowledge

2. I can analyse the texts I read by:Yes No

• distinguishing fact from fi ction

• identifying the type of writing I am reading

• checking the meaning of unknown words

• taking notes as I read

• comparing information from different documents

• summarising the main ideas presented in a document.

3. I can critically evaluate the texts I read by:Yes No

• discussing whether a document is well-written or not

• identifying if a document is biased

• comparing and contrasting ideas in similar documents

• identifying if something I read is relevant to me

• recognising the writer’s background.

4. I can compile a portfolio of examples I have read and/or written to include:

Yes No

• at least three different types of documents I have read

• at least three different types of documents I have written.

facilitator guide - equellatle.westone.wa.gov.au/content/file/ab29f18b-c6ad-4... · os x v10.3...

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