10364NAT Certificate III in Spoken and Written English

Transcription

1 10364NAT Certificate III in Spoken and Written English Version 1 May 2013

2 Published by NSW Adult Migrant English Service Locked Bag 53 DARLINGHURST NSW NSW AMES 2013 First published 1992 ISBN Project Manager Bethany Abbott Cover by Simon Leong Design Typeset by Mercier Typesetters Pty Ltd All rights reserved. Except as permitted under the Copyright Act 1968 (for example, any fair dealing for the purposes of private study, research, criticism or review), no part of this document may be reproduced, stored in a retrieval system or transmitted in any form or by any means without prior written permission. Copyright owners may take legal action against a person or organisation that infringes their copyright through unauthorised copying. All enquiries should be directed to the publisher, NSW AMES at the address above.

3 CONTENTS GENERAL INFORMATION ACKNOWLEDGEMENTS 2 THE CURRICULUM FRAMEWORK 3 History The framework Modules Learning outcomes OVERVIEW OF THE CERTIFICATE LEVELS 7 Course in Preliminary Spoken and Written English Certificate I in Spoken and Written English Certificate II in Spoken and Written English Certificate III in Spoken and Written English Certificate IV in Spoken and Written English Employment Certificate IV in Spoken and Written English Further Studies Alignment of Certificates to proficiency scales and reporting systems ELEMENTS OF THE CURRICULUM FRAMEWORK 22 Language learning Language as a social resource for making meaning The study of grammar Spoken and written language Numeracy in the curriculum framework ASSESSMENT 26 Criterion-referenced assessment Achievement assessment Assessment as a continuous process Formality of assessment Assessors INSTITUTIONAL PLANNING 29 SYLLABUS DESIGN 31 A text-based framework Objectives Methodology Designing a syllabus Modules and syllabus design Learning outcomes and syllabus design Certificate levels and syllabus design Steps in syllabus design

4 GLOSSARY 40 REFERENCES 50 COURSE INFORMATION Section A 54 Copyright and course classification information Section B 55 Accreditation information Nomenclature and nominal duration Course review Transition and teach-out arrangements Course outcomes Australian Qualifications Framework Course rules Entry requirements Pathways Articulation and credit transfer Recognition of prior learning Customisation Assessment strategy Workplace assessment Delivery modes Resources Teacher and assessor qualifications Ongoing monitoring and evaluation Section C 71 Module information APPENDIX COURSE CODES A. Comparison table: 2008 to 2013 courses 124

5 GENERAL INFORMATION NSW AMES

6 ACKNOWLEDGEMENTS 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH For their input into this sixth edition of the Certifi cates in Spoken and Written English, NSW AMES wishes to thank: Course developers Helen de Silva Joyce and Keiko Yasukawa Review panel members Dr Susan Feez Chair University of New England Liliane Alexandrino AMEP NT Ana Bratkovic NEAS Elene Claire President QATESOL and ACTA Councillor Lesley Evans WEA Illawarra Helen Murphy TELLS TAFE Queensland Christine Tiekle NSW Department of Education and Communities Dr Keiko Yasukawa University of Technology, Sydney NSW AMES also wishes to acknowledge all who contributed to previous editions of the Certifi cates I IV in Spoken and Written English and those organisations and individuals who gave input through the 2012 online feedback survey. 2 NSW AMES

7 THE CURRICULUM FRAMEWORK History Since 1992, the NSW Adult Migrant English Service (NSW AMES) has developed the Certifi cates in Spoken and Written English (CSWE) in order to make course outcomes explicit to students, teachers and other participants in a range of English as an additional language (EAL) language and literacy teaching contexts. The original single Certifi cate in Spoken and Written English was accredited in 1992, through the NSW Vocational Education and Training Accreditation Board (NSW VETAB). NSW AMES subsequently developed the six courses which were reaccredited in 1997, 2002, 2008 and The Certificates are relevant to a wide variety of general education teaching contexts and are used widely throughout Australia in the Adult Migrant English Program (AMEP), the Adult and Community Education (ACE) sector, TAFE colleges, universities, private providers, corrective services programs, Indigenous education and in Intensive English Centres (IECs) in NSW state schools. The Course in Preliminary Spoken and Written English and the Certificates I, II and III are used by the Department of Immigration and Citizenship (DIAC) as the mandatory reporting mechanism for the AMEP and they are a preferred curriculum framework for literacy and numeracy programs funded by the Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE). The framework The Course in Preliminary Spoken and Written English and the Certifi cates I IV in Spoken and Written English provide an EAL general education framework for learners to develop English language and literacy skills and optional numeracy skills to undertake further education and training, seek and maintain employment and participate in the general community. The curriculum framework consists of 6 courses: Course in Preliminary Spoken and Written English Certificate I in Spoken and Written English Certificate II in Spoken and Written English Certificate III in Spoken and Written English Certificate IV in Spoken and Written English Employment Certificate IV in Spoken and Written English Further Studies The courses within the curriculum framework: are accredited, nationally registered and meet the principles of the Australian Qualifications Framework (AQF) provide a common language for describing the characteristics of learners and course provision enable a systematic approach to the planning and provision of general education English language, literacy and numeracy courses allow for variation in learning pace, course length, intensity and delivery mode use criterion-referenced assessment to assess learner achievement are based on a theory of language which systematically relates language to the contexts in which it is used integrate spoken and written language and the language of mathematics through the study of whole texts 3 NSW AMES

8 describe progression in language learning in terms of interacting with increasingly demanding contexts of language use support explicit and systematic teaching practice can be delivered through face-to-face tuition and by distance print and e-learning modes integrate the language of numeracy into the teaching of spoken and written texts provide optional modules and learning outcomes which enable learners to develop mathematical concepts and skills The Course in Preliminary Spoken and Written English and the Certifi cates I IV in Spoken and Written English have been accredited under the Australian Quality Training Framework (AQTF) leading to AQF qualifications or statements of attainment. The AQF levels provide a comprehensive, nationally consistent framework for all qualifications in post-compulsory education and training in Australia. The following table outlines the learning focus of the five levels that constitute the CSWE curriculum framework, the nominal hours for each level and the entry level against the International Second Language Proficiency Rating (ISLPR) scale and the Australian Core Skills Framework (ACSF). Learning focus Nominal hours Entry level Course in Preliminary Spoken and Written English Skills for participation in formal education and basic literacy and numeracy skills in English 500 hours + 50 hours of out-ofclass study ISLPR 0 ACSF Pre-Level 1 Certificate I in Spoken and Written English Beginning skills in spoken and written English and optional numeracy 500 hours hours of out-ofclass study ISLPR 0 ACSF Level 1 Certificate II in Spoken and Written English Spoken and written English and optional numeracy for simple everyday transactional and limited social needs 500 hours hours of out-ofclass study ISLPR 1 ACSF Level 2 Certificate III in Spoken and Written English Spoken and written English and optional numeracy for basic social needs and routine situations for everyday commerce, recreation and linguistically undemanding vocational fields 500 hours hours of out-ofclass study ISLPR 1+ ACSF Level 3 Certificate IV in Spoken and Written English Employment Spoken and written English to participate in a range of vocational contexts 400 hours hours of out-ofclass study ISLPR 2+ ACSF Level 4 Certificate IV in Spoken and Written English Further Studies Spoken and written English to participate in a range of further study contexts 500 hours hours of out-ofclass study ISLPR 2+ ACSF Level 4 4 NSW AMES

9 Modules At each certificate level, learners must complete a specified number of core and elective modules to ensure that they cover all the macroskills. Core modules aim to develop essential skills. Elective modules focus on different text-types and skills that can be selected according to the needs of learners or learner groups. The modules cover different aspects of language and mathematical learning. This modular structure allows for: self-paced learning where the emphasis is on flexibility to meet individual learner needs and abilities criterion-referenced assessment, which means assessment is made against explicitly stated criteria rather than a group norm achievement assessment or assessment of knowledge and skills at the end of a course of study The modules contain learning outcomes that contribute to the purpose of the module. They define texts or skills with which learners may need to engage eg: casual conversations, written information texts, written reports, learning strategies, working with measurement and calculations. The modules are expressed in general terms and can therefore be adapted to different educational contexts, such as workplaces and study contexts, and applied to a wide variety of learner groups. The following table outlines the skill areas covered by the modules. Learning strategies Listening skills Speaking skills Reading skills Writing skills Numeracy skills This skill area is concerned with the role that learners play in their own language development, which includes independent learning strategies, effective participation in formal learning environments and understanding the role of assessment. This skill area is concerned with learners ability to comprehend dialogic and monologic spoken interpersonal and transactional texts. This skill area is concerned with learners ability to produce monologic texts and participate in dialogic interpersonal and transactional texts. This skill area is concerned with learners ability to comprehend written texts. This skill area is concerned with learners ability to produce written texts. This skill area is concerned with learners ability to use mathematical knowledge and concepts to comprehend texts and solve problems. Note: Certifi cate IV in Spoken and Written English Employment is a combination of modules and units of competency developed specifically for this course and units of competency imported from nationally endorsed training packages. 5 NSW AMES

10 Learning outcomes 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH Learning outcomes describe what learners are expected to do at the end of a course of study. The two components of learning outcomes are: Assessment criteria Conditions and methods of assessment Assessment criteria are statements about learner performance in comprehending or participating in a language interaction or applying mathematical knowledge. Assessment criteria specify the minimal performance required and provide information for learners and teachers on what is being assessed and against what standard. The statements about the conditions and methods of assessment describe: the parameters within which assessment is conducted the characteristics of the social context text-types in terms of complexity and length range of mathematical skill acceptable response types the amount of assistance allowed suggestions for sample tasks 6 NSW AMES

11 OVERVIEW OF THE CERTIFICATE LEVELS NOTE: For translations of CSWE I III overviews, go to the Publications Section of the NSW AMES website at NAT Course in Preliminary Spoken and Written English Course rules Successful completion of the Course in Preliminary Spoken and Written English requires successful completion of 7 modules 2 compulsory modules + 5 elective modules. Nominal hours Overall nominal hours = hours of out-of-class study Module A = 50 hours All other modules = 75 hours Compulsory Module A SWELRN001A Preliminary learning strategies 1 Demonstrate understanding of simple teaching instructions 2 Organise and maintain personal learning tools 3 Participate in the formal learning environment Module B SWEDEC002A Decoding words and simple sentences 1 Recognise sound patterns in everyday words 2 Read simple sentences Reading and writing electives Module C SWELTR003A Recognising and writing letters 1 Demonstrate recognition of the alphabet 2 Write letters of the alphabet Module D SWENUM004A Recognising and writing numbers 1 Demonstrate recognition of whole numbers 2 Write whole numbers Module E SWESYM005A Recognising common visual symbols and signs 1 Recognise common visual symbols 2 Recognise common written signs Module F SWEWRD006A Writing words and simple sentences 1 Spell everyday words 2 Write simple sentences Module G SWETIM007A Understanding time and money 1 Read and understand time 2 Recognise and understand Australian money Mixed skills electives Module H SWEPRN008A Giving basic personal information 1 Give basic personal information using spoken language 2 Complete a simplified form 7 NSW AMES

12 Speaking elective Module I SWEEXC009A Engaging in short exchanges 1 Participate in a basic transactional exchange 2 Participate in a simple social exchange Note: Codes are accredited course module codes. 8 NSW AMES

13 10362NAT Certificate I in Spoken and Written English Course rules Successful completion of Certifi cate I in Spoken and Written English requires completion of 7 modules 1 compulsory module + 6 elective modules with 1 spoken text elective module and 1 written text elective module. Nominal hours Overall nominal hours = hours of out-of-class study Compulsory Module A SWELRN101A Basic learning strategies 1 Participate in and contribute to the formal learning environment 2 Develop independent learning skills Module A = 20 hours All other modules = 80 hours Spoken text electives Module B SWEPER102A Giving personal information 1 Provide personal information using spoken language 2 Give a short personal description Module C SWETRA103A Comprehending and participating in short transactional exchanges 1 Demonstrate understanding of a short spoken transaction 2 Participate in a short spoken transaction Module D SWEINF104A Comprehending spoken information and instructions 1 Demonstrate understanding of a short spoken information text 2 Demonstrate understanding of short spoken instructions Module E SWECON105A Comprehending and participating in short conversations 1 Demonstrate understanding of a short informal conversation 2 Participate in a short informal conversation Module F SWEREC106A Comprehending and telling spoken recounts 1 Demonstrate understanding of a spoken recount 2 Tell a short recount Module G SWEMSG107A Comprehending and leaving telephone messages 1 Demonstrate understanding of a simple telephone message 2 Leave a short telephone message Written text electives Module H SWEINS108A Comprehending written instructions and completing a short form 1 Demonstrate understanding of short written instructions 2 Complete a short form Module I SWEDES109A Comprehending and composing written descriptions 1 Demonstrate understanding of a short written description 2 Write a short description 9 NSW AMES

14 Module J SWEREC110A Comprehending and composing written recounts 1 Demonstrate understanding of a written recount 2 Write a recount Module K SWETXT111A Comprehending and composing short informal written texts 1 Demonstrate understanding of a short informal written text 2 Write a short informal text Module L SWENEW112A Comprehending short news and information texts 1 Demonstrate understanding of a short news article 2 Demonstrate understanding of a short information text Numeracy electives Module M SWENUM113A Comprehending and performing addition and subtraction with decimal whole numbers 1 Demonstrate understanding of decimal place value system 2 Perform simple addition with decimal whole numbers 3 Perform simple subtraction with decimal whole numbers Module N SWEMSR114A Comprehending and using the metric system of measurement 1 Recognise and select appropriate units of metric measure for different dimensions 2 Measure and record length, volume and weight with appropriate metric units of measurement and measuring instruments 3 Measure and compare temperature Note: Codes are accredited course module codes. 10 NSW AMES

15 10363NAT Certificate II in Spoken and Written English Course rules Successful completion of Certifi cate II in Spoken and Written English requires completion of 7 modules 1 compulsory module + 6 elective modules with 1 spoken text elective module and 1 written text elective module. Nominal hours Overall nominal hours = hours of out-of-class study Compulsory Module A SWELRN201 Intermediate learning strategies 1 Participate in and contribute to the formal learning environment 2 Develop independent learning skills Module A = 20 hours All other modules = 80 hours Spoken text electives Module B SWECAS202A Comprehending and participating in routine casual conversations 1 Demonstrate understanding of a casual conversation 2 Participate in a short casual conversation Module C SWEEXC203A Comprehending and participating in transactional exchanges 1 Demonstrate understanding of a spoken transaction for information / goods and services 2 Participate in a spoken transaction for information / goods and services Module D SWEINF204A Comprehending and giving spoken information 1 Demonstrate understanding of a spoken information text 2 Give a short spoken explanation Module E SWETEL205A Comprehending and participating in telephone exchanges 1 Demonstrate understanding of a telephone message 2 Participate in a telephone conversation to leave a message Module F SWEINS206A Comprehending and giving spoken instructions 1 Demonstrate understanding of spoken instructions 2 Give spoken instructions Module G SWEINT207A Comprehending and participating in simple interviews 1 Demonstrate understanding of a simple interview 2 Participate in a simple interview Written text electives Module H SWEFOR208A Comprehending written instructions and completing formatted texts 1 Demonstrate understanding of written instructions 2 Complete a formatted text Module I SWESTO209A Comprehending and composing story texts 1 Demonstrate understanding of a story 2 Write a recount 11 NSW AMES

16 Module J SWETXT210A Comprehending and composing informal texts 1 Demonstrate understanding of an informal written text 2 Write an informal text Module K SWENEW211A Comprehending news and information texts 1 Demonstrate understanding of a news article 2 Demonstrate understanding of a short information text Module L SWEMTN212A Comprehending and composing information reports 1 Demonstrate understanding of a written information report 2 Write a short information report Module M SWEOPI213A Comprehending and composing opinion texts 1 Demonstrate understanding of a written opinion text 2 Write a short opinion text Module N SWEJOB214A Comprehending and composing jobseeking texts 1 Demonstrate understanding of a job advertisement 2 Write a short résumé / CV Module O SWEVIS215A Comprehending visual texts 1 Interpret a narrative image 2 Interpret a non-narrative image Numeracy electives Module P SWEDIV216A Comprehending and performing multiplication and division with decimal whole numbers 1 Perform simple multiplication with decimal whole numbers 2 Perform simple division with decimal whole numbers Module Q SWEFRA217A Comprehending and using fractions and decimals 1 Demonstrate understanding of the different ways wholes can be divided into parts 2 Relate fractions to calculations of time 3 Relate decimals to calculations with money Note: Codes are accredited course module codes. 12 NSW AMES

17 10364NAT Certificate III in Spoken and Written English Course rules Successful completion of Certifi cate III in Spoken and Written English requires completion of 9 modules 1 compulsory module + 8 elective modules with at least 2 spoken text elective modules and at least 2 written text elective modules. Nominal hours Overall nominal hours = hours of out-of-class study Compulsory Module A SWELRN301A Advanced learning strategies 1 Contribute to the formal learning environment 2 Demonstrate capacity for independent learning Module A = 20 hours All other modules = 60 hours Spoken text electives Module B SWECON302A Comprehending and participating in casual conversations 1 Demonstrate understanding of a casual conversation with topic changes 2 Participate in a casual conversation with topic changes Module C SWEEXC303A Comprehending and negotiating complex exchanges 1 Demonstrate understanding of a complex spoken exchange 2 Negotiate a complex spoken exchange Module D SWEINT304A Comprehending and participating in interviews 1 Demonstrate understanding of an interview 2 Participate in an interview Module E SWEPRE305A Comprehending and conducting presentations 1 Demonstrate understanding of a spoken presentation 2 Deliver a short spoken presentation Module F SWEDIS306A Comprehending and participating in discussions 1 Demonstrate understanding of a spoken discussion 2 Participate in a discussion Written text electives Module G SWECOR307A Composing formal correspondence and completing formatted texts 1 Write a formal letter / 2 Complete a complex formatted text Module H SWEINF308A Comprehending and composing complex information texts 1 Demonstrate understanding of a complex written information text 2 Write a report Module I SWENAR309A Comprehending and composing narrative texts 1 Demonstrate understanding of a narrative 2 Write a narrative 13 NSW AMES

18 Module J SWEDSN310A Comprehending and composing discussions 1 Critically read a discussion 2 Write a discussion Module K SWEEXP311A Comprehending and composing expositions 1 Critically read an exposition 2 Write an exposition Module L SWEVIS312A Comprehending and composing visual texts 1 Identify the features of a narrative image 2 Identify the features of a non-narrative image 3 Create an image to accompany a narrative or informational text Module M SWEADS313A Comprehending news stories and advertisements 1 Demonstrate understanding of a news article 2 Interpret an advertisement Mixed text electives Module N SWEINS314A Comprehending and giving complex instructions 1 Demonstrate understanding of complex instructions in a spoken exchange 2 Give complex instructions in a spoken exchange 3 Demonstrate understanding of complex written instructions Module O SWEJOB315A Language skills for jobseeking 1 Analyse a job advertisement 2 Write a résumé / CV 3 Telephone about a job Numeracy electives Module P SWECAL316A Comprehending and performing multiple-step calculations 1 Carry out multiple-step calculations 2 Apply measurement techniques to problem solving 3 Comprehend and construct tabular and graphical information Module Q SWEMAT317A Applying and interpreting mathematical information 1 Interpret complex maps and plans 2 Apply mathematical skills and methods for problem solving 3 Analyse mathematical and statistical information embedded in texts Note: Codes are accredited course module codes. 14 NSW AMES

19 10366NAT Certificate IV in Spoken and Written English Employment Course rules Refer to Certificate IV in Spoken and Written English Employment curriculum document. Module A SWEPSE401A Pronunciation skills for employment A1 Use segmental features of English to communicate intelligibly A2 Use prosodic features of English to communicate meaning effectively A3 Use a range of strategies to monitor and modify pronunciation Module D SWEWSJ404A Writing skills for jobseeking documents D1 Prepare a résumé / CV in response to a specific job advertisement D2 Prepare a covering letter to accompany résumé / CV D3 Complete a complex job application form Module E SWESSJ405A Speaking skills for jobseeking E1 Negotiate a complex transactional telephone conversation E2 Prepare for a job interview E3 Participate in a job interview Module B SWELCE402A Language and culture of employment in Australia B1 Research an industry sector and a related Australian workplace B2 Critically interpret written information texts on employment-related topics B3 Critically interpret spoken information texts on employment-related topics B4 Establish realistic employment goals Imported from FSK Foundation Skills Training Package FSKLRG10 Use routine strategies for career planning 1 Investigate career options 2 Develop an individual career plan Module C SWEWSP403A Writing skills for public sector applications C1 Analyse public sector job advertisements and information packages C2 Address selection criteria for a public sector position C3 Prepare a covering letter for a public sector job application Imported from FSK Foundation Skills Training Package FSKOCM10 Use oral communication skills for complex workplace presentations 1 Plan to deliver complex workplace presentations 2 Deliver complex workplace presentations 3 Review own performance Imported from FSK Foundation Skills Training Package FSKRDG11 Read and respond to complex workplace information 1 Prepare to read complex workplace texts 2 Analyse information in complex workplace texts 3 Evaluate and respond to information in complex workplace texts 15 NSW AMES

20 Imported from FSK Foundation Skills Training Package FSKWTG10 Write complex workplace texts 1 Prepare to write complex workplace texts 2 Draft complex workplace texts 3 Review and finalise complex workplace texts CSWE IV (E) F SWESST406A Speaking skills for workplace texts F1 Participate in a casual workplace conversation F2 Provide spoken information F3 Give complex spoken instructions F4 Participate in a spoken discussion Imported from FSK Foundation Skills Training Package FSKOCM04 Use oral communication skills to participate in workplace meetings 1 Prepare to participate in workplace meetings 2 Participate in workplace meetings 3 Review own performance Imported from FSK Foundation Skills Training Package FSKOCM07 Interact effectively with others at work 1 Prepare to interact with others at work 2 Participate in interactions with others at work 3 Review own performance Imported from FSK Foundation Skills Training Package FSKOCM08 Use oral communication skills to facilitate workplace negotiations 1 Prepare to facilitate workplace negotiations 2 Facilitate workplace negotiations 3 Review own performance Imported from BSB07 Business Services Training Package BSBCUS201B Deliver a service to customers 1 Establish contact with customers 2 Identify customer needs 3 Deliver service to customers 4 Process customer feedback Note: Codes are accredited course module codes. 16 NSW AMES

21 10365NAT Certificate IV in Spoken and Written English Further Studies Course rules Refer to Certificate IV in Spoken and Written English Further Studies curriculum document. Compulsory Module A SWELRN401A Learning strategies for further studies 1 Participate in and contribute to the formal educational environment 2 Develop and use independent learning strategies Electives Module B SWEKNO402A Language knowledge 1 Identify the role and features of nouns, nominalisation and noun groups in texts 2 Identify the role and features of verbs and verbal groups in texts 3 Identify the role and features of clauses in texts 4 Identify how paragraphs are structured for different purposes 5 Identify how cohesive devices work at whole text and paragraph levels Module C SWEUND403A Understanding academic culture 1 Research concepts of critical stance and plagiarism in Western educational contexts 2 Identify critical stance adopted in texts 3 Identify the conventions for introducing ideas / evidence from other writers into texts Module D SWEREA404A Reading and note-taking skills for further studies 1 Demonstrate understanding of written texts 2 Interpret diagrammatic texts 3 Use note-taking strategies Module E SWEPER405A Writing skills for persuasive essays 1 Interpret essay questions 2 Research and plan an essay 3 Write an essay Module F SWEANA406A Writing skills for academic reports 1 Research and plan a report 2 Write a report Module G SWELIS407A Listening and taking notes in presentations 1 Demonstrate understanding of a lecture or presentation 2 Use note-taking strategies Module H SWESPE408A Speaking and writing skills for presentations 1 Prepare to deliver a spoken presentation 2 Create appropriate visual aids to support presentation 3 Deliver a presentation 17 NSW AMES

22 Module I SWEDIS409A Speaking skills for discussions 1 Participate in a tutorial / group discussion 2 Negotiate in a tutorial / group discussion Module J SWEPRO410A Pronunciation skills for further study 1 Use segmental features of English to communicate intelligibly 2 Use prosodic features of English to communicate meaning effectively 3 Use a range of strategies to monitor and modify pronunciation Note: Codes are accredited course module codes. 18 NSW AMES

23 ALIGNMENT OF CERTIFICATES TO PROFICIENCY SCALES AND REPORTING SYSTEMS Proficiency descriptors ISLPR levels 5 Native-like proficiency Proficiency equivalent to that of a native speaker of the same sociocultural variety 4 + Advanced vocational proficiency Level 4+ behaviour is significantly better than Level 4 but has not reached Level 5 4 Vocational proficiency Able to perform very effectively in almost all situations pertinent to social and community life and everyday commerce and recreation, and generally in almost all situations pertinent to own vocational fields 3 + Basic vocational proficiency+ Level 3+ behaviour is significantly better than Level 3 but has not reached Level 4 IELTS band descriptors 9 Expert user Has fully operational command of the language: appropriate, accurate and fluent with complete understanding 8 Very good user Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies. Misunderstandings may occur in unfamiliar situations. Handles complex detailed argumentation well 7 Good user Has operational command of the language, though with occasional inaccuracies, inappropriacies and misunderstandings in some situations. Generally handles complex language well and understands detailed reasoning Competent user Has generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly complex language, particularly in familiar situations 5 Modest user Has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to handle basic communication in own field ACSF Level 5 Autonomous Accesses and evaluates support Adaptable across range of contexts Specialised in one or more contexts Highly complex texts with highly embedded information, specialised language and symbolism Sophisticated task conceptualisation Level 4 Works independently Initiates and uses support from range of established resources Range of contexts with some specialisation Complex texts with embedded info, specialised vocabulary and abstraction Complex task organisation and analysis CSWE CSWE IV Focuses on language skills to enable learners to participate in a range of vocational contexts and / or further study contexts Advanced 3 Basic vocational proficiency Able to perform effectively in most informal and formal situations pertinent to social and community life and everyday commerce and recreation, and in situations which are not linguistically demanding in own vocational fields 2 + Social proficiency Level 2+ behaviour is significantly better than Level 2 but has not reached Level 3 19 NSW AMES

24 2 Basic social proficiency Able to satisfy basic social needs, and routine needs pertinent to everyday commerce and to linguistically undemanding vocational fields 1 + Transactional proficiency Able to satisfy everyday transactional needs and limited social needs 1 Basic transactional proficiency Able to satisfy basic everyday transactional needs 1 Minimum creative proficiency Able to satisfy immediate, predictable needs, using predominantly formulaic language 0 + Formulaic proficiency Able to perform in a very limited capacity within the most immediate, predictable areas of need, using essentially formulaic language 4 Limited user Basic competence is limited to familiar situations. Has frequent problems in understanding and expression. Is not able to use complex language 3 Extremely limited user Conveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication occur 2 Intermittent user No real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet immediate needs. Has great difficulty understanding spoken and written English 1 Non-user Essentially has no ability to use the language beyond possibly a few isolated words Level 3 Works independently Range of familiar contexts with some less familiar elements Short and simple texts Tasks including number of steps CSWE III Focuses on language skills to enable learners to satisfy basic social needs in routine situations for everyday commerce, recreation and linguistically undemanding vocational fields Level 2 May call on expert Familiar and predictable contexts Routine texts with some specialised vocabulary Concrete tasks CSWE II Focuses on language skills to enable learners to satisfy their own simple everyday transactional and limited social needs Level 1 Works alongside expert Highly familiar restricted concrete contexts Simple texts with clear purpose and highly familiar vocabulary Explicit tasks CSWE I Focuses on language skills for learners who have just started learning English and who have had minimal exposure to English Beginner Post-beginner Intermediate 20 NSW AMES

25 0 Zero proficiency Unable to communicate in the language 0 Did not attempt test Pre-level PCSWE Focuses on language skills for learners with no or low levels of education and / or language Absolute beginner Notes: ACSF Australian Core Skills Framework IELTS International English Language Testing System ISLPR International Second Language Proficiency 21 NSW AMES

26 ELEMENTS OF THE CURRICULUM FRAMEWORK Language learning The Course in Preliminary Spoken and Written English and the Certifi cates I IV in Spoken and Written English are based on an understanding that there are three perspectives on second language learning (Halliday 1979): 1 Learning language The courses within the CSWE framework differ from traditional language curricula in that language is not represented merely as syntactic forms but rather language is seen as a resource for making meaning in social contexts. Using language involves choosing from systems of text structure, grammar, vocabulary, phonology and graphology. Learning language therefore involves learning to choose from these systems in ways that enable language users to communicate effectively in a variety of contexts. 2 Learning through language Learning through language involves using the resources of language to interact with new knowledge and ideas. 3 Learning about language Learning about language involves understanding the choices available in the language systems and how particular choices relate to social situations and to the broader Englishspeaking culture. In the context of learning English as an additional language, learners bring to the process a very diverse range of resources in relation to all three aspects of learning. They have varying levels of proficiency in English, different kinds of knowledge and goals in relation to education, work and community involvement and they have diverse linguistic and educational backgrounds. They therefore have different resources and needs for learning English, for learning through English and for learning about English. Language as a social resource for making meaning The linguistic principles underpinning the Course in Preliminary Spoken and Written English and the Certifi cates I IV in Spoken and Written English are derived from Systemic Functional Linguistics (Halliday 1985a). Systemic Functional Linguistics (SFL) is a social theory of language that is concerned with language as text occurring in sociocultural contexts. Texts are socially constructed and socially purposeful. They are patterned in distinctive ways to achieve particular goals. Texts are units of language that are meaningful within social contexts because they: fulfil a social purpose identifiable through their structure and language patterns are shaped by and at the same time help to shape the social contexts in which they occur are internally coherent so as to form unified wholes Texts relate systematically to the contexts in which they occur. This relationship is determined by three register variables: 1 Field is the topic or the subject matter being talked or written about. 2 Tenor is the relationship between the participants and how the participants feel about each other and the situation. 22 NSW AMES

27 3 Mode refers to whether the interactants are communicating through spoken or written language. Language users use their knowledge about text structure and register to predict the language for any given situation. They also make predictions about the context from the language used. This correspondence between context and text is what people make use of when they are learning to converse as well as when they are learning to read and write. The study of grammar In order to use language effectively in social contexts it is necessary to understand how choices from the systems of grammar relate to the social contexts of language use. It is important that learners develop an understanding of the underlying systems of grammar as part of their formal language learning. It is expected that the teaching of grammar will be integrated into the exploration of texts and contexts rather than taught as a discrete component of a language course. By expanding resources of grammar and by learning how grammatical choices construct different kinds of meanings, learners will expand their meaning potential in English. Learning about language (including learning a language to talk about language) enables teachers and learners to talk explicitly about how meanings are made through language. This also enables teachers and learners to see, describe and evaluate the kinds of meanings that learners are making in their speaking and writing. Descriptions of grammatical choices in the learning outcomes provide a framework to be enriched and elaborated in relation to specific texts that are chosen for teaching. Spoken and written language Speech and writing use the same systems of language but draw on these systems in different ways to fulfil different social purposes. Spoken language tends to be dialogic and to accompany action while written language tends to be monologic and to reflect on action from which it is removed in time and space. Spoken texts and written texts relate closely to one another in any given social context. Spoken texts are important in the production of written texts and are often produced in response to written texts. Language syllabuses should reflect this integration of spoken and written language. The teaching of a written text needs to be supported by teaching the oral language which surrounds it in the social situation and vice versa, so that learners are enabled to participate in the language and literacy practices of the culture (Joyce 1992). The following table illustrates this point with an example of an event sequence of spoken and written texts surrounding booking a flight (de Silva Joyce and Feez 2012: 71). Ask friends about the destination, the best time to travel, places to visit and the best airline deals Go online to research flight times and costs Contact a travel agent for assistance Discuss options with friends and colleagues Book and pay for the flight online Receive and read travel documents Discuss travel plans with friends 23 NSW AMES

28 Numeracy in the curriculum framework The Course in Preliminary Spoken and Written English and the Certifi cates I, II and III in Spoken and Written English enable numeracy to be integrated into syllabus design through two perspectives on mathematics: 1 The language of mathematics Mathematical information is an integral component of many spoken and written texts. For example, the cost of items is often the topic of casual conversation and graphs and tables are a common feature of news reporting. Many EAL learners come to the classroom with good knowledge and skills in mathematics but need to learn how mathematics is spoken and written about in English. Consequently, many of the learning outcomes focus on the language of mathematics in the assessment criteria and / or in the conditions and methods of assessment, as can be seen in the following examples of the CSWE modules. CSWE I Module C Comprehending and participating in short transactional exchanges Learning Outcome C1 Demonstrate understanding of a short spoken transaction Conditions and methods of assessment Transaction contains numerical information eg: money, time, number CSWE I, II and III integrate the language of mathematics into learning outcomes focusing on spoken and written texts CSWE II Module G Comprehending and participating in simple interviews Learning Outcome G1 Demonstrate understanding of a simple interview Assessment criteria 1.2 Demonstrate understanding of explicitly stated information, including relevant numerical information eg: time, money, location CSWE III Module C Comprehending and negotiating complex exchanges Learning Outcome C1 Demonstrate understanding of a complex spoken exchange Sample tasks Learners listen to spoken exchange and demonstrate understanding of negotiation of eg: leave dates, errors on pay advice slip, workload / shift arrangements. CSWE IV Employment and Further Studies have no specific language of mathematics focus. 2 Developing mathematical knowledge and skills For those students who need to develop mathematical knowledge and skills, the CSWE curriculum framework provides modules that focus on learning mathematics. These can be taught as stand-alone modules but it is recommended that they be taught in conjunction with the language modules, where this is appropriate. It is also recommended that teachers delivering programs that focus on the development 24 NSW AMES

29 of mathematical skills through the elective numeracy modules have training and professional development in numeracy teaching. The following table gives an overview of the numeracy modules. Level numeracy focus Pre-CSWE focuses on foundational numeracy skills CSWE I focuses on comprehending and performing addition and subtraction with whole numbers, and comprehending and using the metric system of measurement CSWE II focuses on comprehending and performing multiplication and division, and comprehending and using fractions and decimals CSWE III focuses on comprehending and performing multi-step calculations, and applying and interpreting mathematical information Numeracy learning outcomes Module D Recognising and writing numbers D1 Demonstrate recognition of whole numbers D2 Write whole numbers Module G Understanding time and money G1 Read and understand time G2 Recognise and understand Australian money Module M Comprehending and performing addition and subtraction with decimal whole numbers M1 Demonstrate understanding of decimal place value system M2 Perform simple addition with decimal whole numbers M3 Perform simple subtraction with decimal whole numbers Module N Comprehending and using the metric system of measurement N1 Recognise and select appropriate units of metric measure for different dimensions N2 Measure and record length, volume and weight with appropriate metric units of measurement and measuring instruments N3 Measure and compare temperature Module P Comprehending and performing multiplication and division with decimal whole numbers P1 Perform simple multiplication with decimal whole numbers P2 Perform simple division with decimal whole numbers Module Q Comprehending and using fractions and decimals Q1 Demonstrate understanding of the different ways wholes can be divided into parts Q2 Relate fractions to calculations of time Q3 Relate decimals to calculations with money Module P Comprehending and performing multiple-step calculations P1 Carry out multiple-step calculations P2 Apply measurement techniques to problem solving P3 Comprehend and construct tabular and graphical information Module Q Applying and interpreting mathematical information Q1 Interpret complex maps and plans Q2 Apply mathematical skills and methods for problem solving Q3 Analyse mathematical and statistical information embedded in texts CSWE IV Employment and Further Studies have no specific mathematics skills focus. 25 NSW AMES

30 ASSESSMENT Assessment of the modules and learning outcomes within the Course in Preliminary Spoken and Written English, the Certifi cates I III in Spoken and Written English and the Certificate IV in Spoken and Written English Further Studies must comply with SNR 15 of the Standards for NVR Registered Training Organisations 2012 The NVR registered training organisation provides quality training and assessment across all of its operations. For details go to ( Within the CSWE curriculum framework, assessment must: meet the requirements of the course and be consistent with the course assessment strategy as listed in the Course and Certificate documentation NOTE: accord with the principles of assessment and the rules of evidence, which means assessment must be valid, reliable, flexible and fair, and involve the collection of sufficient, valid, authentic and current evidence For sample assessment tasks, go to the Publications Section of the NSW AMES website at Criterion-referenced assessment Criterion-referenced assessment means that learner performance is assessed against specific criteria that describe a standard of performance. Learner performance is not assessed against the performances of others. The explicit criteria of criterion-referenced assessment enable teachers to apply consistent standards in their assessments. They also enable teachers to discuss individual performances with learners and to make clear what learners need to do to be successful. Explicit criteria also allow the learner to participate actively in the assessment process. Achievement assessment Achievement assessment is what learners can do as a result of their course of study. Assessments should therefore be undertaken when teachers are confident that their learners can achieve a module or learning outcome at the required standard. It is also important for learners to be given as many opportunities as practicable to achieve each outcome. Assessors must ensure assessment is conducted in accord with the principles of assessment in the four following ways: 1 Assessors must participate in regular moderation sessions to ensure reliability of evidence ie: to ensure that the evidence presented for assessment is consistently interpreted and the results are consistent with the assessment outcomes. Moderation sessions provide the opportunity to compare and discuss assessment decisions and should include an examination, rating and discussion of benchmark texts that are authentic learner performances at the minimum acceptable standard for any learning outcome. Moderation sessions may also involve an examination and discussion of learner performances that just fail to achieve a learning outcome. Samples of learner performances can then be rated and ratings compared and discussed. Moderation sessions should also include an examination of assessment tasks. NOTE: A Moderation Kit is available through the Publications Section of NSW AMES at 26 NSW AMES

31 2 Assessors must clearly inform the learner that an assessment is taking place and ensure that the learner is fully aware of the assessment process and assessment criteria, and agrees to this process. Learners should also be informed of any appeals processes. 3 Assessors must ensure that sufficient evidence is collected so that all aspects of competency have been demonstrated repeatedly. A minimum of two pieces of evidence for each learning outcome are required to ensure that the learners are able to comprehend or produce the language defined by the learning outcomes. This evidence can be collected through formative or summative assessment. However, if ongoing assessment is to be conducted with successful formative performances providing one piece of evidence, learners should be informed of this process at the beginning of the course. 4 Assessors must ensure that the assessment task assesses the skill it claims to assess. For example, if an assessment task is designed to measure reading, a performance should not depend heavily on writing or speaking to be successful. If an assessment of reading comprehension requires learners to demonstrate their understanding of what has been read by writing answers, assessment should depend on the content of the answers and not on the grammar and spelling. Assessment as a continuous process Assessment is usually conducted at the end of a teaching / learning cycle, typically at the end of a unit of work. However, achievement of a module or learning outcome prior to the completion of a unit of work can be granted if a learner provides adequate evidence. In planning the assessment process, it is important to allow sufficient flexibility to account for differences in pace of learning. If the majority of learners fail to achieve a particular outcome, the teacher can choose to extend or revise the particular unit of work and then reassess or incorporate a similar focus into a later unit and then reassess. When a small number of learners fail to achieve an outcome, opportunities should be provided for them to be reassessed after further teaching / learning opportunities. Assessing learner achievement involves rating performance against specified criteria. Final judgements must be made by teachers but learners can also be involved in making judgements about their own progress by seeking comment from the teacher as well as from their peers. Learner involvement in assessment provides useful training in the development of autonomous learning skills. Assessment tasks should specify explicit criteria and be linked to course content. The results of assessments should be expressed in language that teachers can use and share with others, including learners. The results will form the basis for decisions about further learning. Formality of assessment Credentials can only be awarded when the teacher and program managers are completely confident that the learner has achieved the necessary standard of performance for the required number of modules. The degree of formality of the conditions under which the assessment tasks are performed will vary according to: the module or learning outcome being assessed eg: the learning strategies outcomes are assessed by teacher observation as the learners successfully use the resources and skills described the level and degree of educational background of the learner 27 NSW AMES

32 This is made clearer in the following comparison of the different assessment needs of learners at Certificate I and Certificate IV levels. Certificate I These learners are more likely to have had little or no previous experience of education and assessment or they may have had few experiences of successful learning in their previous education. These learners should be introduced slowly to formal assessment. They should be made aware that assessment is an essential component of each course. These learners should not be expected to undertake assessment tasks under examination conditions with strict time limits. Certificate IV Further Studies These learners may be assessed under authentic examination conditions. This will assist them to prepare for the examinations that they plan to undertake before entering or re-entering tertiary study. Assessors In most cases, assessments will be undertaken by the class teacher. However, other appropriately trained teachers or program managers may assist in this process. The assessment of spoken language learning outcomes, in particular, is likely to require some assistance. If the class teacher is the interlocutor for oral assessments and has no support, then the assessments should be audio or visually recorded so that the teacher can analyse the performances. If the class teacher has access to a support teacher, one can act as interlocutor while the other acts as observer / assessor. Teachers should have the opportunity to participate in regular moderation sessions to support consistency in assessment decisions and to ensure the tasks used are valid. NOTE: All assessors must meet the qualifications requirements outlined in Section B. 28 NSW AMES

33 INSTITUTIONAL PLANNING 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH The Course in Preliminary Spoken and Written English and the Certifi cates I IV in Spoken and Written English provide a flexible framework through which institutions can plan course provision and provide learner pathways, and teachers can design syllabuses in response to the needs of the learners or learner groups. The Certificate modules may be delivered and assessed in different ways according to learner or learner group needs. They may be delivered and assessed as a combination of modules that may be taught through text-based, topic-based or theme-based approaches or as stand-alone modules. When establishing course provision within institutions, it is important to consider sequences not only within courses but also across the four levels. Once the sequences have been determined, it is essential for teachers and learners to be fully aware of available pathway options. These pathway options should be discussed with learners on entry to the institution and prior to each course, and documented in learning or training plans. There are a number of factors that need to be considered when planning course and module sequences, as illustrated in the following diagram. The importance of these factors will vary from one institution or teaching centre to another. However, all institutions should consider the following five factors when planning course and module sequences. 29 NSW AMES

34 1 Learning pace or band 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH The modules described in the Course in Preliminary Spoken and Written English and the Certifi cates I IV in Spoken and Written English are the same for all types of learners. However, not all learners will achieve these modules in the same period of time. Program managers and teachers working within the CSWE curriculum framework have found it useful to group learners according to learning pace or band. Differences in learning pace are recognised through three bands as set out in the following table. BAND A Slow pace BAND B Average pace BAND C Fast pace Characteristics of these learners may include having: limited learning experiences in formal settings low levels of formal education low levels of literacy in first language a first language with a non-roman script a first language with no written form Characteristics of these learners may include: having some development of learning strategies and / or resources having accessed secondary education in their home country being literate in their first language Characteristics of these learners may include: having a high level of learning resources having some post-secondary education and / or technical skills training being literate in their first language 2 Course length and intensity In planning course sequences, it is important to consider the length and intensity of the courses within the sequence. Nominal hours have been provided for each level. However, these are a guideline only and are not mandatory. Institutions should carefully consider the profile and band of the learners to determine course lengths and intensity. 3 Learner progress It is difficult to make generalisations about average rates of progress for language learners who have a diverse range of learning characteristics. However, in describing the learning and language outcomes in the Course in Preliminary Spoken and Written English and the Certifi cates I IV in Spoken and Written English, it was necessary to make predictions about expected rates of learner progress for the various groups in terms of nominal hours per module. However, this is an average estimate only and many slower-paced learners may not achieve this rate of progress, whereas average and faster-paced learners may achieve a module in a shorter period of time. 4 Disparate skills The modular structure of the CSWE caters for learners who do not have commensurate skills in spoken and written language. This means that institutions can offer: specialist classes focusing on eg: pronunciation, reading or writing 30 NSW AMES

35 specific modules from another Certificate level to individual learners or whole groups of learners eg: modules focusing on speaking and listening from CSWE I may be offered to learners in Pre-CSWE to develop their oral skills alternative modes of delivery eg: modules can be delivered online or through distance learning to allow learners to focus on particular skills 5 Credentials At the completion of individual modules, learner achievement can be recognised through Statements of Attainment. Providers can also issue a Record of Achievement to record successful completion of individual learning outcomes. To achieve a Certificate, learners must complete the required type and number of modules for the particular level they are studying. It is important to note that learners cannot be awarded a Certificate unless they have met the credentialling requirements for that particular Certificate. SYLLABUS DESIGN A text-based framework A consideration of text features is an effective way to select and sequence learning activities in the classroom. A description of texts in terms of topic, relationship between participants, staging, format and language features is built into the descriptions of the learning outcomes, assessment criteria and assessment conditions. Teaching methodologies should support learners in moving from supported to independent construction or understanding of a text, to the application of text-types in new and more challenging contexts. This is the essence of the textbased approach to language teaching and learning. Underpinning the approach is a belief that it is essential to make the structures and features of texts explicit for learners. Control of new text-types requires deliberate intervention through modelling, supported deconstruction and supported construction. Objectives Having clear objectives means that learners know what is being studied and why. Objectives can provide direction for class activities and a focus for the ongoing assessment of learner progress at a more micro level than learning outcomes. The descriptions of learning outcomes are not the same as the objectives that are set for a particular course or learning activity. Objectives will, however, be established with outcomes in mind and may involve elements of a particular outcome, as well as additional or more micro descriptions of language. Objectives may address elements that relate to more than one outcome. They may relate to the specific content of a particular lesson or learning activity. Methodology Pedagogy is a way of short-circuiting the slow process of natural language learning. It is a way of making arrangements for learning to happen more easily and more efficiently than it does in natural surroundings. Methodology should deliberately contrive ways of assisting learners to know the language system at the same time as they begin to do things with language (Widdowson 1990). This is achieved through: 31 NSW AMES

36 the selection and design of language learning activities and tasks with a sound theoretical basis a program which integrates two types of tasks: those which are pedagogic in purpose (such as a cloze) and those which aim to provide learners with practice in using language to achieve real-life communication Designing a syllabus The modules within the Certifi cates I IV in Spoken and Written English contain descriptions of intended outcomes of a course of study. They operate at the level of curriculum and do not provide detailed syllabus specifications. Therefore, it is important to understand what is meant by the terms curriculum and syllabus and the definitions offered below (Nunan 1988) help to make the distinction clear. Curriculum is concerned with the planning, implementation, evaluation, management and administration of education programs. Syllabus can be defined as a plan of what is to be taught in a language program. A syllabus may contain all or any of the following: topics, text-types, objectives, grammar, phonology, skills and tasks. It also gives an indication of the order in which these elements should be taught. Within the CSWE curriculum framework, syllabus design remains the task of teachers and / or syllabus designers who are concerned with the delivery of English language programs at a local level. Teachers and / or syllabus designers play a key role in developing syllabus documents which contextualise the modules for specific groups of learners. Modules and syllabus design Before describing the syllabus design process in more detail, the following points should be considered in relation to the modules and learning outcomes within the CSWE framework: The modules refer to different uses of language and numeracy in educational contexts, the workplace and the community. Through the five levels, the language described becomes more complex. This increasing complexity is not based on a traditional progression of grammatical structures. It is based on an understanding that different contexts make different demands on the language user and that complexity is related to the features of texts, the features of the contexts in which they occur, and the role and the expectations of the learner. From Pre-CSWE to Certificate III, the numeracy described becomes more complex as learners move from recognising and writing numbers to dealing with multi-step mathematical operations and applying mathematical knowledge and skills to critical literacy and problem solving. The overall statement of a learning outcome taken alone, eg: Demonstrate understanding of a short written information text, is inadequate as a description of language in context. However, the full learning outcome, which includes assessment criteria and conditions of assessment, provides a broad description of language use in context. It is important not to view the assessment criteria within the learning outcomes as discrete entities and they should not be isolated and taught in a decontextualised way. The assessment criteria must be developed in a way that acknowledges their relationship to the 32 NSW AMES

37 overall context and purpose. This is not to say that a lesson or a teaching segment cannot focus on a particular criterion. It is simply to say that in teaching to criteria the relationship to the context must be maintained. A teacher may choose to focus a lesson or an activity specifically on the development of the vocabulary or grammatical structures in a text. However, the relationship of these text features to the overall learning outcome must be made clear. In designing courses for any CSWE level, it is important to present language as particular choices made by a language user for a particular purpose in a particular context. This will enable learners to understand the relationship of language to context and to begin to build knowledge of the underlying systems of language. In this way, learners are not constrained in their language development to a narrowly defined set of performances, but learn to use language creatively and appropriately to achieve their diverse goals. Learning outcomes provide explicit statements of educational intent. To avoid a narrow and constraining view of learning outcomes, it is essential to make the relationship of language to social purpose and to social context explicit to learners. Modules focusing on listening and speaking skills, numeracy skills and reading and writing skills can be taught at the same time to ensure spoken and written language are taught together and numeracy is placed in the context of social activities. Learning outcomes and syllabus design Syllabus development within an outcomes-based framework may be the responsibility of an individual teacher, a group of teachers working collaboratively or a syllabus designer. In designing a syllabus, the learning outcomes must remain constant and intact and be consistently applied in order to provide a consistent curriculum framework. However, it is the role of teachers and / or syllabus designers at the local level of language provision to ground the curriculum through the development of a series of syllabus documents or course programs for specific learner groups and program types. In grounding the curriculum in syllabus documents, teachers and / or syllabus designers specify and elaborate objectives towards the achievement of the learning outcomes according to the needs of specific groups of learners. Certificate levels and syllabus design Many learners will attend more than one course within an institution or teaching centre. These courses may be within a particular level or across different levels. In both cases, the process of developing courses will involve collaborative planning among teachers to ensure the effective continuation of language learning from one course to the next. Decisions must be arrived at collaboratively within the institution or teaching centre to ensure that articulation from course to course promotes effective language learning. It may be that the same topics and / or texttypes are revisited in subsequent courses in which different objectives define different kinds of language use or different levels of performance. It may be that different topics and / or text-types are assigned to different syllabuses within a level. When planning syllabuses across a sequence of courses, it is necessary to: identify topics and / or text-types and / or numeracy skills that are relevant to learner needs and goals identify a developmental progression across the sequence of courses in relation to texttypes and / or numeracy skills and modules 33 NSW AMES

38 NOTE: 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH decide on the focus of particular syllabuses in relation to one another map the relevant learning outcomes and assessment criteria which relate to each topic, texttype or numeracy skill within courses plan at what points in a sequence of courses formal assessment of learning outcomes will occur Modules may relate to more than one topic. Where modules are recycled within or across courses, formal assessment of the learning outcomes should be planned as late as possible in the sequence of courses. Steps in designing a syllabus In designing a syllabus within the CSWE framework, the following steps should be adopted. Step 1 Analysing needs An initial needs analysis / assessment period is important to enable syllabus designers to become familiar with the profile of the learner group. This initial needs analysis can be achieved through: assessment of oral and written language and numeracy skills identification of needs and goals identification of the individual learning resources which learners bring to the language learning process eg: learner familiarity with the classroom context and individual strategies for learning a language Step 2 Deciding on a starting point for specification of content Whether planning one syllabus or a series of interrelated syllabuses within the CSWE framework, there are two main approaches for syllabus design: topic-based and text-based. However, an approach need not be exclusive throughout a course, with the teacher teaching a particular segment from one perspective and then shifting to another. Topic-based syllabuses Topics are often the preferred starting point in syllabus design for many teachers. They provide a useful way to categorise syllabus content. This approach is reflected in many of the teaching resources used by teachers. As they progress in their English language learning, learners will be better able to discuss a broader range of issues and use language in a more reflective and abstracted way. This will expand the range of topics that can be introduced. In choosing topics within an outcomes-based framework, the following points should be considered: Topics should relate to the needs and interests of learners. Certain modules suggest certain topics and certain topics suggest certain modules, as seen in the following diagrams. 34 NSW AMES

39 Topics may suggest mathematical information or skills that need to be taught if learners are to deal with social activities competently. This can be addressed through the language of mathematics that is integrated into some of the learning outcomes focusing on spoken and written texts. There may also be a need to deal with developing mathematical concepts and skills that can be addressed through the specifically focused numeracy modules. The following diagrams show two sample selections of modules for topic-based syllabuses, with the order of delivery to be decided by the teacher. SAMPLE MODULE CHOICE FOR COMMUNITY FOCUS CSWE II LEVEL Choice of 4 other modules COMPULSORY MODULE A Learning strategies SPOKEN TEXT MODULE MODULE C Comprehending and participating in transactional exchanges WRITTEN TEXT MODULE MODULE K Comprehending news and information texts 2 spoken 1 written 1 numeracy Perhaps MODULE B Comprehending and participating in casual conversations MODULE E Comprehending and participating in telephone exchanges MODULE H Comprehending written instructions and completing formatted texts MODULE P Comprehending and performing multiplication and division with decimal whole numbers 35 NSW AMES

40 SAMPLE MODULE CHOICE FOR JOBSEEKING SYLLABUS CSWE III LEVEL COMPULSORY MODULE A Learning strategies JOBSEEKING FOCUSED MODULES MODULE D Comprehending and participating in interviews MODULE G Composing formal correspondence and completing formatted texts MODULE H Comprehending and composing information texts MODULE N Language skills for jobseeking Choice of 2 other modules Perhaps MODULE B Comprehending and participating in casual conversations MODULE E Comprehending and conducting presentations To prepare for contemporary interviews which may involve a short casual conversation to break the ice and a presentation Syllabuses may include a more diverse range of topics. For example in a Further Studies syllabus strand, topics such as The Environment, Health or Crime might be included as useful ways to contextualise research and report-writing skills. On the whole, it is assumed that courses at lower CSWE levels will focus on topics that are more familiar and personally relevant to learners, and that allow learners to engage in concrete types of interactions where they can draw on personal experience and already-held knowledge. Text-based syllabuses An alternative starting point for syllabus design is text-types. This may be the preferred starting point where the contexts for language learning are constrained. For example, a vocationally oriented English syllabus may be based on the range of oral and written texts needed within a specific workplace context. Within the CSWE curriculum framework, it is possible to develop syllabuses from topics or text-types. This will depend on the needs of the learners and / or the defined syllabus focus. For example, the language of jobseeking can be considered from the two starting points, as illustrated in the following tables. 36 NSW AMES

41 Topic-based approach With a topic-based approach, broad topic areas related to jobseeking are identified and text-types are identified at a secondary level under these topics. Targeting a job Applying for a job The job interview Job advertisements Résumé / CV Casual conversations Telephone conversations Application forms Interviews Transactional exchanges Covering letter / Spoken and written information texts Text-based approach With a text-based approach, the oral and written texts related to jobseeking would be identified and these would become the organising principle of syllabus design. Reading advertisements Reading information texts Participating in telephone conversations Writing résumés / CVs Completing application forms Writing covering letters / s Participating in interviews Step 3 Deciding on contexts for language learning When developing syllabuses, teachers need to decide on the contexts for language learning because knowledge of the second language culture and society should be integrated into all language outcomes and it is difficult to assess knowledge separately from language. The choice of relevant contexts will be influenced by program specifications, the profile of the learner group and emerging individual and / or group needs and interests. These contexts might be incorporated within a course organised according to: a topic-based approach with one or more learning outcomes linked to the same context a text-based approach with text-types related to a specific context, or several examples of that text-type related across several contexts Teachers may choose to: explore a variety of contexts as a common course for the class contextualise a specific learning outcome across a number of contexts eg: Give spoken instructions might be contextualised in terms of how to use a household appliance, how to operate a machine in a workplace or how to find a book in a library focus on different contexts for the same module 37 NSW AMES

42 Step 4 Setting objectives for units of work Teachers set objectives for each unit of work with reference to the assessment criteria of the identified learning outcomes but not exclusive to these statements. In developing course objectives, teachers will refer to: descriptions of learning outcomes at the particular Certificate level which are endpoints for a particular level in the curriculum framework needs-analysis data The development of course objectives is a process of reference backwards and forwards between the learning outcomes and the information about learners. Objectives can be written at two levels in relation to the learning outcomes: a General-level objectives may reflect the wording of the learning outcomes. b Specific-level objectives may reflect one or more assessment criteria from the learning outcomes. However, specific objectives derived from specific assessment criteria of a learning outcome should be contextualised in terms of the kind of interaction or communicative end to which they relate. Specific objectives may elaborate considerably on the assessment criteria provided in learning outcomes. It should be made clear in what ways objectives relate to the contexts of language use described in the learning outcomes. The difference between objectives and learning outcomes relates to the difference between specifications for teaching and specifications for assessment of outcomes. Step 5 Planning teaching sequences Once the overall syllabus content and approach have been established, the teacher will need to make a more detailed plan of the various teaching sequences within the syllabus. To do this, it is necessary to: identify the appropriate methodologies for the learner group plan in detail the teaching resources to be used in the classroom plan learning activities in detail plan tasks for the ongoing formal assessment of learning outcomes with reference to the assessment criteria and conditions of assessment within the learning outcomes Step 6 Assessing learners and evaluating the planning and teaching process Although learner assessment and evaluation of planning processes and teaching sequences are ongoing processes, it is useful to undertake a summative evaluation of: the planning process adopted by the teacher, group of teachers or syllabus designer learner achievement of learning outcomes in relation to the planned assessment schedule the relevance of course content to learner needs and goals 38 NSW AMES

43 Step 7 Reporting outcomes 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH The documentation of module and learning outcomes is important in relation to credentialling requirements, ongoing learner placement and future syllabus planning. Therefore, teachers should: document and date the achievement or part achievement of learning outcomes and modules for individual learners for each teaching sequence / course document other relevant achievements that are not captured in learning outcomes or assessment criteria make recommendations for ongoing placement and referral of learners at the end of each course with reference to the achievement of modules or credentials 39 NSW AMES

44 GLOSSARY (NB: ^ = followed by) 10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH Adapted or modified text A text simplified or changed for pedagogic purposes Addition representations Operations of addition can be represented symbolically in different ways eg: = Adjacency pairs Conversational sequences in which two utterances spoken by different speakers are related including question / answer, offer / accept or reject, complain / deny or acknowledge (adapted from Eggins and Slade 1997) Adjective A component of noun groups that describe the noun eg: the large house Adverbial groups Single words or groups that modify the verb eg: He came immediately Anecdote A text that relates a funny or concerning event, with listeners expected to share the speaker s evaluation of the event stages are Orientation ^ Remarkable Event ^ Reaction Assimilation Occurs when one sound becomes more like another sound in its environment either within a word eg: special /spe əl/or between words eg: would you /w d Ʒ u:/ Associativity Process whereby the order in which numbers are added together does not matter as long as the sequence of the numbers is not changed eg: (6 + 3) + 4 = 6 + (3 + 4) = 13 Attitudinal language / lexis Language that expresses positive or negative evaluations eg: It was a delightful / miserable day Authentic text A text recorded in a social context that is not modified for pedagogic purposes Blog (noun) A website where individuals and / or groups of people record opinions and / or information on a regular basis 40 NSW AMES

45 Blog (verb) To regularly add information or opinions to a website Casual conversation An informal interaction where power relations are minimised Circumstances Elements in the clause that give information about eg: when, where, how things happen eg: On Saturday he went to the beach Circumstances in images Elements in narrative images that are not linked to other elements by vectors giving added information about the context in the image Clause The smallest functional unit of language that simultaneously constructs three types of meaning: meaning about experience, interpersonal meaning and textual meaning an analysis of clauses in a text tells us things about the world the text is constructing, about the relationship between the interactants and about how language is used to convey a message Example: She might have learnt English in Poland. This clause is about four things in the world of experience: she, learning, English, Poland. The word might indicates an interpersonal meaning in that the speaker is not sure about the information being exchanged. The word she indicates a textual link in that a person known to both speakers has been referred to before in the conversation. Clauses can be: independent and can stand alone eg: He failed his exam dependent and cannot stand alone but depend on another clause for meaning eg: although he studied very hard Coda Optional final stage of narrative that reaffirms the focus of the story and often brings it back the present Coherent paragraph An internally consistent series of sentences that present a logical sequence of information through topic and supporting sentences Commutativity The process whereby changing the order of the numbers in a binary operation does not change the result eg: = 5 + 4, 4 5 = 5 4 Conditional clause A clause setting a condition on an action usually beginning with words such as if, unless etc 41 NSW AMES

46 Conformity to line placement Letters following the horizontal lines on a page Conjunction Conjunction is the semantic system whereby speakers relate clauses in terms of: temporal sequence eg: The cowboys rode into the desert, then the outlaws rode into town. consequence eg: The cowboys headed south because the outlaws were there. comparison eg: I d like to go but on the other hand I m happy where I am. addition eg: I ll spend today up north and go to the mountains tomorrow. (Adapted from Gerot and Wignell 1994) Conjunction can be: explicit where the relationship between the parts of the text is signalled through words eg: Josita is a good student because she studies at home implicit where the relationship is implied and not explicitly stated eg: Josita is a successful student. She studies every day Consistency of formation Letters following the same shape pattern Context The social environment in which a text occurs including: the cultural environment in which the text is part of cultural practices eg: a doctor s consultation will be different in different cultural contexts the social environment of the text where the text fulfils more immediate social purposes Decoding strategies Ways of using letter-sound awareness to read words Description A text which describes the characteristic features of particular people, places or objects with the staging Identification ^ Description Digraphs Pairs of letters which represent single sounds eg: sh Discourse markers Words that signal that parts of texts are sequentially related eg: A: He can t come tomorrow. B: Oh well, maybe he can see it later. Distributativity Process whereby the same product results in multiplication when performed on a set of numbers as when performed on members of the set individually eg: 3 (2 + 4) = (3 2) + (3 4) 42 NSW AMES

47 Elements of appraisal Grammatical elements that enable language users to evaluate, adopt stances, construct textual personas and manage interpersonal relationships (grammatics.com ) Ellipses Instances of omitted words from clauses, where the omitted words are understood Emoticon A pictorial representation of a facial expression using punctuation marks, numbers and letters. Explanation A text that explains the sequence of an activity / process with the staging of Identification ^ Explanation sequence Exposition A text that argues for a particular point of view with the staging Background ^ Thesis statement of position [Position + Preview] ^ Series of arguments [Points + Elaboration] ^ Reinforcement / Reiteration of position / Thesis ^ Recommendation(s) Formulaic expressions Words that are customarily used together in expressions that are fixed eg: greetings and farewells Foundation Beginning skills in language development Generic reference The grammatical system whereby writers and speakers refer to general classes of people and things eg: Australians come from many varied backgrounds. / Dolphins are sea mammals. Genres (generic structure) Staged, goal-oriented texts recurrent configurations of meanings that enact the social practices of a given culture (adapted from Martin and Rose 2008: 6) Imperative A grammatical construction that indicates a command Information report A factual text that classifies, describes and provides generalised information about a phenomenon with the staging General classification statement ^ Description of features 1-n Interlocutor Where an interlocutor is required for CSWE assessments, they should be fluent in English and known to the learner volunteer, other teacher or class teacher Interpersonal interactions Interactions where the main purpose is to establish or maintain interpersonal relationships eg: casual conversation 43 NSW AMES

48 Interrogative structures Clause structures that indicate a question is being asked Metaphor A covert comparison of two things with no obvious link set up through words such as like where one thing is said to be another eg: The moon was a ghostly galleon Modals (modality) Modal auxiliary verbs expressing judgements or attitudes eg: likelihood The trains might run today obligation You must leave now Narrative image A narrative image uses elements within the image to: tell a story illustrate or explain a causal process that takes place over time (From ) Non-narrative or analytical image A non-narrative or conceptual image represents the continuous property or properties of what they depict. There are two types of non-narrative images: 1 Classificatory images show the way objects relate to one another eg: taxonomies, organisational charts 2 Analytical images show how things are part of a whole eg: metro maps, timelines (From ) 44 NSW AMES