Simple cohesive devices may use of cohesive devices to sequence and explain include: information, such as first, finally then… other linguistic cues to explain, sequence ideas or steps supporting materials, such as photos, notes on a board Awareness of audience may audience - interlocutor or group include: clarifying where required, responding to questions use of visual aids or other supports as an aid to meaning requests for clarification, such as Can you say that again? Sorry, I get that didn’t Do you mean this one? Like this? Report may include: use of visual materials graphic information of limited complexity inclusion of numerical information Evidence Guide The evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Curriculum. Critical aspects for Assessment must confirm the ability to: assessment and evidence use straightforward conventions and apply linguistic required to demonstrate knowledge and skills to competency in this unit investigate informational texts on an environmental issue from a range of sources communicate information on an environmental issue in a talk including expressing opinions, making suggestions and responding to the audience write a report on an environmental issue comprising at least one appropriately structured paragraph and including features of text organisation Context of and specific Assessment must ensure: resources for assessment access to a range of EAL resources including a bilingual dictionary, and / or an English-English dictionary access to sources of information on the Australian environment
Simple cohesive devices may include: use of cohesive devices to sequence and explain information, such as first, then… finally other linguistic cues to explain, sequence ideas or steps supporting materials, such as photos, notes on a board Awareness of audience may include: audience - interlocutor or group clarifying where required, responding to questions use of visual aids or other supports as an aid to meaning requests for clarification, such as Can you say that again? Sorry, I didn’t get that Do you mean this one? Like this? Report may include: use of visual materials graphic information of limited complexity inclusion of numerical information Evidence Guide The evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Curriculum. Critical aspects for assessment and evidence required to demonstrate competency in this unit Assessment must confirm the ability to: use straightforward conventions and apply linguistic knowledge and skills to investigate informational texts on an environmental issue from a range of sources communicate information on an environmental issue in a talk including expressing opinions, making suggestions and responding to the audience write a report on an environmental issue comprising at least one appropriately structured paragraph and including features of text organisation Context of and specific resources for assessment Assessment must ensure: access to a range of EAL resources including a bilingual dictionary, and / or an English-English dictionary access to sources of information on the Australian environment
22482_22492VICEALFramework.docx