my, your, his/hers simple questions and statements, such as for information, such as Who is it? What time is it? Where is it? there. I think... What do you think? It’s to seek clarification, repetition or explanation, such as I understand. You don’t mean…? intonation of questions, statements and instructions simple frequently used modifying words, such as nearly, very some simple phrasal verbs, such as get off, pick up, pull up simple paralinguistic cues, such as body language to interpret and convey meaning and acknowledge understanding intonation of questions, statements and commands, such as to convey feelings pronunciation, stress and intonation which is generally intelligible with high frequency words in familiar, supportive contexts Required Sociolinguistic and Cultural Knowledge and Skills: appropriate familiar forms of address, use of first names, titles, such as Mr, Mrs,Ms a limited range of common colloquialisms such as See ya! a limited range of common polite expressions, such as Thanks for your help. Required Numeracy Knowledge and Skills: basic numerical information related to simple position and movement, measurement, amounts or sizes to enable simple instructions or directions to be followed Range Statement The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the Performance Criteria is detailed below. Simple everyday spoken everyday instructions related to familiar, immediate needs, instructions and directions such as may include: how to operate simple machines like a photocopier Don’t open/close it. Put the paper here then press this button. how to complete a classroom task Write your name here / at the top of the page following a simple recipe Cut the onions and cook them slowly in oil one or two step instructions or directions joined by and, then or next, such as Go straight to the lights, then turn right
my, your, his/hers simple questions and statements, such as for information, such as Who is it? What time is it? Where is it? It’s there. I think... What do you think? to seek clarification, repetition or explanation, such as I don’t understand. You mean…? intonation of questions, statements and instructions simple frequently used modifying words, such as nearly, very some simple phrasal verbs, such as get off, pick up, pull up simple paralinguistic cues, such as body language to interpret and convey meaning and acknowledge understanding intonation of questions, statements and commands, such as to convey feelings pronunciation, stress and intonation which is generally intelligible with high frequency words in familiar, supportive contexts Required Sociolinguistic and Cultural Knowledge and Skills: appropriate familiar forms of address, use of first names, titles, such as Mr, Mrs,Ms a limited range of common colloquialisms such as See ya! a limited range of common polite expressions, such as Thanks for your help. Required Numeracy Knowledge and Skills: basic numerical information related to simple position and movement, measurement, amounts or sizes to enable simple instructions or directions to be followed Range Statement The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the Performance Criteria is detailed below. Simple everyday spoken instructions and directions may include: everyday instructions related to familiar, immediate needs, such as how to operate simple machines like a photocopier Don’t open/close it. Put the paper here then press this button. how to complete a classroom task Write your name here / at the top of the page following a simple recipe Cut the onions and cook them slowly in oil one or two step instructions or directions joined by and, then or next, such as Go straight to the lights, then turn right
22482_22492VICEALFramework.docx