workload is unequal or unfair, imbalances in group interaction, personal differences, prejudice, discrimination Key responsibilities and clear allocation of roles and tasks expectations of group expectation that members support each other, work members may include: cooperatively expectation that members will listen and participate in discussion effectively review of progress, and adherence to deadlines Strategies for dealing with rephrasing problems may include: concise questioning targeted questioning asking for clarification asking for repetition disagreeing and interrupting politely giving and receiving constructive criticism use of chairperson or other support person to address imbalances / conflict within group clarifying acceptable behaviour may Informal expressions Maybe we could… include: Hang on a minute… Wait a second… What do you reckon? Look, my idea is… colloquial expressions 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 Assessment must confirm the ability to: and evidence required to use straightforward conventions and apply linguistic demonstrate competency in knowledge to this unit make requests and suggestions with supporting evidence respond to and give instructions in a study context prepare for group work in a further study context participate in informal discussions in a study context which are of sufficient duration to allow learners to demonstrate
workload is unequal or unfair, imbalances in group interaction, personal differences, prejudice, discrimination Key responsibilities and expectations of group members may include: clear allocation of roles and tasks expectation that members support each other, work cooperatively expectation that members will listen and participate in discussion effectively review of progress, and adherence to deadlines Strategies for dealing with problems may include: rephrasing concise questioning targeted questioning asking for clarification asking for repetition disagreeing and interrupting politely giving and receiving constructive criticism use of chairperson or other support person to address imbalances / conflict within group clarifying acceptable behaviour Informal expressions may include: Maybe we could… Hang on a minute… Wait a second… What do you reckon? Look, my idea is… colloquial expressions 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 to make requests and suggestions with supporting evidence respond to and give instructions in a study context prepare for group work in a further study context participate in informal discussions in a study context which are of sufficient duration to allow learners to demonstrate
22482_22492VICEALFramework.docx