22187VIC Certificate IV in Liberal Arts
22188VIC Diploma of Liberal Arts
Version 1, December 2011
has been accredited under the authority of the
Victorian Qualifications Authority
Accredited for the period:
1 January 2012 – 31 December 2016
© State of Victoria (Department of Education and Early Childhood Development) 2012
Copyright of this material is reserved to the Crown in the right of the State of Victoria. This work is licensed
under a Creative Commons Attribution-NoDerivs 3.0 Australia licence
(http://creativecommons.org/licenses/by-nd/3.0/au/). You are free to use, copy and distribute to anyone in its
original form as long as you attribute Skills Victoria, Department of Education and Early Childhood
Development as the author, and you license any derivative work you make available under the same licence.
Disclaimer
In compiling the information contained in and accessed through this resource, the Department of Education
and Early Childhood Development (DEECD) has used its best endeavours to ensure that the information is
correct and current at the time of publication but takes no responsibility for any error, omission or defect
therein.
To the extent permitted by law DEECD, its employees, agents and consultants exclude all liability for any
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law prohibits the exclusion of such liability, DEECD limits its liability to the extent permitted by law, for the
resupply of the information.
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This resource may contain links to third party websites and resources. DEECD is not responsible for the
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Table of Contents
Section A: Copyright and course classification information ............................................................. 4
1. Copyright owner of the course ................................................................................................ 4
2. Address .................................................................................................................................. 4
3. Type of submission................................................................................................................. 4
4. Copyright acknowledgement .................................................................................................. 4
5. Licensing and franchise .......................................................................................................... 4
6. Course accrediting body ......................................................................................................... 5
7. AVETMISS information........................................................................................................... 5
8. Period of accreditation ............................................................................................................ 5
Section B: Course information......................................................................................................... 6
1.
Nomenclature ....................................................................................................................... 6
1.1 Name of the qualification ....................................................................................................... 6
1.2 Nominal duration of the course .............................................................................................. 6
2. Vocational or educational outcomes of the course.................................................................. 6
3. Development of the course ..................................................................................................... 6
3.1 Industry/enterprise/ community needs ................................................................................... 6
3.2 Review for re-accreditation .................................................................................................... 8
4. Course outcomes ................................................................................................................. 10
5. Course rules ......................................................................................................................... 14
6. Assessment.......................................................................................................................... 16
7. Delivery ................................................................................................................................ 18
8. Pathways and articulation...................................................................................................... 19
9. Ongoing monitoring and evaluation ...................................................................................... 20
Appendix A: Credit transfer arrangements from 22187VIC Certificate IV in Liberal Arts and
22188VIC Diploma of Liberal Arts ................................................................................................. 21
Section C: Units of competency .................................................................................................... 23
Section A: Copyright and course classification information
1. Cop yright ow ner of
the course
Copyright of this document is held by the Department of Education and
Early Childhood Development, Victoria.
© State of Victoria 2012
Day to day contact:
Service Industries Curriculum Maintenance Manager
General Studies and Further Education
Email: sicmm.generalstudies@vu.edu.au
Telephone: (03) 9919 5300
Facsimile: (03) 9919 5274
2. Addr ess
Department of Education and Early Childhood Development
Skills Victoria
General Manager
Adult Community and Further Education Division
PO Box 266
Melbourne VIC 3001
3. Type of
submission
The courses are submitted for reaccreditation replacing:
21793VIC Certificate IV in Liberal Arts
21794VIC Diploma of Liberal Arts
4. Cop yright
acknow ledgement
Copyright of this material is reserved to the Crown in the right of the
State of Victoria. © State of Victoria (Department of Education and
Early Childhood Development) 2012.
It should be noted that the course structure allows providers and
students to draw units from nationally recognised training, subject to
copyright clearance.
5. Licensing and
franchise
This work is licensed under a Creative Commons Attribution-NoDerivs
3.0 Australia licence (http://creativecommons.org/licenses/bynd/3.0/au/). You are free to use, copy and distribute to anyone in its
original form as long as you attribute Skills Victoria, Department of
Education and Early Childhood Development as the author, and you
license any derivative work you make available under the same licence
Copies of this publication can be downloaded free of charge from the
Training Support Network website:
http://trainingsupport.skills.vic.gov.au
Copies can also be purchased from the Service Industries Curriculum
Maintenance Manager.
Section A: Copyright and course classification information
© State of Victoria
Version 1 2011
22187VIC Certificate IV in Liberal Arts
22188VIC Diploma of Liberal Arts
4
6. Course accre diting
bod y
Victorian Registration and Qualifications Authority (VRQA)
Level 6, 35 Spring Street
Melbourne Victoria 3000
Telephone: (03) 9652 3204
Website : http://www.vrqa.vic.gov.au/
7. AV E TMISS
information
AVETMISS
classification
ANZSCO [Australian
and Newcodes:
Zealand
Standard Classification of Occupations]
ANZSIC code
(Australia and New Zealand Standard
Industrial Classification – industry type)
ASCED Code – 4 digit
(Field of Education)
National course code
8. Period of
accreditation
272499 Social
professionals nec
8219 Adult,
Community and
other education
1201 General
Education
programs
22187VIC
22188VIC
1 January 2012 to 31 December 2016
Section A: Copyright and course classification information
© State of Victoria
Version 1 2011
22187VIC Certificate IV in Liberal Arts
22188VIC Diploma of Liberal Arts
5
Section B: Course information
1. Nomenclature
Standard 1 for Accredited Courses
1.1 Name of the
qualification
Certificate IV in Liberal Arts
Diploma of Liberal Arts
1.2 Nominal duration of the
course
2. Vocational or
educational outc omes of
the course
Certificate IV in Liberal Arts – 580 hours
Diploma of Liberal Arts – 620 hours
Standard 1 for Accredited Courses
The primary outcome of the 22187VIC Certificate IV in Liberal Arts
and the 22188VIC Diploma of Liberal Arts is to provide participants
with a pathway into higher education qualifications in the arts or
humanities such as a Bachelor of Arts. Although graduates of the
22187VIC Certificate IV in Liberal Arts may be able to transition
directly into degree courses, graduates of the 22188VIC Diploma
of Liberal Arts will generally receive some credit in a degree. This
will vary across universities.
The courses also provide a pathway to vocational education and
training courses, access to employment and provide stand-alone
qualifications for individuals who want to develop higher level skills
and knowledge for a range of applications.
Typically entrants are exit VCE students and adults wishing to
undertake further study and who may be changing career
directions, have had an interrupted educational experience or
come from a non-English speaking background.
3. Development of the
course
Standards 1and 2 for Accredited Courses
3.1 Industr y/ enterpri se/
communit y ne eds
The courses have been developed on behalf of the Adult,
Community and Further Education Board, Department of
Education and Early Childhood Development.
The redevelopment of these courses is consistent with:
• The Economic Benefit of Investment in Adult Community
Education in Victoria (February 2008) which describes and
quantifies the economic benefits resulting from adult and
community education.
• Ministerial Declaration on Adult Community Education (2008)
which provides a national policy framework for adult
community education.
• Securing Jobs for Your Future – Skills for Victoria, a policy
Section B: Course information
© State of Victoria
Version 1 2011
22187VIC Certificate IV in Liberal Arts
22188VIC Diploma of Liberal Arts
6
Section A: Copyright and course classification information
© State of Victoria
Version 1 2011
22187VIC Certificate IV in Liberal Arts
22188VIC Diploma of Liberal Arts
5
•
•
that supports the delivery of a broader range of training
options to individuals, communities and businesses.
A Stronger ACFE – Delivering Skills for Victoria which
supports the role of adult community education in providing
pathways to post-school education and training.
Hard to Reach Learners: What Works in Reaching and
Keeping Them (June 2010) which acknowledges the
importance of flexibility in course design, content and delivery
and the benefits to individuals through enhanced skill levels.
In addition, a skills and knowledge survey was developed and
responses were sought from higher education institutions and
former students. Thirty responses were received. The survey
results identified a range of skills and knowledge as critical or very
important. Examples include:
• writing skills required to complete reports, essays and projects
• ability to sequence and structure ideas
• ability to write grammatically correct English in a variety of
styles
• ability to develop and present an argument.
There are no Training Package qualifications that address the
needs of individuals wanting to access higher education training in
the arts and humanities.
The existing qualifications are conducted by both metropolitan and
regional TAFE Institutes, adult community education (ACE)
providers and private providers. Enrolment data for 21793VIC
Certificate IV in Liberal Arts is as follows:
• 2005 enrolments - 430
• 2006 enrolments - 375
• 2007 enrolments - 477
• 2008 enrolments - 450
• 2009 enrolments – 391
• 2010 enrolments – 307
Enrolment data for 21794VIC Diploma of Liberal Arts is as follows:
• 2005 enrolments - 265
• 2006 enrolments - 258
• 2007 enrolments - 256
• 2008 enrolments - 247
• 2009 enrolments – 219
• 2010 enrolments – 217
It is expected that enrolments in the new courses will continue at
the same level.
A course steering committee was established to advise on the
development of these courses. Members of the steering
committee were:
A/Prof Sarah Paddle (Chair) Deakin University
Section B: Course information
© State of Victoria
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22187VIC Certificate IV in Liberal Arts
22188VIC Diploma of Liberal Arts
7
Raelene Reece
Dr Bronwyn Cran
Julie Dainton
Laurie Ransom
Ellen Lawson
Donna Wyatt
Dr Michael Hallpike
3.2 Re view for re accreditation
Latrobe University
Victoria University
Shepparton Adult Community Ed Inc
University of Melbourne
Grampians ACFE Regional Office
Former Liberal Arts Student
Liberal Arts Teacher Network
Standards 1 and 2 for Accredited Courses
As part of the ongoing course maintenance process, credit
arrangements with higher education institutions were confirmed
and provided to the VRQA.
Monitoring and evaluation of the courses also resulted in the
following minor changes:
• change to wording of element 2 in VBQU230
• deletion of required skills and knowledge item in VBQU230
• change in wording of critical aspects of evidence in VBQU230
• change to wording of Element 2 in VBQU235
• changes to range statements for VBQU230 and VBQU235.
A range of review activities were undertaken as part of the
reaccreditation process. These included:
• a workshop with members of the Liberal Arts Teacher
Network
• an on-line survey circulated to all providers
• a review of ACFE Board and related policies
• interviews with ACFE regional staff
• a skills and knowledge survey circulated to higher education
institutions and former students.
The key findings identified through these activities are as follows:
• The courses continue to meet the needs of learners by
providing access to higher education.
• The structure of the Certificate IV is flexible enough to create
programs relevant to learners’ needs.
• The structure of the Diploma could be strengthened by
expanding the elective options to include units of competency.
• The purpose and outcome of existing core units are valid.
• The purpose and outcome of existing elective units are valid.
• The profile of learners enrolling in the courses has changed
over the past five years to include a larger proportion of exit
VCE students and a decrease in the enrolment of individuals
from non-English speaking backgrounds and adults with
interrupted educational experience.
Recommendations arising from the review activities included:
• Create direct entry into the Diploma to better reflect the
diverse needs of learners.
Section B: Course information
© State of Victoria
Version 1 2011
22187VIC Certificate IV in Liberal Arts
22188VIC Diploma of Liberal Arts
8
•
•
•
Expand the flexibility of elective choice in the Diploma to
include units/modules from training packages or accredited
courses packaged at a diploma or advanced diploma level.
Retain existing core and elective units in both qualifications.
Review the mandatory requirement for basic information
technology training in the Certificate IV.
3.3 Transition arrangements between proposed courses and the superseded 21793VIC Certificate IV in
Liberal Arts and 21794VIC Diploma of Liberal Arts.
The reaccredited 22187VIC Certificate IV in Liberal Arts is equivalent to the superseded 21793VIC
Certificate IV in Liberal Arts. The reaccredited 22188VIC Diploma of Liberal Arts is equivalent to the
superseded 21794VIC Diploma of Liberal Arts.
No new enrolments may be made into the 21793VIC Certificate IV in Liberal Arts or the 21794VIC
Diploma of Liberal Arts after 30 June 2012.
Replaced Units – 21793VIC
Certificate IV in Liberal Arts
VBQU226 Apply essential further
study skills
VBQU227 Research fields of study
and enquiry
BSBEBUS401A Conduct online
research
BSBBUS309A Undertake e-learning
BSBCMN318A Write simple
documents
BSBCMN420A Write complex
documents
BSBADM306A Create electronic
presentations
ICAITU133A Send and retrieve
information over the internet using
browsers and email
PSPGOV524A Interpret data and
related statistics
VBQU228 Critique approaches to
citizenship and the public sphere
VBQU229 Analyse
stories/narratives within cultures
VBQU230 Analyse the human
transformations of nature
VBQU231 Research approaches to
economy and society
VBQU232 Analyse a range of texts
Replaced Units – 21794VIC
Diploma of Liberal Arts
New Units
VU20746 Apply essential further
study skills
VU20747 Research fields of study
and enquiry
Credit
Equivalent
Equivalent
No equivalent unit
No equivalent unit
No equivalent unit
No equivalent unit
No equivalent unit
No equivalent unit
No equivalent unit
VU20748 Examine approaches to
citizenship and public life
VU20749 Analyse stories/narratives
within cultures
VU20750 Analyse human
transformations of nature
VU20751 Examine approaches to
economy and society
VU20752 Analyse texts in their
cultural context
New Units
Equivalent
Equivalent
Equivalent
Equivalent
Equivalent
Credit
Section B: Course information
© State of Victoria
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22187VIC Certificate IV in Liberal Arts
22188VIC Diploma of Liberal Arts
9
VBQU233 Analyse tradition and
modernity
VBQU234 Undertake academic
research
VBQU235 Analyse sociological
understandings of human
relationships
VBQU236 Analyse urban form and
culture
VBQU2387 Analyse theories of the
self
VBQU238 Analyse literary texts and
genres
CUVPRP02B Develop
understanding of own Aboriginal or
Torres Strait Islander identity
VU20753 Analyse tradition and
modernity
VU20754 Participate in academic
research
VU20755 Analyse sociological
understandings of human
relationships
VU20756 Analyse urban form and
culture
VU20757 Analyse theories of the
self
VU20758Analyse literary texts and
genres
Equivalent
Equivalent
Equivalent
Equivalent
Equivalent
Equivalent
No equivalent unit
4. Course outcomes
Standards 1, 2 and 3 for Accredited Courses
4.1 Qualification level
22187VIC Certificate IV in Liberal Arts
The 22187VIC Certificate IV in Liberal Arts is consistent with the
AQF as defined in the AQF Implementation Handbook. The
Certificate IV qualifies individuals who apply a broad range of
specialized knowledge and skills in varied contexts to undertake
skilled work and as a pathway for further learning.
Knowledge
Graduates of a Certificate IV will have broad factual, technical and
theoretical knowledge in a specialized field of work and learning in
the arts or arts related discipline.
Skills
Graduates of a Certificate IV will have:
cognitive skills to identify, analyse, compare and act on
information from a range of sources as in assessing the
suitability of research material
cognitive, technical and communications skills to apply and
communicate technical solutions of a non-routine or
contingency nature to a defined range of predictable and
unpredictable problems as in presenting an argument
specialist technical skills to complete routine and non-routine
tasks and functions such as using technology to locate credible
sources of information
communication skills to guide activities and provide technical
advice in the area of work and learning such as engaging in
collaborative learning.
Application of knowledge and skills
Graduates of a Certificate IV will demonstrate the application of
knowledge and skills:
Section B: Course information
© State of Victoria
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22187VIC Certificate IV in Liberal Arts
22188VIC Diploma of Liberal Arts
10
to specialized tasks or functions in known or changing contexts
such as analysing and synthesizing information
with responsibility for own functions and outputs, and may have
limited responsibility for organisation of others such as
managing own learning
with limited responsibility for the quantity and quality of the
output of others in a team within limited parameters such a
preparing a group presentation.
22188VIC Diploma of Liberal Arts
The 22188VIC Diploma of Liberal Arts is consistent with the AQF
as defined in the AQF Implementation Handbook. The Diploma
qualifies individuals who apply integrated technical and theoretical
concepts in a broad range of contexts to undertake advanced
skilled/ or paraprofessional work and as a pathway for further
learning.
Knowledge
Graduates of a Diploma will have technical and theoretical
knowledge and concepts, with depth in some areas within a field of
work and learning in the arts or arts related discipline.
Skills
Graduates of a Diploma will have:
cognitive and communication skills to identify, analyse,
synthesise and act on information from a range of sources
such as peer reviewed journals
cognitive, technical and communication skills to analyse, plan,
design and evaluate approaches to unpredictable problems
and/or management requirements as in analysing underpinning
assumptions
specialist technical and creative skills to express ideas and
perspectives as in participating in a public debate.
communication skills to transfer knowledge and specialized
skills to others and demonstrate understanding of knowledge
as in presenting an argument in an academic form.
Application of knowledge and skills
Graduates of a Diploma will demonstrate the application of
knowledge and skills:
with depth in some area of specialization, in known or changing
contexts as in an arts discipline such as literature, social
science or psychology
to transfer and apply theoretical concepts and/or technical
and/or creative skills in a range of situations as in comparing a
range of theoretical perspectives
with personal responsibility and autonomy in performing
complex technical operations with responsibility for own
outputs in relation to broad parameters for quantity and quality
as in developing a viable research topic
Section B: Course information
© State of Victoria
Version 1 2011
22187VIC Certificate IV in Liberal Arts
22188VIC Diploma of Liberal Arts
11
with initiative and judgement to organize the work of self and
others and plan, coordinate and evaluate the work of teams
within broad but generally well-defined parameters as in
documenting and presenting research findings.
4.2 Employability skills
Standard 4 for Accredited Courses
22187VIC Certificate IV in Liberal Arts
Communication
Preparing written texts in a range of forms/formats appropriate to
a higher education context
Developing an argument or point of view
Presenting information verbally
Citing references and quotations correctly
Using appropriate vocabulary, grammatical structures and
conventions
Asking effective questions
Listening and responding to discussions in a study context
Teamwork
Working with a diverse range of individuals to achieve an agreed
outcome
Working with a group in collaborative learning
Establishing and maintaining group relationships
Problem solving
Locating information on a specific topic or area of study
Reading, analysing and synthesizing information from a range of
sources
Interpreting a range of texts by using appropriate learning
strategies
Evaluating and integrating ideas
Initiative and enterprise
Exploring alternative views and developing a point of view or
argument
Adjusting approaches to learning to achieve learning goals
Responding to new challenges
Selecting and applying a range of study and learning strategies
Planning and organisation
Planning and negotiating with others over collaborative projects
Structuring texts and presentations to achieve the intended
outcome
Exploring alternative perspectives and developing a point of view
or argument
Planning to achieve learning goals
Self-management
Reviewing and revising own work for accuracy and intended
Section B: Course information
© State of Victoria
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22187VIC Certificate IV in Liberal Arts
22188VIC Diploma of Liberal Arts
12
meaning
Maintaining records of one’s research
Developing personal further education goals
Learning
Using learning strategies that are appropriate for goals and
individual needs
Taking responsibility for own learning
Locating information to meet requirements of a task
Technology
Using technology to source, document and store information
Using search engines, web-pages and indexes
Using technology to present information/assignments
22188VIC Diploma of Liberal Arts
Communication
Interpreting and analysing complex texts
Communicating complex ideas and relationships in writing and
orally
Writing on a specific topic using appropriate format, style,
evidence, range of sources and appropriate citation
Presenting an argument or point of view on an issue
Teamwork
Working with others for learning and presentations
Developing and maintaining networks with others
Problem solving
Establishing and defining a research topic
Developing practical and creative solutions
Adapting familiar learning strategies to new contexts
Applying appropriate strategies to extract key ideas from a range
of texts
Initiative and enterprise
Selecting and applying a range of problem solving strategies in a
broad range of contexts
Questioning and challenging ideas
Taking responsibility for managing own learning
Planning and organisation
Planning, researching and organising assignments
Developing action plans and timelines for projects
Working within or establishing clear project goals
Determining or accessing required resources
Displaying knowledge of structure and layout appropriate to a
range of texts
Self-management
Developing and acting on a further education goal
Section B: Course information
© State of Victoria
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22187VIC Certificate IV in Liberal Arts
22188VIC Diploma of Liberal Arts
13
Reflecting on approaches to study and learning
Drawing on a range of strategies to support learning
Learning
Using a range of research strategies appropriate to an academic
context
Accepting new learning challenges
Technology
Selecting and using technology to locate information from a
broad range of sources
Using technology to source, document and store information
Using technology to present and share information
4.3 Recognition given to the
course (if applicable)
Standard 5 for Accredited Courses
Not applicable
4.4 Licensing/ regulatory
requirements (if applicable)
Standard 5 for Accredited Courses
Not applicable
5. Course rules
5.1 Course structure
Standards 2, 6 and 7 for Accredited Courses
To be awarded the qualification 22187VIC Certificate IV in Liberal Arts, participants are required to
complete:
•
two core units of competency
• five elective units of competency.
To be awarded the qualification 22188VIC Diploma of Liberal Arts, participants are required to
complete:
•
two core units of competency
• four elective units of competency.
Learners who do not successfully complete all the required units for either qualification will be issued
with a Statement of Attainment for completed units.
Unit of
competency/
module code
Field of
Education
code (6digit)
Unit of competency/
module title
22187VIC Certificate IV in Liberal Arts
Core units
VU20746
120105
Apply essential further study skills
VU20747
120105
Research fields of study and enquiry
Prerequisite
Nominal
hours
nil
nil l
Sub-total
90
40
130
Section B: Course information
© State of Victoria
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22187VIC Certificate IV in Liberal Arts
22188VIC Diploma of Liberal Arts
14
Elective
units
VU20748
VU20749
VU20750
VU20751
VU20752
Complete five elective units. A minimum of three units
must be selected from the list below. The range of
elective units may be increased by the addition of units
from national training packages or modules/units from
accredited courses providing they are packaged no
lower than AQF level 4 or 5 and are consistent with the
liberal arts outcome of the qualification.
120199
Examine approaches to citizenship and public
life
120199
Analyse stories / narrative within cultures
120199
Analyse human transformations of nature
120199
Examine approaches to economy and society
120199
Analyse texts in their cultural context
22188VIC Diploma of Liberal Arts
Core units
VU20753
120199
Analyse tradition and modernity
VU20754
120105
Participate in academic research
Elective
units
VU20755
VU20756
VU20757
VU20758
nil
90
nil
nil
nil
nil
Total
90
90
90
90
580
Sub-total
180
80
260
nil
Complete four elective units. A minimum of two units
must be selected from the list below. The range of
elective units may be increased by:
• the addition of units from national training
packages or modules/units from accredited
courses providing they are packaged no lower
than AQF level 5 or 6 and are consistent with the
liberal arts outcome of the qualification
• The addition of up to two (2) first year university
subjects. Specific subjects will be by arrangement
with individual universities.
120199
Analyse sociological understandings of human
relationships
120199
Analyse urban form and culture
120199
Analyse theories of the self
120199
Analyse literary texts and genres
90
Total
5.2 Entry requirements
90
90
90
620
Standard 9 for Accredited Courses
Learners are best equipped to achieve the course outcomes in the
22187VIC Certificate IV in Liberal Arts if they have minimum
language, literacy and numeracy skills that are equivalent to Level
3 of the Australian Core Skills Framework.
Learners are best equipped to achieve the course outcomes in the
22188VIC Diploma of Liberal Arts if they have minimum language,
literacy and numeracy skills that are equivalent to Level 4 of the
Australian Core Skills Framework.
It is assumed that entrants have basic computer skills. Where
learners need additional skills development, they should be offered
an opportunity to enroll in appropriate training.
Section B: Course information
© State of Victoria
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22187VIC Certificate IV in Liberal Arts
22188VIC Diploma of Liberal Arts
15
Details of the Australian Core Skills framework can be found on
the website http://www.deewr.gov.au/Skills.
6. Ass essment
6.1 Assessment strategy
Standard 10 for Accredited Courses
Assessment for the units of competency from endorsed Training
Packages must be in accordance with the assessment guidelines
incorporated in the endorsed component of each package. The
guidelines include the necessary qualifications for those
conducting assessments. For units of competency specifically
developed for this course the assessment strategy to be adopted
is identified within the units.
Training organisations are required under Standards approved by
the National Skills Standards Council (hereafter referred to as
AQTF Standards) and the registering authority to provide quality
training and assessment across all of its operations.
Assessment strategies for the courses must be consistent with
Standard 1, Element 1.5 of the Australian Quality Training
Framework (AQTF): Essential Standards and Conditions for
Registration. Specifically, assessment including RPL:
• meets the requirements of the relevant Training Package or
accredited course
• is conducted in accordance with the principles of assessment
and the rules of evidence, and
• meets workplace and, where relevant, regulatory
requirements
• is systematically validated.
Assessment methods should be flexible, valid, reliable and fair.
Assessment of units requires evidence of satisfactory performance
being sought for each element and its performance criteria through
a variety of tasks depending on the criteria specified.
The following principles should be used as a guide to the
assessment approach:
• Assessment tasks/activities should be grounded in a relevant
context and not be culturally biased.
• Students should be assessed across a wide range of tasks
integrated into practice, in order to increase reliability and
validity of assessment. One-off assessment tasks do not
provide a reliable and valid measure of competence.
• Instructions for assessment tasks should be clear, explicit
and ordered. Students must know what is expected and the
criteria by which they will be judged.
• Time allowed to complete a task should be reasonable and
specified, and should allow for preparation and re-drafting as
appropriate to the task.
• Assessment should be moderated in accordance with the
AQTF Standards
Section B: Course information
© State of Victoria
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22187VIC Certificate IV in Liberal Arts
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16
•
Appropriate reference materials should be available to
students during assessment. e.g. personal word lists,
dictionaries, thesaurus, calculators.
A variety of assessment methods may be used with the overriding
consideration being that the combined assessment must stress
demonstrable performance by the student. Assessment methods
and tools may include:
• written reports, essays or assignments
• oral presentations
• multi-media presentations
• prepared pieces in any media
• folios
• multiple choice questions
• student self-assessment
• on-going teacher assessment.
Where appropriate, training providers are encouraged to take a
holistic approach to assessment, by assessing more than one
element concurrently, or combining the final assessment for more
than one unit.
On the completion of each assessment task, students will be
provided with qualitative feedback as well as a
‘competent/not competent’ result for the unit being
assessed.
Arrangements should be made for retesting as required.
6.2 Assessor competencies
Standard 12 for Accredited Courses
Assessor competencies for these courses are consistent with the
requirements of Standard 1, Element 1.4 of the AQTF Standards:
Essential Standards and Conditions for Registration
Standard 1.4 requires trainers and assessors:
• have the training and assessment competencies as
determined by the National Skills Standards Council (NSSC)
or its successors, and
• have the relevant vocational competencies at least to the
level being delivered or assessed, and
• can demonstrate current industry skills directly relevant to the
training/assessment being undertaken and
• continue to develop their VET knowledge and skills as well as
their industry currency and trainer/assessor competence.
In addition to the above it is recommended that assessors have
comprehensive and current knowledge of tertiary education
requirements. Assessors should also have appropriate
interpersonal and communication skills.
Alternatively, a panel, team or partnership approach involving
assessors and technical experts whereby the assessment is
Section B: Course information
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conducted by a team/panel/partnership in which at least one
assessor has the competencies determined by the NQC (or its
successor) and the other assessor(s) have the relevant
competencies, at least to the level being assessed.
7. Deliver y
7.1 Delivery modes
Standard 11 for Accredited Courses
These courses are available for full or part-time study. Providers
should be flexible in the way training is delivered to ensure it
meets the needs of learners.
Teaching and learning strategies must be selected to reflect the
varying learning needs, educational backgrounds and preferred
learning styles of the individual learner and the specific
requirements of each unit. Some areas of content may be
common to more than one unit and therefore integration may be
appropriate.
Delivery strategies should actively involve the learner and learning
should be experiential, relevant and age appropriate.
In keeping with effective practice units should be appropriately
contextualized where necessary. For example, the unit VU4-1xxx
Apply essential further study skills may be delivered in conjunction
with a discipline area.
Further education learners may come from a wide variety of
backgrounds with greatly varying life experiences. Where
appropriate these experiences may be useful in group discussions
and presentations. It should be borne in mind that this always
remains the choice of the learner. Some experiences may be
embarrassing, traumatic or stressful and should be respected as
such.
Recommended teaching practices include:
• practices which provide for a diversity of students: matureage students, students from non-English speaking
backgrounds, exit-VCE students
• diversity of classroom practices that engage students
including role-plays, case studies, guest speakers and audio
visual presentations by teachers and students. Small group
activities and discussions are encouraged
• visits to a range of public places are to be encouraged
including galleries, parliaments, cinemas, public lectures and
forums and to other Liberal Arts course providers
• activities which relate knowledge not only to academic culture
but also to students’ possible future world of work and
life.
7.2 Resources
Standard 12 for Accredited Courses
Section B: Course information
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Physical resources necessary for delivery should include:
• an environment conducive to learning with learner access to
group work rooms
• access to library facilities
• computer facilities with internet access
• access to scholarly data-bases
• appropriate computer software.
Access to a range of supporting resources will enhance the
outcomes for learners who may face a range of life issues. Such
resources may include:
• a range of personal support services such as disability
support, legal aid, housing assistance, mental and physical
health, child care
• a range of counselling services including personal, financial,
gambling, alcohol
• an educational/vocational counsellor
• language support.
Providers delivering these qualifications should ensure that staff
are aware of the location and referral procedures for support
services.
Trainer competencies must be as specified in Standard 1.4 of the
AQTF Standards. The registered training organisation is
responsible for ensuring that training is delivered by trainers who:
• have the training and assessment competencies as
determined by the National Quality Council or its successors,
and
• have the relevant vocational competencies at least to the
level being delivered or assessed, and
• can demonstrate current industry skills directly relevant to the
training/assessment being undertaken and
• continue to develop their VET knowledge and skills as well as
their industry currency and trainer/assessor competence.
Where the training competencies are not held, the trainer must be
under direct supervision.
It is recommended that persons delivering these courses have
teaching qualifications and/or postgraduate qualifications in a
relevant field and/or experience in working with learners with
further education needs.
8. Pathw ays and
articulation
Standard 8 for accredited courses
Pathways include:
• institution based training and assessment
• recognition of prior learning
• work based training and assessment
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•
combination of the above.
Credit transfer is available for any nationally endorsed units of
competency
Graduates of either course may articulate to higher education
courses, most commonly a Bachelor of Arts or a Bachelor of Social
Science. In many instances, graduates of the 22188VIC Diploma
of Liberal Arts will be given credit for up to a full year. Credit
arrangements are in place for the superseded courses with the
institutions listed below:
• Australian Catholic University
• Latrobe University
• University of Melbourne
• Monash University
• Swinburne University
• University of Ballarat
• Victoria University.
Credit transfer arrangements for the new qualifications will be
confirmed following accreditation and provided to the VRQA.
9. Ongoing monitoring and
evaluation
Standard 13 for accredited courses
The Curriculum Maintenance Manager (CMM) for Service
Industries – General Studies and Further Education is responsible
for the ongoing monitoring and evaluation of these courses.
The CMM will consult with key stakeholders annually during the
accreditation period to seek and provide ongoing advice. Changes
to the courses may include:
• unit updates resulting from training package reviews
• delivery and/or assessment issues
• changes in government policy which impact on the content or
delivery of the courses
• changes in university entrance requirements impacting on the
courses.
A formal review of the 22187VIC Certificate IV in Liberal Arts and
the 22188VIC Diploma of Liberal Arts will take place once during
the period of accreditation. The review will be conducted by the
CMM who will convene an advisory group comprising
representatives from:
• higher education providers
• registered training organisations
• current and/or ex-students
• teacher networks.
All monitoring and consequent recommendations will be fully
documented. Any recommended changes to the course structure
or contents will be communicated to the accrediting authority.
Section B: Course information
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Appendix A: Credit transfer arrangements from 22187VIC Certificate IV
in Liberal Arts and 22188VIC Diploma of Liberal Arts
Australian Catholic University
22188VIC Diploma of Liberal Arts, a maximum of 80 credit points towards Australian Catholic
University’s Bachelor of Arts. Total credit points required to complete the Bachelor of Arts is 240
credit points.
Students are also eligible to complete two subjects from Australian Catholic University’s Bachelor
of Arts degree (subject to campus availability, unit limitations and provided that pre-requisite and
co-requisites requirements are met) during their enrolment in the Diploma of Liberal Arts at their
provider. Units completed are full fee-paying units and will enable a student to gain specified credit
on entry into the Bachelor of Arts.
Further queries to the Office of Academic Partnerships: Ph 03 9953 3846 or
sharman.feinberg@acu.edu.au
Deakin University
Guaranteed pathways to the Bachelor of Arts
1. Guaranteed pathway to the Bachelor of Arts from the 22187VIC Certificate IV in Liberal Arts
The 22187VIC Certificate IV in Liberal Arts is an entry Level 4 AQF qualification for access to the
Deakin Bachelor of Arts (course A300). The Faculty agrees to establish a guaranteed entry
pathway into level 1 of the Bachelor of Arts from mid-2012 to 2015, or as otherwise determined.
2. Guaranteed pathway and credit into the Bachelor of Arts from the 22188VIC Diploma of Liberal
Arts The 22188VIC Diploma of Liberal Arts is a Level 5 AQF qualification and will be considered a
guaranteed entry pathway into level 2 of the Deakin Bachelor of Arts (A300) from mid-2012 to
2015, or as otherwise determined. Minimum entry requirements apply for the guarantee of an offer
and are subject to change on an annual basis.
General credit assessment for the Diploma of Liberal Arts
Overall, the Faculty regards that the hours of teaching and the course demands align with a level 1
year (or 8 credit points) for Bachelor of Arts students. Students admitted to the BA with a
completed Diploma of Liberal Arts will be awarded the equivalent of the first year (8 credit points of
units) towards their Deakin BA.
Detailed credit assessment
Depending on which Deakin Arts major students wish to undertake, credit may be awarded
as specified credit or unspecified credit and this will generally be confirmed at the time of
enrolment. However, as a minimum, the following credit will normally apply to Graduates
of the 22188VIC Diploma of Liberal Arts:
Specified credit
Specified credit will be awarded for:
VU20754 – Participate in academic research – as Deakin unit Introduction to
University Study (ASC160)
VU20758 – Analyse literary texts and genres – as Deakin unit Narrative and Genre
(ALL102)
Unspecified credit
Unspecified credit will be awarded for up to six level 1 units or 6 credit points. The Faculty notes
that discipline and course coordinators may award specified credit on a subsequent assessment.
Total credit for the Diploma of Liberal Arts
Section C: Units of competency
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Section B: Course information
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The total credit awarded for the completion of the Diploma of Liberal Arts is the equivalent of the
first year of the Bachelor of Arts (or 8 credit points).
La Trobe University
Students completing 22188VIC Diploma of Liberal Arts will be eligible for up to one full year of
credit towards the Bachelor of Arts (BA) in the Faculty of Humanities and Social Sciences. The
amount of credit will be determined by the disciplines that the student wishes to take towards their
BA.
Monash University
Students successfully completing 22188VIC Diploma of Liberal Arts course will be granted a
maximum of up to one-year of full-time study (48 credit points) towards the Bachelor of Arts
degree. For the Certificate IV in Liberal Arts - half a year of study (24 credit points) will be awarded.
䌀
Section B: Course information
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Section C: Units of competency
Course units of competency – 22187VIC Certificate IV in Liberal Arts
VU20746 Apply essential further study skills
VU20747 Research fields of study and enquiry
VU20748 Examine approaches to citizenship and public life
VU20749 Analyse stories/narratives within cultures
VU20750 Analyse human transformations of nature
VU20751 Examine approaches to economy and society
VU20752 Analyse texts in their cultural context
Course units of competency – 22188VIC Diploma of Liberal Arts
VU20753 Analyse tradition and modernity
VU20754 Participate in academic research
VU20755 Analyse sociological understandings of human relationships
VU20756 Analyse urban form and culture
VU20757 Analyse theories of the self
VU20758 Analyse literary texts and genres
Section B: Course information
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Section B: Course information
© State of Victoria
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22188VIC Diploma of Liberal Arts
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SECTION C
VU20746
Apply essential further study skills
22187VIC Certificate IV in Liberal Arts
VU20746 Apply essential further study skills
VU20746
Apply essential further study skills
Unit Descriptor
This unit covers the knowledge and skills required to study and
participate effectively in a tertiary learning environment within an
arts or arts related discipline.
Employability skills
The required outcomes described in this unit of competency
contain applicable facets of Employability Skills. The
Employability Skills Summary of the qualification in which this
unit of competency is packaged will assist in identifying
Employability Skill requirements.
Application of the
Unit
The skills and knowledge covered in this unit are applied when
studying at a university, specifically when studying arts or arts
related disciplines. The unit focuses on assisting students
understand the nature of study in a tertiary education
environment and the skills involved in learning in this
environment.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the
essential outcomes of a unit of
competency.
Performance criteria describe the required performance needed
to demonstrate achievement of the element. Where
bold/italicised test is used, further information is detailed in the
required skills and knowledge and/or the range statement.
Assessment of performance is to be consistent with the evidence
guide.
1 Use a range of learning
strategies
1.1
A range of popular views about learning are compared
1.2
A range of learning strategies are defined
1.3
The main learning contexts that may be experienced in a
tertiary learning environment are considered
1.4
Learning strategies are used for a range of learning
contexts.
1.5
Individual strengths, weaknesses and preferences in the
use of different learning strategies in different contexts are
considered.
2.1
The main services of a library are described
2.2
The range of sources for obtaining information in a library
are identified
2.3
Appropriateness of information is assessed.
2.4
Accurate records are made and stored appropriately
3.1
A range of academic reading strategies are described and
2 Use a range of library and
online sources to access
information
3 Use effective reading
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strategies for complex texts
4 Use academic writing skills
to produce complex texts
5 Participate effectively in
collaborative learning
applied
3.2
The significance of context for the meaning of a text is
identified and discussed
3.3
Techniques for note-taking, summarising and synthesising
information are applied
3.4
Text structure, technical vocabulary, wording and syntax
are used to assist interpretation of meaning
3.5
Dictionaries and other references are used to assist
interpretation of texts
4.1
Main features of different academic texts are identified
4.2
Main phases of the academic writing process are
identified
4.3
The significance of audience and context are reflected in
the conventions of academic writing
4.4
Appropriate citation is used for references and quoted work
4.5
Academic standards on plagiarism and collusion are
observed
5.1
The key features of collaborative learning are identified
5.2
Characteristics of effective collaborative learning are
described
5.3
Verbal, interpersonal and participatory skills necessary for
effective learning collaboration are used.
5.4
Appropriate planning processes are negotiated with fellow
students to achieve agreed outcomes
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Required Skills
•
verbal communication such as skills in argument, participation and debate
•
writing skills appropriate for the completion of complex texts including correct use of citations
•
collaborative learning skills
•
reading skills such as skimming, scanning, reading for meaning
•
note-taking skills including summarising, synthesising and record keeping
•
information access using library resources including internet and online searches
VU20746 Apply essential further study skills
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VU20746 Apply essential further study skills
•
assessing appropriateness of information for specific purposes
•
ability to work in groups
•
negotiation skills
Required Knowledge
•
range of learning strategies
•
library services
•
online services
•
reading strategies
•
writing processes
•
text structures
•
usage and syntax
•
conventions of academic referencing
•
plagiarism and collusion
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.
Learning strategies may
include but are not limited to :
Learning contexts may
include but are not limited to:
Services of a library may
include but are not limited to :
•
self-monitoring
•
note-taking
•
revision
•
partnerships with other students
•
questioning
•
tracking
•
research
•
lectures
•
on-line learning
•
tutorials
•
seminars
•
field work
•
group work
•
independent projects
•
examinations
•
loans - long and short-term, interlibrary and counter reserve
•
on-line access - catalogue, internet, email, chat facilities,
journals
VU20746 Apply essential further study skills
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VU20746 Apply essential further study skills
Appropriateness of
information may include but is
not limited to :
Context includes but is not
limited to :
Text structure includes but is
not limited to:
Academic texts include but
are not limited to :
The writing process includes
but is not limited to :
•
catalogue assistance
•
binding, laminating and copying
•
reader services
•
reference collections
•
reserve collections
•
study areas
•
relevance to topic
•
level of detail
•
nature of media
•
currency
•
authenticity
•
complexity or difficulty of material
•
implied readers of the text
•
historical period of text
•
other texts cited or debated
•
chapter headings
•
paragraph headings and sub-headings
•
diagrams and illustrations
•
tables and charts
•
bibliographies and references
•
narratives
•
expository and argumentative essays
•
journal articles
•
reports
•
theses
•
monographs
•
archival documents
•
encyclopaedias
•
indexes
•
planning
•
researching
•
drafting
•
revising
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VU20746 Apply essential further study skills
Collaborative learning may
include but is not limited to :
•
editing
•
proof reading
•
study groups
•
learning partnerships
•
group presentations
•
tutorials
•
workshops
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the
Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment
section in Section B of the accreditation submission.
Critical aspects for
assessment and evidence
required to assess
competency in this unit
Context of and specific
resources for assessment
Method of assessment
•
ability to source information from print based sources, online
sources and expert personnel
•
ability to write complex documents
•
ability to identify key aspects of information and summarise
them effectively
•
ability to work effectively in a collaborative learning
environment
Assessment of performance requirements in this unit may be
undertaken in a classroom or other structure learning
environment, informal study settings or workplace. Resources
required include but are not limited to :
•
library
•
course directories
•
field of study guides
•
internet access and printing facilities
•
computers and word processing software
There can be multiple assessment tasks. These can include but
are not restricted to:
•
a portfolio of essays, reports, and reflective writing
•
a collaborative publication by students
•
contributions to threaded discussions or bulletin boards.
For the purpose of supporting credit transfer arrangements, it is
recommended that assessment tasks total 2000 words.
VU20746 Apply essential further study skills
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VU20746 Apply essential further study skills
SECTION C
VU20747
Research fields of study and enquiry
VU20746 Apply essential further study skills
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VU20747 Research fields of study and enquiry
VU20747
Research fields of study and enquiry
Unit Descriptor
This unit develops the knowledge and skills required to research
a tertiary field of study in a tertiary learning environment.
Employability skills
The required outcomes described in this unit of competency
contain applicable facets of Employability Skills. The
Employability Skills Summary of the qualification in which this
unit of competency is packaged will assist in identifying
Employability Skill requirements.
Application of the
Unit
The skills and knowledge covered in this unit are applied when
preparing for study at a university, specifically when studying in
the arts or arts related disciplines.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the
essential outcomes of a unit of
competency.
Performance criteria describe the required performance needed
to demonstrate achievement of the element. Where
bold/italicised test is used, further information is detailed in the
required skills and knowledge and/or the range statement.
Assessment of performance is to be consistent with the evidence
guide.
1 Research a field of study
1.1 The fields of study and areas of specialisation are
described
1.2 The core subject matter and areas of specialisation are
examined
1.3 Forms of enquiry and research methods used are
described
2 Use on-line technologies for
researching a field of study
2.1 Information is sourced using academic databases and
search engines
2.2 Information is cross-checked using alternative sources and
accepted authorities
2.3 Online texts are examined for reliability and quality of
evidence and argument with hard copy sources
2.4 Online resources are examined for consistency with
academic discourse.
3 Use online technology to
examine a journal article
3.1 Journal article abstracts are accessed using academic
databases
3.2 Peer reviewed journal articles are accessed
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VU20747 Research fields of study and enquiry
3.3 The peer review process is described
3.4 Research methods and the subject matter of the
specialisation are examined
4 Deliver effective
presentations
4.1 Audience and purpose of a presentation are clearly
identified
4.2 Presentations are clearly structured and organised to fit
time available
4.3 Images are appropriate to purpose, clear and sequenced
logically
4.4 Delivery register is appropriate to audience and
communication is clear, audible and to the point
4.5 Presentations allow time for questioning and elaboration
4.6 Supporting material is available if required
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Skills Required
•
oral skills sufficient for presentations
•
summarising and paraphrasing academic texts
•
reading skills sufficient for assimilation of information
•
accessing information using online technologies
•
assessing reliability and quality of evidence
Knowledge Required
•
fields of study available at Australian universities
•
online technologies and their applications
•
peer review of journals
•
research practices
•
presentation techniques and protocols
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.
Fields of study may include
but is not limited to :
•
politics
•
psychology
•
history
•
literary studies
VU20747 Research fields of study and enquiry
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VU20747 Research fields of study and enquiry
Specialisations may include
but are not limited to :
Forms of enquiry include but
are not limited to :
•
gender studies
•
communications/media studies
•
Indigenous studies
•
Asian studies
•
politics – eg. Australian politics
•
psychology – eg. childhood development
•
history – eg. Australian history
•
literary studies – eg. contemporary fiction
•
gender studies – eg. fashioning gender
•
communications/media studies – eg. media/culture and
society
•
Indigenous studies – eg. indigenous health
•
Asian studies – eg. modern southeast Asia
•
text based research
•
action research
•
quantitative research
•
qualitative research
•
case-studies
•
workplace/community investigation
•
archaeological investigation
•
longitudinal surveys
•
poll sampling
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the
Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment
section in Section B of the accreditation submission.
Critical aspects for
assessment and evidence
required to assess
competency in this unit
Context of and specific
resources for assessment
•
ability to obtain accurate information from a variety of sources
•
ability to use online technologies, specifically search engines
and online authoring tools
•
ability to make an effective presentation
Assessment of performance requirements in this unit may be
undertaken in a classroom or other structure learning
environment, informal study settings or workplace. Resources
required include but are not limited to :
•
library
•
course directories
VU20747 Research fields of study and enquiry
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VU20747 Research fields of study and enquiry
Method of assessment
•
field of study guides
•
internet access and printing facilities
•
computers and word processing software
There can be multiple assessment tasks. These can include but
are not restricted to:
•
a portfolio of essays, reports, and reflective writing
•
a portfolio for presentation to a university as part of an entry
application
For the purpose of supporting credit transfer arrangements, it is
recommended that assessment tasks total 2000 words.
VU20747 Research fields of study and enquiry
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Version 1, December 2011
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VU20747 Research fields of study and enquiry
SECTION C
VU20748
Examine approaches to citizenship and public life
VU20747 Research fields of study and enquiry
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22187VIC Certificate IV in Liberal Arts
VU20748 Examine approaches to citizenship and public life
VU20748
Examine approaches to citizenship and public
life
Unit Descriptor
This unit covers the knowledge and skills required to participate
effectively in debates about public issues and in debates about
the role and value of democracy in contemporary society.
These skills and knowledge can be extended to and underpin
other areas of arts and arts related disciplines.
Employability skills
The required outcomes described in this unit of competency
contain applicable facets of Employability Skills. The
Employability Skills Summary of the qualification in which this
unit of competency is packaged will assist in identifying
Employability Skill requirements.
Application of the
Unit
The skills and knowledge covered in this unit are applied when
studying at a university, specifically when studying the arts or
arts related disciplines.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the
essential outcomes of a unit of
competency.
Performance criteria describe the required performance needed
to demonstrate achievement of the element. Where
bold/italicised test is used, further information is detailed in the
required skills and knowledge and/or the range statement.
Assessment of performance is to be consistent with the evidence
guide.
1 Identify different meanings
and uses of the terms public
and private
1.1 The range of definitions given to the terms public and
private are identified
1.2 Public and private spaces are delineated and overlaps
identified
1.3 The conventions and structural elements that differentiate
the public and private spheres are identified
2 Examine the core concepts
and values of major political
traditions
2.1 The terms ideology and political philosophy are defined.
2.2 Characteristics of a range of ideologies and political
traditions are compared
2.3 Political traditions impacting on contemporary society are
examined
2.4 Historical and philosophical origins of liberalism and
liberal democracy are examined
2.5 Historical and philosophical origins of liberalism and liberal
democracy are compared with another tradition
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VU20748 Examine approaches to citizenship and public life
3 Examine varying forms of
democracy and citizenship
3.1 Core principles and institutional forms of modern
democracy are identified
3.2 Critiques from advocates and critics of modern de mocracy
are compared
3.3 Differing concepts of citizenship and global citizens hip are
compared
3.4 Groups included and excluded from participation a s citizens
are identified
3.5 Factors that influence participation in public life ar e
examined
4 Examine a current public
debate
4.1 A range of public issues in a current debate are ide ntified
4.2 Opposing premises and arguments in a current pu blic
debate are examined
4.3 Values underlying opposing stances in the debate a re
identified
4.4 The conventions of argument in responding to an is sue are
applied.
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Skills required
•
read and interpret complex texts
•
synthesise and summarise information
•
locate and assess reference materials
•
manage and store research material
•
gather evidence in support of an argument or point of view
•
cite resources using academic conventions
•
use terminology of the discipline
Knowledge required
•
basic political theory
•
major political traditions
•
historic origins of democracy
•
political philosophies
•
critiques of modern democracy
VU20748 Examine approaches to citizenship and public life
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VU20748 Examine approaches to citizenship and public life
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.
Public and private spaces
may include but are not limited
to:
Political traditions may
include but are not limited to:
Historical origins may
include but are not limited to:
Philosophical origins may
include but are not limited to:
Modern democracy may
include but are not limited to:
Critiques include but are not
limited to:
•
homes
•
shopping centres
•
schools
•
universities
•
theatres
•
classrooms
•
television
•
internet
•
workplaces
•
liberalism
•
conservatism
•
socialism
•
feminism
•
Protestant Reformation
•
English Revolution
•
Enlightenment
•
French Revolution
•
Classical philosophy eg. Plato, Aristotle
•
English liberalism eg. Hobbes, Locke, Bentham, Mill
•
Enlightenment eg. Rousseau
•
direct
•
participatory
•
representative
•
Classical philosophies
•
English liberalism
•
Enlightenment
•
Feminist
•
Modern
-Marxist/socialist
-social democratic
-conservative
-anarchist
VU20748 Examine approaches to citizenship and public life
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 4
VU20748 Examine approaches to citizenship and public life
-postmodern
Factors may include but are
not limited to:
Values may include but are
not limited to
•
class
•
religion
•
gender
•
sexuality/sex
•
ethnicity
•
race
•
cultural differences
•
freedom
•
equality
•
racial identity
•
kinship obligations
•
religious views
•
sexuality
•
gender equality
•
individuality
•
respect for authority
•
democratic ideals
•
collectivism
•
tradition
•
human rights
•
citizen responsibility
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the
Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment
section in Section B of the accreditation submission.
Critical aspects for
assessment and evidence
required to assess
competency in this unit
Context of and specific
resources for assessment
•
ability to read and summarise political theory
•
ability to examine and synthesise a range of views
•
ability to examine basic forms of democracy
•
ability to delineate basic critiques of contemporary democracy
Assessments of performance requirements in this unit may be
undertake in a classroom or other structured learning
environment, informal study settings or workplace. Resources
required include but are not limited to:
•
library
VU20748 Examine approaches to citizenship and public life
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 5
VU20748 Examine approaches to citizenship and public life
Method of assessment
•
philosophy texts
•
political theory texts
•
feminist texts
•
internet access and printing facilities
•
computers and word processing software
There can be multiple assessment tasks. These can include but
are not restricted to:
•
a portfolio of essays, reports and reflective writing
•
a collaborative publication by students
•
contributions to threaded discussions or bulletin boards.
For the purpose of supporting credit transfer arrangements, it is
recommended that assessment tasks total 2000 words.
VU20748 Examine approaches to citizenship and public life
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 6
SECTION C
VU20749
Analyse stories / narratives within cultures
VU20748 Examine approaches to citizenship and public life
22187VIC Certificate IV in Liberal Arts
VU20748 Examine approaches to citizenship and public life
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 8
VU20749 Analyse stories / narratives within cultures
VU20749
Analyse stories / narratives within cultures
Unit Descriptor
This unit covers the knowledge and skills required to analyse and
explore the significance of stories told within and across cultures
and the ways personal, cultural and cross-cultural identities are
shaped and mediated by stories.
These skills and knowledge can be extended to and underpin
other areas of arts and arts related study.
Employability skills
The required outcomes described in this unit of competency
contain applicable facets of Employability Skills. The
Employability Skills Summary of the qualification in which this
unit of competency is packaged will assist in identifying
Employability Skill requirements.
Application of the
Unit
The skills and knowledge covered in this unit are applied when
studying at a university, specifically when studying in the arts or
arts related disciplines.
They also apply throughout an individual’s life and affect the
individual’s performance and fulfilment as a functioning member
of a participatory society.
The unit should involve a comprehensive view of culture and is
not limited to cross cultural comparisons.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the
essential outcomes of a unit of
competency.
Performance criteria describe the required performance needed
to demonstrate achievement of the element. Where
bold/italicised test is used, further information is detailed in the
required skills and knowledge and/or the range statement.
Assessment of performance is to be consistent with the evidence
guide.
1 Examine stories in relation to
personal and cultural identity
1.1 A range of definitions of culture are compared
1.2 The concepts of personal and cultural identities are
distinguished
1.3 A variety of stories are identified
1.4 The various forms and structures through which stories are
transmitted are identified
1.5 Theories addressing narrative and narrative structure are
examined and applied to texts
1.6 Ways in which the formation and development of cultural
identify is reflected and or mediated through a chosen story
is examined
VU20749 Analyse stories / narratives within cultures
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 2
VU20749 Analyse stories / narratives within cultures
2 Examine the relationship
between stories and their
cultural context
2.1 The values and norms expressed by a story are related to
the culture in which they are produced
2.2 The role of a story in shaping self-identity and the identity of
others is explained
2.3 The role of a story in challenging or affirming power
relationships is examined
2.4 The relationship of a story to cultural meaning is examined
3 Examine different versions of
stories
3.1 Different versions of a story are identified
3.2 Versions are compared and key differences identified
3.3 The role of cultural values in creating different versions is
examined
3.4 The significance of different story versions for cultural
continuity is examined
3.5 The significance of different story versions for maintaining
or bridging cultural difference is examined
3.6 The significance of different story versions for challenging
or affirming power relationships is examined
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Skills required
•
read and interpret complex texts
•
synthesise and summarise information
•
locate and assess reference materials
•
gather evidence in support of an argument or point of view
•
cite resources using academic conventions
•
use terminology of the discipline
Knowledge required
•
primary stories told in major cultures
•
the nature of culture and acculturation
•
different versions of stories commonly told across cultures
•
theories relevant to narrative and narrative structure
VU20749 Analyse stories / narratives within cultures
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 3
VU20749 Analyse stories / narratives within cultures
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.
A variety of stories may
include but are not limited to:
Forms may include but are
not limited to hard and
electronic versions of:
Different versions of a story
are not limited and examples
may include:
•
religious/spiritual stories such as Biblical stories, Buddhist
tales, stories from the Koran, Talmudic stories
•
myths – Greek, Roman, Indian, Asian, Celtic etc
•
fairy tales – Grimm’s, Perrault or other
•
heroic legend
•
written texts – novels, songs, sermons, poetry
•
soap operas – television and radio
•
oral tradition – folk stories, ballads, yarns, urban myths
•
comics, magazines, newspapers
•
animation – Western and anime
•
films
•
theatre
•
performance
•
social media
•
Greek and Roman Myths
•
mythic archetypes
•
the Flood – Biblical, Gilgamesh
•
animated versions of fairy stories
•
Grimm. Perrault, Angela Carter
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the
Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment
section in Section B of the accreditation submission.
Critical aspects for
assessment and evidence
required to assess
competency in this unit
Context of and specific
resources for assessment
•
ability to identify a range of stories with underlying points of
similarity and difference
•
ability to identify values and assumptions underlying stories
•
ability to assess a story’s relationship to culture and identity
Assessment of performance requirements in this unit may be
undertaken in a classroom or other structure learning
environment, informal study settings or workplace. Resources
required include but are not limited to :
•
library
•
story collections
VU20749 Analyse stories / narratives within cultures
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 4
VU20749 Analyse stories / narratives within cultures
Method of assessment
•
collections of myths and legends
•
a range of film and text versions of stories
•
internet access and printing facilities
•
computers and word processing software
There can be multiple assessment tasks. These can include but
are not restricted to:
•
a portfolio of essays, reports, and reflective writing
•
a collaborative publication by students
•
contributions to threaded discussions or bulletin boards
For the purpose of supporting credit transfer arrangements, it is
recommended that assessment tasks total 2000 words.
VU20749 Analyse stories / narratives within cultures
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 5
SECTION C
VU20750
Analyse human transformations of nature
VU20749 Analyse stories / narratives within cultures
22187VIC Certificate IV in Liberal Arts
VU20749 Analyse stories / narratives within cultures
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 7
VU20750 Analyse human transformations of nature
VU20750
Analyse human transformations of nature
Unit Descriptor
This unit covers the knowledge and skills required to examine
the way in which nature is viewed and represented within
different cultures over time and how these views impact upon
responses to contemporary environment issues.
These skills and knowledge can be extended to and underpin
other areas of arts and arts related studies.
Employability skills
The required outcomes described in this unit of competency
contain applicable facets of Employability Skills. The
Employability Skills Summary of the qualification in which this
unit of competency is packaged will assist in identifying
Employability Skill requirements.
Application of the
Unit
The skills and knowledge covered in this unit are applied when
studying at a university, specifically when studying in the arts or
arts related disciplines.
They also apply throughout an individual’s life and affect the
individual’s performance and fulfilment as a functioning member
of a participatory society.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the
essential outcomes of a unit of
competency.
Performance criteria describe the required performance needed
to demonstrate achievement of the element. Where
bold/italicised test is used, further information is detailed in the
required skills and knowledge and/or the range statement.
Assessment of performance is to be consistent with the evidence
guide.
1 Examine different views of
nature
1.1 A range of perspectives on nature is identified
1.2 Different representations of nature are identified.
1.3 The problems associated with delineating a view of nature
are clarified
1.4 The cultural factors affecting different views of nature are
described
1.5 Different views of nature are compared
1.6 The impact of scientific views of nature upon western and
other cultures is examined
2 Examine meaning and
practice in relation to views of
nature
2.1 The meaning of nature for different cultures, groups and
individuals are identified.
2.2 The representations of these meanings are compared
VU20750 Analyse human transformations of nature
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 2
VU20750 Analyse human transformations of nature
2.3 The impact of attitudes toward nature on environmental
practices is examined
2.4 The effects of cultural attitudes and practices on the
environment are examined
2.5 The socio-economic significance of environmental practices
is examined.
2.6 Possible conflicts or issues arising from environmental
practices are examined.
3 Analyse a range of
contemporary views on
environmental issues
3.1 A range of contemporary environmental issues is identified
3.2 A range of contemporary environmental viewpoints on a
specific issue are analysed
3.3 A viewpoint is assessed in the light of alternative views of
nature
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Skills required
•
read and interpret complex texts
•
synthesise and summarise information
•
locate and assess reference materials
•
gather evidence in support of an argument or point of view
•
cite resources using academic conventions
•
use terminology of the discipline
Knowledge required
•
principal views of nature in western and non-western cultures
•
scientific views of nature
•
contemporary environmental issues
•
contemporary viewpoints of environmental issues
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.
Perspectives may include but
are not limited to:
•
European culture past and present
•
Indigenous culture
•
South-East Asian cultures
VU20750 Analyse human transformations of nature
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 3
VU20750 Analyse human transformations of nature
Representations of nature
may include but are not limited
to:
Problems may include but are
not limited to:
Views may include but are not
limited to:
Scientific views may include
but are not limited to the role
of:
•
ecological views
•
socialist views
•
feminist views
•
psychological views
•
religious
•
progressivism
•
romanticism
•
new age
•
visual arts
•
landscaping
•
ornamental and native gardens
•
architecture
•
literature
•
film
•
public policies about environmental issues
•
debates about climate change
•
media
•
generalisations
•
extrapolation
•
ethnocentrism
•
cultural relativism
•
historical context
•
political ideologies eg neoliberalism
•
nature as resource
•
nature as sacred
•
nature as totem
•
nature as economic resource
•
nature as the wild or savage
•
nature as romance
•
industrialisation
•
population
•
pragmatism
•
concepts of social duty
•
scientific discovery
VU20750 Analyse human transformations of nature
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 4
VU20750 Analyse human transformations of nature
Meaning may include but is
not limited to:
Issues may include but are
not limited to:
•
biological advances eg genetic modification
•
land as a resource vs. land as a spiritual source
•
food as nutrition vs. food as symbol of wealth or power
•
animals as pets vs. animals as economic producers
•
animals as predators vs. animals as sacred entities
•
human body as machine vs. body as house of soul or anima
•
excrement/soil as waste vs. excrement/soil as resource
•
aesthetics in relation to nature
•
nuclear power
•
wood-chipping and logging
•
globalisation
•
reduction of bio-diversity
•
animal welfare
•
land degradation
•
food and water security
•
environmental degradation
•
urban growth
•
energy management
•
climate change
•
sustainability
•
population growth and distribution
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the
Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment
section in Section B of the accreditation submission.
Critical aspects for
assessment and evidence
required to assess
competency in this unit
•
ability to delineate current environmental issues
•
ability to relate attitudes towards nature to environmental
practices
•
ability to relate attitudes towards nature to underlying values
•
ability to produce evidence to substantiate a viewpoint
VU20750 Analyse human transformations of nature
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 5
VU20750 Analyse human transformations of nature
Context of and specific
resources for assessment
Method of assessment
Assessment of performance requirements in this unit may be
undertaken in a classroom or other structure learning
environment, informal study settings or workplace. Resources
required include but are not limited to :
•
internet access and printing facilities
•
computers and word processing software
There can be multiple assessment tasks. These can include but
are not restricted to:
•
a portfolio of essays, reports, and reflective writing
•
a collaborative publication by students
•
contributions to threaded discussions or bulletin boards
For the purpose of supporting credit transfer arrangements, it is
recommended that assessment tasks total 2000 words.
VU20750 Analyse human transformations of nature
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 6
VU20750 Analyse human transformations of nature
SECTION C
VU20751
Examine approaches to economy and society
VU20750 Analyse human transformations of nature
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 7
22187VIC Certificate IV in Liberal Arts
VU20751 Examine approaches to economy and society
VU20751
Examine approaches to economy and society
Unit Descriptor
This unit covers the knowledge and skills required to examine
and explore modern economic issues and to relate these to
larger contemporary local, national and global social concerns.
The skills and knowledge covered in this unit can be extended to
and underpin other areas of arts and arts related study.
Employability skills
The required outcomes described in this unit of competency
contain applicable facets of Employability Skills. The
Employability Skills Summary of the qualification in which this
unit of competency is packaged will assist in identifying
Employability Skill requirements.
Application of the
Unit
The skills and knowledge covered in this unit are applied when
studying at a university, specifically when studying in the arts or
arts related disciplines.
They also apply throughout an individual’s life and affect the
individual’s performance and fulfilment as a functioning member
of a participatory society.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the
essential outcomes of a unit of
competency.
Performance criteria describe the required performance needed
to demonstrate achievement of the element. Where
bold/italicised test is used, further information is detailed in the
required skills and knowledge and/or the range statement.
Assessment of performance is to be consistent with the evidence
guide.
1 Describe the relationship
between the economy and
contemporary society
1.1 The features of economics as a field of study are identified
1.2 Key economic terms are defined and applied correctly
1.3 The relevance of economics to other social sciences is
described
1.4 The relevance of economics to the study of contemporary
society is described
1.5 Economic issues impacting on Australia are described
2 Examine the major economic
traditions
2.1 Key concerns of different economic traditions are outlined
2.2 Competing theories on the historical emergence of
capitalism are examined
2.3 The major issues facing contemporary capitalism are
described
2.4 Alternative solutions to economic issues are examined
VU20751Examine approaches to economy and society
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 2
VU20751 Examine approaches to economy and society
3 Analyse the impact of
economic globalisation on
contemporary society
3.1 The terms globalisation and economic globalisation are
defined
3.2 A range of views on the consequences of economic
globalisation are compared
3.3 Responses to economic globalisation are examined
3.4 The views of advocates and critics of economic
globalisation are examined
3.5 The impact of economic globalisation on politics, society
and the environment is examined
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Skills required
•
read and interpret complex texts
•
synthesise and summarise information
•
locate and assess reference materials
•
gather evidence in support of an argument or point of view
•
cite resources using academic conventions
•
use terminology of the discipline
Knowledge required
•
major theories and issues of economic globalisation
•
characteristics of economics as a field of study
•
economic traditions
•
key economic issues impacting on Australia
•
major theories on the evolution of the market economy
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.
Economic terms may include
but are not limited to :
•
GDP
•
interest rates
•
fiscal policy
•
monetary policy
•
budgetary policy
•
balance of trade
VU20751Examine approaches to economy and society
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 3
VU20751 Examine approaches to economy and society
Economic issues may
include but are not restricted
to :
Economic traditions may
include but are not restricted
to :
Theories may include but are
not restricted to :
Factors determining change
may include but are not
restricted to :
Views on globalisation may
include but are not restricted
to :
Impact may include but is not
limited to:
•
supply and demand
•
measures of economic prosperity and limitations of GDP
•
nature and effects of economic growth
•
unemployment and its relation to production
•
unemployment and its relation to economic growth
•
inflation - demand-pull and cost-push
•
foreign debt
•
workplaces changes - individual work place agreements and
arbitration systems
•
microeconomic reform
•
competition policy
•
role of government in economic reform
•
classical economics
•
Marxist economics
•
Keynesian economics
•
capitalist economics
•
commercial theory
•
historical materialisms
•
world systems analysis
•
population growth
•
scientific discoveries and technological applications
•
extraction and distribution of surplus
•
movement of global capital
•
social conflict
•
conservative
•
neo classical
•
Marxist/socialist
•
Keynesian
•
feminist
•
environmental
•
national sovereignty
•
democracy
VU20751Examine approaches to economy and society
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 4
VU20751 Examine approaches to economy and society
•
gender relations
•
environment
•
everyday life
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the
Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment
section in Section B of the accreditation submission.
Critical aspects for
assessment and evidence
required to assess
competency in this unit
Context of and specific
resources for assessment
Method of assessment
Assessment must confirm appropriate knowledge and skills to :
•
delineate key features of major economic theories
•
apply theories to contemporary issues
•
assess process of economic globalisation and its
consequences
Assessment of performance requirements in this unit may be
undertaken in a classroom or other structure learning
environment, informal study settings or workplace. Resources
required include but are not limited to :
•
internet access and printing facilities
•
computers and word processing software
There can be multiple assessment tasks. These can include but
are not restricted to:
•
a portfolio of essays, reports, and reflective writing
•
a collaborative publication by students
•
contributions to threaded discussions or bulletin boards
For the purpose of supporting credit transfer arrangements, it is
recommended that assessment tasks total 2000 words.
VU20751Examine approaches to economy and society
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 5
VU20751 Examine approaches to economy and society
SECTION C
VU20752
Analyse texts in their cultural context
VU20751Examine approaches to economy and society
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 6
22187VIC Certificate IV in Liberal Arts
VU20752 Analyse texts in their cultural context
VU20752
Analyse texts in their cultural context
Unit Descriptor
This unit develops the knowledge and skills required to examine
and explore meaning in texts and to relate texts to their cultural
contexts.
These skills and knowledge can be extended to and underpin
other areas of arts and arts related study.
Employability skills
The required outcomes described in this unit of competency
contain applicable facets of Employability Skills. The
Employability Skills Summary of the qualification in which this
unit of competency is packaged will assist in identifying
Employability Skill requirements.
Application of the
Unit
The skills and knowledge developed in this unit are applied when
studying at a university, specifically when studying in the arts or
arts related disciplines.
They also apply throughout an individual’s life and affect the
individual’s performance and fulfilment as a functioning member
of a participatory society.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the
essential outcomes of a unit of
competency.
Performance criteria describe the required performance needed
to demonstrate achievement of the element. Where
bold/italicised test is used, further information is detailed in the
required skills and knowledge and/or the range statement.
Assessment of performance is to be consistent with the evidence
guide.
1 Analyse the representation of
an event in a range of texts
1.1 Representations of an event in a range of texts are
compared
1.2 The cultural values underlying different representations of
an event/events are examined
1.3 The assumed audience for each representation is identified
1.4 Social relations affirmed or contested by each
representation are analysed
1.5 Terminology of textual and cultural criticism is applied in
analysis
2 Examine the construction of
character in a range of texts
2.1 A range of texts representing character is identified
2.2 Attributes of character in a range of texts are described
2.3 Representations of character in a range of texts are
compared
VU20752 Analyse texts in their cultural context
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 2
VU20752 Analyse texts in their cultural context
2.4 Relationship between character attributes and the cultural
values of the period of writing are examined.
2.5 Features of the text through which attributes and values are
constructed are examined
2.6 The role that character depictions may play in the culture in
which they are produced or reproduced is examined.
3 Analyse the representation of
place in a range of texts
3.1 A range of texts representing places is identified
3.2 Qualities attributed to these places are compared
3.3 Qualities attributed to these places are related to the values
of the culture in which the text is produced.
3.4 Features of the text reflecting or challenging these values
are examined
3.5 The significance of these texts for the culture in which they
are produced and the culture they describe is analysed
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Skills required
•
read and interpret complex texts
•
synthesise and summarise information
•
locate and assess reference materials
•
gather evidence in support of an argument or point of view
•
cite resources using academic conventions
•
use terminology of the discipline
Knowledge required
•
terminology used in literary criticism
•
terminology used in cultural studies
•
basic approaches to textual criticism
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.
An event may include but is
not limited to :
•
social/personal discoveries
•
scientific discoveries
•
achievements in the arts
VU20752 Analyse texts in their cultural context
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 3
VU20752 Analyse texts in their cultural context
Texts may include but are not
limited to :
Terminology may include but
are not limited to:
Attributes may include but is
not limited to:
Place may include but is not
limited to:
•
sporting achievements
•
media events
•
war
•
natural disasters
•
crime
•
social events – eg. births, marriages, deaths
•
novels
•
newspaper/magazine articles
•
police reports/court reports
•
films, diaries, exhibitions, postcards, encyclopaedias, poetry,
documentaries, current affair programs
•
public art
•
music, video clips
•
cartoons, animation
•
traditional literary terms
•
postmodern analysis
•
semiotic terms
•
psychoanalytic terms
•
system relationships
•
language eg accent, vocabulary, dialogue
•
physical features
•
actions and interactions with other characters
•
clothing
•
occupation
•
gender and sexuality markers
•
class
•
exotic locales
•
wilderness
•
homes
•
film sets or television stages
•
imaginary places
•
places of childhood
•
virtual reality
VU20752 Analyse texts in their cultural context
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 4
VU20752 Analyse texts in their cultural context
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the
Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment
section in Section B of the accreditation submission.
Critical aspects for
assessment and evidence
required to assess
competency in this unit
Context of and specific
resources for assessment
Method of assessment
•
ability to examine texts and obtain meaning from them
•
ability to identify key aspects of texts
•
ability to use specialised terminology accurately
•
ability to support an argument with evidence
Assessment of performance requirements in this unit may be
undertaken in a classroom or other structure learning
environment, informal study settings or workplace. Resources
required include but are not limited to :
•
internet access and printing facilities
•
computers and word processing software
There can be multiple assessment tasks. These can include but
are not restricted to:
•
a portfolio of essays, reports, and reflective writing
•
a collaborative publication by students
•
contributions to threaded discussions or bulletin boards
For the purpose of supporting credit transfer arrangements, it is
recommended that assessment tasks total 2000 words.
VU20752 Analyse texts in their cultural context
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 5
SECTION C
VU20753
Analyse tradition and modernity
VU20752 Analyse texts in their cultural context
22188VIC Diploma of Liberal Arts
VU20752 Analyse texts in their cultural context
© State of Victoria
22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
Page 7
VU20753 Analyse tradition and modernity
VU20753
Analyse tradition and modernity
Unit Descriptor
This unit covers the knowledge and skills required to participate
in debates about the development of contemporary culture and
society. The unit introduces students to the concepts of tradition,
modernity and post modernity which underpin much
contemporary debate.
These skills and knowledge can be extended to and underpin
other areas of arts and arts related study.
Employability skills
The required outcomes described in this unit of competency
contain applicable facets of Employability Skills. The
Employability Skills Summary of the qualification in which this
unit of competency is packaged will assist in identifying
Employability Skill requirements.
Application of the
Unit
The skills and knowledge covered in this unit are applied when
studying at a university, specifically when studying in the arts and
related disciplines.
They also apply throughout an individual’s life and affect the
individual’s performance and fulfilment as a functioning member
of a participatory society.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the
essential outcomes of a unit of
competency.
Performance criteria describe the required performance needed
to demonstrate achievement of the element. Where
bold/italicised test is used, further information is detailed in the
required skills and knowledge and/or the range statement.
Assessment of performance is to be consistent with the evidence
guide.
1 Analyse concepts of tradition,
modernity and postmodernity
1.1 A range of definitions of the terms tradition, modernity and
postmodernity are analysed.
1.2 The various uses of the terms in different texts and contexts
are analysed.
1.3 A range of traditions and their socio-cultural and personal
significations are identified.
1.4 Contemporary culture and society are examined to identify
values associated with modernity
1.5 Different viewpoints about the significance of modernity
and postmodernity are analysed
2 Examine cultural identities
and institutions within a
traditional society
2.1 Major institutions of the culture are identified
2.2 The common representations of authority within the culture
are examined
VU20753 Analyse tradition and modernity
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 2
VU20753 Analyse tradition and modernity
2.3 The common systems of transmitting and validating
knowledge within the culture are explained
2.4 Traditional roles or identities within the culture are
identified
2.5 The relationship between institutions and various
representations of authority is examined
2.6 The role of groups excluded from power in the traditional
society is examined
3 Examine the spread of
modernity through different
cultures
3.1 The key characteristics and values of modernity are
described
3.2 Challenges to the ways knowledge is disseminated and
validated are examined
3.3 Modern forms of cultural identity and cultural
representation are identified
3.4 Reactions of different groups to modernity are examined
3.5 Challenges to traditional political authority are examined
3.6 Modern forms of political authority are examined
4. Examine different social and
historical approaches to the
development of the modern
world
4.1 Major socio/historical approaches to the rise of modern
and postmodern culture are compared
4.2 Political systems and institutions associated with these
theories are identified
4.3 The effect of these theories on contemporary culture is
examined
5 Examine the concept of a
significant break with tradition
in western society
5.1 The term “western culture’ is discussed and its key
characteristics identified
5.2 The concept of a significant break with tradition in
western culture is examined
5.3 Different interpretations of this break or change are
compared
5.4 The role that different interpretations of this break or
change may play in contemporary culture is examined
6 Examine the concept of a
significant break with tradition
in non-western cultures
6.1 The term ‘non-western culture’ is discussed and possible
definitions developed
6.2 A concept of a significant break with tradition in a nonwestern culture is examined
VU20753 Analyse tradition and modernity
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 3
VU20753 Analyse tradition and modernity
6.3 Different responses by groups to this break or changes are
examined
6.4 The role that different interpretations of this break or
change may play in contemporary culture is discussed
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Skills required
•
read and interpret academic texts
•
use terminology of an academic discipline
•
research and analyse information and arguments within an academic discipline
•
distinguish key features and criticisms of major theories within an academic discipline
•
source and cite evidence using the conventions of the academic discipline
•
develop an argument using supportive evidence
•
summarise main points of arguments
•
participate effectively in academic discussion
•
present research findings in an academic form
Knowledge required
•
the concepts: tradition, traditional, modernity, postmodernity, modernism, postmodernism, and
modernisation
•
location of countries and regions
•
different institutional arrangements in a range of countries
•
main events and developments in the Middle Ages, Protestant Reformation, the Renaissance,
the Scientific Revolution and the Enlightenment
•
general artistic and literary changes in the twentieth century
•
characteristic features of a traditional culture
•
characteristic features of a modern culture
•
characteristic features of a postmodern culture
•
significant historical events since 1750 - major revolutions, wars and invasions
•
basic features of the theories of Marx, Weber and Durkheim
•
conflicts and tensions arising from the historical transformations associated with the rise of
modernity and processes of modernisation
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.
VU20753 Analyse tradition and modernity
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 4
VU20753 Analyse tradition and modernity
Traditions may include but
are not limited to:
Viewpoints may include but
are not limited to :
Authority may include but are
not limited to:
Traditional roles or
identities may include but are
not limited to:
Examples of cultural identity
may include but are not limited
to:
•
religious practices
•
marriage and courtship rituals
•
foods
•
styles of work
•
games
•
songs and stories
•
customs
•
tradition - security, h aven, source of meaning and value vs.
superstition, prejudice and obstacle to progress
•
modernity as freedom, liberation, increasing choice vs. loss of
meaning, loss of identity, social tyranny
•
postmodernity as pla yful or subversive vs. fragmentation and
insecurity
•
legal systems
•
political systems
•
policing systems
•
punishment system s
•
regalia
•
religious, education al and legal hierarchies
•
architecture
•
symbols of authority
•
teachers
•
scholars
•
parents
•
healers
•
servants
•
priests
•
judges
•
monarchs
•
leaders
•
peasants
•
professional class
•
consumers
•
paid worker
VU20753 Analyse tradition and modernity
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 5
VU20753 Analyse tradition and modernity
Examples of cultural
representations may include
but are not limited to:
Major social and historical
approaches may include but
are not limited to:
A break with tradition in
western culture may include
but is not limited to:
A break with tradition in nonwestern culture may include
but is not limited to:
•
entrepreneurs
•
celebrities
•
teenagers
•
housewives
•
novels
•
scientific papers
•
newspapers
•
media
•
portraiture
•
films
•
stage shows
•
musicals
•
diaries
•
theories of social evolution - Weber, Durkheim, Parsons,
Habermas
•
historicist theory - Marx, Engels, Mao
•
political breaks or changes - French, American or Russian
Revolutions, Nazism, Communism, Fascism
•
artistic or literary movements - Impressionist, Abstract, NeoRealist, Progressive, Modernist, Bloomsbury, Social Realist
and so on
•
colonisation by western powers - China, India, Japan,
Vietnam, Australia, North and South America
•
political revolution - Iran
•
globalisation - Mexico
•
invasion – Palestine, Lebanon, Afghanistan
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the
Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment
section in Section B of the accreditation submission.
Critical aspects for
assessment and evidence
required to assess
competency in this unit
All elements and performance criteria must be met. The following
are the significant abilities required to demonstrate competence :
•
ability to examine the development of contemporary society
from a range of perspectives
•
ability to compare past and present meaningfully
•
ability to use specialised terminology accurately
VU20753 Analyse tradition and modernity
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 6
VU20753 Analyse tradition and modernity
•
Context of and specific
resources for assessment
Method of assessment
ability to support an argument with evidence
Assessment of performance requirements in this unit may be
undertaken in a classroom or other structure learning
environment, informal study settings or workplace. Resources
required include but are not limited to :
•
internet access and printing facilities
•
computers and word processing software
There can be multiple assessment tasks. These can include but
are not restricted to:
•
a portfolio of essays, reports, and reflective writing
•
a collaborative publication by students
•
contributions to threaded discussions or bulletin boards
For the purpose of supporting credit transfer arrangements, it is
recommended that assessment tasks total 7000 words.
VU20753 Analyse tradition and modernity
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 7
VU20753 Analyse tradition and modernity
SECTION C
VU20754
Participate in academic research
VU20753 Analyse tradition and modernity
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 8
22188VIC Diploma of Liberal Arts
VU20754 Participate in academic research
VU20754
Participate in academic research
Unit Descriptor
This unit covers the knowledge and skills required to participate
in academic research activities.
These skills and knowledge can be extended to and underpin
other areas of arts and arts related study.
Employability skills
The required outcomes described in this unit of competency
contain applicable facets of Employability Skills. The
Employability Skills Summary of the qualification in which this
unit of competency is packaged will assist in identifying
Employability Skill requirements.
Application of the
Unit
The skills and knowledge covered in this unit are applied when
studying at a university, specifically when studying the in arts or
related disciplines.
They also apply throughout an individual’s life and affect the
individual’s performance and fulfilment as a functioning member
of a participatory society.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the
essential outcomes of a unit of
competency.
Performance criteria describe the required performance needed
to demonstrate achievement of the element. Where
bold/italicised test is used, further information is detailed in the
required skills and knowledge and/or the range statement.
Assessment of performance is to be consistent with the evidence
guide.
1 Examine a range of research
approaches
1.1 A range of research approaches commonly used in
academic research are examined
1.2 The purposes of each approach are identified
1.3 The strengths and weaknesses of each approach are
compared
1.4 The resources required for each approach are identified
1.5 An appropriate research approach is selected for a chosen
research assignment
2 Develop a viable research
topic
2.1 An area of inquiry within a particular field of study is
identified
2.2 Appropriate scholarly references are identified and a
literature review prepared
2.3 The principal questions in this area of research are
identified
2.4 A specific research question addressing the issue is framed
VU20754 Participate in academic research
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 2
VU20754 Participate in academic research
2.5 A suitable rationale for the planned research is developed
3 Apply a methodology to a
research topic
3.1 Methods used by others to undertake research are
identified
3.2 Legitimate sources are identified and their availability
confirmed
3.3 A research plan and timelines are developed
3.4 Relevant approaches and methodologies are used
3.5 Research is documented and stored appropriately
4. Document and present
research findings
4.1 All research tasks in action plan are completed
4.2 Suitable forms of documentation are determined
4.3 Conventions appropriate to the document type are applied
4.4 All references are cited appropriately
4.5 Any supporting evidence in the form of tables or data are
inserted or attached appropriately
4.6 Presentation is appropriate to document style.
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Skills required
•
read and interpret academic texts
•
use terminology of an academic discipline
•
research and analyse information and arguments within an academic discipline
•
source and cite evidence using the conventions of the academic discipline
•
develop an argument using supportive evidence
•
summarise main points of arguments
•
participate effectively in academic discussion
•
present research findings in an academic form
Knowledge required
•
major research methodologies
•
current academic document formats, styles and conventions
•
the nature of valid evidence
•
effective recording and filing systems
VU20754 Participate in academic research
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 3
VU20754 Participate in academic research
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.
A range of research
approaches may include but
are not limited to:
Resources may include but
are not limited to:
References may include but
are not limited to:
Documentation and storage
of research findings may
include but are not limited to:
•
literature search
•
theoretical analysis
•
interviews
•
case studies
•
action research
•
statistical analysis
•
longitudinal studies
•
data sampling
•
surveys
•
timelines
•
composition of research team
•
expertise of research team
•
library resources
•
availability of relevant published material
•
technological resources
•
availability and extent of expert guidance and support
•
academic texts
•
recent publications in field of study
•
expert reviews and analyses of texts
•
credible internet sources
•
expert witnesses
•
adequate survey sample
•
electronic files
•
hard copy files cross referenced
•
video or audio tapes of interview
•
primary sources eg birth certificates, land deeds,
contemporary publications, eyewitness reports.
VU20754 Participate in academic research
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 4
VU20754 Participate in academic research
Forms may include but are
not limited to:
Conventions of academic
writing may include but are not
limited to:
Presentation of a research
paper may include but is not
limited to:
•
research paper
•
article for professional journal
•
newspaper article
•
academic essay
•
written report
•
electronic presentation
•
website
•
formats
•
writing styles
•
citation conventions eg Harvard style
•
bibliographies or sources list
•
footnotes, end notes
•
grammar
•
technical or specialist vocabulary
•
class paper
•
individual presentation
•
group presentation
•
multimedia presentation
•
publication in journal
•
academic essay
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the
Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment
section in Section B of the accreditation submission.
Critical aspects for
assessment and evidence
required to assess
competency in this unit
Context of and specific
resources for assessment
•
ability to identify relevant sources of evidence
•
ability to establish corroborative evidence
•
ability to support argument with evidence
•
ability to use academic forms and terminology accurately
Assessment of performance requirements in this unit may be
undertaken in a classroom or other structure learning
environment, informal study settings or workplace. Resources
required include but are not limited to :
•
internet access and printing facilities
•
computers and word processing software
VU20754 Participate in academic research
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 5
VU20754 Participate in academic research
Method of assessment
The presentation of a piece of academic research investigating
an area of significance in a field of study or of personal relevance.
Such presentation can include but is not restricted to :
•
class paper to small group of peers
•
individual presentation to a large group
•
group presentation to peers
•
multimedia presentation
•
publication in journal
•
academic essay
In addition elements may be tested during the research period by
verbal or written questioning, contributions to group discussion,
presentation of short reports. For the purpose of supporting
credit transfer arrangements, it is recommended that assessment
tasks total 3500 words.
VU20754 Participate in academic research
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 6
SECTION C
VU20755
Analyse sociological understandings of human relationships
VU20754 Participate in academic research
22188VIC Diploma of Liberal Arts
VU20754 Participate in academic research
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 8
VU20755 Analyse sociological understandings of human relationships
VU20755
Analyse sociological understandings of human
relationships
Unit Descriptor
This unit covers the knowledge and skills required to examine
and explore basic sociological concepts and to apply them to the
study of family relationships, personal or intimate relationships
and relations across different cultures and across history.
These skills and knowledge can be extended to and underpin
other areas of arts and arts related study.
Employability skills
The required outcomes described in this unit of competency
contain applicable facets of Employability Skills. The
Employability Skills Summary of the qualification in which this
unit of competency is packaged will assist in identifying
Employability Skill requirements.
Application of the
Unit
The skills and knowledge covered in this unit are applied when
studying at a university, specifically when studying in the arts or
related disciplines.
They also apply throughout an individual’s life and affect the
individual’s performance and fulfilment as a functioning member
of a participatory society.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the
essential outcomes of a unit of
competency.
Performance criteria describe the required performance needed
to demonstrate achievement of the element. Where
bold/italicised test is used, further information is detailed in the
required skills and knowledge and/or the range statement.
Assessment of performance is to be consistent with the evidence
guide.
1 Examine different forms and
representations of human
relationships
1.1 Different forms of human relationship within a variety of
cultures at different periods of history are described
1.2 A range of sociological concepts used to examine human
relationships is described
1.3 Representations of human relationships within a variety of
cultures at different periods of history are examined
1.4 Problems with transferring sociological concepts across
cultures are examined
1.5 Processes by which a relationship may acquire legitimacy
are described
2 Examine changes in human
relationships in different
cultures
2.1 Changes in the nature and forms of human relationship in
different times and places are identified
2.2 Different interpretations of these changes are compared
VU20755Analyse sociological understandings of human relationships
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 2
VU20755 Analyse sociological understandings of human relationships
2.3 Issues involved in historical interpretations of relationship
are examined
3 Evaluate alternative theories
about the nature of human
relationships
3.1 A range of theories used to analyse human relationships
are identified
3.2 Key propositions of major theories are examined
3.3 Criteria for assessing the applicability of a theory are
established and applied
3.4 The theory is evaluated as it applies to a specific context
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Skills required
•
read and interpret academic texts
•
use terminology of an academic discipline
•
research and analyse information and arguments within an academic discipline
•
distinguish key features and criticisms of major theories within an academic discipline
•
source and cite evidence using the conventions of the academic discipline
•
develop an argument using supportive evidence
•
summarise main points of arguments
•
participate effectively in academic discussion
•
present research findings in an academic form
Knowledge required
•
basic sociological concepts
•
basic sociological theory
•
basic sociological terminology
•
historical changes in social and family forms in western and non-western cultures
•
the impact of colonisation
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.
Forms of human relationship
may include but are not
restricted to :
Formal structures
•
extended families
•
nuclear families
•
single parent families
VU20755Analyse sociological understandings of human relationships
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 3
VU20755 Analyse sociological understandings of human relationships
•
same sex parent families
•
tribal organisations
•
work structures
•
clubs and societies
•
interest groups
•
political parties
Informal structures
A range of concepts may
include but are not restricted
to :
Representations may include
but are not restricted to :
Legitimacy may include but
are not restricted to :
•
friendships
•
heterosexual and homosexual relationships
•
sports crowds
•
networks
•
cultures
•
identities
•
roles
•
value systems
•
norms
•
mores
•
ethos
•
socialization
•
conditioning
•
hierarchy
•
gender
•
class
•
literature
•
film
•
news reporting
•
jokes and urban myths
•
television
•
education
•
religious beliefs
•
monogamy
•
polygamy
•
polyandry
•
extra marital
VU20755Analyse sociological understandings of human relationships
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 4
VU20755 Analyse sociological understandings of human relationships
Changes may include but are
not restricted to :
Interpretations may include
but are not restricted to :
Issues may include but are
not restricted to :
Theories used to analyse
human relationships may
include but are not restricted
to :
Criteria may include but are
not restricted to :
•
de facto
•
family structures
•
number of children
•
households
•
work roles
•
kinship obligations
•
social organisation
•
political forms
•
colonisation
•
neoliberalism
•
household-economics approach
•
demographic approach
•
feminism
•
de-colonisation
•
religious fundamentalism
•
identifying valid sources and witnesses
•
subjective interference and the problem of objectivity
•
language differences
•
acknowledgement of the characteristics of a variety of
sources or literary treatments
•
historical context
•
feminist theories
•
psychological theories
•
socio-economic theories
•
post colonial theories
•
queer theory
•
relevance
•
adequacy of evidence
•
currency
•
political skew
•
adequacy of description
VU20755Analyse sociological understandings of human relationships
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 5
VU20755 Analyse sociological understandings of human relationships
•
anomalies accounted for
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the
Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment
section in Section B of the accreditation submission.
Critical aspects for
assessment and evidence
required to assess
competency in this unit
Context of and specific
resources for assessment
Method of assessment
•
evidence of research into a number of forms of human
relationship
•
use of basic concepts of sociology
•
accurate use of sociological terminology
•
appropriate and accurate citation
•
evidential supporting of assertions
Assessment of performance requirements in this unit may be
undertaken in a classroom or other structure learning
environment, informal study settings or workplace. Resources
required include but are not limited to :
•
internet access and printing facilities
•
computers and word processing software
There can be multiple assessment tasks. These can include but
are not restricted to:
•
a portfolio of essays, reports, and reflective writing
•
a collaborative publication by students
•
contributions to threaded discussions or bulletin boards.
For the purpose of supporting credit transfer arrangements, it is
recommended that assessment tasks total 3500 words.
VU20755Analyse sociological understandings of human relationships
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 6
SECTION C
VU20756
Analyse urban form and culture
VU20755 Analyse sociological understandings of human relationships
22188VIC Diploma of Liberal Arts
VU20755Analyse sociological understandings of human relationships
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 8
VU20756 Analyse urban form and culture
VU20756
Analyse urban form and culture
Unit Descriptor
This unit covers the knowledge and skills required to examine
and explore urbanisation, urban forms and culture and the
impact of these on society.
These skills and knowledge can be extended to and underpin
other areas of arts or arts related study.
Employability skills
The required outcomes described in this unit of competency
contain applicable facets of Employability Skills. The
Employability Skills Summary of the qualification in which this
unit of competency is packaged will assist in identifying
Employability Skill requirements.
Application of the
Unit
The skills and knowledge covered in this unit are applied when
studying at a university, specifically when studying the in arts or
related disciplines.
They also apply throughout an individual’s life and affect the
individual’s performance and fulfilment as a functioning member
of a participatory society.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the
essential outcomes of a unit of
competency.
Performance criteria describe the required performance needed
to demonstrate achievement of the element. Where
bold/italicised test is used, further information is detailed in the
required skills and knowledge and/or the range statement.
Assessment of performance is to be consistent with the evidence
guide.
1 Examine urbanisation in a
range of contexts
1.1 Essential terms of urban study are defined
1.2 Factors influencing location of urban centres are identified
1.3 Key features of an urban centre are examined
1.4 The historical development of a number of urban centres to
the present day are examined
1.5 The growth and nature of the megalopolis is described
1.6 Alternative theories concerning the development of urban
centres are compared
2 Evaluate the factors which
influence the development of
urban form
2.1 The term urban form is defined
2.2 A variety of explanations of urban form and development
are compared
2.3 The various factors which contribute to the development of
urban form are examined
VU20756 Analyse urban form and culture
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 2
VU20756 Analyse urban form and culture
2.4 The various factors which contribute to the development of
urban form are assessed for comparative importance
3 Examine a range of aspects
of urban culture
3.1 The principal characteristics of urban culture are
examined
3.2 The explanations of urban form and development are
examined
3.3 The expression of urban culture is compared across two or
more cities
3.4 Reasons for differing forms of expression are examined.
4 Analyse the impact of urban
form and culture on urban
dwellers
4.1 The impact that urban forms may have on urban dwellers
is analysed
4.2 The impact of various cultural forms on urban dwellers is
analysed
4.3 A variety of theories concerning the relationship between
urban form and culture are described
4.4 A number of futures for urban form and culture are
described
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Skills required
•
read and interpret academic texts
•
use terminology of an academic discipline
•
research and analyse information and arguments within an academic discipline
•
distinguish key features and criticisms of major theories within an academic discipline
•
source and cite evidence using the conventions of the academic discipline
•
develop an argument using supportive evidence
•
summarise main points of arguments
•
participate effectively in academic discussion
•
present research findings in an academic form
Knowledge required
•
theories of the origins and development of urbanisation
•
characteristics of a range of urban forms
•
characteristics of a range of urban cultures
•
contemporary theories of the impact of urban culture and forms on urban dwellers
VU20756 Analyse urban form and culture
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 3
VU20756 Analyse urban form and culture
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.
Essential terms may include
but are not limited to:
The megalopolis may include
but is not limited to :
Alternative theories may
include but are not limited to :
Urban form may include but is
not limited to :
•
settlement
•
village
•
city-state
•
metropolis
•
conurbation
•
suburb
•
the American urban complex stretching from Boston to
Washington (Jean Gottmann)
•
huge urban regions formed by chains of metropolitan areas
•
Chicago school theorists
•
Weberian theorists
•
Lewis Mumford
•
Marxist theorists – David Harvey, Manuel Castells
•
Feminist theorists – Leslie Weisman, Jane Jacobs
•
traditional city
•
satellite town
•
garden city
•
suburban development
•
urban village
•
urban renewal form
•
megalopolis
The principal characteristics
•
may include but are not limited
to :
•
architecture
public art
•
graffiti
•
street life
•
suburbia
•
shopping malls
•
transport systems
VU20756 Analyse urban form and culture
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 4
VU20756 Analyse urban form and culture
Explanations may include but
are not limited to:
Impact may include but is not
limited to :
•
leisure activities
•
sociological theorists - Durkheim. Weber, Marx,
•
Chicago school
•
Georg Simmel
•
Louis Wirth
•
new urban sociologists - eg David Harvey, Warde and
Savage, Manuel Castells
•
post-modern urban theorists - eg Dolores Hayden, Sharon
Zukin, Edward Soja
•
community
•
identity
•
power
•
consumption
•
gender and class.
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the
Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment
section in Section B of the accreditation submission.
Critical aspects for
assessment and evidence
required to assess
competency in this unit
Context of and specific
resources for assessment
Method of assessment
•
evidence of research into the causes of urbanisation
•
ability to detect and discuss urban form and urban culture
•
accurate use of terminology
•
appropriate and accurate citation
•
ability to support an argument with evidence
Assessment of performance requirements in this unit may be
undertaken in a classroom or other structured learning
environment, informal study settings or workplace. Resources
required include but are not limited to :
•
internet access and printing facilities
•
computers and word processing software
There can be multiple assessment tasks. These can include but
are not restricted to:
•
a portfolio of essays, reports, and reflective writing
•
a collaborative publication by students
•
contributions to threaded discussions or bulletin boards
VU20756 Analyse urban form and culture
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 5
VU20756 Analyse urban form and culture
For the purpose of supporting credit transfer arrangements, it is
recommended that assessment tasks total 3500 words.
VU20756 Analyse urban form and culture
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 6
SECTION C
VU20757
Analyse theories of the self
VU20756 Analyse urban form and culture
22188VIC Diploma of Liberal Arts
VU20756 Analyse urban form and culture
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 8
VU20757 Analyse theories of the self
VU20757
Analyse theories of the self
Unit Descriptor
This unit covers the knowledge and skills required to apply and
critique theories of human personality in a range of contexts.
These skills and knowledge can be extended to and underpin
other areas of arts and arts related study.
Employability skills
The required outcomes described in this unit of competency
contain applicable facets of Employability Skills. The
Employability Skills Summary of the qualification in which this
unit of competency is packaged will assist in identifying
Employability Skill requirements.
Application of the
Unit
The skills and knowledge covered in this unit are applied when
studying at a university, specifically when studying the in arts or
related disciplines.
They also apply throughout an individual’s life and affect the
individual’s performance and fulfilment as a functioning member
of a participatory society.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the
essential outcomes of a unit of
competency.
Performance criteria describe the required performance needed
to demonstrate achievement of the element. Where
bold/italicised test is used, further information is detailed in the
required skills and knowledge and/or the range statement.
Assessment of performance is to be consistent with the evidence
guide.
1 Analyse the major theories of
human personality
1.1 A range of theories used to explain human personality are
described
1.2 Key features of the range of theories are compared
1.3 Methodologies or forms of inquiry associated with different
theories are outlined
1.4 The relationship between a theory and related views and
values in its surrounding culture are analysed
2 Analyse the application of
theories in a range of contexts
2.1 Situations where theories of human personality are applied
are identified
2.2 The techniques of application are explained
2.3 The relation between a specific application and its
contextual cultural values is explained
2.4 The limits and ethical constraints associated with
applications are analysed
3 Evaluate the application of
different theories
3.1 The element(s) of different cases relevant to analysis are
identified
VU20757 Analyse theories of the self
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 2
VU20757 Analyse theories of the self
3.2 The issues in different cases are explained using a range of
theories
3.3 The alternative courses of actions that might be prescribed
by different theorists are described
3.4 Criteria for assessing the application of different theories
are formulated
3.5 The application of specific theories is assessed using the
criteria.
4 Examine critiques of major
theories of human personality
4.1 A number of critiques of major theories are identified.
4.2 Deficiencies within a theory identified by the critiques are
examined
4.3 Problems associated with the application of specific
theories are identified.
4.4 The role of major theories within contemporary culture is
examined using critiques as a guide.
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Skills required
•
read and interpret academic texts
•
use terminology of an academic discipline
•
research and analyse information and arguments within an academic discipline
•
distinguish key features and criticisms of major theories within an academic discipline
•
source and cite evidence using the conventions of the academic discipline
•
develop an argument using supportive evidence
•
summarise main points of arguments
•
participate effectively in academic discussion
•
present research findings in an academic form
Knowledge required
•
a number of theories of human personality
•
a number of critiques of theorists
•
basic therapeutic situations
•
basic features of cases presenting for therapy
•
Academic conventions of presentation and citation
VU20757 Analyse theories of the self
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 3
VU20757 Analyse theories of the self
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.
Theories may include but are
not limited to:
Views and values may
include but are not limited to:
Application may include but
are not limited to:
•
traditional theories within western and eastern religions;
classical Greek philosophy
•
psychoanalytic theories - for example Freud, Jung, Erikson,
Horney, Klein
•
behaviourist/learning theories - for example Skinner, Bandura
•
humanist theories - for example Rogers, Maslow, Gilligan
•
cognitive theories - for example Ellis, Beck
•
sociological view
•
socio-biological view
•
trait theory
•
rationalism, democracy
•
scientific thought
•
industrialisation
•
gender roles
•
ethics
•
evolution
•
Marxism
•
technological revolution
•
post-modern discourse
•
traditions and methods of inquiry
•
religious values
•
child rearing
•
socialisation
•
education through teaching practices, discipline, course
content
•
work through work practices, organisation, management
•
media through advertising, film, literature, art, music, popular
music
•
therapy - behaviour modification, psychotherapy, cognitive
emotive therapy
VU20757 Analyse theories of the self
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 4
VU20757 Analyse theories of the self
Critiques may include but are
not limited to:
•
rehabilitation programs
•
marriage counselling eg. marriage, family, vocational,
bereavement
•
modernist critiques of traditional and religious views of human
personality
•
feminist critiques
•
critiques from within psychology
•
critiques from other disciplines - sociology, philosophy,
religion
•
postmodern critiques
•
humanist critiques
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the
Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment
section in Section B of the accreditation submission.
Critical aspects for
assessment and evidence
required to assess
competency in this unit
Context of and specific
resources for assessment
Method of assessment
•
ability to distinguish key characteristics of major theories of
human personality
•
ability to identify criticisms of major theories
•
ability to suggest how a theory might be applied in practice
•
ability to present argument logically and supported by
evidence
•
ability to use terminology of the discipline accurately
The assessment of performance requirements in this unit may be
undertaken in a classroom or other structure learning
environment, informal study settings or workplace. Resources
required include but are not limited to :
•
internet access and printing facilities
•
computers and word processing software
There can be multiple assessment tasks. These can include but
are not restricted to:
•
a portfolio of essays, reports, and reflective writing
•
a collaborative publication by students
•
contributions to threaded discussions or bulletin boards.
For the purpose of supporting credit transfer arrangements, it is
recommended that assessment tasks total 3500 words.
VU20757 Analyse theories of the self
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 5
SECTION C
VU20758
Analyse literary texts and genres
VU20757 Analyse theories of the self
22188VIC Diploma of Liberal Arts
VU20757 Analyse theories of the self
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 7
VU20758 Analyse literary texts and genres
VU20758
Analyse literary texts and genres
Unit Descriptor
This unit develops the knowledge and skills required to analyse
texts from a range of genres and use a range of critical tools.
These skills and knowledge can be extended to and underpin
other areas of arts and arts related disciplines.
Employability skills
The required outcomes described in this unit of competency
contain applicable facets of Employability Skills. The
Employability Skills Summary of the qualification in which this
unit of competency is packaged will assist in identifying
Employability Skill requirements.
Application of the
Unit
The knowledge and skills covered in this unit will be applied
when studying across a wide range of arts and arts-related
disciplines
They also apply throughout an individual’s life and affect the
individual’s performance and fulfilment as a functioning member
of participatory society.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the
essential outcomes of a unit of
competency.
Performance criteria describe the required performance needed
to demonstrate achievement of the element. Where
bold/italicised test is used, further information is detailed in the
required skills and knowledge and/or the range statement.
Assessment of performance is to be consistent with the evidence
guide.
1 Examine the relationship
between a range of texts and
the contexts in which they are
produced and read
1.1 Basic methods of textual analysis are examined and
applied
1.2 Conventions and features that establish textual authority
are examined across a range of texts and genres
1.3 The ideological basis of textual authority is examined
across a range of texts and genres
1.4 Challenges and reinterpretations of the conventions and
authority of texts are examined
1.5 The relationship between texts and readers are examined
from a range of perspectives
2 Analyse the relationship
between genres and their
cultural context
2.1 Texts from a range of genres are examined and key
features of different genres are analysed
2.2 Genre conventions including class, gender and ethnicity are
examined.
2.3 The relationship between genres and cultural values are
analysed
VU20758 Analyse literary texts and genres
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 2
VU20758 Analyse literary texts and genres
2.4 Ways in which texts subvert readers’ expectations and
challenge values are examined
3 Analyse differing
interpretations of texts from a
range of theoretical
perspectives
3.1 The terms discourse and discourse analysis are explained
3.2 A range of discourses and their underpinning values are
compared
3.3 Differing interpretations of a text are compared
3.4 The relationship between different interpretations and
cultural values in texts are analysed
3.5 The relationship between different interpretations and the
discourses in which the text operates are analysed
3.6 The relationships between textual interpretations and
culture are analysed
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Skills required
•
read and interpret academic texts
•
use terminology of an academic discipline
•
research and analyse information and arguments within an academic discipline
•
distinguish key features and criticisms of major theories within an academic discipline
•
source and cite evidence using the conventions of the academic discipline
•
develop an argument using supportive evidence
•
summarise main points of arguments
•
participate effectively in academic discussion
•
present research findings in an academic form
Knowledge required
•
basic knowledge of genres
•
use of the term 'text' in literary and cultural studies
•
basic theoretical approaches and methods of textual criticism
•
terminology of literary and cultural studies
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.
VU20758 Analyse literary texts and genres
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 3
VU20758 Analyse literary texts and genres
Textual authority may be
established but is not limited
to:
A text may include but is not
limited to:
Genres may include but are
not limited to:
Discourse may include but
are not limited to:
•
language/accent, clothes dress
•
religion
•
gender
•
ethnicity
•
authority figures
•
film
•
oral narrative
•
theatre
•
dance
•
paintings
•
writing
•
computer games
•
television programs
•
literary works
•
westerns
•
chick lit
•
crime
•
horror
•
gothic
•
war
•
epic
•
science fiction
•
adventure
•
fantasy
•
historical
•
Marxist
•
structuralist
•
feminist
•
postmodern
•
colonialist
•
post colonialist
•
Leavisite
VU20758 Analyse literary texts and genres
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 4
VU20758 Analyse literary texts and genres
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the
Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment
section in Section B of the accreditation submission.
Critical aspects for
assessment and evidence
required to assess
competency in this unit
Context of and specific
resources for assessment
Method of assessment
•
ability to discuss abstract theories with application to texts
•
ability to research and distinguish key characteristics of a
range of interpretations
•
ability to present argument logically and supported by
evidence
•
ability to use terminology accurately
Assessment of performance requirements in this unit may be
undertaken in a classroom or other structured learning
environment, informal study settings or workplace. Resources
required include but are not limited to :
•
internet access and printing facilities
•
computers and word processing software
There can be multiple assessment tasks. These can include but
are not restricted to:
•
a portfolio of essays, reports, and reflective writing
•
active participation in discussions/debates
•
oral presentation
•
group presentation
•
multimedia presentation
Assessment should be ongoing and afford opportunities for representation. For the purpose of supporting credit transfer
arrangements, it is recommended that assessment tasks total
3500 words.
VU20758 Analyse literary texts and genres
© State of Victoria
22188VIC Diploma of Liberal Arts
Version 1, December 2011
Page 5