22182VIC Certificate IV in Tertiary Preparation
Version 2, 2014
Th e co u r se h as b e e n accr e d it e d u n d e r Par t s 4.4 an d 4.6 o f t h e Ed u cat i o n an d t r ain in g
Re f o r m Act
2006. It h as b e e n e n t e r e d o n t h e State Register of Accredited Courses and Recognised
Qualifications an d t h e National Register. Accredited
for the period 1 July 2011 to 30 June 2016
Victorian Registration and Qualifications Authority
Document Status:
This document is an exact copy of the document which is listed on the State Register of Accredited Courses
and Recognised Qualifications and the National Register Version 1: Accredited from 1 July 2011 to 30 June
2016
© State of Victoria (Department of Education and Early Childhood Development) 2011.
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 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 loss or damage (including indirect, special or consequential loss or damage) arising from
the use of, or reliance on the information contained herein, whether caused or not by any negligent
act or omission. If any law prohibits the exclusion of such liability, DEECD limits its liability to the
extent permitted by law, for the resupply of the information.
Third party sites
This resource may contain links to third party websites and resources. DEECD is not responsible
for the condition or content of these sites or resources as they are not under its control.
Third party material linked from this resource is subject to the copyright conditions of the third
party. Users will need to consult the copyright notice of the third party sites for conditions of usage.
Version History
Version 2
Copyright Owner contact details updated
The following imported units update to the most current version
Version 2
Version 1
BSB07 Business Services Training
Package
BSB07 Business Services Training
Package
BSBPMG522A Undertake project work
BSBPMG510A Manage projects
CUV11 Visual Arts, Craft and Design
Training Package
CUV03 Visual Arts Craft and Design
Training Package
CUVPRP404A Develop self as artist
CUVPRP01B Develop self as artist
CUVDRA301A Produce drawings
CUVVSP15B Produce drawings
CUVPAI301A Produce paintings
CUVVSP35B Produce paintings
CUVPHI520A Produce an innovative
presentation of professional work
CUVPHI505A Produce an innovative
presentation of professional work
22219VIC Certificate III in Science
21857VIC Certificate III in Science
VU21058 Use a range of techniques to
solve mathematical problems
VPAU073 Use a range of techniques to
solve mathematical problems
22258VIC Certificate IV in EAL
(Further Study)
21940VIC Certificate IV in ESL (Further
Study).
VU21513 Use critical reading and writing
skills for further study
VPAU533 Use a range of critical reading
and writing skills for further study
22187VIC Certificate IV in Liberal Arts
21793VIC Certificate IV in Liberal Arts
VU20746 Apply essential further study
skills
VBQU226 Apply essential further study
skills
Table of Contents
Section A: Copyright and course classification information ....................................... 7
1.
2.
3.
4.
5.
6.
7.
8.
Copyright owner of the course ................................................................................................................ 7
Address ................................................................................................................................................... 7
Type of submission ................................................................................................................................. 7
Copyright acknowledgement .................................................................................................................. 7
Licensing and franchise .......................................................................................................................... 8
Course accrediting body ......................................................................................................................... 8
AVETMISS information ........................................................................................................................... 8
Period of accreditation ............................................................................................................................ 8
Section B: Course Information ..................................................................................... 11
1.
2.
3.
4.
5.
6.
7.
8.
9.
Nomenclature........................................................................................................................................ 11
Vocational or educational outcomes of the course ............................................................................... 11
Development of the course ................................................................................................................... 11
3.1
Industry/ enterprise/ community needs ................................................................................ 11
3.2
Review for reaccreditation .................................................................................................... 14
Course outcomes .................................................................................................................................. 16
Course rules.......................................................................................................................................... 18
Assessment .......................................................................................................................................... 21
Delivery ................................................................................................................................................. 24
Pathways and articulation ..................................................................................................................... 25
Ongoing monitoring and evaluation ...................................................................................................... 26
Appendix A..................................................................................................................... 27
Employability Skills Summary............................................................................................................ 27
Appendix B ..................................................................................................................... 28
Skills and Knowledge profile.............................................................................................................. 28
Section C: Unit Information .......................................................................................... 31
SECTION
A
Copyright and course classification
information
22182VICCertificate IV in Tertiar y Preparation
Section A: Copyright and course classification information
1. Copyright owner of
the course
Copyright of this document is held by the Department of Education
and Early Childhood Development, Victoria.
© State of Victoria
Day to day contact:
Service Industries Curriculum Maintenance Manager - General
Studies and Further Education
Victoria University
PO Box 14428
Melbourne VIC 8001
Tel: 03 9919 5300
Tel: 03 9919 5302
Email: sicmm.generalstudies@vu.edu.au
2. Address
Department of Education and Early Childhood Development
Executive Director,
Training Participation and Facilitation Division,
GPO Box 4367
Melbourne 3001
3. Type of submission
The 22182VIC Certificate IV in Tertiary Preparation is submitted for
re-accreditation replacing 21695VIC Certificate IV in Further
Education and 21696VIC Diploma of Further Education.
4. Copyright
acknowledgement
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) 2011
The following units of competency have been imported from endorsed
Training Packages administered by the Commonwealth of Australia
and can be accessed from the national register at
http://training.gov.au
© Commonwealth of Australia
BSB07 Business Services Training Package:

BSBPMG522A Undertake project work

BSBCMM401A Make a presentation

BSBITU404A Produce complex desktop published documents

BSBITU304A Produce spreadsheets
CUV11 Visual Arts Craft and Design Training Package:

CUVPRP404A Develop self as artist

CUVDRA301A Produce drawings

CUVPAI301A Produce paintings

CUVPHI520A Produce an innovative presentation of
professional work
PSP11 Public Sector Training Package:
Section A: Copyright and course classification information
© State of Victoria
Version 2, 2014
22182VIC Certificate IV in Tertiary Preparation
Page 7
22182VICCertificate IV in Tertiar y Preparation

PSPGOV406B Gather and analyse information
TLI10 Transport and Logistics Training Package:

TLIE4013A Apply workplace statistics
Copyright of the following units of competency is administered by the
Department of Education and Early Childhood Development Victoria.
© State of Victoria:
5. Licensing and
franchise

VU20746 Apply essential further study skills from 22187VIC
Certificate IV in Liberal Arts

VU21058 Use a range of techniques to solve mathematical
problems from the 22219VIC Certificate III in Science

VU21513 Use critical reading and writing skills for further
study from the 22258VIC Certificate IV in EAL (Further Study).
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 the, 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
6. Course accrediting
body
Victorian Registration and Qualifications Authority
Tel: 03 9637 2806
Website www.vrqa.vic.gov.au
7. AVETMISS
information
Classification codes for:
ANZSCO code:
(Australian and New Zealand
Standard Classification of
Occupations)
Not applicable.
ANZSIC code:
8. Period of
accreditation
(Australia and New Zealand
Standard Industrial
Classification - industry type)
8432 Technical and Further
Education.
ASCED code – 4 digit
(Field of Education)
1201 General Education
Programs.
National course code
22182VIC
1 July 2011 to 30 June 2016
Section A: Copyright and course classification information
© State of Victoria
Version 2, 2014
22182VIC Certificate IV in Tertiary Preparation
Page 8
SECTION
B
Course Information
22182VIC
Certificate IV in Tertiary Preparation
22182VIC Certificate IV in Tertiar y Preparation
Section B: Course Information
1. Nomenclature
Standard 1 for Accredited Courses
1.1 Name of the
qualifications
Certificate IV in Tertiary Preparation
1.2 Nominal duration of
the courses
380 – 710 hours
2. Vocational or
Standard 1 for Accredited Courses
educational outcomes of
This is a preparatory course which provides the skills and knowledge
the course
to develop study and academic skills to access tertiary education
and training pathways. Australia’s tertiary education sector
comprises higher (university) education and vocational education
and training (VET). Source: Tom Karmel Australia’s tertiary
education sector (NCVER) 2003.
Completion of the course enables a number of pathway outcomes
including:

vocational study at the same or higher AQF level

higher education undergraduate programs

further study options such as the Diploma of Liberal Arts
The term ‘Tertiary Studies’ as used within the context of this
submission refers to both higher education and higher level
vocational (VET) courses of study. Such courses of study have their
own entry requirements and this course is not intended to either
replace those requirements or to guarantee access to individual
courses of study, However in undertaking this course students will
be better prepared for future training and education options.
The following summarises possible further study outcomes for the
course. Units from the qualification may be incorporated into industry
training as electives to support skills development within Certificate
IV or Diploma qualifications.
Certificate IV in Tertiary
Preparation
Vocational qualifications such as
Certificate IV, Diploma, Advanced
Diploma
Higher education degree courses
3. Development of the
course
3.1 Industry/ enterprise/
community needs
Standard 1 and 2 for Accredited Courses
21695VIC Certificate IV in Further Education and 21696VIC Diploma
of Further Education were first accredited in 1999 specifically to
provide an alternative pathway for adults returning to study. Both
qualifications were re-developed in 2005. The course outcomes for
the 21695VIC Certificate IV focus on entry to a Diploma level
vocational course or entry to the Diploma of Further Education. The
21696VIC Diploma of Further Education focuses on entry to tertiary
studies. Enrolment data shows there has been steady interest in the
Section B Course information
© State of Victoria
Version 2, 2014
22182VIC Certificate IV in Tertiary Preparation
Page 11
22182VIC Certificate IV in Tertiar y Preparation
qualifications (2007 - 105 students; 2008 - 158 students: 2009 131). Of the two qualifications, the 21696VIC Diploma of Further
Education was more widely used and was largely concentrated in
the TAFE sector. In 2011 4 RTOs had the 21695VIC Certificate IV in
Further Education on scope and 5 RTOs had the 21696VIC Diploma
of Further Education on scope.
During the period of accreditation ongoing course monitoring was
conducted using feedback from providers. This was used as
background in an initial report to ACFE in December 2009 on the
need to review the qualifications in particular the entry requirements,
the course flexibility and the relationship between the qualifications
and other general studies curricula. In 2010 ACFE funded an initial
Research phase which was conducted by the CMM General Studies
and Further Education and reported to ACFE on 27 May 2010. The
report found there is a continuing need for a qualification which
includes the skills and knowledge required by specific learner groups
to enhance their further education prospects. In particular, there is a
need to provide a pathway for those who have not studied for some
years and who do not meet entry requirements such as a senior
secondary certificate to access higher level qualifications.
State Government policy encourages the development of sound
foundation skills to enable learners to access higher qualifications
such as Diploma and Advanced Diploma level VET qualifications to
meet industry demand for a qualified workforce. ACFE policy
outlined in A stronger ACFE: delivering skills for Victoria states that
'ACE organisations ….will design and deliver a range of innovative
programs across the qualification levels…’ The Council of Australian
Governments (COAG) Compact with Young Australians aims to
increase the number of young people with higher qualifications with
a target of 90% of young people attaining year 12 or equivalent by
2015. The Bradley review, undertaken for the Commonwealth
Department of Education, Employment and Workplace Relations,
identifies a target for the proportion of the population that has
attained a higher education qualification by 2020. The target
proposed is that 40 per cent of 25 - to 34-year-olds will have attained
at least a bachelor-level qualification by 2020. It also states that
’Another important target is one to ensure that those from
disadvantaged backgrounds aspire to and are able to participate in
Higher Education. By 2020, 20 per cent of undergraduate
enrolments in Higher Education should be students from low socioeconomic backgrounds’
Recent research into participation in VET and higher education
argues that ‘it is of enormous importance that opportunities are
created to enable... [socially and educationally disadvantaged
mature learners]...to enter university and succeed. Alternative entry
programs...create such opportunities’ (Stone, C. ‘Listening to
individual voices and stories—the mature age student experience’,
Australian Journal of Adult Learning, 48(2):263–290. 2008).
An alternative qualification which incorporates the skills and
knowledge required to return to study and access further education
opportunities needs to take into account the study skills or ‘study
competence’ required by learners who have been out of education
for some time, including learning technology skills. This qualification
Section B Course information
© State of Victoria
Version 2, 2014
22182VIC Certificate IV in Tertiary Preparation
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22182VIC Certificate IV in Tertiar y Preparation
provides the base knowledge and skills which are needed to access
and participate in higher level qualifications. Consideration of
available qualifications indicates there are no Training Package
qualifications which provide further study skills competencies. The
Certificate IV and Diploma of Liberal Arts qualifications provide
pathway into arts / psychology whereas the Further Education
curriculum has a broader focus for both higher level VET and higher
education pathways.
A course development Project Steering Committee was established
to guide the re-accreditation of the Certificate IV in and Diploma of
Further Education into the renamed single qualification covering all
competencies: the 22182VIC Certificate IV in Tertiary Preparation.
The new course title was selected to more accurately reflect the
competencies and course purpose. Members of the PSC comprised:
Kate Chanock,
Chair
Associate Professor
in Academic
Language and
Learning
La Trobe University
Kanchana
Jayasuriya
Coordinator:
Academic Transition
Victoria University
Julianne Krusche
Head, Department
of Humanities and
Further Education
School of Human
Services
SMB Campus
University of Ballarat
Nick Montgomery
Further Education
teacher
Diversitat, Geelong
Baia Tsakouridou
Student Affairs
Coordinator
English and Further
Study
School of Education
RMIT University
Anne Cosentino
Director Vocational
Pathways, Chisholm
Institute
Chisholm Institute
Three PSC Meetings were held on

29 November 2010

4 April 2011

16 May 2011
Section B Course information
© State of Victoria
Version 2, 2014
22182VIC Certificate IV in Tertiary Preparation
Page 13
22182VIC Certificate IV in Tertiar y Preparation
3.2 Review for
reaccreditation
Standards 1 and 2 Accredited Courses
The intended purpose of the qualification has been to provide a
range of study skills and knowledge to access further study
pathways, and subject specific skills and knowledge.
The review of the current qualifications undertook to:

determine if there was a need for both qualifications. During
consultation and development it was identified that the needs
of learners undertaking the two existing courses could be
addressed in the re-development of a flexible Certificate IV
qualification. The Certificate IV provides a suitable entry point
and exit point for learners preparing to enter tertiary study.

examine the current qualifications framework to establish
whether a more flexible restructure was appropriate

examine educational outcomes of the course including
updating study skills competencies to meet current
requirements

identify ways to strengthen the relationship between this
course and vocational courses to provide more options for
participants to build qualifications and pathways to
‘mainstream’ vocational qualifications.
The methodology used in the project included the following:

analysis of enrolment figures across 2007, 2008 and 2009

ACFE area managers consultation 11/3/2010

provider online survey

provider focus group 19/4/2010

telephone interviews with ACE providers

desktop review of literature and ACFE, state and
commonwealth policy

research into tertiary entry requirements for mature aged
students

mapping of Further Studies skills across General Studies and
Further Education qualifications using the Australian Core
Skills Framework as a benchmark.

review of Training Package units.
The review, overseen by the Project Steering Committee determined
that the current core / elective structure be retained but with
expanded elective options to broaden areas of focus and with
greater flexibility and choice. Units from the two qualifications were
reviewed and redeveloped to include updated and new skills. Three
new units for oral communication skills, collaborative learning and
online learning have been added. The mapping of units to the ACSF
was used to select units at an appropriate level, and to revise
content in the current units. A new unit to include online research
skills needed to be developed as the replacement unit in the BSB07
Business Skills Training Package describes research skills for
business. The new unit includes skills and knowledge with a broad
Section B Course information
© State of Victoria
Version 2, 2014
22182VIC Certificate IV in Tertiary Preparation
Page 14
22182VIC Certificate IV in Tertiar y Preparation
application.
Transition arrangements:
Enrolments in the 22182VIC Certificate IV in Tertiary Preparation
may commence at any time from the beginning date of the
accreditation period, that is, 1st July 2011. There is a transition
period from this date in which learners may be enrolled in the
21695VIC Certificate IV in Further Education / 21696VIC Diploma of
Further Education or the new qualification. There must be no
enrolments in the 21695VIC Certificate IV in Further Education or
21696VIC Diploma of Further Education after the expiry date (30
June 2012).
Students are able to complete the 21695 VIC Certificate IV in Further
Education / 21696 Diploma of Further Education or units in which
they are enrolled beyond that date, provided they are enrolled before
30 June 2012. Wherever possible, training providers should give
currently enrolled students the opportunity to transfer to the most
recent qualification.
This course replaces and is deemed equivalent to the 21695VIC
Certificate IV of Further Education and the 21696VIC Diploma of
Further Education.
Learners who have partially completed units within either 21695VIC
Certificate IV in Further Education and the 21696VIC Diploma of
Further Education may be eligible for recognition of their prior
learning.
The table below lists the units from the 22182VIC Certificate IV in
Tertiary Preparation and describes their relationship to superseded
units from the 21695VIC Certificate IV in Further Education and the
21696VIC Diploma of Further Education where this relationship
exists. This may also assist Registered Training Organisations
(RTOs) with implementing RPL processes for learners who have
undertaken all or part of these existing qualifications, where these
learners are seeking to transfer to the new qualification.
Section B Course information
© State of Victoria
Version 2, 2014
22182VIC Certificate IV in Tertiary Preparation
Page 15
22182VIC Certificate IV in Tertiar y Preparation
Replaced unit
22182VIC Certificate IV in
Tertiary Preparation
Credit transfer or recognition in
part.
Unit Code
Unit Title
Unit Code
Unit Title
VBP712
Prepare for
Further Study
VU20760
Set study
goals and
plan
education
pathway
Partial equivalence- The scope of the
new unit now includes additional
outcomes related to implementing a
study pathway plan and writing an
impact statement
VBP713
Set Goals and
Plan Study
Pathways
VU20760
Set study
goals and
plan
education
pathway
Partial equivalence- The scope of the
new unit now includes additional
outcomes related to design,
implementation, presentation and
collaborative review of a study
pathway plan. It also includes the
construction of an impact statement.
VBP714
Prepare for
Tertiary
Research and
Study
VU20761
Prepare for
tertiary
reading and
writing
Partial equivalence- The scope of the
new unit now includes additional
outcomes related to range of
academic genres and application of
analytical and critical thinking skills
VU20762
Communicat
e verbally in
a further
study context
New unit
VU20763
Participate in
collaborative
learning
New unit
Conduct online
research
VU20764
Conduct
online
research for
further study
New unit
Preparing
Portfolios and
Applications
VU20765
Prepare a
portfolio and
application
Partial equivalence- The scope of the
new unit now includes additional
outcomes in element 3 focusing on
responding to questions about the
portfolio and providing a response to
feedback.
VU20766
Participate in
online
collaborative
learning
New unit
BSBEBUS401A
VBP714
The new unit focuses on the online
research process in the further study
context rather than using online
research to prepare business reports
Section B Course information
© State of Victoria
Version 2, 2014
22182VIC Certificate IV in Tertiary Preparation
Page 16
22182VIC Certificate IV in Tertiar y Preparation
4. Course outcomes
4.1 Qualification level
Standards 1 and 2 for Accredited Courses
The 22182VIC Certificate IV in Tertiary Preparation 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. Depending on the
elective choices, graduates will develop specialised skills and
knowledge which meet AQF level 4 outcomes.
Knowledge

Graduates of a Certificate IV will have broad factual,
technical and theoretical knowledge in a specialized field of
work and learning incorporating some theoretical concepts
through completion of academic verbal and written
communication research tasks
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 from a variety of sources to
prepare for tertiary reading and writing through the
acquisition of critical thinking skills, academic reading and
writing and referencing skills

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 through pathway planning,
application of critical thinking in academic tasks and planning
research

specialist technical skills to complete routine and non-routine
tasks and functions such as using technology to engage in
online research 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 and using verbal and written
communication skills in a variety of academic contexts to
present research
Application of knowledge and skills
Graduates of a Certificate IV will demonstrate the application of
knowledge and skills:

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
setting goals, planning and reviewing a study pathway in a
selected tertiary field and working independently on
academic tasks
Section B Course information
© State of Victoria
Version 2, 2014
22182VIC Certificate IV in Tertiary Preparation
Page 17
22182VIC Certificate IV in Tertiar y Preparation

4.2 Employability skills
with limited responsibility for the quantity and quality of the
output of others in a team within limited parameters through
working collaboratively on academic tasks including using
teamwork skills, allocating tasks and using problem solving
skills as well as through peer evaluation and online
collaboration tasks in an academic context
Standard 4 for Accredited Courses
This course has been mapped to a national Employability Skills
Framework. A summary of the Employability Skills that are reflected
in the course is included in Appendix A
4.3 Recognition given to Standard 5 for Accredited Courses
the course (if
Not applicable
applicable)
4.4 Licensing/regulatory Standard 5 for Accredited Courses
requirements (if
Not applicable
applicable)
5. Course rules
Successful completion of the 22182VIC Certificate IV in Tertiary
Preparation requires the successful completion of 10 units:

5 core units

5 elective units as follows:
A maximum of 2 elective units may be selected from Group A
Electives - accredited curriculum to support skills development in a
particular area, for example literacy, ESL or indigenous, science or
numeracy units. Accredited curriculum units may be selected from
the electives listed in this qualification or from any accredited
curriculum.
A minimum of 3 elective units must be selected from Group B
Electives - nationally endorsed Training Packages and related to
one or more specific industries, for example: visual art, design,
photography, multimedia or performance arts; information
technology, business services; engineering or other relevant fields.
Training Package units may be selected from the elective units listed
in this qualification or from any nationally endorsed Training
Package.
Elective units must be selected from:

units not previously completed

units first packaged in Certificate III, Certificate IV or Diploma
qualifications in endorsed Training Packages or accredited
curricula. Note: no more than 2 units first packaged at
Certificate III and no more than 2 units first packaged at
Diploma level may be selected for inclusion in the
qualification.
Selection of electives must reflect the integrity and intent of the
qualification.
When selecting elective units of competency imported from a
Training Package, the RTO does not need to have the parent
Section B Course information
© State of Victoria
Version 2, 2014
22182VIC Certificate IV in Tertiary Preparation
Page 18
22182VIC Certificate IV in Tertiar y Preparation
Training Package on their Scope of Registration, unless they are
advertising and delivering them separately. When delivering and
assessing Training Package units, RTOs must follow the
assessment guidelines in the parent Training Package.
Where the course is not completed, a Statement of Attainment will
be issued for any completed units.
Section B Course information
© State of Victoria
Version 2, 2014
22182VIC Certificate IV in Tertiary Preparation
Page 19
22182VIC Certificate IV in Tertiar y Preparation
5.1 Course structure
22182VIC Certificate IV in Tertiary Preparation
Unit of
competency
code
Field of
Education
code
Unit of competency title
Prerequisite
Nominal
hours
Core units
VU20760
120199
Set study goals and plan
education pathway
nil
40
VU20761
120199
Prepare for tertiary reading and
writing
nil
80
VU20762
120199
Communicate verbally in a
further study context
nil
40
VU20763
120199
Participate in collaborative
learning
nil
30
VU20764
120199
Conduct online research for
further study
nil
40
Total Core
230
Elective units Select 5 Units:
• Up to 2 units may be selected from GROUP A accredited curriculum
• A minimum of 3 elective units must be selected from GROUP B nationally endorsed
Training Packages
GROUP A Accredited curriculum units:
Unit of
competency
code
Field of
Education
code
Unit of competency title
Prerequisite
Nominal
hours
VU20765
120199
Prepare a portfolio and
application
nil
40
VU20766
120199
Participate in online collaborative
learning
nil
30
VU21058
120183
Use a range of techniques to
solve mathematical problems
nil
110
VU21513
120103
Use critical reading and writing
skills for further study
nil
40
VU20746
120105
Apply essential further study
skills
nil
90
Section B Course information
© State of Victoria
Version 2, 2014
22182VIC Certificate IV in Tertiary Preparation
Page 20
22182VIC Certificate IV in Tertiar y Preparation
GROUP B Training Package units:
CUVPRP404A
Develop self as artist
60
CUVDRA301A
Produce drawings
50
CUVPAI301A
Produce paintings
50
CUVPHI520A
Produce an innovative
presentation of professional work
70
TLIE4013A
Apply workplace statistics
20
PSPGOV406B
Gather and analyse information
30
BSBPMG522A
Undertake project work
60
BSBCMM401A
Make a presentation
30
BSBITU404A
Produce complex desktop
published documents
50
BSBITU304A
Produce spreadsheets
35
Total nominal hours 380 - 710
5.2 Entry requirements
Standard 9 for Accredited Courses
Participants seeking to enter the 22182VIC Certificate IV in
Tertiary Preparation are expected to have the ability to:

select and apply a range of reading strategies to research
and critically analyse information for academic study
purposes (Australian Core Skills Framework (ACSF 3)

produce a range of familiar text types communicating
relationships between ideas and information in a style
appropriate to an academic setting (ACSF 3)

select and use appropriate strategies to establish and
maintain spoken communication in formal and informal
contexts in an academic setting such as tutorials, giving
presentations, and conducting research. (ACSF 3)

select and interpret mathematical information that may be
partly embedded in research texts and academic writing
tasks requiring analysis of data. (ACSF 3).
Training providers delivering the 22182VIC Certificate IV in
Tertiary Preparation should ensure that appropriate support is
provided for participants who require specific language, literacy
and numeracy skills development.
6. Assessment
Section B Course information
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6.1 Assessment strategy
Standard 10 for Accredited Courses
Course assessment should be consistent with the requirements
of Standard 1 of the AQTF Essential Standards for Registration.
Assessment methods should be flexible, valid, reliable and fair.
Assessment of units requires evidence of satisfactory
performance for each element of competency and its
performance criteria through a variety of tasks depending on the
criteria specified. Assessment of units requires evidence of
satisfactory performance for each learning outcome and its
assessment 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 be culturally sensitive

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 redrafting as appropriate to the task

assessment tools should be validated. Moderation is
likely to be a critical tool in the validation process. A range
of validation and moderation strategies should be used,
for example, consensus meetings, mentoring, client
satisfaction surveys, peer review and co-assessments

appropriate reference materials should be available to
students during assessment, e.g. personal word lists,
dictionaries, thesaurus, calculators.
(adapted from National Reporting System, ©
Commonwealth of Australia & ANTA, 1994-1995)
Assessment tools must meet the rules of evidence. To meet the
rules of evidence, evidence must be:

valid, for example, assessing the elements to the standard
identified in the Performance Criteria, reflecting the skills
and knowledge described in the unit of competency,
showing application in the context described in the Range
Statement

current, for example, demonstrate the candidate's current
skills and knowledge

sufficient, for example, demonstrate competence over a
period of time, demonstrate repeatable competence
Section B Course information
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
authentic, for example: be the work of the learner, be
corroborated / verified.
Evidence gathering methods and assessment procedures must:

be equitable to all groups of participants

be culturally appropriate for the individual and the
situation

ensure students will be provided with qualitative feedback
for assessments

enable reasonable adjustments to be made to
assessment procedures for people with special needs
such as people with disabilities or with language or
literacy difficulties

ensure the language and literacy requirements of the
assessment process do not exceed the language and
literacy requirements of the particular level and type of
work in the industry
Assessment methods may include more than one of the
following:

evaluation of written reports

evaluation of case studies

evaluation of verbal presentation

evaluation of e-portfolio

questioning to establish required knowledge

observation and third party reports
Appropriate assessment methods and tools are identified in each
unit. Assessment tools must take into account the requirements
of the unit in terms of skills, knowledge and performance. The
Critical Aspects of Evidence section of each unit provides
essential guidance on acceptable evidence. 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. Codelivery and co-assessment advice is provided in each unit.
The evidence collected must relate to a number of performances
assessed at different points in time, and, in a learning and
assessment pathway, these must be separated by further
learning and practice.
When assessing units of competency from Training Packages,
this must be carried out in accordance with the relevant Training
Package guidelines. The guidelines include the necessary
qualifications for those conducting assessments and provide for
situations where more than one person may contribute to the
assessment and where the required technical and assessment
competencies may not all be held by any one person.
Section B Course information
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6.2 Assessor competencies
Standard 12 for Accredited Courses
Staff involved in the assessment of the program must meet the
requirements of Element 1.4 of the AQTF Essential Conditions
and Standards for Initial and Continuing Registration; that is:
Standard 1.4 requires trainers and assessors to have:

the training and assessment competencies determined by
the National Quality Council and its successors
and

the relevant vocational competencies at least to the level
being delivered or assessed, and

continue to develop their vocational and training and
assessment competencies to support continuous
improvements in the delivery of RTO services.
7. Delivery
7.1 Delivery modes
Standard 11 for Accredited Courses
Skills of learners in the 22182VIC Certificate IV in Tertiary
Preparation may be diverse and delivery strategies and context
of delivery should be selected to reflect the nature of the
competencies / elements and the needs of the learners. Delivery
strategies should foster a collaborative and co-operative
relationship between learner and assessor. Wherever
appropriate, co-delivery of units is recommended. Delivery
options, including grouping of learners, should recognise the
varying learning needs, educational backgrounds, preferred
learning styles and constraints of the individual learner.
Additional support should also be provided through such
programs as mentoring and peer support.
The course may be varied to reflect the needs of learner groups
through the contextualisation of units.
Contextualisation of units is possible under the following rules:

Elements and associated Performance Criteria must not
be altered in any way

The Range Statement may be expanded as long as it
does not increase the complexity of the unit

The Evidence Guide may be expanded as long as it
retains the integrity of the unit and does not jeopardise
the student’s potential to achieve competency
The program allows for full or part–time delivery in a variety of
modes including classroom-based delivery. Classroom based
delivery should include a mixture of whole class, group work, and
individual activities.
7.2 Resources
Standard 11 for Accredited Courses
The following resources are required for delivery and
assessment of the core units:
Section B Course information
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
computer facilities with online access

academic library resources
Access to a range of supporting resources will enhance the
outcomes for learners facing a range of life issues. Such
resources include access to:

personal support services including counselling services

educational / vocational counselling services

language, literacy and numeracy support

mentoring
Training providers delivering the qualification should ensure that
staff are aware of the location and referral procedures for the
above services.
Note that a list of resources is contained within each unit.
Human resources
Staff involved in the delivery of the qualification must meet the
requirements of Element 1.4 of the AQTF Essential Conditions
and Standards for Initial and Continuing Registration. In addition
they must meet the vocational competency requirements as
specified below.
Vocational competency requirements of teachers:
Units of competency that have been imported from Training
Packages must reflect the requirements for trainers specified in
that Training Package.
Modules and units imported from accredited curricula must
reflect the requirements specified in the course documents.
8. Pathways and articulation
Standard 8 for Accredited Courses
As this is a preparatory course, there are no formal articulation
arrangements in place, however the course is designed to
provide a pathway into VET qualifications and undergraduate
higher education courses by developing the study skills and
attributes required to participate effectively in learning within such
qualifications.
A range of potential pathways are possible when Training
Package or accredited course units of competency are utilised as
electives. Successful completion of these units within this
Certificate will be eligible for Credit Transfer into other Training
Package or accredited course qualifications.
RTOs may design courses which contain a number of elective
units from a particular Training Package or accredited course
qualification to provide a specific pathway to that qualification on
completion.
Section B Course information
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9. Ongoing monitoring and
evaluation
Standard 13 for Accredited Courses
The Curriculum Maintenance Manager (CMM), General Studies
and Further Education, has responsibility for the ongoing
monitoring and maintenance of this course to ensure currency
and relevance. The CMM will consult with key stakeholders
during the accreditation period to seek and provide ongoing
advice on the following:

permissible changes to the Training Package units
contained in the course

improvements required to existing units

unit updates resulting from Training Package reviews
which have implications for the course

delivery and/or assessment issues

changes in government policy which impact on the
content or delivery of the course
A formal review of the course will take place once during the
period of accreditation. The review will be conducted by the CMM
in consultation with training providers and ACFE. Any
recommended changes to the course structure, additional units
or modifications to existing units will be forwarded to the Victorian
Registration and Qualifications Authority for approval.
Changes that would be reported to the VRQA include changes
to:

the course structure, by adding or deleting units from the
core or electives, whether to reflect local industry needs
or to reflect changes to Training Packages and the
availability of new or revised nationally endorsed units of
competency

required pre-requisites and/or co-requisites

the nominal duration of the course and of units

copyright ownership

articulation and/or credit transfer arrangements
Section B Course information
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Appendix A
Employability Skills Summary
Employability Skill
Industry requirements for this qualification include
Communication:
•
using a range of communication skills to participate effectively in a study
context such as listening, questioning, discussing, interpreting and
writing
•
using effective formal presentation skills
•
giving, receiving and using feedback and advice, e.g. peer evaluation,
receiving feedback on academic tasks
•
accessing support and expertise
•
working with peers to plan, evaluate, collaborate on academic tasks,
manage group activities
•
working with peers to conduct peer evaluations
•
using time management and planning skills in completing academic
requirements
•
accessing support
•
locating information
•
using a range of critical analysis skills to work out answers / responses /
evaluate solutions to academic tasks
•
working out solutions in collaborative activities
•
interpreting academic requirements and using research skills to locate
material
•
arranging interviews, attending tertiary open days
•
working out questions to ask, following up
•
learning independently
•
planning and prioritising study tasks to meet deadlines
•
setting study goals
•
collecting, organising and synthesising information
•
planning study pathway, arrange applications and interviews
•
working to meet deadlines
•
undertaking self evaluation and reflection practices
•
researching information
•
working in a collaborative learning environment
•
eliciting and responding to feedback
•
using technology to do research, access learning management systems
•
using appropriate software packages in completion of assessment tasks
•
using technology to manage and record research and manage
referencing
•
using technology to communicate with others
Teamwork:
Problem solving:
Initiative and
enterprise:
Planning and
organising:
Self management:
Learning:
Technology:
Section B Course information
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Appendix B
Skills and Knowledge profile
The committee members suggested the following skills and knowledge requirements for participants
undertaking the qualification.

Knowledge of plagiarism – paraphrasing

Analysing essay questions

Working in teams / pairs

Learning styles

Cultural aspects of learning

Working in the online environment – blackboard LMS etc

Working with eportfolios

Examination techniques

Patterns in tasks given – different genres

Awareness of purpose and variation in forms

Knowing how to approach lectures / tutors

Understanding university structures – research units in universities

Expectations at university

Understanding assessment – requirements of a course

Presenting information orally

Critical thinking

Accessing support services

Independent learning

Monitoring and reviewing learning progress

Time management

Reflection/reflective learning
Section B Course information
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Section C: Unit Information
Section
Unit Code
Unit Title
Core
VU20760
Set study goals and plan education pathway
VU20761
Prepare for tertiary reading and writing
VU20762
Communicate verbally in a further study context
VU20763
Participate in collaborative learning
VU20764
Conduct online research for further study
Electives
VU20765
Prepare a portfolio and application
VU20766
Participate in online collaborative learning
VU21058
Use a range of techniques to solve mathematical problems
VU21513
Use critical reading and writing skills for further study
VU20746
Apply essential further study skills
Section C: Unit Information
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VU20760 Set study goals and plan education pathways
Unit Code
VU20760
Unit Title
Set study goals and plan education pathway
Unit Descriptor
This unit describes the performance outcomes, skills and
knowledge required to research, plan and review a study pathway
and application for tertiary study.
Employability skills
This unit contains employability skills. An Employability Skills
Summary for the qualification in which this unit is included is
included as Appendix A.
No licensing, legislative, regulatory or certification requirements
apply to this unit at the time of publication.
Application of the Unit
Persons seeking to enter tertiary study through alternative pathways
will need to familiarise themselves with the range of options and
requirements for further study in order to make appropriate choices.
This unit provides the skills and knowledge necessary to research
and prepare applications for further study.
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 text 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 selected field
of study to establish
eligibility
1.1 Identify and access appropriate resources and select relevant
information
1.2 Select field of study from a range of options
1.3 Examine entry requirements from a range of institutions
1.4 Review personal circumstances, skills and achievements
against entry requirements
1.5 Rank study options
2
Design and implement a
study pathway plan
2.1 Research and select preferred study option according to own
goals
2.2 Use selected study option to plan long term pathway
2.3 Establish a timeline of priorities and activities according to
required deadlines
2.4 Gather required documentation and arrange to complete
additional requirements where necessary
2.5 Complete activities according to plan
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VU20760 Set study goals and plan education pathways
2.6 Review study pathway plan and relevant documents with
others and make necessary adjustments
3
Write an impact
statement
3.1 Review personal circumstances according to impact statement
requirements
3.2 Review own educational history and current skills
3.3 Construct an impact statement according to guidelines
3.4 Review impact statement with others and make necessary
adjustment to final copy for submission
4
Present study pathway
plan and evaluate
progress towards
achievement
4.1 Select presentation format and parameters
4.2 Gather supporting artefacts and information
4.3 Develop strategy for collaborative evaluation of the study
pathway plan
4.4 Conduct presentation and collaborative review of presentation
and study plan
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Required Skills:
• literacy skills to
o locate and interpret study information and entry requirements in online and paper
based texts
o analyse case studies in light of own circumstances
• computer skills to
o access online information
o record and manage information online, e.g. pathway diagrams, e-portfolios
• planning and organising skills to:
o summarise ideas and information
o collect and organise information
o design a study pathway plan
o meet deadlines and obligations
• problem solving skills to
o locate relevant information
o locate and approach relevant personnel e.g. careers advisors
o complete application according to guidelines
o match course outcomes to long term goals for future employment or study pathways
• communication skills to
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o seek feedback and review study plan
o present a case verbally and in writing
o access support services
• self-management skills to plan an individual study pathway, attend university open days,
arrange interviews
• team work skills to collaborate on review
Required knowledge:
• higher educational institutions: structure, course and entry requirements
• higher education course outcomes – e.g. vocational or research pathways
• Tertiary Admissions Centres, such as VTAC; SEAS (Special Entry Access Schemes)
• eligibility categories
• TAFE Pathways to higher education
RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different situations that may affect
performance, e.g. access to resources; regional contexts. Bold italicised wording in the Performance Criteria is detailed
below.
Appropriate resources may
include:
• university and TAFE websites
• on-line data bases, e.g. for employment options
• career counsellors
• training organisation materials and open days
• education/ careers sections in newspaper
• Tertiary Admission Centre Guides such as VTAC
Guide
Field of study may include:
• engineering
• law
• fine arts
• performance art
• commerce
• biomedicine
• science
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Entry requirements may include:
• Tertiary Admission Centre guidelines, e.g. VTAC
• SEAS (Special Entry Access Scheme)
• minimum requirements
•
age limits
• those for special entry categories such as difficult
family circumstances, disability or long term medical
condition
− impact statement
− statement of support from health professional,
responsible person
− certificated copies of documents
− interviews
• STAT (Special Tertiary Admissions Test)
Review of personal
circumstances, skills and
achievements may include:
• researching any additional skills requirements of
learning options
• personal circumstances – educational, financial social
or medical barriers to accessing education pathways
• review of work, volunteer or recreational experience
• formal and informal learning experiences
• identifying gaps in own underpinning skills and
knowledge
• identifying referees or champions
• collection of artefacts, documents to support
application
• arranging interviews with career advisors, course
coordinators
• documenting employability skills
• completion of study
Rank may include:
• deciding on preferences
• seeking professional advice to determine best options
• matching course outcomes to personal goals (short and
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VU20760 Set study goals and plan education pathways
long term), aptitudes and interests
Timeline of priorities and
activities
• short and long term goals on a timeline related to dates
due for applications
• actions and activities to be undertaken, including open
days to attend, information to collect
• personnel to approach for advice
• contingency plans
Required documentation and
additional requirements
• personal impact statement
• portfolio of samples
• e-portfolio
• references
• forms requiring completion
• statutory declarations
• special requirements, e.g. need for a note-taker
Review with others may include
• peer evaluation
• seeking guidance and advice from careers advisers
• working with mentors
• arranging interviews with university personnel to
clarify requirements
• seeking advice from teachers / family members /
current university students
• asking someone to help with editing / correction of
grammar
Impact Statement may include:
• disability impact statement
• description of personal circumstances which have
affected past and present study
Guidelines may include:
• those required by educational institution, e.g.
completion of a form
• specific categories, e.g. disability
Presentation format may include:
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• formal presentation with PowerPoint,
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VU20760 Set study goals and plan education pathways
• interview / panel
• group discussion
Parameters may include:
• time limit
• collaborative or solo presentation
• scheduling / date(s)
Artefacts and information may
include:
• CV
• certificates
• portfolio pieces
• documents
• samples
• third party reports, references
• personal philosophy
Strategy for collaborative review
may include:
• peer evaluation
• asking for feedback from careers advisers, other
support persons
• filling in observation sheet
• post presentation discussion
• recording session and conducting post review
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 demonstrate
competency in this unit
Context of and specific resources
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Evidence of ability to:
•
research pathway options
•
assess eligibility and make course selection
•
research application procedures using support as
required
•
write an impact statement
•
present and review study pathway plan in
collaboration with others
•
access to careers information and advice
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VU20760 Set study goals and plan education pathways
for assessment
•
access to online resources
• access to university open days and information
Method of assessment
A range of appropriate methods of assessment should be
used to determine competency. The following examples are
appropriate for this unit:
• evaluation of portfolio comprising artefacts,
education documents, references and other
supporting documents
• evaluation of documented pathway and timeline
•
impact statement
• review of reflective journal, notes from open days,
career interviews
• review of third party report, peer evaluation
• verbal questioning about study pathway
• evaluation of presentation
Guidance information for
assessment
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This unit may be co-delivered and co-assessed with the
elective unit VU20765 Prepare a portfolio and application.
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VU20761 Prepare for tertiary reading and writing
Unit Code
VU20761
Unit Title
Prepare for tertiary reading and writing
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge
required to prepare to undertake entry level study at a tertiary level.
Employability Skills
This unit contains employability skills. An Employability Skills
Summary for the qualification in which this unit is included is
included as Appendix A.
Application of the Unit Persons seeking to enter tertiary study through alternative pathways
will need to acquire generic study skills in order to successfully
complete their tertiary studies. This unit addresses the basic skills of
tertiary study in analysis and critical thinking, research, and
academic writing. Online research skills are addressed in the unit
VU20764 Conduct online research for further study. Oral
communication skills are addressed in the unit VU20762
Communicate verbally in a further study context.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Elements describe actions or
outcomes that are demonstrable
and assessable.
Performance criteria indicate the standard of performance required to demonstrate
achievement of the element. Terms requiring explanation or further definition
should be bolded and italicised and detail provided in the range statement.
1
1.1
Determine the purpose and audience for the task
1.2
Identify key terms and concepts
1.3
Determine types of input needed to complete the task
1.4
Analyse concepts using critical thinking skills
1.5
Consider advice from others in determining response to the
task
2.1
Determine information needs
2.2
Access resources from a variety of sources
2.3
Evaluate and sort sources
2.4
Summarise and record relevant information
2.5
Record sources of information
2.5
according to reliability and relevance
2.
Apply analytical and
critical thinking skills
to responding to study
tasks
Synthesise information
from a variety of
sources for academic
purposes
Assessment of performance is to be consistent with the evidence guide.
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VU20761 Prepare for tertiary reading and writing
3
4
Produce written
responses to academic
tasks
Reference sources
effectively using
appropriate
conventions
3.1
Analyse task requirements and assessment criteria and plan
response
3.2
Identify the features and language of academic writing style
required
3.3
Construct coherent response integrating sources effectively to
meet task requirements
3.4
Review writing with others and adjust accordingly
3.5
Revise final draft for logic, relevance, structure, and effective
use of sources according to assessment criteria
3.6
Proofread and edit final draft to meet task requirements
4.1
Select appropriate system of referencing
4.2
Accurately record reference information for each citation
4.3
Use conventions and word processing formatting
appropriately
4.4
Proof read for accuracy
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Required skills:
•
Analytical and critical skills to
− effectively analyse questions
− understand assessment requirements
− brainstorm
− reason from evidence
− determine reliability of information
− provide evidence to support ideas
− reflect on lectures / tutorials / readings / research
− communication skills to:
− take effective notes from lectures
− discuss topics with peers
− ask and answer questions about topics
− request clarification and advice from lecturers
•
Literacy skills to
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− locate sources in a database
− conduct research and take effective notes
− synthesise notes and paraphrase
− analyse questions
− construct written responses appropriate to context and requirements using
conventions of academic writing
− edit and proof read
− integrate sources effectively
•
Numeracy skills to analyse and reason from data presented numerically
•
Problem solving skills to
− negotiate and manage academic activities
− work out answers to complex questions
− determine purpose and audience
− sort notes and ideas from sources
− devise strategies to research and understand a topic
− follow up resources and ask questions
− use models to support learning
− meet layout and presentation requirements in academic context
− identify and evaluate solutions
− seek assistance and request feedback
− learn independently
•
Planning and organising skills to manage tasks, workload and deadlines
•
Computer skills to
− access library catalogue,
− word process essays / reports
− manage resources and store research
− format a reference list
− use email to communicate with lecturers and seek advice
Required knowledge:
•
Topic knowledge
•
Analysis of academic writing questions
− process or directive words
− content words and phrases
− limiting words and phrases
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VU20761 Prepare for tertiary reading and writing
− question words, such as define, explain, outline, discuss, examine, to what extent
•
Academic texts – purpose, types and genre / discourse patterns
− essay
− report
− examination responses
− deductive and inductive
− description v analysis
− abstract, synopsis
•
Features of strong essays, reports, reflective writing and conclusions, including
− position v opinion
− language of academic writing
− voice – direct and indirect
− nominalisation
− transitions – words and phrases for coherence
− qualification
− discipline specific
− presenting evidence
− establishing relationship between conclusion and body of text
− structure of sentences including syntax, appropriate grammar features and logical
order of ideas
− how to revise and edit text
•
referencing systems, e.g. APA, Harvard
− how to acknowledge electronic (web based material, e-books) and non print sources
− how to acknowledge books
− how to acknowledge journal articles
− how to develop reference lists to acknowledge all sources
− how to cite references internally (within text)
− footnotes and endnotes
•
paraphrasing published text
•
plagiarism and policies and consequences of submitting plagiarised work
•
referencing systems, e.g. APA, Harvard
− how to acknowledge electronic and non print sources
− how to acknowledge books
− how to acknowledge articles
− footnotes and endnotes
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VU20761 Prepare for tertiary reading and writing
•
paraphrasing
•
plagiarism and policies
•
primary and secondary sources
•
library systems
•
examination test protocols and techniques
•
communication protocols in the academic context.
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.
Tasks may include:
Key terms and concepts may
include:
Types of input may include:
Critical thinking skills may
include:
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independent and group tasks
•
quantitative and qualitative research activities
•
gathering primary data
•
text response
•
comprehension questions
•
online responses
•
multiple choice or other examination techniques
•
tutorial preparation
•
academic terms such as task instructions
•
academic content such as concepts, key questions
•
main ideas
•
notes from lectures
•
tutorial discussions and activities
•
collaboration with peers
•
drafting and planning
•
collection of primary source data
•
personal reflection
•
evaluation of statements and claims
•
comparing and contrasting
•
identifying implications
•
investigating application of a theory to a context
•
investigating validity of statements
•
identifying strengths and weaknesses
•
analysing data
•
problem, solution
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VU20761 Prepare for tertiary reading and writing
Others may include:
Variety of sources may include:
Evaluate may include:
Task requirements and
assessment criteria may include:
Academic writing style may
include:
Integrating sources may include:
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determining type of response required
•
peers
•
lecturers and tutors
•
mentors
•
library books and journals
•
lecture notes
•
online resources, e.g. journal articles
•
interview questions
•
field notes
•
assessing reliability of information
•
selection of relevant information
•
discussion of material with others
•
comparing and contrasting
•
detecting bias
•
checking status of author, source material
•
assessing evidence for a position
•
due date
•
word limit
•
formatting requirements (e.g. double spacing, large
margins)
•
involvement of others
•
collection of data
•
number of parts to a question
•
impersonal constructions
•
avoidance of personal voice
•
use of personal voice when discussing your own research
•
use of passive voice
•
nominalisation
•
modals
•
technical language
•
formal expressions
•
avoiding gendered pronouns if person referred to is of
unknown gender
•
paraphrasing
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VU20761 Prepare for tertiary reading and writing
System of referencing may
include:
•
citing direct quotes correctly
•
balancing own ideas with ideas of others
•
use of footnotes as appropriate
•
Harvard
•
Oxford
•
APA
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance
Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the
accreditation submission.
Critical aspects for assessment and
evidence required to demonstrate
competency in this unit
Evidence of:
•
critical thinking and analysis in response to academic
tasks
•
ability to synthesise information from a range of sources
using correct referencing
•
ability to write responses to academic tasks using
appropriate writing style
•
ability to accurately integrate and reference sources into
academic writing
Context of and specific resources for
assessment
•
access to library resources
•
computer access for word processing
Method of assessment
Evaluation of a portfolio of evidence comprising
•
draft planning material
•
research notes
•
completed written pieces
•
reference lists
Guidance information for assessment This unit may be co-delivered and co-assessed with the
units: VU20764 Conduct online research for further study
and VU20762 Communicate verbally in a further study
context.
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VU20762 Communicate verbally in a further study context
Unit Code
VU20762
Unit Title
Communicate verbally in a further study context
Unit Descriptor
This unit describes the verbal communication skills required to
participate in tertiary study.
Employability Skills
This unit contains employability skills. An Employability Skills
Summary for the qualification in which this unit is included is
included as Appendix A.
Application of the Unit This unit applies to verbal communication in a tertiary study context
and covers individual and group activities using formal and informal
verbal communication skills. This may involve collaborative activity
where some responsibility is required to delegate aspects of these
tasks to others.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Elements describe actions or
outcomes that are demonstrable
and assessable.
Performance criteria indicate the standard of performance required to demonstrate
achievement of the element. Terms requiring explanation or further definition
should be bolded and italicised and detail provided in the range statement.
1
1.1
Determine the participation requirements and topic of the
tutorial
1.2
Allocate tasks with others as required
1.3
Complete required preparation for tutorial
1.4
Apply tutorial participation techniques to discuss academic
topics
1.5
Apply critical thinking in response to questions
1.6
Ask questions of others to further explore topic
2.1
Determine the communication requirements of the project
2.2
Prepare questions / prompts and supporting documentation
2.3
Check appropriateness of questions with others
2.4
Complete the communication requirements
2.5
Evaluate the effectiveness of the activity with others
3.1
Determine purpose and audience for presentation
3.2
Research the features of successful academic presentations
2
3
Use verbal
communication skills
in tutorials
Apply verbal
communication skills
to academic projects
Make a formal
presentation in an
Assessment of performance is to be consistent with the evidence guide.
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VU20762 Communicate verbally in a further study context
academic context
3.3
Structure presentation according to agreed criteria and
academic presentation format
3.4
Prepare visual, written and verbal content
3.5
Deliver presentation effectively using supports
3.6
Invite and respond to questions
3.7
Evaluate effectiveness of presentation with others
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Required skills
• communications skills to
o negotiate requirements in academic tasks and activities
o present a point of view and listen and respond to others
o participate in tutorial using appropriate etiquette for example, disagreeing politely
o
participate in review and evaluation of activities
o arrange and conduct interviews to gather information for academic tasks
o formally present in an academic context
o ask questions and elicit feedback
• literacy skills to prepare tutorial papers, research information, prepare presentation material
and interview questions
• problem solving skills to
− analyse task requirements
− determine structure and response to academic tasks
− find models
− deal with communication breakdowns
− manage collaborative tasks
− develop contingency plans
− seek assistance when needed
− evaluate effectiveness of activities undertaken
• team work skills to allocate tasks and conduct peer evaluation activities
• planning and organising skills to prioritise and manage tasks
Required knowledge
• academic communication skills
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VU20762 Communicate verbally in a further study context
• protocols for academic tutorials
• privacy requirements in relation to telephone and interviews for academic research purposes
• plagiarism policies
• language and style of academic presentations
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.
Participation requirements may
include:
Allocate tasks may include:
Techniques may include:
•
attendance
•
preparation and presentation of a topic
•
weekly tutorial questions and readings
•
questioning and feedback
•
group and pair work
•
communications strategy with tutor and peers, e.g. email
protocols, privacy requirements
•
negotiating suitable times
•
volunteering to take a role
•
appointing a leader
•
appointing a note taker
•
active listening
•
evaluating what is being said
•
thinking of questions as you listen.
•
taking notes
•
participation techniques such as:
o agree with what someone has said
o ask someone to expand on their point
o prepare a question to ask beforehand.
o answering a question put to the group
o providing an example for a point under discussion
o disagreeing with a point
Critical thinking may include:
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evaluation of statements and claims
•
comparing and contrasting
•
identifying implications
•
investigating application of a theory to a context
•
investigating validity of statements
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VU20762 Communicate verbally in a further study context
Communication requirements
may include:
Evaluate may include:
Purpose and audience may
include:
Features of successful academic
presentations may include:
Format may include:
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identifying strengths and weaknesses
•
analysing data
•
problem, solution
•
determining type of response required
•
allocation of tasks and responsibilities
•
presentation by group members
•
pair activities and reporting back to group
•
interview or survey with selected subjects
•
sourcing information outside the classroom from experts
•
locating and requesting information
•
written supporting documents such as questions, report
findings, PowerPoint slides
•
using questions and prompts effectively
•
peer feedback using feedback sheet
•
tutor feedback using assessment criteria
•
discussion
•
peers
•
lecturers and tutors
•
wider public audience
•
documentary for viewing by other students
•
assessment under exam conditions
•
use of academic discourse markers
•
ordering information effectively, use of outlines,
summarizing main points
•
using technical vocabulary
•
use of visuals/ PowerPoint / handouts
•
communicating purpose / asking appropriate questions
•
responding to questions
•
lecture with PowerPoint
•
short talk
•
practical demonstration
•
video presentation
•
wiki or blog
•
e-portfolio
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VU20762 Communicate verbally in a further study context
Supports may include:
•
visual aids
•
demonstrations
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance
Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the
accreditation submission.
Critical aspects for assessment and
evidence required to demonstrate
competency in this unit
Context of and specific resources
for assessment
Method of assessment
Guidance information for
assessment
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Evidence of ability to:
•
use a range of communication strategies to participate
effectively in tutorial discussions
•
prepare content for communication activities in academic
contexts
•
use academic communication skills in collaborative
projects
•
deliver a formal presentation effectively and review its
effectiveness
Access to the following is required for assessment of this
unit:
•
tutorial participants
•
resources for academic tasks and projects such as
presentation technology, computer access
A range of appropriate methods of assessment should be
used to determine competency. The following examples are
appropriate for this unit:
•
evaluation of tutorial participation over a period of time
•
review of study journal notes and self-evaluation (online
or paper based)
•
evaluation of communication in group project
•
observation of performance in giving a presentation
•
review of supporting documentation and supports
•
evaluation of peer review
This unit may be co-delivered and co-assessed with the
units VU20763Participate in collaborative learning and
VU20761Prepare for tertiary reading and writing.
Page:5
VU20763 Participate in collaborative learning
Unit Code
VU20763
Unit Title
Participate in collaborative learning
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge
required to participate in collaborative learning environments.
Employability Skills
This unit contains employability skills. An Employability Skills
Summary for the qualification in which this unit is included is
included as Appendix A.
Application of the Unit Persons seeking to enter tertiary study through alternative pathways
will need to be able to participate effectively in collaborative
learning skills. This unit addresses the basic skills of group
activities, peer evaluation and discussion.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Elements describe actions or
outcomes that are demonstrable
and assessable.
Performance criteria indicate the standard of performance required to demonstrate
achievement of the element. Terms requiring explanation or further definition
should be bolded and italicised and detail provided in the range statement.
1
1.1
Devise a contract or agreed procedures for the activity
1.2
Discuss learning styles and preferences
1.3
Apply collaborative techniques to analyse task requirements
1.4
Allocate roles and responsibilities
1.5
Produce a timeline for stages of completion
1.6
Establish group work protocols
2.1
Carry out allocated individual tasks according to plan
2.2
Complete collaborative tasks
2.3
Evaluate group activity using agreed criteria
3.1
Determine criteria and purpose of evaluation
3.2
Agree to protocols for feedback
3.3
Ensure each participant is provided with written feedback
3.4
Provide response to peer evaluation
2
3
Plan group work to
complete an academic
task
Conduct group activity
Conduct peer
evaluation
Assessment of performance is to be consistent with the evidence guide.
REQUIRED SKILLS AND KNOWLEDGE
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VU20763 Participate in collaborative learning
This describes the essential skills and knowledge and their level, required for this unit.
Required skills
• Communication skills to:
o participate in group activities
o participate in formal tutorials
o develop planning tools
o ask for and give feedback verbally
o conduct interviews
o respond in discussion
• Literacy skills to:
o prepare tutorial questions and answers
o devise questionnaires and surveys
• Critical thinking skills to:
o develop strategies and tasks in collaborative activities
o respond to tutorial tasks
o use reflective processes to evaluate learning
• Problem solving skills to
o determine appropriate language to use to meet the purpose
o deal with possible break downs in group activity
o seek assistance as required
o prioritise activities and work to agreed to timelines
Required knowledge
• learning styles and preferences
• planning tools e.g. Gantt charts
• peer evaluation protocols
• privacy principles
• learning styles and preferences
• topic knowledge
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.
Activity may include
•
field investigation and report
• survey / questionnaire data collection, analysis and
presentation
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VU20763 Participate in collaborative learning
• investigative report
• peer evaluation
• feedback on presentation
• tutorial paper
• group project, e.g. research
• online discussion contributions
• formal presentation using PowerPoint and other
supports
•
study revision group participation
• mentoring, coaching
Learning styles and preferences
may include
Collaborative techniques may
include
•
personal styles such as: auditory, visual, kinesthetic,
global/analytical etc
•
Kolb’s theory – activist, reflector, theorist, pragmatist
•
brainstorming topic and task – e.g.
o listing any ideas triggered by the question and
questions you need to answer
o possible lines of thought, research or argument
o any evidence you are aware of to support
possible arguments
o agreeing on words you must define.
Allocate roles and responsibilities
may include
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listening to others
•
asking questions
•
allowing others time to respond
•
rewording questions
•
problem solving
•
supporting others
•
agreeing on a communication strategy in tutorial and
outside class
•
team based learning
•
peer assisted study sessions
•
consideration of learning styles
•
matching roles to learner strengths and preferences
•
mutual agreement
•
volunteering
•
work load balance
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VU20763 Participate in collaborative learning
Group work protocols may
include:
Protocols may include
•
features of a successful activity
•
acceptable and unacceptable behaviour
•
improvement guidelines
•
evaluation process
• predetermined questions
• roles of peers
• criteria to be followed
• language to use in giving negative feedback
• constructive feedback techniques
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance
Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the
accreditation submission.
Critical aspects for assessment and
evidence required to demonstrate
competency in this unit
Context of and specific resources
for assessment
Method of assessment
Evidence of ability to:
•
complete academic tasks in collaboration with others
•
participate in a peer evaluation
•
observe and use collaborative protocols to complete
tasks
•
access to peers for collaborative activity is required
for assessment in this unit.
A range of appropriate methods of assessment should be
used to determine competency. The following examples are
appropriate for this unit:
• direct observation of group collaboration
• evaluation of online posts
• review of third party reports
• evaluation of peer evaluations
Guidance information for
assessment
22182VIC Certificate IV in Tertiary Preparation
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This unit may be co-delivered and co-assessed with the
elective unit VU20766 Participate in online collaborative
learning
Page:4
VU20764 Conduct online research for further study
Unit Code
VU20764
Unit Title
Conduct online research for further study
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge
required to gather, critically analyse, organise and present
information in online research
Employability Skills
The required outcomes described in this unit of competency contain
applicable facets of Employability Skills. An Employability Skills
Summary for the qualification in which this unit is included is
included as Appendix A.
Application of the Unit This unit applies to learners who need to carry out research and
analysis tasks in a tertiary study context. This may involve
collaborative activity where some responsibility is required to
delegate aspects of these tasks to others.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Elements describe actions or
outcomes that are demonstrable
and assessable.
Performance criteria indicate the standard of performance required to demonstrate
achievement of the element. Terms requiring explanation or further definition
should be bolded and italicised and detail provided in the range statement.
1
1.1
Access online web search tutorials to gather effective search
techniques
1.2
Identify search engines and databases relevant to research
needs in consultation with expert personnel
1.3
Determine method and process for collecting and recording
information gathered with others if required
2.1
Determine purpose and scope of the research according to
requirements and clarify with others if required
2.2
Identify key words and phrases for the search according to
appropriate techniques
2.3
Access a range of websites and databases using relevant
search engines
3.1
Critically examine material for relevance and suitability
3.2
Identify references from texts to follow up in further search
3.3
Gather, organise and manage information in a format
suitable for analysis and interpretation
2
3
Prepare for online
research
Research information
Analyse information
Assessment of performance is to be consistent with the evidence guide.
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VU20764 Conduct online research for further study
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Required Skills
•
critical thinking skills to analyse websites
•
computer skills to access, manage and store information
•
problem solving skills to deal with information that is contradictory, ambiguous,
inadequate
•
communication skills to access support and advice when required
•
organizing skills to manage volume of material and prioritise reading
•
ability to use initiative to find alternative sources of information in further searches.
Required knowledge:
•
search techniques
•
Boolean operators
•
American, British and Australian spelling
•
organisational computer use rules
•
citation of internet sources
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.
Search engines and databases
may include:
Expert personnel may include
people who can help:
Method and process for
collecting and recording
information may include:
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free online sites such as Google Scholar, Dewy
Browse, I-Seek, ipl2, Academic Index
•
university / institute websites
•
university / institute library catalogues
•
with your search strategies
•
with getting the most out of databases
•
to track down information held in other libraries
•
to access rare and archived material
•
to organise information
•
to use techniques for selection of references
•
to advise on citing sources.
•
hand writing summaries
•
marking up photocopies
•
recording notes online
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VU20764 Conduct online research for further study
Others may include
Critically examine may include
Organise and manage
information may include
•
saving pdf files onto computer
•
keeping reference lists
•
keeping quotations on system cards
•
using online referencing tools, library user records
•
lecturers
•
peers
•
mentors
•
library staff, research training staff
•
authorship of website – credentials
•
URL affiliation
•
bias
•
currency
•
noting page number of each quote
•
noting author next to each paraphrase
•
use of online referencing tools, e.g. EndNote to
manage references
•
adding critical comments
•
discarding irrelevant or unreliable information
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance
Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the
accreditation submission.
Critical aspects for assessment and
evidence required to demonstrate
competency in this unit
Context of and specific resources
for assessment
Method of assessment
Evidence of ability to:
•
critically use internet online information for
research purposes
•
analyse and manage material accessed
•
access expert advice in academic research activities
•
access to a computer / laptop
•
access to an academic library and internet
•
access to library personnel
A range of appropriate methods of assessment should be
used to determine competency. The following examples are
appropriate for this unit:
•
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observation
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VU20764 Conduct online research for further study
Guidance information for
assessment
22182VIC Certificate IV in Tertiary Preparation
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•
evaluation of third party report
•
portfolio of research information
•
questioning to establish required knowledge
This unit is suited to co delivery and co-assessment with
VU20761 Prepare for tertiary reading and writing
Page :4
VU20765 Prepare a portfolio and application
Unit Code
VU20765
Unit Title
Prepare a portfolio and application
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge
required to prepare, produce and present a portfolio to assist in
application for entry to a course of tertiary study.
Employability Skills
This unit contains employability skills. An Employability Skills
Summary for the qualification in which this unit is included is
included as Appendix A.
Application of the Unit The unit may apply to the presentation of a folio as part of an
application in such fields as visual art, design, photography,
multimedia or performance arts. It may also refer to more general
portfolios of learning from a range of fields which could include
creative written expression, information technology, business
services and engineering.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Elements describe actions or
outcomes that are demonstrable
and assessable.
Performance criteria indicate the standard of performance required to demonstrate
achievement of the element. Terms requiring explanation or further definition
should be bolded and italicised and detail provided in the range statement.
1
1.1
Analyse selection criteria for proposed course of study and
special entry requirements
1.2
Determine timeline and arrangements for application and
portfolio presentation with others
1.3
Gather and select supporting documentation
1.4
Identify RPL assessment potential where appropriate
1.5
Appraise own pieces of work or performances
1.6
Select work appropriate to selection criteria and
requirements
2.1
Investigate and select from a range of presentation options
2.2
Prepare portfolio in chosen presentation option
2.3
Complete required written documentation
2.3
Review portfolio with others and adjust where necessary prior
to presentation
2.4
Use knowledge of technical language and the field to prepare
2
Analyse portfolio
requirements and
select
documents/works/
work samples
appropriate to
proposed pathway
Construct a portfolio
appropriate to
identified purpose and
criteria
Assessment of performance is to be consistent with the evidence guide.
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VU20765 Prepare a portfolio and application
presentation according to requirements.
3
Present portfolio
3.1
selection to application
body
Discuss selection of particular pieces with reference to
proposed course of study in accordance with presentation
requirements
3.2
Describe any technical processes and creative processes
underpinning portfolio
3.3
Use language and register appropriate to proposed course of
study and audience
3.4
Link presentation of portfolio to personal goals and aptitude
for the course
3.5
Respond to questions from the audience on portfolio
3.6
Acknowledge feedback and provide a response as appropriate
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Required Skills
•
Initiative and enterprise to develop an individual portfolio to meet requirements
•
Communication skills to
o negotiate with others
o obtain RPL or other request information
o seek advice from others, including experts
o discuss review of portfolio
o present portfolio in a formal interview
•
problem solving skills to design a portfolio, select pieces, work to deadlines, work out responses
to complex questions
•
technical skills to collate a presentation and portfolio in selected media
•
computer skills to prepare resources
•
literacy skills to research and prepare written documentation
Required Knowledge
•
RPL purposes and processes
•
awareness of culture of learning of chosen field of tertiary study
•
specialist terminology, jargon and content of tertiary field of study
•
current and past styles and approaches
RANGE STATEMENT
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VU20765 Prepare a portfolio and application
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and
situations that may affect performance.
Others may include
Supporting documentation may
include
Appraisal may include
•
practitioners from the selected field /industry
•
peers
•
teachers
•
university lecturers
•
university students
•
mentors
•
qualifications
•
certificates of participation
•
CV / resume
•
references
•
brochures, programs, exhibition notes
•
press articles
•
Assessment of pieces against
o case study samples
o selection criteria
o industry standards
o published literature
Selection criteria and
requirements may include
Presentation options may
include
•
seeking expert or peer opinion
•
consideration of technical quality, aesthetic appeal
•
analysis of originality and creative qualities
•
personal and educational information
•
pre-selection application requirements such as written
statement on aspirations
•
set number of pieces
•
specific topic or theme
•
representative samples
•
recent samples
•
level of creative potential
•
level of technical ability
•
conceptual thinking skills
•
restrictions on types of media and formats (eg software
compatible)
•
one of or a combination of
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VU20765 Prepare a portfolio and application
o collections of artefacts
o word processed documents
o visual or creative diary
o work diary and project samples
o
photographs of works
o
film of performances
o
third party appraisals
o e portfolios
o works or performances on CD, DVD, PowerPoint
presentations
o performance
o website / blog/
Written documentation may
include
Pieces may include:
Presentation requirements
•
applicant statement
•
reference
•
third party appraisal
•
visual essays
•
visual diaries
•
art work including works on paper, textiles, sculpture and
other installations
•
dance or theatre presentations / demonstrations
•
photography
•
film
•
creative writing pieces including fiction, poetry, reporting
pieces
•
set criteria such as number of samples, size and format text to
support visual items
•
specific requirements e.g. visual diary representative of a
period of time
•
representative samples of a range of styles
•
restrictions on format - e.g. allowable formats such as
PowerPoint, USB / CD Rom
•
time limit allowed per interview
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance
Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the
accreditation submission.
Critical aspects for assessment
22182VIC Certificate IV in Tertiary Preparation
Version 2, 2014
© State of Victoria
Evidence of the ability to:
Page:4
VU20765 Prepare a portfolio and application
and evidence required to
demonstrate competency in
this unit
Context of and specific
resources for assessment
•
construct a portfolio containing all available learning records
and a representative range of relevant student pieces
according to set guidelines and timelines
•
apply knowledge of the selected field and presentation
options in preparing a suitable presentation
•
seek and respond to feedback and advice from others
•
present the portfolio according to requirements and respond to
questions and feedback
•
this unit may be assessed in a range of learning environments
including formal classrooms, structured learning groups or
individual mentoring arrangements. Opportunity should be
made to present the portfolio to an audience which can
provide suitable feedback.
Assessment should ensure access to
Method of assessment
Guidance information for
assessment
•
expert advice and knowledge of the tertiary programs being
applied to
•
suitable computer programs and online resources essential for
e-portfolio presentations
A range of appropriate methods of assessment should be used to
determine competency. The following examples are appropriate
for this unit:
•
observation and review of practical demonstration
•
co-assessment of interview performance
•
review of written and other documentation
The overall purpose of assessment in this unit is to ensure that
the student produces a portfolio fit for purpose. The assessor will
need be familiar with the standard and type of work presented
for application at universities. In cases where this is not possible
expert assistance should be called upon to assist in the
assessment.
This unit may be co-delivered and co-assessed with the unit
VU20760 Set study goals and plan education pathway.
22182VIC Certificate IV in Tertiary Preparation
Version 2, 2014
© State of Victoria
Page:5
VU20766 Participate in online collaborative learning
Unit Code
VU20766
Unit Title
Participate in online collaborative learning
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge
required to participate effectively in an online collaborative learning
environment.
Employability Skills
This unit contains employability skills. An Employability Skills
Summary for the qualification in which this unit is included is
included as Appendix A.
Application of the Unit Persons seeking to enter tertiary study through alternative pathways
will need to be able to participate effectively in collaborative
learning skills in online environments. This unit addresses the basic
skills of online group activities and discussions.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Elements describe actions or
outcomes that are demonstrable
and assessable.
Performance criteria indicate the standard of performance required to demonstrate
achievement of the element. Terms requiring explanation or further definition
should be bolded and italicised and detail provided in the range statement.
1
1.1
Determine purpose, criteria and topic of online activity
1.2
Access and use online learning technology to participate in
activity according to criteria
1.3
Prepare and document considered responses to online activity
2.1
Post responses using appropriate online etiquette
2.2
Acknowledge contributions of others using appropriate
techniques
3.1
Establish purpose of evaluation
3.2
Use reflective processes to determine strengths and
weaknesses of online contributions
3.3
Access support of others in evaluation of online contributions
and activities
3.4
Use evaluation outcomes to improve contributions and online
activities
2
3
Prepare for online
collaborative learning
environment
Conduct collaborative
online activity
Evaluate effectiveness
of online participation
Assessment of performance is to be consistent with the evidence guide.
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
22182VIC Certificate IV in Tertiary Preparation
Version 2, 2014
© State of Victoria
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VU20766 Participate in online collaborative learning
Required skills
• Communication skills to:
o respond in online discussion
o ask for and give feedback
o use online tools such as email to communicate effectively
• Computer skills to
o access and use features of Learning Management Systems such as Moodle, Janisons
or Blackboard
o access and use online tools such as blogs, wikis, Elluminate
o send and reply to emails, SMS
• Literacy skills to:
o compose online posts
o prepare questions and answers
• Problem solving skills to
o determine appropriate language to use to meet the purpose
o deal with possible break downs in group activity
o use reflective processes to evaluate learning
o seek assistance as required
o prioritise activities and meet deadlines
Required knowledge
• online discussion protocols and etiquette
• privacy principles
• topic knowledge
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.
Criteria may include:
•
how many times to post
• how long each post should be
• appropriate language to use
• expectations of each participant in responding to online
content of peers
Online activity may include:
•
blog
• using a wiki
• online discussion group, discussion forum, message
22182VIC Certificate IV in Tertiary Preparation
Version 2, 2014
© State of Victoria
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VU20766 Participate in online collaborative learning
board, and online forum
• online journal
Online etiquette may include
•
avoiding personal language, keeping to the academic
task
• respecting views of others, e.g. avoiding language that
may come across as strong or offensive
• disagreeing politely
• using language of internet communication appropriate
to academic context e.g. avoiding use of emoticons,
abbreviations used in casual communication
• keep writing to a point and stay on topic
• brevity
• taking care to read other’s posts carefully before
responding
•
review, including spelling, punctuation before sending
/ posting
• considering the privacy of others, e.g. not sending
personal information via online discussions
• avoiding inappropriate material, not forwarding jokes,
chain letters, unimportant information to group
• avoiding plagiarism
Purpose of evaluation may
include
•
review of online activity to determine most effective
online activities / feedback to teacher
•
collaborative evaluation of online activities as effective
learning tools
•
peer evaluation
•
self evaluation
•
evidence for formal assessment
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance
Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the
accreditation submission.
Critical aspects for assessment and
evidence required to demonstrate
competency in this unit
22182VIC Certificate IV in Tertiary Preparation
Version 2, 2014
© State of Victoria
Evidence of ability to:
•
participate in collaborative academic online
environment
•
observe and use communication protocols
•
review effectiveness of online participation
Page:3
VU20766 Participate in online collaborative learning
Context of and specific resources
for assessment
Method of assessment
•
access to an online Learning Management System is
required for assessment of this unit.
•
access to peer participants
A range of appropriate methods of assessment should be
used to determine competency. The following examples are
appropriate for this unit:
• direct observation of group collaboration
• evaluation of online posts
• review of third party reports
• review of peer evaluations
Guidance information for
assessment
22182VIC Certificate IV in Tertiary Preparation
Version 2, 2014
© State of Victoria
This unit may be co-delivered and co-assessed with the
elective unit VU20763 Participate in collaborative learning
Page:4
VU21058 Use a range of techniques to solve mathematical problems
Unit Code
VU21058
Unit Title
Use a range of techniques to solve
mathematical problems
Unit Descriptor
The purpose of this unit is to provide learners with the
knowledge and skills to use a range of specialist techniques
and concepts to solve mathematical problems.
Employability skills
This unit contains employability skills. Refer to the
employability skills summary to identify employability skill
requirements.
Application of the unit
The unit may apply to a number of science streams.
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 ratio, proportion and
percent to solve problems
1.1 Determine a ratio from information in a practical
problem and express it in simplest form
1.2 Divide a quantity into a given ratio
1.3 Convert between fractions, decimals and percent
forms
1.4 Calculate a percentage increase or decrease of a
quantity
2 Use trigonometry to
determine lengths and angles
3 Use basic indices to solve
problems
2.1
Use Pythagoras’ Theorem to determine an unknown
side of a right angled triangle
2.2
Use Pythagoras’ Theorem and trigonometric ratios to
find unknown side lengths and angles in right-angled
triangles
3.1 Evaluate simple index form expressions
3.2 Simplify simple exponential expressions using the first
two index laws
3.3 Convert between decimal numbers and numbers
expressed in Standard Notation
3.4 Perform calculations with numbers expressed in
Standard Notation, using a calculator
4 Use measurements to solve
mensuration problems in two
and three dimensions
4.1 Determine lengths and perimeters of rectangles,
triangles, circles and simple combined shapes using
appropriate and correct units
Imported from :
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© State of Victoria
Version 1 2013
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VU21058 Use a range of techniques to solve mathematical problems
4.2 Determine areas of rectangles, triangles, circles and
simple combined shapes using appropriate and correct
units
4.3 Determine volumes of prisms and pyramids with
rectangular, triangular and circular cross-sections and
with simple combined shapes as cross sections using
appropriate and correct units
5 Substitute into and
transpose simple equations
and formulae
5.1 Substitute given values into simple equations and
formulae
5.2 Write equations to solve simple problems
5.3 Transpose simple formulae
5.4 Solve simple linear equations
6 Solve problems by plotting
points
6.1 Plot given points and points determined from the
general formula y = mx on the Cartesian plane
6.2 Determine the gradient of a straight line
6.3 Determine the equation of a straight line, where the
equation has the general form y = mx, y = a and x = b
6.4 Use interpolation and extrapolation to make predictions
from the line of best fit, noting limitations
7 Present and evaluate
statistical information
7.1 Collect, organise and graphically represent statistical
data
7.2 Interpret, analyse and describe statistical information
8 Identify connections
between formulae and
graphical representations
8.1 Use graphical techniques to draw linear and simple
non-linear graphs
8.2 Develop equations for given linear graphs, including
lines of best fit
9 Use algebraic techniques to
analyse and solve problems
9.1 Develop formulae to describe relationships between
variables and substitute into formulae to find
particular values
9.2 Use a range of techniques to solve a range of
algebraic problems and perform algebraic
manipulations
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge and their level, required for this unit.
Imported from :
22219VIC Certificate III in Science
© State of Victoria
Version 1 2013
Page 2
VU21058 Use a range of techniques to solve mathematical problems
Ability to:
•
perform calculations involving fractions and mixed numbers
•
perform calculations involving decimals and directed numbers
•
round a decimal to a given number of decimal places
•
use simple geometry to determine angles in triangles (including non-right angled)
•
convert the unit of a quantity to a unit with a different prefix
•
write a number correct to a given number of significant figures
•
calculate systematic, random and percentage errors
•
read off values in a table, chart or graph
•
describe the general shape of a given or plotted scatter diagram
•
identify general shapes and major characteristics of linear and simple non-linear graphs
•
locate embedded information necessary to solve a problem or analyse quantitative
information
•
estimating skills to check calculations and reasonableness of outcomes
•
use mathematical symbolism, charts, diagrams and graphs as appropriate to convey
mathematical thinking and processing
•
use specialised calculator functions relevant to mathematical needs.
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.
Formulae include:
•
simple formulae with powers
Simple means:
•
limited to one- and two-step operations
Straight line includes:
•
line of best fit for empirical data
Statistical data may include: •
grouped data
•
using standard graphing conventions
•
using central tendencies such as mean, median, mode
•
percentiles
•
measures of spread
Graphical techniques
should include:
•
sketching from known main features of linear functions
Simple non-linear graphs
may include:
•
exponential, inverse and quadratic relationships
Lines of best fit may be:
•
drawn by eye only for experimental data
Statistical information may
include:
Imported from :
22219VIC Certificate III in Science
© State of Victoria
Version 1 2013
Page 3
VU21058 Use a range of techniques to solve mathematical problems
Substitute into formulae
should include:
•
unfamiliar formulae including where the unknown is not
necessarily the subject
Range of techniques
should include:
•
simplifying, expanding, and simple factorisation of
polynomial expressions
•
simplification of expressions in index form including
negative indices
•
linear (involving multiple operations) and simultaneous
linear, and may include quadratic
Range of algebraic
problems should include:
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
The learner must be able to:
•
apply a wide range of strategies and techniques to solve
mathematical problems including:
−
−
−
−
−
−
−
−
−
Context of and specific
resources for assessment
Method of assessment
using ratio, proportion and percent
using trigonometry to determine lengths and angles
using basic indices
using measurements to solve mensuration problems
in two and three dimensions
substituting into and transposing simple equations
and formulae
solving problems by plotting points
presenting and evaluating statistical information
identifying connections between formulae and
graphical representations
using algebraic techniques to analyse and solve
problems
•
demonstrate estimating skills to check calculations and
reasonableness of outcomes
•
use mathematical symbolism, charts, diagrams and
graphs as appropriate to convey mathematical thinking
and processing.
Access to:
•
calculators, computers for word processing or
spreadsheets as appropriate. Calculations may be
performed using pen and paper or on a calculator
•
real/authentic or simulated tasks, materials and texts in
context relevant to learners goals
•
a computer and internet for information.
•
Oral or written questioning, online responses
Imported from :
22219VIC Certificate III in Science
© State of Victoria
Version 1 2013
Page 4
VU21058 Use a range of techniques to solve mathematical problems
•
Pictures, diagrams, models created by the learner
•
Practical demonstration
•
Products or samples compiled by the learner with
supporting documentation
•
Records of teacher observations of learner's activities,
discussions and practical tasks
•
Self-assessment sheets, reflections, journal entries
•
Written or verbal reports of investigations or problemsolving activities.
Imported from :
22219VIC Certificate III in Science
© State of Victoria
Version 1 2013
Page 5
VU21513 Use critical reading and writing skills for further study
Unit Code
VU21513
Unit Title
Use critical reading and writing skills for
further study
Unit Descriptor
This unit describes the reading and writing performance
outcomes, skills and knowledge required by adult learners of
English as an additional language for further study purposes.
The focus of this unit is on using critical analysis skills for a
range of study tasks, and using and creating non-continuous
formatted texts e.g. for collecting and presenting data in
further study contexts.
The outcomes described in this unit relate to:
• The ISLPR (International Second Language Proficiency
Ratings) descriptors for Reading and Writing. They
contribute directly to the achievement of ISLPR Reading
3/3+ and Writing 3/3+
and
• the Australian Core Skills Framework (ACSF) They
contribute directly to the achievement of ACSF indicators of
competence for Reading and Writing at Level 4
Employability Skills
This unit contains employability skills.
Application of the Unit
This unit applies to learners wishing to develop their English
language reading and writing skills to satisfy further study
needs. The study situations in which these skills are applied
are varied, and can be related to a range of further study or
higher education contexts and across disciplines.
Element
Performance Criteria
Elements describe the
essential outcomes of a unit of
competency. Elements
describe actions or outcomes
that are demonstrable and
assessable.
Performance criteria describe the required performance needed to
demonstrate achievement of the element – they identify the standard
for the element. Where bold/italicised text is used, further
information or explanation 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 Critically analyse formal
instructional and/or
advisory texts
1.1
Determine the purpose of a range of further study
texts containing instructions or advice
1.2
Locate the key information and supporting details
1.3
Paraphrase the requirements of the instructions or
advice
1.4
Assess the importance and appropriateness of the
requirements expressed
Imported from 22258VIC Certificate IV in EAL (Further Study)
Version 1, January 2014
© State of Victoria
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VU21513 Use critical reading and writing skills for further study
2 Analyse and apply
information from noncontinuous texts found in
study contexts
3 Construct noncontinuous texts for
study purposes
1.5
Indicate an appropriate response
2.1
Outline the purposes, design and conventions of a
range of non-continuous formatted documents
required in a further study context
2.2
Locate, sort information and draw conclusions relevant
to purpose
2.3
Use the analysed information in a written or spoken
text
3.1
Clarify the purposes of the non-continuous texts and the
information required
3.2
Design a process for collecting required information
3.3
Locate, record and synthesise complex information and
ideas from required sources to meet purpose
3.4
Determine format for presentation of information
3.5
Use language and formatting conventions appropriate to
the document and the context
3.6
Review and amend final draft
Required Knowledge and Skills
This describes the essential skills and knowledge and their level required for this unit.
Required Linguistic Knowledge and Skills
• vocabulary and expressions including jargon and some specialist terminology for a range
of topics related to vocational or study needs
• linguistic structures and features of a range of instructional, advisory and non-continuous
texts used in further study
• a wide range of texts for further study purposes which include simple, compound and
complex sentences with a range of subordinate clauses and which communicate complex
relationships between ideas
• a wide range of verb tenses and forms, conditionals and modals which are used in
advisory or instructional texts e.g. Answers should contain at least three examples…
• reported speech, questions and instructions using a range of verbs required to report on
information and data from formatted texts
• a wide range of phrasal verbs,(e.g. do not leave out any sections) adverbs, adverbial
phrases and adjectives used in advisory, instructional texts relevant to further study
• a wide range of discourse markers, connectives, pronouns and cohesive devices to link
ideas and concepts, add information or contrast ideas, e.g. in spite of the fact that
Imported from 22258VIC Certificate IV in EAL (Further Study)
Version 1, January 2014
© State of Victoria
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VU21513 Use critical reading and writing skills for further study
• a wide range of common collocations
Required Sociolinguistic and Cultural Knowledge and Skills
• recognize and use specific registers related to further study
• different roles required of the author in further study texts e.g. the author’s direct
involvement or impersonal style
• ways of detecting the writer’s tone, intention and attitude
• recognition of a range of cues for inferred meaning, e.g. logical, contextual and visual
• distinguish fact and opinion, irony, understatement, exaggeration in texts
• referencing conventions and formats for relevant study fields
Required Numeracy knowledge and skills
• a range of mathematical terms and concepts relevant to data in formatted texts e.g.
percentages in graphs
Range Statement
The Range Statement relates to the unit of competency as a whole. It allows for different work
environments and situations that may affect performance. Bold / italicised wording in the
Performance Criteria is detailed below.
Further study texts
containing instructions or
advice may include:
• instructions for further study tasks e.g.
− computer tasks
− essay questions
− exam questions
− experiments / field trip reports
− formal presentations
− learning logs
− multiple choice questions
− short answers
• instructions e.g. on using the library either online or in
brochures to reserve a text, access online journal
articles
• instructions on using technology e.g. how to present a
PowerPoint show or format a report
• advice or instructions in an article or text use in a
course of study
• advice or instructions about how to participate in
collaborative online learning sites
Assessing the importance
and appropriateness of the
requirements may include:
• identifying lexical and other discourse items to
determine importance
• analysing formatting features, emphasis on non
linguistic features
Imported from 22258VIC Certificate IV in EAL (Further Study)
Version 1, January 2014
© State of Victoria
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VU21513 Use critical reading and writing skills for further study
• determining whether the instructions are clear
• determining whether the instructions or request are fair
and reasonable
• determining whether a negative or positive response is
required
Non-continuous formatted
documents may include
documents which integrate:
• graphs
• charts
• questionnaires / surveys
• tables
• visuals
• complex diagrams
Purposes may include:
• presenting information on data collected as part of a
study report
• analysis of information for a presentation
Design and conventions may
include:
• formatting e.g. labelling conventions
Sort information may include:
• using the processes of calculation, creating
percentages and collation
• using appropriate software programs to create tables,
graphs, diagrammatic representation
• comparison and contrast
• drawing inferences, e.g. the most popular fast food
is….
• using the language of comparison e.g. comparative
and superlative adjectives e.g. more / most distant,
safer / safest
• using conjunctions e.g. while, so that, whereas
Written or spoken text may
include:
• written text may be for any further study writing task
which requires data e.g. an essay or report
• a presentation as part of a group or individual
performance
Process may include:
• survey
• questionnaire
• other measuring methods e.g. collection of samples
Imported from 22258VIC Certificate IV in EAL (Further Study)
Version 1, January 2014
© State of Victoria
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VU21513 Use critical reading and writing skills for further study
Review may include:
• accessing support from teacher or others to check that
the text
− clearly conveys the main ideas and supporting detail
− uses language appropriate for the audience
− uses language, format and content appropriate to the
purpose
• checking EAL resources and dictionaries to review
language items
• checking correct spelling and punctuation,
capitalization, dates and numbers (and their
abbreviations) using word processing tools where
available
Evidence Guide
The evidence guide provides advice on assessment and must be read in conjunction with the
Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the
Assessment section in Section B of the Accreditation Submission.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
Assessment must confirm the ability to:
• use appropriate conventions and apply linguistic
knowledge to:
− critically analyse a range of instructional and advisory
texts used in further study contexts
− analyse and use a range of information from noncontinuous formatted texts used in a range of further
study contexts
− create non-continuous formatted texts for further study
purposes
Context of and specific
resources for assessment
Assessment must ensure:
• access to a range of EAL resources including:
− bilingual resources and other digital or paper based
resources for support e.g. texts as models
− a bilingual dictionary, and / or an English-English
dictionary
• acknowledgement of the L2 user e.g. cultural
differences in written texts
• access to computers for internet research and
production of word processed documents
Assessment practices consider the learner’s need to
initiate support from a range of established resources
for
− contextual support, e.g. in relation to unfamiliar jargon,
some aspects of the local culture, and cultural influences
and expectations
Imported from 22258VIC Certificate IV in EAL (Further Study)
Version 1, January 2014
© State of Victoria
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VU21513 Use critical reading and writing skills for further study
− assistance in reviewing texts prior to the final draft
Assessment takes into consideration
− time to read and analyse texts
− time to complete written texts
Method(s) of assessment
The following assessment methods are suitable for this
unit:
• records of discussion of texts
• review of written analysis of advisory and noncontinuous texts
• portfolio documenting evidence of analysis and
effective use of instructional and advisory texts, and
samples of non-continuous formatted texts e.g.
questionnaires, graphs, maps, complex diagrams
• questioning to confirm linguistic, socio-linguistic and
cultural knowledge used in critical analysis of a range
of instructional and advisory texts, and for creating
non-continuous formatted texts in further study
contexts
Imported from 22258VIC Certificate IV in EAL (Further Study)
Version 1, January 2014
© State of Victoria
Page 6
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. W here 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
applied
3.2
The significance of context for the meaning of a text is
identified and discussed
2 Use a range of library and
online sources to access
information
3 Use effective reading
strategies for complex texts
Imported from 22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
© State of Victoria
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VU20746 Apply essential further study skills
4 Use academic writing skills
to produce complex texts
5 Participate effectively in
collaborative learning
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
•
assessing appropriateness of information for specific purposes
•
ability to work in groups
•
negotiation skills
Required Knowledge
Imported from 22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
© State of Victoria
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VU20746 Apply essential further study skills
•
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
•
catalogue assistance
•
binding, laminating and copying
•
reader services
•
reference collections
•
reserve collections
•
study areas
Imported from 22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
© State of Victoria
Page. 3
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 :
Collaborative learning may
include but is not limited to :
•
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
•
editing
•
proof reading
•
study groups
•
learning partnerships
•
group presentations
•
tutorials
•
workshops
Imported from 22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
© State of Victoria
Page. 4
VU20746 Apply essential further study skills
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.
Imported from 22187VIC Certificate IV in Liberal Arts
Version 1, December 2011
© State of Victoria
Page. 5