Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand

VICTORIAN CERTIFICATE OF APPLIED LEARNING

For implementation in

2014

Curriculum Planning Guide:Industry Specific Skills Strand and Work Related Skills Strand

Victorian Curriculum and Assessment Authority

Accreditation Period 1 January 2014 to 31 December 2018ISBN 978-1-922082-41-1

Published byVictorian Curriculum and Assessment AuthorityLevel 1, 2 Lonsdale Street, Melbourne Victoria 3000

© Victorian Curriculum and Assessment Authority 2013

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Contents

Section 1: Introduction .................................................................................................................1VCAL QUALIFICATION INFORMATION .............................................................................................................................. 1

Qualification Title .............................................................................................................................................................. 1Qualification Design .......................................................................................................................................................... 2Assessment and Reporting ................................................................................................................................................. 4Recognition of Prior Learning ........................................................................................................................................... 7VCAL and Structured Workplace Learning ....................................................................................................................... 7Risk Management and Occupational Health and Safety ..................................................................................................... 8Resources ......................................................................................................................................................................... 10

Section 2: VCAL Industry Specific Skills Strand ................................................................................... 13Purpose Statement ........................................................................................................................................................................ 13

Section 3: VCAL Work Related Skills Strand ...................................................................................... 15Purpose Statement ........................................................................................................................................................................ 15

VCAL Work Related Skills units ...................................................................................................................................... 18

Section 4: Unit Information ........................................................................................................... 20Work Related Skills Foundation Unit 1 ...................................................................................................................................... 20

Learning outcome 1 .......................................................................................................................................................... 20Learning outcome 2 .......................................................................................................................................................... 21Learning outcome 3 .......................................................................................................................................................... 21Learning outcome 4 .......................................................................................................................................................... 21Learning outcome 5 .......................................................................................................................................................... 21Learning outcome 6 .......................................................................................................................................................... 22Assessment ........................................................................................................................................................................ 22

Work Related Skills Foundation Unit 2 ...................................................................................................................................... 22Learning outcome 1 .......................................................................................................................................................... 23Learning outcome 2 .......................................................................................................................................................... 23Learning outcome 3 .......................................................................................................................................................... 23Learning outcome 4 .......................................................................................................................................................... 24Learning outcome 5 .......................................................................................................................................................... 24Learning outcome 6 .......................................................................................................................................................... 24Assessment ........................................................................................................................................................................ 24

Work Related Skills Intermediate Unit 1 .................................................................................................................................... 25Learning outcome 1 .......................................................................................................................................................... 25Learning outcome 2 .......................................................................................................................................................... 25Learning outcome 3 .......................................................................................................................................................... 26Learning outcome 4 .......................................................................................................................................................... 26Learning outcome 5 .......................................................................................................................................................... 26Learning outcome 6 .......................................................................................................................................................... 26Assessment ........................................................................................................................................................................ 26

Work Related Skills Intermediate Unit 2 .................................................................................................................................... 27Learning outcome 1 .......................................................................................................................................................... 28Learning outcome 2 .......................................................................................................................................................... 28Learning outcome 3 .......................................................................................................................................................... 28

Learning outcome 4 .......................................................................................................................................................... 28Learning outcome 5 .......................................................................................................................................................... 28Learning outcome 6 .......................................................................................................................................................... 29Assessment ........................................................................................................................................................................ 29

Work Related Skills Senior Unit 1 ............................................................................................................................................... 29Learning outcome 1 .......................................................................................................................................................... 30Learning outcome 2 .......................................................................................................................................................... 30Learning outcome 3 .......................................................................................................................................................... 30Learning outcome 4 .......................................................................................................................................................... 30Learning outcome 5 .......................................................................................................................................................... 31Learning outcome 6 .......................................................................................................................................................... 31Learning outcome 7 .......................................................................................................................................................... 31Assessment ........................................................................................................................................................................ 31

Work Related Skills Senior Unit 2 ............................................................................................................................................... 32Learning outcome 1 .......................................................................................................................................................... 32Learning outcome 2 .......................................................................................................................................................... 32Learning outcome 3 .......................................................................................................................................................... 33Learning outcome 4 .......................................................................................................................................................... 33Learning outcome 5 .......................................................................................................................................................... 33Learning outcome 6 .......................................................................................................................................................... 33Learning outcome 7 .......................................................................................................................................................... 34Learning outcome 8 .......................................................................................................................................................... 34Assessment ........................................................................................................................................................................ 34

Appendix 1 .............................................................................................................................. 35

Appendix 2 .............................................................................................................................. 36

Glossary ................................................................................................................................. 43

Section 1: Introduction

VCAL QUALIFICATION INFORMATION

QUALIFICATION TITLE The Victorian Certificate of Applied Learning (VCAL) is accredited at three award levels:• Victorian Certificate of Applied Learning (Foundation) • Victorian Certificate of Applied Learning (Intermediate) • Victorian Certificate of Applied Learning (Senior).

The three award levels provide flexible entry and exit points for a range of student abilities and interests and offer a clear progression for the development of knowledge, skills and attributes.

Aims of the qualification The VCAL aims to provide knowledge, skills and attributes to enable students to make informed choices regarding pathways to work and further education. Personal development, the utilisation of a student’s particular interests and pathways for senior secondary students, in the context of applied learning, are underpinning principles of the VCAL. The VCAL acknowledges this within the development of knowledge and:• employability skills that help prepare the individual for employment and for participation in the broader context of

family, community and lifelong learning• skills that assist the individual to make informed vocational choices within specific industry sectors and/or to facilitate

pathways to further learning.

Structure of the VCAL VCAL units at each level reflect the progression in the development of knowledge, skills and attributes. For example:• At Foundation level, students learn under close supervision with high levels of direction. Knowledge and employability

skills development is supported by a strong emphasis on literacy and numeracy skills and preparatory learning.• At Intermediate level, learning is reasonably autonomous in regard to planning and work activities but conducted under

supervision. Knowledge and employability skills development leads to independent learning, confidence and a high level of transferable skills.

• At Senior level, learning is autonomous in regard to planning and work activities but conducted under supervision. Knowledge and employability skills development leads to a high level of interpersonal skills, independent action and achievement of tasks that require decision making and leadership.

It is important that a clear distinction is able to be made between the three VCAL levels.

Further information is available in the VCAL Unit Assessment Planning Guide.

1

Entry There are no prerequisites for entry to VCAL units.

Nominal duration Each of the three award levels has a nominal duration of 1000 hours.

Within a school setting, a VCAL learning program would normally be based on a full-time load of scheduled and unscheduled learning (1000 hours). Attendance in a school setting is determined by the school regulations.

In other educational settings the nominal hours may vary, taking into consideration the specific needs of the student.

QUALIFICATION DESIGN

Course requirements To be awarded the VCAL, students must successfully complete a learning program that contains a minimum of 10 credits.

The VCAL program must include:• curriculum components to the value of at least one credit, each of which can be justified against the purpose statement

for each of the four VCAL curriculum strands • a minimum of two VCAL units • one credit for numeracy• curriculum components to the value of six credits at the level of the VCAL award (or above), of which one must be for

literacy and one must be for a VCAL Personal Development Skills unit.

At the VCAL Intermediate and Senior levels, the learning program must also include accredited Vocational Education and Training (VET) curriculum components to the value of a minimum of one credit in the Industry Specific Skills Strand. One credit is awarded on successful completion of 90 nominal hours of accredited VET curriculum.

The VCAL program may also contain curriculum components drawn from Victorian Certificate of Education (VCE) units and Further Education (FE) accredited curriculum. One credit is awarded on successful completion of 90 nominal hours of accredited FE curriculum.

VCAL curriculum strands Each VCAL award level contains four curriculum strands: • Literacy and Numeracy Skills• Industry Specific Skills• Work Related Skills • Personal Development Skills.

To ensure coherence in designing a VCAL learning program, selected curriculum components must closely align to the purpose statements of the appropriate curriculum strand. Information about VCAL curriculum strands is available in the relevant VCAL Curriculum Planning Guide.

VCAL delivery principles The delivery of the VCAL is based on adult learning and youth development principles. These principles have been found to be relevant in providing successful programs for students seeking a pathway to further VET and/or employment. Delivery and teaching strategies for VCAL learning programs should include: • curriculum content negotiated to build on the student’s interests, abilities and strengths • curriculum content that focuses on practical ‘hands-on’ opportunities for learning • curriculum content and delivery strategies that encourage personal development and growth and include opportunities

to integrate learning across the learning program• both formal and informal recognition of student achievement and student contributions• curriculum and delivery strategies that enable students to learn at their own pace• curriculum and delivery strategies that enable students to learn in different ways according to different learning styles • delivery and assessment that assists the individual in achieving positive educational outcomes• curriculum that values and engages the contribution of young people

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Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand IntRoduCtIon

• curriculum that builds competence and resilience in individuals, including minimising risk factors and enhancing the promotion of protective behaviours of young people

• curriculum and delivery strategies that encourage civic and civil participation and promote active citizenship• the development of partnership approaches to program planning and delivery that link young people with the broader

community.

Delivery modes The VCAL allows for a range of delivery modes in a variety of settings. Delivery modes may include but are not limited to:• applied learning linked to community, work or school activities • classroom delivery based on whole class, small groups or individual activities• flexible delivery such as distance learning and online learning.

Delivery settings may include schools, post-compulsory providers, community, workplace, sporting or simulated environments. Delivery must be consistent with the accredited curriculum, for example VCE or VCAL units or VET training packages.

Learning activities including projects must promote and support applied learning and encourage the integration of units and learning outcomes.

The teaching/learning methods employed should allow for individual differences in learning styles.

Depending on the context, delivery may occur in the classroom or outside it. Classroom-based delivery should include a mixture of whole-class, small-group and individual activities.

Delivery can be full-time or part-time. Some students may choose to complete units over longer periods of time than the nominal hours.

Delivery and assessment must be in accordance with the requirements of the individual curriculum components selected for the study. For example, if selecting VCE units, the delivery and assessment must be consistent with the requirements of the Victorian Curriculum and Assessment Authority (VCAA) as set out in the official VCE study designs.

Educational and delivery practices The VCAL program is underpinned by the following curriculum principles:• student-centred approaches and decision making regarding program design, delivery and evaluation• opportunities for experiential learning and skill development through activities that are structured and sequential in

their learning outcomes• program design that has high relevance to personal strengths and experiences and that is responsive to diverse needs• program delivery that builds resilience, confidence and self-worth• learning environments that strengthen connections with the community• program design that allows students to enter and exit learning programs at each level to pursue a range of pathway options.

The following practices should be considered when planning VCAL learning programs for students.

Negotiating learning programs It is important that students are actively involved in negotiating and planning their individual learning program, in particular the VCAL units.

Using flexible delivery modes When planning the VCAL learning program, teachers should determine the delivery modes most suited to students’ needs and circumstances. Delivery of the VCAL can take place in classrooms, online, in community or workplace settings and may involve workplace or community contexts. VCAL providers will need to ensure that delivery modes for VET/FE units of competency/modules are consistent with any mandatory requirements specified in the relevant accredited curriculum document/training package.

Adopting student-centred teaching practices Delivery should be based on student-centred experiential learning activities such as practical hands-on activities, role-plays, case studies, guest speakers and audio-visual presentations. Where possible, teachers should extend the learning experiences beyond the classroom through excursions and field trips and through other applied learning methods, for example integrating the classroom learning with another unit that has an applied or practical focus.

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IntRoduCtIon Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand

Integrating curriculumThe teaching and learning program for the various VCAL units and VET/FE units of competency/modules that make up the learning program can be integrated. Providers of VCAL are encouraged to integrate the learning outcomes from a number of VCAL units where possible and practicable. The knowledge and skills development that lead to the learning outcomes in one unit, such as a VCAL unit, can be extended by including content drawn from a VET unit of competency/module. Record keeping for each curriculum component should reflect assessment of each learning outcome and/or unit of competency/module.

Programs can be designed to include a thematic or project-based approach. Planning for this includes learning experiences and assessment tasks that are based on integration of learning outcomes. This might include combining the learning outcomes from different curriculum components in the same or different VCAL curriculum strands to reflect the integration of skills and competencies in authentic contexts, such as social or work activities.

Teaching/learning strategiesStrategies adopted should be appropriate to the learning situation and content. Examples of suitable strategies include:• development of a learning environment where discussion, collaboration and critical reflection can occur• time management strategies and activities that encourage planning, developing and working to timelines• small and large group activities where students learn the importance of collaborative involvement• undertaking out-of-class activities or investigations• classroom activities• oral presentations and feedback where students adapt and modify work according to feedback from audience and self-

reflection• listening to guest speakers and critically analysing content• written essays, reports, reviews that relate to chosen field of study• production of multimedia and/or web content• undertaking research projects• activities to build specific knowledge and technical vocabulary• critical analysis activities such as questioning; identifying values; identifying missing and misleading information;

identifying opinions and facts, what is inferred or implicit.

Other principles that underpin applied learning should also be used. Examples of these are:• encouraging students to learn through interaction and cooperation – via discussion, asking questions, giving explanations

and presentations, and working cooperatively with others• using a range of materials and resources relevant to the chosen field of study – through out-of-class or classroom-based

activities and investigations• utilising students’ backgrounds, interests, knowledge, skills and experiences and connecting these to chosen field of study• making learning explicit• developing existing skills and knowledge in chosen field of study• ensuring that all students experience success and develop confidence through developing and acquiring skills and

knowledge• developing assessment strategies that are appropriate.

ASSESSMENT AND REPORTING The award of satisfactory achievement for a unit is based on a decision that the student has achieved the learning outcomes specified for the unit. The curriculum components in a VCAL learning program must be assessed in accordance with the requirements and guidelines outlined in the curriculum documents for the units and/or units of competency/modules delivered in the learning program; that is, assessment of:• VCE units must be in accordance with VCAA requirements in study designs• VCAL units be in accordance with the assessment and quality requirements of the VCAA • VET and FE units of competency/modules must be in accordance with the VET accredited curriculum or training

package qualification or accredited FE curriculum document and according to the standards of the Australian Quality Training Framework (AQTF).

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Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand IntRoduCtIon

Students should be observed to demonstrate competence on more than one occasion and in different contexts to make sure that the assessment is consistent, reliable, fair and equitable.

A range of assessment methods and task types may be used. These include:• evidence of information and communications technology (ICT), including internet usage, blogs, wikis, podcasts,

eportfolios, multimedia presentations and vodcast• teacher observation and/or checklists• self-assessment inventories • physical demonstration of understanding of written or oral text• a portfolio of accumulated evidence• evidence accumulated through project or program participation• awards from recognised programs• oral or written reports and presentations• oral explanation of text• written text • discussion • debates • role-plays• folios of tasks or investigations• performing practical tasks• reflective work journals• student logbooks.

Teachers must develop learning programs that provide opportunities for students to achieve the learning outcomes. A holistic approach to the development of skills through project-based activities that integrate the learning outcomes will ensure that students are able to identify and apply these skills within authentic social and working environments.

The VCAL provider coordinates the assessment and collection of results for all curriculum components within the VCAL learning program. The satisfactory completion of curriculum components must be in accordance with the assessment guidelines for the accredited curriculum.

Information about assessment processes and procedures for VCAL units can be found in the VCAL Unit Assessment Planning Guide.

Assessment principles for VCAL learning programs Assessment within the VCAL should be based on the following principles:• Assessment tasks/activities should be grounded in a relevant context and not be culturally biased.• Students should have the opportunity to demonstrate achievement at their own pace.• Students should be assessed across as wide a range of tasks/activities as possible, in order to increase reliability and

validity of assessment. One-off assessment tasks/activities do not provide a reliable and valid measure of competence. • Instructions for assessment tasks/activities should be clear and explicit. Students must know what is expected and the

criteria by which satisfactory completion will be established.• Time allowed to complete a task should be reasonable and specified and should allow for preparation and reflection as

appropriate to the activity. Where the assessment task is linked to a project or activity, the assessment tasks/activities may take place over a number of weeks.

• Assessment tasks/activities should be open-ended and flexible to meet the specific needs of students.• Assessment should include access to ICT where appropriate to the context of the activity or task. • Assessment must be valid in terms of context and methods. Assessment must be reliable in showing consistent results

over a number of occasions. Assessment must not unduly disadvantage any student and must provide flexibility in the range of methodologies that cater to the needs of individual students.

When assessing students with particular needs, the validity of assessment must be maintained. Flexibility in assessment strategies must be maintained to ensure alternative methods are utilised to allow the demonstration of achievement of learning outcomes without disadvantaging the student.

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IntRoduCtIon Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand

Assessment of Integrated Programs Where possible, assessment in the VCAL should focus on integrated projects/activities. In developing an integrated or holistic approach to VCAL delivery, a number of outcomes from one or more strands can be grouped into logical, assessable activities that take into account project-based or thematic activities.

When designing assessment for an integrated project, there needs to be clearly identifiable assessment activities/tasks for each VCAL unit or VET unit of competency.

An assessment task/s used to demonstrate achievement of one or multiple learning outcomes in one VCAL unit cannot be used to demonstrate achievement in other VCAL unit learning outcomes or competency in a VET unit of competency. For example, an assessment task (within a broader project) used to demonstrate achievement of a number of learning outcomes within a Personal Development Skills unit, cannot be used to demonstrate achievement of learning outcomes in the VCAL Reading and Writing unit.

When an integrated project includes VET units of competency, separate evidence is required to demonstrate competency in the VET units.

Assessment of VCE units must be in accordance with VCE study designs and cannot be integrated with other assessment.

Assessing students with disabilities The VCAL structure provides a number of strategies to support students with disabilities. However, all VCAL students are required to meet the course requirements as outlined in the VCE and VCAL Administrative Handbook and in the VCAL Curriculum Planning Guides.

Appropriate strategies available within the VCAL design structure to support students with disabilities include:1. Flexibility in assessment. For example, if a person is unable to communicate by speaking, then an alternative means of

communicating may be used to demonstrate achievement of unit learning outcomes normally demonstrated through the spoken word. Similarly, students who are deaf and use sign language to communicate may receive their instruction in sign language and sign their response; those with a physical disability may use a voice synthesiser or communication board.However, while flexibility in relation to assessment methods and assessment tools is encouraged to meet the specific needs of students, the validity and reliability of the assessment must not be compromised in any way.

2. Appropriate VCAL level. The VCAL has three levels:• Foundation – high level of teacher support• Intermediate – some teacher support but there is an expectation that students will demonstrate independent learning• Senior – students work as independent, self-directed learners.

It is important that students are enrolled in a VCAL level that is appropriate for them. For example, Foundation VCAL students require a high level of teacher support and direction and apply their skills to familiar tasks in everyday contexts. Senior VCAL students work as independent and self-directed learners with the capacity to undertake complex tasks in an abstract context.

3. Time to achieve a VCAL certificate. The nominal duration of the VCAL is 1000 hours. In most cases students can achieve a VCAL certificate within a school year. However, a student may take longer than a year to complete a VCAL certificate, for example Foundation VCAL can be delivered over a two-year period if required.

Satisfactory completion of VCAL units All activities designed for assessment of VCAL unit learning outcomes should be assessed by the teacher/trainer to verify satisfactory completion.

Satisfactory completion of the VCAL units must be based on evidence that demonstrates that the student has achieved the learning outcomes. The curriculum for the VCAL unit will include learning activities that develop the student’s knowledge and skills, as well as instance/s of assessment. When developing an assessment task/activity, teachers/trainers must ensure that it enables students to complete the learning outcome/s.

The elements further describe the learning outcome/s and are a guide to the requirements for satisfying the learning outcomes at the appropriate VCAL level. The learning outcome is achieved when the student demonstrates achievement in all the elements.

S (Satisfactory) or N (Not yet complete) results for VCE units must be consistent with the requirements of the study designs.

VCAL providers will report results for each unit as S (Satisfactory) or N (Not yet complete).

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Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand IntRoduCtIon

Validation of assessments for VET and FE units of competency/modules will be the responsibility of the relevant Registered Training Organisation (RTO) and will be in accordance with the requirements of the AQTF. These requirements will be set out in the accredited course document.

Quality assurance of VCAL units The quality assurance (QA) of VCAL units will ensure that there is a common understanding and consistency among teachers regarding assessment judgements and the design of assessment tools for the three VCAL levels. A shared understanding of learning outcomes, elements and assessment processes and practices will be fostered through the QA process. Information about this process is circulated to VCAL providers by the VCAA in Term 1 of the school year. Information about QA can be found at www.vcaa.vic.edu.au/Pages/vcal/providers/quality/index.aspx.

RECOGNITION OF PRIOR LEARNING Recognition of prior learning (RPL) is the acknowledgment of skills and knowledge obtained through any combination of formal or informal training, work experience or general life experience. RPL is a process to assess successful completion of VCAL learning outcomes through skills, knowledge and experience gained in other settings besides traditional school programs, for example through part-time work or voluntary involvement in a community organisation. RPL can only be applied to the VCAL Work Related Skills (all levels), VCAL Personal Development Skills (all levels) and VCAL Skills For Further Study – Senior units. Decisions regarding RPL for VCAL Work Related Skills, VCAL Personal Development Skills and VCAL Skills For Further Study – Senior units are the responsibility of the enrolling VCAL provider. Where students have been granted RPL, evidence that demonstrates successful completion of the entire unit learning outcomes must be completed and kept by the VCAL provider.

Information about RPL procedures and processes can be found in the VCAL Unit Assessment Planning Guide.

VCAL AND STRUCTURED WORKPLACE LEARNING There is no formal on-the-job training or structured workplace learning requirement within the accredited units of the VCAL. However, if a VET unit of competency/module is used to meet one of the requirements of the VCAL, this VET unit of competency/module may require a structured workplace learning placement.

Structured workplace learning can be used to meet some or all of the learning outcomes of the Work Related Skills units. Schools will need to refer to information on structured workplace learning requirements on the following website: www.education.vic.gov.au/school/teachers/teachingresources/careers/work/Pages/structuredlearning.aspx

It is important that students undertaking structured workplace learning placements as part of their VCAL learning program have an understanding of occupational health and safety (OHS) as it applies to them. They must undertake relevant accredited OHS training prior to commencement of the structured workplace learning placement. This training may vary depending on the environment in which the student will be working.

For example, if a VCAL student is enrolled in Certificate II in Automotive Studies (Prevocational) and is undertaking a relevant OHS unit within this certificate, then this student is able to undertake a structured work placement in an automotive environment. If, however, this student wishes to undertake a structured work placement in an unrelated retail environment, they must complete Work Related Skills Unit 1, including the safe@work program, before commencing this placement. A flow chart is presented in Appendix 1.

Where learning and assessment occur through structured workplace learning, the VCAL provider will need to ensure that the student will have opportunities to achieve the learning outcomes for the VCAL unit that the student is enrolled in. This will require appropriate supervision and monitoring of student progress, and a cooperative arrangement with the employer. The VCAL teacher/trainer is responsible for determining satisfactory achievement of learning outcomes.

Schools must comply with the relevant Ministerial Order. These orders are made by the Minister and relate to workplace learning arrangements entered into by a principal of a school with an employer. The arrangement must be in accordance with the Education (Workplace Learning) Act 2003 and the relevant Ministerial Order.

VCAL providers from the Technical and Further Education (TAFE) and Adult Community Education (ACE) sectors should refer to the Structured Workplace Learning and Work Experience Arrangements Interim Guidelines for Non-school Providers.

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IntRoduCtIon Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand

Department of Education and Early Childhood Development (DEECD) resources for school providersWork Experience and Structured Workplace Learningwww.education.vic.gov.au/school/teachers/teachingresources/careers/work/Pages/default.aspx

Job Well Done – Online OHS program for secondary school students with disabilities or impairments undertaking work experiencewww.education.vic.gov.au/school/teachers/teachingresources/careers/work/Pages/welldone.aspx

safe@work program Online OHS program for secondary school students undertaking work experience. The program is designed to help students improve their knowledge and understanding of OHS before entering a workplace. In addition, a series of industry-specific hazards fact sheets have been developed and can be used in conjunction with this resource.www.education.vic.gov.au/school/students/beyond/Pages/swguide.aspx

Other linksJobwatch Employment Rights Legal Centre: www.jobwatch.org.au

RISK MANAGEMENT AND OCCUPATIONAL HEALTH AND SAFETYConsistent with the VCAL principle to ensure curriculum that builds competence and resilience in individuals, including minimising risk factors and enhancing the promotion of protective behaviour of young people, it is incumbent on VCAL providers to ensure that risks are identified, assessed and controlled effectively and to develop appropriate risk control strategies as part of project planning and implementation. VCAL providers should ensure student participation in the risk management process.

Risks include:• occupational health and safety• reputation risks (for example, actions by the student that impact negatively on the reputation of the student, the workplace

or VCAL provider) • relationship risks (for example, actions that impact on client or staff relationships) • property damage and financial risks• legal risks.

Occupational Health and Safety (OHS)

Legislative requirementsThe Victorian Occupational Health and Safety Act 2004 requires that an employer provides and maintains a working environment that is safe and without risks to the health of employees. Ministerial Order 55 of the Education and Training Reform Act also sets out OHS requirements in relation to structured workplace learning arrangements between employers and school principals. It is the responsibility of the VCAL provider to ensure that duty of care is exercised in relation to the health and safety of all students undertaking the VCAL program.

Because students will be undertaking project work in workplaces where there may be a range of OHS risks, the VCAL provider will have a shared responsibility with the workplace owner/occupier to ensure OHS legislation is complied with. This responsibility applies both to any risks generated by the VCAL project/activity and OHS risk exposure generated by the workplace.

Risk assessment If the project is to be conducted within a workplace, then the employer must have appropriate controls in place to mitigate OHS risk to a level that is acceptable to the school or VCAL coordinator. Projects and activities should be assessed prior to commencement to ensure that any potential physical or psychological OHS risks or hazards are identified and appropriate controls put in place to manage these. Risk controls should be based on the hierarchy of controls.

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Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand IntRoduCtIon

The Hierarchy of Control

ELIMINATION

SUBSTITUTION

ENGINEERING

ADMINISTRATIVE

PPE

EFFECTIVENESS

Elimination Completely remove the hazard, e.g. removal of hazardous substance from the workplace.

Substitution Change a work practice, substance or piece of equipment to provide a safer environment, e.g. substitute old, non-adjustable office chairs with ergonomic chairs to reduce the risk of injuries.

Engineering Modify the design of the workplace or plant and/or environmental conditions, e.g. the use of a fume extraction system to remove fumes generated by hazardous substance use in laboratories.

Administrative Develop procedures and systems to control the interaction between people and hazards, e.g. reducing the time of exposure to noise by requiring people to be remote from equipment during operation, providing manual handling training to persons so they are better able to identify/report/control/avoid hazards in the workplace.

Personal Protective Equipment (PPE)

Implement PPE to prevent physical contact between a person and a hazard, e.g. appropriate footwear, gloves etc.

The school or VCAL coordinator should consult with the supervisor regarding risk controls, and where the risk level is considered intolerable by the school, an alternative project or activity should be selected.

OHS induction and safe work procedures

The workplace should provide a site-specific OHS induction to the student, and training in documented safe work/operating procedures to ensure that those involved in, or exposed to, an activity or process are equipped to conduct work activities in accordance with OHS requirements. Students should be observed in following the safe work procedure and assessed as competent in the procedure. Safe work/operating procedures shall include (but are not limited to):• a description of the activity or process with appropriate training undertaken• the person or position that has supervisory responsibility for the activity or process• a clear explanation of the steps or stages in sequential order• details of potential hazards• safety controls to minimise potential risk from any identified hazards• health and safety precautions to be exercised in the course of carrying out work activities.

The DEECD’s OHS management system provides relevant OHS procedures, forms and guidance, including a generic safe work procedure and risk management form for this purpose. These can be accessed at: www.education.vic.gov.au/school/principals/management/Pages/healthworksafe.aspx

Guidelines for government schools are also provided in the School Policy and Advisory Guide.

Other VCAL providers must ensure duty of care is exercised in relation to the regulations covering their particular sector.

Participants in VCAL programs must demonstrate safe working practices and comply with all relevant OHS requirements applicable to their learning environment.

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IntRoduCtIon Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand

VCAL providers and assessors must also ensure all learning and assessment environments and activities conform to current OHS and environmental legislation, regulatory requirements and structured workplace learning guidelines produced by the DEECD.

Duty of care The delivery of accredited curriculum within a school setting is governed by legislative and regulatory responsibilities.

Government schools that are VCAL providers must comply with all DEECD rules and regulations for schools. These include circulars sent to principals and school council presidents as well as the guidelines for delivery and implementation of curriculum as outlined in:• the relevant Ministerial Order • structured workplace learning manuals produced by the DEECD• Education (Workplace Learning) Act • the School Policy and Advisory Guide.

Guidelines for schools for delivery and implementation of structured workplace learning are outlined in Ministerial Order 55. Further information on workplace learning arrangements is available at: www.education.vic.gov.au/school/teachers/teachingresources/careers/work/pages/structuredlearning.aspx

RESOURCES In Victoria, workplace OHS and WorkSafe are governed by the following Acts and regulations:

Occupational Health and Safety Act 2004

Occupational Health and Safety Regulations 2007

Dangerous Goods Act 1985

Dangerous Goods (Storage and Handling) Regulations 2012

Accident Compensation Act 1985

Accident Compensation Regulations 2001

Workers Compensation Act 1958

ActsThe Acts are linked to copies held at Victorian Law Today.

Occupational Health and Safety Act 2004

Dangerous Goods Act 1985

Equipment (Public Safety) Act 1994

Mines Act 1958

RegulationsRegulations set out mandatory requirements under the Acts and are linked to copies held at Victorian Law Today.

Occupational Health and Safety Regulations 2007

Dangerous Goods (Explosives) Regulations 2011

Dangerous Goods (HCDG) Regulations 2005

Dangerous Goods (Storage and Handling) Regulations 2012

Dangerous Goods (Transport by Road or Rail) Regulations 2008

Equipment (Public Safety) Regulations 2007

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Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand IntRoduCtIon

DEECD OHS Management Systemwww.education.vic.gov.au/school/principals/management/Pages/healthworksafe.aspx

DEECD OHS Hazard Guideswww.education.vic.gov.au/school/principals/management/Pages/hazardmgt.aspx

WorkSafe and Return to Workwww.education.vic.gov.au/school/principals/management/Pages/worksafereturntowork.aspx

DEECD OHS Advisory Service 1300 074 715www.education.vic.gov.au/school/principals/management/Pages/ohsworksafecontacts.aspx

Useful web linksLegislation (where you can download copies of the legislation such as the OHS Act 2004)www.legislation.vic.gov.au

Safe Work Australia (the federal body that looks at policy, gathers and collates OHS statistics.www.safeworkaustralia.gov.au

WorkSafe VictoriaGeneral WorkSafe sitewww.worksafe.vic.gov.au

A site that is specifically designed for Health and Safety Representatives. Students and teachers can subscribe to the newsletterswww.worksafe.vic.gov.au/hsr

A site that provides daily updates regarding OHSwww.worksafenews.com.au/

WorkSafe Victoria videos of advertisements and other campaigns on YouTubewww.youtube.com/user/worksafevictoria

Facebook www.facebook.com/worksafevictoria

Twitter#WorkSafe_Vic

Young Workerswww.worksafe.vic.gov.au/safety-and-prevention/health-and-safety-topics/young-workers

Summary of the OHS Act 2004www.worksafe.vic.gov.au/forms-and-publications/forms-and-publications/occupational-health-and-safety-act-2004-summary

Controlling OHS Hazards and Risks – a Workplace Handbook www.worksafe.vic.gov.au/forms-and-publications/forms-and-publications/controlling-ohs-hazards-and-risks-a-workplace-handbook

Consultation on Health and Safetywww.worksafe.vic.gov.au/forms-and-publications/forms-and-publications/consultation-on-health-and-safety-a-handbook-for-workplaces

Employee Representation (explains HSRs)www.worksafe.vic.gov.au/forms-and-publications/forms-and-publications/employee-representation

Job Safety Analysis Worksheetwww.worksafe.vic.gov.au/forms-and-publications/forms-and-publications/job-safety-analysis-worksheet-jsa

Workplace Bullyingwww.worksafe.vic.gov.au/forms-and-publications/forms-and-publications/preventing-and-responding-to-bullying-at-work

Injury Hotspots (Statistics for use by teachers in class)www.worksafe.vic.gov.au/safety-and-prevention/injury-hotspots-statistics-and-solutions

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IntRoduCtIon Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand

OHS in Schools – A practical guide for school leaders (for the teacher rather than the student) www.worksafe.vic.gov.au/forms-and-publications/forms-and-publications/ohs-in-schools-a-practical-guide-for-school-leaders

A page about workplace inspections with videos of inspectors talkingwww.worksafe.vic.gov.au/safety-and-prevention/workplace-inspections/do-your-own-inspection

Officewise – useful for those working in an office environment www.worksafe.vic.gov.au/forms-and-publications/forms-and-publications/officewise-a-guide-to-health-and-safety-in-the-office

JobWatch Employment Rights Legal Centre www.jobwatch.org.au/

Workplace Health and Safety Resource for Young Workers and Teacherswww.safe-t1.net.au

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Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand IntRoduCtIon

Section 2: VCAL Industry Specific Skills Strand

PURPOSE STATEMENT

The purpose of the Industry Specific Skills Strand is to enable the development of skills, knowledge and attributes related to one or more vocational contexts in preparation for progression to further learning or employment. While specific VET units can be curriculum components of this strand, the learning program should focus on vocational contexts in order for learners to make informed choices as to the pathway options available to them through the VCE, VET, FE and employment.

The Industry Specific Skills purpose statement gives guidance in selecting appropriate accredited curriculum.

There are no VCAL units within the Industry Specific Skills Strand. At Intermediate and Senior level of the VCAL, curriculum selected for this strand must be drawn from nationally recognised VET qualifications such as state accredited curriculum or Training Packages. At Foundation level, curriculum can be drawn from nationally recognised certificates or training package qualifications or a selected VCE unit that has a vocational focus, for example, VCE Product Design and Technology. Further information is provided in the current VCE and VCAL Administrative Handbook.

The curriculum selected for the Industry Specific Skills Strand must, however, be consistent with the purpose statement of this strand. Through aligning curriculum with the purpose statement, the learning program will provide vocational skills development and experiences that are important for the vocational and employability outcomes of the VCAL.

Curriculum selected for the learning program should also provide a range of experiences within a particular industry sector to help students make informed decisions for future pathway choices and to promote the students’ employability skills. It is not specifically intended that students will graduate as qualified in an occupational area, but that they will have gained highly relevant experience and developed employability skills for an industry sector.

Curriculum selected for this strand can include:• selected VCE units such as Product Design and Technology units (in Foundation level only)• VCE VET programs• a combination of selected and completed VET modules/units of competency that are in total 90 nominal hours.

AimsStudy in this strand is designed to:• develop key knowledge and skills in a vocational context that assists the student in making informed choices regarding

further learning and/or employment• provide vocational experiences relevant to student interests and abilities• provide pathways to further study into higher level VCAL, VCE or VET courses.

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Gaining credit/s toward the award of VCALStudents must successfully complete a minimum of one credit in the Industry Specific Skills Strand to meet the minimum VCAL course requirements. One credit will be given for the successful completion of accredited vocational education and training units of competency/modules that total 90 nominal hours. This could include, for example, three completed 30-hour units of competency/modules or one completed 90-hour unit of competency/module. If a student partially completes a VET unit of competency/module, for example, 90 hours of a 150-hour unit of competency, they will receive no credit towards the VCAL.

At Foundation level, students can gain a credit in the Industry Specific Skills Strand for selected VCE units. Further information is provided in the current VCE and VCAL Administrative Handbook.

AssessmentDelivery and assessment must be in accordance with the requirements of the individual curriculum components selected for the study. For example, if selecting a unit of competency from Certificate II in Hospitality, the unit must be delivered by an appropriately qualified person in accordance with the delivery and assessment requirements of the AQTF.

Guidance about meeting the formal requirements for the delivery and assessment of VET will be provided by the RTO that is delivering or auspicing the program.

VCE VET programs selected for inclusion in a VCAL learning program must be delivered and assessed in accordance with VCAA requirements. VCAL providers should refer to the relevant VCE VET program booklets and the current VCE and VCAL Administrative Handbook for further information.

Additional advice regarding the requirements for the delivery and assessment of VET qualifications can be found on the Australian Skills Quality Authority wesbite and the Victorian Registration and Qualifications Authority website.

Further information is provided in Section 1 of this publication and the VCAL Unit Assessment Planning Guide available on the VCAA website.

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Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand VCAL InduStRy SPeCIfIC SkILLS StRAnd

Section 3: VCAL Work Related Skills Strand

PURPOSE STATEMENT

The purpose of the Work Related Skills Strand is to develop employability skills, knowledge and attributes valued within community and work environments as a preparation for employment. The development of employability skills within this strand provides learners with a capacity to consider and choose from the range of pathways. The development of Occupational Health and Safety (OHS) knowledge provides learners with the necessary preparation for the workplace.

RationaleThe Work Related Skills units have been developed to recognise learning that is valued within community and work environments as preparation for employment. Locally developed programs that use different social and work contexts to develop the interests and employability skills of young people can be selected for inclusion in the Work Related Skills units.

AimsThe Work Related Skills units are designed to:• integrate learning about work skills with prior knowledge and experiences• enhance the development of employability skills through work-related contexts• develop critical thinking skills that apply to problem solving in work contexts• develop planning and work-related organisational skills• develop OHS awareness• develop and apply transferable skills for work-related contexts.

Curriculum selected for this strand can include:• VCAL units• VCE units aligned to the Work Related Skills Strand• VCE VET units• selected accredited FE modules or certificates • nationally accredited VET modules/units of competency.

The following two frameworks have informed the development of these VCAL units.

Employability Skills FrameworkThe Employability Skills Framework was developed in 2002 as part of a large national project, ‘Employability Skills for the Future Project’. The project drew on and synthesised work conducted since the Mayer Key Competencies (1992) were developed and implemented. Employability skills contain key personal attributes and skills seen as being important for young people (entry-level employees) entering the workforce and for existing employees in a global and knowledge economy.

The Employability Skills Framework identifies a set of personal attributes and a set of employability skills that are both seen as equally important in contributing to overall employability. The mix and priority of these skills will vary across jobs.

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Employability Skills Framework

Personal attributes

• loyalty • commitment • honesty and integrity • enthusiasm • reliability • personal presentation • common sense • positive self-esteem • sense of humour • balanced attitude to work and home life • ability to deal with pressure • motivation • adaptability

key Skills

Communication skills that contribute to productive and harmonious relations between employees and customers

Team work skills that contribute to productive working relationships and outcomes

Problem-solving skills that contribute to productive outcomes

Initiative and enterprise skills that contribute to innovative outcomes

Planning and organising skills that contribute to long-term and short-term strategic planning

Self-management skills that contribute to employee satisfaction and growth

Learningskills that contribute to ongoing improvement and expansion in employee and company operations and outcomes

Technology skills that contribute to effective execution of tasks

The Employability Skills that are the basis of the Work Related Skills units are as follows:

Skill element (facets of the skill that employers identified as important, noting that the mix and priority of these facets would vary from job to job)

Communication that contributes to productive and harmonious relations between employees and customers

• Listening and understanding• Speaking clearly and directly• Writing to the needs of the audience• Negotiating responsively• Reading independently• Empathising• Using numeracy effectively• Understanding the needs of internal and external customers• Persuading effectively• Establishing and using networks• Being assertive• Sharing information• Speaking and writing in languages other than English

Teamwork thatcontributes toproductive workingrelationships andoutcomes

• Working with people of different ages, gender, race, religion or political persuasion• Working as an individual and as a member of a team• Knowing how to define a role as part of a team• Applying teamwork skills to a range of situations, e.g. futures planning, crisis problem solving• Identifying the strengths of team members• Coaching, mentoring and giving feedback

Problem solvingthat contributes toproductive outcomes

• Developing creative, innovative solutions• Developing practical solutions• Showing independence and initiative in identifying problems and solving them• Solving problems in teams• Applying a range of strategies to problem solving• Using mathematics including budgeting and financial management to solve problems• Applying problem-solving strategies across a range of areas• Testing assumptions taking the context of data and circumstances into account• Resolving customer concerns in relation to complex project issues

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Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand VCAL WoRk ReLAted SkILLS StRAnd

Skill element (facets of the skill that employers identified as important, noting that the mix and priority of these facets would vary from job to job)

Initiative andenterprise thatcontribute toinnovative outcomes

• Adapting to new situations• Developing a strategic, creative, long-term vision• Being creative• Identifying opportunities not obvious to others• Translating ideas into action• Generating a range of options• Initiating innovative solutions

Planning andorganising thatcontribute to long-termand short-termstrategic planning

• Managing time and priorities – setting timelines, coordinating tasks for self and with others• Being resourceful• Taking initiative and making decisions• Adapting resource allocations to cope with contingencies• Establishing clear project goals and deliverables• Allocating people and other resources to tasks• Planning the use of resources including time management• Participating in continuous improvement and planning processes• Developing a vision and a proactive plan to accompany it• Predicting – weighing up risk, evaluating alternatives and applying evaluation criteria• Collecting, analysing and organising information• Understanding basic business systems and their relationships

Self-management that contributes to employee satisfaction and growth

• Having a personal vision and goals• Evaluating and monitoring own performance• Having knowledge and confidence in own ideas and vision• Articulating own ideas and vision• Taking responsibility

Learning that contributes to ongoing improvement and expansion in employee and company operations and outcomes

• Managing own learning• Contributing to the learning community at the workplace• Using a range of mediums to learn – mentoring, peer support, networking, information technology (IT),

courses• Applying learning to ‘technical’ issues (e.g. learning about products) and ‘people’ issues (e.g. interpersonal

and cultural aspects of work)• Having enthusiasm for ongoing learning• Being willing to learn in any setting – on and off the job• Being open to new ideas and techniques• Being prepared to invest time and effort in learning new skills• Acknowledging the need to learn in order to accommodate change

Technology that contributes to effective execution of tasks

• Having a range of basic IT skills• Applying IT as a management tool• Using IT to organise data• Being willing to learn new IT skills• Having the occupational health and safety knowledge to apply technology• Having the appropriate physical capacity

Employability skills involve knowledge and understanding that needs to be applied and integrated to achieve a purpose or complete a task at different levels of complexity. Employability skills also reflect personal attributes valued by employers including motivation, adaptability, enthusiasm, relationship management and work ethics. Skills in occupational health and safety and environment are also considered essential work-related skills.

Employability skills do not replace subject knowledge. Rather, they help young people develop and transfer knowledge and skills within and between varieties of contexts. Employability skills focus on how to transform knowledge and skills from one situation in order to usefully reapply them in different contexts.

Skills in establishing and maintaining a working environment that is healthy and safe so far as is practicable are also considered essential work-related skills.

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VCAL WoRk ReLAted SkILLS StRAnd Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand

Core Skills for Work Developmental FrameworkThe Core Skills for Work Developmental Framework describes a set of non-technical skills, knowledge and understandings that underpin successful participation in work. This set of non-technical skills, often referred to as generic or employability skills, contribute to work performance in combination with technical or discipline-specific skills and core language, literacy and numeracy skills (Core Skills for Work Framework 2012).

Further information is available at:

www.innovation.gov.au/Skills/CoreSkillsForWorkFramework/Pages/default.aspxwww.ithacagroup.com.au/wp-content/uploads/2012/08/draft-core-skills-for-work-frxamework-for-working-sessions.pdf

VCAL WORK RELATED SKILLS UNITSVCAL Work Related Skills units have been designed to provide learning outcomes against which locally developed programs can be mapped, at the same time meeting the purpose of the strand. The development of VCAL units for the Work Related Skills Strand recognises the importance of applying knowledge and skills within different social and work contexts.

The VCAL Work Related Skills units are:• WRS011 Work Related Skills Unit 1 (Foundation)• WRS012 Work Related Skills Unit 2 (Foundation)• WRS021 Work Related Skills Unit 1 (Intermediate)• WRS022 Work Related Skills Unit 2 (Intermediate)• WRS031 Work Related Skills Unit 1 (Senior)• WRS032 Work Related Skills Unit 2 (Senior)

StructureThe Work Related Skills units are designed at three levels: Foundation, Intermediate and Senior. Two units exist at each level.

The Work Related Skills units at each level reflect the progression in skills, knowledge and attributes related to work. For example:• at Foundation level, a ‘basic work-related activity’ means a single or basic grouping of activities at Certificate I level,

conducted under close supervision with access to high levels of direction and support • at Intermediate level, a ‘work-related activity’ involves work undertaken at Certificate I/II level conducted under

supervision and reasonably autonomous in regard to planning and work activities• at Senior level, a ‘complex work-related project’ involves work undertaken at Certificate II/III level, conducted under

supervision and autonomous in regard to planning and work activities.

The requirements of the Work Related Skills Strand can be met in a number of ways, including VET/FE programs, School Based Apprenticeships and Traineeships (SBAT), VCAL Work Related Skills units and selected VCE units as outlined in the current VCE and VCAL Administrative Handbook.

Providers may also use a number of work-related activities, for example, part-time work, structured workplace learning or on-the-job learning (as part of an SBAT), to meet some or all of the learning outcomes of the VCAL Work Related Skills units. However, they must ensure that students are able to demonstrate competence in all the learning outcomes of the VCAL Work Related Skills unit. Where the above work-related activities do not provide an opportunity for a student to demonstrate competence in all the learning outcomes, a combination of simulated or classroom activities can be used to meet the remaining learning outcomes.

Unit information

Work Related Skills Unit 1Work Related Skills Unit 1 at each VCAL level is designed to achieve learning outcomes important for OHS and the development of career goals.

Work Related Skills Unit 2Work Related Skills Unit 2 at each VCAL level is designed to achieve learning outcomes important for work-related skills, employability skills and career goals.

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Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand VCAL WoRk ReLAted SkILLS StRAnd

EntryThere are no prerequisites for entry to VCAL units.

DurationEach VCAL unit involves 100 nominal hours of scheduled and unscheduled learning.

Monitoring for qualityGuidelines and procedures for the review of VCAL will be consistent with policies and procedures of the VCAA. Quality assurance of VCAL units will be through a QA process.

DeliveryDelivery is based on applied learning linked to community, work or school activities. Delivery will be determined by curriculum developed for the achievement of the Work Related Skills Unit learning outcomes and can include structured workplace learning, part-time work, an SBAT and careers and enterprise education. VCAL providers will need to ensure that students will have opportunities to develop and demonstrate achievement of the VCAL unit learning outcomes during the learning program, e.g. the structured workplace learning arrangement.

Assessment and reportingThe assessment task can include one or more learning outcomes and must be designed to enable achievement of the learning outcomes at the appropriate award level. The appropriate level of VCAL units should be determined by the level of teacher support and the complexity of the literacy skills that the student would need to apply.

Where possible, assessment in the VCAL should focus on integrated projects/activities. In developing an integrated or holistic approach to VCAL delivery, a number of outcomes from one or more strands can be grouped into logical, assessable activities that take into account project-based or thematic activities.

When designing assessment for an integrated project, there needs to be clearly identifiable assessment activities/tasks for each VCAL unit or VET unit of competency.

An assessment task/s used to demonstrate achievement of one or multiple learning outcomes in one VCAL unit cannot be used to demonstrate achievement in other VCAL unit learning outcomes or competency in a VET unit of competency. For example, an assessment task (within a broader project) used to demonstrate achievement of a number of learning outcomes within a Personal Development Skills unit, cannot be used to demonstrate achievement of learning outcomes in the VCAL Reading and Writing unit.

All elements for each learning outcome must be met in the one assessment task/activity/project and may be assessed as one or with other learning outcomes. It is recommended that holistic assessment be used where appropriate through project-based activities in social settings and/or simulated work environments that integrate the learning outcomes.

Further information is provided in Section 1 of this publication and the VCAL Unit Assessment Planning Guide.

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VCAL WoRk ReLAted SkILLS StRAnd Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand

Section 4: Unit Information

WORK RELATED SKILLS FOUNDATION UNIT 1Nominal duration100 hours

Unit purpose The purpose of this unit is to focus on the development of basic/introductory knowledge and skills in order to provide the necessary OHS preparation for the workplace.

Content summaryThe Work Related Skills units have been developed to recognise learning that is valued within community and work environments as preparation for employment. Locally developed programs that use different social and work contexts to develop interests and employability skills and an understanding of OHS can be selected for inclusion in this Work Related Skills unit.

Content will be selected for the achievement of the learning outcomes by the school or education provider. VCAL programs may include content from accredited and non-accredited curriculum, for example TAFE Taster programs. Teachers must ensure that these programs meet the learning outcomes of the Work Related Skills units.

Learning outcomes Students must demonstrate competence in all six learning outcomes.

Context of the Learning outcomes At Foundation level, a ‘basic work-related activity’ means a single or basic grouping of activities at Certificate I level conducted under close supervision with access to high levels of direction and support.

In this unit there is a focus on the development of knowledge regarding OHS in the workplace.

LEARNING OUTCOME 1Learn about a selected workplace or industry setting.

ElementsThe elements are demonstrated when the student can:1.1 explore a selected workplace or industry area using a minimum of three different information sources1.2 identify different employment opportunities available within the selected workplace or industry1.3 describe career opportunities in the selected workplace or industry1.4 describe a career pathway within the selected workplace or industry, including appropriate skills, attributes and/or

qualification requirements1.5 describe basic conditions of employment.

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LEARNING OUTCOME 2Identify OHS roles and responsibilities of persons within a workplace context.

ElementsThe elements are demonstrated when the student can:2.1 identify the OHS roles and responsibilities of employers2.2 identify the OHS roles and responsibilities of employees2.3 identify the OHS roles and responsibilities of visitors and/or volunteers2.4 identify the role of the health and safety representatives (HSRs).

LEARNING OUTCOME 3Identify OHS problems that may arise in the workplace.

ElementsThe elements are demonstrated when the student can:3.1 discuss the importance of providing OHS information to employees in the workplace3.2 identify and describe a basic work-related problem with OHS implications3.3 identify and describe possible solutions to the OHS problem3.4 describe the process undertaken to solve the problem to a relevant supervisor.

LEARNING OUTCOME 4Plan and organise a basic work-related activity that meets OHS procedures.

ElementsThe elements are demonstrated when the student can:4.1 identify OHS information, signs and symbols used in a work environment 4.2 identify safety hazards and risks for a basic work-related activity4.3 describe appropriate hazard control measures for the tasks4.4 organise and complete a basic work-related activity that complies with OHS procedures4.5 describe OHS procedures in a workplace context, including an emergency procedure and strategies to prevent injuries 4.6 complete a review of the work-related activity.

LEARNING OUTCOME 5Work in a team to complete a safe work procedure for a basic work-related activity.

ElementsThe elements are demonstrated when the student can:5.1 identify and allocate roles and levels of responsibility in relation to the safe work procedure5.2 work in a team to plan a safe procedure for a basic work-related activity5.3 discuss the benefits of team work in developing and implementing safe work procedures5.4 work with others, including the supervisor, to achieve objectives within agreed timeframes5.5 review completed basic work-related activity to ensure planned outcomes have been achieved.

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unIt InfoRmAtIon Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand

LEARNING OUTCOME 6Use information and communications technology and other technology in relation to a basic work-related activity.

ElementsThe elements are demonstrated when the student can:6.1 identify what information and communications technology and other technology is required for a basic work-related

activity6.2 use appropriate information and communications technology and other technology for a basic work-related activity6.3 understand the social and ethical considerations for the responsible use of information and communications technology

and other technology within the basic work-related activity6.4 review the effectiveness of information and communications technology and other technology in the basic work-

related activity.

ASSESSMENTAssessment can occur at any time during the unit when the teacher/trainer is confident that the student is likely to be able to demonstrate successful performance. To receive an S in this unit, students must show competence in all six learning outcomes through satisfactory demonstration of all the elements.

The conditions related to the assessment of the learning outcomes may differ according to the particular learning environment, mode of delivery and content.

All elements within each learning outcome must be met in the one assessment task. However, one task may be used to assess a number of learning outcomes.

When designing assessment for an integrated project, there needs to be clearly identifiable assessment activities/tasks for each VCAL unit or VET unit of competency.

An assessment task/s used to demonstrate achievement of one or multiple learning outcomes in one VCAL unit cannot be used to demonstrate achievement in other VCAL unit learning outcomes or competency in a VET unit of competency. For example, an assessment task (within a broader project) used to demonstrate achievement of a number of learning outcomes within a Personal Development Skills unit, cannot be used to demonstrate achievement of learning outcomes in the VCAL Reading and Writing unit.

Further information is provided in Section 1 of this publication and the VCAL Unit Assessment Planning Guide.

WORK RELATED SKILLS FOUNDATION UNIT 2Nominal duration100 hours

Unit purposeThis unit provides a focus for the development of work-related and pre-vocational skills in the context of practical work-related experiences, through:• integrating new learning about work skills with prior knowledge and experiences• enhancing the development of employability skills through work-related contexts• developing basic critical thinking skills that apply to problem solving in work situations• developing basic planning and work-related organisational skills• developing transferable skills for work-related contexts.

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Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand unIt InfoRmAtIon

Content summaryThe Work Related Skills units have been developed to recognise learning that is valued within community and work environments as preparation for employment. Locally developed programs that use different social and work contexts to develop interests and employability skills can be selected for inclusion in the Work Related Skills units.

Content will be selected for the achievement of the learning outcomes by the school or educational provider. VCAL programs may include content from accredited and non-accredited curriculum, for example TAFE Taster programs. Teachers must ensure that these programs meet the learning outcomes of the Work Related Skills units.

Content can include a structured workplace learning placement and on-the-job learning/training but must enable the achievement of the Work Related Skills unit learning outcomes.

Learning outcomes Students must show competence in all six learning outcomes.

Context of the learning outcomesAt Foundation level, a ‘basic work-related activity’ means a single or basic grouping of activities at Certificate I level conducted under close supervision with access to high levels of direction and support.

In this unit there is a strong focus on the development of employability skills.

LEARNING OUTCOME 1Prepare for a basic work-related activity.

ElementsThe elements are demonstrated when the student can:1.1 follow task guidelines for the collection, analysis and organisation of information about a basic work-related activity1.2 organise and record information from appropriate sources1.3 check information for completeness and accuracy.

LEARNING OUTCOME 2Communicate basic work-related ideas and information.

ElementsThe elements are demonstrated when the student can:2.1 participate in appropriate oral and written communication related to work2.2 communicate clearly so that information is understood2.3 check content and format for accuracy.

LEARNING OUTCOME 3Plan, organise and manage a basic work-related activity.

ElementsThe elements are demonstrated when the student can:3.1 establish steps for a basic work-related activity3.2 organise and manage the basic work-related activity3.3 review the effectiveness of the basic work-related activity.

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unIt InfoRmAtIon Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand

LEARNING OUTCOME 4Identify and take measures to solve a problem relevant to a basic work-related activity.

ElementsThe elements are demonstrated when the student can:4.1 identify a basic work-related problem 4.2 suggest solutions to solve the basic work-related problem4.3 participate in the problem-solving process4.4 review the problem-solving process.

LEARNING OUTCOME 5Work in a team to complete a basic work-related activity.

ElementsThe elements are demonstrated when the student can:5.1 identify different roles within a team5.2 work in a team to carry out a basic work-related activity within agreed timeframes5.3 discuss the benefits of working in a team5.4 review the effectiveness of the team.

LEARNING OUTCOME 6Use information and communications technology and other technology in relation to a basic work-related activity.

ElementsThe elements are demonstrated when the student can:6.1 identify what information and communications technology and other technology is required for a basic work-related

activity 6.2 use appropriate information and communications technology and other technology6.3 understand the social and ethical considerations for the responsible use of information and communications technology

and other technology within the basic work-related activity6.4 review the effectiveness of information and communications technology and other technology in the basic work-

related activity.

ASSESSMENTAssessment can occur at any time during the unit when the teacher/trainer is confident that the student is likely to be able to demonstrate successful performance. To receive an ‘S’ in this unit, students must show competence in all six learning outcomes through satisfactory demonstration of all elements.

The conditions related to the assessment of the learning outcomes may differ according to the particular learning environment, mode of delivery and content.

All elements within each learning outcome must be met in the one assessment task. However, one task may be used to assess a number of learning outcomes.

When designing assessment for an integrated project, there needs to be clearly identifiable assessment activities/tasks for each VCAL unit or VET unit of competency.

An assessment task/s used to demonstrate achievement of one or multiple learning outcomes in one VCAL unit cannot be used to demonstrate achievement in other VCAL unit learning outcomes or competency in a VET unit of competency. For example, an assessment task (within a broader project) used to demonstrate achievement of a number of learning outcomes within a Personal Development Skills unit, cannot be used to demonstrate achievement of learning outcomes in the VCAL Reading and Writing unit.

Further information is provided in Section 1 of this publication and the VCAL Unit Assessment Planning Guide.

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Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand unIt InfoRmAtIon

WORK RELATED SKILLS INTERMEDIATE UNIT 1Nominal duration100 hours

Unit purposeThe purpose of this unit is to provide a focus for more complex development of appropriate skills and knowledge in order to provide the necessary OHS preparation for the workplace.

Content summaryThe Work Related Skills units have been developed to recognise learning that is valued within community and work environments as preparation for employment. Locally developed programs that use different social and work contexts to develop interests and employability skills can be selected for inclusion in the Work Related Skills units.

Content will be selected for the achievement of the learning outcomes by the school or educational provider. VCAL programs may include content from accredited and non-accredited curriculum, for example TAFE Taster programs. Teachers must ensure that these programs meet the learning outcomes of the Work Related Skills units.

Learning outcomes Students must show competence in all six learning outcomes.

Context of the learning outcomesAt Intermediate level, a ‘work-related activity’ involves work undertaken at Certificate I/II level conducted under supervision and reasonably autonomous in regard to planning and work activities.

In this unit there is a strong focus on the development of knowledge regarding OHS in the workplace.

LEARNING OUTCOME 1Learn about conditions and entitlements of a specific industry.

ElementsThe elements are demonstrated when the student can:1.1 research wage entitlements for an entry-level position1.2 describe workplace conditions and employee entitlements1.3 describe the purpose of workplace agreements1.4 describe the role of organisations representing workers in the workplace.

LEARNING OUTCOME 2Obtain and communicate information in response to a work-related OHS issue.

ElementsThe elements are demonstrated when the student can:2.1 research information for a work-related OHS issue2.2 describe the findings of the OHS research2.3 communicate the results of the OHS findings2.4 undertake a review process incorporating feedback.

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unIt InfoRmAtIon Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand

LEARNING OUTCOME 3Develop knowledge and understanding of OHS in a work-related context.

ElementsThe elements are demonstrated when the student can:3.1 research employee rights and responsibilities regarding OHS 3.2 identify correct processes for raising OHS issues3.3 describe the role of the health and safety representative (HSR) in the workplace3.4 research and identify safe operating procedures in the workplace.

LEARNING OUTCOME 4Identify workplace safety hazards.

ElementsThe elements are demonstrated when the student can:4.1 identify common safety hazards in the workplace4.2 develop a risk assessment plan 4.3 determine possible options to ensure OHS risks are controlled and procedures are understood and followed4.4 communicate safety concern/s to supervisor and/or health and safety personnel.

LEARNING OUTCOME 5Work in a team to follow safe work procedures within a work-related activity.

ElementsThe elements are demonstrated when the student can:5.1 develop a common set of goals to achieve a safe work environment5.2 identify safe work procedures and tasks required by the team to achieve agreed goals5.3 work with others to implement safe work procedures5.4 undertake a review process incorporating feedback.

LEARNING OUTCOME 6Use information and communications technology and other technology in relation to a work-related activity.

ElementsThe elements are demonstrated when the student can:6.1 identify what information and communications technology and other technology is required for a work-related activity6.2 use a range of information and communications technology and other technology for a work-related activity6.3 identify the social and ethical considerations for the responsible use of information and communications technology

and other technology within the work-related activity6.4 review the effectiveness of information and communications technology and other technology in the work-related

activity.

ASSESSMENTAssessment can occur at any time during the unit when the teacher/trainer is confident that the student is likely to be able to demonstrate successful performance. To receive an ‘S’ in this unit, students must show competence in all six learning outcomes through satisfactory demonstration of all elements.

26

Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand unIt InfoRmAtIon

The conditions related to the assessment of the learning outcomes may differ according to the particular learning environment, mode of delivery and content.

All elements within each learning outcome must be met in the one assessment task. However, one task may be used to assess a number of learning outcomes.

When designing assessment for an integrated project, there needs to be clearly identifiable assessment activities/tasks for each VCAL unit or VET unit of competency.

An assessment task/s used to demonstrate achievement of one or multiple learning outcomes in one VCAL unit cannot be used to demonstrate achievement in other VCAL unit learning outcomes or competency in a VET unit of competency. For example, an assessment task (within a broader project) used to demonstrate achievement of a number of learning outcomes within a Personal Development Skills unit, cannot be used to demonstrate achievement of learning outcomes in the VCAL Reading and Writing unit.

Further information is provided in Section 1 of this publication and the VCAL Unit Assessment Planning Guide.

WORK RELATED SKILLS INTERMEDIATE UNIT 2Nominal duration100 hours

Unit purposeThis unit provides a focus for the development of work-related and vocational skills in a context appropriate to the task through:• integrating more complex learning about work-related skills with prior knowledge and experiences• enhancing the development of employability skills at a more complex level in relevant work-related contexts• developing more complex critical thinking skills that can be applied to work-related problem-solving situations• developing more complex work-related planning and organisational skills that incorporate evaluation and review• developing more complex work-related skills, which can be transferred to other work contexts.

Content summaryThe Work Related Skills units have been developed to recognise learning that is valued within community and work environments as preparation for employment. Locally developed programs that use different social and work contexts to develop interests and employability skills can be selected for inclusion in the Work Related Skills units.

Content will be selected for the achievement of the learning outcomes by the school or educational provider. VCAL programs may include content from accredited and non-accredited curriculum, for example TAFE Taster programs. Teachers must ensure that these programs meet the learning outcomes of the Work Related Skills units.

Content can include structured workplace learning and on-the-job learning/training but must enable the achievement of the Work Related Skills unit learning outcomes.

Learning outcomes Students must show competence in all six learning outcomes.

Context of the learning outcomesAt Intermediate level, a ‘work-related activity’ involves work undertaken at Certificate I/II level conducted under supervision and reasonably autonomous in regard to planning and work activities.

In this unit there is a strong focus on the development of employability skills.

27

unIt InfoRmAtIon Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand

LEARNING OUTCOME 1Research information for a work-related activity.

ElementsThe elements are demonstrated when the student can:1.1 identify and collect information required for the work-related activity1.2 access and record information from a variety of sources 1.3 organise information relevant to the work-related activity1.4 analyse information for relevance and accuracy.

LEARNING OUTCOME 2Communicate information and ideas for a work-related activity.

ElementsThe elements are demonstrated when the student can:2.1 research a range of communication methods2.2 select communication methods for intended audience/s2.3 use appropriate language and format to communicate effectively2.4 undertake a review process incorporating feedback.

LEARNING OUTCOME 3Plan, organise and manage a work-related activity.

ElementsThe elements are demonstrated when the student can:3.1 develop a plan for a work-related activity3.2 demonstrate self-management skills in the work-related activity3.3 organise and manage priorities and resources for a work-related activity3.4 seek feedback to evaluate performance related to a work-related activity.

LEARNING OUTCOME 4Identify and solve common work-related problems.

ElementsThe elements are demonstrated when the student can:4.1 identify a range of commonly occurring problems in the workplace4.2 develop appropriate strategies and processes to solve work-related problems4.3 document and present potential solutions to relevant supervisor.

LEARNING OUTCOME 5Work in teams to undertake a work-related activity.

ElementsThe elements are demonstrated when the student can:5.1 identify individual and team roles and responsibilities5.2 manage own tasks within team activity5.3 work in a team to complete a work-related activity5.4 seek feedback and review completed activity.

28

Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand unIt InfoRmAtIon

LEARNING OUTCOME 6Use information and communications technology and other technology in relation to a work-related activity.

ElementsThe elements are demonstrated when the student can:6.1 identify what information and communications technology and other technology is required for a work-related activity6.2 use a range of information and communications technology and other technology for a work-related activity6.3 identify the social and ethical considerations for the responsible use of information and communications technology

and other technology within the work-related activity6.4 review the use of information and communications technology and other technology in the work-related activity.

ASSESSMENTAssessment can occur at any time during the unit when the teacher/trainer is confident that the student is likely to be able to demonstrate successful performance. To receive an ‘S’ in this unit, students must show competence in all six learning outcomes through satisfactory demonstration of all elements.

The conditions related to the assessment of the learning outcomes may differ according to the particular learning environment, mode of delivery and content.

All elements within each learning outcome must be met in the one assessment task. However, one task may be used to assess a number of learning outcomes.

When designing assessment for an integrated project, there needs to be clearly identifiable assessment activities/tasks for each VCAL unit or VET unit of competency.

An assessment task/s used to demonstrate achievement of one or multiple learning outcomes in one VCAL unit cannot be used to demonstrate achievement in other VCAL unit learning outcomes or competency in a VET unit of competency. For example, an assessment task (within a broader project) used to demonstrate achievement of a number of learning outcomes within a Personal Development Skills unit, cannot be used to demonstrate achievement of learning outcomes in the VCAL Reading and Writing unit.

Further information is provided in Section 1 of this publication and the VCAL Unit Assessment Planning Guide.

WORK RELATED SKILLS SENIOR UNIT 1Nominal duration100 hours

Unit purposeThe purpose of this unit is to provide a focus for complex development of appropriate skills and knowledge in order to provide the necessary OHS preparation for the workplace.

Content summaryThe Work Related Skills units have been developed to recognise learning that is valued within community and work environments as preparation for employment. Locally developed programs that use different social and work contexts to develop interests and employability skills can be selected for inclusion in the Work Related Skills units.

Content will be selected for the achievement of the learning outcomes by the school or educational provider. VCAL programs may include content from accredited and non-accredited curriculum. Teachers must ensure that these programs meet the learning outcomes of the Work Related Skills units.

Learning outcomesStudents must show competence in all seven learning outcomes.

29

unIt InfoRmAtIon Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand

Context of the learning outcomesAt Senior level, a ‘complex work-related project’ involves work undertaken at Certificate II/III level conducted under supervision and autonomous in regard to planning and work activities.

In this unit there is a strong focus on the development of knowledge regarding OHS in the workplace.

LEARNING OUTCOME 1Research information about a specific industry or workplace from a variety of sources.

ElementsThe elements are demonstrated when the student can:1.1 identify the purpose of the industry and the products or services1.2 identify the customers and clients of the industry1.3 outline the skills and processes involved in developing products or services1.4 describe a range of career pathways in the workplace or industry.

LEARNING OUTCOME 2Communicate ideas and information about a range of OHS requirements in the workplace.

ElementsThe elements are demonstrated when the student can:2.1 describe the role of appropriate workplace personnel (e.g. health and safety representative [HSR], manager/supervisor,

OHS manager)2.2 use appropriate channels of communication to convey OHS information in the workplace2.3 use appropriate forms of communication to convey OHS information in the workplace2.4 evaluate communication strategies, incorporating feedback.

LEARNING OUTCOME 3Understand hazard identification, risk assessment and control of hazards and risks within the workplace.

ElementsThe elements are demonstrated when the student can:3.1 identify potential and/or existing workplace hazards3.2 participate in risk-assessment process3.3 demonstrate an understanding of hazard and risk control measures3.4 develop and implement a detailed hazard management plan3.5 evaluate the effectiveness of control measures within the workplace.

LEARNING OUTCOME 4Demonstrate an understanding of the OHS issue-resolution process.

ElementsThe elements are demonstrated when the student can:4.1 identify the reporting options available to an employee in the workplace4.2 identify all the key stakeholders in the issue-resolution process4.3 identify the steps in the issue-resolution process4.4 analyse the strengths and weaknesses of the issue-resolution process.

30

Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand unIt InfoRmAtIon

LEARNING OUTCOME 5Work in a team to follow safe work procedures within a complex work-related project.

ElementsThe elements are demonstrated when the student can:5.1 negotiate work tasks and roles to ensure safe work procedures within the team5.2 implement safe work practices within the complex team project5.3 ensure that safe work practices are followed during the complex team project5.4 evaluate the effectiveness of the safe work practices and identify areas for improvement.

LEARNING OUTCOME 6Use information and communications technology in relation to a complex work-related project.

ElementsThe elements are demonstrated when the student can:6.1 identify what information and communications technology is required for a complex work-related project 6.2 use a range of appropriate information and communications technology for a complex work-related project6.3 analyse the social and ethical implications for the responsible use of information and communications technology

within the complex work-related project6.4 review the use of information and communications technology in the complex work-related project.

LEARNING OUTCOME 7Use workplace technology and equipment in accordance with OHS guidelines in a complex work-related project.

ElementsThe elements are demonstrated when the student can:7.1 define the purpose and objectives for the use of technology and equipment in a complex work-related project7.2 identify OHS considerations for the responsible use of technology and equipment7.3 use technology and equipment in a safe manner, consistent with OHS guidelines and legislation7.4 identify potential hazards and risks for the use of technology and equipment in a complex work-related project7.5 evaluate environmental and ethical considerations for the responsible use of technology and equipment.

ASSESSMENTAssessment can occur at any time during the unit when the teacher/trainer is confident that the student is likely to be able to demonstrate successful performance. To receive an ‘S’ in this unit, students must show competence in all seven learning outcomes through satisfactory demonstration of all elements.

The conditions related to the assessment of the learning outcomes may differ according to the particular learning environment, mode of delivery and content.

All elements within each learning outcome must be met in the one assessment task. However, one task may be used to assess a number of learning outcomes.

When designing assessment for an integrated project, there needs to be clearly identifiable assessment activities/tasks for each VCAL unit or VET unit of competency.

An assessment task/s used to demonstrate achievement of one or multiple learning outcomes in one VCAL unit cannot be used to demonstrate achievement in other VCAL unit learning outcomes or competency in a VET unit of competency. For example, an assessment task (within a broader project) used to demonstrate achievement of a number of learning outcomes within a Personal Development Skills unit, cannot be used to demonstrate achievement of learning outcomes in the VCAL Reading and Writing unit.

Further information is provided in Section 1 of this publication and the VCAL Unit Assessment Planning Guide.31

unIt InfoRmAtIon Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand

WORK RELATED SKILLS SENIOR UNIT 2Nominal duration100 hours

Unit purposeThis unit provides a focus for more complex development of work-related and vocational skills in a workplace context or appropriate simulation. The overall aims of the unit include:• integrating learning of increasing complexity of work-related skills with prior knowledge and experiences about work• further enhancing the development of employability skills through increasingly complex work-related activity• developing increasingly complex critical-thinking skills that apply to problem-solving situations in the work context• developing planning and organisational skills that incorporate evaluation and review• applying increasingly complex transferable skills to work-related contexts.

Content summaryThe Work Related Skills units have been developed to recognise learning that is valued within community and work environments as preparation for employment. Locally developed programs that use different social and work contexts to develop interests and employability skills can be selected for inclusion in the Work Related Skills units.

Content will be selected for the achievement of the learning outcomes by the school or educational provider. VCAL programs may include content from accredited and non-accredited curriculum. Teachers must ensure that these programs meet the learning outcomes of the Work Related Skills units.

Content can include structured workplace learning and on-the-job learning/training but must enable the achievement of the Work Related Skills unit learning outcomes.

Learning outcomesStudents must show competence in all eight learning outcomes.

Context of the learning outcomesAt Senior level, a ‘complex work-related project’ involves work undertaken at Certificate II/III level, conducted under supervision and autonomous in regard to planning and work activities.

In this unit there is a strong focus on the development of employability skills.

LEARNING OUTCOME 1Collect, analyse and evaluate information required for a complex work-related project.

ElementsThe elements are demonstrated when the student can:1.1 establish the information needs in the context of a complex work-related project1.2 investigate workplace information sources to identify and collect the most relevant information for the complex

work-related project1.3 evaluate the accuracy, relevance, reliability and validity of the information.

LEARNING OUTCOME 2Communicate ideas and information in a work environment.

ElementsThe elements are demonstrated when the student can:2.1 select and use methods of communication appropriate to the work environment2.2 evaluate the communication method using feedback2.3 adapt communication methods in response to feedback.

32

Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand unIt InfoRmAtIon

LEARNING OUTCOME 3Plan, organise and manage a complex work-related project.

ElementsThe elements are demonstrated when the student can:3.1 identify and incorporate workplace goals into the planning, organisation and managing of own work3.2 develop a quality-assurance process for the complex work-related project3.3 undertake the complex work-related project 3.4 evaluate the complex work-related project.

LEARNING OUTCOME 4Identify and solve problems in the workplace.

ElementsThe elements are demonstrated when the student can:4.1 anticipate problems and the conditions under which they might arise4.2 understand protocols required to address the problems4.3 adapt processes to address the problems4.4 establish and use criteria for judging the effectiveness of the problem-solving process.

LEARNING OUTCOME 5Work in teams to undertake a complex work-related project.

ElementsThe elements are demonstrated when the student can:5.1 define purpose and objectives of teams in a work environment5.2 develop a work-related plan incorporating roles, procedures and timeframes for a complex work-related project5.3 work effectively as a team member, taking into account different skills and attributes of team members and the goals

of the organisation5.4 negotiate with others to define and monitor work-related objectives and, where necessary, redefine.

LEARNING OUTCOME 6Use information and communications technology in relation to a complex work-related project.

ElementsThe elements are demonstrated when the student can:6.1 identify what information and communications technology is required for a complex work-related project6.2 use appropriate information and communications technology6.3 analyse the social and ethical implications for the responsible use of information and communications technology6.4 review the use of information and communications technology in the complex work-related project.

33

unIt InfoRmAtIon Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand

LEARNING OUTCOME 7Use workplace technology and equipment in a complex work-related project.

ElementsThe elements are demonstrated when the student can:7.1 define the purpose and objectives for the use of technology and equipment in a complex work-related project7.2 use technology and equipment in a complex work-related project, consistent with safe operating procedures (SOPs)7.3 analyse the environmental and ethical implications for the responsible use of technology and equipment7.4 apply technology and equipment to enhance workplace practices7.5 evaluate new technology and equipment introduced into the workplace.

LEARNING OUTCOME 8Demonstrate initiative/enterprise in a work-related context.

ElementsThe elements are demonstrated when the student can:8.1 identify an opportunity for innovation8.2 describe a possible innovation to a relevant audience8.3 review the feasibility of the innovation.

ASSESSMENTAssessment can occur at any time during the unit when the teacher/trainer is confident that the student is likely to be able to demonstrate successful performance. To receive an ‘S’ in this unit, students must show competence in all eight learning outcomes through satisfactory demonstration of all elements.

The conditions related to the assessment of the learning outcomes may differ according to the particular learning environment, mode of delivery and content.

All elements within each learning outcome must be met in the one assessment task. However, one task may be used to assess a number of learning outcomes.

When designing assessment for an integrated project, there needs to be clearly identifiable assessment activities/tasks for each VCAL unit or VET unit of competency.

An assessment task/s used to demonstrate achievement of one or multiple learning outcomes in one VCAL unit cannot be used to demonstrate achievement in other VCAL unit learning outcomes or competency in a VET unit of competency. For example, an assessment task (within a broader project) used to demonstrate achievement of a number of learning outcomes within a Personal Development Skills unit, cannot be used to demonstrate achievement of learning outcomes in the VCAL Reading and Writing unit.

Further information is provided in Section 1 of this publication and the VCAL Unit Assessment Planning Guide.

34

Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand unIt InfoRmAtIon

Appendix 1

VCAL AND STRUCTURED WORKPLACE LEARNING (SWL)

For VCAL Foundation, Intermediate and Senior certificate levels:

A student is undertaking Structured Workplace Learning (SWL) to credit towards learning outcomes in a unit from one of the following VCAL strands:

• Industry Specifi c Skills (ISS) • Work Related Skills (WRS) • Personal Development

Skills (PDS)

Is student, as part of their VCAL program, undertaking a nationally recognsed VET certifi cate?

Is there an OHS unit of competency in the VET certifi cate?

Is student’s SWL placement in the same industry as their VET certifi cate?

Student must be undertaking

OHS unit/s of competencyfrom their VET certifi cate before commencing the SWL placement

Student must complete

WRS Unit 1 (including the DEECD safe@work training)before commencing their SWL placement

NO

YES

YES

NO

NO

YES

35

APPendIx 1 Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand

FOUN

DATIO

NINT

ERME

DIATE

SENIO

R

Unit

1Un

it 1

Unit

1Le

arnin

g out

com

e 1Le

arn

abou

t a s

elec

ted

wor

kpla

ce o

r ind

ustry

set

ting.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

1.1

expl

ore

a se

lect

ed w

orkp

lace

or i

ndus

try a

rea

usin

g a

min

imum

of t

hree

diff

eren

t inf

orm

atio

n so

urce

s1.

2 id

entif

y di

ffere

nt e

mpl

oym

ent o

ppor

tuni

ties

avai

labl

e w

ithin

the

sele

cted

wor

kpla

ce o

r ind

ustry

1.3

desc

ribe

care

er o

ppor

tuni

ties

in th

e se

lect

ed w

orkp

lace

or

indu

stry

1.4

desc

ribe

a ca

reer

pat

hway

with

in th

e se

lect

ed w

orkp

lace

or

indu

stry

, inc

ludi

ng a

ppro

pria

te s

kills

, attr

ibut

es a

nd/o

r qu

alifi

catio

n re

quire

men

ts1.

5 de

scrib

e ba

sic c

ondi

tions

of e

mpl

oym

ent.

Lear

ning o

utco

me 1

Lear

n ab

out c

ondi

tions

and

ent

itlem

ents

of a

spe

cific

indu

stry

.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

1.1

rese

arch

wag

e en

title

men

ts fo

r an

entry

-leve

l pos

ition

1.2

desc

ribe

wor

kpla

ce c

ondi

tions

and

em

ploy

ee e

ntitl

emen

ts1.

3 de

scrib

e th

e pu

rpos

e of

wor

kpla

ce a

gree

men

ts1.

4 de

scrib

e th

e ro

le o

f org

anisa

tions

repr

esen

ting

wor

kers

in th

e w

orkp

lace

.

Lear

ning o

utco

me 1

Rese

arch

info

rmat

ion

abou

t a s

pecifi

c in

dust

ry o

r wor

kpla

ce fr

om a

va

riety

of s

ourc

es.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

1.1

iden

tify

the

purp

ose

of th

e in

dust

ry a

nd th

e pr

oduc

ts o

r se

rvice

s1.

2 id

entif

y th

e cu

stom

ers

and

clien

ts o

f the

indu

stry

1.3

outli

ne th

e sk

ills a

nd p

roce

sses

invo

lved

in d

evel

opin

g pr

oduc

ts o

r ser

vices

1.4

desc

ribe

a ra

nge

of c

aree

r pat

hway

s in

the

wor

kpla

ce o

r in

dust

ry.

Lear

ning o

utco

me 2

Iden

tify

OHS

role

s an

d re

spon

sibilit

ies

of p

erso

ns w

ithin

a

wor

kpla

ce c

onte

xt.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

2.1

iden

tify

the

OHS

role

s an

d re

spon

sibilit

ies

of e

mpl

oyer

s2.

2 id

entif

y th

e OH

S ro

les

and

resp

onsib

ilitie

s of

em

ploy

ees

2.3

iden

tify

the

OHS

role

s an

d re

spon

sibilit

ies

of v

isito

rs a

nd/o

r vo

lunt

eers

2.4

iden

tify

the

role

of t

he h

ealth

and

saf

ety

repr

esen

tativ

es

(HSR

s).

Lear

ning o

utco

me 2

Obta

in a

nd c

omm

unica

te in

form

atio

n in

resp

onse

to a

wor

k-re

late

d OH

S iss

ue.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

2.1

rese

arch

info

rmat

ion

for a

wor

k-re

late

d OH

S iss

ue2.

2 de

scrib

e th

e fin

ding

s of

the

OHS

rese

arch

2.3

com

mun

icate

the

resu

lts o

f the

OHS

find

ings

2.4

unde

rtake

a re

view

pro

cess

inco

rpor

atin

g fe

edba

ck.

Lear

ning o

utco

me 2

Com

mun

icate

idea

s an

d in

form

atio

n ab

out a

rang

e of

OHS

re

quire

men

ts in

the

wor

kpla

ce.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

2.1

desc

ribe

the

role

of a

ppro

pria

te w

orkp

lace

per

sonn

el (e

.g.

heal

th a

nd s

afet

y re

pres

enta

tive

[HSR

], m

anag

er/s

uper

visor

, OH

S M

anag

er)

2.2

use

appr

opria

te c

hann

els

of c

omm

unica

tion

to c

onve

y OH

S in

form

atio

n in

the

wor

kpla

ce2.

3 us

e ap

prop

riate

form

s of

com

mun

icatio

n to

con

vey

OHS

info

rmat

ion

in th

e w

orkp

lace

2.4

eval

uate

com

mun

icatio

n st

rate

gies

, inc

orpo

ratin

g fe

edba

ck.

Appendix 2

36

Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand APPendIx 2

FOUN

DATIO

NINT

ERME

DIATE

SENIO

R

Unit

1Un

it 1

Unit

1Le

arnin

g out

com

e 3Id

entif

y OH

S pr

oble

ms

that

may

aris

e in

the

wor

kpla

ce.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

3.1

disc

uss

the

impo

rtanc

e of

pro

vidin

g OH

S in

form

atio

n to

em

ploy

ees

in th

e w

orkp

lace

3.2

iden

tify

and

desc

ribe

a ba

sic w

ork-

rela

ted

prob

lem

with

OHS

im

plica

tions

3.3

iden

tify

and

desc

ribe

poss

ible

sol

utio

ns to

the

OHS

prob

lem

3.4

desc

ribe

the

proc

ess

unde

rtake

n to

sol

ve th

e pr

oble

m to

a

rele

vant

sup

ervis

or.

Lear

ning o

utco

me 3

Deve

lop

know

ledg

e an

d un

ders

tand

ing

of O

HS in

a w

ork-

rela

ted

cont

ext.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

3.1

rese

arch

em

ploy

ee ri

ghts

and

resp

onsib

ilitie

s re

gard

ing

OHS

3.2

iden

tify

corre

ct p

roce

sses

for r

aisin

g OH

S iss

ues

3.3

desc

ribe

the

role

of t

he h

ealth

and

saf

ety

repr

esen

tativ

e (H

SR)

in th

e w

orkp

lace

3.4

rese

arch

and

iden

tify

safe

ope

ratin

g pr

oced

ures

in th

e w

orkp

lace

.

Lear

ning o

utco

me 3

Unde

rsta

nd h

azar

d id

entifi

catio

n, ri

sk a

sses

smen

t and

con

trol o

f ha

zard

s an

d ris

ks w

ithin

the

wor

kpla

ce.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

3.1

iden

tify

pote

ntia

l and

/or e

xistin

g w

orkp

lace

haz

ards

3.2

parti

cipat

e in

risk

-ass

essm

ent p

roce

ss3.

3 de

mon

stra

te a

n un

ders

tand

ing

of h

azar

d an

d ris

k co

ntro

l m

easu

res

3.4

deve

lop

and

impl

emen

t a d

etai

led

haza

rd m

anag

emen

t pla

n3.

5 ev

alua

te th

e ef

fect

ivene

ss o

f con

trol m

easu

res

with

in th

e w

orkp

lace

.

Lear

ning o

utco

me 4

Plan

and

org

anise

a b

asic

wor

k-re

late

d ac

tivity

that

mee

ts O

HS

proc

edur

es.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

4.1

iden

tify

OHS

info

rmat

ion,

sig

ns a

nd s

ymbo

ls us

ed in

a w

ork

envir

onm

ent

4.2

iden

tify

safe

ty h

azar

ds a

nd ri

sks

for a

bas

ic w

ork-

rela

ted

activ

ity4.

3 de

scrib

e ap

prop

riate

haz

ard

cont

rol m

easu

res

for t

he ta

sks

4.4

orga

nise

and

com

plet

e a

basic

wor

k-re

late

d ac

tivity

that

co

mpl

ies

with

OHS

pro

cedu

res

4.5

desc

ribe

OHS

proc

edur

es in

a w

orkp

lace

con

text

, inc

ludi

ng a

n em

erge

ncy

proc

edur

e an

d st

rate

gies

to p

reve

nt in

jurie

s 4.

6 co

mpl

ete

a re

view

of t

he w

ork-

rela

ted

activ

ity.

Lear

ning o

utco

me 4

Iden

tify

wor

kpla

ce s

afet

y ha

zard

s.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

4.1

iden

tify

com

mon

saf

ety

haza

rds

in th

e w

orkp

lace

4.2

deve

lop

a ris

k as

sess

men

t pla

n 4.

3 de

term

ine

poss

ible

opt

ions

to e

nsur

e OH

S ris

ks a

re c

ontro

lled

and

proc

edur

es a

re u

nder

stoo

d an

d fo

llow

ed4.

4 co

mm

unic

ate

safe

ty c

once

rn/s

to s

uper

viso

r and

/or

heal

th a

nd s

afet

y pe

rson

nel.

Lear

ning o

utco

me 4

Dem

onst

rate

an

unde

rsta

ndin

g of

the

OHS

issue

-res

olut

ion

proc

ess.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

4.1

iden

tify

the

repo

rting

opt

ions

ava

ilabl

e to

an

empl

oyee

in th

e w

orkp

lace

4.2

iden

tify

all t

he k

ey s

take

hold

ers

in th

e iss

ue-r

esol

utio

n pr

oces

s4.

3 id

entif

y th

e st

eps

in th

e iss

ue-r

esol

utio

n pr

oces

s4.

4 an

alys

e th

e st

reng

ths

and

wea

knes

ses

of th

e iss

ue-r

esol

utio

n pr

oces

s.

37

APPendIx 2 Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand

FOUN

DATIO

NINT

ERME

DIATE

SENIO

R

Unit

1Un

it 1

Unit

1Le

arnin

g out

com

e 5W

ork

in a

team

to c

ompl

ete

a sa

fe w

ork

proc

edur

e fo

r a b

asic

wor

k-re

late

d ac

tivity

.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

5.1

iden

tify

and

allo

cate

role

s an

d le

vels

of re

spon

sibilit

y in

rela

tion

to th

e sa

fe w

ork

proc

edur

e5.

2 w

ork

in a

team

to p

lan

a sa

fe p

roce

dure

for a

bas

ic w

ork-

rela

ted

activ

ity5.

3 di

scus

s th

e be

nefit

s of

team

wor

k in

dev

elop

ing

and

impl

emen

ting

safe

wor

k pr

oced

ures

5.4

wor

k w

ith o

ther

s, in

cludi

ng th

e su

perv

isor,

to a

chie

ve

obje

ctive

s w

ithin

agr

eed

timef

ram

es5.

5 re

view

com

plet

ed b

asic

wor

k-re

late

d ac

tivity

to e

nsur

e pl

anne

d ou

tcom

es h

ave

been

ach

ieve

d.

Lear

ning o

utco

me 5

Wor

k in

a te

am to

follo

w s

afe

wor

k pr

oced

ures

with

in a

wor

k-re

late

d ac

tivity

.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

5.1

deve

lop

a co

mm

on s

et o

f goa

ls to

ach

ieve

a s

afe

wor

k en

viron

men

t5.

2 id

entif

y sa

fe w

ork

proc

edur

es a

nd ta

sks

requ

ired

by th

e te

am

to a

chie

ve a

gree

d go

als

5.3

wor

k w

ith o

ther

s to

impl

emen

t saf

e w

ork

proc

edur

es5.

4 un

derta

ke a

revie

w p

roce

ss in

corp

orat

ing

feed

back

.

Lear

ning o

utco

me 5

Wor

k in

a te

am to

follo

w s

afe

wor

k pr

oced

ures

with

in a

com

plex

w

ork-

rela

ted

proj

ect.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

5.1

nego

tiate

wor

k ta

sks

and

role

s to

ens

ure

safe

wor

k pr

oced

ures

w

ithin

the

team

5.2

impl

emen

t saf

e w

ork

prac

tices

with

in th

e co

mpl

ex te

am

proj

ect

5.3

ensu

re th

at s

afe

wor

k pr

actic

es a

re fo

llow

ed d

urin

g th

e co

mpl

ex te

am p

roje

ct5.

4 ev

alua

te th

e ef

fect

ivene

ss o

f the

saf

e w

ork

prac

tices

and

id

entif

y ar

eas

for i

mpr

ovem

ent.

Lear

ning o

utco

me 6

Use

info

rmat

ion

and

com

mun

icatio

ns te

chno

logy

and

oth

er

tech

nolo

gy in

rela

tion

to a

bas

ic w

ork-

rela

ted

activ

ity.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

6.1

iden

tify

wha

t inf

orm

atio

n an

d co

mm

unica

tions

tech

nolo

gy a

nd

othe

r tec

hnol

ogy

is re

quire

d fo

r a b

asic

wor

k-re

late

d ac

tivity

6.2

use

appr

opria

te in

form

atio

n an

d co

mm

unica

tions

tech

nolo

gy

and

othe

r tec

hnol

ogy

for a

bas

ic w

ork-

rela

ted

activ

ity6.

3 un

ders

tand

the s

ocial

and

ethic

al co

nside

ratio

ns fo

r the

resp

onsib

le us

e of in

form

ation

and

com

mun

icatio

ns te

chno

logy a

nd ot

her

tech

nolog

y with

in th

e bas

ic wo

rk-re

lated

activ

ity6.

4 re

view

the

effe

ctive

ness

of i

nfor

mat

ion

and

com

mun

icatio

ns

tech

nolo

gy a

nd o

ther

tech

nolo

gy in

the

basic

wor

k-re

late

d ac

tivity

.

Lear

ning o

utco

me 6

Use

info

rmat

ion

and

com

mun

icatio

ns te

chno

logy

and

oth

er

tech

nolo

gy in

rela

tion

to a

wor

k-re

late

d ac

tivity

.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

6.1

iden

tify

wha

t inf

orm

atio

n an

d co

mm

unica

tions

tech

nolo

gy a

nd

othe

r tec

hnol

ogy

is re

quire

d fo

r a w

ork-

rela

ted

activ

ity6.

2 us

e a

rang

e of

info

rmat

ion

and

com

mun

icatio

ns te

chno

logy

an

d ot

her t

echn

olog

y fo

r a w

ork-

rela

ted

activ

ity6.

3 id

entif

y th

e so

cial a

nd e

thica

l con

sider

atio

ns fo

r the

re

spon

sible

use

of i

nfor

mat

ion

and

com

mun

icatio

ns te

chno

logy

an

d ot

her t

echn

olog

y w

ithin

the

wor

k-re

late

d ac

tivity

6.4

revie

w th

e ef

fect

ivene

ss o

f inf

orm

atio

n an

d co

mm

unica

tions

te

chno

logy

and

oth

er te

chno

logy

in th

e w

ork-

rela

ted

activ

ity.

Lear

ning o

utco

me 6

Use

info

rmat

ion

and

com

mun

icatio

ns te

chno

logy

in re

latio

n to

a

com

plex

wor

k-re

late

d pr

ojec

t.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

6.1

iden

tify

wha

t inf

orm

atio

n an

d co

mm

unica

tions

tech

nolo

gy is

re

quire

d fo

r a c

ompl

ex w

ork-

rela

ted

proj

ect

6.2

use

a ra

nge

of a

ppro

pria

te in

form

atio

n an

d co

mm

unica

tions

te

chno

logy

for a

com

plex

wor

k-re

late

d pr

ojec

t6.

3 an

alys

e th

e so

cial a

nd e

thica

l im

plica

tions

for t

he re

spon

sible

us

e of

info

rmat

ion

and

com

mun

icatio

ns te

chno

logy

with

in th

e co

mpl

ex w

ork-

rela

ted

proj

ect

6.4

revie

w th

e us

e of

info

rmat

ion

and

com

mun

icatio

ns te

chno

logy

in

the

com

plex

wor

k-re

late

d pr

ojec

t.

38

Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand APPendIx 2

FOUN

DATIO

NINT

ERME

DIATE

SENIO

R

Unit

1Un

it 1

Unit

1Le

arnin

g out

com

e 7Us

e w

orkp

lace

tech

nolo

gy a

nd e

quip

men

t in

acco

rdan

ce w

ith O

HS

guid

elin

es in

a c

ompl

ex w

ork-

rela

ted

proj

ect.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

7.1

defin

e th

e pu

rpos

e an

d ob

ject

ives

for t

he u

se o

f tec

hnol

ogy

and

equi

pmen

t in

a co

mpl

ex w

ork-

rela

ted

proj

ect

7.2

iden

tify

OHS

cons

ider

atio

ns fo

r the

resp

onsib

le u

se o

f te

chno

logy

and

equ

ipm

ent

7.3

use

tech

nolo

gy a

nd e

quip

men

t in

a sa

fe m

anne

r, co

nsist

ent

with

OHS

gui

delin

es a

nd le

gisla

tion

7.4

iden

tify

pote

ntia

l haz

ards

and

risk

s fo

r the

use

of t

echn

olog

y an

d eq

uipm

ent i

n a

com

plex

wor

k-re

late

d pr

ojec

t7.

5 ev

alua

te e

nviro

nmen

tal a

nd e

thica

l con

sider

atio

ns fo

r the

re

spon

sible

use

of t

echn

olog

y an

d eq

uipm

ent.

FOUN

DATIO

NINT

ERME

DIATE

SENIO

R

Unit

2Un

it 2

Unit

2Le

arnin

g out

com

e 1Pr

epar

e fo

r a b

asic

wor

k-re

late

d ac

tivity

.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

1.1

follo

w ta

sk g

uide

lines

for t

he c

olle

ctio

n, a

nalys

is an

d or

gani

satio

n of

info

rmat

ion

abou

t a b

asic

wor

k-re

late

d ac

tivity

1.2

orga

nise

and

reco

rd in

form

atio

n fro

m a

ppro

pria

te s

ourc

es1.

3 ch

eck

info

rmat

ion

for c

ompl

eten

ess

and

accu

racy

Lear

ning o

utco

me 1

Rese

arch

info

rmat

ion

for a

wor

k-re

late

d ac

tivity

.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

1.1

iden

tify

and

colle

ct in

form

atio

n re

quire

d fo

r the

wor

k-re

late

d ac

tivity

1.2

acce

ss a

nd re

cord

info

rmat

ion

from

a v

arie

ty o

f sou

rces

1.

3 or

gani

se in

form

atio

n re

leva

nt to

the

wor

k-re

late

d ac

tivity

1.4

anal

yse

info

rmat

ion

for r

elev

ance

and

acc

urac

y.

Lear

ning o

utco

me 1

Colle

ct, a

nalys

e an

d ev

alua

te in

form

atio

n re

quire

d fo

r a c

ompl

ex

wor

k-re

late

d pr

ojec

t.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

1.1

esta

blish

the

info

rmat

ion

need

s in

the

cont

ext o

f a c

ompl

ex

wor

k-re

late

d pr

ojec

t1.

2 in

vest

igat

e w

orkp

lace

info

rmat

ion

sour

ces

to id

entif

y an

d co

llect

th

e m

ost r

elev

ant i

nfor

mat

ion

for t

he c

ompl

ex w

ork-

rela

ted

proj

ect

1.3

eval

uate

the

accu

racy

, rel

evan

ce, r

elia

bilit

y an

d va

lidity

of t

he

info

rmat

ion.

39

APPendIx 2 Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand

FOUN

DATIO

NINT

ERME

DIATE

SENIO

R

Unit

2Un

it 2

Unit

2Le

arnin

g out

com

e 2Co

mm

unica

te b

asic

wor

k-re

late

d id

eas

and

info

rmat

ion.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

2.1

parti

cipat

e in

app

ropr

iate

ora

l and

writ

ten

com

mun

icatio

n re

late

d to

wor

k2.

2 co

mm

unica

te c

lear

ly so

that

info

rmat

ion

is un

ders

tood

2.3

chec

k co

nten

t and

form

at fo

r acc

urac

y.

Lear

ning o

utco

me 2

Com

mun

icate

info

rmat

ion

and

idea

s fo

r a w

ork-

rela

ted

activ

ity.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

2.1

rese

arch

a ra

nge

of c

omm

unica

tion

met

hods

2.2

sele

ct c

omm

unica

tion

met

hods

for i

nten

ded

audi

ence

/s2.

3 us

e ap

prop

riate

lang

uage

and

form

at to

com

mun

icate

ef

fect

ively

2.4

unde

rtake

a re

view

pro

cess

inco

rpor

atin

g fe

edba

ck.

Lear

ning o

utco

me 2

Com

mun

icate

idea

s an

d in

form

atio

n in

a w

ork

envir

onm

ent.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

2.1

sele

ct a

nd u

se m

etho

ds o

f com

mun

icatio

n ap

prop

riate

to th

e w

ork

envir

onm

ent

2.2

eval

uate

the

com

mun

icatio

n m

etho

d us

ing

feed

back

2.3

adap

t com

mun

icatio

n m

etho

ds in

resp

onse

to fe

edba

ck.

Lear

ning o

utco

me 3

Plan

, org

anise

and

man

age

a ba

sic w

ork-

rela

ted

activ

ity.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

3.1

esta

blish

ste

ps fo

r a b

asic

wor

k-re

late

d ac

tivity

3.2

orga

nise

and

man

age

the

basic

wor

k-re

late

d ac

tivity

3.3

revie

w th

e ef

fect

ivene

ss o

f the

bas

ic w

ork-

rela

ted

activ

ity.

Lear

ning o

utco

me 3

Plan

, org

anise

and

man

age

a w

ork-

rela

ted

activ

ity.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

3.1

deve

lop

a pl

an fo

r a w

ork-

rela

ted

activ

ity3.

2 de

mon

stra

te s

elf-m

anag

emen

t ski

lls in

the

wor

k-re

late

d ac

tivity

3.3

orga

nise

and

man

age

prio

ritie

s an

d re

sour

ces

for a

wor

k-re

late

d ac

tivity

3.4

seek

feed

back

to e

valu

ate

perfo

rman

ce re

late

d to

a

wor

k-re

late

d ac

tivity

.

Lear

ning o

utco

me 3

Plan

, org

anise

and

man

age

a co

mpl

ex w

ork-

rela

ted

proj

ect.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

3.1

iden

tify

and

inco

rpor

ate

wor

kpla

ce g

oals

into

the

plan

ning

, or

gani

satio

n an

d m

anag

ing

of o

wn

wor

k3.

2 de

velo

p a

qual

ity-a

ssur

ance

pro

cess

for t

he c

ompl

ex w

ork-

rela

ted

proj

ect

3.3

unde

rtake

the

com

plex

wor

k-re

late

d pr

ojec

t3.

4 ev

alua

te th

e co

mpl

ex w

ork-

rela

ted

proj

ect.

40

Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand APPendIx 2

FOUN

DATIO

NINT

ERME

DIATE

SENIO

R

Unit

2Un

it 2

Unit

2Le

arnin

g out

com

e 4Id

entif

y an

d ta

ke m

easu

res

to s

olve

a p

robl

em re

leva

nt to

a b

asic

wor

k-re

late

d ac

tivity

.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

4.1

iden

tify

a ba

sic w

ork-

rela

ted

prob

lem

4.2

sugg

est s

olut

ions

to s

olve

the

basic

wor

k-re

late

d pr

oble

m4.

3 pa

rticip

ate

in th

e pr

oble

m-s

olvin

g pr

oces

s4.

4 re

view

the

prob

lem

-sol

ving

proc

ess.

Lear

ning o

utco

me 4

Iden

tify

and

solve

com

mon

wor

k-re

late

d pr

oble

ms.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

4.1

iden

tify

a ra

nge

of c

omm

only

occu

rring

pro

blem

s in

the

wor

kpla

ce4.

2 de

velo

p ap

prop

riate

stra

tegi

es a

nd p

roce

sses

to s

olve

wor

k-re

late

d pr

oble

ms

4.3

docu

men

t and

pre

sent

pot

entia

l sol

utio

ns to

rele

vant

sup

ervis

or.

Lear

ning o

utco

me 4

Iden

tify

and

solve

pro

blem

s in

the

wor

kpla

ce.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

4.1

antic

ipat

e pr

oble

ms

and

the

cond

ition

s un

der w

hich

they

mig

ht

arise

4.2

unde

rsta

nd p

roto

cols

requ

ired

to a

ddre

ss th

e pr

oble

ms

4.3

adap

t pro

cess

es to

add

ress

the

prob

lem

s4.

4 es

tabl

ish a

nd u

se c

riter

ia fo

r jud

ging

the

effe

ctive

ness

of t

he

prob

lem

-sol

ving

proc

ess.

Lear

ning o

utco

me 5

Wor

k in

a te

am to

com

plet

e a

basic

wor

k-re

late

d ac

tivity

.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

5.1

iden

tify

diffe

rent

role

s w

ithin

a te

am5.

2 w

ork

in a

team

to c

arry

out

a b

asic

wor

k-re

late

d ac

tivity

w

ithin

agr

eed

timef

ram

es5.

3 di

scus

s th

e be

nefit

s of

wor

king

in a

team

5.4

revi

ew th

e ef

fect

iven

ess

of th

e te

am.

Lear

ning o

utco

me 5

Wor

k in

team

s to

und

erta

ke a

wor

k-re

late

d ac

tivity

.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

5.1

iden

tify

indi

vidua

l and

team

role

s an

d re

spon

sibilit

ies

5.2

man

age

own

task

s w

ithin

team

act

ivity

5.3

wor

k in

a te

am to

com

plet

e a

wor

k-re

late

d ac

tivity

5.4

seek

feed

back

and

revie

w c

ompl

eted

act

ivity

.

Lear

ning o

utco

me 5

Wor

k in

team

s to

und

erta

ke a

com

plex

wor

k-re

late

d pr

ojec

t.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

5.1

defin

e pu

rpos

e an

d ob

ject

ives

of te

ams

in a

wor

k en

viron

men

t5.

2 de

velo

p a

wor

k-re

late

d pl

an in

corp

orat

ing

role

s, p

roce

dure

s an

d tim

efra

mes

for a

com

plex

wor

k-re

late

d pr

ojec

t5.

3 w

ork

effe

ctive

ly as

a te

am m

embe

r, ta

king

into

acc

ount

diff

eren

t sk

ills a

nd a

ttrib

utes

of t

eam

mem

bers

and

the

goal

s of

the

orga

nisa

tion

5.4

nego

tiate

with

oth

ers

to d

efine

and

mon

itor w

ork-

rela

ted

obje

ctive

s an

d, w

here

nec

essa

ry, r

edefi

ne.

41

APPendIx 2 Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand

FOUN

DATIO

NINT

ERME

DIATE

SENIO

R

Unit

2Un

it 2

Unit

2Le

arnin

g out

com

e 6Us

e in

form

atio

n an

d co

mm

unica

tions

tech

nolo

gy a

nd o

ther

te

chno

logy

in re

latio

n to

a b

asic

wor

k-re

late

d ac

tivity

.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

6.1

iden

tify

wha

t inf

orm

atio

n an

d co

mm

unica

tions

tech

nolo

gy a

nd

othe

r tec

hnol

ogy

is re

quire

d fo

r a b

asic

wor

k-re

late

d ac

tivity

6.

2 us

e ap

prop

riate

info

rmat

ion

and

com

mun

icatio

ns te

chno

logy

an

d ot

her t

echn

olog

y6.

3 un

ders

tand

the

socia

l and

eth

ical c

onsid

erat

ions

for t

he

resp

onsib

le u

se o

f inf

orm

atio

n an

d co

mm

unica

tions

tech

nolo

gy

and

othe

r tec

hnol

ogy

with

in th

e ba

sic w

ork-

rela

ted

activ

ity6.

4 re

view

the

effe

ctive

ness

of i

nfor

mat

ion

and

com

mun

icatio

ns

tech

nolo

gy a

nd o

ther

tech

nolo

gy in

the

basic

wor

k-re

late

d ac

tivity

.

Lear

ning o

utco

me 6

Use

info

rmat

ion

and

com

mun

icatio

ns te

chno

logy

and

oth

er

tech

nolo

gy in

rela

tion

to a

wor

k-re

late

d ac

tivity

.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

6.1

iden

tify

wha

t inf

orm

atio

n an

d co

mm

unica

tions

tech

nolo

gy a

nd

othe

r tec

hnol

ogy

is re

quire

d fo

r a w

ork-

rela

ted

activ

ity6.

2 us

e a

rang

e of

info

rmat

ion

and

com

mun

icatio

ns te

chno

logy

and

ot

her t

echn

olog

y fo

r a w

ork-

rela

ted

activ

ity6.

3 id

entif

y th

e so

cial a

nd e

thica

l con

sider

atio

ns fo

r the

resp

onsib

le

use

of in

form

atio

n an

d co

mm

unica

tions

tech

nolo

gy a

nd o

ther

te

chno

logy

with

in th

e w

ork-

rela

ted

activ

ity6.

4 re

view

the

use

of in

form

atio

n an

d co

mm

unica

tions

tech

nolo

gy

and

othe

r tec

hnol

ogy

in th

e w

ork-

rela

ted

activ

ity.

Lear

ning o

utco

me 6

Use

info

rmat

ion

and

com

mun

icatio

ns te

chno

logy

in re

latio

n to

a

com

plex

wor

k-re

late

d pr

ojec

t.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

6.1

iden

tify

wha

t inf

orm

atio

n an

d co

mm

unica

tions

tech

nolo

gy is

re

quire

d fo

r a c

ompl

ex w

ork-

rela

ted

proj

ect

6.2

use

appr

opria

te in

form

atio

n an

d co

mm

unica

tions

tech

nolo

gy6.

3 an

alys

e th

e so

cial a

nd e

thica

l im

plica

tions

for t

he re

spon

sible

us

e of

info

rmat

ion

and

com

mun

icatio

ns te

chno

logy

6.4

revie

w th

e us

e of

info

rmat

ion

and

com

mun

icatio

ns te

chno

logy

in

the

com

plex

wor

k-re

late

d pr

ojec

t.

Lear

ning o

utco

me 7

Use

wor

kpla

ce te

chno

logy

and

equ

ipm

ent i

n a

com

plex

wor

k-re

late

d pr

ojec

t.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

7.1

defin

e th

e pu

rpos

e an

d ob

ject

ives

for t

he u

se o

f tec

hnol

ogy

and

equi

pmen

t in

a co

mpl

ex w

ork-

rela

ted

proj

ect

7.2

use

tech

nolo

gy a

nd e

quip

men

t in

a co

mpl

ex w

ork-

rela

ted

proj

ect,

cons

isten

t with

saf

e op

erat

ing

proc

edur

es (S

OPs)

7.3

anal

yse

the

envir

onm

enta

l and

eth

ical i

mpl

icatio

ns fo

r the

re

spon

sible

use

of t

echn

olog

y an

d eq

uipm

ent

7.4

appl

y te

chno

logy

and

equ

ipm

ent t

o en

hanc

e w

orkp

lace

pr

actic

es7.

5 ev

alua

te n

ew te

chno

logy

and

equ

ipm

ent i

ntro

duce

d in

to th

e w

orkp

lace

.

Lear

ning o

utco

me 8

Dem

onst

rate

initi

ative

/ent

erpr

ise in

a w

ork-

rela

ted

cont

ext.

Elem

ents

The

elem

ents

are

dem

onst

rate

d w

hen

the

stud

ent c

an:

8.1

iden

tify

an o

ppor

tuni

ty fo

r inn

ovat

ion

8.2

desc

ribe

a po

ssib

le in

nova

tion

to a

rele

vant

aud

ienc

e8.

3 re

view

the

feas

ibilit

y of

the

inno

vatio

n.

42

Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand APPendIx 2

GlossaryAccredited course A course that leads to an Australian Qualifications Framework (AQF) qualification or Statement of Attainment that is nationally recognised. The accredited course has been endorsed by either a state or national authority responsible for accrediting courses against agreed principles of accreditation. In Victoria, the statutory authority is the Victorian Registration and Qualifications Authority (VRQA).

Adult and Community Education (ACE) A community-based organisation that may be an RTO or recognised VCE or VCAL provider.

Assessment task A task set by the teacher to assess students’ achievements of unit or learning outcomes (see also Outcomes).

Australian Qualifications Framework (AQF) The national framework for all qualifications in post-compulsory education and training.

Australian Quality Training Framework (AQTF) A national regulatory framework to ensure the provision of a nationally consistent, high quality vocational education and training system.

Australian Skills Quality Authority (ASQA) The national regulator for Australia’s vocational education and training sector.

Award level In the VCAL there are three award levels: Foundation, Intermediate and Senior.

Consistent The evidence has been collected over time to ensure that there is a consistent demonstration of competencies in the learning outcomes.

Credit – VCAL In the VCAL, students are awarded one credit for completion of accredited curriculum in accordance with the course requirements for VCAL.

Curriculum Planning Guide – VCAL The VCAL Curriculum Planning Guide provides delivery and assessment advice for the VCAL curriculum strands. It specifies the purpose of the strand, provides guidance on selection of curriculum components for the strand and includes how the students’ work is to be assessed.

Designated Work Group (DWG) A grouping of employees who share similar workplace OHS concerns and conditions.

Elements Elements are provided to further describe the learning outcomes and are intended as a guide for teachers to ensure consistency in the way learning outcomes are interpreted and assessed. When developing a task or tasks to meet a learning outcome, teachers need to ensure that the task incorporates all the elements for that learning outcome.

Employability skills A subset of lifelong and work-related skills. These include key personal attributes and skills seen as being important for young people (entry-level employees) entering the workforce in a global and knowledge economy.

Enterprise Enterprise involves creating and maintaining a project, and need not necessarily involve profit making. It encourages the recognition of a significant and innovative opportunity, the appropriate management of risk taking and the mobilisation of resources to enable the successful completion of a project.

Fair The assessment requirements are understood by the student, take into account the characteristics of the person being assessed and will not disadvantage any person.

Further Education (FE) Qualifications that provide training in adult literacy and basic education, access and preparatory education and English as a Second Language. Further Education certificates are accredited under the Australian Quality Training Framework.

43

Hazard The potential to cause harm such as injury or illness.

Hazard identification The process of identifying all situations or events that could give rise to injury or illness. It generally involves consideration of the type of injury or illness possible and the situations and events that could create potential for the injury or illness.

Health and safety representative (HSR) A voluntary position that is elected by the members of the DWG to represent the OHS interests of the members of the DWG.

Industry Industry includes a broad range of business or social organisations involved in the same type of productive activity.

Information and communications technology (ICT) The hardware, such as a computer, digital camera and printer, and software, such as spreadsheets and web authoring, that enables data to be processed, stored and communicated.

Key competencies Generic competencies that are essential for effective participation in the workplace. Generally, key competencies refer to the Mayer Key Competencies.

Learning program (VCAL) Curriculum selected for delivery by the VCAL provider to meet each student’s interest and abilities and to meet minimum VCAL course requirements.

Local Learning and Employment Networks (LLENs) Networks established across Victoria to support young people’s connections with local education and training organisations, employers and community groups.

Mapping In the VCAL, mapping refers to aligning the content of locally developed programs and activities to the learning outcomes of a VCAL unit.

Module A distinct component of the vocational training curriculum, comprising specified learning outcomes, assessment criteria and other information to support the delivery of training and conduct of assessment. Modules are identifiable as ‘UoC’ on VASS.

Nominal hours The scheduled hours required for the delivery and assessment of vocational training as determined by the Higher Education and Skills Group.

Occupational health and safety risk The likelihood of injury or illness arising from exposure to any hazard at work.

Outcomes What a student must know and be able to do in order to satisfactorily complete a unit as specified in the VCE study design or VCAL unit.

Part-time apprenticeship and traineeship Students who undertake an apprenticeship or traineeship that is not integrated into their learning program and study timetable will be undertaking part-time apprenticeships or traineeships.

Quality assurance (QA) The process to assure the quality of delivery and consistency in interpretation of learning outcomes and relevant levels. For example, assessment of VCAL units is subject to a QA process.

Recognition of prior learning (RPL) Recognition of prior learning (RPL) is the acknowledgment of skills and knowledge obtained through any combination of formal or informal training, work experience or general life experience. An assessment may be conducted to determine the student’s eligibility to be awarded a VCAL unit in the VCAL Work Related Skills (all levels), VCAL Personal Development Skills (all levels) and VCAL Skills For Further Study – Senior units. The student needs to demonstrate that they have met the learning outcomes in the unit.

Registered training organisation (RTO) An organisation that is approved by the Higher Education and Skills Group and registered by the VRQA to deliver Vocational Education and Training (VET) and Further Education (FE) within a defined Scope of Registration.

Reliable The assessment tool and process will produce consistent outcomes when applied by a range of assessors in a range of contexts.

Risk The likelihood of harm arising from exposure to any hazards and the consequences of that harm.

Risk assessment This process determines whether there are any risks associated with the identified hazards. This generally involves consideration of the nature of exposure to the hazards, including the frequency and level of exposure, pattern of exposure (continuous or intermittent) and adequacy of any existing risk control measures.

44

Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand GLoSSARy

Risk control This process determines and implements appropriate measures to control risk. Factors that are assessed as posing an increased risk are required by legislation to be controlled so far as is ‘reasonably practicable’. ‘Reasonably practicable’ in this case means you need to consider:• the likelihood of the hazard or risk eventuating• the degree of harm that would result if the hazard or risk eventuated• what the person concerned knows, or ought reasonably to know, about the hazard or risk and any ways of eliminating

or reducing the hazard or risk• the availability and suitability of ways to eliminate or reduce the hazard or risk• the cost of eliminating or reducing the hazard or risk.The objective of the Occupational Health and Safety Act 2004 is the elimination at source of risks to the health, safety and welfare of persons at work.

If risks cannot be eliminated, occupational health and safety legislation requires that they be reduced as far as is reasonably practicable.

Risk management process The systematic application of management policies, procedures and practices to the tasks of establishing the context, identifying, analysing, estimating, evaluating, treating, monitoring and communicating risk.

Safe Operating Procedure (SOP) Written instructions for tasks that outline the preferred and safest method of performing that task in a standardised manner.

Satisfactory completion – VCAL The school or other VCAL provider decision that a student has demonstrated achievement of the outcomes for a VCAL unit. Students receive an S for the satisfactory completion of a unit. If they do not satisfactorily complete a unit, they receive an N for not yet complete. Students qualify for the VCAL when they achieve sufficient credits to satisfy the course requirements.

Scope of registration The defined scope for which a training organisation is registered that identifies the particular services and products that can be provided. An RTO may be registered to provide either training delivery and/or assessment services or products and issue AQF qualifications and Statement of Attainment. The scope of registration is further defined by AQF qualifications and/or endorsed units of competency.

Semester Half of the academic year. VCE and VCAL units are designed to be completed in one semester.

School-based apprenticeship and traineeship (SBAT) An SBAT offers students enrolled in the Victorian Certificate of Education (VCE) or the Victorian Certificate of Applied Learning (VCAL) the option of combining part-time employment, school and training. The program is undertaken under a training contract with an employer, has a training plan signed by the school and formally registered with the Higher Education and Skills Group and leads to a nationally recognised qualification at Certificate II, III or IV level. It also includes paid work under some form of industrial agreement that endorses part-time apprenticeships, such as a Federal Industrial Award, Australian Workplace Agreement (AWA) or Collective Agreement.

Senior secondary qualification The VCE and the VCAL are senior secondary qualifications that are designed to be completed in Years 11 and 12.

Statement of attainment A record of recognised learning that may contribute towards a qualification outcome, either as attainment of competencies within a training package, partial completion of a course leading to a qualification or completion of a nationally accredited short course that may accumulate towards a qualification through recognition processes.

Statement of Results The document issued by the VCAA showing the results a student achieved in the VCE and/or VCAL, and whether they have graduated.

Strand The VCAL contains four curriculum strands: literacy and numeracy skills, industry specific skills, work-related skills and personal development skills.

Technology Refers to the equipment and processes used to enhance, maintain and modify the environment and resources in order to support human endeavour. It involves the purposeful application of knowledge, skills, equipment, materials, energy and data to create useful products.

Training package A document that sets out the training framework determined by industry for an industry sector. National competency standards, assessment guidelines and national qualifications form the endorsed components of training packages. Assessment materials, learning strategies and professional development materials may support these as non-endorsed components.

45

GLoSSARy Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand

Training Plan A program of training and assessment that is required under an Apprenticeship/Traineeship Training Contract.

Unit of competency (UoC) Unit of competency means the specification of knowledge and skills and the application of that knowledge and these skills to the standard of performance expected in the workplace. The RTO assesses competence.

Units – VCE The components of a VCE study. There are usually four units in a VCE study, numbered 1, 2, 3 and 4.

Units – VCAL VCAL units contain accredited learning outcomes that enable content to be developed and/or planned at the local level.

Valid The task is consistent with the unit purpose statement and learning outcomes and the work is at the appropriate level.

Victorian Assessment Software System (VASS) The internet-based system used by schools to register students and enter VCE and VCAL enrolments and results directly onto the VCAA central database.

Victorian Certificate of Applied Learning (VCAL) An accredited senior secondary school qualification undertaken by students in Years 11 and 12.

VCAL provider A school or other organisation authorised to offer the VCAL.

VCE/VCAL Certificate The certificate awarded to students who meet the requirements for graduation of the VCAL and/or VCE. See also Statement of Results.

VCE VET VET certificates developed into full programs of study within the VCE/VCAL and contributing to satisfactory completion of the VCE/VCAL.

Vocational Education and Training (VET) Nationally recognised vocational certificates. These certificates may form part of a VCE or VCAL program.

Workplace A place, whether or not in a building or structure, where employees or self-employed persons work.

46

Curriculum Planning Guide: Industry Specific Skills Strand and Work Related Skills Strand GLoSSARy

For further information visit the VCAA website www.vcaa.vic.edu.au

1800 134 197

V I C T O R I A N C U R R I C U L U MA N D A S S E S S M E N T A U T H O R I T Y