assessment+overview+personal+purposes+gp+2

READING CERTIFICATE II (21773VIC) – ASSESSMENT OVERVIEW
//Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || 1.1 A range of structurally intricate texts is sampled 1.2 Features of texts are defined 1.3 Purpose of the text is confirmed 1.4 Texts relevant to personal purposes are selected  || || || 1.1 A range of structurally intricate texts is sampled 1.2 Features of texts are defined 1.3 Purpose of the text is confirmed 1.4 Texts relevant to learning purposes is selected || || || 1.1 Key employment and workplace documents are identified 1.2 Any relevant explanatory or additional information needed to interpret the document is located. 1.3 Purpose of the text is confirmed 1.4 Features of documents are analysed  || || || 1.1 A range of structurally intricate texts is sampled 1.2 Features of texts are defined 1.3 Source of the text is confirmed 1.4 Texts relevant to community participation are selected || || || 2.1 Source of texts is determined 2.2 The purpose of the text is predicted 2.3 A range of strategies is used to comprehend the text 2.4 Main ideas in text are determined 2.5 Key descriptive details are identified || 2.1 A range of strategies is used to interpret the text 2.2 Main ideas in texts are summarised 2.3 Supporting materials are evaluated || 2.1 A range of strategies is used to interpret the text 2.2 Key information is interpreted 2.3 Information is selected to meet purposes. || 2.1 A range of reading strategies is applied to interpret the texts 2.2 Main ideas in texts are summarised 2.3 Supporting materials are evaluated || 
 * NAME: _______________________________________________ **
 * Section 41 VBQU144 **
 * Engage with a range of texts of some complexity for personal purposes ** ||||||
 * Section 42 VBQU145 **
 * Engage with a range of texts of some complexity for learning purposes ** ||||||
 * Section 43 VBQU146 **
 * Engage with a range of texts of some complexity for employment purposes ** ||||||
 * Section 44 VBQU147 **
 * Engage with a range of texts of some complexity to participate in the community ** ||
 * Engage with a range of texts of some complexity to participate in the community ** ||
 * 1 Locate structurally intricate texts relevant to a range of personal purposes **
 * 1 Locate structurally intricate texts relevant to a range of personal purposes **
 * 1 Locate structurally intricate texts relevant to a range of learning purposes **
 * 1 Locate structurally intricate texts relevant to a range of employment purposes **
 * 1 Locate structurally intricate texts relevant to participation in the community for a range of purposes **
 * 2 Analyse content in a range of texts of some complexity for personal purposes **
 * 2 Analyse content in a range of texts of some complexity for personal purposes **
 * 2 Analyse content in a range of texts of some complexity **** for learning purposes **
 * 2 Analyse content in a range of texts of some complexity **** for employment purposes **
 * 2 Analyse content in a range of texts of some co **** mplexity to participate in the community **

//Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || 3.1 Means used by the author to achieve the purpose of the text are identified 3.2 A range of strategies is applied to analyse texts 3.3 The relevance of the texts to the reader’s purpose is assessed || || || 3.1 Means used by the author to achieve the purpose of the text are identified 3.2 A range of strategies is applied to analyse texts 3.3 The relevance of the texts to the reader’s purpose is assessed || || || 3.1 Means used by the author to achieve the purpose of the text are identified 3.2 A range of strategies is applied to analyse texts 3.3 The relevance of the texts to the reader’s purpose is assessed || || || 3.1 Means used by the author to achieve the purpose of the text are identified 3.2 A range of strategies is applied to analyse texts 3.3 The relevance of the texts to the reader’s purpose is assessed || || || Course rules: Learners must complete 2 of the 4 core skills units in reading to complete the course. Assessment guidelines; Texts must be accessed on at least three occasions for each unit (a different text type each time). 
 * Section 41 VBQU144 **
 * Engage with a range of texts of some complexity for personal purposes ** ||||||
 * Section 42 VBQU145 **
 * Engage with a range of texts of some complexity for learning purposes ** ||||||
 * Section 43 VBQU146 **
 * Engage with a range of texts of some complexity for employment purposes ** ||||||
 * Section 44 VBQU147 **
 * Engage with a range of texts of some complexity to participate in the community ** ||
 * Engage with a range of texts of some complexity to participate in the community ** ||
 * 3 Critically evaluate a range of texts relevant to personal purposes **
 * 3 Critically evaluate a range of texts relevant to personal purposes **
 * 3 Critically evaluate a range of texts relevant to own learning purposes **
 * 3 Critically evaluate a range of texts relevant to employment purposes **
 * 3 Critically evaluate a range of texts relevant to community participation **

WRITING CERTIFICATE II (21773VIC) – ASSESSMENT OVERVIEW
//Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || 1.1 A range of texts is selected 1.2 A range of purposes and audiences for the texts is described 1.3 The features of the texts are defined || || ||  1.1 A range of texts is selected 1.2 A range of purposes and audiences for the texts is described 1.3 The features of the texts are defined || || ||  1.1 Intended recipients and purpose of incoming written materials are determined with assistance from others 1.2 Key points are identified and used to record, store or forward incoming materials in accordance with organisational procedures 1.3 Information from tables, charts and other graphic information is used to plan and organise work 1.4 Procedural information is read and followed to implement workplace routines or remedy problems 1.5 Assistance is sought with difficult or ambiguous materials in accordance with organisational procedures || || ||  1.1 A range of texts is selected 1.2 A range of purposes and audiences for the texts is described 1.3 The features of the texts are defined || || || 
 * NAME: _______________________________________________ **
 * Section 45 VBQU148 **
 * Create texts of some complexity for personal purposes ** ||||||
 * Section 46 VBQU149 **
 * Create texts of some complexity for learning purposes ** ||||||
 * Section 47 VBQU150 **
 * Create routine workplace documents ** ||||||
 * Section 48 VBQU151 **
 * Create texts of some complexity to participate in the community ** ||
 * Create texts of some complexity to participate in the community ** ||
 * 1 Research a range of text types relevant to personal need **
 * 1 Research a range of text types relevant to personal need **
 * 1 Research a range of text types relevant to learning **
 * 1) Read, interpret and act on routine written materials **
 * 1 Research a range of text types useful for community access **

//Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || 2.1 The purpose of each text and intended audience is confirmed 2.2 Appropriate format, language and required materials and equipment are organised 2.3 Relevant content required to create text is researched || || || 2.1 The purpose of each text and intended audience is confirmed 2.2 Appropriate format, language and required materials and equipment are organised 2.3 Relevant content required to create text is researched || || || 2.1 Requirements of written materials are confirmed and followed in accordance with legislation, organisational procedures and standard templates 2.2 Information is included that is accurate, clear and concise and meets organisational guidelines for the type of document || || || 2.1 The purpose of each text and intended audience is confirmed 2.2 Appropriate format, language and required materials and equipment are organised 2.3 Relevant content required to create text is researched || || || 3.1 Draft content is arranged to meet the requirements of the text 3.2 Text of some complexity is developed 3.3 Text is reviewed and checked for accuracy 3.4 Text is edited to enhance meaning and effectiveness as required 3.5 Text is presented as required || || ||  3.1 Draft content is arranged to meet the requirements of the text 3.2 Text of some complexity is developed 3.3 Text is reviewed and checked for accuracy 3.4 Text is edited to enhance meaning and effectiveness as required 3.5 Text is presented as required || || || (2 continued) 2.3 Material is checked to ensure correct grammar, spelling and punctuation, and to correct any inaccuracies in content 2.4 Written information is presented in accordance with organisational standards for format and accuracy 2.5 Written information is prepared and submitted for approval/final editing within required timeframes || || || 3.1 Draft content is arranged to meet the requirements of the text 3.2 Text of some complexity is developed 3.3 Text is reviewed and checked for accuracy 3.4 Text is edited to enhance meaning and effectiveness as required 3.5 Text is presented as required || || || Course rules: Learners must complete 2 of the 4 core skills units in writing to complete the course. Assessment guidelines: Texts must be created on at least three occasions for each unit (a different text type each time).
 * Section 45 VBQU148 **
 * Create texts of some complexity for personal purposes ** ||||||
 * Section 46 VBQU149 **
 * Create texts of some complexity for learning purposes ** ||||||
 * Section 47 VBQU150 **
 * Create routine workplace documents ** ||||||
 * Section 48 VBQU151 **
 * Create texts of some complexity to participate in the community ** ||
 * Create texts of some complexity to participate in the community ** ||
 * 2 Produce a portfolio of texts personal purposes **
 * 2 Produce a portfolio of texts personal purposes **
 * 2 Produce a portfolio of texts in the learning context **
 * 2) Prepare routine written materials **
 * 2 Produce a portfolio of community texts **
 * 3 Produce a portfolio of personal texts accurately **
 * 3 Produce a portfolio of personal texts accurately **
 * 3 **** Produce a portfolio of texts for **** learning purposes **** accurately **
 * 3 Produce **** a portfolio of **** community texts **** accurately **



READING CERTIFICATE III (21774VIC) – ASSESSMENT OVERVIEW
//Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || Learner’s purposes for engaging with texts are clarified 1.2 A range of complex texts is located 1.3 Texts relevant to learner’s purposes are chosen || || ||  1.1 Learner’s purposes for engaging with texts are clarified 1.2 A range of complex texts is located 1.3 Texts relevant to learner’s learning purposes are chosen. || ||  ||  1.1 Learner’s purposes for engaging with texts are clarified 1.2 A range of complex texts is located 1.3 Texts relevant to learner’s employment purposes are chosen || || ||  1.1 Learner’s purposes for engaging with texts are clarified 1.2 A range of complex texts is located 1.3 Texts relevant to community participation are chosen || || || 2.1 Purpose of the text is interpreted 2.2 Features of texts are analysed 2.3 Reading strategies are used to interpret key ideas and supporting information in texts 2.4 Devices used to present the point of view are analysed. || 2.1 Purpose of the text is interpreted 2.2 Features of texts are analysed 2.3 Reading strategies are used to interpret key ideas and supporting information in texts 2.4 Texts are evaluated for relevance and quality of content || 2.1 Purpose of the text is interpreted 2.2 Features of documents are analysed 2.3 Reading strategies are used to interpret key ideas and supporting information in texts 2.4 Texts are evaluated for relevance and quality of content || 2.1 Purpose of the text is interpreted 2.2 Features of texts are analysed 2.3 Reading strategies are used to interpret key ideas and supporting information in texts 2.4 Main arguments and supporting evidence are identified 2.5 Arguments and supporting evidence are analysed || 
 * NAME: _______________________________________________ **
 * Section 53 VBQU156 **
 * Engage with a range of complex texts for personal purposes ** ||||||
 * Section 54 VBQU157 **
 * Engage with a range complex texts for learning purposes ** ||||||
 * Section 55 VBQU158 **
 * Engage with complex texts for employment purposes ** ||||||
 * Section 56 VBQU159 **
 * Engage with complex texts to participate in the community ** ||
 * Engage with complex texts to participate in the community ** ||
 * 1 Select a range of complex texts for personal purposes **
 * 1 Select a range of complex texts for personal purposes **
 * 1 Select a range of complex texts for learning purposes **
 * 1 Select a range of complex texts for employment purposes **
 * 1 Select a range of complex texts the community for a range of purposes **
 * 2 Review selected texts for personal purposes **
 * 2 Review selected texts for personal purposes **
 * 2 Review selected texts **** for learning purposes **
 * 2 Review selected texts **** for employment purposes **
 * 2 Review selected texts **** to participate in the community **

//Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || 3.1 A range of texts for personal purposes are analysed 3.2 Similarities and / or differences are discussed 3.3 Judgements about the effectiveness of the texts are discussed || || ||  3.1 A range of texts for learning purposes are analysed 3.2 Similarities and / or differences are discussed 3.3 Judgements about the usefulness of the texts are discussed || || ||  3.1 A range of texts for employment purposes are analysed 3.2 Similarities and / or differences are discussed 3.3 Judgements about the usefulness of the texts are discussed || || ||  3.1 A range of texts for community purposes are analysed 3.2 Similarities and / or differences are discussed 3.3 Judgements about the effectiveness of the texts are discussed || || || Course rules: Learners must complete 4 core skills units chosen from reading, writing and maths to complete the course. Assessment guidelines: A folio of texts must be created over time for each unit. 
 * Section 53 VBQU156 **
 * Engage with a range of complex texts for personal purposes ** ||||||
 * Section 54 VBQU157 **
 * Engage with a range complex texts for learning purposes ** ||||||
 * Section 55 VBQU158 **
 * Engage with complex texts for employment purposes ** ||||||
 * Section 56 VBQU159 **
 * Engage with complex texts to participate in the community ** ||
 * Engage with complex texts to participate in the community ** ||
 * 3 Critically interpret a range of complex texts for personal purposes **
 * 3 Critically interpret a range of complex texts for personal purposes **
 * 3 Critically interpret a range of texts relevant to own learning purposes **
 * 3 Critically interpret a range of texts for employment purposes **
 * 3 Critically interpret a range of texts relevant to community participation **

WRITING CERTIFICATE III (21774VIC) – ASSESSMENT OVERVIEW
//Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || 1.1 Range of complex text options is researched 1.2 The purpose and audience of the texts is clarified 1.3 Structure, style and format requirements are analysed 1.4 Required resources to complete the text are organised or obtained 1.5 Content is gathered, synthesised and arranged || || ||  1.1 Range of complex text options is researched 1.2 The purpose and audience of the texts is analysed 1.3 Structure, style and format requirements are analysed 1.4 Required resources to complete the text are organised or obtained 1.5 Content is gathered, synthesised and arranged || || ||  a) Workplace materials are scanned to identify the subject and key information for using or reporting to others  b) Procedural manuals and codes of practice are scanned to locate specific information to carry out work functions in accordance with legislation, policy and standards c) A range of written materials is scanned to locate and select required information for summaries, short reports and responses to requests d) Cultural context and assumed prior knowledge needed for interpretation of workplace information are identified and assistance is obtained when required e) Assistance is sought with interpretation of complex materials in accordance with organisational procedures || ||  ||  1.1 The purpose of a range of complex texts is researched  1.2 The requirements of the texts are examined ||  ||  || 2.1 Purpose of the text and audience is confirmed  2.2 Structure, style and format is selected and required materials are obtained  2.3 Content is gathered, synthesised and arranged   || 
 * NAME: _______________________________________________ **
 * Section 57 VBQU160 **
 * Create a range of complex texts for personal purposes ** ||||||
 * Section 58 VBQU161 **
 * Create a range of complex texts for learning purposes ** ||||||
 * Section 59 **** PSPGOV313A **
 * Compose workplace documents ** ||||||
 * Section 60 VBQU163 **
 * Create a range of complex texts to participate in the community ** ||
 * Create a range of complex texts to participate in the community ** ||
 * 1 Select and plan for texts for personal purposes **
 * 1 Select and plan for texts for personal purposes **
 * 1 Select and plan for texts for learning purposes **
 * 1) Interpret written information **
 * 1 Analyse community text requirements **
 * 2 Prepare community text **
 * 2 Prepare community text **

//Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || //Learner can// |||| //Verified by, on// || 1 .1 Structure, style and format is appropriately applied 2.2 Content and language is appropriate and relevant to the writing purpose 2.3 Texts in chosen option(s) are proof read and edited prior to presentation 2.4 Feedback on effectiveness of texts is elicited 2.5 Completed text is submitted appropriately || || ||  2.1 Structure, style and format is appropriately applied 2.2 Content and language is appropriate and relevant to the writing purpose 2.3 Texts in chosen option(s) are proof read and edited prior to presentation 2.4 Feedback on effectiveness of texts is elicited 2.5 Completed text is submitted appropriately || || ||  a) Established protocols for a range of written materials are identified and complied with in accordance with organisational procedures and standard templates  b) Audience for the material is identified and any specific requirements and sensitivities are investigated and catered for c) Material is planned in terms of structure, level of formality and key information to be included, in accordance with the purpose and organisational protocols d) Written information is prepared in an accurate, concise and unambiguous manner that meets intended audience, legislative and organisational requirements e) Material is checked to confirm readability, grammar, spelling and punctuation, and to correct any inaccuracies or gaps in content f) Written materials are prepared and provided for approval within required timeframes  || || ||  3.1 Appropriate stylistic devices are applied to express precise meaning 3.2 Content and language are appropriate and relevant to the writing purpose 3.2 Text is proof read and edited prior to presentation 3.3 Completed text is submitted appropriately || ||  || Course rules: Learners must complete 4 core skills units chosen from reading, writing and maths to complete the course. Assessment guidelines: A folio of texts must be created over time for each unit.
 * Section 57 VBQU160 **
 * Create a range of complex texts for personal purposes ** ||||||
 * Section 58 VBQU161 **
 * Create a range of complex texts for learning purposes ** ||||||
 * Section 59 **** PSPGOV313A **
 * Compose workplace documents ** ||||||
 * Section 60 VBQU163 **
 * Create a range of complex texts to participate in the community ** ||
 * Create a range of complex texts to participate in the community ** ||
 * 2 Produce a portfolio of complex texts for personal purposes **
 * 2 Produce a portfolio of complex texts for personal purposes **
 * 2 Produce a portfolio of complex texts for learning purposes **
 * 2) Compose written materials **
 * 3 Complete complex community text accurately and effectively **