Transition English (Deaf) a - Type 2

Transition English (Deaf) T/A

Accredited from 1/01/04 to 31/12/04

Transition English (Deaf) A T Course B S S S Type 2 AUSTRALIAN CAPITAL TERRITORY

1 Transition English (Deaf) T/A

TABLE OF CONTENTS

SECTION PAGE

Course Name 3 Course Developers 3 Evaluation of Previous Course 4 Course Length and Composition for Year Structure 4 Subject Rationale 6 Goals 7 Student Group 7 College Philosophy 7 Key Content 8 Teaching and Learning Strategies 8 Cross Curriculum Perspectives 11 Student Assessment 14 Assessment Tasks 15 Assessment and Reporting Pattern 15 Unit Grade Descriptors 16 Bibliography 18 Proposed Evaluation Procedures 23 Appendix One (English A Type 2 Communication Modules) 48

UNIT TITLE TRANSITION ENGLISH (DEAF) 1 25 UNIT TITLE TRANSITION ENGLISH (DEAF) 2 32 UNIT TITLE TRANSITION ENGLISH (DEAF) 3 38 UNIT TITLE TRANSITION ENGLISH (DEAF) 4 43

4. COURSE NAME TRANSITION ENGLISH (DEAF) A

5. CLASSIFICATION This course is presented for accreditation as an A course.

6. COURSE FRAMEWORK

This course is presented under the TRANSITION EDUCATION COURSE FRAMEWORK.

7. COURSE DEVELOPERS

Original Developers:

The original course, English for the Deaf (A), was written in 1984 and owes much to the expertise of Sue Barton, Cathy Statton, John Keneally and Ruth Davis. Some ideas were also adapted from the English courses of Dickson, Copland, Erindale and Hawker Colleges.

English for the Deaf (A) was revised in 1990 by Angela Glass, Margaret Johnston, Penny Joy and Diana Powell. In 1996, English for the Deaf (A) was revised by Margaret Johnston, Anne Hillier, Narelle Jones, Jan Sinclair, Liz Needham and Sandy Rees, and renamed Transition English (A). The course developers of Transition English (A) acknowledged the adaptation of ideas from Lake Tuggeranong College Work and Society (A) course, Dickson College Foundations for Independence course and Mainline ESL - Type 2 course.

In 2002, the following teachers have developed a tertiary level (Type 1) Transition English (Deaf) course:

New Course Developers:

Name Qualifications School

Sandy Rees* B.Ed, Cert. Deaf Ed. Erindale College

Lesley Stewart B.A., Dip.Ed., Dip. Spec. Ed. Dickson College

Dickson College Matt Taylor B.A., Dip.Ed., M.Spec.Ed (Hons) Canberra College

The course developers of Transition English (Deaf) T/A acknowledge ideas adapted from the following sources:

3 Transition English (Deaf) T/A  Dickson College Alternative program (DCAP) - Dickson College  Personal Vocational Development - Erindale College  Transition Education Course Framework - BSSS  English T - Dickson and Hawker Colleges

*Spokesperson for the course developers.

Final drafting, editing and formatting was undertaken by Frank Fogliati, Executive Teacher for ITH (Itinerant Teachers, Hearing). COURSE EVALUATION In 1990 substantial changes were made to the original document, English for the Deaf (A), to reflect an emphasis on developing language and literacy in meaningful contexts. Changes reflected the use of newly available hearing aid technology and teaching techniques to encourage language development. The course was informally evaluated by specialist and mainstream teachers as well as students. There was a highly favourable response to the way the course catered to the individual needs of the students as they were exposed to and encouraged to respond to language related activities in a meaningful and enriching environment. A wide range of skills was taught in a totally integrated manner. Students who are deaf/hearing impaired need to be immersed in a language-generating environment on a one-to- one, or small group basis, otherwise their acquisition of language will be delayed due to the nature of their disability.

The course was successfully used to provide the students with a strong confident language base before exposure to assessment in mainstream English classes with hearing peers. It was met with approval by the students who took advantage of the opportunity. Advances in technology have meant vastly improved hearing aid design with better amplification. In conjunction with these advances teaching strategies have included a total communication approach using the following techniques: auditory/verbal, oral/aural, speech, fingerspelling and signing.

In 1996, the course was revised and renamed Transition English (A). Additions and alterations to the course provided opportunities for deaf and hearing impaired to gain the skills necessary to make a smooth transition to post-school options and to participate in society in a meaningful and effective manner.

The course has been taught by a specialist teacher of the hearing impaired.

The course developers of Transition English (Deaf) A have elected to use the Transition Education Course Framework to create a new course. The course will incorporate much of the original philosophy of Transition English (A) while seeking to address the needs of the student group by using outcomes-based learning and competency-based assessment. This framework offers more flexibility than the English Course Framework for students with sensory impairment, as it will facilitate the development of a course which has a work- oriented basis and meets their specific needs.

COURSE LENGTH AND COMPOSITION

4 Transition English (Deaf) T/A Colleges are attracting increasing numbers of students who are deaf/hearing impaired who, with support and appropriate course selection, are capable of attaining a Year 12 Certificate.

Research has demonstrated that there are vital links between early listening and speaking and later performance in reading and writing skills. Students who are deaf/hearing impaired often do not develop language at the same level as their hearing peers nor do they always learn to speak fluently. This results in difficulty with literacy and language requirements and with meeting the expectations of mainstream English courses at secondary college.

As additional time is required to develop communication, literacy and language skills, students who are deaf/hearing impaired spend between four and eight hours per week with a specialist teacher enhancing and/ or developing these skills. They also receive support in developing relevant language skills to access other subject areas.

The Transition English (Deaf) A courses provide the platform for developing language and literacy skills and supporting students as they access other courses towards their Year 12 Certificate. Deafness Studies provide a cultural identity. Both courses allow for the development of an Individual Transition Plan (ITP) for entry to the workplace and/or post school options for further study.

Units submitted Four Units (18 weeks each in duration) can be completed with each unit equal to one standard value.

Length of units Each semester unit is 55 hours of a structured education program.

Course patterns  A minor consists of any 2, 2.5, or 3 standard units.  A major consists of any 3.5, 4, 4.5, or 5 standard units.

 Students are encouraged to undertake work experience to complement this course  Continuing students may form course patterns from the existing course and the revised course provided they do not repeat a unit.

The course will usually be followed in the following sequence. UNIT 1 Transition English (Deaf) 1 Semester 1 (Language and Literature 1) UNIT 2 Transition English (Deaf) 2 Semester 2 (Language and Literature 2) UNIT 3 Transition English (Deaf) 3 Semester 3 (Communication and Careers 3) UNIT 4 Transition English (Deaf) 4 Semester 4 (Communication and Careers 4)

Colleges may elect to use either the generic or descriptive titles for units and should specify unit titles on their course accreditation form. This includes any of the Type 2 English A units listed in Appendix 1 unless these units are clearly mapped to the generic unit titles in the supporting statement accompanying the course adoption (see Relationship with Other Courses on the following page). 5 Transition English (Deaf) T/A

Students will enrol in this course after identification of their interests and skills for the creation of their Year 12 Package. Identification of student need will be implemented by one or more of the following: the specialist teacher, the counsellor for the hearing impaired, or the level 2 teacher. Consultation with staff from the feeder high schools will be initiated to further ascertain the students’ needs and abilities.

Delivery of this course will cover a range of communication modes and language needs particular to the needs of Deaf students, including:  Auslan – the language of the Australian deaf community  Signed English – an exact translation of spoken and written English  Oral (spoken) English.

Prerequisites

There are no other prerequisites for this course.

Relationship with other courses

Individual colleges may have particular arrangements for combining Transition English (Deaf) A units with other courses or accepting units from other courses into the Transition English (Deaf) A course. A maximum of 1 standard unit per major and one 0.5 standard unit per minor can be transferred to or from other courses such as English (A), Media (A) or Drama (A). Colleges should identify these arrangements as a minor variation when adopting the course. The following units have been adopted into this course from the Type 2 English A Course. Unit 1 Career English Unit 2 Writing for the Workplace Unit 3 Communication in the Workplace

These units can be used instead of the Communication and Careers units but should not be used to replace Language and Literature Units. See Appendix One for details of these units.

This course is offered as an alternative to English A courses and will have an employment- oriented focus and post-secondary studies preparation. Students will be encouraged to undertake regular work experience as part of their College Package.

10. SUBJECT RATIONALE

Transition English (Deaf) A aims to provide opportunities for students to gain the skills necessary to make a smooth transition to post-school options and to participate in society in a meaningful and effective manner. This course focuses on language, literacy, vocational, social and independent living skills.

The Transition English (Deaf) (A) course provides students with specific guidance and extended learning experiences to develop language skills as well as contexts to develop competence in problem solving. Students who are deaf/hearing impaired require a variety of individual learning strategies and opportunities to use their knowledge and practise their skills.

6 Transition English (Deaf) T/A Learning experiences offered within the Transition English (Deaf) (A) course will encourage personal involvement and provide opportunities for students to develop responsibility and to achieve success through positive planning and action. This will require the learning of appropriate workplace skills. Courses written under the Transition Education Course Framework aim to provide opportunities for students to gain the skills necessary to make a smooth transition to post-school options and to participate in society in a meaningful and effective manner. The types of course most suited to meeting this aim are those which focus on vocational, social, and independent living skills.

Transition courses also include provision for students who require specific guidance and extended learning experiences to develop living skills and competence in problem solving. Individual learning strategies are an essential part of courses in this area. Learning experiences offered within Transition Education courses encourage personal development and provide opportunities for students to develop responsibility and achieve success through positive planning and action. Opportunities for students to gain and/or practise skills in the community are an important element of Transition Education courses.

This course should enable students to:

·develop and use language and literacy skills

·gain the skills to facilitate their inclusion and effective functioning in society.

·prepare for future personal, work and recreational options.

·progress towards independence and self reliance.

·reinforce previously developed skills and develop new ones.

·develop communication skills appropriate to different situations.

·use equipment and technology in a range of situations.

·examine their role and the role of others in society.

·develop skills and abilities in and related to critical thinking

11a. Student group

The proposed target group of students for this course are those who have a significant hearing impairment. This course will be taught by a specialist teacher for the hearing impaired.

College philosophy

Colleges adopting this course may wish to insert their own philosophy here.

12.KEY CONTENT, CONCEPTS AND PROCESSES

Language Skills (including signed communication) Critical Thinking Skills (exploring different perspectives; exploring issues in depth) Literacy Skills (Listening, Speaking, Reading, Writing and Viewing) Information Technology Skills (Defining, Locating, Organising, Presenting) Support Skills for the other course undertaken towards a Year 12 Certificate Developing and practising skills for entry to the Workplace and/or Post School Options Studies of Deaf Culture and Heritage

13.TEACHING AND LEARNING STRATEGIES

NB This course must only be taught by a trained Teacher of the Deaf/Hearing Impaired

It is widely recognised that language learners are:

 ‘users’ or potential users of the language that is being learned;  not only learning a language but how to use a language;  unique individuals with their own personalities, needs and interests.

Students with hearing impairment learn better when

 they are treated as individuals with their own needs and interests;  they are provided with opportunities to use English to communicate in conjunction with their own language using a wide range of activities;  they focus deliberately on various language forms, skills and strategies in order to support the process of language acquisition;  they are exposed to socio-cultural data and direct experience of both the Deaf and hearing cultures;  they become aware of the role and nature of language and of culture;  they are provided with appropriate feedback about their progress  they are provided with opportunities to manage and negotiate their own learning.

These principles together with the broad aims already specified will determine the specific objectives and activities proposed in each module of work.

The pedagogical approach in this course therefore:

 will be learner-centred  will encourage maximum purposeful use of language in meaningful contexts  will incorporate instruction on particular language elements, skills and strategies to support learning  will be flexible so that teaching strategies can vary with the topics being covered  will be one-to-one teaching, small group teaching, or in class support

Strategies will include direct teaching, immersion in language and literature, shared reading, listening, journal writing, modelling, dramatisation, role-playing and games. Students will be given every opportunity to develop tactics to participate with their hearing peers in a non-threatening, supportive atmosphere. Techniques for communicative

8 Transition English (Deaf) T/A responses with different audiences will be modelled and practised by the students. Priority will be placed on building teacher/student rapport and increasing communication. Pragmatics (e.g., turn taking, asking socially appropriate questions, how to elicit information in different situations and skills in negotiation) will be taught to meet the needs of the students. Developing these skills will foster independence and confidence so that they can express their needs and interests to others in preparation for entry to the workplace. Communication in specialised areas such as emergency telephone skills, request skills (e.g., library, front office and bus timetables) will be practised.

Students will develop the following abilities related to language development:

 Grammatical language (spoken, signed and written – relative to language employed)  Vocabulary  Morphology  Syntax

 Academic English  Critical thinking  Structure of writing  Formatting  Presentation of Writing

 Innate Language / Language Development  Vocabulary  Morphology  Syntax

Students will develop the following abilities related to critical thinking:

 Exploring different perspectives  Discussing all relevant aspects of an issue  Discussing both sides of an argument  Exploring an issue in depth  Expressing personal opinion and reaction  Differentiating opinion from fact  Supporting a statement with facts  Knowing when to use personal opinion or fact-supported statement(s)

These abilities will be realised by activities including journal work; responses to literature, newspaper articles, current events, etc; exploring personal reactions; essay writing; and writing assignments.

A wide range of reading materials will be provided and/or selected in consultation with the student and where necessary texts from the specialist subject areas will be rewritten to allow for recognition of differing syntactical and semantic structures. More formal work will be required on enlarging vocabulary and developing complex sentence structures. Modelling of skills such as forming simple, compound and complex sentences, creating paragraphs including connecting ideas will be included in the development of writing to complete assignments set. An experience-based approach to developing language and

9 Transition English (Deaf) T/A literacy skills will enhance the students' opportunities to learn in meaningful and relevant situations.

In group discussion, techniques will be devised to allow the students to respond to questions, to comprehend both visual and written texts, and to read with understanding the specialised language pertaining to each subject in other courses being undertaken.

Computer technology will also enhance the students’ potential in the workplace and word processing skills will be used to facilitate and encourage writing and publishing of journals and drafts and final production of essays and reports. A variety of computer packages will be used extensively

Underpinning content specified in the units there will an overarching theme of living responsibly and independently should provide the students with motivation and a coherent approach to the understanding of their learning. The course will address, through practical real life activities, topics to meet areas of need. These will include money, government agencies, employment, social behaviour, recreation and leisure, housing and health and safety. Competence in this area will be modelled and practised in the classroom setting prior to engaging in real world experiences. Setting clear and achievable objectives will be the major tenet of this course. Sensitivity to the needs and interests of the students will be paramount.

14. ACROSS CURRICULUM PERSPECTIVES

The Across Curriculum Perspectives embedded in this course are:

 Aboriginal Education and Torres Strait Islander Education;  Australian Perspectives;  Environment Education;  Gender Equity;  Information Technology;  Language for Understanding;  Multicultural Education;  Special Needs Education;  Work Education.

Consideration of the above perspectives has been an integral part of this course. More detailed information of the ways in which these perspectives are covered in the course is contained in the unit outlines.

Aboriginal and Torres Strait Islander Education

English is not always the first language for Aboriginal and Torres Strait Islander (ATSI) students. In Transition English (A) all language skills and cultures should be recognised and valued including those students of ATSI background. Current political and social issues in Australian life will be included in the units in reading and research essays so that issues pertaining to students of ATSI background will be covered from time to time in the course. There is a wealth of ATSI resources: oral, diagrammatic, print and non-print, which when included in the units enhances the knowledge of all students and increases the relevance of the curriculum for ATSI students.

Australian Studies

Australian language and literature occupy a central place in assisting students to acquire, understand and clarify their knowledge and values about their culture. Content should be inclusive and include the experiences of all cultural groups that form Australian society. It should also reflect diverse contexts within Australian society, including a variety of time, place, and socio-economic backgrounds. The course will make use of Australian materials wherever possible.

Environment Education

An environment perspective in this course will enable students to understand and use the language of environmental and ecological issues. Where students experience a wide variety of written and oral texts and where teachers model environmentally friendly practices, they will:

 develop awareness and understanding of the interrelatedness of all aspects of our environment  increase their acquisition of ecological concepts  a commitment for positive action for the environment 11 Transition English (Deaf) T/A

Gender Equity

Attempts will be made for this course to ensure that all materials and text types used are gender and culture inclusive. Recognition will be given to the fact that members of both gender groups are human beings of equal value, with equal rights and the potential to undertake a full range of activities. Stereotyped assumptions will be identified and challenged and an understanding and appreciation of each other will be developed in all students.

Information Technology

This course recognises that information technology is a valuable tool in language teaching and an integral part of the communications in our society. The computer can be used as a tool to assist the teacher in catering for different needs, interests and learning styles of students. Computers can enhance the students' options in the writing process as the flexibility of word processing programs allows students to revise and edit with ease and to create highly polished products in terms of print, layout and presentation. Electronic communications can extend the students by providing real audiences and purposes for their writing.

Language for Understanding Across the Curriculum

The study of Transition English (A) should promote the students' understanding of linguistic concepts, technology and language as a system. To be successful, learners need to be able to apply and extend their language to meet the needs of different subjects. The specific teaching strategies (listening/ reading for comprehension, vocabulary building, syntax and organisational style specific to subject areas) will develop these skills in the students as one of the major expectations of this course.

Multicultural Education

The first language cultures of students studying Transition English (A) are regarded as important to what each student brings to his/her learning and is integral to the Deaf Studies aspects of this course. This course will recognise the value of utilising the past and present contributions of people from all ethnic origins to local, Australian and world societies. It will identify and challenge in a supportive school environment, assumptions about cultural stereotypes.

Special Needs Education

This course will support students by:

 using methods of assessment that provide information to describe and improve students' learning  using a variety of learning and teaching strategies that build on what the students can do and thereby achieve successful learning outcomes  acknowledging that language learning occurs at different rates and along different pathways. 12 Transition English (Deaf) T/A

Students will be encouraged to experience success and receive positive feedback so that they develop confidence, positive attitudes, a willingness to take risks, responsibility for their own learning, and an ability to make decisions.

Students will access the recommendations of the BSSS Guidelines for Alternative Conditions of Assessment so that they are able to complete work equitably with their hearing peers.

Work Education

Students who are Deaf/hearing impaired may need individually negotiated assignments and support for work experience placements. Students will be given opportunities to develop links with post school services and options that cater for their specific needs. This course will seek to increase understandings about employment opportunities and the language of that employment. To ensure that students are well equipped to meet the changing and increasingly complex language demands of the workforce they will learn how to use appropriate forms of language for a variety of audiences and purposes, and take responsibility for and make decisions about their language learning.

15. ASSESSMENT

15a. Assessment Criteria for Assessment and Reporting of Student Achievement The following assessment criteria are a focus for assessment and reporting in all courses based on this Course Framework. Criteria are the essential qualities which teachers look for in student work. Over a unit, these criteria must be used by teachers to assess students’ performance, however not all of them need to be used on each task. Assessment criteria are to be used holistically on a given task and in determining the Unit Grade.

Students will be assessed on the degree to which they demonstrate:

Information gathering and appraisal accuracy and relevance in information gathering; and integration and synthesis of information gathered. Decision making use of appropriate decision making strategies; recognition of a number of possible actions in any situation; understanding of different points of view; understanding of consequences; and choice of appropriate action. Communication/action implementation of action; effective expression of choices and opinions, in the school and wider community; effective decisions in the school and wider community; and effective justification of choices, decisions and opinions in the school and wider community. Application to work the application of learning outcomes to a particular industry; and the ability to perform work tasks independently.

Evaluation will be made of each student's language and communicative competence on entering the course.

Students will be expected to complete some extended writing and a number of relatively small assignments over the course of each semester. Assignments will be issued weekly or fortnightly. Reporting to students on these assignments will be in terms of the identified units of this course and will focus on competency-based outcomes of student learning.

Students will be graded on an A-E scale in line with the course grade descriptors. At the end of semester these grades will be combined to compose an overall grade reflecting the student’s performance. Students will have access to their progressive results over the semester. Not all assignments will be assessed in every unit.

Assessment procedures will be flexible to allow for differences in student learning styles and abilities. Each student enrolling in this course will have both an Individual Learning Plan (ILP) and an Individual Transition Plan (ITP). These will be developed by the specialist teacher in consultation with the student as part of a negotiated curriculum which will adhere to the goals of the Transition Education Framework and the Transition English (Deaf) A course.

As work experience is a feature of the course, employers will be asked for information relating to the competencies established within the parameters of the reporting of student achievement. Feedback from employers in the workplace will not be used in the 14 Transition English (Deaf) T/A calculation of the students' grades but this information will be presented as part of the outcomes based assessment.

At the end of each semester, students will receive a descriptive report based on their achievement in relation to the identified units. These units will appear as criteria on their unit report.

15b. Assessment Tasks

Semesters This table shows the relative emphasis of criteria for each unit Units Information Decision Communication Application Gathering & Making Action to Work Appraisal Unit 1 **** *** *** ** Unit 2 **** *** *** ** Unit 3 *** *** **** ** Unit 4 *** *** **** **

In order to provide a common basis for moderation across colleges, assessment tasks are designed to address the assessment criteria in the Course Framework. Assessment tasks elicit the degree to which students have achieved the assessment criteria and therefore the goals of a course and the units within it.

Task weightings are provided to guide teachers about the relative importance of the tasks, not for providing a unit or course score.

Task Type Assignments/ Fieldwork/Work Classwork Projects Experience Specific tasks  leaflets  research  discussions that could be  posters  data collection  presentations constructed to  Video/DVD  work  role play meet the task  tapes experience  groupwork type criteria  reports  observations  individual work  oral  community  tests presentation visits  in class tasks  diary (journal)  creative writing Weighting for 25-35% 25-35% 25-35% Moderation

UNIT GRADE DESCRIPTORS

Awarding Unit Grades

On completion of a unit of study, judgments about student achievement against the criteria outlined in this framework contribute to the unit grade decision. The Unit Grade is arrived at by decision-making based on the grade descriptors.

The grade describes the standard achieved by the student over the whole unit. The Unit Grade is given by the teacher to each student’s portfolio of assessment responses as a whole. Evidence of all assessment responses on which the unit grade decision has been made is to be included in the review portfolio presented for moderation.

Unit Grades range from A to E, with A representing the highest standard and E representing the lowest standard. A to E grades are awarded on the proviso that the assessment requirements have been met.

For students with significant disabilities this Course Framework allows an A-E grade to be supplemented with a designation (SN). This indicates that the student has participated in the course to the best of her/his ability at this level.

Unit Grades for All Courses Grade Descriptor A student who demonstrates independence, initiative, understanding, appropriate achieves the decision making and the ability to apply generic learning outcomes grade A across a wide range of complex situations in school, the community and the workplace. A student who Demonstrates some independence, initiative, understanding, achieves the limited appropriate decision making and the ability to apply some grade B generic learning outcomes across a range of situations in school, the community and the workplace. A student who demonstrates, with limited direction and limited supervision, some achieves the independence, understanding and the ability to apply generic grade C outcomes to a particular situation in class, the community and the workplace. A student who demonstrates with assistance, the ability to consult some sources achieves the of information , uses appropriate decision making strategies and grade D undertakes simple, practical tasks in school , the community and the workplace. A student who demonstrates with supervision in structured situations the ability to achieves the consult some information sources, uses few decision making grade E strategies and participates in simple familiar practical tasks in school, the community and the workplace.

15c. Moderation Advice

MODERATION

Moderation is a system designed and implemented to:  provide comparability in the system of school-based assessment;  form the basis for valid and reliable assessment in senior secondary schools;  involve the ACT Board of Senior Secondary Studies and colleges in cooperation and partnership; and  maintain the quality of school-based assessment and the credibility, validity and acceptability of Board certificates.

Moderation commences within individual colleges. Teachers develop assessment programs and instruments, apply assessment criteria, and allocate Unit Grades, according 16 Transition English (Deaf) T/A to the relevant Course Framework. Teachers within course teaching groups conduct consensus discussions to moderate marking or grading of individual assessment instruments and unit grade decisions.

The Moderation Model

Moderation within the ACT encompasses structured, consensus-based peer review of Unit Grades for all accredited courses, as well as statistical moderation of course scores, including small group procedures, for ‘T’ courses.

Moderation by Structured, Consensus-based Peer Review

Review is a subcategory of moderation, comprising the review of standards and the validation of Unit Grades. In the review process, Unit Grades, determined for Year 11 and Year 12 student assessment portfolios that have been assessed in schools by teachers under accredited courses, are moderated by peer review against system wide criteria and standards. This is done by matching student performance with the criteria and standards outlined in the unit grade descriptors as stated in the Course Framework. Advice is then given to colleges to assist teachers with, and/or reassure them on, their judgments.

Preparation for Structured, Consensus-based Peer Review

Towards the end of each year, for each ‘A’ and ‘T’ course offered by the school, the Semester 2 assessment portfolios of a sample of Year 11 students which, after the ordinary application of criteria, is each typical of a given Unit Grade, is sent to the ACTBSSS Secretariat. This material is considered at the first moderation day in March of the following year. Towards the end of semester 1 each year, the same requirement applies for the Semester 1 assessment portfolios of a sample of Year 12 students. This material is considered at the second moderation day in August of the same year.

The College Course Presentation

The package of materials (College Course Presentation) presented by a college for review on moderation days in each course area will comprise the following:

 a folder containing supporting documentation as requested by the Board Secretariat through memoranda to colleges.  a set of student portfolios containing marked and/or graded written and non-written assessment responses and completed criteria and standards feedback forms.

Evidence of all assessment responses on which the unit grade decision has been made is to be included in the student review portfolios. Specific requirements for subject areas and types of evidence to be presented for each moderation day will be outlined by the Board Secretariat through memoranda and Information Papers.

This course is presented to a very limited number of students at any time. Moderation for students will take place between colleges which have student enrolments.

16.BIBLIOGRAPHY

Core Texts & References

The following are of use throughout the course

An asterisk * signifies a text specific to the T course

*AATE, (1997), Oral Language, AATE, Norwood

*AATE, (1997), Teaching About Language: Learning About Language, AATE, Norwood

*AATE, (1997), Teaching English; A Practical Guide for Teachers, AATE, Norwood

Abbot & Sullivan, (1994), English at Work. Collins.

ACT Department of Education and Training, Transition Education Course Framework.

ACT Department of Education and Training, BSSS Guidelines on Alternate Conditions of Assessment.

Australian Commonwealth Employment Service, (1995), Jobscene, Australian Government Publishing Service, Canberra.

Australian Department of Education, Employment and Training, (1995), Careers Resources for Teachers, Australian Government Publishing Service, Canberra.

Australian Department of Education, Employment, and Training, (1991), Workwise: A self- help guide in job search, Australian Government Publishing Service, Canberra.

Australian Department of Education, Employment and Training, (2002) Job Guide, Australian Government Publishing Service, Canberra.

Australian Department of Education, Employment and Training, (1993), Work Experience Log Book, Australian Government Publishing Service, Canberra.

Australian Teacher of the Deaf Journal

*Bain, E & R, (1996), The Grammar Book, NATE, Sheffield

Bean, W. & Bouffler, C. (1987), Spell by Writing, NSW Primary English Teachers’ Association, Rozelle, NSW.

Boatner, M.J. & Gates, J.E. (1975). A Dictionary of Idioms for the Deaf, Barron’s Educational Series, Inc., Woodbury, New York.

Brent, J. (1981), Practising the Paragraph, ABC Offset, Canberra.

Brown, H. & Cambourne, B. (1987), Read and Retell, Methuen, Sydney.

Butler, A. and Turbill, J. (1988), Towards a Reading Writing Classroom, Primary English Teachers’ Association, Rozelle, NSW. 18 Transition English (Deaf) T/A

Calkins, L. (1983), Lessons from a Child, Heinemann, Auckland.

Catts H.W & Kamhi A G(1999) Language and Reading Disabilities, Allyn and Bacon

Clarke, Cathy and Ford, Julie (1993), Deaf Studies Program Deaf Society N.S.W.

Carmichal, Claire (1989), Dimensions 9, Longman Cheshire Melbourne

Costello, E., Pittle, B., Melman,C.S. and Lopez, S.D., (1982), Structured Tasks for English Practice, Division of Public Services, Gallaudet College, Washington, USA.

Crystal, D., Fletcher, P., and Garman, M. (1975), Working with LARSP (Language Assessment, Remediation and Screening Procedure). University of Reading

Dalton, J. (1985), Adventures in Thinking, Nelson, Sydney.

Dalton, J., Cooperative Learning

Dellit, Jillian (1989), Access to Books, Nelson, Melbourne,

Department of Employment, Education & Training, (1989) Work Words, Commonwealth of Australia.

Edwards, Elsy, (1985), Essay Workshop, MacMillan

*Education Dep’t South Australia, (1993), Exploring and Connecting Texts, Adelaide

Fitzgerald, E.(1976), Straight Language for the Deaf, Alexander Graham Bell Asoc., Washington, USA.

Graves, D. (1983), Writing: Teachers and Children at Work, Heinemann.

Hawker Ed., Hawker College Study Guide, Hawker College

*Hawthorn, Jeremy (1996) A Concise Glossary to Contemporary Literary Theory 2nd Ed Arnold, London

Holdaway, D.(1979), The Foundations of Literacy, Ashton Scholastic.

Horsley, Mide (1998-9), Using the Internet in the English Classroom, St Clair Press, Sydney

James, B and Keoney, L. (1979), Teacher's resource Book 1, Compose Yourself, Neighbourhoods, Nelson, Sydney

James, B. and Keoney, L. (1989), Teacher's Resource Book 2, Perimeters, Your Story Nelson, Sydney

Jeanes, R.C. & Reynolds, B.E. (eds) (1989), Dictionary of Australasian Signs & Supplement, Victorian School for Deaf Children, Melbourne. (1982)

19 Transition English (Deaf) T/A Johnson, T. and Louis, D.R. (1985), Literacy through Literature - Bringing it together, Methuen, Sydney

Johnston, T. (1989), Auslan Dictionary, Deafness Resources Limited Australia

Journal of the British Association of Teachers of the Deaf

Kemp, M. (1987), Watching Children, Nelson, Sydney. Lane, L.G.,

Lawrence, G. And Moule, J. (1990), Social Issues, Harcourt Brace, Jovanovich, Sydney.

Ling, D. (1978), Aural Habilitation. Alexander Graham Bell Assoc., Washington.

Ling, D. (1977), Speech and the Hearing Impaired Child, Theory and Practice, Alexander Graham Bell Assoc., Washington.

Link-up - National Library of Australia Newsletter

Lo Bianco,J. & Freebody,P. (2001) Australian literacy’s: Informing national policy on literacy education. Australia: Language Australia

Luetke-Stahlman B. (1999) Language Across The Curriculum When Students are Deaf of Hard of Hearing, Butte Publications Inc

McCowan, McKenzie, (1994), The Guide to Career Education: For Careers Personal Working in Australian Schools and Colleges, New Hobson Press, Surry Hills.

McFadden, J., Flynn, C. And Bazzo, B. (1988), Lifescience: Making your Life a Success, Horwitz Grahame Books Pty. Ltd., Sydney.

McKay, P. And Scarino, A. (1994), Across Curriculum Policy Statements, ACT Dept. Of Education and Training.

Moore et al. (1991), Issues in Australian Studies - People and Power. Macmillan.

Murkin, C. And Womersley, R. (1978), For Young Deaf People - a guide to everyday living, Victorian School for Deaf Children, Melbourne.

National English Profiles. (1995), Curriculum Corporation.

Parmenter, T.R. and Riches, V. (1990), Establishing Individual Transition Planning for Students with Disabilities within the NSW Department of School Education, School of Education, Macquarie University, Sydney.

Quigley, S.P. and Power, D.J. (eds) (1988), TSA Syntax Program. Dormac Inc. Oregon, USA.

Reader’s Digest (1983), Word Finder. Reader’s Digest, Sydney.

Roberts, J. (1984), Australian English. Books 1, 2, and 3, Nelson, Sydney.

20 Transition English (Deaf) T/A Roberts,J. (1988), Pen to Paper Books 1&2 Nelson, Sydney.

Schirmer, B R (2000) Language & Literacy Development in Children who are Deaf, Allyn & Bacon

Sloan, P. And Latham, R. (1987), Reading Is...... Nelson, Sydney.

South Australian English Teachers Association, (1994) English and the World of Work

Sukarna, D., Hornsby, D. And Jennings, C. (1996), Planning for English, Outcomes in Context, Eleanor Curtain Publishing, Armadale,Vic.

*Thomson, J ed (1992), Reconstructing Literature Teaching, AATE, Melbourne van Kraayenoord,C. et al. (2000) Literacy, Numeracy and the Student with Disabilities, Canberra: DETYA

Walters, B. 800 Language Skills. Wagga Wagga Education Centre.

Walters, B. (1988), Targets Nine. Longman Cheshire, Melbourne.

Walker, Lou Ann (1986), A Loss for Words Harper Row,

White, C. And Shepherd, C. (1985), Ideas in English (Series) Mary Glasgow Publications, London.

Wilhelm,J., Baker,T. & Dube,J. (2001) Strategic Reading, Portsmouth, NH: Heinemann Volta Review Journal

Curriculum Development References

ACT Department of Education, Youth & Family Services, Curriculum Frameworks

ACT Department of Education, Youth & Family Services, Across Curriculum Perspectives Statements

ACT Board of Senior Secondary Studies, Guidelines for Course Accreditation

Act Board of Senior Secondary Studies, Policy Manual

Curriculum Corporation, Carlton, Melbourne, All National Statements and Profiles for Australian Schools

Transition Services

ACT Department of Education and Community Services, Taking Off

ACT Department of Education and Community Services, Disability Handbook

ACT Government Publications, Keep It Together

Australian National Training Authority, Take Off!

REFERENCES

Websites

Literacy Literacy Online for Deaf People` http://www.dcita.gov.au

EdNA Online Theme Pages http://www.edna.act.edu/schools.themes/

New EdNA site http://new.edna.edu.au

National Library of Australia www.nla.gov.au

Reading Site www.myread.org

Literacy and Technology www.acal.edu.au

Learning Needs of Deaf Learners http://www/ncltr.mq.edu.au/forum

Hearing Impaired Australian Caption Service (Movies) http://www.auscap.com.au

Australian Communication Exchange http://aceinfo.net.au

Deaf Australia http://www.deafaustralia.org.au

Deaf World Web http://www.deafworldweb.org

Deaf Web Ring http://www.hem.passagen.se/sdd/deafwebring/dwr.htm

Aust Association of the Deaf http://www.aad.org.au

Transition Pathways to VE after school www.csn.act.edu.au

Australian Cultural Network www.can.net.au

NSW Writers Centre www.nswwriterscentre.org.au

The Fiction Network www.fictionnetwork.net

The Story Exchange www.storyexchange.paconline.net

Storybytes www.storybytes.com

Quill Spirit & Creativity www.quillspirit.com

CD ROMs

*Australian Dictionary of Biography 1996, Melbourne University

*Voices From a War 1997 Department of Communication & The Arts

22 Transition English (Deaf) T/A Bush Tucker Man CD ROM Natural Learning Pty Ltd

Understanding Australia, A Fair Go 1998 Education Victoria

Encyclopaedia Britannica 2001

Moorditj Australian Indigenous Cultural Express 1998 The Moorditj Consortium

Frontier, Stories from White Australia’s Forgotten War 1997 ABC

Videos and DVDs ( subtitled)

Subtitled Videos and DVDs - Selection from O’Connell Library and ACT Public Library Service catalogues selected as required:

Personal and Vocational

Aids Not Hearing Aids, Beginnings, Changes, Study Techniques, The Young Job Seekers, Gorgeous,

Social Studies

Australia Will Be There, Brumby: horse run wild, Captain Johnno, Life in Ancient Egypt, Muttaburrasaurus: Life in Gondwana, Ned Kelly: the making of the myth, My Left Foot, Shine, Children of a Lesser God

Environmental Flight of the Rhino, The Global Environment, Devil’s Hill, Food, The Gift, The Journey, The Zoo Robbery.

Deaf adults

Youth Access

Workplace Agencies such as Trans Ed, Workplaces and Advance Personnel

Daily newspapers

AVTS Office Skills materials

Use of Video Camera for role-plays

17. PROPOSED EVALUATION PROCEDURES

This course will be evaluated and reviewed periodically by the specialist teachers of the hearing impaired and the colleges where the course has been taught to satisfy individual college and system requirements.

Evaluation of this course will occur with monitoring of student, parent, teacher and community satisfaction. Particular emphasis will be placed on evaluating student outcomes and continuing professional development of teachers.

Component Focus Questions Data Sources and Collection Method Goals Are they appropriate? Should other goals be  extraction of information on developed? Do they reflect the needs to be needs to be met from course met by the course? description. Which goals reflect the needs of learners?  open ended survey of Which need to be redeveloped? students, teachers, parents Are students able to achieve successfully and employers. the learning outcomes set for and by them?  interviews with past students, teachers and community representatives. Unit content Was there sufficient flexibility?  student/parent interview and course Is the course still relevant?  students’ journal comments structure Are the goals reflected in the content?  students’ learning outcomes Could the content be covered within the based on competency allotted time frame assessment booklets Did teachers need to depart from the  feedback from mainstream documented course plan? teachers What factors caused the deviation? Were the emphases appropriate?

Reasons for Was the negotiated curriculum for the  interviews with students and the unit language and literacy development of the mainstream staff students able to meet student needs and be  data from workplace flexible enough to fit within the course agencies parameters?  parent/student interviews Were students able to be adequately and consultation supported through the other courses?  feedback from employers Were students able to access work informally and through placements? written evaluation of work Did this lead to employment post school? experience placements  feedback from employment agencies Teaching Were they appropriate to the goals and to  student interviews Strategies the students attempting the course?  discussions with mainstream Which were most successful?  feedback from specialist Are there any new developments in the teacher of the hearing teaching of the current course? impaired with regards to Are there any changes to the course content need for ongoing that would make this course more effective professional development for the target student group? Resources Are texts/references relevant?  comparison with Are the resources easily accessible? bibliographies of recently Is the available equipment adequate? developed courses with Are there any deficiencies that need similar content remedying?  student surveys  teacher / faculty records.  discussion with teacher/librarian.  inservice courses and 24 Transition English (Deaf) T/A professional journals

Assessment Were programs and instruments adequate?  discussion with mainstream Was assessment too heavy/too light? staff Was it possible to adequately moderate  interviews with students between students?  self evaluation by students Was there sufficient flexibility?  monitoring of student Were the outcomes for students able to achievements realistically achieved?

TRANSITION ENGLISH (A) SEMESTER UNITS

UNIT TITLE TRANSITION ENGLISH 1 SEMESTER 1 1 value LANGUAGE AND LITERATURE

Specific unit goals:

The specific goals of this unit are for students to:

 extend their individual language awareness and proficiency

 demonstrate effective oral and written communication skills

 demonstrate understanding and analysis of literary and non fiction texts, CDROMs and subtitled films, videos and DVDs.

 develop effective team work skills

 effectively develop their multiliteracy skills in information technology and appropriate language systems such as Auslan and Signed English

 develop their understanding of the culture of the Deaf community.

Content:

This unit will begin with an assessment and analysis of the language skills of each student. Following assessment, and in consultation with the student, an Individual Learning Plan will be developed to ascertain the desired language learning outcomes for the unit. Future career planning will also be considered in the development of the Individual Transition Plan, this will underpin language learning and be given a more specific focus in the Communication and Careers units.

This is a course highly personalised to each student and accommodating a wide range of ability. Selection of texts can be varied to suit the interests and skills of students. During the semester students will study at least one novel in depth and engage with a variety of shorter forms of literature and subtitled films. Non fiction texts such as subtitled documentaries, CDROMs and magazine articles will also be studied. Oral and written communication skills will be assessed through assignments, class exercises and journal activities.

In addition to the content outlined above the specialist teacher will support student learning with the language demands in other courses undertaken by the student.. This content will 26 Transition English (Deaf) T/A vary as it will be dependent on the language competence of the student. Students will continue to be supported in the development of process skills required in other curriculum areas so that successful learning outcomes can be achieved.

Deafness Studies will be an integral part of this course and unit outlines will reflect resources from two other courses, one from the Deaf Society of N.S.W. and the other from Griffith University. Deaf students will learn to identify themselves as culturally Deaf if they so choose. They will have opportunities to recognise and absorb the culture of deaf people and to become aware of Deaf history in Australia and around the world. They will have scope to become familiar with Auslan as the Australian language of the Deaf community and other world Deaf languages.

Teaching and Learning Strategies:

An emphasis will be placed on building rapport with the students and introducing them to college life. The needs and interests of the students will continue to be monitored and appropriate teaching strategies will be used. These could include:

INFORMATION GATHERING & APPRAISAL

 assisting the student to compile a portfolio including drafts and final presentations of current work, a journal and also may include vocab lists, syntactic and semantic structures  presenting stimulus material with follow up in class assignments  establishing a work plan based on all course outlines information about assignments with the assistance of the Itinerant Teacher  developing familiarity with the college library its IT system, functions and mode of operation  assisting student to understand the college code of conduct, environment and teacher expectations  including the student in the development of inservice training materials for mainstream staff on the implication of their hearing loss on their learning and strategies to assist them reach their potential  introducing the word processing packages ' Microsoft Works' and ' Microsoft Word '  initiating deafness studies with the understanding of their individual hearing loss and an introduction to Deaf history  developing understanding of hearing aid technology and other technical aids for the Deaf

DECISION MAKING

 developing skills in cooperative learning and investigating the different group roles required in the decision making process  examining how their own communication is adjusted in different situations and for different audiences and assisting the student to learn to make wise choices in addressing this  providing structure for the student to develop an academic work plan for assignments, assessment etc eg introducing and monitoring the use of the college work planner  assisting the student to analyse advisory group information and make choices based on that information

COMMUNICATION/ ACTION

 developing and practising strategies in tutorial sessions which will facilitate communication for other subject areas  facilitating negotiated learning activities  developing liaison with regular teachers with the student to meet individual academic needs  modelling appropriate ways to work with support staff at college ie. Itinerant teacher, STA  discussing and using role play to demonstrate and practise the differences which occur in styles of communication in the transition from high school to college  meeting other deaf adults as guest speakers and discussing emotions and feelings associated with deafness  using positive reinforcement of student through various strategies and making allowance for individual differences and learning styles

APPLICATION TO WORK

 assisting students to determine their strengths, abilities and deficits  assisting students to investigate possible career paths  developing an Individual Transition Plan with student, their parents & a workplace agency  assisting the student to establish personal work preferences  introducing guidelines for work place language and behaviour

Assessment:

For A course UNIT Oral/Sign Written Portfolio/Journal/ Language Assignments In Class and Tutorial

Information Gathering and * ** ** Appraisal Decision Making * * ** Communication / ** * * Action Application to * * * work ITEM 30-35% 25-30% 30-40% WEIGHTINGS

Across Curriculum Perspectives

29 Transition English (Deaf) T/A Students with hearing impairment do not automatically acquire understanding of these perspectives without discussion. It is therefore vital that they are made aware of these issues through both direct and incidental learning experiences. The Across Curriculum Perspectives addressed in this unit will be:

Aboriginal and Torres Strait Islander Education: through recognizing and valuing students of ATSI background and discussing issues pertaining to ATSI culture.

Australian Perspectives: through using of Australian materials where ever possible.

Environment Education: through facilitating an understanding and use of the language of environmental and ecological issues.

Gender Equity: through appropriate choice of texts and through modelling appropriate attitudes.

Information Technology: through recognising that IT is a valuable tool in language teaching and an integral part of communication.

Language for Understanding Across the Curriculum: through presenting tutorials focusing on the language used in other subject areas.

Multicultural Education: through understanding of Deaf culture and its relationship to other cultures.

Special Needs Education: through catering to individual differences and learning styles with equitable assessment.

Work Education: through using the language and ethics of the workplace

Specific Unit Resources

Fiction Novels Braithwaite, E.R., To Sir, With Love

Facey, A.B., A Fortunate Life

Morgan, Sally, My Place

Marchetta, Melina, Looking for Alibrandi

Pratchett Terry, Wyrd Sisters

Rohan, C., The Delinquents

Stewart, M., The Crystal Cave, The Hollow Hills

Tolkein, J.R.R., The Hobbit

Novelists and Short Story Writers Courtney, Bryce Dahl, Roald Deveson, Ann James, Clive Marsden, John Marshall, Alan Morgan, Sally

Films Breaker Morant Charlotte’s Web The Club A Fortunate Life The Shiralee Stand By Me Storm Boy To Sir With Love The Paper Boy The Matrix Looking for Alibrandi

Non Fiction

Clarke,Cathy and Ford, Julie (1993), Deaf Studies Program Deaf Society N.S.W.

Costello,E., Pittle, B., Melman, C.S. and Lopez, S.D., STEP Structured Tasks for English Practice

Fitzgerald E, (1976), Straight Language for the Deaf, Alexander Graham Bell Assoc. Washington, U.S.A.

Reading Milestones

Quigley, S.P. and Power, D.J. (1988), Test of Syntactic Abilities TSA Syntax Program, Dormac Inc. Oregon, USA.

Daily Newspapers

ESL materials

NSW Jobs, Jobs, Jobs

Video/DVD Captioned Films to be selected (as detailed in bibliography) Understanding Hearing Loss The Young Job Seekers

Teacher Reference Inservice Kit Professional Development Package for mainstream teachers

Sukarna,D., Hornsby, D., Jennings.C, Planning for English Outcomes in Context

Resources Fiction and Non Fiction materials to be selected with the student Library Counsellor of Deaf Assessment (the counsellor has a broad battery of tests available and can use these to assist in assessment of students) Careers Staff in the College Visiting Adult Deaf

Computer Packages Microsoft Office Applications such as Microsoft Word, PowerPoint, Publisher The Internet

UNIT TITLE TRANSITION ENGLISH 2 (SEMESTER 2) 1 value LANGUAGE AND LITERATURE 2

Specific unit goals

 continue to extend their individual language awareness and proficiency

 demonstrate effective oral and written communication skills

 demonstrate understanding and analysis of literary and non fiction texts, CDROMs and subtitled films, videos and DVDs.

 continue to develop effective team work skills

 effectively develop further multiliteracy skills in information technology and appropriate language systems such as Auslan and Signed English   further develop their understanding of the culture of the Deaf community.

Content:

Students will continue to develop their language awareness and proficiency with reference to their Individual Learning Plan and the desired language learning outcomes for the unit.

This is a course highly personalised to each student and accommodating a wide range of ability. Selection of texts can be varied to suit the interests and skills of students. During the semester students will undertake a sustained study of at least one major literary work such as a novel and engage with a variety of shorter forms of literature and subtitled films. Non fiction texts such as subtitled documentaries, CDROMs and magazine articles will also be studied. Oral and written communication skills will be assessed through assignments, class exercises and journal activities.

In addition to the content outlined above the specialist teacher will support student learning with the language demands in other courses undertaken by the student. This content will vary as it will be dependent on the language competence of the student. Students will continue to be supported in the development of process skills required in other curriculum areas so that successful learning outcomes can be achieved.

Deafness Studies will be an integral part of this course and unit outlines will reflect resources from two other courses, one from the Deaf Society of N.S.W. and the other from Griffith University. Deaf students will learn to identify themselves as culturally Deaf if they so choose. They will have opportunities to recognise and absorb the culture of deaf people and to become aware of Deaf history in Australia and around the world. They will

33 Transition English (Deaf) T/A have scope to become familiar with Auslan as the Australian language of the Deaf community and other world Deaf languages.

 continuing the compilation of the portfolio including drafts and final presentations of current work, a journal and also may include vocab lists, syntactic and semantic structures  reading and responding to known and predictable text  reading for purpose e.g., Driver’s Education manual  retelling story and/or ideas from a fictional or factual text  explaining the purposes of some organisational features of written text such as headings, diagrams or indexes  re-reading when meaning is interrupted  establishing a work plan based on all course outlines information about assignments with the assistance of the Itinerant Teacher  continuing to use the word processing packages ' Microsoft Works' and ' Microsoft Word '  continuing deafness studies with the understanding of their individual hearing loss  developing understanding of hearing aid technology and other technical aids for the Deaf

DECISION MAKING  maintaining and strengthening cooperative learning skills for small groups and class participation  adjusting communication to suit purpose and audience  continuing to support the student to maintain an academic work plan for assignments, assessment etc  monitoring the use of the college work planner  assisting student to analyse advisory group information and make choices based on that information  extending student’s choices in reading and research material choosing texts from a range according to purpose for reading

 writing about an increasing range of familiar topics  showing increasing ability to persist as a writer and write two or more 34 Transition English (Deaf) T/A episodes in sequence  developing strategies in tutorial sessions which will facilitate communication for other subject areas  continuing negotiated learning activities  developing student liaison with regular teachers to meet individual academic needs  modelling appropriate ways to work with support staff at college i.e. Itinerant teacher, STA  discussing and use role play to demonstrate the differences which occur in styles of communication in the transition from high school to college  continuing deafness studies program by meeting other deaf adults as guest speakers and discussing emotions and feelings associated with deafness  offer positive reinforcement of student through various strategies and make allowance for individual differences  initiating writing for particular purposes such as reminders and notes  discussing own interpretation of information provided in the print and audio-visual media

APPLICATION TO WORK

 promoting students’ strengths and abilities  assisting students to investigate possible career paths  facilitating the students’ ITP in cooperation with the student, their parents & a workplace agency  assisting the student to establish personal work preferences  continuing to develop guidelines for work place language and behaviour  applying generic learning outcomes to a particular industry using some equipment/materials  undertaking simple, practical work tasks in a group with supervision

Assessment:

For A course UNIT Oral/Sign Written Portfolio/Journal Language Assignments In Class and Tutorial

Information Gathering and * ** ** Appraisal Decision Making * * ** Communication / ** * * Action

35 Transition English (Deaf) T/A Application to * * * work ITEM 30-35% 25-30% 30-40% WEIGHTINGS

Students with hearing impairment do not automatically acquire understanding of these perspectives without discussion. It is therefore vital that they are made aware of these issues through both direct and incidental learning experiences.

The Across Curriculum Perspectives addressed in this unit will be:

Aboriginal and Torres Strait Islander Education: through recognising and valuing students of ATSI background and discussing issues pertaining to ATSI culture.

Gender Equity: through appropriate choice of texts and through modelling appropriate attitudes.

Specific unit resources

Fiction Novels Anderson, Jessica, Tirra Lirra By The River

Fitzgerald, F. Scott, The Great Gatsby

36 Transition English (Deaf) T/A Guterson, David, Snow Falling on Cedars

Kelleher, Victor The Master of the Grove

Le Guin, Ursula, The Earthsea Trilogy

Marsden, John Tomorrow When the War Began

McBride, James, The Colour of Water

Walker, Alice, The Color Purple

White, T.H., The Once and Future King

Novelists and Short Story Writers Dahl, Roald Grenville, Kate Halligan, Marion Marsden John Moorhouse, Frank Poe, Edgar-Allan Winton, Tim

Films The Secret of Nimh The Shiralee Braveheart Excalibur Midsummer Night’s Dream The Lord of the Rings Trilogy

Non Fiction

Clarke,Cathy and Ford, Julie (1993), Deaf Studies Program, Deaf Society N.S.W.

Reading Milestones

Daily Newspapers ESL materials NSW Jobs, Jobs, Jobs

Resources Fiction and Non Fiction material selected with the student from available resources Library Counsellor of Deaf Assessment ( counsellor has a broad battery of tests available and can use these to assist in assessment of students) Careers Staff in the College Visiting Adult Deaf

Video/DVD Subtitled Video/DVD - Selection from O’Connell Library catalogue selected as required: (as detailed in bibliography)

UNIT TITLE TRANSITION ENGLISH 3 (SEMESTER 3) 1 value COMMUNICATION AND CAREERS 3

Specific unit goals

 further develop their language understanding and proficiency

 deepen their understanding of meaning and purpose in non fiction texts

 further develop their ability to focus written and non written communication skills for the demands of a particular audience, such as a job application/interview

 develop their information access and retrieval skills in a variety of media including the internet

 effectively develop skills in appropriate language systems such as Auslan and Signed English

 continue to develop group process and teamwork skills

 continue to engage effectively in cultural studies of the Deaf community

Content

In this unit students will be exposed to a variety of non fiction materials which will include web sites, CDROMs, subtitled documentaries, newpaper and magazine articles and government publications. As well as further developing their language learning in analysing for meaning and purpose students will complete at least one sustained written response such as a report , job application or web quest report. They will develop their research skills including research through electronic media. Research skills will include focus on both effectiveness and the evaluation of sources.

This unit will continue the implementation of the student’s ITP for selection of future career goals with participation in work placement and/or post secondary options.

Students will continue to be supported in the development of process skills required in other curriculum areas so that successful learning outcomes can be achieved.

Deafness Studies will be an integral part of this course and unit outlines will be informed by other courses, one from the Deaf Society of N.S.W. and the other from Griffith University. Deaf students will learn to identify themselves as culturally Deaf if they so choose. They will have opportunities to recognise and absorb the culture of deaf people and to become aware of Deaf history in Australia and around the world. They will have scope to become familiar with Auslan as the Australian language of the Deaf community and other world Deaf languages. 39 Transition English (Deaf) T/A

 continuing the compilation of the portfolio including drafts and final presentations of current work, a journal and also may include vocab lists, syntactic and semantic structures  reading and responding to known text  continuing to read for purpose e.g., Driver’s Education Manual,  predicting and working out the meaning of unknown words using context  retelling story and/or ideas from a fictional or factual text  constructing simple timelines, story maps or flow charts to represent sequences of events or the organisation of information in text  clarifying or correcting meaning by pausing, re-reading or reading on  using tables of contents, index page numbers or key words to find information  establishing a work plan based on all course outlines information about assignments with the assistance of the Itinerant Teacher  continuing to use the word processing packages ' Microsoft Works' and ' Microsoft Word '  continuing deafness studies  developing understanding of hearing aid technology and other technical aids for the Deaf

DECISION MAKING

 maintaining and strengthening cooperative learning skills for small groups and class participation  adjusting communication to suit purpose and audience  continuing to support the student to maintain an academic work plan for assignments, assessment etc  monitoring the use of the college work planner  assisting student to analyse advisory group information and make choices based on that information  extending student’s choices in reading and research material  choosing texts from a range according to purpose for reading

 writing about an increasing range of topics both familiar and unfamiliar  recounting in sequence several aspects of personal experience or event  writing a report that includes information on several aspects of the topic

40 Transition English (Deaf) T/A  initiating writing for particular purposes such as job applications, resumes and love letters  continuing to use strategies in tutorial sessions which facilitate communication for other subject areas  continuing to facilitate negotiated learning activities  maintaining liaison with regular teachers with the student to meet individual academic needs  continuing deafness studies program by meeting other deaf adults as guest speakers and discussing emotions and feelings associated with deafness  offering positive reinforcement of student through various strategies and make allowance for individual differences  discussing own interpretation of information provided in the print media and audio-visual media and is able to argue a point of view  proof reading own writing for presentation of assignments

APPLICATION TO WORK

 visiting relevant work places  inviting guest speakers and visit community organisations  continuing to investigate possible career paths  facilitating the students’ ITP in cooperation with the student, their parents & a workplace agency  assisting the student to pursue personal work preferences  practising the skills required for living and participating in society e.g., voting, lifestyle/health, filling in forms, insurance, legal and welfare systems  applying generic learning outcomes to a work experience using some equipment/materials  undertaking simple, practical work tasks in a group with limited supervision

Assessment

UNIT Oral/Sign Written Portfolio/Journal Language Assignments In Class and Tutorial

Information Gathering and * ** ** Appraisal Decision Making * * ** Communication / ** * * Action Application to * * * work ITEM 30-35% 25-30% 30-40% WEIGHTINGS Across Curriculum Perspectives

41 Transition English (Deaf) T/A Students with hearing impairment do not automatically acquire understanding of these perspectives without discussion. It is therefore vital that they are made aware of these issues through both direct and incidental learning experiences.

Gender Equity: through appropriate choice of texts and through modeling appropriate attitudes.

Specific unit resources:

Written

Clarke,Cathy and Ford, Julie (1993), Deaf Studies Program, Deaf Society N.S.W.

42 Transition English (Deaf) T/A Reading Milestones

Resources Fiction and Non Fiction material selected with the student from available resources Library Counsellor of Deaf Assessment (counsellor has a broad battery of tests available and can use these to assist in assessment of students) Careers Staff in the College Visiting Adult Deaf Workplace Agencies such as Trans Ed, Workplaces and Advance Personnel

Video/DVD Subtitled Video/DVD - Selection from O’Connell Library catalogue selected as required to match unit outline. (as detailed in bibliography)

Web sites (see Course Bibliography)

UNIT TITLE TRANSITION ENGLISH 4 (SEMESTER 4) 1 value COMMUNICATION AND CAREERS 4

Specific unit goals: The specific goals of this unit are for students to:

 further develop their ability to focus written and non written communication skills for the demands of a particular audience, such as a job application/interview

 enhance their language understanding and proficiency across a range of language systems such as Auslan and signed English

 deepen their understanding of meaning and purpose in non fiction texts across a range of genres

 further develop their information access and retrieval skills in a variety of media including the internet

 effectively develop skills in appropriate language systems such as Auslan and Signed English

 continue to develop group process and teamwork skills

 continue to engage effectively in cultural studies of the Deaf community

Content

In this unit students will be exposed to a variety of non fiction materials which will include web sites, CDROMs, subtitled documentaries, newpaper and magazine articles and government publications. As well as further developing their language learning in analysing for meaning and purpose students will complete at least one sustained written response such as a report , job application or web quest report. They will develop their research skills including research through electronic media. Research skills will include focus on both effectiveness and the evaluation of sources.

This unit will focus more strongly on careers education and continue the implementation of the student’s ITP for selection of future career goals with participation in work placement and/or post secondary options.

Students will continue to be supported in the development of process skills required in other curriculum areas so that successful learning outcomes can be achieved.

Deafness Studies will be an integral part of this course and unit outlines will be informed by other courses, one from the Deaf Society of N.S.W. and the other from Griffith University. Deaf students will learn to identify themselves as culturally Deaf if they so choose. They will have opportunities to recognise and absorb the culture of deaf people and to become aware of Deaf history in Australia and around the world. They will have 44 Transition English (Deaf) T/A scope to become familiar with Auslan as the Australian language of the Deaf community and other world Deaf languages.

4. Teaching and Learning Strategies

 completing and presenting the portfolio including drafts and final presentations of current work, a journal and also include vocab lists, syntactic and semantic structures  reading and responding to known and unknown text  reading for pleasure and information  retelling story and/or ideas from a fictional or factual text  constructing complex timelines, story maps or flow charts to represent sequences of events or the organisation of information in text  increasing personal repertoire of reading strategies  implementing a work plan based on all course outlines information about assignments  continuing to use the current word processing programs  continuing deafness studies  developing understanding of hearing aid technology and other technical aids for the Deaf  investigating options of part-time, casual, voluntary and unpaid work

DECISION MAKING

 maintaining and strengthening cooperative learning skills for small groups and class participation  adjusting communication to suit purpose and audience  continuing to support the student to maintain an academic work plan for assignments, assessment etc  monitoring the use of the college work planner  assisting student to analyse advisory group information and make choices based on that information  extending student’s choices in reading and research material  choosing texts from a range according to purpose for reading

 writing about a range of both familiar and unfamiliar topics  considering whether own writing takes into account the needs of potential readers e.g., avoids sexist or offensive language, recognises inappropriate use of slang  altering the text to a more suitable form when taking into account its purpose/audience  writing reports that includes information on several aspects of the topic  writing for particular purposes such as job applications, resumes and love letters, marriage proposals, chain letters etc  continuing to use strategies in tutorial sessions which facilitate communication for other subject areas  maintaining student liaison with regular teachers to meet individual academic needs  continuing the deafness studies program by meeting other deaf adults as guest speakers and discussing emotions and feelings associated with deafness  providing opportunity for self-evaluation  discussing own interpretation of information provided in the print and audio-visual media and is able to argue a point of view about what is read or viewed  using capabilities of word-processing and graphic software packages to draft, edit, review and proof read  adopting the organisational conventions and language characteristics when given a structured format for writing, e.g., letters, reports etc.

APPLICATION TO WORK

 visiting relevant work places and practising skills  inviting guest speakers and visit community organisations  continuing to investigate possible career paths  facilitating the students’ ITP in cooperation with the student, their parents and a workplace agency  assisting the student to pursue personal work preferences  continuing to practise the skills required for living and participating in society, e.g., voting, lifestyle/health, filling in forms, insurance, legal and welfare systems  applying generic learning outcomes to a work experience using some equipment/materials  undertaking simple, practical work tasks in a group with limited supervision  seeking part-time, casual, voluntary and unpaid work  developing strategies to deal with unemployment and possible options in terms of further training, CES and recreational pursuits

Assessment:

46 Transition English (Deaf) T/A The following table indicates the relationship between units and assessment tasks.

UNIT Oral/Sign Written Portfolio/Journal Language Assignments In Class and Tutorial

Information Gathering and * ** ** Appraisal Decision Making * * ** Communication / ** * * Action Application to * * * work ITEM 30-35% 25-30% 30-40% WEIGHTINGS

Students with hearing impairment do not automatically acquire understanding of these perspectives without discussion. It is therefore vital that they are made aware of these issues through both direct and incidental learning experiences.

Gender Equity: through appropriate choice of texts and through modeling appropriate attitudes.

Special Needs Education: 47 Transition English (Deaf) T/A through catering to individual differences and learning styles with equitable assessment and modified conditions of assessment.

Specific unit resources:

Written Clarke,Cathy and Ford, Julie (1993), Deaf Studies Program, Deaf Society N.S.W.

Reading Milestones

Resources Fiction and Non Fiction material selected with the student from available resources Library Counsellor for the Deaf Assessment (the counsellor has a broad battery of tests available and can use these to assist in assessment of students) Careers Staff in the College Visiting Adult Deaf Workplace Agencies such as Trans Ed, Workplaces and Advance Personnel

Video/DVD Subtitled Video/DVD - Selection from O’Connell Library catalogue selected as required: (as detailed in bibliography)

48 Transition English (Deaf) T/A Web sites (see Course Bibliography)

Appendix One

1. UNIT I CAREER ENGLISH Value 0.5

2. Specific Unit Goals

This unit will enable students to  understand the functions of the workplace  develop information-finding skills  prepare for the job-search by building a personal portfolio  demonstrate a competent grasp of computer skills needed for the production and retrieval of material  improve writing skills  demonstrate competency in the learning outcomes of the National Communication Module NCSOO3 “Job Seeking Skills”.

3. Content

Students will  evaluate job categories  examine discrimination in employment  discuss workplace culture, including EEO principles  complete an interest inventory  discuss and self-assess work values, personal qualities and suitability for different occupations  use a wide range of methods, including technology, for job investigation  visit the Career Reference Centre, and Youth Access  prepare a resumé and portfolio  write letters of enquiry and application  evaluate personal performance in the job application process  fill in forms  practise phone call technique  undertake interview preparation and practice  use a variety of sources of information about employment opportunities including the Internet.

See attachment “Job Seeking Skills” National Communication Module (please note that this module is an entry level job seeking module designed for students entering their first jobs — it is comparable to Certificate 1 and 2 studies)

The following strategies could be used  activity sheets and inventories to assess interests 50 Transition English (Deaf) T/A  helping students to develop thorough research skills  visits to institutions such as Career Reference Centre  inviting speakers from local agencies, e.g. Vocational Education and Training Authority and businesses to inform students about the world of work  use of Job and Course Explorer computer programs  word-processing of letters and resumés  simulating interviews  use of national and local newspapers, Video/DVD and the internet to acquire information about jobs.

5. Assessment Criteria Linked to Task Types There are common criteria inherent in each task used to assess student learning outcomes in English. These are indicated in the table below.

Criteria Portfolio Sustained Oral/ Writing Interview Understanding of meaning, purpose and context * * * Ability to respond critically and analytically to * * * texts Imagination and originality * * * Clarity and fluency * * * Effective use of writing for a range of purposes * * and audiences A command of the technical aspects of * * * language Reflection on and refinement of, their own * * writing Effective use of research and reference skills * * * Ability to synthesize material from various * * * sources Control of appropriate medium * * * Appreciation of the construction and * * * conventions of texts A distinctive and confident style * * * Ability to select material appropriate to the * * * audience Effective and accurate use of spoken language * for a range of purposes and audiences Ability to listen effectively and make a * considered response Participation and cooperation in groups * * * 30-55% 15-25% 30-45%

In this unit there will be three assessment areas: Portfolio; Sustained Writing; and Oral/Interview. The Portfolio will be drawn from Groups1 and 2 of the assessment tasks grid on page 11 and will consist of up to 5 tasks. The sustained piece of writing should be approximately 500 words in length. The Oral/Interview component may consist of individual and group work.

6. Across Curriculum Perspectives 51 Transition English (Deaf) T/A

The following Across Curriculum Perspectives will be addressed: Australian Education, Gender Equity, Information Access, Language for Understanding, Special Needs Education, Work Education and Aboriginal and Torres Strait Islanders Education.

7. Specific Unit Resources

Publications Careers Resource Guide, Department of Employment, Education and Training, Canberra, 1999 School Leaver’s Guide to Applying for a Job, Department of Employment, Education and Training, Canberra, 1995 Job Guide NSW, Department of Employment, Education and Training Canberra, 1999 Job Search, Department of Employment, Education and Training Canberra, 1999 Let’s Get Going, Department of Employment, Education and Training, Canberra, 1995 Workwords, Canberra, 1995 Your Job Search Kit Commonwealth Employment Service

Video/DVD The Dynamic Nature of Business Work to Work – The Job Search Process Women on the Rise – Thinking About Your Future Take This Job and Love It – The Keys to Surviving Your New Job Attitude – Employment Preparing a Resumé

8. Assessment Criteria for NCSOO3 Component of “Career English”

To receive advanced standing in the National Communication Module, “Job Seeking Skills”, the participant must demonstrate competency in all of the learning outcomes/assessment criteria listed in the table.

STUDENT’S NAME:……………………………………..

Learning Outcomes Assessment Criteria NYC C Gather and evaluate using a variety of sources of information on information on employment employment opportunities opportunities evaluation the participant’s preferences, skills, aptitudes, qualifications and experiences evaluating conditions of employment

evaluating future employment opportunities making clear, concise, courteous enquiries at an appropriate time Prepare and apply for a job choosing suitable modes of contact using a planned approach making courteous and timely face-to-face and telephone contact using clear and concise language effectively preparing resumé and supporting documentation: form, content, presentation; language; spelling; relates strengths to needs expressing interest in the organisation clarifying the position in relation to the purpose of the organisation

describing where the job fits in the organisation Undertake a job interview as effectively preparing for the interview: an interviewee information re position; clarifying time, place; presentation; questions

interacting courteously displaying self-confidence engaging in active listening

responding informatively, concisely and relevantly asking relevant questions using language that is clear, concise and appropriate to the interview using appropriate body language Evaluate personal identifying strengths and areas of improvement in performance in the job the application and interview application process proposing strategies for improvement

TEACHER……………………………………………… SCHOOL……………………

SIGNATURE…………………………………………….. DATE…………………….

1. UNIT 2 WRITING FOR THE WORKPLACE Value 0.5

2 Specific Unit Goals

This unit should enable students to  understand the role of various forms of written communication in the workplace  improve writing skills  demonstrate competency in the learning outcome of the National Communication Module NCSOO2 “Writing Skills for Work” i.e. employ effective writing skills and strategies to write simple work related documents.

3. Content

Students will  learn how to write work-related documents such as memos, minutes, phone messages, standard business letters, simple reports, job diaries, e-mail, faxes, leaflets and proforma  simulate workplace scenarios requiring specific content and format of documents  write documents  edit documents  demonstrate competency by independently completing documents of different types.

See attachment “Writing Skills for Work” National Communication Module

The following methods may be used  sharing work in small group situations and conferencing drafts  working with workplace documents in responding to work related scenarios. These could be drawn from generic topics such as safety in the workplace or the training needs of employees.  using word processing to improve efficiency and effectiveness  discussing students’ experiences with writing at work  selecting and reporting of information  choosing vocabulary and writing style appropriate to purpose with correct grammar, spelling and punctuation.

In this unit there will be three assessment areas: Portfolio; Sustained Writing; and Oral/Interview. The Portfolio will be drawn from Groups1 and 2 of the assessment tasks grid on page 11 and will consist of up to 5 tasks. The sustained piece of writing should be approximately 500 words in length. The Oral/Interview component may consist of individual and group work.

6. Across Curriculum Perspectives

Language for Understanding, Information Access, Work Education and Special Needs Education perspectives will be addressed through the teaching strategies, choice of texts and examples and assessment methods.

Booth Irene D., Proofreading, Editing and Style, A Programmed Course, Thomas Nelson, Melbourne, 1989 Calkins McCormick, L., The Art of Teaching Writing, Heinemann, Portsmouth, 1986 Edwards H., Writing - A Piece of my Mind, Edward Arnold, Melbourne, 1986 Hooper J., Writing and Communication in Business, Cassell Australia, Sydney, 1981 Mansell T., How to Write Business Letters and Reports, Pitman, South Melbourne, 1981 Prain V., Left to Write: Developing Writing Skills for Senior English, Oxford University Press, Oxford, 1990 Snodgrass, G., Letter Writing Simplified, Pitman, Melbourne, 1986 Wicks. J., Realistic Office Projects: Integrated Assignments in Letter Writing and Word Processing, Pitman, Melbourne, 1990

Newspapers, Pamphlets and Comics

Apprenticeships Office of Training and Adult Education (OTAE) Career Information Department of Employment, Education and Training The Canberra Times Traineeships Department of Employment, Education and Training ‘Streetwise’ Comics

Audiovisual All in a Day’s Work ABC Series Working it Out Australian Council of Trade Unions The Interview Commonwealth Employment Service Working On It Film Australia, 1991

Internet www.jobsearch.com.au

Excursions, Visiting Speakers Canberra College Careers Centre Careers Market Commonwealth Employment Centre Vocational Training Authority Visiting speakers such as employers

8. Assessment Criteria for NSC002 Component of "Writing for the Workplace"

To receive advanced standing in the National Communication Module, “Writing Skills for Work”, the participant must demonstrate competency in the learning outcome and all of the assessment criteria listed in the table.

STUDENT’S NAME…………………………………………………..

LEARNING ASSESSMENT CRITERIA C NYC OUTCOME Employ effective Identify reader and purpose writing skills and strategies to write simple work related documents Taking context into account Including information appropriate to purpose Following acceptable conventions of sentence and paragraph construction Using accepted forms of spelling and punctuation Using words, sentence forms, structure and style that are appropriate to the reader and purpose Applying the above principles when editing using an accepted layout Following accepted conventions of format to make the document readable

TEACHER...... SCHOOL......

SIGNATURE...... DATE...... ….

1. UNIT 3 COMMUNICATION IN THE WORKPLACE Value 1.0

2. Specific Unit Goals

This unit will enable students to  demonstrate effective interpersonal skills, such as: listening, questioning, assertiveness, positive attitudes and body language  demonstrate the ability to collect, analyse and organise information  develop reading and writing skills with an emphasis on skimming, scanning, checking, note-taking, cross-referencing, summarizing, informing and reporting  understand the importance of effective communication in conveying ideas and information  become familiar with current conventions  learn about and use non-discriminatory language  demonstrate the ability to work productively with others  demonstrate the ability to deal with clients  understand and practise the etiquette of electronic communication  demonstrate competency in the learning outcomes of the National Communication Module NCS001, Workplace Communication

3. Content

Students will  write for different audiences  become familiar with different types of language - formal, informal, technical, jargon, persuasive, factual  learn about cross-cultural awareness  fill in forms accurately in legible handwriting  practice face to face and telephone interviews  do presentations using multimedia tools  discuss the need for discretion and confidentiality in the workplace  learn about workplace practices (OH&S & EEO)  practise time management in workplace scenarios  learn about electronic data storage and retrieval  assess own values and personal qualities  give and receive instructions  handle job related information  role-play small informal work groups.

The following methods may be used  formal and informal written tasks  simulations and role-plays  group projects  visits to work locations  journals to reflect on observations of different modes of communication  case studies of businesses  completion of designated tasks within a given timeframe  production of advertisements  using computers for producing and storing data, for sending e-mail and in the production of presentations.

In this unit there will be three assessment areas: Portfolio; Sustained Writing; and Oral/Interview. The Portfolio will be drawn from Groups1 and 2 of the assessment tasks grid on page 11 and will consist of up to 5 tasks. The sustained piece of writing should be 59 Transition English (Deaf) T/A approximately 500 words in length. The Oral/Interview component may consist of individual and group work.

6. Across Curriculum Perspectives

Australian Education, Aboriginal and Torres Strait Islander Education, Gender Equity, Work Education, Special Needs, Multicultural Education and Language for Understanding will be addressed through the teaching strategies and assessment methods used in this unit.

Anema, D. & Don't Get Fired! How to Keep a Job, Simon and Schuster, Belmont, Lefkowitz, W., California, 1990

Pearson, G., A Step in the Write Direction, Adult Migrant Education Service, W.A., 1991

Resource Package, Workplace Communication, ACTRAC, Frankston, Victoria, 1993 Watch Your Language, Australian Broadcasting Corporation, Sydney, 1992 Style Manual, AGPS, Canberra The Collins Dove Guide to Australian Usage and Punctuation, Collins Dove, Melbourne,1993

Video/DVD A Failure to Communicate, Video Education Australasia (19 minutes) Basic Telephone Skills, Seven Dimensions, Middle Park, Victoria

8. Assessment Criteria for NCS001 Component of "Communication in the Workplace"

To receive advanced standing in the National Communication Module, "Workplace Communication" the participant must demonstrate competency in all of the learning outcomes/assessment criteria listed in the table.

STUDENT’S NAME…………………………………………………….

LEARNING C NYC OUTCOMES ASSESSMENT CRITERIA Gather, record and Using appropriate social skills, interpersonal convey simple and interactions routine information Asking questions clearly Using correct procedures to locate and store information Organising information clearly and logically Completing workplace documents clearly and accurately within a specified time Using time efficiently Give and follow Incorporating safe work practices in the simple and routine instructions instructions Giving accurate, clear and comprehensive instructions that are consistent with the skills of the receiver Choosing appropriate instruction methods Participate in small Participating in the discussion informal work groups Interacting in a supportive, efficient and effective way Contributing to the group goal Understanding group decisions Deal with clients Using appropriate interpersonal skills to: about simple, routine greet clients; find out client needs; refer matters client to appropriate personnel Taking appropriate follow-up steps where necessary Using time efficiently

TEACHER...... SCHOOL......

SIGNATURE...... DATE......

TRANSITION ENGLISH (A)

TYPE 2 COURSE