Cswe III - V1.4 - Curriculum Document

10364NAT Certificate III in
Spoken and Written English

Version 1 May 2013
Published by NSW Adult Migrant English Service

Locked Bag 53
DARLINGHURST NSW 1300
www.ames.edu.au
NSW AMES 2013
First published 1992
ISBN 978-1-921477-75-1
Project Manager Bethany Abbott
Cover by Simon Leong Design
Typeset by Mercier Typesetters Pty Ltd
All rights reserved. Except as permitted under the Copyright Act 1968 (for example, any
fair dealing for the purposes of private study, research, criticism or review), no part of this
document may be reproduced, stored in a retrieval system or transmitted in any form or
by any means without prior written permission. Copyright owners may take legal action
against a person or organisation that infringes their copyright through unauthorised
copying. All enquiries should be directed to the publisher, NSW AMES at the address above.
CONTENTS
GENERAL INFORMATION
ACKNOWLEDGEMENTS
THE CURRICULUM FRAMEWORK
History
The framework
Modules
Learning outcomes
OVERVIEW OF THE CERTIFICATE LEVELS
Course in Preliminary Spoken and Written English

Certificate I in Spoken and Written English
Certificate II in Spoken and Written English
Certificate III in Spoken and Written English
Certificate IV in Spoken and Written English Employment
Certificate IV in Spoken and Written English Further Studies
Alignment of Certificates to proficiency scales and reporting systems
ELEMENTS OF THE CURRICULUM FRAMEWORK
22
Language learning
Language as a social resource for making meaning
The study of grammar
Spoken and written language
Numeracy in the curriculum framework
ASSESSMENT
26
Criterion-referenced assessment
Achievement assessment
Assessment as a continuous process
Formality of assessment
Assessors
INSTITUTIONAL PLANNING
29
SYLLABUS DESIGN
31
A text-based framework
Objectives
Methodology
Designing a syllabus
Modules and syllabus design
Learning outcomes and syllabus design
Certificate levels and syllabus design
Steps in syllabus design
GLOSSARY
40
REFERENCES
50
COURSE INFORMATION
Section A
Copyright and course classification information
Section B
55
Accreditation information
Nomenclature and nominal duration
Course review
Transition and teach-out arrangements
Course outcomes
Australian Qualifications Framework
Course rules
Entry requirements
Pathways
Articulation and credit transfer
Recognition of prior learning
Customisation
Assessment strategy
Workplace assessment
Delivery modes
Resources
Teacher and assessor qualifications
Ongoing monitoring and evaluation
Section C
54
71
Module information
APPENDIX COURSE CODES

A. Comparison table: 2008 to 2013 courses
124
10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH
GENERAL INFORMATION
Version 1, May 2013
NSW AMES
ACKNOWLEDGEMENTS
For their input into this sixth edition of the Certificates in Spoken and Written English, NSW
AMES wishes to thank:
Course developers Helen de Silva Joyce and Keiko Yasukawa
Review panel members
Dr Susan Feez Chair University of New England
Liliane Alexandrino AMEP NT
Ana Bratkovic NEAS
Elene Claire President QATESOL and ACTA Councillor
Lesley Evans WEA Illawarra
Helen Murphy TELLS TAFE Queensland
Christine Tiekle NSW Department of Education and Communities
Dr Keiko Yasukawa University of Technology, Sydney
NSW AMES also wishes to acknowledge all who contributed to previous editions of the
Certificates IIV in Spoken and Written English and those organisations and individuals who
gave input through the 2012 online feedback survey.
Version 1, May 2013
NSW AMES
THE CURRICULUM FRAMEWORK

History
Since 1992, the NSW Adult Migrant English Service (NSW AMES) has developed the
Certificates in Spoken and Written English (CSWE) in order to make course outcomes explicit
to students, teachers and other participants in a range of English as an additional language
(EAL) language and literacy teaching contexts. The original single Certificate in Spoken and
Written English was accredited in 1992, through the NSW Vocational Education and Training
Accreditation Board (NSW VETAB). NSW AMES subsequently developed the six courses
which were reaccredited in 1997, 2002, 2008 and 2013.
The Certificates are relevant to a wide variety of general education teaching contexts and are
used widely throughout Australia in the Adult Migrant English Program (AMEP), the Adult and
Community Education (ACE) sector, TAFE colleges, universities, private providers, corrective
services programs, Indigenous education and in Intensive English Centres (IECs) in NSW state
schools.
The Course in Preliminary Spoken and Written English and the Certificates I, II and III are
used by the Department of Immigration and Citizenship (DIAC) as the mandatory reporting
mechanism for the AMEP and they are a preferred curriculum framework for literacy and
numeracy programs funded by the Department of Industry, Innovation, Science, Research and
Tertiary Education (DIISRTE).
The framework
The Course in Preliminary Spoken and Written English and the Certificates IIV in Spoken
and Written English provide an EAL general education framework for learners to develop
English language and literacy skills and optional numeracy skills to undertake further education
and training, seek and maintain employment and participate in the general community. The
curriculum framework consists of 6 courses:
Course in Preliminary Spoken and Written English
Certificate I in Spoken and Written English
Certificate II in Spoken and Written English
Certificate III in Spoken and Written English
Certificate IV in Spoken and Written English Employment
Certificate IV in Spoken and Written English Further Studies

The courses within the curriculum framework:
are accredited, nationally registered and meet the principles of the Australian Qualifications
Framework (AQF)
provide a common language for describing the characteristics of learners and course
provision
enable a systematic approach to the planning and provision of general education English
language, literacy and numeracy courses
allow for variation in learning pace, course length, intensity and delivery mode
use criterion-referenced assessment to assess learner achievement
are based on a theory of language which systematically relates language to the contexts in
which it is used
integrate spoken and written language and the language of mathematics through the study
of whole texts
Version 1, May 2013
NSW AMES
describe progression in language learning in terms of interacting with increasingly

demanding contexts of language use
support explicit and systematic teaching practice
can be delivered through face-to-face tuition and by distance print and e-learning modes
integrate the language of numeracy into the teaching of spoken and written texts
provide optional modules and learning outcomes which enable learners to develop
mathematical concepts and skills
and Written English have been accredited under the Australian Quality Training Framework
(AQTF) leading to AQF qualifications or statements of attainment. The AQF levels provide
a comprehensive, nationally consistent framework for all qualifications in post-compulsory
education and training in Australia. The following table outlines the learning focus of the five
levels that constitute the CSWE curriculum framework, the nominal hours for each level and
the entry level against the International Second Language Proficiency Rating (ISLPR) scale and
the Australian Core Skills Framework (ACSF).
Learning focus
Nominal
hours
Entry level
Course in
Preliminary Spoken
and Written English
Skills for participation in formal education

and basic literacy and numeracy skills in
English
500 hours + 50
hours of out-ofclass study
ISLPR 0
Certificate I in
Spoken and Written
English
Beginning skills in spoken and written

English and optional numeracy
500 hours + 200

ISLPR 0
Certificate II in
Spoken and Written
English
Spoken and written English and

optional numeracy for simple everyday
transactional and limited social needs
500 hours + 200

ISLPR 1
Certificate III in
Spoken and Written
English
Spoken and written English and optional

numeracy for basic social needs and
routine situations for everyday commerce,
recreation and linguistically undemanding
vocational fields
500 hours + 700

ISLPR 1+
Certificate IV
in Spoken and
Written English
Employment
Spoken and written English to participate

in a range of vocational contexts
400 hours + 200

ISLPR 2+
Certificate IV in
Spoken and Written
English Further
Studies
Spoken and written English to participate

in a range of further study contexts
500 hours + 200

ISLPR 2+
Version 1, May 2013
ACSF Pre-Level 1
ACSF Level 1
ACSF Level 2
ACSF Level 3
ACSF Level 4
ACSF Level 4
NSW AMES
Modules
At each certificate level, learners must complete a specified number of core and elective
modules to ensure that they cover all the macroskills.
Core modules aim to develop essential skills.
Elective modules focus on different text-types and skills that can be selected according to the
needs of learners or learner groups.
The modules cover different aspects of language and mathematical learning. This modular
structure allows for:
self-paced learning where the emphasis is on flexibility to meet individual learner needs
and abilities
criterion-referenced assessment, which means assessment is made against explicitly stated
criteria rather than a group norm
achievement assessment or assessment of knowledge and skills at the end of a course of
study
The modules contain learning outcomes that contribute to the purpose of the module. They
define texts or skills with which learners may need to engage eg: casual conversations,
written information texts, written reports, learning strategies, working with measurement and
calculations.
The modules are expressed in general terms and can therefore be adapted to different
educational contexts, such as workplaces and study contexts, and applied to a wide variety of
learner groups. The following table outlines the skill areas covered by the modules.
Learning strategies
This skill area is concerned with the role that learners play in their own language
development, which includes independent learning strategies, effective participation
in formal learning environments and understanding the role of assessment.
Listening skills
This skill area is concerned with learners ability to comprehend dialogic and
monologic spoken interpersonal and transactional texts.
Speaking skills
This skill area is concerned with learners ability to produce monologic texts and
participate in dialogic interpersonal and transactional texts.
Reading skills
This skill area is concerned with learners ability to comprehend written texts.
Writing skills
This skill area is concerned with learners ability to produce written texts.
Numeracy skills
This skill area is concerned with learners ability to use mathematical knowledge and
concepts to comprehend texts and solve problems.
Note: Certificate IV in Spoken and Written English Employment is a combination of modules

and units of competency developed specifically for this course and units of competency
imported from nationally endorsed training packages.
Version 1, May 2013
NSW AMES
Learning outcomes
Learning outcomes describe what learners are expected to do at the end of a course of study.
The two components of learning outcomes are:
Assessment criteria
Assessment criteria are statements about learner performance in comprehending or

participating in a language interaction or applying mathematical knowledge.
Assessment criteria specify the minimal performance required and provide
information for learners and teachers on what is being assessed and against what
standard.
Conditions and
methods of
assessment
The statements about the conditions and methods of assessment describe:

the parameters within which assessment is conducted
the characteristics of the social context
text-types in terms of complexity and length
range of mathematical skill
acceptable response types
the amount of assistance allowed
suggestions for sample tasks
Version 1, May 2013
NSW AMES
OVERVIEW OF THE CERTIFICATE LEVELS

NOTE:
For translations of CSWE IIII overviews, go to the Publications Section of the NSW
AMES website at www.ames.edu.au.
10361NAT Course in Preliminary Spoken and Written English

Course rules
Successful completion of the Course in Preliminary Spoken and Written English requires successful completion
of 7 modules 2 compulsory modules + 5 elective modules.
Nominal hours
Overall nominal hours = 500 + 50 hours of out-of-class study
Module A = 50 hours
All other modules = 75 hours
Compulsory
Module A
SWELRN001A
1
2
3
Preliminary learning strategies

Demonstrate understanding of simple teaching instructions
Organise and maintain personal learning tools
Participate in the formal learning environment
Module B
SWEDEC002A Decoding words and simple sentences
1
Recognise sound patterns in everyday words
2
Read simple sentences
Reading and writing electives
Module C
SWELTR003A Recognising and writing letters
1
Demonstrate recognition of the alphabet
2
Write letters of the alphabet
Module D
SWENUM004A Recognising and writing numbers
1
Demonstrate recognition of whole numbers
2
Write whole numbers
Module E
SWESYM005A Recognising common visual symbols and signs
1
Recognise common visual symbols
2
Recognise common written signs
Module F
SWEWRD006A Writing words and simple sentences
1
Spell everyday words
2
Write simple sentences
Module G
SWETIM007A Understanding time and money
1
Read and understand time
2
Recognise and understand Australian money
Mixed skills electives
Module H
SWEPRN008A Giving basic personal information
1
Give basic personal information using spoken language
2
Complete a simplified form
Version 1, May 2013
NSW AMES
Speaking elective
Module I
SWEEXC009A Engaging in short exchanges
1
Participate in a basic transactional exchange
2
Participate in a simple social exchange
Note:
Codes are accredited course module codes.
Version 1, May 2013
NSW AMES
10362NAT Certificate I in Spoken and Written English

Course rules
Successful completion of Certificate I in Spoken and Written English requires completion of 7 modules
1 compulsory module + 6 elective modules with 1 spoken text elective module and 1 written text elective
module.
Nominal hours
Module A = 20 hours
Compulsory
Module A
SWELRN101A Basic learning strategies
1
Participate in and contribute to the formal learning environment
2
Develop independent learning skills
Spoken text electives
Module B
SWEPER102A Giving personal information
1
Provide personal information using spoken language
2
Give a short personal description
Module C
SWETRA103A Comprehending and participating in short transactional exchanges
1
Demonstrate understanding of a short spoken transaction
2
Participate in a short spoken transaction
Module D
SWEINF104A Comprehending spoken information and instructions
1
Demonstrate understanding of a short spoken information text
2
Demonstrate understanding of short spoken instructions
Module E
SWECON105A Comprehending and participating in short conversations
1
Demonstrate understanding of a short informal conversation
2
Participate in a short informal conversation
Module F
SWEREC106A Comprehending and telling spoken recounts
1
Demonstrate understanding of a spoken recount
2
Tell a short recount
Module G
SWEMSG107A Comprehending and leaving telephone messages
1
Demonstrate understanding of a simple telephone message
2
Leave a short telephone message
Written text electives
Module H
SWEINS108A Comprehending written instructions and completing a short form
1
Demonstrate understanding of short written instructions
2
Complete a short form
Module I
SWEDES109A Comprehending and composing written descriptions
1
Demonstrate understanding of a short written description
2
Write a short description
Version 1, May 2013
NSW AMES
Module J
SWEREC110A Comprehending and composing written recounts
1
Demonstrate understanding of a written recount
2
Write a recount
Module K
SWETXT111A Comprehending and composing short informal written texts
1
Demonstrate understanding of a short informal written text
2
Write a short informal text
Module L
SWENEW112A Comprehending short news and information texts
1
Demonstrate understanding of a short news article
2
Demonstrate understanding of a short information text
Numeracy electives
Module M
SWENUM113A
1
2
3
Comprehending and performing addition and subtraction with decimal whole numbers
Demonstrate understanding of decimal place value system
Perform simple addition with decimal whole numbers
Perform simple subtraction with decimal whole numbers
Module N
SWEMSR114A Comprehending and using the metric system of measurement
1
Recognise and select appropriate units of metric measure for different dimensions
2
Measure and record length, volume and weight with appropriate metric units of measurement
and measuring instruments
3
Measure and compare temperature
Note:
Version 1, May 2013
10
NSW AMES
10363NAT Certificate II in Spoken and Written English

Course rules
Successful completion of Certificate II in Spoken and Written English requires completion of 7 modules
1 compulsory module + 6 elective modules with 1 spoken text elective module and 1 written text elective
module.
Nominal hours
Module A = 20 hours
Compulsory
Module A
SWELRN201
1
2
Intermediate learning strategies

Participate in and contribute to the formal learning environment
Develop independent learning skills

Module B
SWECAS202A Comprehending and participating in routine casual conversations
1
Demonstrate understanding of a casual conversation
2
Participate in a short casual conversation
Module C
SWEEXC203A Comprehending and participating in transactional exchanges
1
Demonstrate understanding of a spoken transaction for information / goods and services
2
Participate in a spoken transaction for information / goods and services
Module D
SWEINF204A Comprehending and giving spoken information
1
Demonstrate understanding of a spoken information text
2
Give a short spoken explanation
Module E
SWETEL205A Comprehending and participating in telephone exchanges
1
Demonstrate understanding of a telephone message
2
Participate in a telephone conversation to leave a message
Module F
SWEINS206A Comprehending and giving spoken instructions
1
Demonstrate understanding of spoken instructions
2
Give spoken instructions
Module G
SWEINT207A Comprehending and participating in simple interviews
1
Demonstrate understanding of a simple interview
2
Participate in a simple interview
Module H
SWEFOR208A Comprehending written instructions and completing formatted texts
1
Demonstrate understanding of written instructions
2
Complete a formatted text
Module I
SWESTO209A Comprehending and composing story texts
1
Demonstrate understanding of a story
2
Write a recount
Version 1, May 2013
11
NSW AMES
Module J
SWETXT210A Comprehending and composing informal texts
1
Demonstrate understanding of an informal written text
2
Write an informal text
Module K
SWENEW211A Comprehending news and information texts
1
Demonstrate understanding of a news article
2
Demonstrate understanding of a short information text
Module L
SWEMTN212A Comprehending and composing information reports
1
Demonstrate understanding of a written information report
2
Write a short information report
Module M
SWEOPI213A Comprehending and composing opinion texts
1
Demonstrate understanding of a written opinion text
2
Write a short opinion text
Module N
SWEJOB214A Comprehending and composing jobseeking texts
1
Demonstrate understanding of a job advertisement
2
Write a short rsum / CV
Module O
SWEVIS215A Comprehending visual texts
1
Interpret a narrative image
2
Interpret a non-narrative image
Numeracy electives
Module P
SWEDIV216A Comprehending and performing multiplication and division with decimal whole
numbers
1
Perform simple multiplication with decimal whole numbers
2
Perform simple division with decimal whole numbers
Module Q
SWEFRA217A
1
2
3
Comprehending and using fractions and decimals

Demonstrate understanding of the different ways wholes can be divided into parts
Relate fractions to calculations of time
Relate decimals to calculations with money
Note:
Version 1, May 2013
12
NSW AMES
10364NAT Certificate III in Spoken and Written English

Course rules
Successful completion of Certificate III in Spoken and Written English requires completion of 9 modules
1 compulsory module + 8 elective modules with at least 2 spoken text elective modules and at least 2 written
text elective modules.
Nominal hours
Module A = 20 hours
Compulsory
Module A
SWELRN301A Advanced learning strategies
1
Contribute to the formal learning environment
2
Demonstrate capacity for independent learning
Module B
SWECON302A Comprehending and participating in casual conversations
1
Demonstrate understanding of a casual conversation with topic changes
2
Participate in a casual conversation with topic changes
Module C
SWEEXC303A Comprehending and negotiating complex exchanges
1
Demonstrate understanding of a complex spoken exchange
2
Negotiate a complex spoken exchange
Module D
SWEINT304A Comprehending and participating in interviews
1
Demonstrate understanding of an interview
2
Participate in an interview
Module E
SWEPRE305A Comprehending and conducting presentations
1
Demonstrate understanding of a spoken presentation
2
Deliver a short spoken presentation
Module F
SWEDIS306A Comprehending and participating in discussions
1
Demonstrate understanding of a spoken discussion
2
Participate in a discussion
Module G
SWECOR307A Composing formal correspondence and completing formatted texts
1
Write a formal letter / email
2
Complete a complex formatted text
Module H
SWEINF308A Comprehending and composing complex information texts
1
Demonstrate understanding of a complex written information text
2
Write a report
Module I
SWENAR309A Comprehending and composing narrative texts
1
Demonstrate understanding of a narrative
2
Write a narrative
Version 1, May 2013
13
NSW AMES
Module J
SWEDSN310A Comprehending and composing discussions
1
Critically read a discussion
2
Write a discussion
Module K
SWEEXP311A Comprehending and composing expositions
1
Critically read an exposition
2
Write an exposition
Module L
SWEVIS312A
1
2
3
Comprehending and composing visual texts

Identify the features of a narrative image
Identify the features of a non-narrative image
Create an image to accompany a narrative or informational text
Module M
SWEADS313A Comprehending news stories and advertisements
1
2
Interpret an advertisement
Mixed text electives
Module N
SWEINS314A
1
2
3
Comprehending and giving complex instructions

Demonstrate understanding of complex instructions in a spoken exchange
Give complex instructions in a spoken exchange
Demonstrate understanding of complex written instructions
Module O
SWEJOB315A
1
2
3
Language skills for jobseeking

Analyse a job advertisement
Write a rsum / CV
Telephone about a job
Numeracy electives
Module P
SWECAL316A
1
2
3
Comprehending and performing multiple-step calculations

Carry out multiple-step calculations
Apply measurement techniques to problem solving
Comprehend and construct tabular and graphical information
Module Q
SWEMAT317A
1
2
3
Applying and interpreting mathematical information

Interpret complex maps and plans
Apply mathematical skills and methods for problem solving
Analyse mathematical and statistical information embedded in texts
Note:
Version 1, May 2013
14
NSW AMES
10366NAT Certificate IV in Spoken and Written English Employment

Course rules
Refer to Certificate IV in Spoken and Written English Employment curriculum document.
Module A
SWEPSE401A
A1
A2
A3
Pronunciation skills for employment

Use segmental features of English to communicate intelligibly
Use prosodic features of English to communicate meaning effectively
Use a range of strategies to monitor and modify pronunciation
Module D
SWEWSJ404A
D1
D2
D3
Writing skills for jobseeking documents

Prepare a rsum / CV in response to a specific job advertisement
Prepare a covering letter to accompany rsum / CV
Complete a complex job application form
Module E
SWESSJ405A
E1
E2
E3
Speaking skills for jobseeking

Negotiate a complex transactional telephone conversation
Prepare for a job interview
Participate in a job interview
Module B
SWELCE402A
B1
B2
B3
B4
Language and culture of employment in Australia

Research an industry sector and a related Australian workplace
Critically interpret written information texts on employment-related topics
Critically interpret spoken information texts on employment-related topics
Establish realistic employment goals
Imported from
FSKLRG10
1
2
FSK Foundation Skills Training Package

Use routine strategies for career planning
Investigate career options
Develop an individual career plan
Module C
SWEWSP403A
C1
C2
C3
Writing skills for public sector applications

Analyse public sector job advertisements and information packages
Address selection criteria for a public sector position
Prepare a covering letter for a public sector job application
Imported from
FSKOCM10
1
2
3

Use oral communication skills for complex workplace presentations
Plan to deliver complex workplace presentations
Deliver complex workplace presentations
Review own performance
Imported from
FSKRDG11
1
2
3

Read and respond to complex workplace information
Prepare to read complex workplace texts
Analyse information in complex workplace texts
Evaluate and respond to information in complex workplace texts
Version 1, May 2013
15
NSW AMES
Imported from
FSKWTG10
1
2
3
CSWE IV (E) F
SWESST406A
F1
F2
F3
F4
Imported from
FSKOCM04
1
2
3
Imported from
FSKOCM07
1
2
3
Imported from
FSKOCM08
1
2
3
Imported from
BSBCUS201B
1
2
3
4

Write complex workplace texts
Prepare to write complex workplace texts
Draft complex workplace texts
Review and finalise complex workplace texts
Speaking skills for workplace texts
Participate in a casual workplace conversation
Provide spoken information
Give complex spoken instructions
Participate in a spoken discussion
Use oral communication skills to participate in workplace meetings
Prepare to participate in workplace meetings
Participate in workplace meetings
Interact effectively with others at work
Prepare to interact with others at work
Participate in interactions with others at work
Use oral communication skills to facilitate workplace negotiations
Prepare to facilitate workplace negotiations
Facilitate workplace negotiations
BSB07 Business Services Training Package
Deliver a service to customers
Establish contact with customers
Identify customer needs
Deliver service to customers
Process customer feedback
Note:
Version 1, May 2013
16
NSW AMES
10365NAT Certificate IV in Spoken and Written English Further Studies

Course rules
Refer to Certificate IV in Spoken and Written English Further Studies curriculum document.
Compulsory
Module A
SWELRN401A Learning strategies for further studies
1
Participate in and contribute to the formal educational environment
2
Develop and use independent learning strategies
Electives
Module B
SWEKNO402A
1
2
3
4
5
Language knowledge
Identify the role and features of nouns, nominalisation and noun groups in texts
Identify the role and features of verbs and verbal groups in texts
Identify the role and features of clauses in texts
Identify how paragraphs are structured for different purposes
Identify how cohesive devices work at whole text and paragraph levels
Module C
SWEUND403A
1
2
3
Understanding academic culture

Research concepts of critical stance and plagiarism in Western educational contexts
Identify critical stance adopted in texts
Identify the conventions for introducing ideas / evidence from other writers into texts
Module D
SWEREA404A
1
2
3
Reading and note-taking skills for further studies

Demonstrate understanding of written texts
Interpret diagrammatic texts
Use note-taking strategies
Module E
SWEPER405A
1
2
3
Writing skills for persuasive essays

Interpret essay questions
Research and plan an essay
Write an essay
Module F
SWEANA406A Writing skills for academic reports
1
Research and plan a report
2
Write a report
Module G
SWELIS407A
1
2
Listening and taking notes in presentations

Demonstrate understanding of a lecture or presentation
Use note-taking strategies
Module H
SWESPE408A
1
2
3
Speaking and writing skills for presentations

Prepare to deliver a spoken presentation
Create appropriate visual aids to support presentation
Deliver a presentation
Version 1, May 2013
17
NSW AMES
Module I
SWEDIS409A Speaking skills for discussions
1
Participate in a tutorial / group discussion
2
Negotiate in a tutorial / group discussion
Module J
SWEPRO410A
1
2
3
Pronunciation skills for further study

Use segmental features of English to communicate intelligibly
Use prosodic features of English to communicate meaning effectively
Use a range of strategies to monitor and modify pronunciation
Note:
Version 1, May 2013
18
NSW AMES
Version 1, May 2013
Advanced
Proficiency
descriptors
19
Level 2+ behaviour is significantly better than

Level 2 but has not reached Level 3
2+ Social proficiency
Able to perform effectively in most informal

and formal situations pertinent to social and
community life and everyday commerce and
recreation, and in situations which are not
linguistically demanding in own vocational
fields
3 Basic vocational proficiency

3+ Basic vocational proficiency+
Able to perform very effectively in almost all

situations pertinent to social and community
life and everyday commerce and recreation, and
generally in almost all situations pertinent to own
vocational fields
4 Vocational proficiency

4+ Advanced vocational proficiency
Has partial command of the language, coping

with overall meaning in most situations, though
is likely to make many mistakes. Should be able
to handle basic communication in own field
5 Modest user
Has generally effective command of the language

despite some inaccuracies, inappropriacies and
misunderstandings. Can use and understand
fairly complex language, particularly in familiar
situations
6 Competent user
6.5
Has operational command of the language,

though with occasional inaccuracies,
inappropriacies and misunderstandings in some
situations. Generally handles complex language
well and understands detailed reasoning
7 Good user
Has fully operational command of the language

with only occasional unsystematic inaccuracies
and inappropriacies. Misunderstandings may
occur in unfamiliar situations. Handles complex
detailed argumentation well
8 Very good user
Has fully operational command of the language:

appropriate, accurate and fluent with complete
understanding
9 Expert user
5 Native-like proficiency
Proficiency equivalent to that of a native speaker

of the same sociocultural variety
IELTS band descriptors
ISLPR levels
Works independently
Initiates and uses
support from range of
established resources
Range of contexts with
some specialisation
Complex texts with
embedded info,
specialised vocabulary
and abstraction
Complex task
organisation and
analysis
Level 4
Autonomous
Accesses and evaluates
support
Adaptable across range
of contexts
Specialised in one or
more contexts
Highly complex
texts with highly
embedded information,
specialised language
and symbolism
Sophisticated task
conceptualisation
Level 5
ACSF
ALIGNMENT OF CERTIFICATES TO PROFICIENCY SCALES AND REPORTING SYSTEMS
Focuses on language
skills to enable
learners to participate
in a range of
vocational contexts
and / or further study
contexts
CSWE IV
CSWE
NSW AMES
Intermediate
Post-beginner
Version 1, May 2013
20
Beginner
Basic competence is limited to familiar situations.

Has frequent problems in understanding and
expression. Is not able to use complex language
Able to satisfy basic social needs, and routine needs

pertinent to everyday commerce and to linguistically
undemanding vocational fields
Able to perform in a very limited capacity within

the most immediate, predictable areas of need, using
essentially formulaic language
0+ Formulaic proficiency
No real communication is possible except for the

most basic information using isolated words or short
formulae in familiar situations and to meet immediate
needs. Has great difficulty understanding spoken and
written English
Level 1
May call on expert

Familiar and
predictable contexts
Routine texts with
some specialised
vocabulary
Concrete tasks
Level 2
Works independently
Range of familiar
contexts with some
less familiar elements
Short and simple texts
Tasks including
number of steps
Level 3
Works alongside
expert
Highly familiar
restricted concrete
contexts
Simple texts with clear
purpose and highly
1 Non-user
familiar vocabulary
Essentially has no ability to use the language beyond
Explicit tasks
possibly a few isolated words
2 Intermittent user
Able to satisfy immediate, predictable needs, using

predominantly formulaic language
Conveys and understands only general meaning in

very familiar situations. Frequent breakdowns in
communication occur
Able to satisfy basic everyday transactional needs
1 Minimum creative proficiency
3 Extremely limited user
1 Basic transactional proficiency
Able to satisfy everyday transactional needs and

limited social needs
1+ Transactional proficiency
4 Limited user
2 Basic social proficiency
Focuses on language
skills for learners
who have just started
learning English and
who have had minimal
exposure to English
CSWE I
Focuses on language
skills to enable
learners to satisfy their
own simple everyday
transactional and
limited social needs
CSWE II
Focuses on language
skills to enable
learners to satisfy basic
social needs in routine
situations for everyday
commerce, recreation
and linguistically
undemanding
vocational fields
CSWE III
NSW AMES
Version 1, May 2013
Absolute beginner
ACSF
IELTS
ISLPR
Notes:
0 Did not attempt test
Pre-level
Focuses on language
skills for learners
with no or low levels
of education and / or
language
PCSWE
Australian Core Skills Framework http://www.innovation.gov.au/Skills/LiteracyAndNumeracy/AustralianCoreSkillsFramework/Pages/default.aspx

International English Language Testing System http://www.ielts.org/institutions/test_format_and_results/ielts_band_scores.aspx
International Second Language Proficiency http://www.islpr.org/ScaleLevels.html
Unable to communicate in the language
0 Zero proficiency
21
NSW AMES
ELEMENTS OF THE CURRICULUM FRAMEWORK

Language learning
and Written English are based on an understanding that there are three perspectives on second
language learning (Halliday 1979):
1
Learning language
The courses within the CSWE framework differ from traditional language curricula in
that language is not represented merely as syntactic forms but rather language is seen
as a resource for making meaning in social contexts. Using language involves choosing
from systems of text structure, grammar, vocabulary, phonology and graphology.
Learning language therefore involves learning to choose from these systems in ways that
enable language users to communicate effectively in a variety of contexts.
Learning through language

Learning through language involves using the resources of language to interact with new
knowledge and ideas.
Learning about language

Learning about language involves understanding the choices available in the language
systems and how particular choices relate to social situations and to the broader Englishspeaking culture.
In the context of learning English as an additional language, learners bring to the process a very
diverse range of resources in relation to all three aspects of learning. They have varying levels
of proficiency in English, different kinds of knowledge and goals in relation to education, work
and community involvement and they have diverse linguistic and educational backgrounds.
They therefore have different resources and needs for learning English, for learning through
English and for learning about English.
Language as a social resource for making meaning

The linguistic principles underpinning the Course in Preliminary Spoken and Written English
and the Certificates IIV in Spoken and Written English are derived from Systemic Functional
Linguistics (Halliday 1985a). Systemic Functional Linguistics (SFL) is a social theory of
language that is concerned with language as text occurring in sociocultural contexts. Texts are
socially constructed and socially purposeful. They are patterned in distinctive ways to achieve
particular goals. Texts are units of language that are meaningful within social contexts because
they:
fulfil a social purpose identifiable through their structure and language patterns
are shaped by and at the same time help to shape the social contexts in which they occur
are internally coherent so as to form unified wholes
Texts relate systematically to the contexts in which they occur. This relationship is determined
by three register variables:
1
Field is the topic or the subject matter being talked or written about.
Tenor is the relationship between the participants and how the participants feel about
each other and the situation.
Version 1, May 2013
22
NSW AMES
Mode refers to whether the interactants are communicating through spoken or written
language.
Language users use their knowledge about text structure and register to predict the language for
any given situation. They also make predictions about the context from the language used. This
correspondence between context and text is what people make use of when they are learning to
converse as well as when they are learning to read and write.
The study of grammar

In order to use language effectively in social contexts it is necessary to understand how choices
from the systems of grammar relate to the social contexts of language use. It is important
that learners develop an understanding of the underlying systems of grammar as part of their
formal language learning. It is expected that the teaching of grammar will be integrated into
the exploration of texts and contexts rather than taught as a discrete component of a language
course. By expanding resources of grammar and by learning how grammatical choices construct
different kinds of meanings, learners will expand their meaning potential in English.
Learning about language (including learning a language to talk about language) enables
teachers and learners to talk explicitly about how meanings are made through language. This
also enables teachers and learners to see, describe and evaluate the kinds of meanings that
learners are making in their speaking and writing. Descriptions of grammatical choices in the
learning outcomes provide a framework to be enriched and elaborated in relation to specific
texts that are chosen for teaching.
Spoken and written language

Speech and writing use the same systems of language but draw on these systems in different
ways to fulfil different social purposes. Spoken language tends to be dialogic and to accompany
action while written language tends to be monologic and to reflect on action from which it is
removed in time and space.
Spoken texts and written texts relate closely to one another in any given social context.
Spoken texts are important in the production of written texts and are often produced in
response to written texts. Language syllabuses should reflect this integration of spoken and
written language. The teaching of a written text needs to be supported by teaching the oral
language which surrounds it in the social situation and vice versa, so that learners are enabled
to participate in the language and literacy practices of the culture (Joyce 1992). The following
table illustrates this point with an example of an event sequence of spoken and written texts
surrounding booking a flight (de Silva Joyce and Feez 2012: 71).
Ask friends about the
destination, the best time
to travel, places to visit and
the best airline deals
Version 1, May 2013
Go online
to research
flight times
and costs
Contact
a travel
agent for
assistance
Discuss
options
with
friends and
colleagues
23
Book and
pay for
the flight
online
Receive
and read
travel
documents
Discuss
travel
plans with
friends
NSW AMES
Numeracy in the curriculum framework

The Course in Preliminary Spoken and Written English and the Certificates I, II and III in
Spoken and Written English enable numeracy to be integrated into syllabus design through two
perspectives on mathematics:
1
The language of mathematics

Mathematical information is an integral component of many spoken and written texts.
For example, the cost of items is often the topic of casual conversation and graphs
and tables are a common feature of news reporting. Many EAL learners come to the
classroom with good knowledge and skills in mathematics but need to learn how
mathematics is spoken and written about in English. Consequently, many of the learning
outcomes focus on the language of mathematics in the assessment criteria and / or in the
conditions and methods of assessment, as can be seen in the following examples of the
CSWE modules.
CSWE I
Module C Comprehending and participating in short
transactional exchanges
Learning Outcome C1 Demonstrate understanding of a short
spoken transaction
Conditions and methods of assessment
Transaction contains numerical information eg: money, time,
number
CSWE I, II and III integrate the

language of mathematics into
learning outcomes focusing on
spoken and written texts
CSWE II
Module G Comprehending and participating in simple
interviews
Learning Outcome G1 Demonstrate understanding of a simple
interview
Assessment criteria
1.2 Demonstrate understanding of explicitly stated
information, including relevant numerical information
eg: time, money, location
CSWE III
Module C Comprehending and negotiating complex exchanges
Learning Outcome C1 Demonstrate understanding of a
complex spoken exchange
Sample tasks
Learners listen to spoken exchange and demonstrate
understanding of negotiation of eg: leave dates, errors on pay
advice slip, workload / shift arrangements.
CSWE IV Employment and Further Studies have no specific language of mathematics focus.
Developing mathematical knowledge and skills

For those students who need to develop mathematical knowledge and skills, the
CSWE curriculum framework provides modules that focus on learning mathematics.
These can be taught as stand-alone modules but it is recommended that they be
taught in conjunction with the language modules, where this is appropriate. It is
also recommended that teachers delivering programs that focus on the development
Version 1, May 2013
24
NSW AMES
of mathematical skills through the elective numeracy modules have training and
professional development in numeracy teaching. The following table gives an overview
of the numeracy modules.
Level numeracy focus
Numeracy learning outcomes
Pre-CSWE focuses on foundational

numeracy skills
Module D
Recognising and writing numbers
D1 Demonstrate recognition of whole numbers
D2 Write whole numbers
Module G
Understanding time and money
G1 Read and understand time
G2 Recognise and understand Australian money
CSWE I focuses on comprehending and

performing addition and subtraction with
whole numbers, and comprehending and
using the metric system of measurement
Module M
Comprehending and performing addition and subtraction
with decimal whole numbers
M1 Demonstrate understanding of decimal place value system
M2 Perform simple addition with decimal whole numbers
M3 Perform simple subtraction with decimal whole numbers
Module N
Comprehending and using the metric system of measurement
N1 Recognise and select appropriate units of metric measure for
different dimensions
N2 Measure and record length, volume and weight with
appropriate metric units of measurement and measuring
instruments
N3 Measure and compare temperature
CSWE II focuses on comprehending and

performing multiplication and division,
and comprehending and using fractions
and decimals
Module P
Comprehending and performing multiplication and division
with decimal whole numbers
P1 Perform simple multiplication with decimal whole numbers
P2 Perform simple division with decimal whole numbers
Module Q
Comprehending and using fractions and decimals
Q1 Demonstrate understanding of the different ways wholes can
be divided into parts
Q2 Relate fractions to calculations of time
Q3 Relate decimals to calculations with money
CSWE III focuses on comprehending and

performing multi-step calculations, and
applying and interpreting mathematical
information
Module P
P1 Carry out multiple-step calculations
P2 Apply measurement techniques to problem solving
P3 Comprehend and construct tabular and graphical
information
Module Q
Q1 Interpret complex maps and plans
Q2 Apply mathematical skills and methods for problem solving
Q3 Analyse mathematical and statistical information embedded
in texts
CSWE IV Employment and Further Studies have no specific mathematics skills focus.
Version 1, May 2013
25
NSW AMES
ASSESSMENT
Assessment of the modules and learning outcomes within the Course in Preliminary Spoken
and Written English, the Certificates IIII in Spoken and Written English and the Certificate IV
in Spoken and Written English Further Studies must comply with SNR 15 of the Standards
for NVR Registered Training Organisations 2012 The NVR registered training organisation
provides quality training and assessment across all of its operations. For details go to
(http://www.comlaw.gov.au).
Within the CSWE curriculum framework, assessment must:
meet the requirements of the course and be consistent with the course assessment strategy
as listed in the Course and Certificate documentation
accord with the principles of assessment and the rules of evidence, which means
assessment must be valid, reliable, flexible and fair, and involve the collection of sufficient,
valid, authentic and current evidence
NOTE:
For sample assessment tasks, go to the Publications Section of the NSW AMES
website at www.ames.edu.au.
Criterion-referenced assessment
Criterion-referenced assessment means that learner performance is assessed against specific
criteria that describe a standard of performance. Learner performance is not assessed against
the performances of others. The explicit criteria of criterion-referenced assessment enable
teachers to apply consistent standards in their assessments. They also enable teachers to
discuss individual performances with learners and to make clear what learners need to do to
be successful. Explicit criteria also allow the learner to participate actively in the assessment
process.
Achievement assessment
Achievement assessment is what learners can do as a result of their course of study.
Assessments should therefore be undertaken when teachers are confident that their learners
can achieve a module or learning outcome at the required standard. It is also important for
learners to be given as many opportunities as practicable to achieve each outcome. Assessors
must ensure assessment is conducted in accord with the principles of assessment in the four
following ways:
1
Assessors must participate in regular moderation sessions to ensure reliability of evidence

ie: to ensure that the evidence presented for assessment is consistently interpreted and
the results are consistent with the assessment outcomes. Moderation sessions provide
the opportunity to compare and discuss assessment decisions and should include
an examination, rating and discussion of benchmark texts that are authentic learner
performances at the minimum acceptable standard for any learning outcome. Moderation
sessions may also involve an examination and discussion of learner performances that just
fail to achieve a learning outcome. Samples of learner performances can then be rated and
ratings compared and discussed. Moderation sessions should also include an examination
of assessment tasks.
NOTE:
A Moderation Kit is available through the Publications Section of NSW AMES

at www.ames.edu.au.
Version 1, May 2013
26
NSW AMES
Assessors must clearly inform the learner that an assessment is taking place and ensure that
the learner is fully aware of the assessment process and assessment criteria, and agrees to
this process. Learners should also be informed of any appeals processes.
Assessors must ensure that sufficient evidence is collected so that all aspects of
competency have been demonstrated repeatedly. A minimum of two pieces of evidence
for each learning outcome are required to ensure that the learners are able to comprehend
or produce the language defined by the learning outcomes. This evidence can be collected
through formative or summative assessment. However, if ongoing assessment is to be
conducted with successful formative performances providing one piece of evidence,
learners should be informed of this process at the beginning of the course.
Assessors must ensure that the assessment task assesses the skill it claims to assess. For
example, if an assessment task is designed to measure reading, a performance should
not depend heavily on writing or speaking to be successful. If an assessment of reading
comprehension requires learners to demonstrate their understanding of what has been read
by writing answers, assessment should depend on the content of the answers and not on the
grammar and spelling.
Assessment as a continuous process

Assessment is usually conducted at the end of a teaching / learning cycle, typically at the end of
a unit of work. However, achievement of a module or learning outcome prior to the completion
of a unit of work can be granted if a learner provides adequate evidence.
In planning the assessment process, it is important to allow sufficient flexibility to account for
differences in pace of learning. If the majority of learners fail to achieve a particular outcome,
the teacher can choose to extend or revise the particular unit of work and then reassess or
incorporate a similar focus into a later unit and then reassess. When a small number of learners
fail to achieve an outcome, opportunities should be provided for them to be reassessed after
further teaching / learning opportunities.
Assessing learner achievement involves rating performance against specified criteria. Final
judgements must be made by teachers but learners can also be involved in making judgements
about their own progress by seeking comment from the teacher as well as from their peers.
Learner involvement in assessment provides useful training in the development of autonomous
learning skills. Assessment tasks should specify explicit criteria and be linked to course content.
The results of assessments should be expressed in language that teachers can use and share with
others, including learners. The results will form the basis for decisions about further learning.
Formality of assessment
Credentials can only be awarded when the teacher and program managers are completely
confident that the learner has achieved the necessary standard of performance for the required
number of modules. The degree of formality of the conditions under which the assessment tasks
are performed will vary according to:
the module or learning outcome being assessed eg: the learning strategies outcomes are
assessed by teacher observation as the learners successfully use the resources and skills
described
the level and degree of educational background of the learner
Version 1, May 2013
27
NSW AMES
This is made clearer in the following comparison of the different assessment needs of learners
at Certificate I and Certificate IV levels.
Certificate I
Certificate IV Further Studies
These learners are more likely to have had

little or no previous experience of education
and assessment or they may have had few
experiences of successful learning in their
previous education.
These learners should be introduced slowly to

formal assessment. They should be made aware
that assessment is an essential component of
each course.
These learners should not be expected to

undertake assessment tasks under examination
conditions with strict time limits.
These learners may be assessed under authentic

examination conditions. This will assist them to
prepare for the examinations that they plan to
undertake before entering or re-entering tertiary
study.
Assessors
In most cases, assessments will be undertaken by the class teacher. However, other
appropriately trained teachers or program managers may assist in this process. The assessment
of spoken language learning outcomes, in particular, is likely to require some assistance. If the
class teacher is the interlocutor for oral assessments and has no support, then the assessments
should be audio or visually recorded so that the teacher can analyse the performances. If the
class teacher has access to a support teacher, one can act as interlocutor while the other acts as
observer / assessor. Teachers should have the opportunity to participate in regular moderation
sessions to support consistency in assessment decisions and to ensure the tasks used are valid.
NOTE:
All assessors must meet the qualifications requirements outlined in Section B.
Version 1, May 2013
28
NSW AMES
INSTITUTIONAL PLANNING
and Written English provide a flexible framework through which institutions can plan course
provision and provide learner pathways, and teachers can design syllabuses in response to the
needs of the learners or learner groups.
The Certificate modules may be delivered and assessed in different ways according to learner
or learner group needs. They may be delivered and assessed as a combination of modules that
may be taught through text-based, topic-based or theme-based approaches or as stand-alone
modules.
When establishing course provision within institutions, it is important to consider sequences not
only within courses but also across the four levels. Once the sequences have been determined,
it is essential for teachers and learners to be fully aware of available pathway options. These
pathway options should be discussed with learners on entry to the institution and prior to each
course, and documented in learning or training plans. There are a number of factors that need
to be considered when planning course and module sequences, as illustrated in the following
diagram.
The importance of these factors will vary from one institution or teaching centre to another.
However, all institutions should consider the following five factors when planning course and
module sequences.
Version 1, May 2013
29
NSW AMES
Learning pace or band

The modules described in the Course in Preliminary Spoken and Written English and
the Certificates IIV in Spoken and Written English are the same for all types of learners.
However, not all learners will achieve these modules in the same period of time. Program
managers and teachers working within the CSWE curriculum framework have found it
useful to group learners according to learning pace or band. Differences in learning pace
are recognised through three bands as set out in the following table.
BAND A
Slow pace
BAND B
Average pace
BAND C
Fast pace
Characteristics of these learners may include having:
limited learning experiences in formal settings
low levels of formal education
low levels of literacy in first language
a first language with a non-Roman script
a first language with no written form

Characteristics of these learners may include:
having some development of learning strategies and / or resources
having accessed secondary education in their home country
being literate in their first language

Characteristics of these learners may include:
having a high level of learning resources
having some post-secondary education and / or technical skills training
being literate in their first language
Course length and intensity

In planning course sequences, it is important to consider the length and intensity of the
courses within the sequence. Nominal hours have been provided for each level. However,
these are a guideline only and are not mandatory. Institutions should carefully consider
the profile and band of the learners to determine course lengths and intensity.
Learner progress
It is difficult to make generalisations about average rates of progress for language learners
who have a diverse range of learning characteristics. However, in describing the learning
and language outcomes in the Course in Preliminary Spoken and Written English and
the Certificates IIV in Spoken and Written English, it was necessary to make predictions
about expected rates of learner progress for the various groups in terms of nominal hours
per module. However, this is an average estimate only and many slower-paced learners
may not achieve this rate of progress, whereas average and faster-paced learners may
achieve a module in a shorter period of time.
Disparate skills
The modular structure of the CSWE caters for learners who do not have commensurate
skills in spoken and written language. This means that institutions can offer:
specialist classes focusing on eg: pronunciation, reading or writing
Version 1, May 2013
30
NSW AMES
specific modules from another Certificate level to individual learners or whole groups
of learners eg: modules focusing on speaking and listening from CSWE I may be
offered to learners in Pre-CSWE to develop their oral skills
alternative modes of delivery eg: modules can be delivered online or through

distance learning to allow learners to focus on particular skills
Credentials
At the completion of individual modules, learner achievement can be recognised through
Statements of Attainment. Providers can also issue a Record of Achievement to record
successful completion of individual learning outcomes. To achieve a Certificate, learners
must complete the required type and number of modules for the particular level they are
studying. It is important to note that learners cannot be awarded a Certificate unless they
have met the credentialling requirements for that particular Certificate.
SYLLABUS DESIGN
A text-based framework
A consideration of text features is an effective way to select and sequence learning activities
in the classroom. A description of texts in terms of topic, relationship between participants,
staging, format and language features is built into the descriptions of the learning outcomes,
assessment criteria and assessment conditions. Teaching methodologies should support learners
in moving from supported to independent construction or understanding of a text, to the
application of text-types in new and more challenging contexts. This is the essence of the textbased approach to language teaching and learning. Underpinning the approach is a belief that
it is essential to make the structures and features of texts explicit for learners. Control of new
text-types requires deliberate intervention through modelling, supported deconstruction and
supported construction.
Objectives
Having clear objectives means that learners know what is being studied and why. Objectives
can provide direction for class activities and a focus for the ongoing assessment of learner
progress at a more micro level than learning outcomes. The descriptions of learning outcomes
are not the same as the objectives that are set for a particular course or learning activity.
Objectives will, however, be established with outcomes in mind and may involve elements of
a particular outcome, as well as additional or more micro descriptions of language. Objectives
may address elements that relate to more than one outcome. They may relate to the specific
content of a particular lesson or learning activity.
Methodology
Pedagogy is a way of short-circuiting the slow process of natural language learning. It is a
way of making arrangements for learning to happen more easily and more efficiently than
it does in natural surroundings. Methodology should deliberately contrive ways of assisting
learners to know the language system at the same time as they begin to do things with language
(Widdowson 1990). This is achieved through:
Version 1, May 2013
31
NSW AMES
the selection and design of language learning activities and tasks with a sound theoretical
basis
a program which integrates two types of tasks: those which are pedagogic in purpose (such
as a cloze) and those which aim to provide learners with practice in using language to
achieve real-life communication
Designing a syllabus
The modules within the Certificates IIV in Spoken and Written English contain descriptions
of intended outcomes of a course of study. They operate at the level of curriculum and do not
provide detailed syllabus specifications. Therefore, it is important to understand what is meant
by the terms curriculum and syllabus and the definitions offered below (Nunan 1988) help to
make the distinction clear.
Curriculum is concerned with the planning, implementation, evaluation, management and
administration of education programs.
Syllabus can be defined as a plan of what is to be taught in a language program. A syllabus
may contain all or any of the following: topics, text-types, objectives, grammar, phonology,
skills and tasks. It also gives an indication of the order in which these elements should be
taught.
Within the CSWE curriculum framework, syllabus design remains the task of teachers and / or
syllabus designers who are concerned with the delivery of English language programs at a local
level. Teachers and / or syllabus designers play a key role in developing syllabus documents
which contextualise the modules for specific groups of learners.
Modules and syllabus design

Before describing the syllabus design process in more detail, the following points should be
considered in relation to the modules and learning outcomes within the CSWE framework:
The modules refer to different uses of language and numeracy in educational contexts, the
workplace and the community.
Through the five levels, the language described becomes more complex. This increasing
complexity is not based on a traditional progression of grammatical structures. It is based
on an understanding that different contexts make different demands on the language user
and that complexity is related to the features of texts, the features of the contexts in which
they occur, and the role and the expectations of the learner.
From Pre-CSWE to Certificate III, the numeracy described becomes more complex
as learners move from recognising and writing numbers to dealing with multi-step
mathematical operations and applying mathematical knowledge and skills to critical
literacy and problem solving.
The overall statement of a learning outcome taken alone, eg: Demonstrate understanding
of a short written information text, is inadequate as a description of language in context.
However, the full learning outcome, which includes assessment criteria and conditions of
assessment, provides a broad description of language use in context.
It is important not to view the assessment criteria within the learning outcomes as
discrete entities and they should not be isolated and taught in a decontextualised way. The
assessment criteria must be developed in a way that acknowledges their relationship to the
Version 1, May 2013
32
NSW AMES
overall context and purpose. This is not to say that a lesson or a teaching segment cannot
focus on a particular criterion. It is simply to say that in teaching to criteria the relationship
to the context must be maintained. A teacher may choose to focus a lesson or an activity
specifically on the development of the vocabulary or grammatical structures in a text.
However, the relationship of these text features to the overall learning outcome must be
made clear.
In designing courses for any CSWE level, it is important to present language as particular
choices made by a language user for a particular purpose in a particular context. This will
enable learners to understand the relationship of language to context and to begin to build
knowledge of the underlying systems of language. In this way, learners are not constrained
in their language development to a narrowly defined set of performances, but learn to use
language creatively and appropriately to achieve their diverse goals.
Learning outcomes provide explicit statements of educational intent. To avoid a narrow

and constraining view of learning outcomes, it is essential to make the relationship of
language to social purpose and to social context explicit to learners.
Modules focusing on listening and speaking skills, numeracy skills and reading and writing
skills can be taught at the same time to ensure spoken and written language are taught
together and numeracy is placed in the context of social activities.
Learning outcomes and syllabus design

Syllabus development within an outcomes-based framework may be the responsibility of
an individual teacher, a group of teachers working collaboratively or a syllabus designer. In
designing a syllabus, the learning outcomes must remain constant and intact and be consistently
applied in order to provide a consistent curriculum framework. However, it is the role of
teachers and / or syllabus designers at the local level of language provision to ground the
curriculum through the development of a series of syllabus documents or course programs for
specific learner groups and program types. In grounding the curriculum in syllabus documents,
teachers and / or syllabus designers specify and elaborate objectives towards the achievement of
the learning outcomes according to the needs of specific groups of learners.
Certificate levels and syllabus design

Many learners will attend more than one course within an institution or teaching centre. These
courses may be within a particular level or across different levels. In both cases, the process of
developing courses will involve collaborative planning among teachers to ensure the effective
continuation of language learning from one course to the next. Decisions must be arrived at
collaboratively within the institution or teaching centre to ensure that articulation from course
to course promotes effective language learning. It may be that the same topics and / or texttypes are revisited in subsequent courses in which different objectives define different kinds of
language use or different levels of performance. It may be that different topics and / or text-types
are assigned to different syllabuses within a level. When planning syllabuses across a sequence
of courses, it is necessary to:
identify topics and / or text-types and / or numeracy skills that are relevant to learner needs
and goals
identify a developmental progression across the sequence of courses in relation to texttypes and / or numeracy skills and modules
Version 1, May 2013
33
NSW AMES
decide on the focus of particular syllabuses in relation to one another
map the relevant learning outcomes and assessment criteria which relate to each topic, texttype or numeracy skill within courses
plan at what points in a sequence of courses formal assessment of learning outcomes will
occur
NOTE:
Modules may relate to more than one topic. Where modules are recycled within or
across courses, formal assessment of the learning outcomes should be planned as late
as possible in the sequence of courses.
Steps in designing a syllabus

In designing a syllabus within the CSWE framework, the following steps should be adopted.
Step 1 Analysing needs
An initial needs analysis / assessment period is important to enable syllabus designers
to become familiar with the profile of the learner group. This initial needs analysis can
be achieved through:
assessment of oral and written language and numeracy skills
identification of needs and goals
identification of the individual learning resources which learners bring to the

language learning process eg: learner familiarity with the classroom context and
individual strategies for learning a language
Step 2 Deciding on a starting point for specification of content

Whether planning one syllabus or a series of interrelated syllabuses within the CSWE
framework, there are two main approaches for syllabus design: topic-based and
text-based. However, an approach need not be exclusive throughout a course, with
the teacher teaching a particular segment from one perspective and then shifting to
another.
Topic-based syllabuses
Topics are often the preferred starting point in syllabus design for many teachers. They
provide a useful way to categorise syllabus content. This approach is reflected in many
of the teaching resources used by teachers. As they progress in their English language
learning, learners will be better able to discuss a broader range of issues and use
language in a more reflective and abstracted way. This will expand the range of topics
that can be introduced.
In choosing topics within an outcomes-based framework, the following points should
be considered:
Topics should relate to the needs and interests of learners.
Certain modules suggest certain topics and certain topics suggest certain modules,
as seen in the following diagrams.
Version 1, May 2013
34
NSW AMES
Topics may suggest mathematical information or skills that need to be taught

if learners are to deal with social activities competently. This can be addressed
through the language of mathematics that is integrated into some of the learning
outcomes focusing on spoken and written texts. There may also be a need to deal
with developing mathematical concepts and skills that can be addressed through
the specifically focused numeracy modules.
The following diagrams show two sample selections of modules for topic-based
syllabuses, with the order of delivery to be decided by the teacher.
SAMPLE MODULE CHOICE FOR COMMUNITY FOCUS CSWE II LEVEL
Choice of 4 other modules
Perhaps
COMPULSORY MODULE A
SPOKEN TEXT MODULE
2 spoken
Learning strategies
MODULE K
Comprehending news and
information texts
Version 1, May 2013
1 numeracy
WRITTEN TEXT MODULE
1 written
MODULE C
Comprehending and participating in
transactional exchanges
35
MODULE B
casual conversations
MODULE E
telephone exchanges
MODULE H
Comprehending written instructions
and completing formatted texts
MODULE P
Comprehending and performing
multiplication and division with decimal
whole numbers
NSW AMES
SAMPLE MODULE CHOICE FOR JOBSEEKING SYLLABUS CSWE III LEVEL

Choice of 2 other modules
Perhaps
COMPULSORY MODULE A
Learning strategies
JOBSEEKING FOCUSED MODULES

MODULE D
Comprehending and participating in interviews
MODULE G
Composing formal correspondence and
completing formatted texts
MODULE H
Comprehending and composing information texts
MODULE N
MODULE B
Comprehending and
participating in casual
conversations
MODULE E
Comprehending
and conducting
presentations
To prepare for
contemporary interviews
which may involve a
short casual conversation
to break the ice and a
presentation
Syllabuses may include a more diverse range of topics. For example in a Further
Studies syllabus strand, topics such as The Environment, Health or Crime might
be included as useful ways to contextualise research and report-writing skills.
On the whole, it is assumed that courses at lower CSWE levels will focus on
topics that are more familiar and personally relevant to learners, and that allow
learners to engage in concrete types of interactions where they can draw on
personal experience and already-held knowledge.
Text-based syllabuses
An alternative starting point for syllabus design is text-types. This may be the
preferred starting point where the contexts for language learning are constrained.
For example, a vocationally oriented English syllabus may be based on the range of
oral and written texts needed within a specific workplace context. Within the CSWE
curriculum framework, it is possible to develop syllabuses from topics or text-types.
This will depend on the needs of the learners and / or the defined syllabus focus. For
example, the language of jobseeking can be considered from the two starting points,
as illustrated in the following tables.
Version 1, May 2013
36
NSW AMES
Topic-based approach
With a topic-based approach, broad topic areas related to jobseeking are identified and text-types are
identified at a secondary level under these topics.
Targeting a job
Applying for a job
The job interview
Job advertisements
Telephone conversations
Transactional exchanges
Spoken and written
information texts
Rsum / CV
Application forms
Covering letter / email
Casual conversations
Interviews
Text-based approach
With a text-based approach, the oral and written texts related to jobseeking would be identified and
these would become the organising principle of syllabus design.
Reading advertisements
Reading information texts
Participating in telephone conversations
Writing rsums / CVs
Completing application forms
Writing covering letters / emails
Participating in interviews
Step 3 Deciding on contexts for language learning

When developing syllabuses, teachers need to decide on the contexts for language
learning because knowledge of the second language culture and society should be
integrated into all language outcomes and it is difficult to assess knowledge separately
from language. The choice of relevant contexts will be influenced by program
specifications, the profile of the learner group and emerging individual and / or group
needs and interests. These contexts might be incorporated within a course organised
according to:
a topic-based approach with one or more learning outcomes linked to the same
context
a text-based approach with text-types related to a specific context, or several

examples of that text-type related across several contexts
Teachers may choose to:
explore a variety of contexts as a common course for the class
contextualise a specific learning outcome across a number of contexts eg: Give

spoken instructions might be contextualised in terms of how to use a household
appliance, how to operate a machine in a workplace or how to find a book in a
library
focus on different contexts for the same module
Version 1, May 2013
37
NSW AMES
Step 4 Setting objectives for units of work

Teachers set objectives for each unit of work with reference to the assessment
criteria of the identified learning outcomes but not exclusive to these statements. In
developing course objectives, teachers will refer to:
descriptions of learning outcomes at the particular Certificate level which are endpoints for a particular level in the curriculum framework
needs-analysis data
The development of course objectives is a process of reference backwards and

forwards between the learning outcomes and the information about learners.
Objectives can be written at two levels in relation to the learning outcomes:
a
General-level objectives may reflect the wording of the learning outcomes.
Specific-level objectives may reflect one or more assessment criteria from the
learning outcomes. However, specific objectives derived from specific assessment
criteria of a learning outcome should be contextualised in terms of the kind of
interaction or communicative end to which they relate. Specific objectives may
elaborate considerably on the assessment criteria provided in learning outcomes.
It should be made clear in what ways objectives relate to the contexts of language
use described in the learning outcomes. The difference between objectives and
learning outcomes relates to the difference between specifications for teaching and
specifications for assessment of outcomes.
Step 5 Planning teaching sequences
Once the overall syllabus content and approach have been established, the teacher
will need to make a more detailed plan of the various teaching sequences within the
syllabus. To do this, it is necessary to:
identify the appropriate methodologies for the learner group
plan in detail the teaching resources to be used in the classroom
plan learning activities in detail
plan tasks for the ongoing formal assessment of learning outcomes with reference
to the assessment criteria and conditions of assessment within the learning
outcomes
Step 6 Assessing learners and evaluating the planning and teaching process
Although learner assessment and evaluation of planning processes and teaching
sequences are ongoing processes, it is useful to undertake a summative evaluation of:
the planning process adopted by the teacher, group of teachers or syllabus

designer
learner achievement of learning outcomes in relation to the planned assessment

schedule
the relevance of course content to learner needs and goals
Version 1, May 2013
38
NSW AMES
Step 7 Reporting outcomes

The documentation of module and learning outcomes is important in relation to
credentialling requirements, ongoing learner placement and future syllabus planning.
Therefore, teachers should:
document and date the achievement or part achievement of learning outcomes

and modules for individual learners for each teaching sequence / course
document other relevant achievements that are not captured in learning outcomes
or assessment criteria
make recommendations for ongoing placement and referral of learners at the end
of each course with reference to the achievement of modules or credentials
Version 1, May 2013
39
NSW AMES
GLOSSARY
(NB: ^ = followed by)
Adapted or modified text
A text simplified or changed for pedagogic purposes
Addition representations
Operations of addition can be represented symbolically in different ways eg:
42 + 13 = 55
42
+13
55
Adjacency pairs
Conversational sequences in which two utterances spoken by different speakers are related
including question / answer, offer / accept or reject, complain / deny or acknowledge (adapted from
Eggins and Slade 1997)
Adjective
A component of noun groups that describe the noun eg: the large house
Adverbial groups
Single words or groups that modify the verb eg: He came immediately
Anecdote
A text that relates a funny or concerning event, with listeners expected to share the speakers
evaluation of the event stages are Orientation ^ Remarkable Event ^ Reaction
Assimilation
Occurs when one sound becomes more like another sound in its environment either within a
word eg: special /spel/or between words eg: would you /wdu:/
Associativity
Process whereby the order in which numbers are added together does not matter as long as the
sequence of the numbers is not changed eg: (6 + 3) + 4 = 6 + (3 + 4) = 13
Attitudinal language / lexis
Language that expresses positive or negative evaluations eg: It was a delightful / miserable day
Authentic text
A text recorded in a social context that is not modified for pedagogic purposes
Blog (noun)
A website where individuals and / or groups of people record opinions and / or information on a
regular basis
Version 1, May 2013
40
NSW AMES
Blog (verb)
To regularly add information or opinions to a website
Casual conversation
An informal interaction where power relations are minimised
Circumstances
Elements in the clause that give information about eg: when, where, how things happen eg:
On Saturday he went to the beach
Circumstances in images
Elements in narrative images that are not linked to other elements by vectors giving added
information about the context in the image
Clause
The smallest functional unit of language that simultaneously constructs three types of meaning:
meaning about experience, interpersonal meaning and textual meaning an analysis of clauses
in a text tells us things about the world the text is constructing, about the relationship between
the interactants and about how language is used to convey a message
Example: She might have learnt English in Poland.
This clause is about four things in the world of experience: she, learning, English, Poland.
The word might indicates an interpersonal meaning in that the speaker is not sure about the
information being exchanged.
The word she indicates a textual link in that a person known to both speakers has been
referred to before in the conversation.
Clauses can be:
independent and can stand alone eg: He failed his exam
dependent and cannot stand alone but depend on another clause for meaning eg: although
he studied very hard
Coda
Optional final stage of narrative that reaffirms the focus of the story and often brings it back the
present
Coherent paragraph
An internally consistent series of sentences that present a logical sequence of information
through topic and supporting sentences
Commutativity
The process whereby changing the order of the numbers in a binary operation does not change
the result eg: 4 + 5 = 5 + 4 , 4 5 = 5 4
Conditional clause
A clause setting a condition on an action usually beginning with words such as if, unless etc
Version 1, May 2013
41
NSW AMES
Conformity to line placement

Letters following the horizontal lines on a page
Conjunction
Conjunction is the semantic system whereby speakers relate clauses in terms of:
temporal sequence eg: The cowboys rode into the desert, then the outlaws rode into town.
consequence eg: The cowboys headed south because the outlaws were there.
comparison eg: Id like to go but on the other hand Im happy where I am.
addition eg: Ill spend today up north and go to the mountains tomorrow.
(Adapted from Gerot and Wignell 1994)
Conjunction can be:
explicit where the relationship between the parts of the text is signalled through words eg:
Josita is a good student because she studies at home
implicit where the relationship is implied and not explicitly stated eg: Josita is a successful
student. She studies every day
Consistency of formation
Letters following the same shape pattern
Context
The social environment in which a text occurs including:
the cultural environment in which the text is part of cultural practices eg: a doctors
consultation will be different in different cultural contexts
the social environment of the text where the text fulfils more immediate social purposes
Decoding strategies
Ways of using letter-sound awareness to read words
Description
A text which describes the characteristic features of particular people, places or objects with the
staging Identification ^ Description
Digraphs
Pairs of letters which represent single sounds eg: sh
Discourse markers
Words that signal that parts of texts are sequentially related eg:
A: He cant come tomorrow.
B: Oh well, maybe he can see it later.
Distributativity
Process whereby the same product results in multiplication when performed on a set of numbers
as when performed on members of the set individually eg: 3 (2 + 4) = (3 2) + (3 4)
Version 1, May 2013
42
NSW AMES
Elements of appraisal
Grammatical elements that enable language users to evaluate, adopt stances, construct textual
personas and manage interpersonal relationships (grammatics.com 26.5.13)
Ellipses
Instances of omitted words from clauses, where the omitted words are understood
Emoticon
A pictorial representation of a facial expression using punctuation marks, numbers and letters.
Explanation
A text that explains the sequence of an activity / process with the staging of Identification
^ Explanation sequence
Exposition
A text that argues for a particular point of view with the staging Background ^ Thesis
statement of position [Position + Preview] ^ Series of arguments [Points + Elaboration] ^
Reinforcement / Reiteration of position / Thesis ^ Recommendation(s)
Formulaic expressions
Words that are customarily used together in expressions that are fixed eg: greetings and
farewells
Foundation
Beginning skills in language development
Generic reference
The grammatical system whereby writers and speakers refer to general classes of people and
things eg: Australians come from many varied backgrounds. / Dolphins are sea mammals.
Genres (generic structure)
Staged, goal-oriented texts recurrent configurations of meanings that enact the social practices
of a given culture (adapted from Martin and Rose 2008: 6)
Imperative
A grammatical construction that indicates a command
Information report
A factual text that classifies, describes and provides generalised information about a
phenomenon with the staging General classification statement ^ Description of features 1-n
Interlocutor
Where an interlocutor is required for CSWE assessments, they should be fluent in English and
known to the learner volunteer, other teacher or class teacher
Interpersonal interactions
Interactions where the main purpose is to establish or maintain interpersonal relationships eg:
casual conversation
Version 1, May 2013
43
NSW AMES
Interrogative structures
Clause structures that indicate a question is being asked
Metaphor
A covert comparison of two things with no obvious link set up through words such as like
where one thing is said to be another eg: The moon was a ghostly galleon
Modals (modality)
Modal auxiliary verbs expressing judgements or attitudes eg:
likelihood The trains might run today
obligation You must leave now

Narrative image
A narrative image uses elements within the image to:
tell a story
illustrate or explain a causal process that takes place over time
(From http://www.enchantedlearning.com 30.10.12)
Non-narrative or analytical image

A non-narrative or conceptual image represents the continuous property or properties of what
they depict. There are two types of non-narrative images:
1
Classificatory images show the way

objects relate to one another eg:
taxonomies, organisational charts
Analytical images show how things are

part of a whole eg: metro maps, timelines
(From http://www.lynxeds.com 30.10.12)
Version 1, May 2013
44
NSW AMES
Narrative
A text that tells a story through the following obligatory and (optional) stages: (Abstract) ^
Orientation ^ Crisis ^ Evaluation ^ Resolution ^ (Coda) the stages may occur in any order
depending on the purpose of the writer with the evaluation elements extending throughout the
text as the writer comments on the characters, actions or circumstances within the story
Negation
The grammatical system of turning a positive into a negative eg: I dont have a car / I have no
biscuits
Nominalisation
The process of changing a word of another class verb, adjective or adverb into a noun eg:
The water evaporated quickly Evaporation occurred quickly
Noun group
Word groups that provide information about people, places and things they may consist of one
or two words or very long descriptions the components of the noun group are identified in this
table
those
two
ugly grey
lounge
chairs
with broken arms
Deictic /
pointer
Numerative
Epithets
Classifier
Head
Modifying phrase
that should be thrown

out
Modifying clause
Numeracy
Numeracy is the use of mathematics for real-world tasks and social purposes. It involves using
skills to interpret and represent mathematical ideas within social contexts. Being numerate
means being able to understand and express mathematical ideas in spoken and written texts.
It involves awareness of mathematics as a meaning-making tool. Being numerate also means
being able to interpret mathematical meaning from a critical perspective (Lee et al 1994).
Numeracy is concerned with using, critically analysing and culturally locating maths, as well
as with the more traditional mathematical activities of identifying and using symbols and rules,
and developing conceptual understanding (Johnston 1992).
Onset
The first sound unit heard in a word eg: / tr / ack /
Orientation
The first stage of a recount, narrative or anecdote that sets up the who, what and when of the
story
Participants in an image
People and objects in an image that are part of the story within the image
Passive forms
Clauses where the focus is on the action and not the agent of the action eg: the room was
cleaned
Version 1, May 2013
45
NSW AMES
Personal pronoun
A grammatical word that stands for a person or thing eg: I, you
Perspective
The way three-dimensional space is represented on a two-dimensional flat picture surface
Phonemic awareness
A subset of phonological awareness in which listeners are able to hear, identify and manipulate
phonemes the smallest units of sound that can differentiate meaning
Polarity
Positive and negative aspects of verbs
Post-modifiers
Elements of noun groups that follow the noun eg: the chairs with broken arms that need to be
thrown out
Prepositional phrases
Groups of words that begin with a preposition usually indicating when, where, why and how
actions occur eg: He went to the beach
Procedure
A text that instructs in how to do something through a sequence of steps eg: a recipe or
experiment with the staging of Goal ^ (Materials) ^ Steps
Prosodic features
Prosodic features refer to:
accent eg: emphasis, stress, pitch prominence
intonation eg: pitch contour, pitch direction
rhythm eg: beat, duration, pause

Protocol
A text that lists the rules or conditions under which something is to be done similar to a
procedure except that the actions are not sequenced in time
Rate
A measure, frequency or quantity measured against another unit of measure eg: kilometres per
hour, cost per minute
Ratio
Ratio involves the comparison of two quantities that relate to each other eg: mixing salad
dressing in the proportions of one part vinegar to three parts oil would be represented as 1:3,
which means there are four parts, with oil being 1/4 of the mixture, not 1/3.
Version 1, May 2013
46
NSW AMES
Recount
A text that retells the past through relating a sequence of events with the (optional) and
obligatory stages of Orientation ^ Series of events (n) ^ (Personal comment or Reorientation)
Reference
Reference is a major resource in the language that ensures texts are cohesive. Reference refers
to the systems that introduce and track the identity of people and things through texts (Gerot
and Wignell 1994) eg: Where should I put the salad? B: Put it on the table.
Reference elements
Grammatical words that link elements of a text eg: pronouns and articles
Reference nouns
Nouns that refer back to something earlier in the text their precise meaning is found around
them in the sentence, paragraph or overall text eg:
The conference
will be dealing with equity issues in the Health Care System. The importance of
f
this initiative cannot be understated.
Reference nouns:
organise ideas and are very useful in writing essay outlines
help to build links between parts of essays and paragraphs
can summarise preceding information or signal following information
help to move the essay along by avoiding repetition
(Adapted from Thomson 2012)
Reformulation
Reformulation occurs when a speaker identifies that the interlocutor does not understand and
restates the information another way to avoid misunderstanding
Register
The variety of language determined by the social context influenced by three variables Field
(the topic), Tenor (the relationship of those involved) and Mode (the channel of communication
ie: spoken or written)
Reorientation
The final stage of a recount that reaffirms the focus of the story and often brings it back to the
present
Rime
The vowel and all letters following the onset eg: / tr / ack /
Salience
Prominence given to aspects of an image through position, colour, size etc.
Version 1, May 2013
47
NSW AMES
Segmental features
Segmental features are consonants, consonant clusters, vowels and diphthongs articulated
appropriately in the phonemic context.
Simile
An overt comparison of two things using words such as like, as eg: As snug as a bug in a rug
Social context
The social situation in which language is used
Social exchange
Spoken interaction where the purpose is to develop or maintain a personal relationship
Stress
Accentuating one syllable in a word or one word in a clause
Subtraction representations
Operations of subtraction can be represented symbolically in different ways eg:
42 12 = 30
42
12
30
Symbol
An object that represents, stands for, or suggests an idea, belief, action, or material they can
take the form of words, sounds, gestures, or visual images and are used to convey ideas and
beliefs eg: red octagon may be a symbol for STOP (adapted from Wikipedia 26.5.13)
Theme
Theme is what comes first at text, paragraph, sentence and clause levels. It provides a starting
point for the flow of information because it points the listener or reader towards the information
to come (adapted from de Silva Joyce and Feez 2012)
Topic sentence
A sentence that introduces the main idea of the paragraph and locates the paragraph in the
overall text
Transactional interactions / exchanges
Interactions where the purpose is to receive or give information or goods and services eg:
service encounter in a post office, ringing a government department for information
Turn-taking
Turn-taking is concerned with when and how speakers take turns in spoken conversation.
Speakers can take a turn, give a turn or keep a turn. Turn-taking patterns can be aligned to
different features of conversation eg:
overlaps in conversation mark instances of disagreement, urgency, annoyance or a high

degree of competition for turns
Version 1, May 2013
48
NSW AMES
little competition for turns marks interactions which are more cooperatively negotiated
pauses between turns may indicate that the speaker is searching for the correct response or
is signalling that an unanticipated response is likely
longer turns signal their endings by such things as pauses, laughter or fillers such as
anyhow or so (Burns, Joyce and Gollin 1996: 18)
Vectors
Lines of direction or movement in an image that usually identify the participants in a process
Verbs or processes
In traditional grammar, verbs are referred to as action, being and having words. Verbs refer to
the goings-on in a text (Locke 1996). In functional grammar, they are referred to as processes,
which enables a finer distinction between different types of goings-on ie:
material processes (action verbs) eg: run, skip, walk, drive
relational processes (being and having verbs) eg: have, own, is, are
verbal processes eg: say, talk, scream
behavioural processes eg: breathe, hiccough
mental processes eg: think, know, want, like
existential processes eg: there is, there are, it is

Vocal features
Vocal features include pace and volume
Voice quality
A general term that refers to the sound of a persons voice that may be eg: soft, smooth, harsh,
abrupt, warm, cold or tense
Wh-questions
Questions that begin with who, when, where, why or how
Version 1, May 2013
49
NSW AMES
References
Brick, J. 2006. Academic culture: A students guide to studying at university. Sydney: NCELTR,
Macquarie University
Brindley, G. 1989. Assessing achievement in the learner-centred curriculum. Sydney: NCELTR,
Macquarie University
Burns, A. and S. Hood (Eds). 1995. Teachers voices: Exploring course design in a changing
curriculum. Sydney: NCELTR, Macquarie University
Burns, A. and H. Joyce. 1997. Focus on speaking. Sydney: Macquarie University
Burns, A., H. Joyce and S. Gollin. 1996. I see what you mean: Using authentic discourse in the
classroom. Sydney: Macquarie University
Butt, D., R. Fahey, S. Feez and S. Spinks. 2012. (3rd ed). Using functional grammar: An
explorers guide. Melbourne: Palgrave Macmillan Australia
Christie, F. (Ed). 1990. Literacy for a changing world. Melbourne: Australian Council for
Educational Research
Christie, J. 1998. English language and literacy placement assessment kit. Sydney: NSW
AMES
de Silva Joyce, H. and A. Burns. 1998. Focus on grammar. Sydney: Macquarie University
de Silva Joyce, H. and S. Feez. 2012. Text-based language and literacy education:
programming and methodology. Sydney: Phoenix Education
de Silva Joyce, H. and J. Gaudin. 2007. Interpreting the visual: a resource book for teachers.
Sydney: Phoenix Education
Eggins, S. 2004. An introduction to systemic functional linguistics Second edition. New York
and London: Continuum
Eggins, S. and D. Slade. 1997. Analysing casual conversation. London: Cassell
Feez, S. and H. Joyce. 1997. Text-based syllabus design. Sydney: Macquarie University
Gerot, L. 1995. Making sense of text. Sydney: Antipodean Educational Enterprises
Gerot, L. and P. Wignell. 1994. Making sense of functional grammar. Sydney: Antipodean
Educational Enterprises
Halliday, M.A.K. 1979. Curriculum Development Centre, Language Development Project.
Occasional Paper No 1. Canberra: Curriculum Development Centre
Halliday, M.A.K. 1985. Language, context and text: Aspects of language in a social semiotic
perspective. Geelong: Deakin University Press
Halliday, M.A.K. 1985c. Spoken and written language. Geelong: Deakin University Press
Version 1, May 2013
50
NSW AMES
Halliday, M.A.K. and C. Matthiessen. 2004. An introduction to functional grammar Third

edition. London: Arnold
Johnston, B. (Ed). 1992. Reclaiming mathematics. Canberra: Department of Employment,
Education and Training
Joyce, H. 1992. Workplace texts in the language classroom. Sydney: NSW AMES
Lee, A., A. Chapman and P. Roe. 1994. Pedagogical Relations between Adult Literacy and
Numeracy. Canberra: Department of Education, Employment and Training
Lock, G. 1996. Functional English Grammar. Cambridge: Cambridge University Press
Nunan, D. 1988. Syllabus design. Oxford: Oxford University Press
Thomson, E. and L. Droga. 2012. Effective academic writing: an essay-writing workbook for
school and university. Sydney: Phoenix Education
Westwood, P. 1999. Spelling: approaches to teaching and assessment. Camberwell, Victoria:
ACER Press
Widdowson, H.G. 1990. Aspects of language teaching. Oxford: Oxford University Press
Wylie, E. and D. Ingram. 1999. International second language proficiency ratings. Brisbane:
Centre for Applied Linguistics and Languages (CALL), Griffith University
Yallop, C. 1995. English phonology. Sydney: NCELTR, Macquarie University
Version 1, May 2013
51
NSW AMES
Version 1, May 2013
NSW AMES
COURSE INFORMATION
Version 1, May 2013
NSW AMES
Section A: Copyright and course classification information

1. Copyright owner of
the course
NSW Adult Migrant English Service (NSW AMES)
2. Address
Street address Level 13, 1 Oxford Street DARLINGHURST NSW 2010

Postal address Locked Bag 53 DARLINGHURST NSW 1300
Email address info@ames.edu.au
3. Type of submission
Renewal of accreditation
4. Copyright
acknowledgement
The copyright owner of the modules developed for inclusion in this

course is the NSW Adult Migrant English Service.
5. Licensing and
franchise
The NSW Adult Migrant English Service will establish licensing

arrangements with interested parties and reserves the right to levy a
licensing fee. Information on such arrangements can be obtained from
www.ames.edu.au
6. Course accrediting
body
The Australian Skills Quality Authority (ASQA)
7. AVETMISS
information
8. Period of
accreditation
Version 1, May 2013
ANZSCO Code 6 digits

[Australian and New Zealand
Standard Classification of
Occupations]
GEN19 General education not

occupationally specific
ASCED Code 4 digits

[Field of education]
1201 General education
National course code
10364NAT
1 October 2013 30 September 2018
54
NSW AMES
Section B: Course information

1
Nomenclature
1.1 Name of the

qualification
10364NAT Certificate III in Spoken and Written English
1.2 Nominal duration of

the course
500 hours + 700 hours

It is expected that learners will undertake 700 hours of out-of-class
study. This will involve homework and out-of-class tasks set by teachers.
Time will also be spent undertaking research and practising language
skills through authentic spoken and written events in individual learning
centres, computer rooms and in the community.
NOTE: Delivery hours are nominal and may be varied to suit the delivery
context and the needs of the learners.
Vocational or educational outcomes
2.1 Purpose of the

course
Version 1, May 2013
10364NAT Certificate III in Spoken and Written English provides a

general education curriculum framework for English as an additional
language (EAL) language and literacy education primarily targeted to
newly arrived migrants and refugees who need to develop language
skills to participate in a range of community contexts. The Certificate also
includes elective numeracy modules for those EAL learners who may
also need to develop numeracy skills and not just become familiar with
the English of mathematics.
10364NAT Certificate III in Spoken and Written English is an
intermediate course for learners who have developed a survival level of
English, literacy or numeracy skills and who have had some formal or
informal exposure to English.
Educational outcomes for 10364NAT Certificate III in Spoken and Written
English are intermediate skills in:
learning strategies to study in formal learning environments
comprehending and participating in casual spoken exchanges
comprehending and negotiating complex exchanges
participating in interviews
comprehending and conducting presentations
comprehending and participating in discussions
composing formal correspondence
comprehending and composing narrative texts
comprehending and composing information texts
comprehending and composing discussions and expositions
comprehending and composing jobseeking texts
comprehending news stories and advertisements
comprehending and composing visual texts
comprehending and giving complex instructions
language for jobseeking
comprehending and performing multi-step mathematical operations
applying and interpreting mathematical information
55
NSW AMES
Development of the course
3.1 Industry / enterprise /

community needs
Version 1, May 2013
GROUPS AND INDIVIDUALS CONSULTED

The major clients and community groups consulted in the development
and validation of the skills and knowledge outcomes of the course,
structure and the assessment strategy were:
LICENSEES OF THE COURSE
Community providers Albury Wodonga Community College,
Bankstown Community College, Bass Coast Adult Education Centre,
Carlton Neighbourhood Learning Centre, Central Coast Community
College, Cheltenham Community Centre, City East Community
College, Coffs Coast Community College, Community College East
Gippsland, Community College Gippsland, Diamond Valley Learning
Centre, Glen Eira Adult Learning Centre, Glenroy Neighbourhood
Learning Centre, Hampton Park Community House, Hornsby KuRing-Gai Community College, Hunter Community College, Kiama
Community College, Lalor Living and Learning Centre, Macquarie
Community College, Meadow Heights Learning Shop, Merinda
Park Learning and Community Centre, Mission Australia, Moreland
Adult Education Association, Nepean Community College, North
Melbourne Language & Learning, North West Community College,
Northern Beaches Community College, Olympic Adult Education,
Otway Community College, Outer Eastern Literacy Program,
Parramatta College, Pakenham Living and Learning Centre, Port
Macquarie Community College, Preston Reservoir Adult Community
Education, Springvale Neighbourhood House, St George &
Sutherland Community College, Sydney Community College,
Western Riverina Community College, Wingate Avenue Community
Centre, Workers Educational Association Hunter, Workers
Educational Association (WEA) Illawarra, YWCA NSW
NSW Department of Education and Communities Intensive
English Centres and high school ESL programs
State migrant English services NSW Adult Migrant English
Service, Adult Multicultural Education Services AMES Victoria
TAFE Institutes
NSW TAFE Institutes Hunter Institute, Illawarra Institute, New
England Institute, North Coast Institute, Northern Sydney Institute,
Riverina Institute, South Western Institute, Sydney Institute, Western
Institute, Western Sydney Institute
Queensland Institutes of TAFE Barrier Reef Institute, Brisbane
North Institute, Central Queensland Institute, Gold Coast Institute,
Metropolitan South Institute, Mount Isa Institute, Southbank Institute,
Sunshine Coast Institute, Southern Queensland Institute, The
Bremer Institute, Tropical North Queensland Institute, Wide Bay
Institute
Victorian TAFE Institutes Bendigo Regional Institute, Central
Gippsland Institute, Chisholm Institute, Goulburn Ovens Institute,
Holmesglen Institute, Kangan Batman Institute, Northern Melbourne
Institute, South West Institute, Sunraysia Institute, Wodonga Institute
Western Australia TAFE Institutes Central Institute of
Technology, Durack Institute, Education and Training International,
Goldfields Institute, Great Southern Institute, Pilbara Institute,
Polytechnic West, South West Institute, West Australian Institute of
Further Studies, West Coast Institute of Training
56
NSW AMES
Other institutes Adelaide South Institute, Adult Education &

Vocational Training Institute (NSW Corrective Services), Batchelor
Institute of Indigenous Tertiary Education, Canberra Institute of
Technology, Tasmania Polytechnic
Private providers Academia Australia, American College,
Australian College of Agriculture & Horticulture, Australian College of
Technology and Business, Australian Education Academy, Australian
Institute of Commerce and Technology, Australian International
Language College, Australian Language Schools, Bayside
International English College, Brisbane Migrant English Centre,
Cambridge Academy of English, Cambridge International College,
CSA Training Services, Diversitat (Geelong Ethnic Communities
Council), Diversity Skills Training, Equanimity Consultants, Future
Academy, Harvest Education Technical College, Imperial College
Australia, International Christian College, LM Training Specialists,
MTC Training Solutions, Navitas English, Oxford College, Perth
College of Business and Technology, Queensland Academy of
Technology, Sarina Russo Institute Skills for Industry, The Academy
of International Education, The Eagle Academy, Viva College,
Vocational Studies Australia, Westminster International College
Australia
Universities Charles Darwin University, RMIT University,
Swinburne University of Technology, University of Ballarat,
UNSW Global, UWS College, Victoria University
REVIEW PANEL MEMBERS
Dr Susan Feez Chair University of New England
Liliane Alexandrino Adult Migrant English Program (AMEP) NT
Ana Bratkovic National ELT Accreditation Scheme (NEAS)
Elene Claire President QATESOL and ACTA Councillor
Lesley Evans WEA Illawarra
Helen Murphy TAFE English Language and Literacy Services (TELLS)
TAFE Queensland
Christine Tiekle NSW Department of Education and Communities
Dr Keiko Yasukawa University of Technology, Sydney
CONSULTATION ACTIVITIES
NSW AMES sought feedback on the previous Certificate III in Spoken
and Written English by:
1 conducting regular National Cross-provider Moderation Forums
during the accreditation period and gathering ongoing feedback on
the Certificate III in Spoken and Written English through these forums
2 sending letters to representative providers asking them to describe
the need for the reaccreditation of the Certificate III in Spoken and
Written English
3 inviting all providers of the Certificate III in Spoken and Written
English to complete an online survey that sought feedback on all
aspects of the Certificate, including: nominal hours, the configuration,
content, assessment strategy and delivery mode of the modules and
the focus, assessment criteria, assessment conditions and sample
tasks of the learning outcomes
4 convening a Review Panel to evaluate and give input into the revised
Certificate III in Spoken and Written English which was proposed for
reaccreditation
Version 1, May 2013
57
NSW AMES
The revised Certificate III in Spoken and Written English was also
informed by research undertaken by the National Centre for English
Language Teaching and Research (NCELTR) at Macquarie University.
The Certificate III in Spoken and Written English was modified in relation
to this feedback and research.
This course does not duplicate, by title or coverage, the outcomes of an
endorsed training package qualification.
3.2 Review for renewal
of accreditation
Version 1, May 2013
Following consultation, research and analysis of feedback in relation to

the Certificate III in Spoken and Written English the following changes
have been made:
1 Nominal hours
The nominal hours have been increased to 1200, a full-time year of
study. This includes 500 hours of in-class study and participation and
700 hours of out-of-class study. The nominal hours for compulsory
Module SWELRN301A Advanced learning strategies is reduced
to 20. The nominal hours for elective modules have remained at 60.
2 Modules
The hours for the compulsory Module SWELRN301A Advanced
learning strategies have been reduced to 20 (from 40) as one
learning outcome has been deleted and the other learning outcomes
are assessed in conjunction with other modules.
Terminology for module titles has changed to reflect current
approaches to teaching texts and to focus on what language users
do with texts rather than focusing on skills. For example, Module B
Intermediate listening and speaking skills for casual conversations
has been changed to Module SWECON302A Comprehending and
participating in casual conversations.
The number of modules required for successful course completion
has been increased from 7 to 9 to meet the breadth and depth of
learning required at Certificate III level.
As respondents to the survey wanted more flexibility in choosing
modules the course rules have been amended. All modules, other
than Module SWELRN301A are electives but in choosing 8 electives
teachers must ensure that learners study at least:
2 modules from the spoken text electives
2 modules from the written text electives
The 4 remaining modules can be selected from any of the elective
modules, including numeracy.
Module SWEVIS312A Comprehending and creating visual texts
has been added, particularly at the request of schools.
Respondents wanted some learning outcomes rearranged across
modules, especially those relating to reading and writing skills.
This provides more of a consistent focus on text-types rather than
skills. For example, all learning outcomes related to narrative texts
were combined into Module SWENAR309A Comprehending and
composing narrative texts.
Rearranging learning outcomes across modules enables some
modules to focus on texts for particular contexts eg: jobseeking.
58
NSW AMES
Two numeracy modules have been maintained but they have been
significantly revised to focus more on multiple-step mathematical
operations and interpreting and applying mathematical knowledge.
These have been developed for those EAL learners who may also
need to develop numeracy skills and not just become familiar with
the English of mathematics.
3 Learning outcomes
The learning outcome related to developing a learning plan
has been deleted from Module SWELRN301A Advanced
learning strategies as this is now done in various contexts with
counsellors and is not relevant in others. Learning outcomes
related to preparing to write have been deleted.
Learning outcomes in some modules have been reworked in
response to feedback.
Assessment criteria have been reworded where respondents
wanted more clarity and more specification.
More opportunities to use computer technology have been
included.
More sample tasks have been added where requested.
The integration of the language of numeracy into the spoken and
written learning outcomes has been strengthened.
(See Appendix A Review changes comparison table CSWE III)
Transition arrangements
The accreditation period for the 20082013 Certificates was extended
to 30 September 2013. New students cannot be enrolled in that course
after 30 September 2013. Students enrolled prior to that expiry date are
able to complete the qualification or modules in which they are enrolled
until 30 March 2015.
Transition arrangements will accord with the ASQA General direction:
Transition & teach-out document (2012).
4
Course outcomes
4.1 Qualification level
Version 1, May 2013
Consistency with AQF qualification type descriptor

CSWE III is an intermediate general education EAL curriculum for the
delivery of English language, literacy and numeracy to learners who have
developed a survival level of English, literacy and numeracy skills and who
have had some formal or informal exposure to English.
Depending upon electives chosen graduates of CSWE III can develop
language, literacy and numeracy knowledge and skills which will enable
them to select and apply these knowledge and skills to complete routine
tasks and provide and communicate solutions in predictable and some
unpredictable English-speaking community, work and educational contexts.
Graduates will have the language skills to move on to more specialised
language learning for specific contexts such as academic study or
vocational training.
Through participation in programs at CSWE III level, students can develop
knowledge about the English language and skills in using the language
and mathematical concepts in a broader range of social contexts involving
a range of social relationships. They can develop language, literacy and
numeracy skills that enable them to take responsibility for interactions and
the preparation of written texts through understanding the established
patterns of interaction and text structure and grammar within social contexts.
59
NSW AMES
Programs delivered within the framework of CSWE III can provide the
language, literacy and numeracy skills that enable learners of English as
an additional language to exhibit their individual skills and expertise and to
become active participators in community, work and educational contexts.
Knowledge
Depending upon electives chosen CSWE III provides graduates with
technical and procedural knowledge of:
English grammar focusing on the appropriateness of grammatical
structures to social contexts and a range of social relationships
cohesive devices which are essential for the development of effective
texts, the delivery of logical information and the integration of
supporting evidence into opinion texts
the differences between spoken and written language
the variables of field, tenor and mode which predict the register of
spoken interactions and written texts
the generic structures of multi-faceted spoken and written texts
including presentations, casual conversations, complex negotiations,
transactions, interviews, discussions, formal correspondence,
narrative texts, information texts, expositions, news articles,
advertisements and rsums
how to apply mathematical concepts to multi-step calculations
Graduates of CSWE III will be able to apply this knowledge to
demonstrate their expertise in specific fields that they developed outside
of Australia through education and training undertaken in their first
language.
Skills
Depending upon electives chosen CSWE III provides graduates with the
following basic speaking, listening, reading, writing and numeracy skills
for:
comprehending and / or participating in a range of spoken texts
including presentations, casual conversations, complex negotiations,
transactions, interviews and discussions
comprehending and / or composing a range of written texts
including formal correspondence, narrative texts, information texts,
expositions, news articles, advertisements and rsums
participating proactively in formal learning environments
learning independently through use of the English-speaking
environment beyond the classroom and the Internet
analysing own pronunciation, stress and pausing in utterances to
improve spoken communication
applying interpersonal skills to initiate and respond to interactions in
community, work and educational contexts
initiating and participating in more complex interactions with multiple
topic changes
developing and utilising an expanded range of specialist vocabulary
appropriate to their own fields of expertise and interest
interpreting the elements of narrative and non-narrative images
which occur in multimodal texts and composing visual texts to
enhance their own spoken presentations and written texts
applying mathematical concepts to real-life out-of-class problems
which require multi-step calculations
developing graphical and tabular representations of information
Version 1, May 2013
60
NSW AMES
analysing mathematical and statistical information embedded in

spoken and written texts
analysing the cause of miscommunication in social contexts
CSWE III graduates can develop knowledge and skills in language,
literacy and numeracy that enable them to participate in a broader range
of social contexts that represent a variety of differing social relationships.
They can begin to present their own specialist expertise and training and
apply this in different contexts.
Volume of learning
The nominal hours for completion of CSWE III are 1200 hours a
full-time year of study. This includes 500 hours of in-class study and
participation and 700 hours of out-of-class study.
The 700 hours out-of-class study emphasises the expectation that, if
learners are to develop autonomy and participate through language in
social contexts, they must be proactive in utilising the rich resources for
language learning that lie beyond the formal learning environment.
At CSWE III level, to develop greater autonomy in the use of English
beyond the classroom, teachers begin to set systematic multi-faceted,
longer-term out-of-class projects that require use of both spoken and
written language for successful completion of CSWE III assessment
requirements. This is because, at this stage of language learning,
learners need to be forced to use language in the broader community,
to analyse their own language use in real-life contexts and to problem
solve when miscommunication occurs. Successful and unsuccessful
interactions are reported back to the class and these provide a basis for
group analysis and problem solving related to language use in a range of
social contexts.
Out-of-class tasks begin with homework activities and guided tasks
for gathering information from people in the community and reporting
back on information gained. Learners then begin to work individually
and in groups to research social contexts, industry sectors and
Australian workplaces and institutions and to gather texts such as job
advertisements for positions they would be interested in applying for.
The research requires learners to interact with people by telephoning
organisations and speaking directly with people and to spend a greater
amount of independent time in computer facilities researching online
websites.
Within the specified nominal hours there is a depth of learning in the
specialised field of language learning, which at the same time provides
learners with knowledge and skills that form the basis for participation in
Australian community, work and educational contexts.
Learning an additional language, especially at an older age, can
be considered one of the most difficult learning processes. This is
evidenced in the number of people who fail at language learning and
those who will always speak their additional language with an accent.
The cognitive load of language learning is related to having to process
a range of interrelated systems that operate simultaneously when
engaging with the language in social contexts. There is a need for
learners to understand the differences between their first language
and the additional language they are learning which include meaning
differences across the two languages, the multiple ways in which
the same meanings can be expressed and the way syntactic and
grammatical structures differ. Becoming bilingual (multilingual) is also
a process of becoming bicultural and understanding how the additional
language reflects a particular culture.
Version 1, May 2013
61
NSW AMES
Concepts are strongly connected to words in the first language but

for language learning to occur these same concepts must become
connected to second language words for comprehension and production.
This is combined with the physical process of learning to produce words
with different sounds and to put these words into expressions with
different rhythm and stress patterns.
4.2 Employability skills
Version 1, May 2013
Communication
Pronouncing key vocabulary and formulaic expressions with
sufficient sound clarity and stress to be intelligible to interlocutors in
social, work and educational contexts
Using appropriate communication strategies such as confirming and
clarifying to ensure successful social and work exchanges
Sustaining dialogue by using appropriate interaction strategies as
required
Participating in casual conversations
Negotiating complex exchanges
Participating in interviews
Delivering short oral presentations
Participating in discussions
Writing formal texts
Completing a complex formatted text
Reading and writing reports
Reading and writing narratives
Reading and writing discussions
Reading and writing expositions
Reading news articles and advertisements
Interpreting and composing narrative and non-narrative images
accompanying written and / or spoken texts
Giving and responding to spoken and written instructions
Reading job advertisements
Writing rsums / CVs
Telephoning about jobs
Teamwork
Participating as a member of the formal learning environment
Participating in pair and group work within the classroom
Developing skills for participation in transactions and conversations
Problem solving
Identifying strategies to overcome barriers to learning and achieving
short-term and long-term goals
Using multi-step mathematical operations related to community, work
and educational tasks
Applying measurement techniques to problem solving
Converting data into tabular and graphical representations
Interpreting complex maps and plans
Analysing mathematical and statistical information embedded in texts
62
NSW AMES
Initiative and enterprise

Developing a range of learning-to-learn strategies
Accepting mistakes and taking risks
Transferring skills and knowledge learned in formal learning
environment to community, work and educational contexts
Locating, using and assessing resources outside the formal learning
environment to enhance learning
Planning and organisation
Identifying and prioritising short-term and long-term study, work and
community goals
Collecting and organising learning resources
Locating resources and facilities inside and outside the learning
environment to support continuing language learning
Self-management
Complying with course requirements
Ensuring punctuality
Completing in-class and out-of-class tasks in time allocated
Taking responsibility for organising study both in and out of formal
learning environments
Demonstrating capacity for independent learning
Identifying current and potential barriers to learning
Identifying preferred learning styles
Learning
Developing strategies and recognising resources which will support
continuing language learning
Locating resources and facilities inside and outside the learning
environment
Participating in assessment tasks and seeking feedback on
performance
Technology
Using educational computing rooms as part of classwork and
independently
Using computer programs and the Internet to support language
development
Word processing documents
Using spell-check and grammar-check software
Using computer and email software programs when writing texts
Sending emails
Preparing online job applications
4.3 Recognition given to
the course
Not applicable
4.4 Licensing / regulatory

requirements
Not applicable
Version 1, May 2013
63
NSW AMES
Course rules
5.1 Course structure
Course rules
Successful completion of 10364NAT Certificate III in Spoken and
Written English requires successful completion of 9 modules
1 compulsory module and 8 elective modules with at least 2 modules
from the spoken text electives and at least 2 modules from the
written text electives.
Accredited course Module name

module number
Nominal
hours
Compulsory
SWELRN301A
Advanced learning strategies
20

SWECON302A

casual conversations
60
SWEEXC303A
Comprehending and negotiating

complex exchanges
60
SWEINT304A

interviews
60
SWEPRE305A
Comprehending and conducting

presentations
60
SWEDIS306A

discussions
60

SWECOR307A
Composing formal correspondence

and completing formatted texts
60
SWEINF308A
Comprehending and composing

complex information texts
60
SWENAR309A

narrative texts
60
SWEDSN310A

discussions
60
SWEEXP311A

expositions
60
SWEVIS312A

visual texts
60
SWEADS313A
Comprehending news stories and

advertisements
60
SWEINS314A
Comprehending and giving complex

instructions
60
SWEJOB315A
60
Numeracy skills electives
Version 1, May 2013
SWECAL316A
Comprehending and performing

multiple-step calculations
60
SWEMAT317A
Applying and interpreting

mathematical information
60
64
NSW AMES
3
4
5.2 Entry requirements
Volume of learning
500 hours + 700 hours
It is expected that learners will undertake 700 hours of out-of-class
study. This will involve homework and out-of-class tasks set by
teachers. Time will also be spent undertaking research and practising
language skills through authentic spoken and written events in
individual learning centres, computer rooms and in the community.
NOTE: Delivery hours are nominal and may be varied to suit the
delivery context and the needs of the learners.
Early exit points
Not applicable
Statements of attainment
Students who do not achieve the full credential can be awarded
a Statement of Attainment for successful completion of modules
and providers can also issue a Record of Achievement to record
successful completion of individual learning outcomes.
The entry point into 10364NAT Certificate III in Spoken and Written
English should be through diagnostic screening assessment tasks using
assessment tools relevant to particular programs.
Learners entering this level of the CSWE curriculum framework are
identified as intermediate.
For example, entry point against the International Second Language
Proficiency Rating (ISLPR) scale is 1+ across the four macroskills of
listening, speaking, reading and writing.
Entry point against the Australian Core Skills Framework (ACSF) is
Level 3.
For learners with a mixed profile, it is possible for them to be enrolled
across Certificate levels. For example, a learner with weaker writing skills
and higher oracy can be enrolled in Certificates II and III simultaneously.
Assessment
6.1 Assessment
strategy
Version 1, May 2013
Assessment strategy
Each module of 10364NAT Certificate III in Spoken and Written
English focuses on a specific area of language acquisition through
the study of spoken or written text-types. English as an additional
language (EAL) learners gain skills in dealing with spoken and
written texts from a range of contexts by studying a variety of
modules. The methodology of teaching English language involves
scaffolding the development of knowledge and skills through a range
of teacher-centred and learner-centred activities and tasks, which
prepare students for the final assessment.
A minimum of two successful performances per module, or learning
outcome, where appropriate, provides sufficient evidence of learner
competence. Evidence for successful performances can be gathered
through formative or summative assessment tasks.
Assessors must clearly inform the learner that an assessment
is taking place and ensure that the learner is fully aware of the
assessment process and assessment criteria, and agrees to
this process. Learners should also be informed of any appeals
processes.
65
NSW AMES
Version 1, May 2013
Assessors must ensure that the assessment task assesses the skill
it claims to assess. For example, if an assessment task is designed
to measure reading, a performance should not depend heavily on
writing or speaking to be successful. If an assessment of reading
comprehension requires learners to demonstrate their understanding
of what has been read by writing answers, assessment should depend
on the content of the answers and not on the grammar and spelling.
Assessment standards
Assessment within this curriculum framework is based on the
following principles:
Assessments should be valid, reliable, fair, current, sufficient and
authentic.
Learners should be informed of assessment times and processes
prior to assessment. Learners must be notified prior to the
commencement of the course if ongoing assessment is to be
conducted.
Assessment tasks should contain clear and explicit instructions
and be moderated regularly.
Assessment can be formative or summative at the end of a
teaching / learning cycle.
Modules may be assessed at the module or learning outcome
level. Module and learning outcome information contains
recommendations on how assessments may be conducted.
Where appropriate a combination of modules may also be
assessed in the one assessment event.
To be deemed competent in a module, learners must be
competent in all learning outcomes and assessment criteria.
Assessment should be familiar and relevant to learner contexts
and not be culturally biased.
Assessments should be completed in a timeframe appropriate to
the context and demands of the assessment task.
Where assessment is conducted at a distance, sufficient support
should be provided eg: telephone support or online submissions.
Where an interlocutor is required, they should be fluent in English
and known to the learner eg: volunteer, other teacher or class
teacher.
Depending on the purpose of the assessment, the following types of
assessment and methods of gathering evidence may be used:
collection of learner documents
collection of work samples
verbal and / or written questioning
teacher observation of satisfactory performance
observed role-plays
presentations
projects
observation of simulated or real-world tasks
checklists of learner performance
discussions
ongoing assessment
student self-assessment
student documents
audio and / or visual recording
66
NSW AMES
Assessors must participate in regular moderation sessions to ensure

reliability of evidence ie: to ensure that the evidence presented for
assessment is consistently interpreted and the results are consistent
with the assessment outcomes.
Workplace assessment
10364NAT Certificate III in Spoken and Written English does not contain
any mandatory workplace assessments.
Recognition of prior learning (RPL)
Students are granted recognition of prior learning, where they are able
to demonstrate that they can fulfill the assessment criteria for a particular
learning outcome or module. Providers are required to comply with the
AQF Pathways Policy 2.1.6 (AQF 2013: 79).
6.2 Assessor
competencies
Version 1, May 2013
Assessor competence
Assessors must be trained teachers with the following teaching
qualifications:
a A recognised bachelor degree a formal qualification awarded
by an Australian university or tertiary institution, or its onshore
or overseas equivalent, that is at least three years full-time in
length or its part-time equivalent and a recognised postgraduate
TESOL qualification resulting from a course of study in which
course content of no less than 100 contact hours (or distance
learning equivalent) covers the grammar of the English language,
language learning and TESOL methodology and includes a
practicum
or
A Bachelor of Education with a TESOL major or equivalent that
includes a practicum
and
b All assessment must be undertaken by assessors who meet
the requirements stated to apply under the Standards for NVR
registered Training Organisations or the Australian Quality Training
Framework (AQTF) in effect at the time at which assessment is
conducted. This includes the necessary assessment competencies
determined by the National Skills Standards Council (NSSC) or its
successors in effect at the time of assessment.
NOTE: The practicum must be at least 60 hours, which includes, for
example, supervised teaching, observation, field visits, resources
evaluation, team teaching, volunteer tutoring etc.
If a course undertaken has less than 60 hours practicum,
teachers must demonstrate teaching experience equivalent to 60
hours, or must make up the difference in duration by individually
organising a supervised practicum. Appropriate documentation of
such a practicum should be kept.
67
NSW AMES
Delivery
7.1 Delivery modes
7.2 Resources
Version 1, May 2013
Delivery modes
Delivery may be by distance or face to face.
Modules in 10364NAT Certificate III in Spoken and Written English
have been designed to provide flexible delivery according to the
needs of the learner or learner group. Modules may be delivered and
assessed as stand-alone modules or as a combination of modules
and may be taught through text-based, topic-based or theme-based
approaches. Word skills, grammar, vocabulary, pronunciation and
graphology should be taught within these contexts.
Limitations on delivery modes
In some delivery modes provision must be made for communication
that would normally be conducted face to face, including telephone,
video or online conferencing, videos of performance and online
discussion or chat.
Support mechanisms
Support mechanisms to maximise learner completion of the course
may include:
learners grouped appropriately according to level and need
a variety of modes of delivery eg: blended learning, distance
learning
provision of a range of different types of learning activities eg:
group and project work, simulated and real-life activities
teaching and learning strategies which reflect educational
background and needs, and preferred learning styles of learners
educational counselling
Course variations
Learners may also study modules at 10363NAT Certificate II in
Spoken and Written English level, in particular when there is a
difference in proficiency in macroskills. This may be achieved by
offering:
specialist classes such as pronunciation and reading and writing
specific modules from Certificate II level to a whole group of
learners eg: modules focusing on speaking and listening
alternative delivery modes such as online or distance learning to
facilitate delivery across levels
Facilities and equipment
Facilities and equipment to deliver 10364NAT Certificate III in
Spoken and Written English could include:
classrooms / group rooms
online / print resources for face-to-face and distance-mode
provision
educational computing rooms with Internet access and
computing software
library facilities
educational counsellors
bilingual language support
68
NSW AMES
Staff
Teachers must be trained teachers with the following teaching
qualifications:
a A recognised bachelor degree a formal qualification awarded
by an Australian university or tertiary institution, or its onshore
or overseas equivalent, that is at least three years full-time in
length or its part-time equivalent and a recognised postgraduate
TESOL qualification resulting from a course of study in which
course content of no less than 100 contact hours (or distance
learning equivalent) covers the grammar of the English language,
language learning and TESOL methodology and includes a
practicum
or
A Bachelor of Education with a TESOL major or equivalent that
includes a practicum
and
b
All delivery must be undertaken by trainers who meet the

requirements stated to apply under the Standards for NVR
registered Training Organisations or the Australian Quality
Training Framework (AQTF) in effect at the time at which training
is conducted. This includes the necessary training competencies
determined by the National Skills Standards Council (NSSC) or
its successors in effect at the time of assessment.
NOTE: The practicum must be at least 60 hours, which includes, for
example, supervised teaching, observation, field visits, resources
evaluation, team teaching, volunteer tutoring etc.
If a course undertaken has less than 60 hours practicum,
teachers must demonstrate teaching experience equivalent
to 60 hours, or must make up the difference in duration by
individually organising a supervised practicum. Appropriate
documentation of such a practicum should be kept.
8
Pathways and
articulation
Version 1, May 2013
Pathways
10364NAT Certificate III in Spoken and Written English is a component
of the Certificates in Spoken and Written English (CSWE) general
education English as an additional language curriculum framework.
10364NAT Certificate III in Spoken and Written English prepares
learners to undertake advanced language learning at ACSF 4 level.
CSWE provides underpinning language, literacy and numeracy skills
that can be applied to entry into vocational and / or further study
pathways. Pathways through the qualification may include:
full-time or part-time study with a registered training organisation
face-to-face study
institution-based training
flexible delivery through online courses, print distance learning
resources or a tutor
blended learning options through distance and face-to-face
delivery
recognition of prior learning (RPL)
This course does not contain nationally endorsed units of competency.
69
NSW AMES
Ongoing monitoring
and evaluation
Version 1, May 2013
NSW AMES will be responsible for ongoing monitoring and

evaluation of 10364NAT Certificate III in Spoken and Written English.
Processes and strategies may include:
the collection of user feedback through annual surveys using
online feedback mechanisms
the provision of a central contact point where all ad hoc feedback
will be collated for reporting into NSW AMES curriculum
management
annual feedback from focus groups including licence holders,
learners and stakeholders
NSW AMES will notify the course accrediting body (ASQA) of
any changes to the course resulting from course monitoring and
evaluation.
70
NSW AMES
Section C: Modules
MODULE OVERVIEW
Compulsory
Module A
SWELRN301A Advanced learning strategies
1
2
Demonstrate capacity for independent learning
Module B
SWECON302A Comprehending and participating in casual conversations
1
Demonstrate understanding of a casual conversation with topic changes
2
Module C
SWEEXC303A Comprehending and negotiating complex exchanges
1
2
Module D
SWEINT304A Comprehending and participating in interviews
1
2
Module E
SWEPRE305A Comprehending and conducting presentations
1
2
Module F
SWEDIS306A Comprehending and participating in discussions
1
2
Module G
SWECOR307A Composing formal correspondence and completing formatted texts
1
2
Module H
SWEINF308A Comprehending and composing complex information texts
1
Demonstrate understanding of a complex written information text
2
Write a report
Module I
SWENAR309A Comprehending and composing narrative texts
1
2
Write a narrative
Version 1, May 2013
71
NSW AMES
Module J
SWEDSN310A Comprehending and composing discussions
1
2
Write a discussion
Module K
SWEEXP311A Comprehending and composing expositions
1
2
Write an exposition
Module L
SWEVIS312A
1
2
3

Create an image to accompany a narrative or informational text
Module M
SWEADS313A Comprehending news stories and advertisements
1
2
Module N
SWEINS314A
1
2
3

Demonstrate understanding of complex instructions in a spoken exchange
Module O
SWEJOB315A
1
2
3

Write a rsum / CV
Numeracy electives
Module P
SWECAL316A
1
2
3

Module Q
SWEMAT317A
1
2
3

Analyse mathematical and statistical information embedded in texts
Version 1, May 2013
72
NSW AMES
MODULE DETAILS:
Module A
Accredited course module code: SWELRN301A

Nominal duration
20 hours
MODULE PURPOSE:
This module covers the strategies required to be an effective

language learner. It includes contributing to the formal learning
environment and demonstrating the capacity to work independently.
PREREQUISITES:
Nil.
COREQUISITES:
Nil.
ASSESSMENT STRATEGY:
Conditions of assessment:
Assessors must ensure that sufficient evidence is collected so that

all aspects of competency have been demonstrated repeatedly.
A minimum of two pieces of evidence for each learning outcome
are required to ensure that the learners are able to comprehend
or produce the language defined by the learning outcomes.
This evidence can be collected through formative or summative
assessment. However, if ongoing assessment is to be conducted with
successful formative performances providing one piece of evidence,
learners should be informed of this process at the beginning of the
course.
Methods of assessment:
Assessment is ongoing in conjunction with other modules.
SUMMARY OF LEARNING
OUTCOMES:
1. Contribute to the formal learning environment

2. Demonstrate capacity for independent learning
Version 1, May 2013
73
NSW AMES
LEARNING OUTCOMES:
Learning outcome 1:
Assessment criteria:
1.1 Contribute to a range of learning activities in formal learning

environments
1.2 Participate in group-work activities
1.3 Fulfill formal participation requirements
1.4 Complete learning and assessment tasks
Learners participate effectively in formal learning contexts.
Learning outcome 2:
Develop capacity for independent learning
2.1 Take responsibility for organising study both in and out of formal
learning environments
2.2 Develop a range of learning-to-learn strategies
2.3 Locate and use learning resources outside the formal learning
environment to enhance learning
2.4 Ask for and respond to feedback on performance and / or ask for
further practice
Learners prepare diaries or complete questionnaires identifying:

learning strategies
experience in using knowledge and skills outside the formal
learning environment
resources used outside the formal learning environment
Learners keep independent learning journals.
Learners may develop a learning plan.
Version 1, May 2013
74
NSW AMES
RANGE STATEMENT:
formal learning environments may include but not limited to:

educational computing rooms
face-to-face classrooms
distance-learning programs
volunteer tutor lessons
self-study contexts
volunteer tutor lessons
learning-to-learn strategies may include but not limited to:
use dictionaries
keep personal dictionary
use calculators
use prior learning and transferring learning from one area to a
new area
use questioning
reflect on and evaluate new information
review and assess own skills and knowledge
summarising, paraphrasing and note taking
learning resources outside the formal learning environment may
include but not limited to:
Internet
bookshops
library language-learning resources
social groups
television, radio and other media
excursions
RESOURCE
IMPLICATIONS:
Learners should have access to libraries, the Internet, bookshops and

authentic English language resources.
Version 1, May 2013
75
NSW AMES
MODULE DETAILS:
Module B
Comprehending and participating in casual

conversations
Accredited course module code: SWECON302A

Nominal duration
60 hours
MODULE PURPOSE:
This module covers the skills required to understand and participate

in casual conversations in order to function in community, work and
further study contexts. Casual conversation facilitates participation in
work and social contexts. It is the main means whereby people learn
about one another.
PREREQUISITES:
Nil.
COREQUISITES:
Nil.

course.
Methods of gathering evidence may include:

verbal or written questioning
audio or video recording to assess performance
teacher observation of student with interlocutor
checklists
SUMMARY OF LEARNING
OUTCOMES:
1. Demonstrate understanding of a casual conversation with topic

changes
2. Participate in a casual conversation with topic changes
Version 1, May 2013
76
NSW AMES
LEARNING OUTCOMES:
Learning outcome 1:
Demonstrate understanding of a casual conversation with topic

changes
1.1
1.2
1.3
1.4
Conversation:
is approximately 2 minutes in duration
is with 2 speakers
has at least 3 topics
is on familiar topics
is spoken at average speed
is heard 3 times
contains some common idiomatic expressions and / or
contractions
Learners are given questions before listening.
Responses:
may be spoken or written
need not be grammatically correct or in sentence form but errors
must not interfere with meaning
Learning outcome 2:
2.1 Participate effectively in a conversation which has at least 1

topic change
2.2 Open conversation appropriately
2.3 Sustain dialogue by using appropriate interaction strategies
2.4 Manage topic changes
2.5 Take an extended turn
2.6 Respond appropriately to a variety of adjacency pairs
2.7 Close conversation using appropriate pre-closing and closing
expressions
2.8 Use grammatical structures appropriate to setting and register
2.9 Pronounce key vocabulary and utterances with sufficient sound
clarity and stress to be intelligible to the interlocutor, or respond
to requests for clarification
2.10 Use prosodic features to communicate meaning
Conversation is:
with 2 speakers, one of whom is a fluent speaker
a minimum of 2 minutes in duration
on familiar topics
Some errors may occur but these must not interfere with the intended
meaning.
Version 1, May 2013
Identify the social situation / context in which conversation occurs

Identify the first topic in the conversation
Identify at least 1 other topic in the conversation
Identify specific information shared by speakers
77
NSW AMES
RANGE STATEMENT:
interaction strategies may include but not limited to:

take turns
give feedback
seek clarification
ask follow-up questions
use body language
use gestures
extended turn may include but not limited to:
recounting events
telling an anecdote
expressing an opinion
seeking clarification
providing a description
prosodic features may include but not limited to:
pausing
stress
intonation
RESOURCE
IMPLICATIONS:
To deliver the module the following resources may be required:

audio and / or video recordings
an interlocutor
recording equipment
Version 1, May 2013
78
NSW AMES
MODULE DETAILS:
Module C
Comprehending and negotiating complex

exchanges
Accredited course module code: SWEEXC303A

Nominal duration
60 hours
MODULE PURPOSE:

in complex spoken exchanges in order to function in community, work
and further-study contexts. These exchanges may take place on
the telephone or face to face. A complex exchange in this context is
seen as one in which a speaker has to use strategies / arguments to
negotiate an outcome with the interlocutor that is acceptable to both
of them.
PREREQUISITES:
Nil.
COREQUISITES:
Nil.

course.

role plays
teacher observation of student with fluent speaker
audio and / or video recordings to assess performance
checklists
SUMMARY OF LEARNING
OUTCOMES:
1. Demonstrate understanding of a complex spoken exchange

2. Negotiate a complex spoken exchange
Version 1, May 2013
79
NSW AMES
LEARNING OUTCOMES:
Learning outcome 1:
1.1 Identify the social context and topic of the exchange

1.2 Identify what both speakers want to achieve
1.3 Identify specific information both speakers give
Exchange is:
between 2 people, on the phone or face to face
on a familiar and relevant topic
on audio or video
spoken at average speed and heard 3 times
at least 2 minutes in duration
Responses:
can be spoken or written
Learning outcome 2:
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
Exchange is:
face to face or on the telephone
meaning.
Version 1, May 2013
Negotiate a complex exchange effectively

Open exchange appropriately
Use appropriate strategies to negotiate exchange
Substantiate reasons / arguments
Request information or goods / services
Provide information
Close exchange appropriately
Use grammatical structures appropriately
Use vocabulary appropriate to setting and register
Pronounce key vocabulary and utterances with sufficient sound
clarity and stress to be intelligible to the interlocutor, or respond
to requests for clarification
80
NSW AMES
RANGE STATEMENT:
strategies to negotiate exchange may include but not limited to:

make requests
acknowledge other viewpoints
confirm information
provide feedback
request clarification
seek / provide repetition
use effective questioning techniques
present facts logically
pausing
stress
intonation
RESOURCE
IMPLICATIONS:
To deliver the module the following resources are required:

audio or video recordings
an interlocutor
recording equipment
Version 1, May 2013
81
NSW AMES
MODULE DETAILS:
Module D

interviews
Accredited course module code: SWEINT304A

Nominal duration
60 hours
MODULE PURPOSE:

in interviews in order to function in community, work and further-study
contexts. They may include interviews with businesses, agencies or
education counsellors.
PREREQUISITES:
Nil.
COREQUISITES:
Nil.

course.

role play
audio and / or video recording to assess performance
teacher observation of student with interlocutor
checklists
SUMMARY OF LEARNING
OUTCOMES:
1. Demonstrate understanding of an interview

2. Participate in an interview
Version 1, May 2013
82
NSW AMES
LEARNING OUTCOMES:
Learning outcome 1:
1.1 Identify purpose of the interview

1.2 Demonstrate understanding of questions
1.3 Demonstrate understanding of specific information given by
speakers
Interview:
contains opening and closing
contains at least 6 standard interviewer and interviewee questions
is between 2 people, on the phone or face to face
may contain some numerical information
is on a familiar and relevant topic
is on audio or video
is spoken at average speed
is heard three times
Responses:
need not be grammatically correct but errors must not interfere
with meaning
Learning outcome 2:
2.1
2.2
2.3
2.4
2.5
2.6
2.7
The interview is:

with 2 speakers
face to face or on the telephone
conducted with an interlocutor
familiar and relevant to learners situation
Assessment may be audio or video recorded for assessment of
performance.
Learners have recourse to repetition and / or clarification.
Some errors may occur but these must not interfere with intended
meaning.
Version 1, May 2013
Participate effectively in an interview

Respond appropriately to stages of the interview
Answer questions appropriately
Use appropriate interaction strategies
Use grammatical structures appropriate to setting and register
Use appropriate technical vocabulary
Pronounce key vocabulary and utterances with sufficient sound
clarity and stress to be intelligible to the interlocutor, or respond to
requests for clarification
83
NSW AMES
RANGE STATEMENT:
stages of the interview refers to:

opening
requests for information
closing
interaction strategies may include but not limited to:
turn taking
ask questions
ask for repetition
indicate comprehension
respond to topic shifts
confirm and clarify
pausing
stress
intonation
RESOURCE
IMPLICATIONS:

an interlocutor
recording equipment
Version 1, May 2013
84
NSW AMES
MODULE DETAILS:
Module E
Comprehending and conducting

presentations
Accredited course module code: SWEPRE305A

Nominal duration
60 hours
MODULE PURPOSE:
This module covers the skills required to understand spoken

information texts that are predominantly monologic. The texts could
be talks / presentations from guest speakers, radio, TV or online
programs or teacher-created texts adapted / modified from authentic
texts.
It also covers the skill of presenting spoken information to an
audience. The text is essentially monologic, although the learners
would need to be able to respond appropriately to questions from the
audience. These skills enable learners to function in community, work
and further-study contexts.
PREREQUISITES:
Nil.
COREQUISITES:
Nil.

course.

verbal and written questioning
student documents
checklists
teacher observation
presentations
SUMMARY OF LEARNING
OUTCOMES:
1. Demonstrate understanding of a spoken presentation

2. Deliver a short spoken presentation
Version 1, May 2013
85
NSW AMES
LEARNING OUTCOMES:
Learning outcome 1:
1.1 Identify topic of presentation

1.2 Identify main ideas
1.3 Identify specific information which supports or elaborates on main
ideas
Text:
is a spoken face-to-face, online, radio or TV presentation
is on a relevant topic
contains specific information which supports or elaborates on
main ideas
is monologic
is heard 3 times
is spoken at average speed by fluent speaker, not classroom
teacher
may contain some numerical information
Responses:
need not be grammatically correct but errors must not interfere
with meaning
Learning outcome 2:
2.1 Deliver a well-structured, coherent oral presentation

2.2 Use appropriate staging
2.3 Deliver clear facts, statements or viewpoint with substantiation,
as required
2.4 Link main ideas in talk logically and cohesively
2.5 Respond to questions appropriately
2.6 Use visual aids to support presentation appropriately
2.7 Use appropriate grammatical structures
2.8 Use appropriate vocabulary
clarity and stress to be intelligible to the interlocutor
2.11 Use paralinguistic features to support presentation
Presentation:
is at least 6 minutes in duration
contains some mathematical information
Learners may refer to prompt cards or notes.
meaning.
Version 1, May 2013
86
NSW AMES
RANGE STATEMENT:
appropriate staging refers to:

introduction
content
conclusion
pausing
stress
intonation
paralinguistic features may include but not limited to:
body language
gestures
facial expressions
eye contact
RESOURCE
IMPLICATIONS:
To deliver the module audio and / or video recordings and recording

equipment are required.
Version 1, May 2013
87
NSW AMES
MODULE DETAILS:
Module F

discussions
Accredited course module code: SWEDIS306A

Nominal duration
60 hours
MODULE PURPOSE:

in spoken discussions in order to function in community, work and
further-study contexts. The discussion should be on one issue or
topic of relevance to the learners. Participants in the discussion need
to present their points of view on the issue / topic and substantiate
their views with supporting arguments and agree or disagree with the
viewpoints expressed by other speakers.
PREREQUISITES:
Nil.
COREQUISITES:
Nil.

course.

audio and / or video recordings to assess performance
observation by classroom teacher
checklists
discussions
SUMMARY OF LEARNING
OUTCOMES:
1. Demonstrate understanding of a spoken discussion

2. Participate in a discussion
Version 1, May 2013
88
NSW AMES
LEARNING OUTCOMES:
Learning outcome 1:
1.1 Identify the topic of the discussion

1.2 Identify the speakers points of view
1.3 Identify evidence which supports speakers points of view
Discussion is:
with 2-3 speakers
approximately 2-3 minutes in duration
on audio or video
heard 3 times
Responses:
Learning outcome 2:
2.1 Participate effectively in a discussion

2.2 Express a point of view and substantiate viewpoint with evidence
which supports speakers points of view
2.3 Use appropriate interactive strategies to sustain discussion
2.4 Use vocabulary and grammatical structures appropriate to setting
and register
clarity and stress to be intelligible to the interlocutor, or respond to
requests for clarification
2.6 Use prosodic and paralinguistic features to communicate
meaning
Discussion is:
with 2 to 3 speakers
meaning.
Version 1, May 2013
89
NSW AMES
RANGE STATEMENT:
interactive strategies may include but not limited to:

provide feedback
seek clarification
ask follow-up questions
take turns
invite other peoples opinions
acknowledge other peoples opinions
use nonverbal language
prosodic and paralinguistic features may include but not limited to:
pausing
stress
intonation
body language
gestures
facial expressions
eye contact
RESOURCE
IMPLICATIONS:

equipment are required.
Version 1, May 2013
90
NSW AMES
MODULE DETAILS:
Module G
Composing formal correspondence and

Accredited course module code: SWECOR307A

Nominal duration
60 hours
MODULE PURPOSE:
This module covers the skills required to write formal letters and / or
emails and to complete complex forms. It includes the objective,
grammatically complex language required in formal written contexts
and the reading skills to deal with complex instructions and questions
in more demanding forms.
PREREQUISITES:
Nil.
COREQUISITES:
Nil.

course.
Evidence may be gathered through the collection of learner

documents.
SUMMARY OF LEARNING
OUTCOMES:
1. Write a formal letter / email

2. Complete a complex formatted text
Version 1, May 2013
91
NSW AMES
LEARNING OUTCOMES:
Learning outcome 1:
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
Write a coherent letter / email

Use conventional layout for email
Stage text appropriately
Write paragraphs which clearly express objective information
about topic
Provide information / supporting evidence, request action
Use grammatical structures appropriate to formal language
Use vocabulary appropriate to formal register
Use punctuation to support meaning
Spell all words correctly
Letter contains at least two paragraphs in the body of letter / email.

Learners may use dictionaries and / or spell-checks.
meaning.
Learning outcome 2:
2.1 Complete form correctly

2.2 Respond appropriately to instructions and questions
2.3 Provide required information using appropriate vocabulary and
grammar
2.4 Write numerical information correctly and completely in
appropriate space
2.5 Spell all words correctly
2.6 Produce typed or legible handwritten responses
Form:
is authentic or adapted
may be in print or online
requests approximately 16 pieces of information
contains complex instructions
contains questions
contains abbreviations
contains sections which require numerical information and a short
block of text
RANGE STATEMENT:
Stage text refers to:

introduction
points and elaboration
concluding statement
RESOURCE
IMPLICATIONS:
To deliver this module the following resources are required:

email software programs, if writing an email
authentic or adapted print or online complex forms
Version 1, May 2013
92
NSW AMES
MODULE DETAILS:
Module H
Comprehending and composing complex

information texts
Accredited course module code:

Nominal duration
SWEINF308A
60 hours
MODULE PURPOSE:
This module covers the skills required to read texts that have an
impersonal tone and present information as facts. These texts are
commonly found in sources such as brochures, fact sheets, websites
and reports. This module also covers the skills required to write
workplace reports such as progress reports, simple problem / solution
reports and descriptive reports. The important feature of these reports
is to present information on a specific topic in a concise, impersonal,
logically constructed way under headings for ease of reading and
scanning. The module also includes the development of skills to
research and plan reports.
PREREQUISITES:
Nil.
COREQUISITES:
Nil.

course.
Evidence may be gathered through collection of learner documents.

This module can be linked to Module SWEVIS312A
Comprehending and composing visual texts and Module
SWEMAT317A Applying and interpreting mathematical information.
SUMMARY OF LEARNING
OUTCOMES:
1. Demonstrate understanding of a complex written information text

2. Write a report
Version 1, May 2013
93
NSW AMES
LEARNING OUTCOMES:
Learning outcome 1:
Demonstrate understanding of a complex written information

text
1.1 Identify topic of text

1.2 Demonstrate understanding of main information in text
1.3 Demonstrate understanding of facts that support the main
information
Text:
is approximately 350 words long
is an authentic text or adapted from an authentic text
has an impersonal tone with information presented as facts
contains a visual element
contains some numerical information
Learners may use dictionaries.
Responses:
may be performed, spoken or written
Learners read online or print texts and answer questions
Learning outcome 2:
Write a report
2.1 Write a coherent report

2.2 Stage text appropriately
2.3 Organise information in body of report into categories with
headings
2.4 Write coherent paragraphs containing clearly organised
information
2.5 Use appropriate layout
2.6 Link ideas using reference and conjunctions
2.7 Use grammar appropriate to level of formality and technicality of
reports
2.8 Use appropriate vocabulary for context
2.9 Use punctuation to support meaning
Report:
is at least 300 words long
is word processed
should contain a visual element
should contain some mathematical information
Learners should research and plan the report before writing.
meaning.
Version 1, May 2013
94
NSW AMES
RANGE STATEMENT:
Stage text refers to:

introduction with general statement or aspects covered in report
body
conclusion
recommendation / s (optional)
RESOURCE
IMPLICATIONS:
To deliver this module learners must have access to the Internet,

word processing software and print resources.
Version 1, May 2013
95
NSW AMES
MODULE DETAILS:
Module I
Comprehending and composing narrative

texts
Accredited course module code: SWENAR309A

Nominal duration
60 hours
MODULE PURPOSE:
This module covers the skills required to read and write narratives.
It includes the skills to read and write stories in which complications
or problems occur and to use descriptive and evaluative language
to describe events, people, places and things. The purpose of these
narratives is to entertain or engage the reader. The module also
includes the development of skills in planning to write narratives.
PREREQUISITES:
Nil.
COREQUISITES:
Nil.

course.
Evidence should be gathered through the collection of learner

documents.
SUMMARY OF LEARNING
OUTCOMES:
1. Demonstrate understanding of a narrative

2. Write a narrative
Version 1, May 2013
96
NSW AMES
LEARNING OUTCOMES:
Learning outcome 1:
1.1
1.2
1.3
1.4
1.5
1.6
Narrative:
contains stages of narrative
may be fiction or factual
may be an abridged version
contains some complex grammar and vocabulary
contains descriptive language to enhance and develop the story
may contain dialogue
Responses:
Learners read narratives and answer questions, give personal

responses or retell narratives.
Learning outcome 2:
Write a narrative
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
Narrative is at least 300 words long.

Learners should plan the narrative before writing.
meaning.
Version 1, May 2013
Demonstrate understanding of topic of narrative

Identify stages of narrative
Identify the main characters
Demonstrate understanding of events and their details
Identify complication or problem and its resolution
Demonstrate understanding of vocabulary
Write a coherent narrative

Structure text appropriately
Organise content into cohesive linguistic structures
Use cohesive devices appropriate to a narrative
Use appropriate past-tense verbs
Use descriptive and evaluative language
Produce typed or legible handwritten text
97
NSW AMES
RANGE STATEMENT:
stages of narrative refers to:

orientation
complication
resolution
evaluative elements
optional coda
cohesive linguistic structures refers to:
clauses
sentences
paragraphs
RESOURCE
IMPLICATIONS:
To deliver this module authentic or adapted narrative texts are

required.
Version 1, May 2013
98
NSW AMES
MODULE DETAILS:
Module J

discussions

Nominal duration
SWEDSN310A
60 hours
MODULE PURPOSE:
This module covers the reading skills required to interpret discussions

as persuasive texts. It covers the skills to critically analyse and
identify the language features and persuasive devices of discussions.
It also covers the skills required to write discussions that present
more than one side of an argument.
PREREQUISITES:
Nil.
COREQUISITES:
Nil.

course.

checklists
This module can be linked to Module SWEMAT317A Applying
and interpreting mathematical information.
SUMMARY OF LEARNING
OUTCOMES:
1. Critically read a discussion

2. Write a discussion
Version 1, May 2013
99
NSW AMES
LEARNING OUTCOMES:
Learning outcome 1:
1.1
1.2
1.3
1.4
Text:
has length appropriate to purpose
presents more than one point of view
contains at least 3 pieces of information supporting viewpoint(s),
including quantitative / statistical information
contains complex grammar and vocabulary
Responses:
Learners read texts and answer questions
Learning outcome 2:
Write a discussion
2.1
2.2
2.3
2.4
Identify topic of text

Identify viewpoints in text
Demonstrate understanding of supporting evidence / information
Demonstrate understanding of language features which support
viewpoints
2.5
2.6
2.7
2.8
2.9
2.10
2.11
Write a coherent discussion

Use appropriate text structure
Use linking devices to develop discussion
Write coherent paragraphs that express arguments for and
against and provide evidence to support / substantiate arguments
Use topic sentences to focus on and organise arguments within
paragraphs
Use appropriate conjunctive links
Use grammatical structures of appropriate complexity in order to
develop the discussion
Use vocabulary appropriate for presenting different points of
view
Discussion is at least 300 words long.

meaning.
RANGE STATEMENT:
text structure refers to:

introduction
arguments (for and against)
conclusion
RESOURCE
IMPLICATIONS:
To deliver this module authentic or adapted opinion texts are required.
Version 1, May 2013
100
NSW AMES
MODULE DETAILS:
Module K
Comprehending and composing expositions

Nominal duration
SWEEXP311A
60 hours
MODULE PURPOSE:
This module covers the reading skills required to interpret expositions

as persuasive texts. It covers the skills to critically analyse and
identify the language features and persuasive devices of expositions.
It also covers the skills required to write expositions that put forward a
single point of view on a topic.
PREREQUISITES:
Nil.
COREQUISITES:
Nil.

course.

checklists
SUMMARY OF LEARNING
OUTCOMES:
1. Critically read an exposition

2. Write an exposition
Version 1, May 2013
101
NSW AMES
LEARNING OUTCOMES:
Learning outcome 1:
1.1
1.2
1.3
1.4
Text:
has length appropriate to purpose
presents one or more points of view
contains at least 3 pieces of information supporting viewpoint(s),
including quantitative / statistical information
contains complex grammar and vocabulary
Responses:
Learners read texts and answer questions.
Learning outcome 2:
Write an exposition
2.1
2.2
2.3
2.4
2.5
Identify topic of text

Identify viewpoints in text
Demonstrate understanding of supporting evidence / information
Demonstrate understanding of language features which support
viewpoints
2.6
2.7
2.8
2.9
2.10
2.11
Version 1, May 2013
Write a coherent exposition

Use appropriate text structure
Use techniques to support arguments
Use linking devices to develop exposition
Use topic sentences to focus on and organise arguments within
paragraphs
Use appropriate conjunctive links showing reasons and
conditions
Use grammatical structures of appropriate complexity in order to
develop exposition
Use attitudinal lexis and persuasive language to support
argument
Exposition is at least 300 words long.

meaning.
102
NSW AMES
RANGE STATEMENT:
text structure refers to:

statement of position
series of arguments to support position
restatement of position
techniques to support arguments may include but not limited to:
explanation
description
evidence
statistics
RESOURCE
IMPLICATIONS:
To deliver this module authentic or adapted exposition texts are

required.
Version 1, May 2013
103
NSW AMES
MODULE DETAILS:
Module L

Nominal duration
SWEVIS312A
60 hours
MODULE PURPOSE:
This module covers the skills and knowledge required to interpret and
compose narrative and analytical visual texts.
PREREQUISITES:
Nil.
COREQUISITES:
Nil.

course.

checklists
This module can be linked to Module SWECAL316A
Comprehending and performing multiple-step calculations and
Module SWEMAT317A Interpreting and applying
mathematical information.
SUMMARY OF LEARNING
OUTCOMES:
1. Identify the features of a narrative image

2. Identify the features of a non-narrative image
3. Create an image to accompany a narrative or informational text
Version 1, May 2013
104
NSW AMES
LEARNING OUTCOMES:
Learning outcome 1:
1.1 Identify the social purpose of the image and how it relates to
accompanying spoken or written text
1.2 Identify whether the image challenges conventions
1.3 Identify what is happening in the image in regard to participants
and the vectors which show how they are interacting in the
image, including thought processes shown through speech
bubbles, if appropriate
1.4 Identify elements and circumstances in the image which develop
the context within the image
1.5 Identify the degree of realism in the image
1.6 Identify the perspective of the image
1.7 Identify symbolic elements within the image
1.8 Identify the placement of elements within the image
1.9 Identify how the participants engage with the viewer
1.10 Identify how participants are given salience
Image must be part of a multimodal print or online text.

Description provided by the learner:
Learning outcome 2:
2.1 Identify the social purpose of the image and how it relates to
accompanying spoken or written text
2.2 Identify information the image is providing
2.3 Identify if the image is showing how different objects relate to one
another (classification) or how objects form a whole (analytical)
2.4 Identify how the elements of the image are related to one
another
2.5 Identify the use of colour, icons and symbols within the image,
where appropriate
Image must be part of a multimodal print or online text.

Description provided by the learner:
Version 1, May 2013
105
NSW AMES
Learning outcome 3:
Create an image to accompany a narrative or information text
3.1 Create a narrative image or non-narrative image to accompany a

written text or spoken presentation
3.2 Report how image was created using visual conventions and how
image relates to written or spoken text
Image must be part of a multimodal print, spoken or online text.

Report on image is at least 150 words long.
Reports need not be grammatically correct or in sentence form but
errors must not interfere with meaning.
Learners create images and use checklist guide to write or talk about
how they composed their images.
RANGE STATEMENT:
placement of elements refers to:

left (familiar)
right (new)
top (ideal)
bottom (real)
how participants engage with the viewer may include but not
limited to:
through direct or averted gaze (involvement / detachment)
close-up versus long-shot (social distance)
high and low angles (power)
salience may include but not limited to:
placement
colour
lighting
balance
how the elements of the image are related to one another may
include but not limited to:
classification images may use montage, organisational charts or
networks
analytical images may use spatial placement on page, maps,
graphs, timelines
RESOURCE
IMPLICATIONS:
To deliver the module access to narrative and non-narrative images in

authentic print and online multimodal texts is required.
Version 1, May 2013
106
NSW AMES
MODULE DETAILS:
Module M
Comprehending news stories and

advertisements

Nominal duration
SWEADS313A
60 hours
MODULE PURPOSE:
This module covers the reading skills required to locate and interpret
news stories and advertisements. It includes reading and interpreting
visual texts, which support these texts.
PREREQUISITES:
Nil.
COREQUISITES:
Nil.

course.

checklists
SUMMARY OF LEARNING
OUTCOMES:
1. Demonstrate understanding of a news article

2. Interpret an advertisement
Version 1, May 2013
107
NSW AMES
LEARNING OUTCOMES:
Learning outcome 1:
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
Locate topic
Demonstrate understanding of headline
Identify topic and point of view of article
Demonstrate understanding of main information in article
Demonstrate understanding of details including any mathematical
information
Identify people / organisations referred to in article
Demonstrate understanding of information given by sources
Identify attitudinal lexis used to promote point of view
Identify type of visual and how it supports written text
Article:
is at least 300 to 350 words in length
is an authentic text or adapted from an authentic text
contains reported speech
contains at least 4 pieces of information
may contain headline with common, familiar idiomatic language
is accompanied by a graph or image
Responses:
Learners scan and locate relevant news or current affairs articles in

online or print media publications and read and answer questions on
located news articles.
Learning outcome 2:
2.1 Identify the intention of advertisement

2.2 Locate specific information given in advertisement
2.3 Interpret persuasive devices
Advertisement:
should contain visual element and promotional material
may be authentic or adapted from authentic text
contains persuasive devices
Responses:
Learners read and answer questions on advertisements.
Version 1, May 2013
108
NSW AMES
RANGE STATEMENT:
Locate topic may include but not limited to:

through web menu
through contents list
search by scanning for relevant information
reading headlines
rolling over texts, headings and visuals
persuasive devices may include but not limited to:
attitudinal lexis
visual imagery
colour
layout
mathematical information
RESOURCE
IMPLICATIONS:
To deliver the module learners must have access to media print

and / or online resources.
Version 1, May 2013
109
NSW AMES
MODULE DETAILS:
Module N
Comprehending and giving complex

instructions
Accredited course module code: SWEINS314A

Nominal duration
60 hours
MODULE PURPOSE:
This module covers the skills required to understand and give

complex spoken instructions and also to read complex written
instructions required to function in community, work and furtherstudy contexts. Instructions may either be procedures or protocols.
A procedure is a text that describes how something is to be
accomplished through a sequence of actions or steps. A protocol sets
out the conditions under which something is to be done.
PREREQUISITES:
Nil.
COREQUISITES:
Nil.

course.

performance of a task or activity
teacher observation
SUMMARY OF LEARNING
OUTCOMES:
1. Demonstrate understanding of complex instructions in a spoken

exchange
2. Give complex instructions in a spoken exchange
3. Demonstrate understanding of complex written instructions
Version 1, May 2013
110
NSW AMES
LEARNING OUTCOMES:
Learning outcome 1:
Demonstrate understanding of complex instructions in a spoken

exchange
1.1 Demonstrate understanding of a set of instructions

1.2 Use interaction strategies appropriate to complex spoken
instructions
1.3 Demonstrate understanding of markers of time, manner and
place, where appropriate
1.4 Demonstrate understanding of implicit commands
1.5 Demonstrate understanding of conditional clauses
Exchange:
contains a procedure or protocol with at least 8 instructions
has instructions that are appropriate to context but not previously
encountered as a classroom activity
is on a relevant topic
is spoken by an interlocutor
contains numerical specifications
Learners are allowed time to respond to each instruction and may ask
for repetition or clarification.
Responses:
must identify at least 6 pieces of information
Learning outcome 2:
2.1 Give a set of at least 8 instructions in a spoken exchange which is

readily understood by the interlocutor
2.2 State purpose clearly before commencing the steps
2.3 Give instructions in correct sequence
2.4 Respond to requests for clarification
2.5 Use conditional clause(s)
2.6 Use imperative clauses including negatives
2.7 Use markers of time, manner and place
2.8 Pronounce key words and utterances with sufficient sound clarity,
stress and intonation to be intelligible to the interlocutor, or
respond to requests for clarification
2.9 Use pausing to divide information
Exchange:
is largely monologic
contains numerical specifications
Some errors may occur but these must not interfere with intended
meaning.
Version 1, May 2013
111
NSW AMES
Learning outcome 3:
3.1 Identify topic

3.2 Demonstrate understanding of actions required and sequence
3.3 Demonstrate understanding of grammatical structures
signalling required action
3.4 Demonstrate understanding of technical vocabulary
Text:
has approximately 10 instructions
may contain numerical information
is authentic or adapted from authentic text
is either a procedure, a protocol or combination of both
Responses:
may be performed, spoken or written
RANGE STATEMENT:
grammatical structures signalling required action may include but

not limited to:
imperatives
conditional / hypothetical clauses
negation
modality
RESOURCE
IMPLICATIONS:

equipment is required, as well as other equipment required for the
performance of the task.
Version 1, May 2013
112
NSW AMES
MODULE DETAILS:
Module O
Accredited course module code: SWEJOB315A

Nominal duration
60 hours
MODULE PURPOSE:
This module covers the skills required to read a job advertisement,

write a simple rsum / CV and telephone about a job advertisement.
PREREQUISITES:
Nil.
COREQUISITES:
Nil.

course.

performance of a task or activity
teacher observation
checklists
SUMMARY OF LEARNING
OUTCOMES:
1. Analyse a job advertisement

2. Write a rsum / CV
3. Telephone about a job
Version 1, May 2013
113
NSW AMES
LEARNING OUTCOMES:
Learning outcome 1:
1.1 Select job advertisement relevant to own qualifications,

experience and aspirations
1.2 Identify key information in advertisement
1.3 Demonstrate understanding of vocabulary used in advertisement
Advertisements are authentic.

Responses:
Learning outcome 2:
Write a rsum / CV
2.1
2.2
2.3
2.4
2.5
2.6
Rsum / CV is:
1 page minimum in length
word processed
Learning outcome 3:
3.1
3.2
3.3
3.4
3.5
3.6
Call can be simulated or authentic.
Version 1, May 2013
Select appropriate rsum / CV structure and format

Write a rsum / CV
Write about self appropriately
Date information appropriately and consistently
Use appropriate grammatical structures
Use appropriate technical and work-related vocabulary to
describe education, training, skills and employment history
Participate in role-play of a jobseeking telephone conversation

Use appropriate staging for telephone exchanges
Ask for information
Make statements, ask and answer questions and give feedback
Sustain conversation
Use accurate vocabulary and grammatical structures appropriate
to setting and register
3.7 Pronounce utterances intelligibly so that delivery does not impede
comprehension, or use strategies such as reformulation or
repetition to clarify meaning
114
NSW AMES
Learners undertake role plays enquiring about topics such as

an employment / work-experience opportunity
a position and participate in a short informal interview
RANGE STATEMENTS:
key information in advertisements may include but not limited to:

job title
location
duties
contact information
closing date
work hours
rates of pay
Write about self appropriately may include but not limited to:
education
training
skills
employment history
personal attributes
key achievements
appropriate staging for telephone exchanges refers to:
greeting
identify self
state business
provide additional relevant information
pre-closing
closing
Sustain conversation may include but not limited to:
take turns
confirm
clarify
repair
identify topic shifts
RESOURCE
IMPLICATIONS:

authentic job advertisements
recording equipment
Version 1, May 2013
115
NSW AMES
MODULE DETAILS:
Module P
Comprehending and performing multiplestep calculations
Accredited course module code: SWECAL316A

Nominal duration
60 hours
MODULE PURPOSE:
This module covers the skills to perform the mathematical operations

of multiplication and division in familiar contexts, including
calculations with whole dollars.
PREREQUISITES:
Nil.
COREQUISITES:
Nil.

course.

projects
observation of classroom tasks
observation of simulated workplace tasks
SUMMARY OF LEARNING
OUTCOMES:
1. Carry out multiple-step calculations

2. Apply measurement techniques to problem solving
3. Comprehend and construct tabular and graphical information
Version 1, May 2013
116
NSW AMES
LEARNING OUTCOMES:
Learning outcome 1:
1.1
1.2
1.3
1.4
Tasks must include written texts.

Learners may use a combination of mental arithmetic and calculators.
Responses:
Learning outcome 2:
2.1 Select and use appropriate units and notations for calculating
area and volume
2.2 Use simple rates to estimate, calculate and compare distances,
times and costs
2.3 Convert between metric units
2.4 Select appropriate measuring instruments to read scales
accurately and estimate between given graduations
Learners may use a combination of mental calculation and

calculators.
Responses:
may be spoken, written or through the use of concrete materials
Learning outcome 3:
3.1 Demonstrate understanding of amounts and quantities

represented in tables and graphs
3.2 Construct a simple survey to generate data
3.3 Tabulate responses
3.4 Analyse responses to survey using appropriate mathematical
tools and concepts
3.5 Determine spread of data
3.6 Tabulate data and represent this in a simple histogram, bar graph
or pie chart
Learners may use computer software such as Excel.
Version 1, May 2013
Solve problems which require selecting more than one operation

Perform tasks which require an understanding of rate
Perform tasks which require an understanding of ratio
Calculate and convert between decimals, percentages and
fractions
1.5 Make estimates and check against calculations
1.6 Determine averages of a set of numbers and relate these to their
use and meaning in everyday contexts
1.7 Calculate simple probabilities and relate the concept of probability
to everyday meanings of chance, odds and likelihood
117
NSW AMES
RANGE STATEMENTS:
rate may include but not limited to:

litres per kilometre
dollars per metre
dollars per hour
averages refers to:
mean
median
mode
appropriate mathematical tools and concepts may include:
percentages
frequency
spread
averages
RESOURCE
IMPLICATIONS:
To deliver the module measuring instruments and calculators are

required.
Version 1, May 2013
118
NSW AMES
MODULE DETAILS:
Module Q
Applying and interpreting mathematical

information
Accredited course module code: SWEMAT317A

Nominal duration
60 hours
MODULE PURPOSE:
This module covers the skills to interpret complex maps and plans,
to apply mathematical skills and methods for problem solving and
to analyse mathematical information embedded in texts. Computer
software packages and online maps should be used to enhance
learning.
PREREQUISITES:
Nil.
COREQUISITES:
Nil.

course.

collection of work samples
projects
observation of tasks
observation of simulated workplace tasks
SUMMARY OF LEARNING
OUTCOMES:
1. Interpret complex maps and plans

2. Apply mathematical skills and methods for problem solving
3. Analyse mathematical and statistical information embedded in
texts
Version 1, May 2013
119
NSW AMES
LEARNING OUTCOMES:
Learning outcome 1:
1.1
1.2
1.3
1.4
Maps / plans are authentic print or online.

Responses:
may be spoken or written or through use of concrete materials
Learning outcome 2:
2.1 Recognise mathematics in everyday problems and decisionmaking tasks

2.2 Identify mathematical skills and methods appropriate for solving
everyday problems and making decisions
2.3 Identify and sequence steps involved in problem solving and
decision making
2.4 Interpret simple mathematical formulae and models
2.5 Recognise proportional and inversely proportional relationships
2.6 Perform transposition of simple formulae to solve problems
2.7 Use mathematical formulae and models to solve everyday
problems and to make decisions
2.8 Check solutions or decisions reached using mathematics
Learners can use calculators.

Responses:
may be spoken, written or demonstrated
Learning outcome 3:
Analyse mathematical and statistical information embedded in

texts
3.1 Give examples of statistics used in everyday contexts

3.2 Locate mathematical information embedded in or accompanying
print or online texts
3.3 Interpret mathematical information embedded in or accompanying
print or online texts
3.4 Identify whether mathematical information reflects, extends or
enhances written information
3.5 Evaluate the validity of mathematical or statistical information
presented in text
Version 1, May 2013
Read scale to calculate distance between points and area

Describe location in terms of coordinates
Use key / symbols to identify features in map / plan
Locate world time zones using an Internet site
120
NSW AMES
Texts containing mathematical information:

are authentic print or online
should be on a subject familiar or directly relevant to learners
contexts
Responses:
may be spoken, written or demonstrated
Learners identify information that supports the claims or conclusions

in the text and, where appropriate, identifies ambiguous, erroneous or
insufficient evidence.
RANGE STATEMENTS:
models may include but not limited to:

street directories and other scaled models
a simple budget
dress patterns
floor plan
RESOURCE
IMPLICATIONS:
To deliver this module maps, plans and texts containing mathematical

information are required, as well as access to the Internet.
Version 1, May 2013
121
NSW AMES
Version 1, May 2013
NSW AMES
APPENDIX
Version 1, May 2013
NSW AMES
Appendix A
Review changes comparison table CSWE III
20082013 Version
20132018 Version
Nominal hours
400 hours
Module A 40 hours
Other modules 60 hours
500 hours
Module SWELRN301A 20 hours
Other modules 60 hours
Course rules
Completion of 7 modules 1 core + 6 elective
modules
Completion of 9 modules 1 core + 8 elective

modules including at least 2 from spoken text and
at least 2 from written text electives
+ 700 hours of out-of-class study
Nominal hours
Increased to reflect the volume of learning required by the AQF for a Certificate III
level qualification.
Module changes Terminology changed to reflect current approaches to teaching language and to
focus on what language users do with language rather than focusing on skills.
Increased number of modules from 7 to 9 required for successful course
completion to achieve the breadth and depth of learning required for a
Certificate III level qualification.
Additions
Module SWEVIS312A Comprehending and composing visual texts has been
added, particularly at the request of schools.
Numeracy
Two numeracy modules have been maintained but they have been significantly
revised to focus more on multi-step mathematical operations and interpreting
and applying mathematical knowledge. These have been developed for those
EAL learners who may also need to develop numeracy skills and not just become
familiar with the English of mathematics.
The integration of the language of numeracy into the spoken and written learning
outcomes has been strengthened.
Technology
More opportunities to use computer technology and social media have been
included.
LO changes
Learning outcomes and assessment criteria in some modules have been reworked
to provide more clarity and specification.
Some learning outcomes have been rearranged across modules, especially those
relating to reading and writing skills to provide a consistent focus on text-types
rather than skills eg: learning outcomes related to narrative texts were combined
into Module SWENAR309A Comprehending and composing narrative texts.
Rearranging learning outcomes across modules enables some modules to focus
on texts for particular contexts eg: jobseeking.
The learning outcome related to developing a learning plan has been deleted
from Module SWELRN301A Advanced learning strategies as this is now done
in various contexts with counsellors and is not relevant in others. However it is still
listed as a sample task.
Learning outcomes related to preparing to write have been deleted.
More sample tasks have been added where requested.
Version 1, May 2013
124
NSW AMES
Equivalence key
ME
PE
NE
=
Full module equivalence

Partial equivalence only one learning outcome equivalence
No equivalence new module
LO equivalence
Equivalent modules accepted for credit transfer
CSWE III 2008
CSWE III 2013

10364NAT Certificate III in Spoken and Written
English
ME
CSWE III A
CSWE III A
Learning outcome 2
Learning outcome 3
=
=
Module A
SWELRN301A
Learning outcome 1
Learning outcome 2
CSWE III
ME
Module B
SWECON302A
Comprehending and participating in casual
conversation
CSWE III
ME
Module C
SWEEXC303A
Comprehending and negotiating complex
exchanges
CSWE III
ME
Module D
SWEINT304A
Comprehending and participating in interviews
CSWE III
ME
Module E
SWEPRE305A
Comprehending and conducting presentations
CSWE III
ME
Module F
SWEDIS306A
Comprehending and participating in discussions
CSWE III
ME
Module G
SWECOR307A
Composing formal correspondence and completing
formatted texts
CSWE III
CSWE III
CSWE III
CSWE III
H
M
K
N
Version 1, May 2013
Learning outcome 1
Learning outcome 2
Learning outcome 2
Learning outcome 2
=
=
Module H
SWEINF308A
Comprehending and composing information texts
Learning outcome 1
Learning outcome 2
=
=
Module I
SWENAR309A
Comprehending and composing narrative texts
Learning outcome 1
Learning outcome 2
125
NSW AMES
CSWE III
CSWE III
CSWE III
CSWE III
J
P
J
O
Learning outcome 1
Learning outcome 2
Learning outcome 1
Learning outcome 2
=
=
Module J
SWEDSN310A
Comprehending and composing discussions
Learning outcome 1
Learning outcome 2
=
=
Module K
SWEEXP311A
Comprehending and composing expositions
Learning outcome 1
Learning outcome 2
NE
CSWE III
CSWE III
CSWE III
CSWE III
CSWE III
I
J
G
G
H
Learning outcome 2
Learning outcome 2
Learning outcome 1
Learning outcome 2
Learning outcome 2
=
=
Module M
SWEADS313A
Comprehending news stories and advertisements
Learning outcome 1
Learning outcome 2
=
=
=
Module N
SWEINS314A
Learning outcome 1
Learning outcome 2
Learning outcome 3
PE
CSWE III
CSWE III
CSWE III
CSWE III
R
R
S
Learning outcome 1
Learning outcome 1
Learning outcome 2
Learning outcome 1
Module O
SWEJOB315A
Learning outcome 2
=
=
=
Module P
SWECAL316A
Comprehending and performing multiple-step
calculations
Learning outcome 1
Learning outcome 2
Learning outcome 3
PE
CSWE III
Version 1, May 2013
Learning outcome 2
Module L
SWEVIS312A
Module Q
SWEMAT317A
Learning outcome 1
126
NSW AMES

Cswe III - V1.4 - Curriculum Document

Загружено:

Сведения о документе

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Cswe III - V1.4 - Curriculum Document

Загружено:

Авторское право:

Доступные форматы

10364NAT Certificate III in

Spoken and Written English

Published by NSW Adult Migrant English Service

THE CURRICULUM FRAMEWORK

OVERVIEW OF THE CERTIFICATE LEVELS

Course in Preliminary Spoken and Written English

ELEMENTS OF THE CURRICULUM FRAMEWORK

Copyright and course classification information

APPENDIX COURSE CODES

10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH

Version 1, May 2013

10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH

Version 1, May 2013

10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH

THE CURRICULUM FRAMEWORK

Course in Preliminary Spoken and Written English

Certificate I in Spoken and Written English

Certificate II in Spoken and Written English

Certificate III in Spoken and Written English

Certificate IV in Spoken and Written English Employment

Certificate IV in Spoken and Written English Further Studies

use criterion-referenced assessment to assess learner achievement

10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH

describe progression in language learning in terms of interacting with increasingly

Skills for participation in formal education

Beginning skills in spoken and written

500 hours + 200

Spoken and written English and

500 hours + 200

Spoken and written English and optional

500 hours + 700

Spoken and written English to participate

400 hours + 200

Spoken and written English to participate

500 hours + 200

Version 1, May 2013

10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH

Note: Certificate IV in Spoken and Written English Employment is a combination of modules

Version 1, May 2013

10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH

Assessment criteria are statements about learner performance in comprehending or

The statements about the conditions and methods of assessment describe:

Version 1, May 2013

10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH

OVERVIEW OF THE CERTIFICATE LEVELS

10361NAT Course in Preliminary Spoken and Written English

Preliminary learning strategies

Version 1, May 2013

10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH

Version 1, May 2013

10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH

10362NAT Certificate I in Spoken and Written English

Version 1, May 2013

10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH

Version 1, May 2013

10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH

10363NAT Certificate II in Spoken and Written English

Intermediate learning strategies

Spoken text electives

Version 1, May 2013

10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH

Comprehending and using fractions and decimals

Version 1, May 2013

10364NAT CERTIFICATE III IN SPOKEN AND WRITTEN ENGLISH